Anticipated: High School Social Studies Long Term Substitute

Anticipated:
High School Social Studies Long Term Substitute Job Description

Title: High School Social Studies Long Term Substitute

Qualifications:

• Degree in content-specific field.
• Knowledge of current Massachusetts Frameworks expectations for reading and writing across the curriculum.
• Deep understanding of evidence-based practices for teaching in social studies. Knowledge of best practices for assessing student progress toward achievement of standards.

Reports to: Building Principal

Work Year: In accordance with the Melrose Education Association’s contract

Salary/Benefits: In accordance with the Melrose Education Association’s contract.

• Draws on content standards of the relevant curriculum frameworks to plan sequential units of study, individual lessons, and learning activities that make learning cumulative and advance students' level of content knowledge.
• Draws on results of formal and informal assessments as well as knowledge of human development to identify teaching strategies and learning activities appropriate to the specific discipline, age, level of English language proficiency, and range of cognitive levels being taught.
• Identifies appropriate reading materials, other resources, and writing activities for promoting further learning by the full range of students within the classroom.
• Identifies prerequisite skills, concepts, and vocabulary needed for the learning activities.
• Plans lessons with clear objectives and relevant measurable outcomes.
• Draws on resources from colleagues, families, and the community to enhance learning.
• Incorporates appropriate technology and media in lesson planning.
• Uses information in Individualized Education Programs (IEPs) to plan strategies for integrating students with disabilities into general education classrooms.
• Uses instructional planning, materials, and student engagement approaches that support students of diverse cultural and linguistic backgrounds, strengths, and challenges.

1. Communicates high standards and expectations when beginning the lesson:

• Makes learning objectives clear to students.
• Communicates clearly in writing, speaking, and through the use of appropriately designed visual and contextual aids.
• Uses engaging ways to begin a new unit of study or lesson.
• Builds on students' prior knowledge and experience.

2. Communicates high standards and expectations when carrying out the lesson:

• Uses a balanced approach to teaching skills and concepts of reading and writing.
• Employs a variety of content-based and content-oriented teaching techniques from more teacher-directed strategies such as direct instruction, practice, and Socratic dialogue, to less teacher-directed approaches such as discussion, problem solving, cooperative learning, and research projects.
• Demonstrates an adequate knowledge of and approach to the academic content of lessons.
• Employs a variety of reading and writing strategies for addressing learning objectives.
• Uses questioning to stimulate thinking and encourages all students to respond.
• Uses instructional technology appropriately.
• Uses effective strategies and techniques for making content accessible to English language learners.
• Demonstrates knowledge of the difference between social and academic language and the importance of this difference in planning, differentiating and delivering effective instruction for English language learners at various levels of English language proficiency and literacy.

3. Communicates high standards and expectations when extending and completing the lesson:

• Assigns homework or practice that furthers student learning and checks it.
• Provides regular and frequent feedback to students on their progress.
• Provides many and varied opportunities for students to achieve competence.

4. Communicates high standards and expectations when evaluating student learning:

• Accurately measures student achievement of, and progress toward, the learning objectives with a variety of formal and informal assessments, and uses results to plan further instruction.
• Translates evaluations of student work into records that accurately convey the level of student…