In School Suspension Substitute

Location
Waterbury, CT, US
Salary
Competitive
Posted
Sep 11, 2020
Ref
1669
Position Type:
Substitute Teacher/ Substitute Teacher

  • Date Posted:
    2/4/2020

  • Location:
    Wallace Middle School

  • Date Available:
    Immediate after hire

  • Closing Date:
    Until Filled

  •    Additional Information: Show/Hide
    JOB CLASSIFICATION DESCRIPTION

    JOB CLASSIFICATION TITLE
    Teacher (Substitute In-School Suspension)

    DEPARTMENT
    Academics

    INCUMBENT NAME

    BARGAINING UNIT CLASSIFICATION
    Non-bargaining Unit

    REPORTS TO:
    Receives administrative direction from the Principal or other administrative official of a higher grade

    FLSA DESIGNATION
    Exempt
    PART I - SUMMARY OF CLASSIFICATION

    This class is accountable for instructing students and facilitates their learning in the absence of the regular teacher.

    Guidelines for Usage: An In-School Suspension Teacher oversees students who are assigned to in school suspension in the Waterbury Public Schools. An In-School Suspension program is implemented by the teacher which requires students to complete their school work and other work assigned for the in school suspension day. Students are required to meet standards of behavior in the in school suspension classroom. The teacher documents student behavior and provides other information to teachers, administrators and other central office personnel regarding student success during in school suspension.

    PART II - MINIMUM KNOWLEDGE, SKILLS AND ABILITIES

    A. EDUCATION AND EXPERIENCE

    General Experience:

    Meet ONE of the following four options:
    1) Completed 60 semester hours of college credit at a regionally accredited institution of higher education or
    2) Obtained an associate's degree (or higher) at a regionally accredited institution of higher education or
    3) Met a formal State assessment by ONE of the following means: passed the ETS Para Pro assessment (460 or higher) or passed the applicable ACT Work Keys assessments (Applied Mathematics-4, Reading for Information-4, Writing/Business Writing-3, AND Acceptable on the Instructional Support Inventory which requires observation of an applicant in a classroom setting) or 4) Met State paraprofessional approval PLUS 300 Professional Training Points (PTPs) or passed a rigorous local academic assessment that conforms to federal guidelines. Evidence is ISBE form 77-34.

    Special Requirement:
  • In addition to the checking of references and of facts stated in the application, a thorough background investigation of each candidate may be made prior to appointment.

  • B. CREDENTIALS:

    C. LICENSURES, CERTIFICATIONS AND OTHER REQUIREMENTS:
  • Incumbents in this class may be required to possess and retain a current Motor Vehicle operator's license.

  • D. CONTINUING EDUCATION REQUIREMENTS:

    E. KNOWLEDGE, SKILLS AND ABILITIES:
    • Knowledge of and respect for the diverse backgrounds (cultural, linguistic, environmental) of students and how these characteristics affect the student's life and learning;
    • Knowledge of relevant laws, rules, regulations, and Board policies and District procedures;
    • Knowledge of Positive Behavioral Interventions and Supports (PBIS) and Scientific Research Based Interventions (SRBI);
    • Knowledge of Social Emotional Learning (SEL);
    • Knowledge of the similarities and differences between cognitive, communicative, physical, social, and emotional needs of students and the factors that influence these different needs;
    • Effective coaching skills;
    • Effective collaboration skills;
    • Excellent listening skills;
    • Interpersonal and social skills;
    • Skill in classroom management and organization;
    • Skill in classroom presentation;
    • Skill in human relations, mediation, conflict management and interpersonal interactions;
    • Skill in maintaining and developing reports;
    • Ability to apply the principles of Positive Behavioral Interventions and Supports (PBIS) and Scientific Research Based Interventions (SRBI);
    • Ability to be sensitive and respectful in communications regarding all children and families, regardless of differences in cultural heritage, lifestyle, values, and home environment;
    • Ability to effectively employ strategies that reinforce positive behavior;
    • Ability to establish and maintain rapport with students;
    • Ability to prepare and organize materials to support teaching and learning, as directed by a licensed teacher;
    • Ability to reinforce the development of student social skills by using appropriate strategies to modify the environment;
    • Ability to use ethical practices for confidential communication about students;
    • Ability to communicate using correct grammar;
    • Ability to apply concepts such as fractions, percentages, ratios, and proportions to practical situations;
    • Ability to define problems, collect and analyze data, establish facts, and draw valid conclusions;
    • Ability to establish and maintain effective relationships with students, staff, and parents through oral and written communication;
    • Ability to implement lessons based on school objectives and student needs and abilities;
    • Ability to interpret a variety of instructions furnished in written, oral, diagram, or schedule form and to understand abstract and concrete variables;
    • Ability to read, analyze, and interpret lesson plans, technical procedures, and textbooks;
    • Ability to solve practical problems and deal with a variety of concrete variables in situations where only limited standardization exists;
    • Ability to work with basic mathematical concepts;
    • Ability, both orally and in writing, to present information effectively and respond appropriately to questions and concerns from individuals, administrators, parents, and students.
    • Ability to work with individuals from diverse backgrounds.

