Temporary Elementary Teacher- Mills Elementary School Starting the 2025-2026 School Year at KLAMATH FALLS CITY SCHOOLS

Salary: Currently $49638.36-$92,138.12 (DOE), prorated based upon start date, still being negotiated for 2025-2026. 

Insurance: Generous Health, dental, and vision contribution from the district, currently up to $2202 (based upon family coverage), prorated based upon FTE, TBD for 2025-2026.

PERS Retirement: The district assumes and pays the 6% average employee contribution to the Oregon PERS system. 

Benefits to working at KFCS:

• Student loan forgiveness for those who qualify.
• Teacher mentoring program for teachers new to the profession. 
• Opportunity to work with a diverse student population.
• District-supported child care is available.
• Work in a highly supportive environment
• Access to classroom technology including interactive white board, document cameras, and chromebooks
• Ongoing Professional Development opportunities

SCHEDULE: September 22, 2025 - June 12, 2025

SUMMARY:
The classroom teacher helps students learn subject matter and/or skills in a positive atmosphere that will result in their development as responsible, respectful, and independent learners. This growth and development pertain to the student’s academic, social, emotional, and physical needs.

EDUCATION AND/OR EXPERIENCE:
Must be eligible for or properly licensed by the Teacher Standards and Practices Commission for assignment as a teacher. Experience varies depending on the assignment.

BENEFITS OF WORKING AT MILLS:

• Work in a highly supportive environment.
• Access to classroom technology including interactive whiteboard, document cameras, and chromebooks.
• Access to in-house Instructional Coach.
• Teacher mentoring program for teachers new to the profession
• District paid PERS.
• Opportunity to work with a diverse student population

ESSENTIAL DUTIES AND RESPONSIBILITIES:

• Meets and instructs assigned classes in the locations and at the times designated;
• Develops and maintains a classroom environment conducive to effective learning;
• Prepares for classes assigned, and shows written evidence of preparation upon request
• of immediate superior;
• Encourages students to set and maintain standards of classroom behavior;
• Employs a variety of instructional techniques and instructional media, consistent with the needs and capabilities of the individual or student groups involved;
• Strives to implement by instruction and action the district’s philosophy of education and
• instructional goals and objectives;
• Takes all necessary and reasonable precautions to protect students, equipment, materials, and facilities;
• Evaluates student progress on a regular basis;
• Maintains accurate, complete, and correct records as required by law, district policy, and administrative regulation;
• Assists in upholding and enforcing school rules, administrative regulations, and Board Policy;
• Makes provision for being available to students and parents outside the instructional day;
• Attends and participates in school meetings;
• Cooperates with other members of the staff in planning instructional goals, objectives, and methods;
• Assists in the selection of books, equipment, and other instructional materials;
• Accepts a share of responsibility for co-curricular activities;
• Works to establish and maintain open lines of communication with students and their parents;
• Establishes and maintains cooperative relations with others;
• Provides for own professional growth

CERTIFICATES, LICENSES, AND EXPERIENCE:

• Hold or qualify for an Oregon teaching license through Teacher Standards and Practices
• Commission with the proper endorsement/authorization.
• Demonstrated ability to teach students to be successful learners through student
• teaching, internship or temporary/regular teaching experience.
• ESOL endorsement preferred

LANGUAGE SKILLS:

• Ability to read and interpret documents such as educational research, professional publications, and curriculum guides.
• Ability to write routine reports and correspondence, as well as create materials for presentations, such as charts and graphs.
• Ability to speak effectively before administrators, staff, parents, and students.
• Ability to facilitate group processes with teachers and administrators.
• The ability to create and deliver written reports to both large and small groups.

READING INSTRUCTION SKILLS:

• Implement evidence-based instructional strategies rooted in the Science of Reading approach to teach foundational literacy skills to elementary students.
• Plan and deliver engaging lessons that cater to diverse learning styles and abilities, ensuring all students have the opportunity to succeed.
• Assess students’ literacy progress using a variety of formative and summative assessments, and use data to inform instruction and intervention strategies.
• Collaborate with colleagues, instructional coach, and other stakeholders to develop and refine literacy curriculum, materials, and resources.
• Foster a positive and inclusive classroom environment that promotes a love of reading and encourages student participation and inquiry.
• Communicate regularly with parents/guardians regarding students’ literacy development, progress, and areas for growth.
• Participate in professional development opportunities to stay current with best practices in literacy instruction and the Science of Reading

OTHER QUALIFICATIONS:

• Knowledge of assessment and its use in creating action plans for individual and group improvement.
• Personal relations skills including ability to work with large and small groups of professional staff.
• Ability to facilitate adult learning communities.

OTHER SKILLS AND ABILITIES:

• Ability to design projects and to work independently.
• Ability to apply knowledge of current research and theory in the specific field.
• Ability to establish and maintain effective working relationships with administrators  and staff
• Ability to communicate clearly and concisely both in oral and written form.
• Ability to perform duties with awareness of all district requirements and Board of Education policies.

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 is frequently required to sit; occasionally walk and stand; travel from building to other sites.
• Specific vision abilities required by this job include close vision, distance vision, depth perception, and the ability to adjust focus.
• The employee is required to be able to hear conversations in both quiet and loud environments.
• The employee must be able to work with a computer screen to review and access data.
• The employee must have the dexterity of the hands and good visual acuity that will allow the employee to work with a computer screen for several hours at a time on a regular basis

WORK ENVIRONMENT:
The work environment characteristics described here are representative of those 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.

• While performing the duties of this job, the employee regularly works indoors.
• The employee must be able to meet deadlines.
• The employee frequently will work irregular or extended work hours while performing the duties of this job.
• The noise level in the work environment is similar to that found in most schools and classrooms.

Pre-employment requirements:

Employment for this position is contingent on clearance of the following:

__X__ Background Investigation

The district prohibits discrimination and harassment on any basis protected by law, including but not limited to, an individual’s perceived or actual race, color, religion, sex, sexual orientation, gender identity, national or ethnic origin, marital status, age, mental or physical disability, pregnancy, familial status, economic status, or veterans’ status, or because of the perceived or actual race, color, religion, sex, sexual orientation, gender identity, national or ethnic origin, marital status, age, mental or physical disability, pregnancy, familial status, economic status, or veterans’ status of any other persons with whom the individual associates.