Medium Term Substitute Teacher - Technology Education

Prior Lake-Savage Area Schools; Savage (MN); On-site; USD 46,000 - 55,000; Part time

Job summary

Prior Lake-Savage Area Schools is seeking a Medium Term Substitute Teacher for Technology Education at Prior Lake High School. The role runs November 4, 2026 to June 9, 2027, with Wednesdays only, 8 hours per day.

Qualified candidates hold Minnesota teaching licensure and demonstrate commitment to teaching as a profession with a positive, collaborative, innovative attitude toward education.

Qualifications

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

Responsibilities

• Planning and Preparation: plan instruction to meet curriculum goals and connect with other disciplines.
• Align assessment with instructional goals and use formal/informal assessments.
• Create a classroom environment conducive to learning with high expectations and routines.
• Instruction: employ diverse teaching strategies, monitor progress, and provide high-quality feedback.
• Use educational technology to deliver instruction across levels and paces.
• Professional Responsibilities: reflect on practice, maintain records, engage families, and participate in meetings.

Skills

Minnesota teaching licensure

Job description

Medium Term Substitute Teacher - Technology Education JobID: 7345

• Position Type: High School Teacher/ Teacher
• Date Posted: 10/2/2026
• Location: Prior Lake High School
• Date Available: 11/04/2026
• Closing Date: 10/12/2026

Medium Term Substitute Teacher - Technology Education

8 Hours per Day, Wednesdays only

Dates: November 4, 2026 to June 9, 2027

Rate of Pay: $272.09 per Day

QUALIFICATIONS:

• Minnesota teaching licensure.
• 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.