District Substitute Teacher

UNITED COMMUNITY CENTER•Milwaukee, WI

133d•$42,000 - $0•Onsite

About The Position

UCC District Substitute Teachers provide high-quality instruction and classroom management when regular classroom teachers are absent. The position supports K–8 classrooms across the district and helps maintain continuity of learning and a positive classroom environment. Depending on licensure, substitutes may cover short-term or long-term absences; for long-term assignments, they may be required to fulfill all roles and responsibilities of a teacher. Teachers organize and implement instruction that supports students’ intellectual, emotional, social, physical, and psychological growth and academic success in accordance with United Community Center policies, procedures, and curriculum guidelines. The role calls for a dedicated, compassionate, effective, reflective, collaborative, and culturally responsive educator committed to students’ academic and social-emotional development. Substitutes may be assigned across school buildings, grade levels, and subject areas. They follow developmentally appropriate lesson plans and curriculum, adapt instruction for diverse learners, assess student progress, maintain safe and inclusive learning environments, and communicate with students, families, colleagues, and school administrators. They also support social-emotional learning, collaborate with student support teams, maintain required records, and participate in required training and school activities. The position involves travel among district K–8 campuses, regular interaction with students, families, and staff, and work in varied school settings including classrooms, hallways, cafeterias, playgrounds, and occasionally outdoors. The work environment may include noise, interruptions, and occasional exposure to childhood illnesses. The schedule generally follows the school calendar and may include morning arrival or after-school responsibilities. Physical demands include standing, walking, bending, kneeling, using stairs, sitting for extended periods, supervising students, and lifting or moving objects weighing up to 25 pounds. Reasonable accommodations may be made for qualified individuals with disabilities.

Requirements

Bachelor’s degree required.
Current Wisconsin DPI substitute teacher or teacher licensure required.
Strong oral and written communication skills.
Ability to work independently with little direct supervision and collaboratively as part of a team.
Ability to accept responsibility and demonstrate self-motivation, initiative, and flexibility.
Effective multitasking, time-management, organizational, and prioritization skills.
Basic computer knowledge, including email, Excel, Word, Google Forms, and other Google applications.
Ability to adapt to varied situations and work across different school buildings, grade levels, subject areas, and instructional settings.
Knowledge and ability to work with students with special needs and their parents.
Ability to maintain confidentiality and follow school, district, and state policies and procedures.
Valid driver’s license and reliable transportation.
Ability to travel to various district school campuses and provide instructional support from kindergarten through eighth grade.
Ability to move around school environments, including bending, kneeling, standing, walking, using stairs, and sitting for extended periods.
Visual and auditory acuity to supervise students and respond to classroom needs; ability to receive and respond to oral communication.
Ability to exert up to 25 pounds of force to lift, carry, push, pull, or move educational materials and classroom supplies.
Ability to monitor student safety and physically assist students when necessary.
Manual dexterity to operate computers, classroom technology, and teaching tools, including repetitive wrist, hand, and finger movements.

Responsibilities

Provide instructional continuity and classroom management during regular teachers’ absences across district K–8 classrooms.
Report punctually and prepared to assignments across buildings, grade levels, and subject areas; submit daily availability and respond promptly to assignments and communications.
Follow and implement standards-based, developmentally appropriate lesson plans, curriculum, instructional practices, and school and district procedures.
Deliver engaging, rigorous, grade-appropriate instruction and use differentiation, scaffolds, and technology to meet diverse learning needs, including those of English learners and students with IEPs.
Monitor student understanding and progress through formative and summative assessments; analyze assessment information to inform instruction and grouping, and provide constructive feedback.
Maintain a safe, inclusive, organized, culturally responsive classroom and supervise students across classrooms and other school settings.
Establish and reinforce classroom rules and expectations, encourage student participation and responsibility, and manage behavior proactively and respectfully using positive supports and, when appropriate, restorative practices.
Integrate age-appropriate Tier 1 social-emotional learning and model emotional regulation, empathy, problem-solving, and responsible decision-making.
Identify academic, emotional, behavioral, or social challenges and collaborate with counselors, administrators, support staff, families, and student support teams to address student needs.
Communicate clearly and professionally with students, families, colleagues, and administrators about student progress, behavior, concerns, and school activities; participate in family-teacher conferences and engagement opportunities as applicable.
Maintain accurate attendance, academic, and behavior records and prepare progress reports, report cards, and other documentation when required.
Leave detailed notes for the classroom teacher about daily activities, student behavior, and issues that arise; communicate promptly with administration or support staff when needed.
Follow confidentiality, child-safety, mandated-reporting, emergency-procedure, and professional-conduct requirements.
Participate in required training, staff meetings, workshops, professional learning communities, data meetings, and schoolwide initiatives; reflect on practice and pursue continuous improvement.
Collaborate with colleagues, administrators, special education teachers, counselors, and other professionals to support student success and a positive school culture.
Perform other duties and responsibilities assigned by the supervisor to support students, colleagues, or the school community.