Early Childhood Family Education Teacher - Long-Term Substitute

Position

Early Childhood Family Education - Long-Term Substitute Teacher

Tuesdays and Thursdays - 8:30 AM-11:30 AM

3/23/26 through 5/14/26

$111.15/day

Long-term substitute teachers earn sick leave and personal time off pursuant to the teacher labor agreement on a pro‑rate basis.

Tuesday mornings, 8-12 children attend class without a caregiver. Educator and a paraprofessional support circle time, snack time and playtime. On Thursdays, students come to class with their caregiver. Educator and a paraprofessional help to run a similar structure as Tuesdays. Children attend class from 9 AM-11 AM.

• Current MN teaching license in Early Childhood Education, Birth to 3rd grade or Pre‑K.
• Skilled in culturally responsive teaching.
• Skilled in effective communication.
• Skilled at learning strategies - using multiple approaches when learning or teaching new things.
• Skilled at active listening - listening to what other people are saying and asking questions as appropriate.
• Skilled in social perceptiveness, being aware of others' reactions and understanding why they react the way they do.
• Knowledge of instructional methods and training techniques including curriculum design principles, learning theory, group and individual teaching techniques, design of individual plans, and test design principles.
• Knowledge of the structure and content of the English language including the meaning and spelling of words, rules of composition, and grammar.
• Knowledge of human behavior and performance, mental processes, psychological research methods, and the assessment and treatment of behavioral and affective disorders.
• Knowledge of numbers, their operations, and interrelationships including arithmetic, algebra, geometry, calculus, statistics, and their applications.

• Communicate and collaborate with professional staff in an effort to determine and coordinate standardized curriculum and testing/assessment designs.
  • e.g., design and assess student learning K-12; design scope and sequence K-12; design and coordinate within a department.
• Create, formulate, develop, and implement instructional objectives.
• Create, formulate, develop and implement instructional activities.
• Conduct classroom instruction/individual tutoring/counseling based on teacher created lesson plans, instructional units and/or individual needs:
  • assess student performance to determine need for re‑instruction, alternate method and grades
  • create a supportive learning environment by using appropriate verbal and non‑verbal reinforcing techniques.
  • prioritize tasks to enable the efficient use of time
  • determine potentially harmful situations and take steps to avoid exposure of the student to this
  • provide time for students to relearn
• On‑going evaluation of student abilities/ health status to determine needs and to adapt appropriate response and to assist with educational/career/personal planning.
• Diagnose, summarize, and interpret student strengths/weaknesses/problems for reports to parents and other school personnel.
• Respond to student needs:
  • may provide information and guidance to students regarding educational/ career options, resources, and preparation.
  • may address personal/health concerns as presented or refer students to other professionals as appropriate
  • may serve as student advocate in presenting student and professional concerns to parents/staff/administration/public
  • may serve as liaison between district and community agencies serving youth.
• Build credibility with staff, students, parents, and community by:
  • relating to people from all social, economic, racial, religious, or educational backgrounds
  • demonstrating professional competency through content taught and teaching methods used.
• Assess, plan, and initiate public relations activities which improve communications and perceptions by the community.
• Assess, plan, and participate in in‑service training and/or develop/implement in‑service for other staff.