Elementary Substitute Teacher

Diocese of Harrisburg; Calgary; On-site; CAD 39,000 - 62,000; Part time

Job summary

A Catholic School in Calgary, Alberta is seeking a Substitute Elementary Teacher to fill in for teacher absences and support basic academic and social skills. The role offers part-time or full-time hours as needed and requires a Bachelor’s degree in education or a related field. Candidates must be 21 or older and able to foster positive relationships with students and staff. Familiarity with Catholic teachings is preferred, making it ideal for those aligned with the school’s values.

Qualifications

• Must be 21 years old or older.
• Ability to communicate effectively verbally and in writing.
• State teaching certification preferred but not required.

Responsibilities

• Fill in for teacher absences and teach basic skills.
• Observe and evaluate students' performance and behavior.
• Adapt teaching methods to meet students' needs.
• Adapt teaching methods to meet diverse student needs.

Skills

Oral Expression

Problem Sensitivity

Oral Comprehension

Speech Clarity

Written Comprehension

Written Expression

Deductive Reasoning

Deductive Reasoning

Inductive Reasoning

Information Ordering

Originality

Near Vision

Selective Attention

Category Flexibility

Flexibility of Closure

Education

Bachelor’s degree in education or a related field

Job description

Position Type

Substitute/ Elementary Substitute Teacher

Job Description

Elementary School Substitute Teacher
Part‑Time or Full‑Time on an as‑needed, temporary basis

School: St. Teresa of Calcutta Catholic School – “Doing Small Things with Great Love”

City & State: Hanover, PA and/or McSherrystown, PA (2 campuses)

FLSA STATUS: EXEMPT

Basic Job Description: Fill in for teacher absences and teach pupils at the elementary level basic academic, social, and other formative skills in keeping with the school’s Catholic character and Gospel values.

Responsibilities/Tasks for: “Elementary School Substitute Teacher”

• Establish and enforce rules for behavior and procedures for maintaining order among the students for whom they are responsible.
• Observe and evaluate students' performance, behavior, social development, and physical health.
• Follow teacher instructions or lesson plan.
• Adapt teaching methods and instructional materials to meet students' varying needs and interests.
• Conduct activities for a balanced program of instruction, demonstration, and work time that provides students with opportunities to observe, question, and investigate.
• Instruct students individually and in groups, using various teaching methods such as lectures, discussions, and demonstrations.
• Establish clear objectives for all lessons, units, and projects, and communicate those objectives to students.
• Assign classwork and homework.
• Read books to entire classes or small groups.
• Administer tests and assignments in order to evaluate students' progress.
• Prepare students for later grades by encouraging them to explore learning opportunities and to persevere with challenging tasks.
• Guide and counsel students with adjustment and/or academic problems, or special academic interests.
• Enforce administration policies and rules governing students.
• Use computers, audiovisual aids, and other equipment and materials to supplement presentations.
• Prepare reports on students and activities as required by administration.
• Instruct and monitor students in the use and care of equipment and materials, in order to prevent injuries and damage.
• Lead activities designed to promote physical, mental and social development, such as games, arts and crafts, music, and storytelling.
• Attend professional meetings, educational conferences, and teacher training workshops in order to maintain and improve professional competence for Act 48.
• Supervise class projects, visits by guest speakers or other experiential activities, and guide students in learning from those activities.
• Administer standardized ability and achievement tests.
• Perform administrative duties such as assisting in school libraries, hall and cafeteria monitoring, and bus loading and unloading.
• Provide disabled students with assistive devices, supportive technology, and assistance accessing facilities such as restrooms.
• Prepare and supervise students for Mass as well as other sacramental preparation.

Abilities Needed for: “Elementary School Substitute Teacher”

• Oral Expression – The ability to communicate information and ideas in speaking so others will understand.
• Problem Sensitivity – The ability to tell when something is wrong or is likely to go wrong. It does not involve solving the problem, only recognizing there is a problem.
• Oral Comprehension – The ability to listen to and understand information and ideas presented through spoken words and sentences.
• Speech Clarity – The ability to speak clearly so others can understand you.
• Speech Recognition – The ability to identify and understand the speech of another person.
• Written Comprehension – The ability to read and understand information and ideas presented in writing.
• Written Expression – The ability to communicate information and ideas in writing so others will understand.
• Fluency of Ideas – The ability to come up with a number of ideas about a topic (the number of ideas is important, not their quality, correctness, or creativity).
• Deductive Reasoning – The ability to apply general rules to specific problems to produce answers that make sense.
• Inductive Reasoning – The ability to combine pieces of information to form general rules or conclusions (includes finding a relationship among seemingly unrelated events).
• Information Ordering – The ability to arrange things or actions in a certain order or pattern according to a specific rule or set of rules (e.g., patterns of numbers, letters, words, pictures, mathematical operations).
• Originality – The ability to come up with unusual or clever ideas about a given topic or situation, or to develop creative ways to solve a problem.
• Near Vision – The ability to see details at close range (within a few feet of the observer).
• Selective Attention – The ability to concentrate on a task over a period of time without being distracted.
• Category Flexibility – The ability to generate or use different sets of rules for combining or grouping things in different ways.
• Flexibility of Closure – The ability to identify or detect a known pattern (a figure, object, word, or sound) that is hidden in other distracting material.

Working Conditions and Physical Requirements

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 accommodation may be made to enable individuals with disabilities to perform essential functions.

• Must have the ability to sit and stand for extended periods of time.
• Must be able to perform all the technological requirements of classroom management.
• Must be able to hear and understand speech at normal classroom levels and in an outdoor environment.
• Must be able to speak in audible tones so that others may understand clearly in both a normal classroom environment and in an outdoors setting.
• Must have the physical ability to lift up to 25 pounds.
• Must be able to bend, stoop, climb stairs, and reach overhead.

Work Environment

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. Duties are normally performed in a school/classroom environment. The noise level in the work environment is usually moderate.

Minimum Qualifications (Knowledge, Skills, and/or Abilities Required)

• Must be 21 years old or older.
• Must possess a Bachelor’s degree, preferably in education or a related field.
• Must possess the ability to communicate effectively verbally and in writing.
• Must possess the ability to establish and maintain effective working relationships with students, staff, parents, and the community.
• Must comply with PA State clearance requirements.
• A State teaching certification is preferred, but not required.
• Must be a Catholic in good standing if teaching religion. Otherwise, must be willing to respect the Catholic Church's teachings on morality.