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Lead Teacher, Lower School Reading (2026-2027) at Ethos Classical
Atlanta, Georgia, United States -
Full Time

Start Date

Immediate

Expiry Date

02 Mar, 26

Salary

0.0

Posted On

02 Dec, 25

Experience

2 year(s) or above

Remote Job

Yes

Telecommute

Yes

Sponsor Visa

No

Skills

Reading Instruction, Data-Driven Instruction, Small-Group Teaching, Collaboration, Family Partnerships, Classroom Management, Professional Development, Curriculum Alignment

Industry

Education Administration Programs

Description
Role Summary The Lower School Reading Lead Teacher provides high-quality, standards-aligned instruction to scholars. This educator ensures every scholar builds strong conceptual understanding, fluency, and problem-solving skills while maintaining a joyful, structured classroom grounded in Ethos Classical values. Our lower school serves scholars in Grades 3-4. Placement in either grade level will be confirmed after a full candidate review. Key Responsibilities Deliver rigorous reading instruction aligned to curriculum and assessment expectations. Use data to plan small-group instruction and targeted interventions. Collaborate with the grade-level team and instructional coach. Build strong family partnerships through consistent communication and progress updates. Maintain high expectations for scholar behavior, engagement, and academic growth. Participate in planning meetings, professional development, and school traditions. Qualifications Bachelor’s degree (required) Track record of academic growth Experience with data-driven instruction and small-group teaching. Work Demands Schedule: 7:15 am – 3:45 pm, Monday through Friday. WE ARE DEEPLY COMMITTED TO DIVERSITY, EQUITY & INCLUSION As an equal opportunity employer, Ethos Classical is committed to hiring without consideration of race, religion, creed, color, national origin, age, gender, sexual orientation, marital status, veteran status, disability, or any other category protected by applicable law.
Responsibilities
The Lead Teacher delivers rigorous reading instruction and uses data to plan targeted interventions. They collaborate with the grade-level team and maintain high expectations for scholar behavior and academic growth.