District Substitute Teacher

United Community Center; Milwaukee (WI); On-site; USD 37,800 - 46,200; Full time

Job summary

The United Community Center seeks a full-time educational professional for Bruce Guadalupe Elementary in Milwaukee, WI. This role involves reporting across grade levels and providing instructional support. Candidates must have a Bachelor’s degree and the ability to manage a classroom with a focus on effective communication and student engagement.

The ideal applicant will be self-motivated, demonstrate strong problem-solving skills, and adhere to educational protocols while working collaboratively with staff and families.

Qualifications

• Must be able to work as part of a team and accept responsibilities.
• Effective multitasking and time management skills are required.
• Strong oral and written communication skills are essential.

Responsibilities

• Report to assignments across buildings and grade levels punctually.
• Facilitate coherent instruction that includes differentiated strategies.
• Conduct regular assessments to evaluate students’ progress.
• Create a safe, inclusive, and respectful classroom climate.

Skills

Communication

Classroom management

Flexibility

Multitasking

Problem-solving

Education

Bachelor’s Degree

Current Wisconsin DPI substitute teacher licensure

Tools

Google applications

Classroom technology

Job description

Job Details: Job Location: Bruce Guadalupe Elementary - Milwaukee, WI 53204. Position Type: Full Time. Education Level: 4 Year Degree. Salary Range: $42,000.00/year. Job Shift: Day. Job Category: Education.

Essential Duties and Responsibilities

Flexibility & Professionalism

• Report to assignments across buildings and grade levels punctually and prepared to engage with students.
• Respond to communications from school administrators in a timely manner when determining coverage and support needs.
• Demonstrate willingness to learn and understand the protocols and procedures at each grade level/building to best support students.
• Be willing to work in a variety of schools, grade levels, and subject areas as needed.
• Maintain confidentiality of student records and information.
• Follow all district and school policies, including emergency procedures and professional conduct expectations.

Instruction, Planning, and Preparation

• Follow and implement standards-based, developmentally appropriate lesson plans in alignment with school curriculum and instructional expectations.
• Facilitate coherent instruction that includes differentiated strategies and scaffolds for diverse learners.
• Follow instructional outcomes aligned to curriculum and grade-level expectations.
• Demonstrate deep knowledge of content and pedagogy.
• Integrate knowledge of students’ backgrounds, interests, and learning styles into planning.
• Implement formative and summative assessments to monitor student learning.
• Deliver engaging, rigorous, and grade-appropriate instruction.
• Use questioning and discussion techniques that promote critical thinking and student voice.
• Differentiates instruction to meet the needs of all learners, including English learners and students with IEPs.
• Check for understanding and adjust instruction in real time based on student needs.

Curriculum Development and Implementation

• Implement all school curriculum and instructional practices with fidelity, following the guidelines of the school, district, and state.
• Plan and deliver effective lessons that facilitate active learning and accommodate different learning styles.
• Differentiates instruction to meet diverse academic needs, learning styles, and language proficiencies.
• Integrates technology and innovative teaching methods to enhance classroom learning experiences.
• Implements instructional activities that contribute to a climate where students are actively engaged in meaningful learning experiences.
• Identifies, selects, and modifies instructional resources to meet the needs of students with varying backgrounds, learning styles, and special needs.
• Assists in assessing changing curricular needs and offers plans for improvement.
• Ensures that student growth and achievement is continuous and appropriate for the age group and follows the curriculum’s scopes, sequences, and guidelines.

Student Assessment

• Conduct regular assessments to evaluate students’ progress and understanding of the curriculum.
• Collect and analyze student assessment data on an ongoing basis, and use data to inform planning and groupings.
• Provide timely, specific, and constructive feedback to students and parents on academic performance and areas for improvement to support student growth.
• Promote student ownership of learning through goal-setting, self-assessment, and reflection.
• Identify learning challenges and develop strategies to support students with diverse needs.
• Demonstrate gains in student performance, achievement, and growth over time as a result of instructional practices.
• Prepares students for local, state, and national assessments as required by the school and grade level.

