Substitute Teacher

About the role

St. Catherine Laboure is a PreK-8th grade school that is looking for a faith filled, energetic, and dependable person to help substitute in a classroom during the absence of a teacher. This person will be responsible for supervising students, presenting the lesson activities submitted by the classroom teacher, and covering any duties assigned to that teacher.

Responsibilities

• Fill in for teacher absences and teach pupils at the elementary level basic academic, social, and other formative skills in keeping with the school's Catholic character and Gospel values.
• Establish and enforce rules for behavior and procedures for maintaining order among the students for whom they are responsible.
• Observe and evaluate students' performance, behavior, social development, and physical health.
• Follow teacher instructions or lesson plan.
• Adapt teaching methods and instructional materials to meet students' varying needs and interests.
• Conduct activities for a balanced program of instruction, demonstration, and work time that provides students with opportunities to observe, question, and investigate.
• Instruct students individually and in groups, using various teaching methods such as lectures, discussions, and demonstrations.
• Establish clear objectives for all lessons, units, and projects, and communicate those objectives to students.
• Assign class work and homework.
• Read books to entire classes or small groups.
• Administer tests and assignments in order to evaluate students' progress.
• Prepare students for later grades by encouraging them to explore learning opportunities and to persevere with challenging tasks.
• Guide and counsel students with adjustment and/or academic problems, or special academic interests.
• Enforce administration policies and rules governing students.
• Use computers, audiovisual aids, and other equipment and materials to supplement presentations.
• Prepare reports on students and activities as required by administration.
• Instruct and monitor students in the use and care of equipment and materials, in order to prevent injuries and damage.
• Lead activities designed to promote physical, mental and social development, such as games, arts and crafts, music, and storytelling.
• Attend professional meetings, educational conferences, and teacher training workshops in order to maintain and improve professional competence for Act 48.
• Supervise class projects, visits by guest speakers or other experiential activities, and guide students in learning from those activities.
• Administer standardized ability and achievement tests.
• Perform administrative duties such as assisting in school libraries, hall and cafeteria monitoring, and bus loading and unloading.
• Provide disabled students with assistive devices, supportive technology, and assistance accessing facilities such as restrooms.
• Prepare and supervise students for Mass as well as other sacramental preparation.

Qualifications

Reports to: Principal

Skills

• Instructing – Teaching others how to do something.
• Speaking – Talking to others to convey information effectively.
• Reading Comprehension – Understanding written sentences and paragraphs in work related documents.
• Learning Strategies – Selecting and using training/instructional methods and procedures appropriate for the situation when learning or teaching new things.
• Active Listening – Giving full attention to what other people are saying, taking time to understand the points being made, asking questions as appropriate, and not interrupting at inappropriate times.
• Monitoring – Monitoring/Assessing performance of yourself, other individuals, or organizations to make improvements or take corrective action.
• Time Management – Managing one's own time and the time of others.
• Active Learning – Understanding the implications of new information for both current and future problem-solving and decision-making.
• Writing – Communicating effectively in writing as appropriate for the needs of the audience.
• Critical Thinking – Using logic and reasoning to identify the strengths and weaknesses of alternative solutions, conclusions or approaches to problems.
• Social Perceptiveness – Being aware of others' reactions and understanding why they react as they do.
• Service Orientation – Actively looking for ways to help people.
• Mathematics – Using mathematics to solve problems.
• Coordination – Adjusting actions in relation to others' actions.
• Persuasion – Persuading others to change their minds or behavior.
• Negotiation – Bringing others together and trying to reconcile differences.
• Judgment and Decision Making – Considering the relative costs and benefits of potential actions to choose the most appropriate one.
• Complex Problem Solving – Identifying complex problems and reviewing related information to develop and evaluate options and implement solutions.
• Science – Using scientific rules and methods to solve problems.
• Equipment Selection – Determining the kind of tools and equipment needed to do a job.

Abilities

• Oral Expression – The ability to communicate information and ideas in speaking so others will understand.
• Problem Sensitivity – The ability to tell when something is wrong or is likely to go wrong. It does not involve solving the problem, only recognizing there is a problem.
• Oral Comprehension – The ability to listen to and understand information and ideas presented through spoken words and sentences.
• Speech Clarity – The ability to speak clearly so others can understand you.
• Speech Recognition – The ability to identify and understand the speech of another person.
• Written Comprehension – The ability to read and understand information and ideas presented in writing.
• Written Expression – The ability to communicate information and ideas in writing so others will understand.
• Fluency of Ideas – The ability to come up with a number of ideas about a topic (the number of ideas is important, not their quality, correctness, or creativity).
• Deductive Reasoning – The ability to apply general rules to specific problems to produce answers that make sense.
• Inductive Reasoning – The ability to combine pieces of information to form general rules or conclusions (includes finding a relationship among seemingly unrelated events).
• Information Ordering – The ability to arrange things or actions in a certain order or pattern according to a specific rule or set of rules (e.g., patterns of numbers, letters, words, pictures, mathematical operations).
• Originality – The ability to come up with unusual or clever ideas about a given topic or situation, or to develop creative ways to solve a problem.
• Near Vision – The ability to see details at close range (within a few feet of the observer).
• Selective Attention – The ability to concentrate on a task over a period of time without being distracted.
• Category Flexibility – The ability to generate or use different sets of rules for combining or grouping things in different ways.
• Flexibility of Closure – The ability to identify or detect a known pattern (a figure, object, word, or sound) that is hidden in other distracting material.

Physical requirements

• Must have the ability to sit and stand for extended periods of time.
• Must be able to perform all the technological requirements of classroom management.
• Must be able to hear and understand speech at normal classroom levels and in an outdoor environment.
• Must be able to speak in audible tones so that others may understand clearly in both a normal classroom environment and in an outdoors setting.
• Must have the physical agility to lift up to 25 pounds.
• Must be able to bend, stoop, climb stairs, and reach overhead.

Work environment

Duties are normally performed in a school/classroom environment. The noise level in the work environment is usually moderate. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.