Building Sub/Paraprofessional JPA

The Leona Group; Detroit (MI); On-site; USD 30,000 - 40,000; Part time

Job summary

The Leona Group in Detroit, Michigan is hiring a part-time Building Substitute Teacher tasked with maintaining a positive learning environment. Responsibilities include covering classes for absent teachers and providing instructional support to students as needed.

Ideal candidates should have strong communication skills, classroom management abilities, and a background in education. This role offers the opportunity to contribute positively to student learning while working within a supportive team.

Qualifications

• State teacher licensure/certification preferred but not required.
• Knowledge of assisting in instructing reading, writing, and mathematics.
• Evidence of successful experience in student and parent relations.

Responsibilities

• Deliver pre-planned lessons and instructions to students.
• Maintain appropriate records such as attendance and grades.
• Establish and maintain open communication with students and parents.

Skills

Excellent communication and interpersonal skills

Classroom management skills

Flexibility

Ability to follow instructions

Proficiency in instructional support

Education

At least two years of study at an accredited institution

Associate's degree or higher

Job description

Job Type: Part‑time

Description

Building Substitute Teacher

As a Building Substitute Teacher, you will play a crucial role in maintaining a positive learning environment for our students. Your duties will include covering classes for absent teachers and ensuring that the students follow their daily schedule. You will also be responsible for providing instructional support to students as needed.

ESSENTIAL DUTIES AND RESPONSIBILITIES

• Deliver pre‑planned lessons and instructions to students in the absence of regular teachers in accordance with the Academy's philosophy, goals, and objectives.
• Follow the daily schedule and classroom routines of the regular teacher.
• Maintain appropriate records such as attendance and grades as directed by the teacher or by school administration.
• Maintain a safe and positive classroom environment.
• Establish and maintain open communication with students, teachers, and parents.
• Provide instructional support to students as needed.
• Take all necessary and reasonable precautions to protect the safety and security of students, materials, equipment and facilities.
• Report any concerns or issues to the regular teacher or administration.

Requirements

• State teacher licensure/certification preferred but not required; if not licensed/certified, must meet requirements to be eligible for a temporary/substitute credential according to state requirements.
• Excellent communication and interpersonal skills.
• Ability to follow instructions and adapt to changes.
• Proficiency in a tutoring or instructional support capacity.
• Strong classroom management skills.
• Flexibility and willingness to work in various grade levels and subject areas.

Paraprofessional

Description:

Provides supplemental instructional support to eligible students.

ESSENTIAL DUTIES AND RESPONSIBILITIES

• Deliver interventions to students based on the instructional plans developed by the Title I Teacher and/or the General Education Teacher. Interventions may include support in the form of small group and/or individualized instruction, tutoring, guided practice, or other techniques, as guided by the teacher.
• Report back to the Title I Teacher and/or General Education Teacher on the outcomes of the interventions conducted by keeping daily student outcome reports.
• Administer assessments and screeners that will contribute to the teachers' decisions in regards to:
• May attend parent/teacher conferences as needed to support the teacher in communicating with parents about student performance, behavior, or other topics.
• Maintain student files as requested and required by the needs of federal, state and local guidelines to track student progress. Maintain the confidentiality of student records and student information.
• Maintain activity logs and time and effort documentation that comply with regulatory requirements.
• Maintain constant communication with Title I Teachers and General Education Teachers regarding the progress of and concerns about Title I students.
• May serve as an active member of teams such as RTI team, data team, PBS team, school improvement team, etc.
• Assist the teacher in communicating and upholding behavior and conduct expectations found in the school‑wide behavior management plan; assist in maintaining a safe and secure environment in the classroom.
• Other duties as assigned.

JOB REQUIREMENTS:

• Complete at least two years of study at an accredited institution of higher education (equal to 60 semester hours); or
• Obtain an associate's degree (or higher) from an accredited institution; or
• Meet a rigorous standard of quality and demonstrate, through passage of an approved formal state academic assessment in the following areas:
• Knowledge of, and the ability to assist in, instructing reading, writing, and mathematics; or
• Knowledge of, and the ability to assist in, instructing reading readiness, writing readiness, and mathematics readiness, as appropriate.

The State Board of Education approved the following formal assessments by which a paraprofessional may choose to demonstrate this knowledge:

• Basic Skills Examination MTTC – A passing score of at least 480 on the evidence‑based reading and writing section of the SAT and 530 on the mathematics section in lieu of the Basic Skills Test or Professional Readiness Exam.
• ETS Parapro Assessment – A passing score of 460 is required.

While no longer available, the following assessments would also provide qualification:

• WorkKeys®-Required Scores:
• Reading for Information – 4; and
• Applied Mathematics – 4; and
• Writing – 3 (Business Writing was NOT approved).

DESIRED QUALIFICATIONS:

• Evidence of successful experience in student and parent relations as evidenced through prior experience in personal or professional settings.
• Demonstrated proficiency in an instructional support capacity, as acquired through prior experience in tutoring, teaching or similar work experience.
• Willingness to learn.
• Flexible.
• Knowledge of and the ability to assist in instructing reading, writing, and mathematics as appropriate.