26-27 Middle School Building Substitute Teacher at Milwaukee Science Education Consortium, Inc

Milwaukee, Wisconsin, United States -

Full Time

Start Date

Immediate

Expiry Date

02 Jun, 26

Salary

0.0

Posted On

04 Mar, 26

Experience

0 year(s) or above

Remote Job

Yes

Telecommute

Yes

Sponsor Visa

Skills

Culturally Responsive Instructional Strategies, Curriculum Implementation, Student Progress Monitoring, Data Analysis, Student Interventions, Class Coverage, Student Support, Lesson Planning, Communication, Collaboration, Differentiated Instruction, Formative Assessment, Summative Assessment, Curriculum Development, Staff Development

Industry

Description

Description Title: Building Substitute Teacher Supervisor: Building Principal Department: Instructional Classification: Certified Founded in 2000, the Milwaukee Academy of Science is a K4-12th grade independent charter school serving nearly 1,300 scholars in downtown Milwaukee. The mission of MAS is to graduate students prepared to compete successfully at the post-secondary level. African American students comprise 99% of the student body and over 95% of students qualify for free or reduced meals. Regardless of student background and external factors, MAS maintains the expectation that students should be on grade level and proficient on state assessments. Teachers are expected to plan and prepare rigorous lessons as well as communicate and collaborate with staff and parents. I. Accountability Objectives: The classroom substitute teacher is responsible for preparing all students for post-secondary success by implementing the district curriculum using culturally responsive instructional strategies, monitoring student progress, analyzing student data and collaboratively planning for providing student interventions. Acting as building sub first, this staff member steps in and covers class periods, and full school days as needed, to ensure the implementation of academic minutes in the absence of teachers. On days and class periods when a teacher substitute is not required this staff member serves as a member of the student support team. During that time they assist with supporting scholars and teachers in and out of the classroom and help to maintain positive learning environments that are conducive to rigorous and valuable instructional time." II. Position Characteristics: Length of Contract: First-Year Teachers- 198 days; Returning Teachers- 195 days III. Position Relationships: Reports to: Building Principal Coordinates with: Building principal, classroom and resource teachers, student service personnel, district coordinators, program support teachers, classified staff, building improvement teams, parents and families IV. Position Qualifications: Required Qualifications: Bachelor degree Preferred Qualifications: Wisconsin Teaching Certification V. Position Responsibilities: A. Understand the educational philosophy of the School and for carrying out the policies of the Board of Directors B. Plan and deliver curriculum using culturally responsive instructional strategies C. Differentiate instruction D. Use formative and summative assessment to inform instruction and monitor student progress E. Communicate student progress with students, families, district staff members, and building administration. F. Collaboratively plan with families, building/district staff, and administration for student improvement. G. Be aware of and/or participate on School teams for curriculum development, data analysis, staff development planning, selection of materials, and other committees. H. Plan for professional growth through staff development, course work, and/or other opportunities. I. Perform other duties as assigned by the principal and other administrators

Responsibilities

The Building Substitute Teacher implements the district curriculum using culturally responsive strategies, monitors student progress, analyzes data, and provides interventions, stepping in to cover class periods and full days when regular teachers are absent. On non-substitute days, this staff member supports scholars and teachers to maintain positive learning environments conducive to rigorous instruction.