Long-Term Substitute Teacher

OUR CULTURE:

• Collaborate with classroom teacher (before leave of absence) or SES to understand the overall classroom structure, schedule, student dynamics, and learning paths for the different subject areas.
• In the absence of the classroom teacher and need for classroom supplies, submits purchase requests for reimbursement to immediate supervisor for prior approval.
• Reviews and becomes familiar with all education student records on each incoming student assigned to him/her.
• Demonstrates familiarity with total curriculum by using resources to plan students’ learning.
• Meets with immediate special education supervisor (SES) as needed to discuss students’ progress and program.
• Meets as needed with SES, Education Director, PBIS Coordinator or Therapeutic Practices Aide to discuss implementing IEPs (including BIPs) and crisis plans within the academic setting.
• Meets with SES as requested to plan implementation of academic instruction.
• Completes and submits necessary paperwork, lesson plans, instructional data, behavior data, and day school weekly summaries to immediate supervisor or designee in a timely fashion as scheduled per students assigned.
• Demonstrates knowledge of current academic goals and crisis/safety plans for all students.
• Demonstrates flexibility in meeting changing student needs, including new enrollments and schedule interruptions per immediate supervisor’s direction.
• Provides lesson plans and classroom schedule to Instructional Aides.
• Complies with behavior management and PBIS strategies used at TRS.
• Uses only agency-approved academic techniques and methods in supervising and educating students.
• Acts as a role model and sets an appropriate example for students, staff and the community. Presents himself/herself in a professional manner at all times.
• Maintains confidentiality of any information related to the students/staff
• Reads day school communication logs, daily reports, records, memos, etc. to remain updated on student daily behavioral and academic needs.
• Is a mandated reporter. Immediately reports per policy any suspected abuse, whether physical, sexual or mental/psychological.
• Implements recommendations made on student plans, regarding specific student needs or areas for skill development (i.e. sensory, relaxation, modified materials).
• Attends Staff and Team Meetings as schedule allows, providing feedback and relevant information.
• Provides classroom data, reports, observations, and feedback when requested by the designated IEP team.
• Participates in IEP meetings and in the development of IEPs or other educational plans that may be needed to support students’ learning and provides feedback regarding effectiveness.
  
  

• Bachelor’s Degree required; Preferred degree in special education from an accredited college or university.
• Certified by the state of Wisconsin Department of Public Instruction as a substitute teacher.
• Experience in working with students with autism, emotional disabilities or cognitive disabilities is preferred.

• Demonstrates an ability to exercise good judgment and effectively solve problems.
• Remains calm under pressure and maintains self-composure/self-control.
• Effective working alone and as a member of a team.

• Special Education Program Aide
• Long Term Substitute Teacher
• Permanent Substitute
• Short Term Substitute Teacher

• Resume
• Transcripts & Licenses/Certifications