Long Term Substitute PreK Teacher, Horace Mann Laboratory School, Salem Public Schools, Salem, MA [SY2025-2026]

Salem Public Schools•Salem, MA

About The Position

Long Term Substitute PreK Teacher, Horace Mann Laboratory School, Salem Public Schools, Salem, MA [SY2025-2026] January - March, 2026 About Salem Public Schools , where belonging leads to opportunity. Salem is a small, diverse city with a proud maritime and immigrant history. Salem Public Schools is an urban public school district enrolling nearly 4,000 students in 11 schools. Our vision is to ensure that all students will be locally engaged, globally connected, and fully prepared to thrive in a diverse and changing world. We hold dear our core values of belonging, equity , and opportunity in everything we do. We seek individuals who are passionate about urban education and understand the urgency of improving student achievement for all students, regardless of ability, economic status, gender/gender identity, language, race/ethnicity, sexual orientation, or other backgrounds. We invite you to learn more about our strategic plan and core priorities on our website at https://salemk12.org/. What You’ll Do: To create a flexible elementary grade program and a class environment favorable to learning and personal growth; to establish effective rapport with students; to motivate students to develop skill, attitudes, and knowledge needed to provide a good foundation for elementary grade education in accordance with each student’s ability; to establish positive relationships with parents and other staff members.

Requirements

Bachelor's Degree (Required)
Required Massachusetts teaching certification/licensure in either Early Childhood PreK-2 or Elementery 1-6
Sheltered English Immersion (SEI) Endorsement (Required within 1-year of start date)
Ability to meet the expectations of the Massachusetts Standards and Indicators of Effective Teaching Practice
Hold a deep commitment to students and families and value diversity - The SPS community is vibrant, diverse in background, ethnicity, language, and perspective. You embrace and affirm the backgrounds of all members of the SPS community and view our diversity as a powerful resource that supports us each in learning and doing our best work.
Hold high expectations for yourself, students, and colleagues – You see potential in all, especially our SPS students, and maintain high expectations for achievement, while providing the support necessary to meet that bar. You hold yourself to high expectations, modeling SPS values and seeking opportunities to continuously improve.
Build authentic, caring relationships with colleagues, students, and families – You build strong relationships across students, families, and colleagues that are collaborative in nature and contribute to the individual and collective success of SPS. You partner with families and colleagues to make decisions in the best interest of students and learning.
Embrace feedback – You are a reflective practitioner who learns from mistakes and challenges and uses them as opportunities for professional development. You model persistence and growth mindset and thrive in a culture of feedback.

Nice To Haves

Master’s Degree (Preferred)
Experience in urban schools
Experience working with diverse learners
Additional certification in Teacher of Students with Moderate Disabilities and/or English Language Learners (ESL)
Demonstrated experience in English Language Development (ELD) and Sheltered English Immersion (SEI) strategies strongly preferred
Bilingual language proficiency (Spanish/English) strongly preferred
Second language (Spanish and/or Portuguese) proficiency a plus
Dual certification is a plus
Proficiency with technology (blended learning, teacher/family communication suites (Remind preferred), Google G-Suite Apps, etc.) desirable.

Responsibilities

Actively engages with children to foster a positive and healthy learning environment where students feel safe to take risks that will build on their self-esteem.
Teaches reading, language arts, social studies, mathematics, science according to Massachusetts Curriculum Standards.
Develops engaging, hands-on lessons using district curricular materials.
Guides the learning process toward the achievement of established district curriculum goals, establishes and communicates clear objectives to the students for all lessons, units, and projects.
Provides individualized and small group instruction in order to meet the needs of each student.
Adapts teaching and materials to meet the needs of diverse learners.
Uses a variety of instructional strategies, such as play, inquiry, group discussion, discovery, student pair share etc.
Builds a positive classroom which is consistent with routines and supports the academic, social-emotional, and behavioral needs of students.
Creates a welcoming environment for learning through functional, accessible, and attractive displays, bulletin boards, and interest centers that celebrate diversity.
Evaluates students’ academic and social growth using common assessments and anecdotal notes.
Maintains accurate and complete student records.
Communicates regularly with parents through conferences and other means to discuss students’ progress.
Works collaboratively with other professional staff members to ensure students have access to wrap-around services.
Maintains professional competence through in-service Professional Development activities and coaching.
Participates cooperatively with the appropriate administrator in fulfilling the teacher evaluation process.
Attends established traditional school sponsored activities (e.g. Open House) agreed upon by the building administrator and the faculty consistent with the teachers’ contract.