Long Term Sub-Middle School Science

Middle School Science Long-Term Substitute Teacher Position Statement

Reports To: Head of Middle School

FLSA Status: Exempt, Temporary 

Department: Middle School Faculty/Science Department

Dates: August 3rd-October 26th and new teacher orientation from July 21st-July 23rd 

Learn More About The Alexander Dawson School

Shared Values & Competencies of Dawson Employees

Position Summary

Alexander Dawson seeks a science teacher with at least three years of experience who possesses a deep working knowledge of the social, emotional, and academic needs of middle school students. This position is ideal for the dynamic, versatile, and knowledgeable teacher who has experience delivering and implementing science curriculum. Dawson is seeking a visionary teacher who will collaborate with the science department as well as the design-thinking team to deliver inquiry-based research coursework that will allow students to develop the habits of mind needed to be successful learners. 

Essential Functions
The essential duties and responsibilities of this position include, but are not limited to:

Professional Work Habits & Mission Alignment 

• Professional Standards & Conduct: Consistently upholds professional standards of personal presentation, punctuality, attendance, and engagement at meetings, duty coverage, safety protocols, decision-making, and maintains required credentials.

• Commitment to Dawson Culture: Demonstrates a comprehensive understanding and support of Dawson's mission, vision, core values, and diversity statement; actively participates in school-wide events.

• Confidentiality & Ethical Practice: Honors confidentiality of school, student, and family information and demonstrates ethical decision-making in all professional contexts. Talks to people and not about people.

• Working Agreements: Upholds Dawson working agreements, such as assuming positive intentions in all interactions, holding self and others accountable for the impact of words and actions, mindfully sharing the air, and proactively looking for solutions before problems escalate.

Instructional Knowledge

• Classroom Climate & Management: Establishes a safe, well-organized environment with effective routines that maximize learning time, exhibits student ownership and agency, and reflects the identity of the students.

• Instructional Design & Delivery: Delivers learning experiences that are meaningful, engaging, and aligned with clear learning objectives. Lessons leverage high-impact strategies that promote deeper learning, critical thinking, and meaningful technology integration; pacing of lessons is appropriate to maximize instructional time.

• Assessment, Feedback & Differentiation: Provides timely, specific feedback that supports growth and utilizes multiple assessments and adapts instruction to meet diverse learning needs.

• Student Success Skills Integration: Intentionally plans and implements instruction focused on Dawson's Student Success Skills, and systematically collects evidence of student progress toward mastery of these skills.
  
  

Expertise

• Comfort with and the ability to connect with Middle School students are required. In addition to teaching three sections of science, the role is expected to serve as a middle school advisor for 10-12 students. The advisor is the main point person for families and guides students’ academic, social, and emotional development and success. 

• Facilities a Middle School club or student voice group.

• Teaches sixth-grade Engineering Application of Science, grade six Insights, and WIN (What I Need).

• Works with grade-level team and departmental team to execute responsibilities relating to the academic program: curriculum development and implementation, social-emotional learning, classroom design, classroom management, student evaluation, progress reports, and parent communication.

• Works with the school counselor, Coordinator of Student Services, and Dean of Student Life and Diversity to aid students in achieving the maximum development and growth, both within and beyond the classroom. This is achieved through observation of students' behavior and needs and consultation with the counselor and referrals, when indicated.
  
  

Professional Growth & Self-Awareness

• Self-Reflection & Growth Mindset: Demonstrates deep self-awareness, consistently seeks feedback, identifies areas for improvement, and implements meaningful changes to practice.

• Professional Learning & Adaptation: Creates personal development plans, actively seeks learning opportunities, and demonstrates flexibility in adapting to Dawson's culture and practices.

• Effective Communication & Listening: Demonstrates excellent listening skills, remains alert to diverse perspectives, and communicates effectively with various stakeholders throughout change processes.

Care for Others & Community Investment 

• Family Communication & Partnership: Establishes reliable, clear communication systems with families, regularly shares student progress, and responds appropriately to concerns with supervisor consultation.

• Team Collaboration & Engagement: Actively participates in grade level meetings (one time every other week), department meetings (once every DAWSON cycle), and every Wednesday after school (Divisional/All School Meetings). This is an opportunity for collaborative efforts, contributes positively to grade-level or department teams, and seeks appropriate guidance from colleagues.

• Learns From Others: Consistently consults with mentors, supervisors, and colleagues for guidance on student interventions, parent communication, and classroom challenges.

• Identity Awareness: Demonstrates a commitment to ongoing cultural competency and exhibits a deep understanding of how identity and lived experiences influence relationships and interactions.

Qualifications, Education & Experience

• Minimum of three years of teaching experience as a lead teacher 

• Candidates must have experience and enjoy working with middle-grade learners and value collaboration with section coaches and department colleagues

• Excellent written and verbal communication skills

• Bachelor’s degree in science education or a related field required; master’s degree preferred

• Technology skills related to Google Suite applications, student information systems, and learning management systems (Canvas)

Work Environment

• The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform essential functions.

• The noise level in the work environment is usually moderate.

Physical Demands

• The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform essential functions.

• While performing the duties of this job, the employee is regularly required to stand and walk; use hands to handle, or feel; reach with hands and arms; and stoop, kneel, crouch, or crawl. The employee must frequently lift and/or move up to 10 pounds and occasionally lift and/or move up to 25 pounds.