An Elementary School Teacher teaches elementary school students, usually children ages 5 - 11 who are in kindergarten through fifth or sixth grade, in a public or private school. Teaches all subjects, including reading, writing, math, social studies and science, to one class throughout the school year. Plans curriculum and assesses student progress, manages student behavior and communicates with school parents. May specialize in teaching music, art or physical education, or teach students that are learning English, or work with students with learning disabilities or emotional and behavioral disorders.
Title 1 Teacher (Elementary) Ann Arbor Public Schools - 3.8 Ann Arbor, MI Job Details Full-time 5 hours ago Qualifications Teaching Certification Academic interventions Working with students Bachelor's degree in education Collaborative teaching
Full Job Description JobID:
17967
Position Type:
Elementary Teaching/Teacher Date Posted:
8/27/2026
Location:
To Be Determined District:
Ann Arbor Public Schools
POSITION TITLE
Elementary Title I Teacher FTE:
1.0
SALARY:
AAEA Teachers Salary Schedule
REPORTING RELATIONSHIP
Principal This position is funded with Title and/or Section 31a At-Risk Funds
QUALIFICATIONS REQUIREMENTS
To perform this job successfully, a successful candidate must be able to perform the essential duties. The requirements listed below are representative of the knowledge, skill, and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. The following is a list of qualifications for the position, any one of which may be waived by the Board in exercising its prerogative to determine qualifications.
EDUCATION AND EXPERIENCE
Applicants must have a bachelor's degree in education. Possess a valid, current Michigan teaching certificate with appropriate endorsement. Elementary/middle school teaching experience desired. Be recognized as a collaborative instructional team member. Have demonstrated success sharing and consulting with colleagues. Have demonstrated success working with underachieving students and closing the achievement gap(s). Demonstrate proficiency with evidence-based instructional techniques such as a. using ongoing assessment information to differentiate instruction; b. establishing a high level of student engagement and interaction that builds on students' prior knowledge; c. use of active learning, manipulatives and visual displays to scaffold students' understanding of concepts and numerical relationships; d. focus on problem solving, mathematical reasoning, justifying ideas and answers, making sense of mathematical situations e. strategic use of classroom discourse through which students construct meaning and understanding
ESSENTIAL DUTIES AND RESPONSIBILITIES
Teach District approved curriculum through supplemental support Develop lessons and instructional material to differentiate curriculum based on student needs and data Evaluate pupil's academic and social growth Maintain appropriate records of interventions and assessments including preparing progress report Regular and reliable attendance. Effective use of data to generate individualized learning Confer with building admin and improvement team on Title I plan and budget Collaborate and co-teach with classroom teachers to support identified Title I students through a push-in model Actively participate on the building's Continuous Improvement Team Collaboratively confer, plan and teach with other building interventionists Regularly attend district Title I meetings Follow all Title I program requirements and applicable school and district policies
LANGUAGE SKILLS
Read, analyze, and interpret periodicals, professional journals, technical procedures, or governmental regulations. Write reports, business correspondence, and procedure manuals. Effectively present information in written and oral form.
MATHEMATICAL SKILLS
Apply concepts such as fractions, percentages, ratios, and proportions to practical situations.
REASONING ABILITY
Define problems, collect data, establish facts, and draw valid conclusions. Interpret an extensive variety of technical instructions in mathematical or diagram form and deal with several abstract and concrete variables. OTHER SKILLS and
ABILITIES
Apply knowledge of current research and theory to instructional programs. Plan and implement lessons based on division and school objectives and the needs and abilities of students to whom assigned. Establish and maintain effective working relationships with students, peers, parents and community. Use technology effectively. Use professional judgment and ability to carry out all assigned responsibilities in a safe and effective manner at all times.
PHYSICAL DEMANDS
The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. While performing the duties of this job, the employee will occasionally sit and walk and sometimes stand. Specific vision abilities required by this job include close vision such as typed material. Hearing abilities used while performing this job are hearing conversation in a quiet or noisy environment. The employee will frequently interact with the public and other staff.
WORK ENVIRONMENT
The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. The noise level in the work environment is usually quiet. The employee is directly responsible for the safety, well-being and work output of students.
