Substitute Teacher ECE

Position Overview Substitute teaching offers an opportunity to impact students in one of the most dynamic urban school districts in the country while maintaining schedule and location flexibility. As such, substitute teachers are expected to maintain a professional attitude toward their work and always keep in mind the school system's goals. Effective substitute teachers make a positive impact on students. Substitute teachers are located in all DC Public Schools and education campuses throughout Washington, DC. Under the direction of the Principal and other administrative staff, ECE substitute teachers play a critical role in the delivery of high­ quality instruction to children ages 3 to 5 in the absence of an ET-15 teacher or paraprofessional aide. In DCPS’ early childhood classrooms children learn through a combination of play, well-planned teacher-led lessons and engaging learning experiences. Our classrooms promote children’s active engagement with the environment and our teacher's design learning experiences to promote children’s language development, critical thinking skills, creativity, and early academic skills. The DCPS Pre-K program ensures that children are well prepared for success in kindergarten and beyond. This position is a safety-sensitive position. As a result, throughout employment this position will be subject to the Employee Mandatory Drug and Alcohol Testing Policy. The DCPS, Early Childhood Education (ECE) Substitute Teacher will report to the Principal. Essential Duties and Responsibilities  The below statements are intended to describe the general nature and scope of work being performed by this position. This is not a complete listing of all responsibilities, duties, and/or skills required. Other duties may be assigned. The Early Childhood Education substitute teacher is responsible for providing classroom support to children ages 3 through 5. Engage students in warm and supportive interactions and conversations throughout the day, exposing children to language and asking questions about children’s thoughts and ideas. Implement early childhood active supervision strategies at all times (in the classroom, on the playground, in the bathroom, during transitions and at dismissal) to ensure that children are kept safe from harm. This includes counting children before and after all transitions and following the classroom’s face to name recognition system. Throughout the day, support the teacher or educational aide to implement the daily lesson plan and schedule of activities. Provide support to children during various instructional activities throughout the day. For example, actively engage children in morning meeting, read a louds, interest areas, small group instruction etc. Assist children with personal care and hygiene needs to include handwashing, diapering, toilet training and preparation for nap time. Assist with the facilitation of family style meals during lunchtime. Engage children in conversations about healthy eating habits and proper table manners. Maintains attendance records and monitors daily sign-in and sign-out of pre-k students. Observes students to detect signs of illness and reports behavioral problems. Administers assistance during nap time by placing cots/mats and providing quiet activities to students. Reports and discusses any concerns encountered while performing assignments to the principal.  Observes the starting and dismissal times and all regulations of DC Public Schools during the workday. Qualifications 60 or more credit hours in lieu of a conferred degree. Candidates with 1-2 years experience with children ages 3-5 in early childhood education. Possesses excellent oral and written communication skills. Candidates with 1-2 years experience with children ages 3-5 in early childhood education. Ability to implement reasonable rules and procedures to positively guide children’s behavior toward classroom expectations. Ability to maintain order in the classroom in a fair and just manner. Ability to assist school administration in implementing all policies and rules governing student life and conduct. Previous exposure to or experience in the education sector and Federal Head Start Program a plus. DCPS Values STUDENTS FIRST: We recognize students as whole children and put their needs first in everything we do. COURAGE: We have the audacity to learn from our successes and failures, to try new things, and to lead the nation as a proof point of PK-12 success. EQUITY: We work proactively to eliminate opportunity gaps by interrupting institutional bias and investing in effective strategies to ensure every student succeeds. EXCELLENCE: We work with integrity and hold ourselves accountable for exemplary outcomes, service, and interactions. TEAMWORK: We recognize that our greatest asset is our collective vision and ability to work collaboratively and authentically. JOY: We enjoy our collective work and will enthusiastically celebrate our success and each other.