Long Term Substitute - 3rd Grade **ANTICIPATED

Frontline Applicant Tracking - Oak Park Elementary School District 97

Openings as of 9/10/2026

We are only accepting applications for the jobs listed below.

Long Term Substitute - 3rd Grade ANTICIPATED mid Sept-mid Dec

• Position Type:
  Substitute
• Date Posted: 9/1/2026
• Location:
  
  William Beye Elementary School
• Date Available:
  
  09/14/2026
• Closing Date: 09/11/2026

Position Type:
3rd Grade Teacher:
Temporary (mid Sept-mid Dec)

Elementary Teacher

Revised:
December 2024

Perm/contract:

26/27 School Year

Department:

Core Instruction

Primary Reporting

Location:

Beye

Level:

3rd Grade

Date Available:

September 14, 2026-December 18, 2026

Portrait of a District 97 Leader:

• Champions the vision of the school district
• Models a forward-thinking and innovative mindset
• Stewards public funds with a high sense of responsibility
• Leads with an unrelenting commitment to universal student success
• Demonstrates the ability to organize teams to achieve common goals
• Leads with an awareness of the cross-functional nature of district work
• Generates a culture of care for, learning with, and service to the community
• Aspires to the highest standards of integrity, professionalism, and confidentiality
• Demonstrates a passion for working with a culturally, racially linguistically diverse district team of administrators, educators, and staff in all roles
• Actively seeks feedback, including critical feedback intended for professional growth
• Understands the intersection of public school leadership, student learning, and equity
• Courageously addresses adult behavior that does not meet professional expectations

About This Role

The job of the Teacher is done for the purpose/s of providing support to the instructional process by serving as an instructional leader with the specific responsibility of supervising students within the classroom and other assigned areas; developing lesson plans and delivering group and individual student instruction within established curriculum guidelines; collaborating with other teachers, other professional staff, and administrators in addressing instructional and/or classroom dynamics;

and responding to a wide range of inquiries from students' parents or guardians regarding instructional programs and student progress in support of the district's equity commitments as expressed in Board Policy 7:12:
Ensuring Racial and Educational Equity .

PLANNING AND PREPARATION

• Applying Knowledge of Content and Pedagogy
• Knowing and Valuing Students
• Setting Instructional Outcomes
• Using Resources Efficiently
• Planning Coherent Instruction
• Knowing and Valuing Students
• Designing and Analyzing Assessments

LEARNING ENVIRONMENTS

• Cultivating Respectful and Aff... (list continues as given)
• Fostering a Culture for Learning
• Supporting Positive Behavior
• Organizing Spaces for Learning

LEARNING EXPERIENCES

• Communicating About Purpose and Content
• Using Questioning and Discussion Techniques
• Engaging Students in Learning
• Using Assessment for Learning
• Responding Flexibly to Student Needs

PROFESSIONAL RESPONSIBILITIES

• Engaging in Reflective Practice
• Documenting Student Progress
• Engaging Families and Communities
• Contributing to School Community and Culture
• Growing and Developing Professionally
• Acting in Service of Students

Content Knowledge, Skills, and Abilities

Required:

• Knowledge of research-based instructional strategies and curriculum alignment with standards.
• Familiarity with district policies and procedures related to curriculum coordination and instructional support.
• Dedicated to creating inclusive and supportive learning environments for all students.
• Effective oral and written communication skills.
• Strong interpersonal skills, utilizing tact, patience, and courtesy.
• Competent in operating standard office and classroom equipment, including computers and assigned software.
• Capability to understand…