Long Term 3rd Grade Substitute Fall - Hoover

Long Term 3rd Grade Substitute Fall 2026 - Hoover

Starting Date: Aug 31, 2026

Salary: $115.00 per day, can vary with experience.

Long Term 3rd Grade Substitute Teacher, Fall 2026 - Hoover

• Bachelor's Degree in a content specific field.
• Knowledge of current Massachusetts Frameworks expectations for Reading and Writing across the curriculum.
• Deep understanding of scientifically based reading research and evidence-based practices for teaching K‑5 in literacy and math, and best practices for assessing student progress toward achievement of standards.
• Excellent communication skills.
• SEI Endorsed.
• Successful completion of a Criminal Record Check (C.O.R.I.) and fingerprint check.

• Draws on content standards of relevant curriculum frameworks to plan sequential units, lessons, and learning activities that build cumulative knowledge.
• Uses results of formal and informal assessments and knowledge of human development to select appropriate teaching strategies and activities for various disciplines, ages, language proficiency levels, and cognitive ranges.
• Identifies appropriate reading materials and writing activities for all students.
• Identifies prerequisite skills, concepts, and vocabulary needed for learning activities.
• Plans lessons with clear objectives and measurable outcomes.
• Draws on resources from colleagues, families, and community to enhance learning.
• Incorporates appropriate technology and media in lesson planning.
• Uses IEP information to plan strategies for integrating students with disabilities into general education.
• Uses instructional planning, materials, and student engagement approaches that support students of diverse cultural and linguistic backgrounds.

• Makes learning objectives clear to students.
• Communicates clearly in writing, speaking, and through visual and contextual aids.
• Uses engaging ways to begin a new unit or lesson.
• Builds on students' prior knowledge and experience.
• Uses a balanced approach to teaching reading and writing skills and concepts.
• Employs a variety of teacher-directed and less teacher-directed techniques such as direct instruction, practice, Socratic dialogue, discussion, problem solving, cooperative learning, and research projects.
• Demonstrates adequate knowledge and approach to academic content.
• Applies a variety of reading and writing strategies to address objectives.
• Uses questioning to stimulate thinking and encourages responses.
• Uses instructional technology appropriately.
• Uses strategies to make content accessible to English language learners.
• Demonstrates knowledge of social vs. academic language and its importance for planning and delivering instruction for English language learners.

• Creates and maintains a safe and collaborative learning environment that values diversity and motivates students to meet high standards of conduct, effort, and performance.
• Creates a physical environment appropriate to a range of learning activities.
• Maintains appropriate standards of behavior, mutual respect, and safety.
• Manages classroom routines and procedures without significant loss of instructional time.

• Encourages all students to believe that effort is a key to achievement.
• Works to promote achievement by all students without exception.
• Assesses the significance of student differences in home experiences, background knowledge, learning skills, learning pace, and proficiency in English for learning the curriculum, and uses professional judgment to determine instructional adjustments.
• Helps all students understand American civic culture, its ideals, founding principles, and institutions, and their role in the civic community.
• Collaborates with families, recognizing the significance of native language and culture to create and implement strategies for supporting student learning and development both at home and at school.

• Understands legal and moral responsibilities.
• Conveys knowledge of and enthusiasm for the academic discipline to students.
• Maintains interest in current theory, research, and developments in the discipline and exercises judgment in applying findings.
• Collaborates with colleagues to improve instruction, assessment, and student achievement.
• Works actively to involve parents in their child's academic activities and performance, and communicates clearly with them.
• Reflects critically on teaching experience and identifies areas for further professional development as part of a development plan linked to grade level, school, and district goals.
• Understands legal and ethical issues regarding responsible use of the Internet and other resources.

Full-time

• Citizenship, residency, or work visa required.

• Mitzi Galante, Principal
• 37 Glendower Road
• Melrose, Massachusetts 02176
• Phone:
• Email: