District Substitute Teacher- Acosta

Job DetailsJob Location

• Acosta
• Middle
• School -
• Milwaukeee,
• WI 53204Position
• Type:
• Full
• TimeEducation
• Level: 4
• Year
• DegreeJob
• Shift:
• DayJob
• Category: Education UCC District Substitute Teachers are responsible for providing high-quality instruction and classroom management in the absence of the regular classroom teacher. This position supports all K–8 classrooms across the district and plays a key role in maintaining continuity of learning and a positive classroom environment. Depending on licensure, District Substitute Teachers may cover short-term or long-term staff absences. In the case of long-term absences, staff will be required to support all the roles and responsibilities of a teacher. Teachers are responsible for providing an educational atmosphere where students have the opportunity to fulfill their potential for intellectual, emotional, social, physical and psychological growth. Teachers are responsible for organizing and implementing an instructional curriculum/program that will result in students achieving academic success in accordance with United Community Center’s policies, procedures and curriculum guidelines. UCC School Teachers are dedicated, compassionate, highly effective, reflective, collaborative, culturally responsive, and committed to the academic and social-emotional development of all students.
• Essential
• DUTIES
• AND
• Responsibilities:
• Flexibility &
• Professionalism: Report to assignments across buildings and grade levels punctually and prepared to engage with students. Respond to communications from school administrators in a timely manner when determining coverage and support needs. Demonstrate willingness to learn and understand the protocols and procedures at each grade level/building to best support students. Be willing to work in a variety of schools, grade levels, and subject areas as needed. Maintain confidentiality of student records and information. Follow all district and school policies, including emergency procedures and professional conduct expectations. In the case of short or long-term teacher absences, substitute teaching staff will be required to support all the roles and responsibilities of a teacher (listed below).
• Instruction,
• Planning, and
• Preparation: Follow and implement standards-based, developmentally appropriate lesson plans in alignment with school curriculum and instructional expectations. Facilitate coherent instruction that includes differentiated strategies and scaffolds for diverse learners. Follow instructional outcomes aligned to curriculum and grade-level expectations. Demonstrate deep knowledge of content and pedagogy. Integrate knowledge of students’ backgrounds, interests, and learning styles into planning. Implement formative and summative assessments to monitor student learning. Deliver engaging, rigorous, and grade-appropriate instruction. Use questioning and discussion techniques that promote critical thinking and student voice. Differentiate instruction to meet the needs of all learners, including English learners and students with IEPs. Check for understanding and adjust instruction in real time based on student needs.
• Curriculum
• Development and
• Implementation: Implement all school curriculum and instructional practices with fidelity, following the guidelines of the school, district, and state. Plan and deliver effective lessons that facilitate active learning and accommodate different learning styles. Differentiate instruction to meet diverse academic needs, learning styles, and language proficiencies. Integrate technology and innovative teaching methods to enhance classroom learning experiences. Implements instructional activities that contribute to a climate where students are actively engaged in meaningful learning experiences. Identifies selects and modifies instructional resources to meet the needs of students with varying backgrounds, learning styles and special needs. Assists in assessing changing curricular needs and offers plans for improvement. Ensures that student growth and achievement is continuous and appropriate for the age group and follows the curriculum’s scopes & sequences & guidelines.
• Student
• Assessment: Conduct regular assessments to evaluate students’ progress and understanding of the curriculum. Collects and analyzes student assessment data on an ongoing basis, and uses data to inform planning and groupings. Provide timely, specific, and constructive feedback to students and parents on academic performance and areas for improvement to support student growth. Promote student ownership of learning through goal-setting, self-assessment, and reflection. Identify learning challenges and develop strategies to support students with diverse needs. Demonstrates gains in student performance, achievement, and growth over time as a result of instructional practices. Prepares students for local, state, and national assessments as required by the school and grade level.
• Classroom
• Management: Creates a safe, inclusive, and respectful classroom climate in which students are encouraged to be actively engaged in the learning process. Establish and maintain a positive and inclusive classroom environment conducive to learning. Foster a classroom culture of mutual respect and high expectations, that is inclusive, equitable, and respectful of all students. Implement consistent classroom rules and behavior expectations, promoting respectful and responsible behavior. Foster a safe and supportive atmosphere where students feel valued and encouraged to participate, and are effectively supervised at all times. Maintains order of students and class in classroom, cafeteria, hallways, playground, and across the school environment. Manage student behavior proactively and respectfully using positive behavior supports across the school environment. Maintain a well-organized, inviting, and culturally responsive physical space. Encourage student collaboration and responsibility for classroom norms. Social-Emotional Learning & Student Relationships Integrate Tier 1 social-emotional learning (SEL) into regular instruction using age-appropriate strategies and curricula aligned with school-wide SEL initiatives. Foster a safe, supportive classroom environment where students feel valued, understood, and emotionally secure. Identify early signs of emotional, behavioral, or social challenges and collaborate with the school counselor, school administrator, and support team as needed. Model and reinforce emotional regulation, empathy, problem-solving, and responsible decision-making
• Communication &
• Family
• Engagement: Communicates effectively both orally and in writing, with students, parents and other professionals on a regular basis regarding students’ progress, behavior, areas for growth, and upcoming events. Builds trust and rapport with students, families, and colleagues to effectively support student achievement and growth. Counsel’s pupils’ academic and behavioral attitudes and achievements with parents throughout the year Conduct parent-teacher conferences to discuss individual student performance and set goals for improvement. Collaborate with parents to support students’ learning at home and encourage parental involvement in school activities. Models professional and ethical standards when dealing with students, parents, peers and community. Establishes and maintains cooperative working relationships with students, parents and other professionals. Share academic and behavioral updates in a clear, empathetic, and strengths-based manner. Collaborate with students, families, counselors, support staff, and school administrators when addressing student needs or concerns. Participate in family-teacher conferences and contribute to school events or family engagement opportunities.
• Professional
• Development: Engage in continuous professional development to stay updated on the latest teaching methods, educational trends, and curriculum developments. Participate in staff meetings, workshops, and training sessions to enhance teaching skills and contribute to the school community. Participates in all required training and meetings, as well as school and UCC training, and meetings. Reflect on teaching practices and seek opportunities for continuous improvement. Engage in professional learning communities and schoolwide initiatives. Uphold ethical practices and professional conduct. Collaborate with colleagues, support staff, and administration to support student success. Contribute to a positive school culture and shared leadership.
• Collaboration and
• Teamwork: Collaborate with colleagues, administrators, and support staff to create and enhance a cohesive and supportive educational environment and to promote a positive school culture, cross-grade alignment, and shared best practices. Work closely with special education teachers, counselors, and other professionals to provide individualized support for students with special needs Meets professional obligations through efficient work habits such as meeting deadlines, honoring schedules, collaborating with other staff, etc. Collaborate with student support teams (e.g., MTSS, 504, IEP) to develop and implement academic or behavioral support plans. Participate in data meetings and problem-solving sessions to identify student needs and recommend interventions. Partner with the school counselor and other specialists to support students experiencing trauma, transitions, or other significant challenges. Support classroom behavior through proactive management strategies and, when appropriate, restorative practices.
• Records and
• Documentation: Maintain accurate and up-to-date records of students' attendance, academic performance, and behavior incidents. When required, prepare progress reports, report cards, and other documentation following school policies and procedures. Arranges classroom events and activities, and collects the appropriate documentation in advance of field trips and other school functions. Uphold school, district, and state policies regarding child safety, mandated reporting, and confidentiality.
• Intended
• Outcomes
• AND
• SUCCESS
• MEASURES: Instructional continuity provided in the absence of classroom teachers. Students stay on track with planned lessons, instructional practices, and implementation of curriculum in the teacher’s absence. Classroom routines, rules, and expectations are upheld. Students remain on-task, engaged, safe, and respectful throughout the school day. Communicates effectively with staff and follows all school and district protocols. Leaves detailed notes for the classroom teacher about the day's activities, student behavior, and any issues that arise. Communicates promptly with school administration or support staff as needed. Is flexible and responsive to the coverage needs of the school and district, and provides support where needed across the school community. Performs other duties and responsibilities as assigned by their supervisor to support students, colleagues, or the school community.
