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NATURE AND SCOPE OF JOB:
The primary responsibility of a Middle/High teacher is to build on the fundamental skills learned
in elementary school, and to prepare students for the challenging demands in high school. A
Middle/High school teacher will have knowledge and abilities to educate students in core subject
areas, as well as develop literacy (written and verbal) ability and critical thinking skills of the
students. The effective teacher promotes a positive learning environment and develops close
working relationships with parents, students, and staff.
POSITION QUALIFICATIONS/KNOWLEDGE SKILLS:
❏ Excellent oral and written communication and interpersonal relations skills
❏ Strong instructional technology skills
❏ Application understanding of various instructional models that can adapt to enhance student
learning
❏ Ability and aptitude to teach multiple-concept, small groups in a prescribed block of time
❏ Outstanding attention to detail and follow-up
EDUCATION AND EXPERIENCE:
❏ BA in one of the core content areas, such as ELA, Sciences, Social Studies, Math or
related fields
❏ Demonstrated interest and skills in instructional technology
❏ Preferred qualifications: Masters Degree
❏ Preferred: 3 years secondary school teaching experience (6-12)
❏ Preferred: experience teaching in a 1:1 computer environment
The Most Successful Candidates will:
❏ Possess additional certifications in areas such as Language Arts or Social Studies
❏ Have hobbies or skills, such as Culinary Arts, Outdoor Recreations, etc. that could provide an
educational elective for students
CERTIFICATES, LICENSES:
❏ Possess or able to obtain Alaska Teaching Certificate
ESSENTIAL FUNCTIONS:
Student Achievement & Character Development
1. Set and hold students to high academic and behavioral standards.
2. • Deliver measurable student academic growth and increase each individual student’s
achievement.
Core Instructional Excellence
1. Assess every student’s mastery of the content and diagnose areas of student misunderstanding.
2. Demonstrate strong content knowledge; all information conveyed to students is factually accurate.
3. Model responses and provide visual anchors; lead students through guided and
independent practice and regularly check for understanding.
4. Ensure academic rigor by asking increasingly difficult questions, accepting only highquality student responses and posting examples of high quality work.
5. Use high-engagement strategies (e.g. technology, interactive whiteboard, rapid fire
questioning, non-verbal responses, etc).
6. Meet needs of range of students, providing extra support, enrichment, or variation of work.
Classroom Culture
1. Create positive, achievement-oriented and structured learning environment with high “joy-factor”
so that students are excited about and invested in their academic excellence.
2. Set and reinforce clear expectations and routines that are aligned with the school’s overall vision.
3. Discuss, celebrate, and reinforce character skills.
Planning and Data Analysis
1. Use data from formal and informal assessments to inform instruction.
2. Internalize standards and scope and sequence (for own grade/subject and the grades one
year before and one year after) and know how standards are assessed.
3. Thoughtfully plan lessons and develop and implement specific strategies to ensure that
each student achieves dramatic gains.
Student and Family Relationships
1. Build rapport with students inside and outside of class so students understand unambiguously
that teachers care about them.
2. Invest parents and families in their children’s academic success through regular communication
of success and challenges.
Personal Organization and Effectiveness
1. Reflect on successes and areas of growth around all areas of teaching; seek to
improve performance; receive feedback eagerly.
2. Enthusiastically participate in structured and informal learning and development opportunities.
Contribution to School Community
1. Collaborate with colleagues to ensure a rigorous, joyful, and safe environment across the entire
school.
2. Assume responsibility for every single scholar’s success by holding all students accountable
during transitions, meals, trips, etc.
3. Create unit plans, lesson plans, or other instructional materials as needed to ensure
student success.
Other
1. Perform other related duties as assigned by the Principal.
PHYSICAL DEMANDS:
The physical demands described 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, and travel 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 quiet environments.
The employee shall remain free of any alcohol or non-prescribed, controlled substance in the workplace throughout his/her employment in the district.
WORK ENVIRONMENT:
The work environment characteristics described are representative of those an employee encounters while performing the essential functions of the 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 inside and occasionally, outside. The employee must be able to meet deadlines with time constraints.
The noise level in the work environment is usually quiet.
Note
Job descriptions are designed and intended only to summarize the essential duties or primary responsibilities,
qualifications, and requirements for the purpose of clarifying the general scope of a position’s role as part of the overall
organization. Job descriptions do not list all tasks an employee might be expected to perform, and they do not limit the
right of the employer/supervisor to assign additional tasks or otherwise modify duties to be performed - even if seemingly
unrelated to the basic job. Every employee has a duty to perform all assigned tasks. (An employee who is assigned a
task or a duty believed to be unlawful should report the assignment to the Superintendent). It must also be noted that the
order of performance responsibilities as listed in the job description is not designed or intended to rank the duties in any
order of importance to each other.
-EMPLOYEES ARE HELD ACCOUNTABLE FOR ALL FUNCTIONS OF THIS POSITION-
-Petersburg School District is an Equal Opportunity Employer-
Accepting International Visa Applicants?
No
Start Date
Aug 20, 2026
About
Petersburg School District is a small, close-knit district located in the heart of Southeast Alaska on Mitkof Island. Serving approximately 475 students in grades PreK–12, our schools are recognized for strong academic achievement, innovative programs, and a supportive learning environment.
The district operates three schools on one campus: Rae C. Stedman Elementary, Mitkof Middle School, and Petersburg High School. With dedicated educators, small class sizes, and a focus on the whole child, we provide students with excellent educational opportunities alongside a wide range of extracurricular activities, including athletics, fine arts, and career and technical programs.
Our community of Petersburg, often called “Little Norway,” is a vibrant fishing town surrounded by stunning natural beauty—mountains, glaciers, and waterways rich with wildlife. Families and staff enjoy a safe, family-friendly atmosphere with access to year-round outdoor recreation such as boating, fishing, hiking, and skiing.
Petersburg School District values collaboration, innovation, and community partnerships. We are committed to fostering a supportive and inclusive workplace where staff are encouraged to grow professionally while making a positive impact on students’ lives.