K-8 Gifted Education Teacher 2026-2027

K–8 Gifted Education Teacher

Position summary

Atlas Public Schools is establishing gifted programming to meet the needs of students whose advanced learning potential and abilities require educational opportunities beyond those provided in the general classroom setting. The K-8 Gifted Education Teacher will deliver specialized, rigorous instruction that ensures gifted learners make continuous academic progress while receiving the enrichment and social-emotional support necessary for their success.

This role is primarily student-facing and instructional, with a focus on implementing high-quality gifted services through challenging curriculum, purposeful enrichment, and hands-on learning experiences. The K-8 Gifted Education Teacher will create a supportive learning environment that both challenges and nurtures gifted students, helping them develop the skills, curiosity, and confidence needed to positively shape and impact the world.

Key responsibilities

Gifted identification and equitable access

• Implement gifted identification processes, using multiple measures such as performance tasks, classroom data, observations, and portfolios.
  
  


• Support equitable identification practices and monitor participation trends to help reduce under-identification of historically marginalized students.
  
  


• Maintain accurate student records, documentation, and confidentiality related to gifted services.

Curriculum development and instructional practice

• Develop, adapt, and refine gifted curriculum units and lesson materials.
  
  


• Design enrichment and extension experiences that emphasize depth, complexity, creativity, critical thinking, and problem-solving.
  
  


• Integrate inquiry-based learning, research, interdisciplinary projects, and problem-based tasks into gifted instruction.
  
  


• Pilot curriculum materials and revise based on student performance data, feedback, and guidance from leadership.
  
  

Direct instructional services

• Provide direct instruction to identified gifted students through scheduled pull-out programming (RRT) in the elementary school grades and a scheduled daily class (SCT) in the middle school grades.
  
  


• Deliver instruction that is appropriately challenging and responsive to varying learning styles, abilities, and interests.
  
  


• Create a learning environment that supports advanced academic engagement and intellectual risk-taking.
  
  

Student growth, progress monitoring, and SEL

• Monitor student progress using performance tasks, rubrics, portfolios, and available assessment data.
  
  


• Maintain student portfolios to document growth over time.
  
  


• Support the social-emotional needs of gifted learners, including perfectionism, asynchronous development, motivation, and peer relationships.
  
  


• Collaborate with counselors, social workers, deans, and special education staff to support gifted learners.
  
  

Family partnership and communication

• Establish and maintain open, proactive communication with families of gifted learners.
  
  


• Participate in family meetings, conferences, and information sessions related to gifted services.
  
  


• Provide guidance to families on supporting gifted learners at home.
  
  

Professional learning and operational readiness

• Engage in ongoing professional learning related to gifted education and advanced curriculum.
  
  


• Participate in school-wide professional development and required school initiatives.
  
  


• Support scheduling, rosters, and service logistics needed for pull-out gifted programming.
  
  

Qualifications

• Bachelor’s degree in education or related field.


• Gifted education endorsement or graduate coursework in gifted education.


• Valid teaching certification.


• Demonstrated experience differentiating instruction for advanced learners.


• Strong understanding of curriculum design and instructional planning.


• Strong organizational and communication skills.

Preferred

• Experience developing advanced or inquiry-based curriculum.


• Experience supporting twice-exceptional students.


• Prior experience teaching gifted or high-achieving students.