    PART III - POSITION SUPERVISES

    Not applicable

    PART IV - ESSENTIAL FUNCTIONS

    The following identifies the primary and essential functions of the position and is not intended to be an exhaustive listing of all duties.
    • Works collaboratively with principal and vice-principals to implement the in school suspension program at the school to which teacher is assigned;
    • Assists students in developing and improving social and interpersonal skills;
    • Assists principal or vice-principal in other tasks, as requested, when in school suspension is not in session;
    • Assists students in completion of their assigned work and provides students with other work as needed;
    • Monitors students to maintain good conduct and order in the in school suspension classroom;
    • Performs various recordkeeping and clerical functions as needed for the in school suspension program or for the school administrator;
    • Provides students feedback on their behavior during in school suspension;
    • Performs related duties as requested.


    PART V - Working Conditions, Physical and Mental Requirements

    Physical Requirements:

    Employees appointed to positions in this class must have adequate physical strength, stamina, physical agility and visual and auditory acuity and must maintain such physical fitness as to be able to perform the duties of the class. A physical examination may be required.

    Frequency: Place an "X" in each box that is appropriate to your job. NEVER (N) OCCASIONALLY (O) FREQUENTLY (F) CONSTANTLY (C) 0 % of Shift 1-33% of Shift 34-66% of Shift 67-100% of Shift Working Conditions N O F C Working Conditions N O F C Physical Demands Depth Perception X Standing X Color Distinction X Walking X Peripheral Vision X Sitting X Driving X Lifting X Physical Strength: Carrying X Little Physical Effort (-10 lbs.) X Pushing X Light Work (-20 lbs.) X Pulling X Medium Work (20-50 lbs.) X Climbing X Heavy Work (50-100 lbs.) X Balancing X Very Heavy Work (100+ lbs.) X Stooping X Environmental Conditions Kneeling X Cold (50 degrees F or less) X Crouching X Heat (90 degrees F or more) X Crawling X Temperature Changes X Reaching X Wetness X Handling X Humidity X Grasping X Extreme Noise or Vibration X Twisting X Exposure to Chemicals X Feeling X Exposure to Gases and Fumes X Talking X Exposure to Unpleasant Odors X Hearing X Exposure to bodily fluids X Repetitive Motion X Exposure to dampness X Hand/Eye/Foot Coordination X Confinement to Small or Restricting Area X Visual Acuity/Near X Mechanical Hazards X Visual Acuity/Far X Physical danger or abuse X
    The above statements are intended to describe the general nature and level of work being performed by the employee assigned to this position. They are not to be construed as an exhaustive list of all job responsibilities and duties performed by personnel so classified.

    Waterbury Public Schools is an Equal Opportunity Employer. In compliance with the Americans with Disabilities Act, the District will provide reasonable accommodations to qualified individuals
    with disabilities and encourage both prospective and current employees to discuss potential accommodations with the District when necessary.

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