• Knowledge,
• SKILLS,
• AND
• ABILITIES: Demonstrates Basic computer knowledge, basic knowledge of email, excel, word, Google forms and other Google applications. Demonstrates leadership in the classroom. Demonstrates attention to detail and problem-solving skills Demonstrates enthusiasm towards students, parents and staff from diverse backgrounds. Demonstrate the ability to adapt to any situation inside and outside the classroom. Demonstrates organizational skills for the classroom and school environment. Demonstrates effective verbal and written communication skills with students, families, school staff, and administration. Reply to email, telephone, face to face, or other communications and enquiries from all stakeholders in a timely manner. Demonstrates the ability to multitask and prioritize work. Demonstrates the ability to self- reflect, and seek feedback to improve practices. Demonstrates a growth mindset committed to continuous learning, growth, and development. Demonstrates the ability to work as a team as well as independently. Demonstrates respect towards the students, parents, colleagues, and administrators. Demonstrates knowledge to work with students’ special needs and parents. Demonstrate the ability to listen to others and remain receptive to new ideas. Demonstrate the ability to address criticism in an appropriate manner and develop constructive outcomes. Demonstrate sustained effort and enthusiasm in the quality and quantity of work. Demonstrate the ability to establish and maintain positive, effective working relationships with staff, students, and the community. Demonstrate effective time management, organizational skills, and prioritization of work to meet the needs of the users. Demonstrate the ability to follow and communicate effectively, both orally and in writing. Demonstrate motivation, initiative, flexibility, and the ability to work independently. Demonstrate excellent human relations and interpersonal skills. Demonstrate honesty, dependability, and the ability to meet deadlines and other professional expectations. QualificationsBachelor’s Degree required, as well as current Wisconsin DPI substitute teacher (or teacher) licensure required. Must possess strong oral and written communication skills. The candidate should be able to work independently with minimal direct supervision, work as part of a team, take on responsibilities, and be self-motivated. Must display effective multitasking and time management skills. Must have a valid driver’s license and reliable transportation.
• Physical
• REQUIREMENTS: Ability to move around the classroom and school environment, including bending, kneeling, standing, walking, going up and down stairs, and sitting for extended periods of time. Visual and auditory acuity to supervise students and respond to classroom needs. Ability to exert up to 25 pounds of force to lift, carry, push, pull, or move objects such as educational materials or classroom supplies. Must be able to monitor student safety and physically assist students when necessary (e.g., guiding younger students, supporting classroom transitions). Manual dexterity to operate computers, classroom technology, and teaching tools and to engage in repetitive movement of wrists, hands, and fingers (typing and/or writing). May require extended screen time for lesson planning, grading, or communication and to work frequently at close visual range Ability to receive and respond to oral communication.
• WORKING
• CONDITIONS: Travels to various K–8 school campuses within the district as needed. Reports daily availability and responds promptly to substitute assignments. May be asked to cover long-term assignments or provide instructional support in non-traditional settings (e.g., intervention, small groups). Work is generally performed in a classroom/school/office environment with regular interaction with students, staff, and families, both inside the school campus environment, as well as occasionally outdoors (recess, field trips, dismissal, etc.). May require supervision of students in varied settings (classroom, hallway, cafeteria, playground, outdoors, etc.) Frequent contact with students, parents/guardians, support staff, and school administration. May involve occasional exposure to childhood illnesses, noise, and frequent interruptions. Must be able to manage multiple tasks in a dynamic, fast-paced educational setting. Work schedule generally follows the school calendar, and may include morning arrival and/or after-school responsibilities (e.g., meetings, family nights, or other school events). Noise level in the work environment is moderate to occasionally loud (examples: classroom with children, lunchroom with several classes, recess at playground with several classes of students playing, loud voices during classroom play or during recess, working with computers and printers, light to moderate traffic, and human voices) Regular use of stairs and walking short distances required daily. May be required to operate a motor vehicle during the course of duties. Reasonable accommodations may be made to help perform essential functions. UCC provides reasonable accommodation to qualified individuals with disabilities.