Building Substitute: High School

Job | Posted a month ago
Favorite
Share
Apply

Description

Waterbury Public Schools
 
JOB CLASSIFICATION TITLE
Substitute Teacher
 
DEPARTMENT
Teaching and Learning
 
BARGAINING UNIT CLASSIFICATION
Non-Union
 
REPORTS TO:
Receives administrative direction from the Principal or other administrative official of a higher grade
 
FLSA DESIGNATION
Exempt

PART I - SUMMARY OF CLASSIFICATION
 
In the absence of the assigned Teacher, this class is accountable for facilitating learning, academic achievement and personal development by providing instruction to students. This class also develops and implements curriculum and lesson plans, utilizes technology to facilitate learning, and demonstrates understanding the varying learning styles and the needs of a diverse student population.
 
PART II - MINIMUM KNOWLEDGE, SKILLS AND ABILITIES
 
A. EDUCATION AND EXPERIENCE
 
General Experience:
  1. Possession of a Bachelor’s degree from an accredited university or college.
 
Special Requirement:
  1. Employment in this class is conditional upon possession of a valid CT State Board of Education Teacher Certificate or Substitute Teacher Certificate appropriate to the teaching assignment.
  2. In addition to the checking of references and of facts stated in the application, a thorough background investigation of each candidate may be made prior to appointment.
 
B. CREDENTIALS:
 
C. LICENSURES, CERTIFICATIONS AND OTHER REQUIREMENTS:
  1. Incumbents in this class may be required to possess and retain a current Motor Vehicle operator’s license.
 
D. CONTINUING EDUCATION REQUIREMENTS:
 
E. KNOWLEDGE, SKILLS AND ABILITIES:
  • Knowledge of core curriculum areas for which the substitute teacher is responsible for instructing, including specialized knowledge in certain fields such as reading, mathematics, science, business, music, art, languages, and so forth, as appropriate;
  • Knowledge of educational philosophy, teaching methods and approaches, and currently researched best practices and strategies;
  • Knowledge of child development;
  • Knowledge of classroom management techniques;
  • Knowledge of instructional technologies;
  • Knowledge of learner outcomes;
  • Knowledge of learning theory, students’ learning styles and needs, both academic and affective, and theories of multiple intelligences; 
  • Knowledge of multicultural, gender and disability fair curriculum concepts;
  • Knowledge of Positive Behavioral Interventions and Supports (PBIS) and Scientific Research Based Interventions (SRBI);
  • Some knowledge of community resources;
  • Excellent listening skills;
  • Skill in classroom management and organization;
  • Skill in classroom presentation;
  • Skill in human relations, mediation, conflict management and interpersonal interactions;
  • Skill in maintaining and developing reports;
  • Ability and flexibility to interact effectively with students, parents, and other school staff, the administration, and community members of diverse ethnic/racial and socioeconomic backgrounds;
  • Ability to adapt teaching styles to diverse student populations;
  • Ability to apply the principles of Positive Behavioral Interventions and Supports (PBIS) and Scientific Research Based Intervention (SRBI);
  • Ability to communicate effectively, both orally and in writing; 
  • Ability to evaluate student performance and to present these evaluations in a manner that fosters higher student achievement;
  • Ability to multi task and be flexible;
  • Ability to plan and implement lesson plans based upon District and school goals, as well as the objectives, needs and abilities of students;
  • Ability to provide appropriate instruction in core subjects;
  • Ability to utilize computer and multimedia technology, as appropriate;
  • Ability to work in a cooperative learning environment;
  • Ability to work with individuals from diverse backgrounds.
 
