Beaverton School District
Grade 2 Teacher
Join to apply for the Grade 2 role at Beaverton School District.
Salary: $57,898 - $116,004 annually based on a 194‑day contract (2025‑26 salary schedule, not including intern rate).
Assignment Begin Date: 27-Jan-2026.
School / Department Address: 2125 SW 170th Ave, Beaverton, OR 97003.
Working Calendar: 194 Days.
Start Time: 7:15 am – End Time: 3:15 pm.
Position Category: General Classroom.
Level: Elementary.
Employment Type: Full Time.
Job Description The Teacher plans and implements an instructional program that fosters learning and growth, creates a supportive learning environment that enables acquisition of skills and knowledge, and guides students toward reaching their academic, social, intellectual, and physical potential.
Reports to: Principal or Assistant Principal. The Teacher works under general supervision and is responsible for adhering to policies, procedures, regulations, and laws.
Conducts oneself in the best interest of students, in accordance with the highest traditions of public education and in support of the District’s mission.
Abides by the Standards for Competent and Ethical Performance of Oregon Educators as articulated by the Teacher Standards and Practices Commission under OAR 584 Division 20.
Plans lessons based on grade‑level standards that are meaningful and differentiated to meet student needs, that are relevantly linked beyond the task‑at‑hand, and that help all students learn and apply transferable knowledge and skills.
Communicates with care, respect, proactivity, and professionalism to students, parents, colleagues, and all school personnel, building and enhancing powerful relationships.
Plans lessons that are intentionally linked to other lessons (previous and future) in support of students meeting standards.
Articulates clear and measurable learning targets linked to standards, embedded in instruction, and understood by students.
Provides students with measurable learning targets with clear criteria for success and assigns understandable, relevant performance tasks.
Develops teaching points based on students’ learning needs, academic background, life experiences, culture, and language in relation to the learning target(s).
Assigns classroom work fostering substantive intellectual engagement (reading, thinking, writing, problem‑solving, and meaning‑making).
Enables students to take ownership of their own learning, building capacity to develop, test, and refine their thinking.
Engages students using strategies that capitalize on and build upon their academic background, life experiences, culture, and language, supporting rigorous, culturally relevant learning.
Encourages equitable and purposeful student participation, ensuring all students have access to and are expected to participate in learning.
Models discipline‑specific habits of thinking and ways of communicating.
Creates a classroom environment where student talk reflects substantive and intellectual thinking.
Ensures instructional materials and tasks are appropriately challenging and supportive, aligned with learning targets, and culturally and academically relevant.
Ensures lesson materials are related to a larger unit and support conceptual understanding over time.
Utilizes instructional approaches that intentionally support instructional purpose.
Utilizes culturally responsive instructional approaches consistent with pedagogical content knowledge.
Uses varied instructional strategies, based on planned and in‑the‑moment decisions, to address individual learning needs.
Provides scaffolds for learning tasks, gradually releasing responsibility to foster independent learning.
Empowers students to assess their own learning in relation to the learning target.
Creates multiple opportunities for students to demonstrate learning, expecting all to demonstrate learning.
Utilizes a variety of assessment tools to gather comprehensive information about learning styles and needs (e.g., anecdotal notes, conferring, student work samples).
Provides students with timely, relevant verbal and written feedback.
Communicates effectively with parents, students, and professional staff regarding student progress.
Uses observable systems and routines for recording and using student assessment data (charts, conferring records, portfolios, rubrics).
Maintains student records as required by the District and/or school.
Ensures assessment criteria, methods, and purposes are transparent and match the learning target.
Modifies curriculum for students with disabilities in accordance with IEPs, using a variety of instructional techniques and technologies.
Makes real‑time instructional adjustments, gives targeted feedback, and modifies future lessons based on formative assessment data.
Creates a physical arrangement conducive to learning and assessment.
Uses the classroom space to support learning, moving around to observe and confer with students.
Provides classroom resources that support learning and independence (e.g., libraries, materials, charts, technology).
Establishes classroom systems and routines that facilitate student responsibility, ownership, and independence.
Maximizes classroom time for learning.
Builds a classroom culture of inclusivity, equity, and accountability, reflecting high expectations for all students’ intellectual capabilities.
Encourages risk‑taking, collaboration, and respect for thinking.
Follows District and school policies, procedures, rules, regulations, and contract provisions.
Exercises mature, professional judgment in the absence of covering guidelines.
Maintains effective working relationships with other department members and school personnel, including diverse cultures or limited English proficiency.
Complies with all procedures outlined in the Code of Professional Conduct and Annual Notices for Education Practitioners, Teachers, Support Staff, Administrators, Substitutes Handbook and all other Beaverton School District Policies and Procedures.