Classroom Management

• Creates a safe, inclusive, and respectful classroom climate in which students are encouraged to be actively engaged in the learning process.
• Establish and maintain a positive and inclusive classroom environment conducive to learning.
• Fosters a classroom culture of mutual respect and high expectations, that is inclusive, equitable, and respectful of all students.
• Implements consistent classroom rules and behavior expectations, promoting respectful and responsible behavior.
• Fosters a safe and supportive atmosphere where students feel valued and encouraged to participate, and are effectively supervised at all times.
• Maintains order of students and class in classroom, cafeteria, hallways, playground, and across the school environment.
• Manages student behavior proactively and respectfully using positive behavior supports across the school environment.
• Maintains a well-organized, inviting, and culturally responsive physical space.
• Encourages student collaboration and responsibility for classroom norms.

Social-Emotional Learning & Student Relationships

• Integrates Tier 1 social-emotional learning (SEL) into regular instruction using age-appropriate strategies and curricula aligned with school-wide SEL initiatives.
• Fosters a safe, supportive classroom environment where students feel valued, understood, and emotionally secure.
• Identifies early signs of emotional, behavioral, or social challenges and collaborates with the school counselor, school administrator, and support team as needed.
• Models and reinforces emotional regulation, empathy, problem-solving, and responsible decision-making.

Communication & Family Engagement

• Communicates effectively both orally and in writing, with students, parents and other professionals on a regular basis regarding students’ progress, behavior, areas for growth, and upcoming events.
• Builds trust and rapport with students, families, and colleagues to effectively support student achievement and growth.
• Customs pupils’ academic and behavioral attitudes and achievements with parents throughout the year.
• Conducts parent-teacher conferences to discuss individual student performance and set goals for improvement.
• Collaborates with parents to support students’ learning at home and encourage parental involvement in school activities.
• Models professional and ethical standards when dealing with students, parents, peers and community.
• Establishes and maintains cooperative working relationships with students, parents and other professionals.
• Shares academic and behavioral updates in a clear, empathetic, and strengths-based manner.
• Collaborates with students, families, counselors, support staff, and school administrators when addressing student needs or concerns.
• Participates in family‑teacher conferences and contributes to school events or family engagement opportunities.

Professional Development

• Engages in continuous professional development to stay updated on the latest teaching methods, educational trends, and curriculum developments.
• Participates in staff meetings, workshops, and training sessions to enhance teaching skills and contribute to the school community.
• Participates in all required training and meetings, as well as school and UCC training, and meetings.
• Reflects on teaching practices and seeks opportunities for continuous improvement.
• Engages in professional learning communities and schoolwide initiatives.
• Upholds ethical practices and professional conduct.
• Collaborates with colleagues, support staff, and administration to support student success.
• Contributes to a positive school culture and shared leadership.

Collaboration and Teamwork

• Collaborates with colleagues, administrators, and support staff to create and enhance a cohesive and supportive educational environment and to promote a positive school culture, cross‑grade alignment, and shared best practices.
• Works closely with special education teachers, counselors, and other professionals to provide individualized support for students with special needs.
• Meets professional obligations through efficient work habits such as meeting deadlines, honoring schedules, collaborating with other staff, etc.
• Collaborates with student support teams (e.g., MTSS, 504, IEP) to develop and implement academic or behavioral support plans.
• Participates in data meetings and problem‑solving sessions to identify student needs and recommend interventions.
• Partners with the school counselor and other specialists to support students experiencing trauma, transitions, or other significant challenges.
• Supports classroom behavior through proactive management strategies and, when appropriate, restorative practices.

Records and Documentation

• Maintains accurate and up‑to‑date records of students' attendance, academic performance, and behavior incidents.
• Prepares progress reports, report cards, and other documentation following school policies and procedures.
• Arranges classroom events and activities, and collects the appropriate documentation in advance of field trips and other school functions.
• Upholds school, district, and state policies regarding child safety, mandated reporting, and confidentiality.

Intended Outcomes and Success Measures

• Instructional continuity provided in the absence of classroom teachers.
• Students stay on track with planned lessons, instructional practices, and implementation of curriculum in the teachers' absence.
• Classroom routines, rules, and expectations are upheld.
• Students remain on‑task, engaged, safe, and respectful throughout the school day.
• Communicates effectively with staff and follows all school and district protocols.
• Leaves detailed notes for the classroom teacher about the day's activities, student behavior, and any issues that arise.
• Communicates promptly with school administration or support staff as needed.
• Is flexible and responsive to the coverage needs of the school and district, and provides support where needed across the school community.

