Medium Term Substitute - 4th Grade Teacher

Prior Lake - Savage Area Schools; Prior Lake (MN); On-site; USD 43,000 - 57,000; Full time

Job summary

Prior Lake-Savage Area Schools is seeking a Medium Term Substitute 4th Grade teacher at Jeffers Pond Elementary. The assignment runs January 4, 2027 through April 11, 2027, at 1.0 FTE with a daily pay rate of $272.09.

The role requires planning and preparation, instruction, and professional responsibilities, with focus on high-quality instruction, student engagement, assessment alignment, and data-informed decision making.

Qualifications

• Commitment to teaching as a profession.
• Positive, collaborative, innovative attitude, with passion for education.

Responsibilities

• Understands learning theory, curriculum development, and how to plan instruction to meet curriculum goals and make connections with other disciplines.
• Plans instruction that meets curriculum goals and connects with other disciplines.
• Uses diverse instructional strategies to promote critical thinking and problem solving.
• Establishes high expectations and a learning environment conducive to student success.
• Uses educational technology to deliver instruction and support diverse learners.
• Maintains accurate records and communicates student progress with families.

Skills

Teaching commitment

Collaborative attitude

Job description

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Frontline Applicant Tracking - Prior Lake-Savage Area Schools

Medium Term Substitute - 4th Grade Teacher JobID: 7347

• Position Type: Elementary School Teacher/ Teacher
• Date Posted: 10/23/2026
• Location: Jeffers Pond Elementary
• Date Available: 01/04/2027
• Closing Date: 11/02/2026

Teacher - Medium Term Substitute for 4th Grade Beginning January 4, 2027 through April 11, 2027 1.0 FTE Pay Rate: $272.09 per Day

TITLE:TEACHER

QUALIFICATIONS:

• Commitment to teaching as a profession.
• Positive, collaborative, innovative attitude, with passion for education.

PERFORMANCE RESPONSIBILITIES:

Planning and Preparation

• Understands learning theory, subject matter, curriculum development, and student development and how to use this knowledge in planning instruction to meet curriculum goals and make connections with other disciplines.
• Demonstrates thorough knowledge of students' backgrounds, skills, special needs, talents, and interests, and uses this knowledge to plan for student learning.
• Establishes goals that reflect high-level learning relating to curriculum frameworks, adapts goals to meet the needs of individual students, and uses a variety of assessments to measure goal achievement.
• Utilizes resources available for teaching and knows how to gain access to school and district resources for students who need them.
• Uses elements of instructional design to support stated instructional goals and engage students in meaningful learning and creates lessons or units that have a clearly defined structure.
• Understands and uses a variety of instructional strategies to encourage student development of critical thinking, problem solving, and performance skills.

Aligns student assessment with instructional goals, communicates assessment criteria and standards to students, and uses formal and informal assessments to plan for groups of students or individuals.

• Creates a classroom environment that encourages positive social interactions among students and between the teacher and students.
• Creates a classroom that is conducive to learning, sets high expectations for student achievement, makes learning relevant, and fosters student pride in work.
• Establishes routines and procedures and effectively utilizes classroom space to enhance learning.

Establishes clear standards for student behavior and responds appropriately and respectfully when expectations are not met.

Instruction

• Uses knowledge of effective written, verbal, nonverbal and media communication techniques to foster active inquiry, high level questioning, collaboration, and supportive interaction in the classroom.
• Uses multiple teaching and learning strategies to engage students in active learning opportunities that promote the development of critical thinking, problem solving, and performance capabilities.
• Monitors and adjusts strategies to provide timely, consistent, and high quality feedback to students related to their learning.
• Demonstrates responsiveness to students' interests, questions, and makes adjustments to instruction as needed.
• Uses educational technology to broaden student knowledge about technology, to deliver instruction to students at different levels and paces, and to stimulate advanced levels of learning.

Professional Responsibilities

• Engages continuously in reflective practice of classroom instruction, focused on alternative strategies for improvement.
• Maintains accurate and complete records as required by law, school board policy, district procedures, and administrative directives.
• Utilizes personal communication, technology, and other means to share student progress and engage families in the instructional process.
• Actively participates in district and school meetings, projects, and committees with the intent of providing constructive input.
• Seeks professional growth by participating in professional development activities, collaborating with colleagues, and contributing to the teaching profession.
• Dresses and presents self in a professional manner to students, parents and the community.
• Makes genuine and persistent efforts towards helping all students achieve success.
• Performs other responsibilities as assigned by the principal or designee consistent with the terms of the teachers' collective bargaining agreement.