Substitute Teacher

Substitute Teacher

Instructs students and facilitates their learning in the absence of the regular teacher.

Provides classroom instruction to students as outlined in lesson plans.

Creates a classroom that is conducive to learning and appropriate to the maturity and interests of students.

Maintains a safe and orderly environment.

Maintains established routine of the school and classroom procedures in which assigned.

Maintains a professional appearance as an example to students.

Remains at school the entire school day, unless otherwise instructed to leave by building principal.

Takes all necessary and reasonable precautions to protect students, equipment, materials, and facilities.

Maintains reasonable rules of conduct which encourage self-discipline and responsibility.

Communicates effectively with parents when needed.

Meets and instructs assigned classes in the locations and times designated.

Completes other duties as assigned.

Supervises students.

To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

Minimum of a high school diploma or its equivalent.

Alabama Substitute Certification or Alabama Teacher Certification.

Ability to read, analyze, and interpret lesson plans, technical procedures, and textbooks. Ability to write general correspondence. Ability, both orally and in writing, to present information effectively and respond appropriately to questions and concerns from individuals, administrators, parents, and students. Ability to always communicate using correct grammar.

Ability to work with basic mathematical concepts. Ability to apply concepts such as fractions, percentages, ratios, and proportions to practical situations.

Ability to solve practical problems and deal with a variety of concrete variables in situations where only limited standardization exists. Ability to define problems, collect and analyze data, establish facts, and draw valid conclusions. Ability to interpret a variety of instructions furnished in written, oral, diagram, or schedule form and to understand abstract and concrete variables. Ability to use available information and develop realistic long-term and short-term plans for curricular goals.

Ability to establish and maintain effective relationships with students, staff, and parents through oral and written communication. Ability to implement lessons based on school objectives and student needs and abilities.

While performing the duties of this job, the employee is regularly required to speak, stand, talk, walk, see, hear (corrected or uncorrected), and sometimes to sit. The employee is occasionally required to climb, stoop, kneel, crouch, or crawl. The employee must occasionally lift and/or move up to 50 pounds. Specific vision abilities required by this job include close vision, distance vision, peripheral vision, and the ability to read small print.

The employee must frequently bend, reach above the head, as well as forward, and use fine motor skills.

The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. The noise level will vary depending on the daily activity. It, at times, is very quiet in the classroom but often, as in the cafeteria and/or school assemblies, is moderate to very loud.

The employee must often meet deadlines and must report to class and/or duty assignments on time. The work environment includes inside and outside areas.

Salary and work year to be determined by the board.

Performance of this job will be evaluated in accordance with state law and provisions of the board's policy on evaluation of staff.