Knowledge, Skills, and Abilities

• Demonstrates basic computer knowledge, basic knowledge of email, excel, word, Google forms and other Google applications.
• Demonstrates leadership in the classroom.
• Demonstrates attention to detail and problem‑solving skills.
• Demonstrates enthusiasm towards students, parents and staff from diverse backgrounds.
• Demonstrates the ability to adapt to any situation inside and outside the classroom.
• Demonstrates organizational skills for the classroom and school environment.
• Demonstrates effective verbal and written communication skills with students, families, school staff, and administration.
• Replies to email, telephone, face to face, or other communications and enquiries from all stakeholders in a timely manner.
• Demonstrates the ability to multitask and prioritize work.
• Demonstrates the ability to self‑reflect, and seek feedback to improve practices.
• Demonstrates a growth mindset committed to continuous learning, growth, and development.
• Demonstrates the ability to work as a team as well as independently.
• Demonstrates respect towards the students, parents, colleagues, and administrators.
• Demonstrates knowledge to work with students’ special needs and parents.
• Demonstrates the ability to listen to others and remain receptive to new ideas.
• Demonstrates the ability to address criticism in an appropriate manner and develop constructive outcomes.
• Demonstrates sustained effort and enthusiasm in the quality and quantity of work.
• Demonstrates the ability to establish and maintain positive, effective working relationships with staff, students, and the community.
• Demonstrates effective time management, organizational skills, and prioritization of work to meet the needs of the users.
• Demonstrates the ability to follow and communicate effectively, both orally and in writing.
• Demonstrates motivation, initiative, flexibility, and the ability to work independently.
• Demonstrates excellent human relations and interpersonal skills.
• Demonstrates honesty, dependability, and the ability to meet deadlines and other professional expectations.

Qualifications

Bachelor’s Degree required, as well as current Wisconsin DPI substitute teacher (or teacher) licensure required. Must possess strong oral and written communication skills. The candidate should be able to work independently with little direct supervision, work as part of a team, accept responsibilities, and be self‑motivated. Must display effective multitasking and time management skills. Must have a valid driver’s license and reliable transportation.

Physical Requirements

• Must possess the ability to travel to various school campuses within the district and provide instructional support to students across all grade levels, Kindergarten through 8th grade.
• Responsible for submitting daily availability and responding promptly to substitute teaching assignments.
• May be assigned to long‑term placements or support roles in non‑traditional instructional settings, such as intervention programs or small group instruction.
• Ability to move around the classroom and school environment, including bending, kneeling, standing, walking, going up and down stairs, and sitting for extended periods of time.
• Visual and auditory acuity to supervise students and respond to classroom needs.
• Ability to exert up to 25 pounds of force to lift, carry, push, pull, or move objects such as educational materials or classroom supplies.
• Must be able to monitor student safety and physically assist students when necessary (e.g., guiding younger students, supporting classroom transitions).
• Manual dexterity to operate computers, classroom technology, and teaching tools, and to engage in repetitive movement of wrists, hands, and fingers (typing and/or writing).
• May require extended screen time for lesson planning, grading, or communication, and to work frequently at close visual range.
• Ability to receive and respond to oral communication.

Working Conditions

• Travels to various K–8 school campuses within the district as needed.
• Reports daily availability and responds promptly to substitute assignments.
• May be asked to cover long‑term assignments or provide instructional support in non‑traditional settings (e.g., intervention, small groups).
• Work is generally performed in a classroom/school/office environment with regular interaction with students, staff, and families, both inside and outside the school campus environment.
• May require supervision of students in varied settings (classroom, hallway, cafeteria, playground, outdoors).
• Frequent contact with students, parents/guardians, support staff, and school administration.
• May involve occasional exposure to childhood illnesses, noise, and frequent interruptions.
• Must be able to manage multiple tasks in a dynamic, fast‑paced educational setting.
• Work schedule generally follows the school calendar, and may include morning arrival and/or after‑school responsibilities (e.g., meetings, family nights, or other school events).
• Noise level in the work environment is moderate to occasionally loud.
• Regular use of stairs and walking short distances required daily.
• May be required to operate a motor vehicle during the course of duties.
• Reasonable accommodations may be made to help perform essential functions.
• UCC provides reasonable accommodation to qualified individuals with disabilities.