Long-Term Substitute: High School Biology/Anatomy & Physiology Teacher

Teachers On Demand, INC is seeking a Substitute Teacher to teach Grade 11/12 Anatomy and Physiology and support Grade 9 Biology. This person will serve grades 9, 11, and 12. Successful candidates have experience working in urban schools, students with special needs, and English Language Learners.

This person will have strong planning and organizational skills, be reliable and timely, and have the desire to support youth in their growth. If you are interested in becoming an educator and/or working with a range of students and adults, this role is a great way to sharpen your teaching skills while getting to know the inner workings of schools.

Requirements

JOB RESPONSIBILITIES:

Planning and Preparation for Learning

● Knowledge - Demonstrates subject area expertise and a cutting-edge grasp of child development

and how students learn.

● Standards - Develops a well-honed game plan for the year that is tightly aligned with state

standards and assessments.

● Units - Plans all expeditions backwards, aligned with high standards, state assessments, and all

Bloom’s levels; documents and shares all lessons with supervisor at a minimum of two (2) weeks

in advance.

● Assessments - Plans diagnostic, formative, and summative assessments to closely monitor student

learning.

● Anticipation - Anticipates students’ misconceptions and confusions and develops multiple

strategies to overcome them.

● Lessons - Designs lessons with clear, measurable goals closely aligned with standards and

expedition outcomes.

● Engagement - Designs highly relevant lessons that will motivate all students and engage them in

active learning

● Materials - Designs lessons that use an effective mix of high-quality, multicultural learning

materials and technology.

● Differentiation - Designs lessons that break down complex tasks and address all learning needs,

styles, and interests.

● Environment - Artfully uses room arrangement, materials, and displays to maximize student

learning of all material, focusing on learning targets and student work.

Classroom Management

● Expectations - Is direct, specific, consistent, and tenacious in communicating and enforcing high

expectations.

● Relationships - Shows warmth, caring, respect, and fairness for all students and builds strong

relationships.

● Respect - Wins all students’ respect and creates a climate in which disruption of learning is

unthinkable.

● Social-emotional - Implements a program that successfully develops positive interactions and

social-emotional skills.

● Routines - Successfully inculcates class routines up front so that students maintain them

throughout the year.

● Responsibility - Successfully develops students’ self-discipline, self-confidence, and a sense of

responsibility.

● Repertoire - Has a highly effective discipline repertoire and can capture and hold students’

attention any time.

● Efficiency - Skillfully uses coherence, momentum, and transitions so that every minute of the

classroom time produces learning.

● Prevention - Is alert, poised, dynamic, and self-assured and nips virtually all discipline problems

in the bud.

● Incentives - Gets students to buy into a highly effective system of incentives linked to intrinsic

rewards.

Delivery of Instruction

● Expectations - Exudes high expectations and determination and convinces all students that they

will master the material.

● Mindset - Actively inculcates a “growth” mindset: take risks, learn from mistakes, through

effective effort you can and will achieve at high levels.

● Goals - Shows students exactly what’s expected by posting learning targets, essential questions,

rubrics, and exemplars.

● Connections - Hooks all students’ interest and makes connections into prior knowledge,

experience, and reading.

● Clarity - Always presents material clearly and explicitly, with well-chosen examples and vivid

and appropriate language.

● Repertoire - Orchestrates highly effective strategies, materials, and groupings to involve and

motivate all students.

● Engagement - Engages all students in focused work in which they are active learners and problem

solvers.

● Differentiation - Successfully reaches all students by skillfully differentiating and scaffolding.

● Nimbleness - Deftly adapts lessons and units to exploit teachable moments and correct

misunderstandings.

● Application - Consistently has all students summarize and internalize what they learn and apply it

to real-life situations.

Monitoring, Assessment and Follow-Up

● Criteria - Posts and reviews clear criteria for proficient work, including rubrics and exemplars,

and all students internalize them.

● Diagnosis - Gives students a well-constructed diagnostic assessment up front, and uses the

information to fine-tune instruction.

● On-the-Spot - Continuously uses a variety of effective methods to check for understanding;

immediately unscrambles confusion and clarifies.