The statements above reflect general details necessary to describe the principal functions of this job but should not be considered an all‑inclusive listing of work requirements. Individuals may, at times, perform other duties, including work in other functional areas to cover absences or relief, to equalize peak work periods, or otherwise balance the workload.
Required Qualifications
Current TSPC Licensure with endorsement in the assigned subject area.
Meets Title III requirements stipulating that all teachers of English Learners be fluent in both oral and written English language, as determined by District assessment(s).
The statements above reflect general details necessary to describe the principal functions of this job but should not be considered an all‑inclusive listing of work requirements. Individuals may, at times, perform other duties, including work in other functional areas to cover absences or relief, to equalize peak work periods, or otherwise balance the workload.
Working Conditions The Teacher works primarily in a school building, with occasional outdoor supervision in variable weather conditions, including inclement weather. Tasks require prolonged periods of standing, walking, speaking, and hearing in often loud environments. Exposure to unpleasant interior temperatures, dirt, and communicable diseases may occur. The position involves high-level interaction with students and families from multiple and diverse backgrounds, many with unique needs. Mental demands are considerable. The incumbent must maintain composure under stress and manage emotionally challenging interactions with staff, students, and parents. Planning, assessment, and communication may entail frequent, prolonged, and irregular hours, including evenings and weekends.
Benefits
Paid Time Off: Paid vacation days, paid sick leave, emergency and personal business leave.
Health and Welfare: Comprehensive medical, dental, and vision benefits.
Work/Life and Wellness: Assistance Program and wellness programs related to stress management, nutrition, meditation, and more.
Retirement: PERS Retirement System; 403(b) and 457(b) options.
Life Insurance.
Tuition Reimbursement: Up to 12 quarter‑hour credits per cycle for an advanced degree, certification, courses, workshops, or conferences.
Professional Development: Time for attendance of job‑related professional development.
Mentor Programs: Experienced mentors for new administrators.
Bilingual Proficiency & Other Stipends: For employees proficient in Spanish. Phone & mileage stipends.
The Beaverton School District recognizes the diversity and worth of all individuals and groups. It is the policy of the Beaverton School District that there will be no discrimination or harassment of individuals or groups based on race, color, religion, gender, sexual orientation, gender identity, gender expression, national origin, marital status, age, veteran’s status, genetic information, or disability in any educational programs, activities, or employment.
Vacancy Availability External Only
Closing Date 14-Nov-2025
Open Until Filled Yes
#J-18808-Ljbffr
Salary: $57,898 - $116,004 annually based on a 194‑day contract (2025‑26 salary schedule, not including intern rate).
Assignment Begin Date: 27-Jan-2026.
School / Department Address: 2125 SW 170th Ave, Beaverton, OR 97003.
Working Calendar: 194 Days.
Start Time: 7:15 am – End Time: 3:15 pm.
Position Category: General Classroom.
Level: Elementary.
Employment Type: Full Time.
Job Description The Teacher plans and implements an instructional program that fosters learning and growth, creates a supportive learning environment that enables acquisition of skills and knowledge, and guides students toward reaching their academic, social, intellectual, and physical potential.
Reports to: Principal or Assistant Principal. The Teacher works under general supervision and is responsible for adhering to policies, procedures, regulations, and laws.
Conducts oneself in the best interest of students, in accordance with the highest traditions of public education and in support of the District’s mission.
Abides by the Standards for Competent and Ethical Performance of Oregon Educators as articulated by the Teacher Standards and Practices Commission under OAR 584 Division 20.
Plans lessons based on grade‑level standards that are meaningful and differentiated to meet student needs, that are relevantly linked beyond the task‑at‑hand, and that help all students learn and apply transferable knowledge and skills.
Communicates with care, respect, proactivity, and professionalism to students, parents, colleagues, and all school personnel, building and enhancing powerful relationships.
Plans lessons that are intentionally linked to other lessons (previous and future) in support of students meeting standards.
Articulates clear and measurable learning targets linked to standards, embedded in instruction, and understood by students.
Provides students with measurable learning targets with clear criteria for success and assigns understandable, relevant performance tasks.
Develops teaching points based on students’ learning needs, academic background, life experiences, culture, and language in relation to the learning target(s).
Assigns classroom work fostering substantive intellectual engagement (reading, thinking, writing, problem‑solving, and meaning‑making).
Enables students to take ownership of their own learning, building capacity to develop, test, and refine their thinking.
Engages students using strategies that capitalize on and build upon their academic background, life experiences, culture, and language, supporting rigorous, culturally relevant learning.
Encourages equitable and purposeful student participation, ensuring all students have access to and are expected to participate in learning.
Models discipline‑specific habits of thinking and ways of communicating.
Creates a classroom environment where student talk reflects substantive and intellectual thinking.
