Long Term Substitute Art Teacher - 1LT. Charles

Long Term Substitute Art Teacher

Anticipated Dates of Employment:
October 19, 2026 - January 17, 2027

Salary: $200.00 per day (Long Term Substitutes teaching between 30 - 90 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).

Directly responsible to the School Principal in matters related to the building.

Responsible for instruction and general duties as indicated by the Principal, directives of the Superintendent of Schools or his/her designees, and policies of the Marlborough School Committee.

Promote learning and growth of all students by 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 partners with families, caregivers, community members, and organizations to promote learning.

Maintains an ethical, culturally proficient, skilled, and collaborative practice as a professional educator.

• Teaches art classes.
• Responsible for planning lessons that guide students through the creative process and teaches them a variety of methods, materials, and techniques.
• Create a learning environment that inspires students to discover, connect, learn, and grow through art.
• Must be collaborative and have strong desire to build school community through the arts.
• Promotes school art, art activities (both curricular and extracurricular) for students, staff, and parents.
• Meets and instructs assigned classes in the locations and at the times designated.
• Demonstrates knowledge and understanding of the subject matter and the pedagogy it requires by engaging students in learning experiences that enable them to acquire complex knowledge and skills in the subject.
• 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.
• Designs units of instruction with measurable outcomes and challenging tasks requiring higher-order 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.
• 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 instructional practices that are likely to motivate and engage most students during the lesson.
• Develops and maintains an environment conducive to effective learning within the limits of the resources provided by the district.
• Prepares for classes assigned and shows written evidence of preparation upon request of immediate superior.
• Employs a variety of instructional techniques and instructional media, consistent with the physical limitations of the location provided and the needs and capabilities of the individuals or student groups involved.
• Encourages students to set and maintain standards of classroom behavior.
• 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.
• Works to establish and maintain open lines of communication with students and their parents.
• Updates parents on curriculum throughout the year and suggests strategies for supporting learning at school and home,…