Building Substitute, Tobin

Tobin Montessori School The aim of Montessori education is to foster competent, responsible, adaptive scholars who are lifelong learners and problem solvers. Montessori classrooms are equipped with a diverse set of materials, which are designed to foster physical, intellectual, creative, and social independence. The classroom atmosphere encourages social interaction for cooperative learning, peer teaching, and emotional development. Learning occurs in an inquiring, cooperative, nurturing atmosphere, where students increase their own knowledge through self-initiated experiences under the guidance of trained adults.

Position:
Building Substitute
Tobin Montessori School
Tobin Montessori School The aim of Montessori education is to foster competent, responsible, adaptive scholars who are lifelong learners and problem solvers. Montessori classrooms are equipped with a diverse set of materials, which are designed to foster physical, intellectual, creative, and social independence. The classroom atmosphere encourages social interaction for cooperative learning, peer teaching, and emotional development. Learning occurs in an inquiring, cooperative, nurturing atmosphere, where students increase their own knowledge through self-initiated experiences under the guidance of trained adults.

The Building Substitute teacher will be responsible for taking over the classroom instructional duties as well as specialist classes. Additionally, the Substitute Teacher may be required to provide instructional support for students with disabilities in accordance with their IEP. The Substitute Teacher should be able to develop some lessons, be willing to use assisted technology, and work in a team teaching environment.

The Building Substitute Teacher will keep appropriate classroom records, provide a safe, nurturing environment for students, and establish clear expectations for behavior and learning.

• Bachelor’s Degree or higher required.
• Teaching experience in an urban setting with multicultural student populations.
• Good collaborative skills for working with collaborating teachers, staff, and parents.

At the Cambridge Public Schools, we are committed to cultivating an environment where diverse perspectives and backgrounds are embraced, acknowledging that a team reflecting diversity of race, color, ancestry, national origin, religion, age, gender, marital/domestic partner status, sexual orientation, gender identity, disability status, and veteran status allows us to serve our communities better. To that end, we welcome and encourage applicants to bring their authentic selves when considering employment opportunities within our school district.