School Age Substitute Teacher

Mission Marillac St. Vincent Family Services strengthens and amplifies the voices of marginalized communities – in the Vincentian spirit of service – through education and programs tailored to foster thriving families and sustainable communities in Chicago.

Core Values

• Integrity - Acting with transparency, humility and honesty
• Excellence - Providing quality care with compassion
• Creativity - Being continuously resourceful and inventive
• Advocacy - Supporting the cause of those who lack resources for a reasonable quality of life
• Respect - Recognizing our own value and upholding the dignity and value of all people
• Empowerment - Providing skills and resources to achieve full human development

Team Behaviors

• Versatility – Understanding and appreciating different and opposing perspectives on an issue; adapting one’s approach as the requirements of the situation change; an eagerness for positive action; self-control; active listening.
• A collaborative work model – Cooperatively working and sharing responsibility; contributing to the group effort; realizing a sense of commitment and ownership in the success of the organization’s goals.
• Mutual accountability – Holds others accountable with their roles; provides and receives feedback and takes constructive action.
• Client/customer advocate – Identifies opportunities to improve quality of services; presents one’s self professionally.
• Protects confidentiality & privacy – Respects and protects information about all staff and clients.

About the Role

The On-Call Substitute Teacher supports classroom operations in School-Age settings serving children ages 5-12. This role helps maintain consistency of care and learning in the absence of regular staff. Working as part of a trauma-informed team, the substitute ensures a nurturing, emotionally safe, and developmentally appropriate environment that honors each child's individual experiences and supports their resilience, growth, and learning. This position aligns with applicable licensing standards, early learning frameworks, performance standards, and program and organizational policies.

Responsibilities

• Provide responsive, nurturing, and developmentally appropriate care to children, using a trauma-informed lens that recognizes and supports children’s emotional and behavioral needs.
• Assist or lead classroom activities and routines in accordance with lesson plans and schedules created by permanent staff.
• Establish predictable routines and consistent relationships to support a sense of safety and security for children with diverse backgrounds and life experiences.
• Ensure a clean, safe, and supportive learning environment that fosters physical, emotional, and psychological well-being.
• Promote social-emotional learning and self-regulation through modeling, encouragement, and intentional interactions.
• Maintain daily routines such as meal times, toileting, rest time, and transitions in a calm and supportive manner.
• Recognize signs of stress or trauma in children and respond with compassion, sensitivity, and appropriate de-escalation strategies.
• Support a culturally responsive and inclusive classroom where children and families feel valued and respected.
• Maintain confidentiality and appropriate professional boundaries in all child and family interactions.
• Accurately document incidents, observations, or concerns as requested, with awareness of mandated reporting requirements.
• Collaborate and communicate effectively with classroom teams and site leadership, modeling a respectful, team-based approach.

Requirements

• Associate degree in Education, Youth Development, Recreation Management, or related field from an accredited college or university with experience working in family services in a nonprofit social-services setting required. Bachelor's preferred.
• Minimum of one year of experience working with school-age children in an educational or after-school setting preferred.
• Demonstrates effective interpersonal skills to establish and maintain rapport and professional relationships with co-workers, team members, and families enrolled in services.
• Ability to relate to a diverse population.
• Understanding of trauma-informed principles including safety, trustworthiness, choice, collaboration, and empowerment.
• Patience, empathy, and ability to build attuned relationships with young children.
• Cultural humility and commitment to equity and inclusion.
• Flexibility and adaptability to meet the needs of various classroom settings.
• Strong communication and collaboration skills.
• Ability to remain calm under pressure and maintain a supportive tone in stressful situations.
• Flexibility with schedule as requested.
• Participate in necessary staff meetings and professional development.

Physical Demands

• Regularly required to talk or hear.
• Must occasionally lift and/or move up to 40 pounds.
• Physical ability to engage with children in various indoor and outdoor activities, including standing, bending, walking, and participating in physical play.
• May involve exposure to communicable diseases and bodily fluids, with proper protective equipment provided.

Work Environment

• Internal office space with a usually moderate noise level.
• Ability to work in a dynamic and sometimes fast-paced environment.

Screenings

• Criminal background check and adult abuse and neglect screening required; must maintain a cleared status throughout employment.
• Must submit MMR, Tdap and pass a TB and immunization health screen upon hire; update TB/physicals as required by licensing standards.