Substitute Teacher

Substitute Teacher

Title:

Substitute Teacher:
Regular Education/Special Education/Librarian

Qualifications:

• High School Diploma or GED

Reports To:

Principal

Job Goal:
To plan and implement a program which creates an environment where students can learn and develop optimally

Performance Responsibilities:

Domain I:
Planning and Preparation-Setting Instructional Outcomes (1C)

• Establishes instructional outcomes by identifying exactly what students will be expected to learn including rigor and expectations.
• Writes instructional outcomes in the form of student learning targets.
• Determines instructional activities and the resources needed to complete.
• Determines instructional activities with suitability for diverse learners.
• Plans for appropriate methods of assessment to determine a level of student attainment.
• Differentiates for students of varied abilities.
• Creates measureable outcomes central to the discipline and related to those in other disciplines.

The Classroom Environment:

Domain II:
Managing Classroom Procedures (2C)

• Establishes and monitors routines and procedures for the smooth operation of the classroom and the efficient use of time.
• Instructional groups are used and managed effectively.
• Non-instructional tasks are completed efficiently (lunch count, roll, administrative forms, etc.).
• Transitions between activities and management of materials are done to maintain momentum and maximize instructional time.
• Establishes efficient routines and teaches students to employ them effectively.

Instruction:

Domain III:
Using Questioning and Discussion Techniques (3B)

• Uses questioning and discussion techniques to deepen student understanding.
• Uses divergent as well as convergent questions framed in a way that they facilitate forming hypotheses, making connections, and challenging previously-held views.
• Values student responses to questions by responding to them and using their ideas as a foundation for discussion.
• Uses high quality questions to encourage students to make connections amongst concepts or events previously believed to be unrelated, and arrive at new understandings of complex material.
• Poses questions for which they do not know the answers; thus, eliciting student responses, opening lines of communication, and promoting thinking by students.
• Engages all students in important issues and in using their own language to deepen and extend their understanding.
• Allows students to formulate questions used in class discussions.
• Teaches students how to formulate high-level questions.
• Promotes learning through discussion.
• Teacher uses a range of techniques to ensure that all students contribute to the discussion, and enlists the assistance of students to ensure the outcome.

Domain III:
Engaging Students in Learning (3C)

• Actively involves students in important and challenging content aligned with lesson objectives.
• Develops student understanding through engagement activities.
• Provides choice of work and assists students in making important contributions to the intellectual life of the class.
• Creates activities and assignments that promote learning and are aligned to the goals of the lesson.
• Creates activities and assignments that require student thinking that emphasize depth over breadth allowing students to exercise choice.
• Group students of similar background and skill.
• Uses instructional materials that are developmentally appropriate to the students' experience as well as the course content.
• Allows time for reflection and closure in all lessons.
• Facilitates instruction with students taking a major role in their learning.

Assessment:

Domain III:
Using Assessment in Instruction(3D)

• Recognizes assessment to be an integral part of instruction.
• Assesses and monitors student learning by eliciting evidence of student understanding using a variety of techniques.
• Monitors student understanding offering timely and constructive feedback providing guidance to students in areas of needed improvement.
• Circulates in the classroom to monitor student learning.
• Creates questions or use techniques to ascertain the degree of understanding of every student.
• Provides students with clear criteria for learning and teach the skills necessary for students to check…