Preschool Teacher-Long Term Substitute - Franklin

Melrose Public Schools; Melrose (MA); On-site; USD 18,000 - 24,000; Full time

Benefits offered by this job

None

Job summary

Melrose Public Schools seeks a Preschool Teacher-Long Term Substitute for Franklin School, Melrose, MA. Position starts immediately with compensation of $115.00 per day.

The ideal candidate holds a MA PK-2 certificate and understands MA ELA/Math frameworks, with strong communication skills. CORI and fingerprint checks are required, reporting to the Building Principal.

Qualifications

• PK-2 certificate issued in Massachusetts.
• Knowledge of Massachusetts ELA and Mathematics Curriculum Frameworks.
• Excellent communication skills with students and families.
• Successful completion of a Criminal Record Check (CORI) and fingerprinting.

Responsibilities

• Plans sequential units of study aligned to curriculum standards.
• Uses formal and informal assessments to guide instruction.
• Applies IEP goals to integrate students with disabilities into general education.
• Integrates technology and varied teaching methods in lessons.

Skills

Excellent communication skills

Education

Massachusetts PK-2 certificate

Job description

Preschool Teacher-Long Term Substitute - Franklin

Melrose Public Schools Franklin School - Melrose, Massachusetts

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Job Details

Job ID: 5920109

Application Deadline: Posted until filled

Posted: Sep 09, 2026 12:00 AM (UTC)

Starting Date: Immediately

Job Description

Title: Preschool Teacher-Long Term Substitute - Franklin

Salary: $115.00/day

Qualifications

• Appropriate certificate PK-2.
• Knowledge of current Massachusetts ELA and Mathematics Curriculum Frameworks.
• Excellent communication skills.
• Successful completion of a Criminal Record Check (C.O.R.I.) and fingerprint check.

Reports to: Building Principal

Plans Curriculum and Instruction

• Draws on content standards of the relevant curriculum frameworks to plan sequential units of study, individual lessons, and learning activities that make learning cumulative and advance students' level of content knowledge.
• Draws on results of formal and informal assessments as well as knowledge of human development to identify teaching strategies and learning activities appropriate to the specific discipline, age, level of English language proficiency, and range of cognitive levels being taught.
• Identifies appropriate reading materials, other resources, and writing activities for promoting further learning by the full range of students within the classroom.
• Identifies prerequisite skills, concepts, and vocabulary needed for the learning activities.
• Plans lessons with clear objectives and relevant measurable outcomes.
• Draws on resources from colleagues, families, and the community to enhance learning.
• Incorporates appropriate technology and media in lesson planning.
• Uses information in Individualized Education Programs (IEPs) to plan strategies for integrating students with disabilities into general education classrooms,
• Uses instructional planning, materials, and student engagement approaches that support students of diverse cultural and linguistic backgrounds, strengths, and challenges.

Delivers Effective Instruction

• 1. Communicates high standards and expectations when beginning the lesson:
  • Makes learning objectives clear to students.
  • Communicates clearly in writing, speaking, and through the use of appropriately designed visual and contextual aids.
  • Uses engaging ways to begin a new unit of study or lesson.
  • Builds on students' prior knowledge and experience.
• 2. Communicates high standards and expectations when carrying out the lesson:
  • Uses a balanced approach to teaching skills and concepts of elementary reading and writing.
  • Employs a variety of content-based and content-oriented teaching techniques from more teacher-directed strategies such as direct instruction, practice, and Socratic dialogue, to less teacher-directed approaches such as discussion, problem solving, cooperative learning, and research projects (among others)
  • Demonstrates an adequate knowledge of and approach to the academic content of lessons.
  • Employs a variety of reading and writing strategies for addressing learning objectives.
  • Uses questioning to stimulate thinking and encourages all students to respond.
  • Uses instructional technology appropriately.
  • Uses effective strategies and techniques for making content accessible to English language learners.
  • Demonstrates knowledge of the difference between social and academic language and the importance of this difference in planning, differentiating and delivering effective instruction for English language learners at various levels of English language proficiency and literacy.
• 3. Communicates high standards and expectations when extending and completing the lesson:
  • Assigns homework or practice that furthers student learning and checks it.
  • Provides regular and frequent feedback to students on their progress.
  • Provides many and varied opportunities for students to achieve competence.
• 4. Communicates high standards and expectations when evaluating student learning:
  • Accurately measures student achievement of, and progress toward, the learning objectives with a variety of formal and informal assessments, and uses results to plan further instruction.
  • Translates evaluations of student work into records that accurately convey the level of student achievement to students, parents or guardians, and school personnel.

