1.0 FTE Long-Term Substitute Grade 3 Teacher (September - November 2025)

1.0 FTE Long-Term Substitute Grade 3 Teacher (September – November 2025)

Join to apply for the 1.0 FTE Long-Term Substitute Grade 3 Teacher (September – November 2025) role at Reading Public Schools

1.0 FTE Long-Term Substitute Grade 3 Teacher (September – November 2025)

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Join to apply for the 1.0 FTE Long-Term Substitute Grade 3 Teacher (September – November 2025) role at Reading Public Schools

SUMMARY: To create a flexible elementary grade program and a class environment favorable to learning and personal growth; to establish effective rapport with pupils; to motivate pupils to develop skills, attitudes and knowledge needed to provide a good foundation for elementary grade education, in accordance with each pupil\’s ability; to establish good relationships with parents and with other staff members.

ESSENTIAL DUTIES AND RESPONSIBILITIES: The essential functions or duties listed below are illustrations of the type of work that is performed and is not an exhaustive list of the duties performed for by this position. Other duties may be assigned.

• Teaches district-approved curriculum.
• Instructs pupils in citizenship and basic subject matter specified in state law and administrative regulations and procedures of the school district.
• Plans a program of study that meets the individual needs, interests, and abilities of the students.
• Creates an environment for learning through functional and attractive displays, interest centers, and exhibits of student\’s work.
• Establishes and maintains pupil-teacher relationships conducive to effective teaching and learning.
• Establishes and maintains standards of pupil behavior to achieve an effective learning atmosphere.
• Participates in planning of curriculum goals and relevant student performance objectives. Guides the learning process toward the achievement of curriculum goals.
• Establishes clear objectives for all lessons, units, projects, and the like and communicates these objectives to students. Helps students to develop individual learning goals and objectives.
• Develops appropriate instructional materials, activities, & lesson plans, with modifications and accommodations appropriate for individual students taking into consideration cognitive levels and age-appropriateness.
• Evaluates individual student accomplishment of goals and objectives, records progress, and adjusts individual and group learning activities accordingly.
• Identifies pupil needs and makes appropriate referrals and develops strategies for individual education plans.
• Assists pupils in dealing with academic, personal and social problems.
• Works with guidance specialists, staff members, parents, and outside persons or agencies to assist students with special problems.
• Works with parents of individual children to help guide the growth and development of the children.
• Plans and coordinates the work of paraprofessionals, parents, and volunteers in the classroom and on field trips.
• Demonstrates an understanding of Massachusetts Curriculum Frameworks and Common Core State Standards.
• Participates in ongoing professional development activities related to student population & certification areas.
• Communicates regularly with parents by means of newsletters, notes, phone calls, conferences, etc.
• Is available to students and parents for education-related purposes outside the instructional day.
• Properly utilizes and conserves physical facilities, equipment and supplies.
• Assist in the task of operating the school as a community of cooperative and constructive members.
• Integrate technology within instruction to increase student comprehension and interest.
• Maintains an understanding of the philosophies and principles utilized in District-wide programs.
• Follows state and federal special education regulations, as outlined in the IDEA and the requirements set forth in 603 CMR 28.00 which are in addition to, or in some instances clarify or further elaborate, the special education rights and responsibilities set forth in state statute (M.G.L. c. 71B), federal statute (20 U.S.C. Â
• 1400 et seq. as amended), and federal regulations (34 CFR Â
• 300 et seq. as amended).
• Follows all standards and indicators to the best of his or her ability, as described in the Reading Public Schools Teacher Assessment Process (TAP).

SUPERVISORY RESPONSIBILITIES: Supervises the classroom and students. Directs the work of and assists with the supervision of paraprofessionals in the classroom.

QUALIFICATION REQUIREMENTS: To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skills, and/or abilities required. The Superintendent may waive or modify the qualification requirements.

Required Knowledge, Skills & Abilities

• Ability to apply knowledge of current research and theory in the educational field
• Ability to plan and implement lessons based on district and school objectives and the needs and abilities of students to whom assigned
• Ability to communicate clearly and concisely both in oral and written form
• Ability to effectively present information and respond to questions from groups including staff, parents and the general public
• Ability to read, analyze and interpret professional periodicals and journals, technical procedures and governmental regulations
• Ability to write reports, business correspondence, and procedure manuals
• Ability to use reasoning ability to evaluate information and determine/recommend an appropriate course of action
• Ability to define problems, collect data, establish facts and draw valid conclusions
• Ability to use professional literature, evidence-based research, and continuing education content to make practice decisions
• Ability to establish and maintain effective working relationships with students, parents, staff and the community
• Ability to work independently, prioritize tasks and manage several projects simultaneously
• Uses instructional technology appropriately and works with students to facilitate their use of instructional technology
• Ability to perform duties with awareness of all district requirements, state and federal laws, and Board of Education policies
• Understand confidentiality requirements regarding student records
• Ability to exercise good professional judgment in assessing emergency situations and act accordingly
• Ability/willingness to plan, coordinate, conduct and participate in ongoing professional and staff development
• Ability to operate a computer and related software including but not limited to Microsoft Office Suite

Education/Experience

Minimum of baccalaureate degree, master\’s degree preferred.

Licenses/Certifications

Must possess valid Massachusetts teacher licensure appropriate for subject area to be taught.

PHYSICAL DEMANDS

The employee must be able to remain stationary for extended periods and occasionally move throughout the school building as needed. Regular use of hands for typing, handling objects, and operating tools is required, along with sufficient grip strength for various tasks. The role involves frequent use of a computer and standard office equipment such as a calculator, copier, and printer. The employee must be able to enter data, read from screens, and review handwritten or printed materials, with or without visual aids. Clear and effective communication with students, parents, and colleagues-both in person and over the phone-is essential. Strong visual and auditory awareness is necessary to ensure student safety and provide meaningful feedback to instructional staff.

WORK ENVIRONMENT

The employee will be working in a normal school environment with an acceptable level of noise. The employee interacts with students, parents, and other staff members. The employee is directly responsible for the safety, well-being, and work output of students. While the majority of the work day is spent inside, the employee must spend time outdoors for recess, fire drills, and/or special activities.

The physical demands and 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 the essential functions. This job description does not constitute an employment agreement between the employer and employee, and is subject to change by the employer, as the needs of the employer and the requirements of the job change.

Seniority level

• Seniority level

  Entry level

Employment type

• Employment type

  Full-time

Job function

• Job function

  Education and Training

• Industries

  Education Administration Programs

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