Job Description:

POSITION SUMMARY

A Teacher Substitute carries out all of the essential duties related to the educational program of each child assigned to their classroom. In addition, the Teacher Substitute serves as an active member of the interdisciplinary treatment team for each student in their classroom and will actively contribute to teacher level and program level initiatives. Teacher Substitutes demonstrate a comprehensive understanding of how children learn as well as a command of a broad array of subjects and pedagogical skills combined with caring deeply about students and their success.

 Hourly Rate $25.00

EDUCATION AND EXPERIENCE/QUALIFICATIONS

Bachelor’s degree from an accredited institution

LOCATION

Plainville, CT

SCHEDULE

Fill in substitute 

ESSENTIAL DUTIES AND RESPONSIBILITIES

Content and Essential Skills:  Teachers understand and apply essential skills, central concepts and tools of inquiry in their grade level subject matter by demonstrating the following competencies:

• Maintaining discipline-specific knowledge and skills as described in the relevant national and state professional teaching standards.
• Using developmentally appropriate verbal, nonverbal and technological communication.
• Using technological and digital resources to promote learning, collaboration with colleagues and communication with the learning community and across Wheeler Program departments.
• Using content area literacy and numeracy skills to enable students to construct meaning and problem solve using diverse learning modalities.

Classroom Environment, Student Engagement and Commitment to Learning: Teachers promote student engagement, independence and interdependence in learning by facilitating a positive learning community by:

1. • Creating a class climate that is responsive to and respectful of the learning needs of students.

     Identifying potential risk factors and taking measures to reduce those risks in the milieu through reinforcement of positive and safe behaviors, trauma-informed and relationally-based therapeutic interventions, and reporting of suspected child abuse/neglect, according to agency policies and procedures.

     Training and participating in emergency safety interventions authorized and approved by the agency, when a student presents with an imminent safety concern.

   • Promoting engagement and shared responsibility for the learning process and providing opportunities for students to initiate their own questions and inquiries.

   • Fostering appropriate standards of behavior that support a productive learning environment for all students.

   • Maximizing the amount of time spent on learning by effectively managing routines and transitions.

     Planning for Active Learning: Teachers plan instruction in order to engage students in rigorous and relevant to learning and to promote their curiosity about the world at large by:

• Determining student’s prior knowledge to ensure that content instruction is at an appropriate level of challenge and differentiated to meet their learning needs.
• Developing and organizing coherent and relevant units, lessons and learning tasks that build on student’s prior knowledge, skills and interests and engage students in the work of the discipline;
• Promoting the development and application of skills with conceptual understanding, and anticipating student’s content misconceptions.
• Selecting appropriate assessment strategies to monitor ongoing student progress.
• Selecting or designing instructional strategies, resources and flexible groupings that provide opportunity for students to think critically and creatively and problem solve.
• Integrating learning activities that make real world, career or global connections, and promote interdisciplinary connections whenever possible.
• Including strategies for teaching that support content area literacy skills and, when appropriate, numeracy skills.

Instruction for Active Learning: Teachers implement instruction in order to engage students in rigorous and relevant learning and to promote their curiosity about the world at large by:

• Using a variety of evidence-based strategies to enable students to apply and construct new learning.
• Using technological and digital resources strategically to promote learning.
• Leading students to construct meaning through the use of active learning strategies such as purposeful discourse and or inquiry-based learning.
• Using differentiated instruction and supplemental interventions to support students with learning difficulties, disabilities and /or particular gifts and talents.
• Monitoring student learning and adjusting teaching during instruction in response to student performance and engagement in learning tasks.
• Providing meaningful, appropriate and specific feedback to students during instruction to improve their performance.

Assessment for Learning: Teachers use multiple measures to analyze student performance and to inform subsequent planning and instruction by:

• Understanding the different purposes and types of assessment that capture the complexity of student learning across the hierarchy of cognitive skills.
• Using and or designing a variety of formative and summative assessments and criteria that directly align with the learning objectives and value the diversity of ways in which students learn.
• Using a comprehensive set of data that provides depth and breadth of understanding of student achievement at a particular point in time and overtime.
• Collaborating with colleagues to review and interpret assessment data to monitor and adjust instruction to ensure students progress.
• Providing students with assessment criteria and individualized, descriptive feedback to help them improve their performance and assume responsibility for their learning.
• Supporting student’s progress by communicating academic and behavioral performance expectations and results with students, their families and other educators.
• Using academic, behavioral and health data to select and or design interventions, and assist in the development of individualized education programs for students with disabilities.

Professional Responsibility and Teacher Leadership: Teachers maximize support for student learning by developing and demonstrating professionalism, collaboration with others and leadership by:

• Continually engaging in reflection, self evaluation and professional development to enhance their understanding of content, pedagogical skills, resources and the impact of their actions on student learning.
• Collaborating with colleagues, administrators, students and their families to develop and sustain a positive school climate.
• Collaborating with colleagues and administrators to examine student learning data, instructional strategies, curricula, and organizational structures to support continuous school and program improvement.
• Guiding and coaching paraprofessionals and collaborating with colleagues, administrators and programmatic staff to monitor the impact of instructional or behavioral support and interventions.
• Understanding the legal rights of students with disabilities and their families within the intervention, referral, and individualized educational plan process.
• Using communication technology and a professional and ethical manner.
• Conducting themselves as professionals in accordance with the Connecticut's Code of Professional Responsibility for Educators.

Continues to develop knowledge and understanding about the history, traditions, values, family systems, and artistic expression of groups served as well as uses appropriate methodological approaches, skills, and techniques that reflect an understanding of culture

Please use this link to apply! https://us232.dayforcehcm.com/CandidatePortal/en-US/wheeler/Posting/View/11196