Long-Term Substitute Teacher - 3rd Grade

LONG-TERM SUBSTITUTE TEACHER - 3rd GRADE

As a Long-Term Substitute, you will have an opportunity to serve as a dynamic leader, effective educator, and inspirational and impactful influence within your classroom. You will be expected to deliver measurable results through high-quality and intentional instructional planning, curriculum design, and curriculum delivery to improve student outcomes and transform students’ lives. As a Long-Term Substitute you will: 

• Plan instruction using approved curriculum, high-impact instructional strategies, subject matter expertise, and up-to-date data to meet the needs of all students
• Establish expectations, routines, and procedures to provide a respectful, safe, positive, student-centered environment that maximizes opportunities for student learning 
• Engage students in learning by using a variety of instructional strategies to meet individual learning goals and needs
• Set ambitious goals; gather, analyze, and use relevant data to measure student progress, guide instructional planning and delivery, and provide timely feedback to students, parents, and stakeholders
• Collaborate with colleagues to contribute to overall district effectiveness; and engage in professional reflection and growth that results in improved instructional practice and student learning
• Serve as a leader in our commitment to Diversity, Equity, and Inclusion (DEI) at the district, school, classroom and curriculum levels
• View leadership, professionalism, and effective communication as vital components of classroom teaching

Reports to: School Principal

Qualifications: Love what you do, and the opportunity this position presents — especially your ability to shape and drive a high-performing instructional climate and culture dedicated to improving student outcomes. We seek proven and high potential educators with passion, high expectations for students, and a demonstrated track record of intentional, standards-based planning; rigorous, differentiated and high-impact lesson delivery; and the creation and maintenance of inclusive and high-performing instructional environments. Requirements include, above all, a belief that all students can and deserve to learn. 

Additional requirements include: Bachelor’s degree or higher; valid Maine teaching certification or eligibility for endorsement required; subject matter expertise; knowledge of effective teaching practices; comfort with standards-based curriculum; ability to design differentiated lessons that meet the educational needs of all students; and ability to work collaboratively with colleagues. Prior evidence of strong results on measures of student learning outcomes in relevant subjects strongly preferred. Our ideal candidate will be a strong instructional leader with both pedagogical knowledge and classroom experience, but we welcome candidates with a wide variety of backgrounds and years of experience. National Board Certification, a plus. 

Responsibilities:

Curriculum and Planning 

• Ground planning in in-depth knowledge of subject matter, standards-based content and curriculum, pedagogy, and diverse needs of students to provide meaningful learning experiences 
• Identify and align lesson objectives to approved standards-based curriculum using student learning data and in-depth, individualized student knowledge to guide planning and differentiated instruction
• Plan accordingly for pacing, sequencing content coverage, transitions, and guided practice and application of knowledge
• Develop appropriate long- and short-range plans; adapt plans when needed based on real-time student performance and ongoing formative assessment results
• Incorporate educational technology into plans strategically and selectively to enhance student learning and instructional effectiveness 

Classroom Culture and Environment 

• Establish and maintain effective behavioral and instructional routines and procedures that maximize student learning time while creating and maintaining a safe physical setting
• Establish a climate of trust, collaboration, and teamwork by being fair, caring, respectful, inclusive, and enthusiastic
• Promote respectful interactions that challenge and engage all students within the learning environment
• Create an environment that is academically appropriate, stimulating, and challenging; encourages student participation, inquiry, and intellectual risk-taking; and treats learning time as a precious commodity
• Employ a balance of effective verbal, nonverbal, written, and digital communication tools to foster a positive, culturally inclusive learning environment that features and celebrates diverse voices and perspectives

Instructional Delivery 

• Engage and maintain students in active, scaffolded, and rigorous learning that meets students where they are while building upon their existing knowledge and skills; differentiate and pace instruction to meet current and evolving students’ needs; address multiple intelligences and multiple learning styles
• Employ a variety of effective high-impact instructional strategies that develop students’ higher-level and critical thinking skills
• Use real-world content and application, varied methods and materials, primary sources, experiential and proficiency-based learning, strategically selected technology, and thoughtfully sourced supplemental resources to enhance instruction, provide compelling experiences, and deepen student learning
• Maintain and communicate clear learning objectives, reinforce learning goals consistently throughout the lesson, communicate content clearly, and check for understanding ongoing through informal checks, and regular use of diagnostic, formative, and summative assessments
• Activate prior learning experiences; link present content with past and future learning, other subject areas, and real-world experiences and applications to deepen learning with interdisciplinary connections and perspectives

