Kindergarten Teacher- Long Term Substitute- Mary Fin School

Department:

Mary Finn Elementary School

Job Title:

Kindergarten Teacher- Long Term Substitute

FLSA Status:

(Exempt/Non-exempt)

Exempt

Reports to:

Building Principal

GENERAL DESCRIPTION (1-3 LINES DESCRIBING ROLE):

Promote learning and growth of all students providing high-quality instruction, authentic and meaningful student assessments, analyzing student data, using data to improve instruction, continuously providing students with constructive feedback, and continuously refining learning objectives. Maintains instructional practices that establish high expectations, creates a safe and effective learning environment, and demonstrates cultural proficiency. Effectively partner with families, caregivers, community members, and organizations to promote learning. Maintains an ethical, culturally proficient, skilled, and collaborative practice as a professional educator.

QUALIFICATIONS:

Qualifications:

• Licensed by the State Department of Elementary and Secondary Education as an Elementary Teacher in Massachusetts (Grades PreK-2).
• SEI Endorsement on License required
• Bachelor’s or higher earned academic degree
• Experience with diverse learners Strongly Preferred
• Knowledge of curriculum in Early Childhood and Elementary Education.
• Such alternatives to the above qualifications as the Superintendent of Schools may find appropriate and acceptable.

Abilities:

• Technology Use – School System Data base, standard Microsoft and Google products and web-based sites to support professional growth and student learning.
• Learning Strategies — Selecting and using instructional methods and procedures appropriate for a wide range of learners.
• Written and Oral Comprehension and Expression — Read and understand information in writing and listen to and understand spoken information and ideas. Able to communicate information and ideas in speaking and writing so others will understand.
• Team Player— Being respectful as part of a team and displaying constructive, collaborative behaviors.
• Sense of humor-A MUST!

ESSENTIAL JOB DUTIES (NOT LIMITED TO):

Demonstrates knowledge of developmental levels of students and the different ways students learn by providing a differentiated approach to instruction, enabling all students to progress toward meeting intended outcomes.

• Ability to develop well-structured lessons in all content areas, including social-emotional learning, with challenging, measurable objectives and appropriate student engagement strategies, pacing, sequence, activities, materials, resources, technologies, and grouping.
• Designs units of instruction with measurable outcomes that enable students to learn the knowledge and skills defined in state standards/local curricula.
• Designs and administers informal and formal assessments, including common interim assessments, to measure each student's learning, growth, and progress toward achieving state/local standards.
• Organizes and analyzes results from assessments to determine progress and uses findings to adjust practice and identify and/or implement appropriate differentiated interventions and enhancements for all students, including those with disabilities and English Learners, using various methods, including but not limited to, tiered instruction, scaffolds and adapted instruction and/or materials to accommodate differences in learning styles, needs, interest and levels of readiness.
• Based on assessment results, provides descriptive feedback and engages students and families in constructive conversation that focuses on how students can improve their performance.
• Defines high expectations for the quality of student work and the perseverance and effort required to produce it.
• Uses rituals, routines, and appropriate responses that create and maintain a safe physical and intellectual environment where students take academic risks and most behaviors that interfere with learning are prevented.
• Uses strategies and practices that are likely to enable students to demonstrate respect for and affirm their own and others' differences related to background, identity, language, strengths, and challenges.
• Shares with appropriate colleagues (e.g., general education, special education, and English learner staff) conclusions about student progress and seeks feedback from them about instructional or assessment practices that will support improved student learning.
• Uses strategies to support every family to participate actively and appropriately in the classroom and school community.
• Shows understanding of and sensitivity to different families' home language, culture, and values.
• Reflects on the effectiveness of lessons, units, and interactions with students, both individually and with colleagues, and uses insights gained to improve practice and student learning.
• Seeks out and applies ideas for improving practice from supervisors, colleagues, professional development activities, and other resources to gain expertise and/or assume different instruction and leadership responsibilities.
• Collaborates with colleagues in such work as developing standards-based units, examining student work, analyzing student performance, and planning appropriate intervention.
• Attends and participates in faculty meetings.
• Demonstrates sound judgment reflecting integrity, honesty, fairness, and trustworthiness and protects student confidentiality appropriately.
• Fulfills professional responsibilities; is consistently timely and reliable with paperwork, duties, and assignments; and demonstrates regular attendance.
• Maintains accurate, complete, and correct records as required by law, district policy, and administrative regulations.
• Responsible for instructional and general duties as assigned by the Principal, Assistant Superintendent and directives of the Superintendent of Schools or his/her designee, and policies of the Southborough School Committee
• Communicate effectively with students, colleagues, parents, and the community
• Follow safety procedures and written and verbal instructions
• Consistent and on-time attendance is required for supervision and instruction of the students
• Other duties as needed

WORK ENVIRONMENT & PHYSICAL REQUIREMENTS:

Work Environment:  

Work is generally performed in a school environment during the school day, however there may be occasions for afterschool meetings.

Physical Requirements:

While performing the duties of this job, the teacher is frequently required to walk, stand, sit, talk, and hear.  The teacher is regularly required to bend, stoop, crouch and/or kneel.  The teacher is occasionally required to lift and/or move objects weighing up to 25 pounds.  Must have sufficient mobility to navigate within a large school building.

The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.