Long-Term Substitute Teacher

MyPath•Appleton, WI

13d•$23 - $24•Onsite

About The Position

Are you someone who is passionate about making a difference in the lives of others? Do you enjoy caring for and mentoring others with disabilities? MyPath and its Operating Companies provide specialized services and dignified care for children, adolescents and adults with special needs. Our companies provide a spectrum of services and support which promote the ability of those we serve to live as independently as possible in the community. Overview The Richardson School is now seeking a Long-Term Substitute Teacher for their Appleton campus! --> The LTS position is a 12 week position The Richardson School is an alternative placement option for local districts to access for their students with significant needs and behavioral concerns. Our students are typically diagnosed with a combination of developmental or neurological disabilities and emotional, behavioral or mental health disorders. The school calendar follows the typical 180 educational days with the opportunity to attend Extended School Year for students in need of this programming. CORE COMPETENCIES: Collaborate with Education Leadership team to understand the overall classroom structure, schedule, student dynamics, and learning paths for the different subject areas. In the absence of the classroom teacher and need for classroom supplies, submits purchase requests for reimbursement to immediate supervisor for prior approval. Reviews and becomes familiar with all education student records on each incoming student assigned to him/her. Demonstrates familiarity with total curriculum by using resources to plan students’ learning. Meets with Education Leadership team as needed to discuss students’ progress and program; to discuss implementing IEPs (including BIPs) and crisis plans within the academic setting. Meets with Instructional Coach as requested to plan implementation of academic instruction. Completes and submits necessary paperwork, lesson plans, instructional data, behavior data, and day school weekly summaries to immediate supervisor or designee in a timely fashion as scheduled per students assigned. Demonstrates flexibility in meeting changing student needs, including new enrollments and schedule interruptions per immediate supervisor’s direction. Provides lesson plans and classroom schedule to Instructional Aides. Complies with behavior management and PBIS strategies used at TRS. Uses only agency-approved academic techniques and methods in supervising and educating students. Acts as a role model and sets an appropriate example for students, staff and the community. Presents himself/herself in a professional manner at all times. Maintains confidentiality of any information related to the students/staff Reads day school communication logs, daily reports, records, memos, etc. to remain updated on student daily behavioral and academic needs. Is a mandated reporter. Immediately reports per policy any suspected abuse, whether physical, sexual or mental/psychological. Implements recommendations made on student plans, regarding specific student needs or areas for skill development (i.e. sensory, relaxation, modified materials). Attends Staff and Team Meetings as schedule allows, providing feedback and relevant information. Provides classroom data, reports, observations, and feedback when requested by the designated IEP team. Participates in IEP meetings and in the development of IEPs or other educational plans that may be needed to support students’ learning and provides feedback regarding effectiveness.

Requirements

Bachelor’s Degree required
Certified by the state of Wisconsin Department of Public Instruction as a substitute teacher or holds a teaching license.
Demonstrates an ability to exercise good judgment and effectively solve problems.
Remains calm under pressure and maintains self-composure/self-control.
Effective working alone and as a member of a team.

Nice To Haves

Experience in working with students with autism, emotional disabilities or cognitive disabilities is preferred.

Responsibilities

Collaborate with Education Leadership team to understand the overall classroom structure, schedule, student dynamics, and learning paths for the different subject areas.
In the absence of the classroom teacher and need for classroom supplies, submits purchase requests for reimbursement to immediate supervisor for prior approval.
Reviews and becomes familiar with all education student records on each incoming student assigned to him/her.
Demonstrates familiarity with total curriculum by using resources to plan students’ learning.
Meets with Education Leadership team as needed to discuss students’ progress and program; to discuss implementing IEPs (including BIPs) and crisis plans within the academic setting.
Meets with Instructional Coach as requested to plan implementation of academic instruction.
Completes and submits necessary paperwork, lesson plans, instructional data, behavior data, and day school weekly summaries to immediate supervisor or designee in a timely fashion as scheduled per students assigned.
Demonstrates flexibility in meeting changing student needs, including new enrollments and schedule interruptions per immediate supervisor’s direction.
Provides lesson plans and classroom schedule to Instructional Aides.
Complies with behavior management and PBIS strategies used at TRS.
Uses only agency-approved academic techniques and methods in supervising and educating students.
Acts as a role model and sets an appropriate example for students, staff and the community.
Presents himself/herself in a professional manner at all times.
Maintains confidentiality of any information related to the students/staff
Reads day school communication logs, daily reports, records, memos, etc. to remain updated on student daily behavioral and academic needs.
Is a mandated reporter.
Immediately reports per policy any suspected abuse, whether physical, sexual or mental/psychological.
Implements recommendations made on student plans, regarding specific student needs or areas for skill development (i.e. sensory, relaxation, modified materials).
Attends Staff and Team Meetings as schedule allows, providing feedback and relevant information.
Provides classroom data, reports, observations, and feedback when requested by the designated IEP team.
Participates in IEP meetings and in the development of IEPs or other educational plans that may be needed to support students’ learning and provides feedback regarding effectiveness.