PART III - POSITION SUPERVISES
 
Not applicable
 
PART IV - ESSENTIAL FUNCTIONS
The following identifies the primary and essential functions of the position and is not intended to be an exhaustive listing of all duties.
  • Assumes all of teacher’s normally assigned duties when a teacher is absent including, but not limited to, instructional, extracurricular, cafeteria, hall, and bus duty; 
  • Collects and places students’ papers in regular teacher’s desk;
  • Communicates, collaborates, and cooperates with colleagues, supervisors, and students; 
  • Completes a Substitute Teacher Report Form for the regular classroom teacher;
  • Completes evaluation at the end of the day, and checks out with authorized personnel prior to leaving at the end of the day;
  • Complies with all building procedures and schedules; 
  • Complies with and supports school and regulations and Board policies;
  • Consults with the principal and/or staff to resolve questions and/or concerns;
  • Consults, as appropriate, with the principal or department or grade level head, before initiating any teaching or other procedures not specified in the lesson plans;
  • Determines if services will be required for the next school day;
  • Develops and maintains a positive learning environment;
  • Dismisses all students from the classroom before leaving the building;
  • Encourages community partnerships that enhances District programs and services;
  • Ensures the adequate supervision to assure health, welfare, and safety of all students;
  • Facilitates critical-thinking, problem-solving, and creativity skills;
  • Follows all District and individual school policies, rules and procedures to which regular teachers are subject and which good teaching dictates;
  • Follows the teacher’s written lesson plans;
  • Helps parents and students understand academic and behavioral objectives;
  • Helps students take full advantage of the learning environment (e.g., access and proximity to activities, use of adaptive equipment, etc.);
  • Implements effective student management procedures;
  • Implements lesson plans, while ensuring the integrity of academic time and in a manner which motivates students to learn and participate;
  • Incorporates the effective use of available technology in records management and instructional activities;
  • Maintains a discipline and classroom control that fosters a safe and positive environment for all students and staff in accordance with school and District policies;
  • Maintains accurate records and submits reports on time;
  • Maintains and respects confidentiality of student and school personnel information;
  • Maintains appropriate records including checking test papers, recording grades, student assignments for homework, projects and the necessary clerical work required to maintain student records for a teacher who is absent; 
  • Maintains high standards and upholds the student conduct code;
  • Maintains, as fully as possible, the established routines and procedures of the school and classroom to which assigned; 
  • Makes the absent teacher aware of special situations or problems encountered;
  • Manages student learning in accordance with the goals and directives of the school;
  • Models non-discriminatory practices in all activities;
  • Organizes students for effective instruction;
  • Prepares a written summary of work completed; 
  • Promotes a favorable image of the District;
  • Promotes the proper use and care of school property;
  • Provides for individualized and small group assistance for students as indicated by lesson plans; 
  • Provides guidance, communicates high expectations, and shows an active interest in student progress;
  • Remains in assigned classroom until all students have been dismissed for the day; 
  • Reports all student injuries, accidents, illnesses, and discipline problems to the appropriate authority immediately or as soon as is reasonably possible;
  • Reports to office upon arrival at school, checks mailbox of absent teacher for materials requiring immediate attention, and requests clarification of school rules and procedures, if necessary;
  • Reports to the principal or school secretary upon arrival at the school; 
  • Returns instructional materials, equipment, and keys to proper place;
  • Reviews with principal or designee, all plans, duties and schedules to be followed during the teaching day, teaches the outlined lesson, maintains as fully as possible the established routines and procedures of the school and classroom to which he/she is assigned; 
  • Stimulates student interest;
  • Takes all necessary and reasonable precautions to protect students, equipment, materials, and facilities;
  • Teaches scheduled classes; 
  • Upholds Board policies and follows administrative procedures;
  • Upholds computer technology acceptable use policies;
  • Varies instructional techniques to address individual learning styles;
  • Works cooperatively with other teachers;
  • Performs other related duties as assigned.
PART V - Working Conditions, Physical and Mental Requirements
 
Physical Requirements:
Employees appointed to positions in this class must have adequate physical strength, stamina, physical agility and visual and auditory acuity and must maintain such physical fitness as to be able to perform the duties of the class. A physical examination may be required.
 
Frequency: Place an “X” in each box that is appropriate to the job.

NEVER (N) OCCASIONALLY (O) FREQUENTLY (F) CONSTANTLY (C)
0 % of Shift 1-33% of Shift 34-66% of Shift 67-100% of Shift
Working Conditions N O F C Working Conditions N O F C
Physical Demands Depth Perception X
Balancing X Color distinction X
Bending (forward)(backward) X Peripheral vision X
Climbing (stairs, ladders, etc.) X Driving X
Crawling X Visual Acuity (far) X
Crouching X Visual Acuity (near) X
Feeling X Physical strength:
Grasping X Little physical effort (-10 lbs.) X
Hand/eye/foot coordination X Light work (-20 lbs.) X
Hearing X Medium work (20-50 lbs.) X
Kneeling X Heavy work (50-100 lbs.) X
Lifting above shoulders X Very heavy work (100+ lbs.) X
Lifting from below knees X Environmental conditions
Operating heavy mech. equip. X Cold (50 degrees F or less) X
Physical intervention X Heat (90 degrees F or more) X
Pulling X Physical strength:
Pushing X Confinement to small/restricting area X
Reaching (overhead) X Exposure to bodily fluids X
Repetitive motion (keyboarding) X Exposure to chemicals, solvents, etc. X
Restraining X Exposure to dampness X
Sitting X Exposure to extreme wetness X
Squatting X Exposure to gases and fumes X
Standing X Exposure to high humidity X
Stooping X Exposure to loud noises or vibration X
Talking X Exposure to mechanical hazards X
Transferring (wheelchairs, etc.) X Exposure to physical danger X
Twisting X Exposure to temperature extremes X
Walking X Exposure to unpleasant odors X
 
The above statements are intended to describe the general nature and level of work being performed by the employee assigned to this position. They are not to be construed as an exhaustive list of all job responsibilities and duties performed by personnel so classified.
 
Waterbury Public Schools is an Equal Opportunity Employer. In compliance with the Americans with Disabilities Act, the District will provide reasonable accommodations to qualified individuals with disabilities and encourage both prospective and current employees to discuss potential accommodations with the District when necessary.

Posted By

Waterbury Public Schools

236 Grand St., Waterbury, CT 06702
 
Insights
Compare with State

Amount per Student

$17,568

State Average: $20,481

% ELL Students

13%

State Average: 7%

Student Teacher Ratio

13.53

State Average: 12.29

% IEP Students

19%

State Average: 14%

FTE

2,785

State Average: 479