● Self-Assessment - Sets ambitious goals with students, continually self-assesses, and takes

responsibility for improving performance.

● Recognition - Frequently posts students’ work with rubrics and commentary to celebrate progress

and motivate direct effort.

● Interims - Works with colleagues to use interim assessment data, fine-tune teaching, re-teach, and

help struggling students.

● Tenacity - Relentlessly follows up with struggling students with personal attention (time and

support) so they all reach proficiency.

● Support - Makes sure that students who need specialized diagnosis and help receive appropriate

services immediately.

● Analysis - Works with colleagues to analyze chart data, draw action conclusions, and leverage

student growth.

● Reflection - Constantly reflects on what worked and what didn’t to continuously improve

instruction.

Family and Community Outreach

● Respect - Shows great sensitivity and respect for family and community culture, values, and

beliefs. Belief - Shows each parent/guardian an in-depth knowledge of their child and a strong belief they

will meet or exceed standards.

● Expectations - Gives parents/guardians clear, user-friendly learning and behavior expectations

and exemplars of proficient work.

● Communication - Makes sure that parents/guardians hear positive news about their children first

and immediately flags any problems.

● Involving - Frequently involves parents/guardians in supporting and enriching the curriculum for

their children as it unfolds.

● Assignments - Assigns highly-engaging assignments, gets close to 100% return, and provides rich

feedback.

● Responsiveness - Deals immediately and successfully with parent/guardian concerns and makes

parent/guardian feel welcome at any time.

● Reporting - In conferences, report cards, and informal talks, gives parents/guardians detailed

feedback on their children’s progress.

● Outreach - Is successful in contacting and working with all parent/guardians, including those who

are hard to reach.

● Resources - Successfully enlists classroom volunteers and extra resources from homes and the

community to enrich the curriculum.

Professional Responsibilities

● Attendance & Punctuality - Has perfect or near-perfect attendance and punctuality

● Language - In professional contexts, speaks and writes appropriately, succinctly, and eloquently.

● Reliability - Carries out assignments conscientiously and punctually, keeps meticulous records,

and is never late.

● Professionalism - Presents as a consummate professional and always observes appropriate

boundaries.

● Judgment - Is invariably ethical, honest, and forthright, uses impeccable judgment, and respects

confidentiality.

● Above-and-beyond - Is an important member of teacher teams and committees and frequently

attends after-school activities.

● Leadership - Frequently contributes valuable ideas and expertise and instills in others a desire to

improve students' results.

● Openness - Actively seeks out feedback and suggestions and uses them to improve performance.

● Collaboration - Meets at least weekly with colleagues to plan units, share ideas, and analyze

interim assessments.

● Growth - Actively reaches out for new ideas and engages in professional development with

colleagues to figure out what works best.

● Administrative Feedback - Informs the administration of any concerns and reaches out for help

and suggestions when needed.

Stewardship

● We are crew, not passengers, and we uphold that ideal as we support each other in reaching our

shared goals.

● Every adult in our community is a teacher and a role model, and we model and implement EL

Education design principles and core practices to the best of our ability in our roles.

● Advance the educational mission of the school by participating in duties and responsibilities

consistent with building, upholding and promoting a strong Codman community.

● We actively value and solicit feedback in order to improve performance.

● In addition to core teaching responsibilities, all Codman staff members share responsibility for

management and supervision of additional daily duties, including but not limited to breakfast,

lunch, recess, crew, club, work block, and office hours. Duties will be distributed to ensure that

all teacher schedules include:

○ 30 minute lunch break per day

○ 4 hours of prep time per week (Monday through Thursday)

○ 30 minutes of co-planning time with inclusion associate per week

Required:

Bachelor's Degree from an accredited college or university OR two years of college,

Satisfactory CORI (Criminal Records check); those with a major in Education encouraged to apply

Preferred: Prior Substitute Training, Teaching Certification, Experience working with children

and/or adolescents

Benefits

Pay: $33.25 p/hr Long-Term Certified

Employment Status: W-2, contract