6th Grade Science Teacher

POSITION 6th Grade Science Teacher LOCATION: Kenowa Hills Middle School START DATE/CALENDAR: 2026-2027 School Year / Per KHEA Master Agreement SALARY/BENEFITS: As outlined in the KHEA Master Agreement SUMMARY Kenowa Hills Middle School serves students in grades 6–8 with a strong commitment to academic excellence, relationship-centered learning, and preparing students for success in high school and beyond. We believe literacy is the foundation for lifelong learning, and we are committed to ensuring every student becomes a confident reader, writer, thinker, and communicator. Kenowa Hills Public Schools is seeking an exceptional Middle School English Language Arts Teacher who is passionate about adolescent literacy and believes every student can grow as a reader and writer. This position emphasizes evidence-based literacy instruction, targeted intervention, and flexible instructional grouping to meet the diverse needs of middle school learners. The successful candidate will be an outstanding classroom teacher who builds meaningful relationships with students while utilizing the Science of Reading, data-informed instructional practices, and small-group intervention to accelerate student achievement. This educator will collaborate closely with colleagues through Professional Learning Communities (PLCs) and Multi-Tiered Systems of Support (MTSS) to ensure every student experiences success. QUALIFICATIONS Valid Michigan Teaching Certificate with BX (English Language Arts) endorsement or e lementary teaching certificate Preference given to candidates holding B X endorsement or elementary teaching certificate Preference given to candidates with a Master's Degree in Reading, Literacy, Curriculum & Instruction, Educational Leadership, or a related field. Demonstrated knowledge of the Science of Reading and evidence-based literacy instruction. LETRS training or willingness to participate in district-supported LETRS professional learning preferred. Experience providing Tier II and Tier III literacy intervention through flexible small-group instruction preferred; Demonstrated experience planning and delivering targeted small-group literacy instruction using assessment data to accelerate student growth strongly preferred. Experience utilizing assessment data to design differentiated instruction and monitor student progress. Experience implementing MTSS frameworks and intervention systems. Experience utilizing i-Ready Diagnostic and MyPath to personalize instruction and support student growth preferred. Experience with Capturing Kids' Hearts (CKH), trauma-informed instructional practices, restorative practices, or willingness to participate in district professional learning. Strong understanding of Professional Learning Communities (PLCs) and collaborative data analysis. Ability to analyze student data and utilize flexible instructional grouping to provide targeted intervention, enrichment, and individualized support. Demonstrated ability to build positive relationships with students, families, and colleagues. Commitment to diversity, inclusion, and culturally responsive instructional practices. ESSENTIAL FUNCTIONS AND RESPONSIBILITIES Plan and deliver engaging, standards-aligned English Language Arts instruction aligned with the Michigan Academic Standards. Utilize evidence-based literacy practices grounded in the Science of Reading to improve student achievement. Provide differentiated literacy instruction through whole-group, flexible small-group, and individualized instruction based on assessment data. Utilize i-Ready Diagnostic, MyPath, classroom assessments, and other formative data to identify student needs, monitor progress, and adjust instruction. Implement targeted interventions through MTSS to support struggling readers and writers while providing enrichment opportunities for advanced learners. Develop students' reading comprehension, vocabulary, fluency, writing, speaking, listening, and critical thinking skills. Foster student ownership of learning by establishing clear learning targets, success criteria, and opportunities for reflection. Build strong, positive relationships with students while creating a classroom culture aligned with Capturing Kids' Hearts and trauma-informed instructional practices. Establish and maintain a safe, structured, and engaging learning environment with high expectations for student behavior and achievement. Collaborate regularly with interventionists, instructional coaches, special education staff, counselors, administrators, and grade-level teams to improve student outcomes. Participate actively in Professional Learning Communities (PLCs), analyzing student achievement through the four PLC questions to drive instructional decisions. Communicate regularly with families regarding student progress, interventions, and achievement. Maintain accurate attendance, assessment, and student records in accordance with district expectations. Participate fully in district initiatives, professional development, school improvement efforts, and committee work. Perform other duties as assigned by the Building Principal. Collaborate with instructional coaches, interventionists, and grade-level teams to identify students requiring additional literacy support and develop responsive instructional plans. Monitor student growth using i-Ready Diagnostic, MyPath, classroom assessments, and other district assessment tools to inform instructional decisions and evaluate intervention effectiveness. DESIRED CHARACTERISTICS The successful candidate will demonstrate: Passion for adolescent literacy and helping every student become a successful reader, writer, and communicator. Strong interpersonal skills and the ability to build meaningful relationships with students, families, and colleagues. A collaborative, growth-minded approach to teaching and learning. Excellent organization, communication, and classroom management skills. Commitment to continuous improvement through reflection, coaching, and professional learning. Belief that all students can learn at high levels with appropriate support and intervention. WORK LOCATION REQUIREMENT This is an in-person teaching position requiring regular on-site attendance. The essential functions of this position involve direct instruction, intervention, collaboration, supervision of students, and relationship-building and therefore cannot be performed remotely. PHYSICAL DEMANDS / WORK ENVIRONMENT The physical demands and work environment described here are representative of those required to successfully perform the essential functions of this position. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. This position requires the ability to: Stand, walk, bend, kneel, crouch, squat, reach, and move throughout classrooms and school facilities for extended periods. Lift, carry, push, pull, and move instructional materials, classroom furniture, technology, books, and supplies weighing up to 50 pounds . Utilize computers, interactive displays, instructional technology, and digital learning platforms throughout the workday. Supervise students during classroom instruction, intervention groups, arrival, dismissal, hallways, assemblies, field trips, and other assigned school activities. Move quickly to respond to student safety concerns, emergencies, or accidents. Maintain emotional regulation, sound judgment, and professionalism while responding to disruptive student behaviors or crisis situations. Implement district-approved de-escalation strategies and participate in CPI and/or Ukeru training as assigned. Communicate effectively with students, families, staff, and community partners. Work in environments with varying noise levels, multiple simultaneous activities, frequent interruptions, and evolving instructional needs while maintaining student engagement and safety. The work environment includes collaboration with colleagues, frequent student interaction, and participation in school-wide initiatives requiring flexibility, teamwork, and strong organizational skills. NOTE TO APPLICANTS Pursuant to PA 131, the selected candidate must receive clearance from the Michigan State Police Department prior to employment through Livescan fingerprinting. The candidate is responsible for the fingerprinting background check fee. NOTICE OF NON-DISCRIMINATION Kenowa Hills Public Schools does not discriminate on the basis of race, color, religion, national origin or ancestry, sex (including sexual orientation, gender identity, and gender expression), age, disability, height, weight, marital status, military status, genetic information, or any other legally protected status in its educational programs, services, activities, or employment practices. Inquiries regarding nondiscrimination policies should be directed to the Director of Human Resources , Kenowa Hills Public Schools, 2325 Four Mile Road NW, Grand Rapids, MI 49544, View phone number on click.appcast.io. Applicants requiring reasonable accommodation during the application or interview process are encouraged to contact Human Resources. #J-18808-Ljbffr