Full Job Description
Functions & Qualifications
Summary: The early childhood substitute teacher is the acting educational leader in the classroom in lieu of the lead teacher or assistant teacher. Substitute teachers are professional, confidential, flexible, nurturing and model a love of learning. The substitute teacher is responsible for the supervision of all students within his/her teaching assignment. Working collaboratively with a team of educational professionals, the substitute teacher will demonstrate a strong commitment to the emotional and physical wellbeing of the students in our community.
The essential duties and responsibilities of this position include, but are not limited to, the following:
Maintains a professional appearance and manner of conducting themselves
Ensures emotional and physical safety of students at all times
Demonstrates an open mindset to a diverse and progressive community of learners
Maintains and carries out long-range and daily instructional plans
Engages students in group work, lectures, mini-lessons, exploration, questioning, discussions and other cooperative teaching techniques; uses a variety of assessment strategies
Promotes leadership opportunities in the classroom
Uses appropriate techniques to encourage active participation in decision making regarding classroom rules, organization and topics of study; communicates a caring attitude and trust of students
Promotes problem-solving, cooperative negotiating skills and conflict-resolution strategies
Makes sound decisions regarding student discipline/concerns and who/m to contact: Director of Early Childhood, Program Manager or School Counselors
Develops healthy self-esteem in students
Structures lessons that encourage risk-taking in learning and model lifelong learning
Embraces and supports the use of changing technology in the classroom
Cultivates a classroom community environment of safe and collaborative learning
Models effective interpersonal, self-awareness and communication skills
Promoting Dawson's Mission, Vision, Diversity Statement and Core Beliefs through student and faculty interactions
Knowledge of content-related pedagogy
The ability to address the learning styles of students
The ability to implement strategies, activities and techniques for promoting quality student performance in academic and social behaviors based on students’ prior knowledge and experience
The ability to implement appropriate classroom management strategies and techniques to ensure productive, interesting, respectful and safe classrooms
The ability to create and maintain a climate of respect and fairness for all students, and demonstrate fair and ethical judgment.
The ability to implement instruction that recognizes diverse populations and apply knowledge, experience and commitment in the areas of race relations, cross-cultural understanding, and human rights
The ability to communicate effectively with students, staff, parents, community and outside agencies in a timely manner to better meet the needs of students
The ability to utilize current technologies and implement technology into the curriculum
The ability to work as a contributing, collaborative team member
The ability to utilize a computer for word processing reports
The ability to maintain and promote confidentiality as the norm
High School Diploma Required
Two-year degree or Child Development Associate (CDA) preferred /64 hours towards degree completion
Minimum of one year (1) year experience in an early childhood school setting
CPR and First Aid Certified
Current Sheriff Card (Child Care work card) or eligible to receive Sheriff Card
The 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.
The noise level in the work environment is usually moderate.
The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
While performing the duties of this job, the employee is regularly required to stand; walk, use hands to finger, handle, or feel; reach with hands and arms; and stoop, kneel, crouch, or crawl. The employee must frequently lift and/or move up to 10 pounds, and occasionally lift and/or move up to 25 pounds.
The Alexander Dawson School at Rainbow Mountain is a nurturing learning community for boys and girls in preschool through grade eight that challenges students to achieve excellence in mind, body and character.
Our graduates will be ready to achieve their individual potential, savor life and meet the challenges of the world.
Entrepreneur G.B. (Jerry) Henderson's vision and philanthropy are the cornerstones of The Alexander Dawson Schools. A lifelong learner, Mr. Henderson was fascinated by technology, education and innovation. He was dedicated to providing students with the highest quality education. Dawson's Core Beliefs are a reflection of Mr. Henderson's legacy.
Teaching & Learning
Dawson graduates are complex problem solvers and collaborators; empathetic, flexible and innovative; and critical thinkers who develop into resilient lifelong learners and leaders.
Through choice and reflection, Dawson students are active agents and advocates for their learning experience.
A Dawson education facilitates deeper learning because students approach tasks from multiple perspectives, and draw connections across disciplines and the outside world.
Within collaboration and healthy competition, students find value in both successes and failures.
Teachers best engage and motivate students through encouragement, nurturing, inspiration and inquiry.
We recognize that students learn at different paces and in different ways, and we differentiate instruction accordingly.
We continually reevaluate the curriculum for relevance, current methodologies, quality of intellectual content and intrinsic interest.
We are a true learning community. Dawson's faculty and administrators model lifelong learning by investing in educational best practices, advances in technology and relevant world development.
The Dawson Community
We choose to be a part of the Dawson community because we share in the vision and values of the Dawson educational experience.
We find strength in our diversity and commit to learning from each other.
Although families are the primary educators of their children, student achievement throughout life is increased when the School and families work together as partners.
Each of us is a model for the rest of us; each of us interacts with integrity and cares for the rest of us.
With an appreciation of the sacrifices others have made for freedom and social justice, our students learn what it means to be engaged and contributing global citizens. Our students commit themselves to the responsibility of being agents of positive change.
Global citizens investigate root causes, analyze solutions, connect with people in need and become empowered activists in the problem-solving process.
As members of the desert environment, we strive to foster an awareness of and responsibility for preservation and sustainability of our natural resources.
The distinct Dawson learning environment is reflective of the diverse community that surrounds us. The celebration of differences drives the Dawson mission and unifies the school-wide focus of self and social awareness. Students benefit from working with and learning from other students and teachers who are varied in learning styles, socioeconomic backgrounds, race, religions, ideology, sexual orientation, gender identity and expression, culture and ethnicity. We are committed to creating an inclusive and welcoming learning community.