SY 26/27 Building Substitute ***IMMEDIATE OPENING

Who is the Boston Renaissance Charter Public School? The mission of Boston Renaissance Charter Public School is to foster academic, social, and emotional growth while building confidence, character, and citizenship. We achieve this through a whole-child educational approach that emphasizes academic excellence aligned with Massachusetts Curriculum Frameworks and Common Core Standards. Additionally, we prioritize social and emotional well-being, supported by a dedicated team of mental health professionals and comprehensive staff training. What do we believe about our students? At the Boston Renaissance Charter Public School we believe children learn best when they feel loved and connected to caring adults. Education should equip them with knowledge, skills, and personal attributes for success in a changing world. We emphasize inspiring students to dream big and believe no goal is beyond their reach. What do we believe about Diversity Equity and Inclusion? At Boston Renaissance Charter Public School we are dedicated to fostering a diverse, equitable, and inclusive culture. We strive to create an anti-racist environment that educates the whole child while celebrating and respecting all differences. We are committed to continuously auditing systems to address biases and actively working to eliminate inequities, ensuring a welcoming environment for all community members, regardless of background or identity. What do we believe about our staff? At Boston Renaissance Charter Public School we believe highly qualified, student centered and cultural responsive educators are at the center of the work we are doing. Teachers are seen as leaders with a responsibility to be self-reflective learners, constantly improving their practice. We are looking for teachers who:

• Prioritize Student Growth: Educators who are committed to fostering academic excellence while supporting students’ social and emotional well-being.
• Embrace Diversity and Inclusion: Individuals who value and celebrate diversity, creating an inclusive classroom where every student feels respected, valued, and empowered.
• Innovate and Inspire: Creative thinkers who use engaging, student-centered teaching strategies to inspire curiosity, critical thinking, and a love for learning.
• Collaborate and Lead: Team players who actively collaborate with colleagues, students, and families, and who are ready to take on leadership roles within the school community.
• Commit to Continuous Growth: Lifelong learners who reflect on their practice, seek feedback, and are dedicated to professional development and personal growth.

Position Summary: The position of the Building Substitute Teacher is to provide an on-going resource for school staffing needs. The substitute will assume the duty of the absent classroom teacher and present the lessons that have been prepared by the absent teacher as assigned. As appropriate, building substitute teacher will participate in professional development opportunities. Responsibilities include but are not limited to:

• Follows the lesson plan left by the absent teacher
• Assumes any duty that the absent teacher would have for that day or long term assignment
• Maintains a classroom environment conducive to effective learning
• Applies all necessary and reasonable precautions to protect students, materials and equipment
• Maintains as fully as possible the established routines and procedures of the classroom to which he/she is assigned
• Plans needed activities when lesson plans do not structure the entire class periods with planned learning activities. Activities planned by the building substitute teacher should be appropriate for grade level and subject of the class.
• Commit to increasing the positive climate between and amongst peers.
• Morning Duty: Includes active supervision of hallways and classrooms.
• Afternoon Duty: Includes active supervision of the dismissal process.
• Additional duties may be assigned without additional compensation or stipend

Qualifications:

• Must hold a Bachelor’s degree
• 2 or more years of classroom teaching experience in urban setting preferred