Position Type:
Substitute Teacher/ Substitute Teacher

Date Posted:
9/20/2019

Location:
Districtwide

Closing Date:
Immediate Hire

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Waterbury Public Schools

JOB CLASSIFICATION TITLE
(In-School Suspension Elementary Substitute Teacher)

DEPARTMENT
Teaching and Learning

INCUMBENT NAME

BARGAINING UNIT CLASSIFICATION
Non-Union

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:

Possession of a Bachelor's degree from an accredited university or college.

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.

• Assists principal or vice-principal in performing 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;
• Assists students in developing and improving social and interpersonal skills;
• Assumes all of teacher's normally assigned duties when a teacher is absent including, but not limited to, instructional, extracurricular, cafeteria, hall, and bus duty;
• Collects and places students' papers in regular teacher's desk;
• Communicates, collaborates, and cooperates with colleagues, supervisors, and students;
• Completes a Substitute Teacher Report Form for the regular classroom teacher;
• Completes evaluation at the end of the day, and checks out with authorized personnel prior to leaving at the end of the day;
• Complies with all building procedures and schedules;
• Complies with and supports school and regulations and Board policies;
• Consults with the principal and/or staff to resolve questions and/or concerns;
• Consults, as appropriate, with the principal or department or grade level head, before initiating any teaching or other procedures not specified in the lesson plans;
• Determines if services will be required for the next school day;
• Develops and maintains a positive learning environment;
• Dismisses all students from the classroom before leaving the building;
• Ensures the adequate supervision to assure health, welfare, and safety of all students;
• Facilitates critical-thinking, problem-solving, and creativity skills;
• Follows all District and individual school policies, rules and procedures to which regular teachers are subject and which good teaching dictates;
• Follows the teacher's written lesson plans;
• Helps parents and students understand academic and behavioral objectives;
• Helps students take full advantage of the learning environment (e.g., access and proximity to activities, use of adaptive equipment, etc.);
• Implements effective student management procedures;
• Implements lesson plans, while ensuring the integrity of academic time and in a manner which motivates students to learn and participate;
• Incorporates the effective use of available technology in records management and instructional activities;
• Maintains a discipline and classroom control that fosters a safe and positive environment for all students and staff in accordance with school and District policies;
• Maintains accurate records and submits reports on time;
• Maintains and respects confidentiality of student and school personnel information;
• Maintains appropriate records including checking test papers, recording grades, student assignments for homework, projects and the necessary clerical work required to maintain student records for a teacher who is absent;
• Maintains high standards and upholds the student conduct code;
• Maintains, as fully as possible, the established routines and procedures of the school and classroom to which assigned;
• Makes the absent teacher aware of special situations or problems encountered;
• Manages student learning in accordance with the goals and directives of the school;
• Models non-discriminatory practices in all activities;
• Monitors students to maintain good conduct and order in the in school suspension classroom;
• Organizes students for effective instruction;
• Performs various recordkeeping and clerical functions as needed for the in school suspension program or for the school administrator;
• Prepares a written summary of work completed;
• Promotes a favorable image of the District;
• Promotes the proper use and care of school property;
• Provides for individualized and small group assistance for students as indicated by lesson plans;
• Provides guidance, communicates high expectations, and shows an active interest in student progress;
• Provides students feedback on their behavior during in school suspension;
• Remains in assigned classroom until all students have been dismissed for the day;
• Reports all student injuries, accidents, illnesses, and discipline problems to the appropriate authority immediately or as soon as is reasonably possible;
• Reports to office upon arrival at school, checks mailbox of absent teacher for materials requiring immediate attention, and requests clarification of school rules and procedures, if necessary;
• Reports to the principal or school secretary upon arrival at the school;
• Returns instructional materials, equipment, and keys to proper place;
• Reviews with principal or designee, all plans, duties and schedules to be followed during the teaching day, teaches the outlined lesson, maintains as fully as possible the established routines and procedures of the school and classroom to which assigned;
• Stimulates student interest;
• Takes all necessary and reasonable precautions to protect students, equipment, materials, and facilities;
• Upholds Board policies and follows administrative procedures;
• Upholds computer technology acceptable use policies;
• Varies instructional techniques to address individual learning styles;
• Works collaboratively with principal and vice-principals to implement the in school suspension program at the school to which teacher is assigned;
• Works cooperatively with other teachers;
• Performs related duties as required.

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.