Long Term Substitute Grade 1 Teacher

Nashoba Regional School District•Bolton, MA

5d•Onsite

About The Position

The Nashoba Regional School District inspires and challenges all learners to realize their unique potential and become active contributors to their community. Nashoba’s core values remain constant, provide the foundation for our work, and influence how we conduct ourselves and engage with others. Our core values are academic achievement and personal growth; voice, choice and agency; lifelong learning; a safe, caring and inclusive community; collaborative partnerships; innovation; and a sense of belonging. Long Term Substitute Teachers are employed without regard to age, physical, mental or psychiatric disability, genetics, race, religion, sex, sexual orientation, gender identity, marital status, national origin, or military status. NRSD welcomes employees with diverse racial, cultural, religious, class, and/or gender background and experiences. Organizational Scope: Reporting directly to the Building Principal and t hrough a lens of equity, as appropriate for the grade level of students, teachers integrate social emotional learning into the curriculum and engage in culturally responsive teaching.

Requirements

Massachusetts DESE licensure appropriate to the role and level.
Excellent communication skills and ability to communicate effectively, both orally and in writing.
Demonstrated interpersonal skills and the ability to relate well with students, staff, administration, parents and the community.
Must be able to assist in the protection of students and school property, and assist in fire and other emergencies or emergency drills as required by law and School Committee policy.
The ability to work onsite in district schools and buildings is an essential function of this job.

Responsibilities

Meets and instructs assigned classes in the locations and at the times designated;
Plans a program of study that meets the individual needs, interests and abilities of the students;
Engage in collaborative efforts to collect and analyze a variety of classroom-level quantitative and qualitative data in order to provide targeted instruction and monitor and support student progress toward instructional goals within a Multi-Tiered System of Support (MTSS);
Creates a classroom environment that is conducive to learning and appropriate to the maturity and interests of the students;
Prepares for classes assigned;
Establishes and maintains standards of pupil behavior needed to achieve a supportive learning environment in the classroom;
Guides the learning process toward the achievement of curriculum goals and, in harmony with the goals, establishes clear objectives for all lessons, units and projects to communicate these objectives to students;
Employs a variety of instructional techniques and instructional media.
Develops lesson plans and instructional materials and provides individualized and small group instruction in order to adapt the curriculum to the needs of each pupil;
Assesses the accomplishments of students on a regular basis and provides progress reports as required;
Identifies pupil needs and cooperates with other professional staff members in assessing and helping pupils resolve health, attitude, and learning issues;
Takes all necessary and reasonable precautions to protect students, equipment, materials and facilities;
Creates an effective age-appropriate environment for learning through functional and engaging displays, bulletin boards, and interest centers;
Maintains accurate, complete, and correct records as required by law, district policy, and administrative regulation;
Evaluates pupils’ academic and social growth, keeps appropriate records, and prepares progress reports;
Assists the administration in implementing all policies and rules governing student life and conduct;
In the classroom, develops reasonable rules of classroom behavior and procedure, and maintains order in a fair and just manner;
Makes provision for being available to students and parents for education-related purposes outside the instructional day when required or requested to do so;
Communicates with parents through conferences and other means to discuss pupil’s progress and interpret the school program;
Plans and supervises purposeful assignments for instructional assistants, if applicable, and, cooperatively with department heads, provides input relative to their effectiveness; and
Continues with personal professional development.
Maintains professional competence through in-service education activities provided by the district and self-selected professional growth activities.
The omission of specific duties here does not exclude them from the position’s responsibilities if the work is similar, related, or a logical assignment to the position.