Long-Term Substitute

TRINITY EPISCOPAL SCHOOL•Charlotte, NC

23h•Onsite

About The Position

Trinity Episcopal School is seeking a full-time Long-Term Substitute for 3rd Grade, effective February 1 through June 3, 2027. Reporting directly to the Head of Lower School, this interim role is responsible for all aspects of classroom teaching and learning. The substitute delivers all subjects in the lower school academic curriculum and creates and maintains a strong classroom community. The role supports the School by promoting Trinity Episcopal School’s mission, values, and policies. The successful candidate is committed to the mission of independent schools and Trinity Episcopal School and to the values of scholarship, diversity, and spirituality. They demonstrate a love for students, sound judgment, integrity, maturity, energy, flexibility, and sensitivity to students, faculty, and staff from varied backgrounds. The position requires the ability to teach and manage a group of 20 or more children independently, along with strong interpersonal, presentation, writing, organizational, and communication skills.

Requirements

Undergraduate degree required; education majors or graduates are encouraged to apply.
Previous experience working with children in a K–5 classroom setting.
Ability to effectively teach and independently manage a group of 20 or more children.
Excellent interpersonal, presentation, writing, organizational, and communication skills.
Familiarity with and commitment to the mission of independent schools and Trinity Episcopal School, including the values of scholarship, diversity, and spirituality.
Sensitivity to students, faculty, and staff of varying racial, ethnic, religious, gender, cultural, disability, sexual orientation, and socioeconomic backgrounds.
Integrity, sound judgment, self-confidence, maturity, and perspective.
High energy and ability to work on multiple tasks or projects.
Ability to model and promote the Trinity Honor Code.

Nice To Haves

Undergraduate degree in education; education majors or graduates are encouraged to apply.

Responsibilities

Facilitate learning for students.
Plan standards-aligned curricular units of study.
Use culturally sustaining curricular resources and practices.
Differentiate content and instruction using student data and assessment.
Evaluate student progress toward mastery using multiple standards-based assessment methods.
Use intentional, research-based instructional methods grounded in Trinity’s educational philosophy, including constructivist learning, the workshop model, and problem-based learning.
Design and use relevant digital technology to enhance student learning.
Provide responsive support for students within and beyond the school day.
Teach core subjects: reading, writing, word study, mathematics, science, and social studies.
Make instruction relevant to students and stay current with content-area trends and professional research.
Apply strong pedagogical practices across homeroom subjects and use assessment practices grounded in standards.
Know students, celebrate their diverse backgrounds and perspectives, and challenge them to academic excellence while honoring their individual potential.
Communicate and partner with parents and guardians regarding academic performance and behavior.
Create an inclusive classroom community characterized by respect and scholarly learning.
Support students’ emotional development and foster a compassionate community guided by kindness and consideration.
Hold students responsible for their actions through restorative practices.
Model and teach Trinity’s Scholarly Habits and provide opportunities for students to live into the Trinity Honor Code.
Establish classroom systems and routines conducive to learning and collaboration.
Maintain a physical and/or digital environment that promotes student agency and access to materials and resources.
Promote the School’s mission, values, and policies.