Long Term Substitute Elementary Teacher - Marlborough, United States - Marlborough Public Schools

Marlborough Public Schools

Verified Company

Marlborough, United States

3 weeks ago

Posted by:

Mark Lane

beBee recruiter

Description

Title of Position:

Long Term Substitute Elementary Teacher - Jaworek Elementary School

Anticipated Dates of Employment:

August 26, November 19, 2024

Salary:

$200.00 per day (Long Term Substitutes teaching between consecutive school days).

$275.00 per day (Long Term Substitutes teaching greater than 90 consecutive school days. Current, valid, DESE license is required for appointments greater than 90 consecutive school days).

Organizational Relationship or Line of Authority:
Directly responsible to the building Principal in all matters pertaining to the building. Jointly responsible to appropriate Principal and Assistant Superintendent for Teaching and Learning in areas of instruction and curriculum.

Job Summary:

Promote learning and growth of all students providing high-quality instruction, authentic and meaningful student assessments, analyzing student data, using data to improve instruction, continuously providing students with constructive feedback, and continuously refining learning objectives.

Maintains instructional practices that establish high expectations, create a safe and effective learning environment, and demonstrate cultural proficiency. Effectively partner with families, caregivers, community members, and organizations to promote learning. Maintains an ethical, culturally proficient, skilled, and collaborative practice as a professional educator.

Statement of Duties:

Demonstrates knowledge of developmental levels of students and the different ways students learn by providing differentiated learning experiences to enable all students to progress toward meeting intended outcomes.
Ability to develop wellstructured lessons with challenging, measurable objectives and appropriate student engagement strategies, pacing, sequence, activities, materials, resources, technologies, and grouping.
Designs units of instruction with measurable outcomes and challenging tasks requiring higherorder thinking skills that enable students to learn the knowledge and skills defined in state standards/local curricula.
Designs and administers informal and formal assessments, including common interim assessments, to measure each student's learning, growth, and progress toward achieving state/local standards.
Organizes and analyzes results from assessments to determine progress and uses findings to adjust practice and identify and/or implement appropriate differentiated interventions and enhancements for _all_ students, including those with disabilities and English learners, using various methods, including but not limited to, tiered instruction, scaffolds and adapted instruction and/or materials to accommodate differences in learning styles, needs, interest and levels of readiness.
Based on assessment results, provides descriptive feedback and engages students and families in constructive conversation that focuses on how students can improve their performance.
Defines high expectations for the quality of student work and the perseverance and effort required to produce it.
Uses rituals, routines, and appropriate responses that create and maintain a safe physical and intellectual environment where students take academic risks and most behaviors that interfere with learning are prevented.
Uses strategies and practices that are likely to enable students to demonstrate respect for and affirm their own and others' differences related to background, identity, language, strengths, and challenges.
Shares with appropriate colleagues (e.g., general education, special education, and English learner staff) conclusions about student progress and seeks feedback from them about instructional or assessment practices that will support improved student learning.
Uses strategies to support every family to participate actively and appropriately in the classroom and school community.
Updates parents on curriculum throughout the year and suggests strategies for supporting learning at school and home, including appropriate adaptation for students with disabilities or limited English proficiency. Employs twoway communication with families about student performance and learning and responds promptly and respectfully to communications from families.
Shows understanding of and sensitivity to different families' home language, culture, and values.
Reflects on the effectiveness of lessons, units, and interactions with students, both individually and with colleagues, and uses insights gained to improve practice and student learning.
Seeks out and applies ideas for improving practice from supervisors, colleagues, professional development activities, and other resources to gain expertise and/or assume different instruction and leadership responsibilities.
Collaborates with colleagues in such work as developing standardsbased units, examining student work, analyzing student performance, and planning appropriate intervention.
Attends and participates in faculty meetings.