As a Substitute Teacher, you will deliver measurable results in enabling each child to pursue his or her education smoothly, safely, and positively by following the regular teacher’s plan in their absence.

Reports to: Building office and administrator, team leader, or department head

Qualifications:

High school diploma required, two years of college preferred
Experience with children

Responsibilities:

The Substitute Teacher will be expected to:

Report to the building principal and/or team leader/department head and school secretary upon arrival at the school building.
Review with the principal or team leader/department head all plans and schedules to be followed during the teaching day.
Maintain as fully as possible the established routines and procedures of the school and classroom to which they are assigned.
Teach the lesson outlined and described in the substitute plans as prepared by the absent teacher.
Consult as appropriate, with the building principal, team leader or department head before initiating any teaching or other procedures not specified in the substitute teacher’s plans.
Assume responsibility for overseeing pupil behavior in class, between classes and during lunch and recess periods as required.
Complete form provided in the substitute packet to report on the day’s activities at the conclusion of each teaching day.
Follow all policies, rules, and procedures that regular teachers are expected to follow and to which good teaching practice dictates.

Key Competencies:

Seek wise counsel: when faced with vexing dilemmas, you know who to turn to for advice; you’re unafraid to seek help, expertise and multiple viewpoints; you know what you don’t know
Ethical practice: you are guided by the rightness or wrongness of actions; you have a strong moral compass; you believe that ethical behaviors maximize productivity and effectiveness and that ethical shortcuts only hurt long-term goals
Student-centered: you keep student’s needs central to every action you take and decision you make; you never lose sight of students’ needs as the district’s focal point and North Star
Active listener: you’re a strong, active listener; you can read body language and between the lines to pick up both on what’s being said and what’s not being said; you can identify the nuance of what’s being suggested, however obliquely, and articulate it strategically for others
Role model: you lead by example and a strong moral code about how to do right by students and staff; students and staff admire your integrity, follow your example and learn from your approach and decision-making (which you make transparent)
Embrace diversity: you value a diversity of perspectives, styles and beliefs; you understand the difference between tolerance and inclusion
Knowing what’s right: you keep the big picture in mind rather than over-valuing detail or process that threatens big picture goals, mission, or vision; when faced with a dilemma you can combine strong instincts with respect for institutional process to do the right thing

Reasonable Accommodations: RSU 21 will provide accommodations to an individual with a disability, as defined by the Americans with Disabilities Act (ADA) or applicable law, who has made the district aware of their disability, unless doing so would cause an undue hardship to the district.

Terms of Employment: Refer to the substitute handbook for terms of employment, compensation and benefits.

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