Job ID:

5731284\n

Application Deadline:

Jun 14, 2026 11:59 PM (Pacific Standard Time)\n

Re-Posted:

Yesterday\n

Starting Date:

Aug 10, 2026\nJob Description\n2026-27 SCHOOL

YEAR POSITION

\nElementary Teacher, 1.0 FTE\n

ASSIGNMENT:

\nIntermediate Grades• (multiple positions)\n•Potential for 4th, 5th, or 4th/5th Grade Combination depending on student enrollment numbers\n

SCHEDULE

\n7 hours/day (8:30 a.m.-4:00 p.m.); Monday-Friday; School Year + additional days\n

LOCATION

\nBetz Elementary, 317 N 7th, Cheney, WA 99004\n

SUPERVISOR:

\nBuilding Principal(s)\n

POSITION TYPE

\nCertificated, Leave Replacement for 26-27 SY\n

COMPENSATION:

\n$59,028-$115,278/year depending on prior school district experience; Pay is annualized over 12 months (if hired after start of school year, spread over remaining months of fiscal year (Sept-Aug))\n

OTHER COMPENSATION

\nView positions listed in CEA Appendices for details around additional days, etc.\n•

Professional Development and Supply Allocation Funds:

\nThe District will provide annually $700 per FTE employee for reimbursement of 1) Classes, conferences and/or workshops; 2) Purchase of work related materials (no gift cards may be purchased with these funds for any reason); 3) Certification Support\n•

New Certified Staff Funds:

\nThe District will provide a one-time $400 per FTE reimbursement to new employees with one year or less previous teaching experience (includes substitute time) to support initial classroom setup and supply needs. Does not apply to partial year leave replacement contracts.\n

BENEFITS

\nPaid leave; If utilizing flexible hours/schedule, position hours must generate at least 630 work hours in the current school year for the following to apply: Medical, dental, vision, and basic life and AD&D insurance; retirement plan; deferred compensation (DRS and TSA)\n

QUALIFICATIONS

\nValid Washington State Teacher Certificate with elementary endorsement; Valid Washington State Driver's License; WSP/FBI criminal history background clearance\n

GENERAL INFORMATION

\nCheney Public Schools is a rapidly growing district serving approximately 5,300 students and encompasses the towns of Cheney and Airway Heights, an expansive rural area, and a developing industrial and residential area on the West Plains. The District covers 380 square miles.\nCheney Public Schools is committed to high expectations and continuous progress for students, staff, and administration. The District provides a rich learning environment for all students, and the local community provides consistent and unwavering support for an extensive co-curricular program. Our mission states, \"Cheney Public Schools exists to guarantee a safe and caring environment where ALL students learn at high levels and graduate with options for post-secondary education, careers, and civic engagement.\"\nCheney Public Schools utilizes the PLC process to drive student learning and success. Teachers in Cheney Public Schools work in highly collaborative teams and participate in shared assessments and continual improvement in support of student learning growth. Cheney Public Schools Strategic Plan drives the work of the district.

There are six priorities:

Student Safety, Student Well Being, Learning and Growth, Future Ready Outcomes, Exemplar School District, and Community and Facility Growth. The work of district teachers is integral to Learning and Growth, Future Ready Outcomes and Exemplar School District.\n

GENERAL DESCRIPTION

\nA teacher is a professional who teaches students based on curriculum guidelines within their subject areas. An elementary school teacher plays a pivotal role in shaping young minds during their formative years. This position involves instructing students in various subjects, fostering their intellectual and social development, and creating a positive learning environment conducive to growth and exploration. Teachers are responsible for preparing lesson plans and educating students at all levels. Their duties include assigning homework, grading tests, measuring student growth, and documenting progress. Teachers must be able to instruct in a variety of subjects and reach students with engaging lesson plans. Teachers must plan, organize and implement an appropriate instructional program in an elementary or secondary learning environment that guides and encourages students to develop and fulfill their academic potential. Work is performed under the supervision of the principal.\n