Manages Classroom Climate and Operation

• Creates and maintains a safe and collaborative learning environment that values diversity and motivates students to meet high standards of conduct, effort and performance.
• Creates a physical environment appropriate to a range of learning activities.
• Maintains appropriate standards of behavior, mutual respect, and safety.
• Manages classroom routines and procedures without loss of significant instructional time.

Promotes Equity

• Encourages all students to believe that effort is a key to achievement.
• Works to promote achievement by all students without exception.
• Assess the significance of student differences in home experiences, background knowledge, learning skills, learning pace, and proficiency in the English language for learning the curriculum at hand and uses professional judgment to determine if instructional adjustments are necessary.
• Helps all students to understand American civic culture, its underlying ideals, founding political principles and political institutions, and to see themselves as members of a local, state, national, and international civic community.
• Collaborates with families, recognizing the significance of native language and culture to create and implement strategies for supporting student learning and development both at home and at school.

Meets Professional Responsibilities

• Understands his or her legal and moral responsibilities.
• Conveys knowledge of and enthusiasm for his/her academic discipline to students.
• Maintains interest in current theory, research, and developments in the academic discipline and exercises judgment in accepting implications or findings as valid for application in classroom practice.
• Collaborates with colleagues to improve instruction, assessment, and student achievement.
• Works actively to involve parents in their child's academic activities and performance, and communicates clearly with them.
• Reflects critically upon his or her teaching experience, identifies areas for further professional development as part of a professional development plan that is linked to grade level, school, and district goals, and is receptive to suggestions for growth.
• Understands legal and ethical issues as they apply to responsible and acceptable use of the Internet and other resources.

Position Type: Full-time

Job Categories:

Classroom Teacher > Preschool

Special Education > General Special Education

Welcome to Franklin School

The Melrose Public School system recognizes the importance of early education. The programs, located in the Franklin Early Childhood Center, are designed to encourage exploration, promote social and cognitive growth and foster a love of learning. The Franklin Early Childhood Center houses the Preschool, Pre-K, and Multi-Age Programs. Combined, these programs offer high quality early education opportunities for approximately 320 students. The facility has a large indoor area dedicated to gross motor development, brand-new outdoor playground and an inviting family resource area with materials on child and family related topics. Eligible students may receive Speech-Language, Occupational and Physical Therapy services at the Franklin Early Childhood Center facility.Curriculum in all Franklin Early Childhood Center programs is designed according to the Guidelines for Preschool Learning Experiences issued by the Department of Education. The curriculum provides opportunities that allow children to explore and learn through many different modalities. Highly skilled staff implement diversified instructional strategies to meet the specific and varied needs of each learner. Curriculum in each Franklin Early Childhood Center program is intended to create a solid foundation for future learning in the Melrose Public Schools and beyond.Each classroom offers an environment that supports a multitude of learning experiences. Materials that spark curiosity and invite active exploration help students take direct control over the learning process. Activities that encourage students to make decisions, take responsibility and facilitate social relationships are part of every classroom experience. By encouraging children to interact positively with each other and their environment, they can maximize the important role of play in learning.Family and community involvement in the Franklin Early Childhood Center programs takes many forms. This participation contributes largely to the success of each program and enhances children's learning. Our goal is to create a cooperative community of life long learners that consider their experience in our programs to be among their most memorable.

Job Requirements

• Current Massachusetts Early Childhood licensure or equivalent is required.
• Citizenship, residency or work visa required.