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Elementary Director Jobs in Racine, WI (NOW HIRING)

Zion Elementary School District 6

Paraprofessional

Zion, IL · On-site

$14.50 - $18.75/hr

Beulah Park Elementary School (High-Needs School) Date Available: August, 2026 Closing Date: Open ... Under the direct supervision of a certified teacher or administrator, performs a variety of tasks ...

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Elementary Director information

What are some common challenges faced by an elementary director, and how can they be effectively managed?

Elementary Directors often face challenges such as balancing administrative duties with instructional leadership, supporting diverse student needs, and fostering effective communication among staff, parents, and students. Managing these challenges typically involves implementing strong organizational systems, prioritizing regular professional development for teachers, and maintaining open channels of communication with all stakeholders. Successful Elementary Directors also focus on building a positive school culture and leveraging collaborative decision-making to address issues proactively.

What are the key skills and qualifications needed to thrive as an elementary director, and why are they important?

To thrive as an Elementary Director, you need a background in education administration, teaching experience, and typically a master's degree in education or a related field. Familiarity with student information systems, curriculum development tools, and educational compliance software is commonly required. Strong leadership, communication, and conflict resolution skills are essential for effectively managing staff, students, and parent relationships. These skills ensure a well-organized, supportive learning environment that meets academic standards and fosters student success.

What is an elementary director?

An Elementary Director is an educational leader responsible for overseeing the operations, curriculum, and staff of an elementary school or elementary education program. They work to ensure that the school meets academic standards, fosters a positive learning environment, and supports the professional development of teachers. Elementary Directors often collaborate with parents, teachers, and district administrators to create effective policies and programs that support student success.

What is the difference between Elementary Director vs Elementary Principal?

AspectElementary DirectorElementary Principal
CredentialsTypically requires a master's degree in education or administration, state certificationRequires a master's degree in education, state certification, and administrative credentials
Work EnvironmentOversees multiple schools or district-wide programs, administrative officesManages a single school, classrooms, staff, and students
Employer & IndustrySchool districts, education departmentsElementary schools, school districts
Common Search & ComparisonElementary Director vs Elementary Principal

The Elementary Director typically oversees multiple schools or district programs, focusing on administrative and strategic leadership. In contrast, the Elementary Principal manages daily school operations, staff, and student activities within a single school. Both roles require similar educational credentials and certifications, but their scope and responsibilities differ significantly.

What cities near Racine, WI are hiring for Elementary Director jobs? Cities near Racine, WI with the most Elementary Director job openings:
Elementary Director jobs near you

5th Grade Math/Science Teacher 2026-2027 School Year

Zion Elementary School District 6

Zion, IL • On-site

Full-time

Posted 6 days ago

Job description

Position Type:
Elementary School Teaching
Date Posted:
8/6/2026
Location:
Shiloh Park
(High-Needs School)
Date Available:
August, 2026
Closing Date:
Until Filled
Minimum Qualifications:
• Possess a Bachelor's Degree (Education) or related field. Illinois Professional Educator License with appropriate endorsement(s).
• Understanding and experience with curriculum design, planning and instruction.
• Strong communication skills (written and oral).
Job Summary:
Under the direction of the Building Principal/Director of Special Services/Director of Curriculum, the Subject/Grade Level Teacher will plan and provide for appropriate learning experiences for students.
Essential Job Skills:
Staff member will effectively perform the following duties in a timely manner:
• Supervises students in a variety of school related settings.
• Monitors and evaluate student outcomes.
• Develops, selects and modifies instructional plans and materials to meet the needs of all students.
• Monitors appropriate use and care of equipment, materials and facilities.
• Plans, organizes and provides instruction based on Common Core State Standards.
• Administers informal and formal assessments
• Incorporates district initiatives within instruction (adopted programs/policies).
• Evaluates and assesses student progress against instructional objectives.
• Demonstrates knowledge and understanding of child growth and development, effective instructional strategies, classroom management, learning assessments, diagnosis, and research related to learning.
• Demonstrates knowledge of educational research, trends, and best practices.
• Provides written feedback to students.
• Maintains accurate, efficient, and effective records for instructional and non-instructional purposes.
• Manages classroom organization
Other Duties:
  • Communicates and interacts with students, parents, staff and community.
  • Works cooperatively with the administration and staff to schedule meetings.
  • Demonstrates knowledge of educational research, trends, and best practices.
  • Participates in district-wide and building committees related to educational and employment matters.
  • Performs other duties as assigned.

