Substitute Teachers (ALL GRADES)

Central Falls School District
MA Central, MA, Providence, RI, Greater Boston and East, MA
Substitute Teacher
$200 - $225/day
Subjects
General Education
Grades
Pre-Kindergarten - 12th
Description

The Central Falls School District is excited to welcome new day-to-day, long term, and teaching fellow subs starting in August 2023 across ALL schools in the district. Where these positions are per diem and short term right now, we do anticipate it could lead to full time employement down the road.

PLEASE NOTE: Subs are assigned to ONE school during their time in CF to allow you to build relationships with students and colleagues and become embedded in the learning culture.

The Central Falls School District is looking to hire multiple day to day substitute teachers for the 23/24 school year.

Requirements:

Valid RI Teaching Certificate is preferred, but not required

Must hold a BA, AA, or have completed at least two years of a four year degree

Prefer experience teaching students or working with youth

Demonstrated interest in innovative instructional programming with focus on individualization, technology integration and blended learning

Bilingual preferred

General Duties:

Responsible for the implementation and delivery of all facets of the Central Falls Curriculum in alignment with the Common Core Standards including but not limited to: American Reading, Being a Writer, Making Meaning, Eureka Math Curriculum & other educational platforms

Implements curriculum, teaching and learning standards and practices embedding strategies to include WIDA Essentials to support and engage student 

Provides intervention supports to help scaffold language and content domains to deliver rich, authentic instruction for all students.

Utilize instructional materials that coordinate with district curricula to implement dual language instruction that addresses students’ goals and language needs while providing access to grade level content.

Identifies new approaches and strategies to learning and teaching that are based on well researched data, student-centered, and always focused on improving performance.

Cultivates a stewardship of collaborative learning and leadership in and out of the classroom distributing knowledge and expertise in a skillful way that empowers and supports others.

Bases all academic goals, plans, activities, and actions on what is best for the student.

Consistently practice a growth mindset, demonstrating a strong class culture and using feedback to reflect and set goals.

Commitment to become an “early adopter”, embracing the implementation of blended and personalized Learning (BPL) practices, aligned with the district’s vision.

Cultivates a stewardship of collaborative learning and leadership in and out of the classroom integrating tools, strategies, and suggestions based of BPL with the ultimate goal of distributing knowledge and expertise in a skillful way that empowers and engages colleagues and students.

Fulfills high academic standards and shares expertise constantly with support personnel, colleagues, and staff to ensure that all student academic and social/emotional needs are met and regularly provided; specifically, collaborating with special education staff to provide accommodations outlined in a student's’ IEP when needed and collaborating with staff to align curriculum with Common Core Standards.

Sets and pursues meaningful goals based on educational best practices and focused on improving student/stakeholder outcomes at all times.

Ability to understand, analyze and evaluate information and make connections among multiple factors, data points, ideas, learning styles, personalities, and potential solutions to make the best decision possible.

Consistently demonstrates a belief that the individual is capable of learning and growth; learns from reflection and feedback and actively assesses own knowledge, skills, and talent deficits and makes a concerted effort to close gaps.

Empowers students to become self-motivated, responsible, and resilient learners.

Ensure that practices enable students, staff, and parents to interact effectively in a culturally diverse environment in which ALL backgrounds, identities, customs, and traits are respected and built into the learning process.

Demonstrates ethical behavior and a genuine concern for others under all circumstances; models what is expected of others.

Communicate with families regularly to discuss student performance, attendance, progress, etc. via phone calls, emails, written correspondence.

Such other duties as deemed necessary by the building administrator.