ESSENTIAL FUNCTIONS

\nAn employee hired for this assignment may perform all or some of the responsibilities defined below:\nCreate a supportive classroom atmosphere where students feel encouraged to participate actively in discussions and activities.\nPlan and deliver engaging lessons that align with curriculum standards and cater to diverse learning styles and abilities.\nUtilize various teaching methods and resources to facilitate understanding and mastery of subject matter with appropriate learning targets and learning objectives.\nFoster a respectful and inclusive classroom environment that celebrates diversity and promotes empathy and understanding among students.\nAssess student progress through regular evaluations, assignments, and examinations, providing constructive feedback to promote improvement.\nCollaborate with colleagues, parents, and administrators to address individual student needs and ensure a holistic approach to education.\nMaintain accurate records of student attendance, grades, and behavioral incidents, adhering to school and district policies and procedures.\nDemonstrate knowledge and application of current technology with a multimedia approach to instruction\nIncorporate technology effectively into lesson plans to enhance learning outcomes and prepare students for the digital age.\nDemonstrate ability to administer and analyze a variety of formal and informal assessment strategies, including preparing students for End of Unit Exams, and the SBAC, among others.\nTranslate lesson plans into learning experiences to best utilize the available time for instruction\nDemonstrate ability to create, implement, and maintain student learning plans\nCommunicate student progress to students, families, and staff\nDemonstrate ability to manage and maintain a positive classroom environment through the use of appropriate guidance, discipline, and classroom management techniques consistent with current research and best practice\nDemonstrate knowledge of the emotional, physical, intellectual and social needs of students\nKnowledge of, and commitment to using, Positive Behavior Interventions and Supports (PBIS) behavior/intervention model.\nDevelop and implement strategies to teach new knowledge, deepen knowledge and organize students for cognitively complex tasks.\nDemonstrated experience using Standards Based Report Card.\nDemonstrated ability to use and teach communication and problem-solving skills.\nDemonstrated understanding of working with students with special needs.\nDemonstrated understanding of working with ELL students.\nDemonstrate knowledge and ability in early literacy foundational skills.\nDemonstrate knowledge and use of effective strategies to build oral, written, and reading vocabulary.\nProvide instruction in a variety of settings including large groups, small groups and individual students as appropriate.\nAnalyze data to identify student needs and challenges.\nTrain and provide immediate supervision to instructional paraeducators as needed.\nAdvocate to improve equity and access, achievement and opportunities for all students\nDemonstrated ability to communicate, establish rapport, and work effectively with children, families, staff, community members, and administrative personnel\nPlan, implement and evaluate classroom instruction, and activity program/s consistent with building and curriculum\nModel and implement effective instructional strategies and techniques across settings\nPrescribe learning and training programs for individual students based on student aptitude, interest, and achievement levels; provide for individual differences in student learning styles.\nTo apply knowledge of current goals and instructional techniques of designated content area(s) to students\nCommunicate school programs to students and families\nMotivate students and develop a positive attitude toward learning\nShare in the sponsorship of student activities\nDemonstrate preparation and skill in working with students from diverse cultural and economic backgrounds\nAssume responsibility for safe and proper use of materials, equipment, and facilities, ensuring student safety\nCollaborate with and share strategies to support student success and achievement with families, teachers, other educators, and community organizations\nOrganize and prioritize daily, weekly, and monthly schedules for timely work completion, to include timely submission of required reports, etc. for the purpose of compliance\nParticipate in building- and grade-level meetings\nActively participate in department meetings, staff meetings, and trainings\nActively participate in district/building Professional Learning Communities (PLCs)\nCommunicate effectively in written and oral form using positive interpersonal skills\nMaintain highest degree of confidentiality\nModel appropriate behavior in alignment with District policies and expectations\nOther duties and responsibilities as assigned\nEach position in a building and within the district-wide student support services team serves as one unit of the whole team.\n

KNOWLEDGE, SKILLS AND ABILITIES

Knowledge of:

Knowledge of current trends in education, current general education and instructional support curriculum and activities for elementary and/or secondary students, depending on assignment; OSPI rules and regulations regarding teacher certification, along with the OSPI Code of Professional Conduct and generally recognized professional practices.\nAbility to: Work as a team member with administration, classified staff, and fellow teachers; work collaboratively under the Cheney School District Mission Statement; communicate clearly and effectively in both verbal and written communications; use email to receive District communication; utilize technology and software to complete duties and responsibilities; maintain emotional control under stress; work with multiple deadlines and frequent interruptions is required. Ability to work alone and in a team setting; maintain good rapport with supervisors, colleagues, students, and the public.\n

MENTAL DEMANDS

\nRequired to regularly engage in problem solving and decision making; deal with a wide range of behaviors and needs in a positive and service-oriented manner; sustain mental awareness while also maintaining attention to details and safety requirements; may occasionally support with distraught or difficult adults and children.\n

PHYSICAL DEMANDS

\nThe 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.\nWhile performing the duties of this job, the employee is regularly required to:\nSit, walk, and/or stand for extended periods of time\nAmount of sitting, standing and walking may vary depending on projects/tasks. Generally, the job requires 50% standing, 30% walking, and 20% sitting\nThe usual and customary methods of performing the job's functions require the following physical demands: the employee is regularly required to talk and hear, sit, stand, walk, bend at neck and back, twist body, use hands to push/pull and lift/carry, squat, kneel, stoop, and crouch. The employee is occasionally required to reach with hands and arms, climb or balance, lift and/or move up to 25 pounds. Specific vision abilities required by this job include close vision, distance vision, color vision, peripheral vision, depth perception, and the ability to adjust focus.\n

WORK ENVIRONMENT

\nThe work environment characteristics described here are representative of those an employee encounters while performing the essential functions, duties, and responsibilities of this position. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.\nWhile performing the duties of this job, the employee often remains indoors, however, may occasionally work in outside weather conditions. The noise level in the work environment is usually moderate.\n

REQUIRED QUALIFICATIONS

\nValid Washington State Teacher Certificate with elementary education endorsement\nMust have and maintain a valid Washington State Driver License\nBilingual or biliterate preferred\n

CLEARANCES

\nWSP/FBI criminal history background clearance\n

EVALUATION

\nThe employee shall be evaluated per the terms of the Cheney Education Association (CEA) Collective Bargaining Agreement by the building principal, department director, or designee. The process shall include an evaluation of the employee's performance of the above Duties and Responsibilities, Essential Functions, and Knowledge, Skills, and Abilities.\n

CONTINUING EDUCATION/TRAINING

\nMust maintain valid Washington State Teacher Certificate with elementary education endorsement\nMust complete school safety training prior to deadline indicated within system and annually thereafter\nAttend designated trainings as specified by supervisor in order to maintain knowledge/skills\nSubmit current/renewed certificates/licenses to Human Resources upon attaining\nHISTORY\nJob description updated: April 2024\n

LOCATION:

\nBetz Elementary\n

REPORTING

RELATIONSHIPS:

\nPosition is supervised and evaluated by the building principal(s)\n

COMPENSATION

\nPlacement on the CEA Salary Schedule based on education and experience\n

REPRESENTATION

\nCheney Education Association (CEA) a local chapter of Washington Education Association\nCheney Public Schools does not discriminate in any programs or activities on the basis of sex, race, creed, religion, color, national origin, age, veteran or military status, sexual orientation, gender expression or identity, economic status, pregnancy, familial status, marital status, disability, or the use of a trained guide dog or service animal, and provides equal access to the Boy Scouts and other designated youth groups. The following employees have been designated to handle questions: Title IX/Chapter 28A.640 Officer/Civil Rights Compliance Coordinator/ADA Coordinator - Tom Arlt, Assistant Superintendent, Cheney School District, 12414 S. Andrus Rd. Cheney, WA 99004

Phone:

(509) 559-4550; Section 504 Coordinator - Franklin Day, Director of Student Support Services, Cheney School District, 12414 S. Andrus Rd., Cheney, WA 99004

Phone:

(509) 559-4507.\n

EQUAL OPPORTUNITY EMPLOYER

Position Type:

Full-Time\n

Salary:

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