Building Substitute

Frontline Applicant Tracking - Big Lake Public Schools #727

• Position Type:
  Elementary School Teaching
• Date Posted: 9/1/2026
• Location:
  
  Liberty Elementary
• Date Available:
  
  September 2026
• Closing Date:
  Open until Filled

Location:

Liberty Elementary

About Big Lake Schools:
At Big Lake Schools, we pride ourselves on being the perfect size. We are small enough to offer the many benefits that come with being a small school district, but we are large enough to be able to offer exceptional programming that only large districts are able to offer. We have a student population of 3100 spread across four schools;
Liberty (EC-2), Independence (3-5), Middle School (6-8), and High School (9-12).

Big Lake Schools is always looking for future employees who:

• Have a strong work ethic
• Are energetic and passionate about their work
• Enjoy working collaboratively
• Embrace technology as a core tool in their everyday lives
• Recognize the importance of education

If the above attributes sound like you, we encourage you to consider becoming a Hornet!

Job Summary:

Under the direction of district administrators, the Building Substitute Teacher is responsible to report daily and will be assigned a substitute location which may include general education classrooms, special education classrooms, or specials classrooms. If there are no substitute needs, the building sub may be directed to report to another Big Lake school for substitution duties. Successful teachers at Big Lake Schools deliver the following:

• Establishes positive and supportive relationships with students
• Develops a plan to sustain, repair, and/or improve relationships with students
• Establishes and will continue to promote the development of relationships between and among students
• Creates and will sustain the development of a classroom culture that fosters collaboration, promotes inclusion, and focuses on student engagement, learning and achievement
• Develops professional and collaborative relationships among peers
• Develops procedures and practices to communicate effectively and frequently with families (generally and for specific students as needed)

• Identifies, models, and reinforces procedures that build and sustain a collaborative community
• Identifies, models, and reinforces procedures that support effective classroom management
• Identifies and communicates procedures that promote student engagement, learning and achievement
• Models and reinforces procedures, routines, rituals, and expected behaviors through direct instruction, individual coaching, and feedback.
• Plans for and responds appropriately to student behaviors disruptive to teaching and learning.
• Integrates routines, rituals, and procedures to promote effective transitions and to maximize teaching and learning time (time on task for teachers and students)

• Structures a learning environment which facilitates collaborative learning opportunities
• Structures a learning environment which responds to learning preferences and needs
• Displays and uses culturally inclusive resources and materials aligned to curricular concepts
• Arranges the learning environment to support effective behavior management
• Proactively addresses behaviors and maintains orderly learning environment
• Facilitates the use of instructional strategies which promote student agency

• Identifies, analyzes, and responds to a variety of student data/information to address learner variability
• Applies understanding of student needs and characteristics into instructional planning and assessment development
• Uses metacognitive strategies by utilizing self- and peer-assessment
• Develops, communicates, and engages students in understanding success criteria for lesson-sized learning targets, formative assessments and summative assessments

• Applies understanding of learner variability to inform the development of instructional planning
• Accesses and utilizes curricular resources and materials aligned to the essential learning outcomes (ELOs) and lesson-sized learning targets for units of instruction
• Demonstrates the effective use of instructional planning components:
  Launch, Explore, Summarize
• Reflects on instruction (demonstrated use of metacognitive practices)
• Consistently employs teacher as facilitator strategies and promotes student agency

Qualifications:

Requires a minimum of a short call…