Long-Term Substitute SPED Teacher

MyPath•Appleton, WI

3d•Onsite

About The Position

The Richardson Schools is seeking a Long-Term Substitute Teacher for its Appleton campus. This is a 12-week position or will continue until the vacancy is filled. The teacher collaborates with the Education Leadership team to understand classroom structure, schedules, student dynamics, and learning paths, and works with the Instructional Coach as requested to plan academic instruction. The role includes supporting students with special needs by implementing IEPs, behavior intervention plans, crisis plans, and other recommendations for individual learning and skill development. The teacher provides instruction and classroom information to instructional aides and designated IEP teams, maintains required documentation and student data, and participates in relevant meetings and IEP development. The usual schedule is Monday through Friday, generally 8 a.m. to 4 p.m. Pay is $22.50 per hour with a substitute license only and a bachelor’s degree, $23.00 per hour with a general education license, or $23.50 per hour with a special education license.

Requirements

Bachelor’s degree.
Wisconsin Department of Public Instruction substitute teacher certification, or a general education or special education teaching license.
Ability to exercise good judgment and effectively solve problems.
Ability to remain calm under pressure and maintain self-composure and self-control.

Nice To Haves

Experience working with students with autism, emotional disabilities, or cognitive disabilities.

Responsibilities

Collaborate with the Education Leadership team to understand classroom structure, schedules, student dynamics, and learning paths across subject areas.
Review and become familiar with records for each assigned incoming student.
Use curriculum resources to plan student learning.
Meet with the Education Leadership team as needed to discuss student progress, programming, and implementation of IEPs, including BIPs and crisis plans, in the academic setting.
Meet with the Instructional Coach as requested to plan academic instruction.
Complete and submit required paperwork, lesson plans, instructional data, behavior data, and weekly day-school summaries to the immediate supervisor or designee on schedule.
Adapt to changing student needs, including new enrollments and schedule interruptions, as directed by the immediate supervisor.
Provide lesson plans and classroom schedules to Instructional Aides.
Use only agency-approved academic techniques and methods when supervising and educating students.
Implement recommendations in student plans addressing individual needs or skill development, such as sensory strategies, relaxation, or modified materials.
Attend staff and team meetings as the schedule allows and provide relevant feedback and information.
Provide classroom data, reports, observations, and feedback when requested by the designated IEP team.
Participate in IEP meetings and development of IEPs or other educational plans, and provide feedback about their effectiveness.