Long Term Substitute Elementary Teacher - Kane Elementary School

Kane Elementary School; Marlborough (MA); On-site; USD 37,000 - 51,000; Full time

Job summary

Kane Elementary School in Marlborough, MA seeks a Long Term Substitute Elementary Teacher for the 2026-2027 school year. The position runs Oct 28, 2026 through Jan 27, 2027 with daily rates of $200–$275 depending on duration and license status.

Experience with DESE licensing is required for longer assignments; the role emphasizes high-quality instruction, data-informed planning, and family partnerships within Marlborough Public Schools.

Qualifications

• Licensed by the State Department of Elementary and Secondary Education in Elementary (1-6) in Massachusetts preferred.
• SEI Endorsement on License preferred
• Bilingual (Spanish or Portuguese) strongly preferred

Responsibilities

• Demonstrates knowledge and understanding of the subject matter and the pedagogy it requires by engaging students in learning experiences that enable them to acquire complex knowledge and skills in the subject.
• Demonstrates knowledge of developmental levels of students and the different ways students learn by providing differentiated learning experiences to enable all students to progress toward meeting intended outcomes.
• Ability to develop well-structured lessons with challenging, measurable objectives and appropriate student engagement strategies, pacing, sequence, activities, materials, resources, technologies, and grouping.
• Designs units of instruction with measurable outcomes and challenging tasks requiring higher-order thinking skills that enable students to learn the knowledge and skills defined in state standards/local curricula.
• Designs and administers informal and formal assessments, including common interim assessments, to measure each student's learning, growth, and progress toward achieving state/local standards.
• Organizes and analyzes results from assessments to determine progress and uses findings to adjust practice and identify and/or implement appropriate differentiated interventions and enhancements for all students, including those with disabilities and English learners, using various methods, including but not limited to, tiered instruction, scaffolds and adapted instruction and/or materials to accommodate differences in learning styles, needs, interest and levels of readiness.
• Based on assessment results, provides descriptive feedback and engages students and families in constructive conversation that focuses on how students can improve their performance.
• Defines high expectations for the quality of student work and the perseverance and effort required to produce it.
• Uses rituals, routines, and appropriate responses that create and maintain a safe physical and intellectual environment where students take academic risks and most behaviors that interfere with learning are prevented.
• Uses strategies and practices that are likely to enable students to demonstrate respect for and affirm their own and others' differences related to background, identity, language, strengths, and challenges.
• Shares with appropriate colleagues (e.g., general education, special education, and English learner staff) conclusions about student progress and seeks feedback from them about instructional or assessment practices that will support improved student learning.
• Uses strategies to support every family to participate actively and appropriately in the classroom and school community.
• Updates parents on curriculum throughout the year and suggests strategies for supporting learning at school and home, including appropriate adaptation for students with disabilities or limited English proficiency. Employs two-way communication with families about student performance and learning and responds promptly and respectfully to communications from families.
• Shows understanding of and sensitivity to different families' home language, culture, and values.
• Reflects on the effectiveness of lessons, units, and interactions with students, both individually and with colleagues, and uses insights gained to improve practice and student learning.
• Seeks out and applies ideas for improving practice from supervisors, colleagues, professional development activities, and other resources to gain expertise and/or assume different instruction and leadership responsibilities.
• Collaborates with colleagues in such work as developing standards-based units, examining student work, analyzing student performance, and planning appropriate intervention.
• Attends and participates in faculty meetings.
• Demonstrates sound judgment reflecting integrity, honesty, fairness, and trustworthiness and protects student confidentiality appropriately.
• Fulfills professional responsibilities; is consistently timely and reliable with paperwork, duties, and assignments; and demonstrates regular attendance.
• Maintains accurate, complete, and correct records as required by law, district policy, and administrative regulations.
• Responsible for instructional and general duties as assigned by the Principal, Assistant Superintendent and directives of the Superintendent of Schools or his/her designee, and policies of the Marlborough School Committee.

Skills

Bilingual (Spanish or Portuguese)

Education

Bachelor’s or higher earned academic degree

Job description

Long Term Substitute Elementary Teacher - Kane Elementary School

Marlborough Public Schools Kane Elementary School - Marlborough, Massachusetts Open in Google Maps

This job is also posted in Marlborough Public Schools

Job Details

Job ID: 5856597

Application Deadline: Aug 25, 2026 11:59 PM (Eastern Standard Time)

Re-Posted: Aug 03, 2026 4:00 AM (UTC)

Starting Date: Oct 28, 2026

Job Description

Title of Position:

Long Term Substitute ElementaryTeacher

Location:

Francis J. Kane Elementary School

Work Year:

2026-2027 School Year

Anticipated Dates of Employment:

October 28, 2026 -January 27, 2027

Salary:

$200.00 per day (Long Term Substitutes teaching between 30 - 90 consecutive school days).
$275.00 per day (Long Term Substitutes teaching greater than 90 consecutive school days.
Current, valid, DESE license is required for appointments greater than 90 consecutive school days).

Organizational Relationship or Line of Authority:

Directly responsible to the building Principal in all matters pertaining to the building. Jointly responsible to appropriate Principal and Assistant Superintendent for Teaching and Learning in areas of instruction and curriculum.