Data-driven and Goal-Based Academics Strategy 

• Ensure that instructional decision-making is driven by the analysis of comprehensive, relevant, accurate, and up-to-date student data
• Set, communicate, track, and invest students in both short- and long-term goals that will result in meaningful student growth 
• Involve students in setting learning goals and monitoring their own data-based progress
• Manage with a goals-based approach; create and maintain a classroom culture of ongoing accountability checks to gauge progress towards ambitious data-driven goals
• Track outcomes by student sub-groups, with a particular focus on minimizing achievement gaps by various identities 

Collaboration and Continuous Learning 

•  Commit to and develop a deep, functional, and genuine collaborative relationship with colleagues to deepen collective instructional impact
• Seek and share feedback and input to ensure collaboration between shared grade teams and across grades, departments, disciplines and schools
• Commit to continuous learning and improvement for self, students, school, and district by identifying and scaling successful approaches, and by altering and discontinuing ineffective approaches   
• Incorporate learning from formal and informal professional growth opportunities into instructional practice; experiment and reflect upon the effectiveness of implemented strategies to continuously refine effectiveness
• Identify and evaluate personal strengths and weaknesses; set goals for improvement of skills and professional performance based on self-assessments and in collaboration with principals, coaches, instructional strategists, and evaluators

Diversity, Equity, and Inclusion (DEI) Lens

• Apply a strong DEI lens to ensure prioritization of cultural competence and responsiveness, multi-cultural perspectives, and intentional efforts to enhance classroom-based experiences of inclusion 
• Ensure students see you as their advocate, feel comfortable sharing examples of discrimination and harassment they witness or experience, and trust that discrimination and harassment will be addressed if shared
• Develop, recommend and implement improvements to curriculum and instruction with awareness and understanding of their impact on a community of diverse needs and backgrounds; address negative instructional experiences by students that conflict with our stated DEI priorities, values, and beliefs
• Demonstrate a commitment to the RSU 21 Equity Initiative by internalizing the district’s DEI priorities and policies; model behaviors to reinforce the equity-based, diverse, and inclusive culture we seek
• Reflect on personal biases that may impact your work, decision-making, and/or the culture of the classroom you lead through a commitment to personal DEI growth 

Leadership, Professionalism, and Communication

• Serve as an instructional leader by seeking and applying new and innovative methods when needed to produce the best student outcomes rather than relying on familiar and comfortable approaches; balance classroom autonomy with respect for institutional process to do right by your students 
• Serve as role model for students in how to conduct themselves as informed, engaged citizens and as confident, intelligent, considerate, and tolerant human beings
• Demonstrate behavior consistent with district, legal, ethical, procedural and professional standards and requirements
• Collaborate and communicate proactively with students’ families to promote students’ well-being and success; build positive and professional relationships with parents/guardians through frequent communication concerning students’ progress through varied formal and informal communication channels
• Communicate in partnership with all family and guardian stakeholders, while engaging stakeholders in ways that convey mutual respect and effective conflict management, when needed

Competencies:

• Change agent mindset: you see education as a relentless effort towards improving students’ lives; you believe in your ability to make a difference, and inspire others to believe the same; you are not satisfied with the status quo or “the way things have always been done”; you see education as a pivotal driver of opportunity 
• 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 
• Collaborative nature: you comfortably give, receive and incorporate feedback; you don’t take criticism personally and you absorb feedback effectively; you enjoy contributing to a shared vision; you pride yourself on personal growth and on helping others grow; you’re comfortable with and adept at navigating a diversity of personalities and work styles  
• Flexibility: you are open-minded and open to change; you embrace new initiatives and adjust team approaches in the face of new evidence, new mandates, or new goals; new directions and new solutions excite you 
• Strong communicator: you teach compellingly and commandingly; you listen actively and question liberally; in written and verbal communications and instructional presentations you articulate clearly, powerfully and with self-assurance; you exude leadership, control and focus; you hold an audience’s attention with your presence
• Highly responsive: you are flexible and able to adjust when faced with unexpected, real-time problems/distractions that demand attention; you seize teachable moments to maximize student attention and learning; you can deal with the unexpected, without derailing well-thought out plans, by thinking quickly on your feet and staying focused on big picture goals  
• Relationship-oriented: you recognize the deep importance that relationships with colleagues and stakeholders play in our work; you build rapport and trust with others; you’re comfortable with and adept at navigating a diversity of personalities and work styles
• Lifelong learner: you are committed to continuous self-improvement; you self-reflect on your personal effectiveness routinely; you value continuous improvement to drive consistent high-quality output and growth

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: Reflected in the Substitute Handbook.

This position will remain open until a qualified candidate is secured.