Teaching Framework Responsibilities:
Adapted from the Framework for Teaching. Charlotte Danielson.
  • The teacher plans and demonstrates practices that reflect knowledge of the content, prerequisite relationships between concepts, and the instructional practices specific to that discipline.
  • The teacher seeks knowledge of students' backgrounds, cultures, skills, language proficiency, interests, and special needs, and attains this knowledge for his/her students.
  • The teacher develops instructional outcomes that are of appropriate rigor and are suitable for his/her students, but consist of a combination of activities and goals, which permit viable methods of assessment. They reflect more than one type of learning and are aligned to the Common Core Standards.
  • The teacher is aware of the resources available through the school or district to enhance his/her own knowledge, to use in teaching, or for students who need them.
  • The teacher coordinates knowledge of content, of students, and of resources to design a series of learning experiences aligned to instructional outcomes, address the Common Core Standards and are suitable for his/her students. The lesson or unit has a clear structure and is likely to engage students in learning.
  • The teacher's plan for student assessment is aligned with the instructional outcomes, Common Core Standards, uses clear criteria, and is appropriate to the needs of students. The teacher intends to use assessment results to plan for future instruction for students.
  • The teacher's interactions with his/her students are friendly and demonstrate general caring and respect.
  • The teacher will develop a classroom culture that is characterized by commitment to learning by teacher and student. Student engagement to the task at hand is consistent.
  • The teacher's management of instructional groups and/or the handling of materials and supplies are consistent. The teacher ensures that students follow established classroom routines.
  • The teacher will monitor student behavior and respond to student misbehavior. Teacher response to student misbehavior is consistent, appropriate and respectful to students.
  • The teacher ensures the classroom is safe, and learning is accessible to all students. The teacher ensures that the physical arrangement is appropriate to the learning activities. The teacher makes effective use of physical resources, including computer technology.
  • The teacher clearly communicates the instructional purpose of the lesson and directions and procedures are explained clearly. The teacher's explanation of content is clear and accurate and connects with students' knowledge and experience. Teacher's spoken and written language is clear and correct. Vocabulary is appropriate to the students' ages and interests.
  • The teacher's questions/prompts are of high quality, related to the lesson objectives and invite a thoughtful response. The teacher engages all students in the discussion and encourages them to respond to one another.
  • The teacher creates lessons that are aligned with the instructional outcomes, Common Core Standards, are suitable to the students' development, and facilitate students in constructing knowledge. The lessons have a clearly defined structure, and the pacing of the lessons is appropriate, providing students the time needed to intellectually engage with their learning.
  • The teacher uses assessments to support instruction, through frequent monitoring of progress by teacher and/or students. Teacher feedback to students is regular and accurate. The teacher ensures students are aware of the assessment criteria used to evaluate their work. Questions/prompts/ assessments are used to diagnose evidence of learning.
  • The teacher modifies the lesson when needed and responds to student questions and interests. The teacher seeks approaches for students who have difficulty learning.
  • The teacher's reflection on a lesson provides an accurate and objective description. The teacher can make suggestions as to how the lesson might be improved.
  • The teacher communicates frequently with families and successfully engages them in the instructional program. Information to families about individual students is conveyed in a culturally appropriate manner.
  • The teacher participates in the professional community and in school and district events and projects. The teacher maintains positive and productive relationships with colleagues, administrators and parents.
  • The teacher participates in professional development based on an individual assessment of need and actively shares information with others. The teacher accepts and acts upon feedback from supervisors and colleagues.
  • The teacher displays a high level of ethics and professionalism in dealings with students, colleagues, administrators and parents and complies with school and district regulations.
  • The teacher supervises students or assists with supervision in both teaching and not teaching situations.
  • Other duties as assigned.

Mental Demands:
  • Ability to effectively communicate (verbal and written) with parents, colleagues, administration and all other members of the educational community.
  • Ability to instruct students effectively and capably.
  • Ability to maintain emotional control under stress.
  • Ability to use web-based programs, e-mail, and technology (laptop, Smartboard, etc.) effectively.

Working Conditions:
  • Indoor classrooms/School, exposure to: student noise, lawn mowing, music, odors of food, mowed grass and possible communicable diseases.
  • Outdoor schoolyard and grounds, field trips; exposure to; temperatures (hot warm, cool, cold), and exposure to mowed grass.
  • Regular and consistent work attendance.

Salary and benefits aligned with ZEA Collective Bargaining Agreement located at: https://www.zion6.org/

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