Job Summary:

Promote learning and growth of all students providing high-quality instruction, authentic and meaningful student assessments, analyzing student data, using data to improve instruction, continuously providing students with constructive feedback, and continuously refining learning objectives. Maintains instructional practices that establish high expectations, create a safe and effective learning environment, and demonstrate cultural proficiency. Effectively partner with families, caregivers, community members, and organizations to promote learning. Maintains an ethical, culturally proficient, skilled, and collaborative practice as a professional educator.

Statement of Duties:

• Demonstrates knowledge and understanding of the subject matter and the pedagogy it requires by engaging students in learning experiences that enable them to acquire complex knowledge and skills in the subject.
• Demonstrates knowledge of developmental levels of students and the different ways students learn by providing differentiated learning experiences to enable all students to progress toward meeting intended outcomes.
• Ability to develop well-structured lessons with challenging, measurable objectives and appropriate student engagement strategies, pacing, sequence, activities, materials, resources, technologies, and grouping.
• Designs units of instruction with measurable outcomes and challenging tasks requiring higher-order thinking skills that enable students to learn the knowledge and skills defined in state standards/local curricula.
• Designs and administers informal and formal assessments, including common interim assessments, to measure each student's learning, growth, and progress toward achieving state/local standards.
• Organizes and analyzes results from assessments to determine progress and uses findings to adjust practice and identify and/or implement appropriate differentiated interventions and enhancements for all students, including those with disabilities and English learners, using various methods, including but not limited to, tiered instruction, scaffolds and adapted instruction and/or materials to accommodate differences in learning styles, needs, interest and levels of readiness.
• Based on assessment results, provides descriptive feedback and engages students and families in constructive conversation that focuses on how students can improve their performance.
• Defines high expectations for the quality of student work and the perseverance and effort required to produce it.
• Uses rituals, routines, and appropriate responses that create and maintain a safe physical and intellectual environment where students take academic risks and most behaviors that interfere with learning are prevented.
• Uses strategies and practices that are likely to enable students to demonstrate respect for and affirm their own and others' differences related to background, identity, language, strengths, and challenges.
• Shares with appropriate colleagues (e.g., general education, special education, and English learner staff) conclusions about student progress and seeks feedback from them about instructional or assessment practices that will support improved student learning.
• Uses strategies to support every family to participate actively and appropriately in the classroom and school community.
• Updates parents on curriculum throughout the year and suggests strategies for supporting learning at school and home, including appropriate adaptation for students with disabilities or limited English proficiency. Employs two-way communication with families about student performance and learning and responds promptly and respectfully to communications from families.
• Shows understanding of and sensitivity to different families' home language, culture, and values.
• Reflects on the effectiveness of lessons, units, and interactions with students, both individually and with colleagues, and uses insights gained to improve practice and student learning.
• Seeks out and applies ideas for improving practice from supervisors, colleagues, professional development activities, and other resources to gain expertise and/or assume different instruction and leadership responsibilities.
• Collaborates with colleagues in such work as developing standards-based units, examining student work, analyzing student performance, and planning appropriate intervention.
• Attends and participates in faculty meetings.
• Demonstrates sound judgment reflecting integrity, honesty, fairness, and trustworthiness and protects student confidentiality appropriately.
• Fulfills professional responsibilities; is consistently timely and reliable with paperwork, duties, and assignments; and demonstrates regular attendance.
• Maintains accurate, complete, and correct records as required by law, district policy, and administrative regulations.
• Responsible for instructional and general duties as assigned by the Principal, Assistant Superintendent and directives of the Superintendent of Schools or his/her designee, and policies of the Marlborough School Committee.

Qualifications:

• Licensed by the State Department of Elementary and Secondary Education in Elementary (1-6) in Massachusetts preferred.
• SEI Endorsement on License preferred
• Bachelor’s or higher earned academic degree
• Bilingual (Spanish or Portuguese) Strongly Preferred
• Knowledge of curriculum in Early Childhood and Elementary Education.
• Such alternatives to the above qualifications as the Superintendent of Schools may find appropriate and acceptable.

Abilities:

• Technology Use – School System Data base, standard Microsoft and Google products and web-based sites.
• Learning Strategies— Selecting and using instructional methods and procedures appropriate for the situation.
• Written and Oral Comprehension and Expression— Read and understand information in writing and listen to and understand spoken information and ideas. Able to communicate information and ideas in speaking and writing so others will understand.
• Team Player— Being respectful as part of a team and displaying constructive, collaborative behaviors.

An Equal Opportunity Employer

It is the policy of the Marlborough Public Schools not to discriminate on the basis of race, gender, religion, national origin, color, homelessness, and sexual orientation, gender identity, age or disability in its education programs, services, activities or employment practices.

Position Type: Substitute

Salary: $200 to $275 Per Day

Job Categories:

Classroom Teacher > Elementary

Classroom Teacher > Math: General

Classroom Teacher > Science: General

Substitute > Substitute

Substitute > Substitute: Teachers

Job Requirements

• Citizenship, residency or work visa required