Ensures instructional materials and tasks are appropriately challenging and supportive, aligned with learning targets, and culturally and academically relevant.
Ensures lesson materials are related to a larger unit and support conceptual understanding over time.
Utilizes instructional approaches that intentionally support instructional purpose.
Utilizes culturally responsive instructional approaches consistent with pedagogical content knowledge.
Uses varied instructional strategies, based on planned and in‑the‑moment decisions, to address individual learning needs.
Provides scaffolds for learning tasks, gradually releasing responsibility to foster independent learning.
Empowers students to assess their own learning in relation to the learning target.
Creates multiple opportunities for students to demonstrate learning, expecting all to demonstrate learning.
Utilizes a variety of assessment tools to gather comprehensive information about learning styles and needs (e.g., anecdotal notes, conferring, student work samples).
Provides students with timely, relevant verbal and written feedback.
Communicates effectively with parents, students, and professional staff regarding student progress.
Uses observable systems and routines for recording and using student assessment data (charts, conferring records, portfolios, rubrics).
Maintains student records as required by the District and/or school.
Ensures assessment criteria, methods, and purposes are transparent and match the learning target.
Modifies curriculum for students with disabilities in accordance with IEPs, using a variety of instructional techniques and technologies.
Makes real‑time instructional adjustments, gives targeted feedback, and modifies future lessons based on formative assessment data.
Creates a physical arrangement conducive to learning and assessment.
Uses the classroom space to support learning, moving around to observe and confer with students.
Provides classroom resources that support learning and independence (e.g., libraries, materials, charts, technology).
Establishes classroom systems and routines that facilitate student responsibility, ownership, and independence.
Maximizes classroom time for learning.
Builds a classroom culture of inclusivity, equity, and accountability, reflecting high expectations for all students’ intellectual capabilities.
Encourages risk‑taking, collaboration, and respect for thinking.
Follows District and school policies, procedures, rules, regulations, and contract provisions.
Exercises mature, professional judgment in the absence of covering guidelines.
Maintains effective working relationships with other department members and school personnel, including diverse cultures or limited English proficiency.
Complies with all procedures outlined in the Code of Professional Conduct and Annual Notices for Education Practitioners, Teachers, Support Staff, Administrators, Substitutes Handbook and all other Beaverton School District Policies and Procedures.
The statements above reflect general details necessary to describe the principal functions of this job but should not be considered an all‑inclusive listing of work requirements. Individuals may, at times, perform other duties, including work in other functional areas to cover absences or relief, to equalize peak work periods, or otherwise balance the workload.
Required Qualifications
Current TSPC Licensure with endorsement in the assigned subject area.
Meets Title III requirements stipulating that all teachers of English Learners be fluent in both oral and written English language, as determined by District assessment(s).
The statements above reflect general details necessary to describe the principal functions of this job but should not be considered an all‑inclusive listing of work requirements. Individuals may, at times, perform other duties, including work in other functional areas to cover absences or relief, to equalize peak work periods, or otherwise balance the workload.
Working Conditions The Teacher works primarily in a school building, with occasional outdoor supervision in variable weather conditions, including inclement weather. Tasks require prolonged periods of standing, walking, speaking, and hearing in often loud environments. Exposure to unpleasant interior temperatures, dirt, and communicable diseases may occur. The position involves high-level interaction with students and families from multiple and diverse backgrounds, many with unique needs. Mental demands are considerable. The incumbent must maintain composure under stress and manage emotionally challenging interactions with staff, students, and parents. Planning, assessment, and communication may entail frequent, prolonged, and irregular hours, including evenings and weekends.
Benefits
Paid Time Off: Paid vacation days, paid sick leave, emergency and personal business leave.
Health and Welfare: Comprehensive medical, dental, and vision benefits.
Work/Life and Wellness: Assistance Program and wellness programs related to stress management, nutrition, meditation, and more.
Retirement: PERS Retirement System; 403(b) and 457(b) options.
Life Insurance.
Tuition Reimbursement: Up to 12 quarter‑hour credits per cycle for an advanced degree, certification, courses, workshops, or conferences.
Professional Development: Time for attendance of job‑related professional development.
Mentor Programs: Experienced mentors for new administrators.
Bilingual Proficiency & Other Stipends: For employees proficient in Spanish. Phone & mileage stipends.
The Beaverton School District recognizes the diversity and worth of all individuals and groups. It is the policy of the Beaverton School District that there will be no discrimination or harassment of individuals or groups based on race, color, religion, gender, sexual orientation, gender identity, gender expression, national origin, marital status, age, veteran’s status, genetic information, or disability in any educational programs, activities, or employment.
Vacancy Availability External Only
Closing Date 14-Nov-2025
Open Until Filled Yes
#J-18808-Ljbffr