Long Term Substitute Elementary Teacher - Richer Elementary School

Marlborough Public Schools•Marlborough, MA

1d•Onsite

About The Position

This position is for a Long Term Substitute Elementary Teacher at Richer Elementary School for the 2026-2027 school year, specifically from August 31, 2026, to November 20, 2026. The role involves promoting student learning and growth through high-quality instruction, effective assessments, data analysis, and constructive feedback. The teacher will maintain instructional practices that establish high expectations, create a safe and effective learning environment, and demonstrate cultural proficiency. Collaboration with families, caregivers, community members, and organizations is also a key aspect of the role, as is maintaining an ethical, culturally proficient, skilled, and collaborative professional practice.

Requirements

Current, valid, DESE license is required for appointments greater than 90 consecutive school days.
Licensed by the State Department of Elementary and Secondary Education in Elementary (1-6) in Massachusetts preferred.
SEI Endorsement on License preferred.
Bachelor’s or higher earned academic degree.
Knowledge of curriculum in Early Childhood and Elementary Education.
Technology Use – School System Data base, standard Microsoft and Google products and web-based sites.
Learning Strategies — Selecting and using instructional methods and procedures appropriate for the situation.
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.

Nice To Haves

Bilingual (Spanish or Portuguese) Strongly Preferred

Responsibilities

Promote learning and growth of all students by providing high-quality instruction.
Utilize authentic and meaningful student assessments.
Analyze student data and use it to improve instruction.
Continuously provide students with constructive feedback.
Continuously refine learning objectives.
Maintain instructional practices that establish high expectations.
Create a safe and effective learning environment.
Demonstrate cultural proficiency.
Effectively partner with families, caregivers, community members, and organizations to promote learning.
Maintain an ethical, culturally proficient, skilled, and collaborative practice as a professional educator.
Demonstrate knowledge and understanding of the subject matter and the pedagogy it requires by engaging students in learning experiences that enable them to acquire complex knowledge and skills in the subject.
Demonstrate knowledge of developmental levels of students and the different ways students learn by providing differentiated learning experiences to enable all students to progress toward meeting intended outcomes.
Develop well-structured lessons with challenging, measurable objectives and appropriate student engagement strategies, pacing, sequence, activities, materials, resources, technologies, and grouping.
Design units of instruction with measurable outcomes and challenging tasks requiring higher-order thinking skills that enable students to learn the knowledge and skills defined in state standards/local curricula.
Design and administer informal and formal assessments, including common interim assessments, to measure each student's learning, growth, and progress toward achieving state/local standards.
Organize and analyze 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, provide descriptive feedback and engage students and families in constructive conversation that focuses on how students can improve their performance.
Define high expectations for the quality of student work and the perseverance and effort required to produce it.
Use 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.
Use 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.
Share with appropriate colleagues (e.g., general education, special education, and English learner staff) conclusions about student progress and seek feedback from them about instructional or assessment practices that will support improved student learning.
Use strategies to support every family to participate actively and appropriately in the classroom and school community.
Update parents on curriculum throughout the year and suggest strategies for supporting learning at school and home, including appropriate adaptation for students with disabilities or limited English proficiency.
Employ two-way communication with families about student performance and learning and respond promptly and respectfully to communications from families.
Show understanding of and sensitivity to different families' home language, culture, and values.
Reflect on the effectiveness of lessons, units, and interactions with students, both individually and with colleagues, and use insights gained to improve practice and student learning.
Seek out and apply ideas for improving practice from supervisors, colleagues, professional development activities, and other resources to gain expertise and/or assume different instruction and leadership responsibilities.
Collaborate with colleagues in such work as developing standards-based units, examining student work, analyzing student performance, and planning appropriate intervention.
Attend and participate in faculty meetings.
Demonstrate sound judgment reflecting integrity, honesty, fairness, and trustworthiness and protect student confidentiality appropriately.
Fulfill professional responsibilities; is consistently timely and reliable with paperwork, duties, and assignments; and demonstrates regular attendance.
Maintain 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 Marlborough School Committee.