Building Substitute - Middle School

Description

Job Title:
Building Substitute Teacher - Middle School

Job Classification:
Non-Licensed Instructional/Licensed Instructional

Reports to:
Building Administrator

Work Schedule:
Academic Calendar

Provide classroom coverage as assigned when the regular teachers are absent. This Substitute position will be assigned to float where needed consistently Monday through Friday. The substitute must be confident teaching a wide range of developmental age groups from grades 6-8.

Valid Indiana Teaching License or Substitute Permit required

• Flexible and willing to adapt to change at short notice
• Ability to teach day to day assignments or long-term positions such as maternity leave or long-term illness
• Uses initiative to solve problems when they arise and is willing to make decisions based on the best interest of students
• Experience in curriculum and assessment development preferred
• Ability to communicate well with elementary school students
• A strong ability to communicate with parents, while understanding the approach to communication may vary according to the developmental needs of students within the grade level being taught.
• A positive attitude and desire to be part of a close community and able to contribute in positive ways to the culture of the school.
• Expertise in building active, collaborative classroom programs which encourage problem solving, critical thinking skills, and which develop a sense of classroom community and trust
• Solid understanding of elementary school organization, programs and students
• A proven ability to differentiate instruction and integrate learning
• Ability to quickly adjust to different specials (Art, PE, Music, Technology) and grade levels. Can take over classes with little advance notice. Improvises lessons in emergency situations where the teacher is unable to provide lesson plans.
• If no coverage is needed, the Substitute will assist other classroom teachers or what building administration deems necessary.
• Other duties as assigned by the Administration

• Competency in the administration and interpretation of academic ability testing
• Ability to use technology for documentation and preparation of professional materials
• Ability to teach and assist students in the use of computer applications
• Ability to communicate assessment results, in written and oral forms, to parents and professionals
• Ability to develop, implement, and evaluate behavior plans for use in general and special education settings
• Ability to prioritize tasks, allocate time, and maintain schedule flexibility
• Must demonstrate foundational professionalism, including consistent attendance, punctuality, adherence to school policies and procedures, and strong employability skills. These are considered essential, non-negotiable expectations of the role.