Substitute Teacher

Qualifications, Certification, and Experience:

• Punctuality and attendance; regularly begins and ends tasks on time
• Demonstrates positive interpersonal relationships and works cooperatively with students, parents and staff
• Project a positive image as an educator in the school and in the community- Promotes a positive image of the Johnston Schools
• Respects differing points of view
• Demonstrates an understanding and acceptance of diverse racial, ethnic, cultural, gender, special needs and religious groups
• Uses discretion in handling confidential information and situations
• Actively supports expectations of student behaviour outside of the classroom during the school day
• Demonstrates a positive attitude and manages stress in a constructive manner

Performance Responsibilities:

Personal Performance Criteria

• Works well with others, maintaining positive and effective communication with school personnel and students
• Contributes to creating a positive work environment
• Demonstrates integrity and respects confidentiality
• Arrives on time and works consistently until the end of his/her scheduled day
• Works independently and with confidence
• Demonstrates ability to grasp and adjust to new and changing situations
• Demonstrates initiative and ability to work without close supervision

Professional Performance Criteria

Instructional Process

• Teaching to local curriculum standards
• Curriculum is presented from whole to part with an emphasis on what students should know and be able to do
• Communicates learning goals to students and parents
• Incorporates, on a regular basis, activities for students which require applications of learning
• Creates a classroom environment that promotes learning
• Establishes fair and appropriate classroom rules
• Corrects inappropriate behaviour in an appropriate and timely manner
• Reinforces positive behaviours
• Consistent in expectations concerning student behaviours
• Establishes and maintains rapport with students
• Demonstrates appropriate instructional preparation
• Uses knowledge of students to design educational experiences
• Lessons align with the district standards and assessments
• Designs lessons that are appropriate to age level and student interest
• Lesson design is logical and provides for a clearly understood flow of learning
• Designs educational experiences that utilize district provided technologies
• Uses effective instructional techniques
• Uses instructional time effectively
• Both group and individual instruction are used on a regular basis with limited use of large group lecture
• Employs a variety of instructional techniques and strategies including multi-sensory approaches, appropriate questioning and modelling, role playing, self-teaching and activity-based learning
• Utilizes a variety of instructional resources outside of the textbook
• Modifies lesson plans and instructional techniques as required by student learning styles
• Instructional techniques provide all students the opportunity to learn
• Instruction is free of cultural, religious, ethnic or gender bias
• Responds in a positive and constructive manner to student questions
• Provides students with opportunities for success
• Models and promotes honesty, respect for people and property, responsibility for personal and group actions, personal integrity and the value of hard work
• Uses effective assessment strategies
• Assessments directly relate to core curricular concepts and are in integral part of teaching and learning
• Assessment of student progress includes both traditional and alternative assessment measures
• Assessment is interwoven with learning and occurs on an ongoing basis. Assessment is not solely an end product
• Maintains a professional appearance appropriate to job responsibilities

Terms of Employment: Substitutes are called and used on an “as needed basis” with no guarantee of hours or days.