Anticipated PE/Wellness Long Term Substitute

School Administrative Unit 50; Rye (NH); On-site; USD 45,000 - 55,000; Full time

Job summary

School Administrative Unit 50 in Rye is looking for a PE/Wellness Long Term Substitute teacher. The role focuses on planning and implementing educational programs while fostering a supportive and engaging learning environment.

The ideal candidate must hold a Bachelor's degree, possess a New Hampshire teaching license, and have the ability to work on site from November 23, 2026, to January 15, 2027. The position offers a daily rate of $312.61.

Qualifications

• New Hampshire License for the position.
• Must pass a background check.

Responsibilities

• Plan, organize, and implement instructional programs.
• Create a respectful learning environment.
• Engage students in critical thinking and exploration.
• Collaborate with families and communities.

Skills

Dependability

Adaptability/flexibility

Analytical thinking

Communication

Education

Bachelor's Degree in Education

Master's Degree preferred

Tools

Google applications

Multi-media educational software

Job description

Anticipated PE/Wellness Long Term Substitute JobID: 542

• Position Type: Regular Education Teachers/ Physical Education/ Health
• Date Posted: 6/16/2026
• Location: Rye Junior High School
• Date Available: 11/23/2026

Position potentially begins on November 23, 2026 and ends on January 15, 2027.

The daily rate is $312.61

Job Summary

To plan, organize, and implement an appropriate instructional program in a learning environment which guides and encourages students to develop academically.

Qualifications

• Bachelor's Degree in Education, Master's Degree preferred.
• New Hampshire License for the position.
• Must pass a background check.

Reports To

• Principal

Responsibilities

Planning and Preparation

• Apply knowledge of content and pedagogy to reflect solid understanding of content and the structure of the discipline being taught.
• Know and value students' cognitive, social, emotional, and cultural contexts for planning and preparation.
• Set instructional outcomes which are clear and specific to ensure students understand what they will learn and how.
• Use instructional materials and resources effectively to support student needs and increase the effectiveness of the curriculum.
• Plan coherent instruction so tasks and activities are aligned with learning outcomes and provide opportunities for higher‑level thinking.
• Use and analyze assessments which fully and fairly provide evidence of student understanding of content and mastery of outcomes to provide timely and valuable information to teachers and feedback to students.
• Follow any Individual Education Plans, Section 504 Plans, Behavioral, or Health plans of students. Prepare plans for substitute teachers as applicable.

The Classroom Environment

• Cultivate respectful and affirming environments which demonstrate caring and respect that honors students' identities, race, and cultural background.
• Foster a culture for learning characterized by student curiosity, critical thinking, reasoning, and reflection.
• Maintain purposeful environments with shared routines and efficient procedures so all students can access what they need.
• Support positive student behavior which is modeled, explicitly taught, and reinforced by teachers and reinforced to promote learning, ethical behavior, and citizenship.
• Organize spaces for learning which are safe and accessible to all students.

Instruction

• Communication about purpose and content are accurate, appropriately scaffolded, and relevant to the experiences of students; content is explained in multiple, engaging ways to support conceptual understanding.
• Use questioning and discussion techniques which allow students to reason, reflect on learning, and justify their thinking.
• Engage students in learning by supporting curiosity and exploration; encouraging higher‑order thinking and using multiple ways to represent their ideas and responses.
• Use assessments for evidence of understanding, analyze progress, and provide constructive feedback.
• Respond flexibly to student needs by adjusting the learning experience based on real‑time evidence and students' individual and specific needs.

Professional Responsibilities

• Engage in reflective practice.
• Document student progress with accurate and accessible systems for tracking student learning and other records; use these systems efficiently and effectively.
• Engagement with families and communities which is culturally responsive, demonstrates a clear value for the role they play in student learning, and furthers students' academic and personal success. Contribute to school community and culture by leading events, programs, or activities that further the culture of learning in the school and bring the values of the school to life through modeling and positive action.
• Regularly seek out and identify high‑quality opportunities to grow and learn, identifying problems of practice or areas of inquiry that inform individual and collaborative learning opportunities.
• Exhibit high standards of ethical practice and wise decision making on behalf of students, families, and colleagues.
• Perform other duties and responsibilities as assigned by the Principal.

Mandates

• Ed. 510: Code of Conduct for New Hampshire Educators.
• Guiding Principles: The Code of Ethics for New Hampshire Educators.
• All district school board policies and procedures.
• All district handbooks.

Skills and Abilities

This position requires:

• Dependability
• Concern for others
• Self‑control
• Adaptability/flexibility
• Integrity
• Initiative
• Cooperation
• Persistence
• Innovation
• Analytical thinking
• Establishing and maintaining interpersonal relationships
• Updating and using relevant knowledge
• Making decisions and solving problems
• Thinking creatively
• Communicating with supervisors, colleagues, families, community, and students
• Developing and building teams
• Resolving conflicts and negotiating with others
• Analyzing data or information
• Performing administrative activities such as paperwork.

Technology Skills

• Electronic mail software
• Multi‑media educational software
• Google applications

Physical and Environmental Demands

• Reach with hands and arms and use hands and fingers to handle objects and operate computers, hand‑held learning devices and other office equipment.
• Regularly required to sit, stand, walk, talk, and hear.
• Occasionally lift and/or move up to 15 pounds.
• Exposure to a variety of childhood and adult diseases and illnesses.
• Occasional exposure to various weather conditions.
• Exposure to a range of heating, air conditioning and ventilation conditions.
• Must function in a workplace that is usually moderately quiet but can be noisy at times.

Employment Status

• Exempt from overtime pay.
• Full‑time.
• On‑site.
• Compensation is based on the collective bargaining agreement of each district: Bachelor's Step 1/180days for per diem rate, begins on day 1.
• 1.5 sick days for each month of employment.