Internal​/Building Substitute Lawrence & Springfield, MA

Internal/Building Substitute (Full-Time - Lawrence & Springfield, MA)

• Full-time

The Phoenix Academy Network currently operates three high schools in Massachusetts — one in Chelsea, one in Lawrence and one in Springfield — with plans to open additional schools in the coming years. The Phoenix Network is the only network of schools in Massachusetts that operates both charter and traditional, in‑district schools. We are at the forefront of education, particularly alternative education, in Massachusetts.

The mission of all Phoenix schools is to challenge teenagers with an academically rigorous and individually tailored curriculum. Talented students who have not succeeded in other schools will have the support, resources and training needed at Phoenix to succeed academically in high school and college, and become economically secure in their future. Phoenix is named after a mythological figure of strength, healing and renewal.

We believe in the capacity of our students to regain control of their academic future and recast themselves as strong, independent and self‑sufficient adults.

Phoenix Internal Substitutes are considered full‑time, full‑responsibility members of the school community, and as such, are tasked with supporting the overall mission of Phoenix in our efforts to help our scholars learn and succeed in high school, college, and beyond. This position will have a Math/Science focus, with additional support to other subjects as needed.

Specific Responsibilities

Substitute Position Duties:

• Responsible for instructional and general classroom duties in support of teaching staff.
• Responsible for following a lesson plan and managing a class to maintain a safe and positive learning environment.
• Responsible for complying with all building procedures and school and district policies.
• Respects personal privacy and maintains confidentiality with privileged information.
• Works cooperatively with other staff (instructional or otherwise, reports regularly to administrator or as needed, and performs other job‑related duties as directed).

Basic Curriculum and Instructional Duties (All Teachers):

• Teach four core‑block classes, Monday through Friday.
• Teach 1 Advisory on Tuesday, Wednesday, and Thursday mornings from 9–9:15 AM.
• Tutor struggling scholars when necessary.
• Participate in 3 hours weekly of professional development on Fridays from 1:30–4:30 PM.
• Participate in weekly department team meetings, supervision, and meet or exceed the deliverables set by the department team, according to the school Accountability Plan.
• Use “PCA WAY”: BBC, weekly overviews, quarterly scopes and sequences, final assessments are aligned to frameworks; deadlines for all deliverables met.
• Upload all planning materials and planned lessons to SharePoint following PCA protocol.
• Collaborate with ESL and Academic Support staff to best reach all students.
• Actively participate in the data cycles process as a way to improve instruction and student learning.
• Participate in mid‑year and end‑of‑year formal evaluations with Department Chair, Director of Curriculum and Instruction, or Head of School.

Basic Non‑curricular Duties:

• Internalize mission and make this central to all decisions and actions inside and outside of the classroom.
• Communicate with parents/adult supporters through phone calls, email correspondence, and/or in‑person meetings at least 10 times per week.
• Commit to growing professionally through consistent and constant feedback and reflection; remain humble and relentless.
• Fulfill school support and coverage duties deemed necessary by the staff community and Head of School.
• Set high standards and big goals for students; constantly use real data to measure growth toward these goals; assess students informally, formatively and summatively each quarter in each course; and meet or exceed goals set forth by PCA, department and individual classrooms.
• Publicly display evidence of great scholarship in and around your classroom.
• Seek to create personal, warm relationships with ALL students, sending a clear message that the academic work is important and that the teacher will not give up on them.
• Communicate with Director of School Culture and Social Worker…