Substitute Associate Teacher

Position Overview:

Substitute Associate Teachers support Montessori Teachers and Associate Teachers in the classroom by assisting in the preparation and maintenance of the Montessori environment. Substitute teachers primarily focus on classroom management duties and must always be conscious of the Montessori philosophy.

 

Major Tasks and Responsibilities:

  • Support Role on Classrooms Team:  The classroom teams are comprised of designated Montessori teachers and Associate teachers. Although the Montessori teacher is the guide in the classroom, a collaborative relationship between all teaching team members is integral in most aspects of the operation of the classroom. Substitutes take their daily direction from the classroom’s Montessori teachers and Associate Teachers and can expect a lead contact on the team. Part of the team culture encourages constructive conversations which requires that all on the team be open to growth and maintain a professional demeanor at all times. This is particularly important when receiving or giving feedback.
  •  Maintain the Classroom Environment: Substitutes assist in keeping the classroom ordered and pristine. This includes replenishing materials/supplies when necessary and preparing the environment for the following school day.
  • Provide Basic Care of Children:  This includes comforting children, diapering and/or toilet learning, resting, feeding, and serving meals/snacks.
  • Active Supervision of Children: This is during all times of day, including the classroom, bathroom, enrichment spaces and playground. During the lesson block, the substitutes assist in supervising the children while the Montessori teachers are giving lessons. Substitutes must be able to supervise in both small and large group settings. Substitute teachers must know the number of children in their care at all times.
  • Positive Redirection of Children: Substitutes must always use positive discipline methods that honor the child and promote self-control. The use of punitive or harsh measures is not tolerated.
  • Health and Safety: Understand and ensure the health, safety and well-being of children and staff at all times in accordance with BFTS regulations and Suzuki standards.

 

 

Major Skills and Competencies:

 

  • Punctuality/Dependability: Adheres to schedule for arrival time, lunches; comes to work on days when scheduled.
  • Ability to take direction: Can take direction from others with a positive attitude.
  • Interpersonal skills: Ability to work collaboratively, effectively manage relationships with others, show appreciation and warmth, and display appropriate workplace etiquette.
  • Empathy: Understands the emotional makeup of other people (children, parents, coworkers) and can respond appropriately.
  • Team Player: Maintains positive working relationships with co-workers; effectively handles interpersonal conflict situations. “Jump in attitude”
  • Conflict Management: Seeks to resolve rather than avoid conflict in a productive and respectful manner.
  • Respect for All People: Demonstrates understanding and respect for people of all backgrounds.
  • Communication Skills: Ability to listen attentively to others, ask appropriate questions, and use good diplomacy and tact at all times.
  • Compliance with regulation: Ability to follow through with policy and procedure (BFTS/Suzuki) to ensure the children and staff are safe at all times.
  • Stress Tolerance: Maintains a positive attitude with good self-control; can remain calm and positive in stressful situations.
  • Flexibility: Demonstrates flexibility and takes initiative in different classroom; does not shy away from certain tasks.
  • Professionalism: Carries self (actions, attire, grooming, etc) in a way that communicates that they view themselves as an educator.

 

 

Physical Job Requirements:

  • Substitute Teachers must be able to lift children and other heavy objects throughout the day. The minimum is 35 pounds but can be up to 50 pounds for older children.
  • Substitute Teachers must be able to stand for long periods of time throughout the day, bend down and sit on the floor throughout the day, and get up and down with ease throughout the day. In addition, when on the floor, a Substitute teacher must be able to quickly respond to a child needing assistance.

Environmental Job Requirements:

  • Substitutes must be able to work in multiple classrooms and move between them as needs of the school change.
 

Minimum Credentials:

  • 21 years of age or older
  • Minimum of a high school diploma or GED

Alternative Path to Employment (for those who do not currently possess the minimum requirements)

  • Partial college: > 60 semester hours: If a candidate has at least 60 semester credits or 90 quarter credits, this is considered equivalent to an Associate’s Degree and meets the guidelines set forth above.
  • Partial college: <60 semester hours: If a candidate has less than 60 semester credits or less than 90 quarter credits, this is considered equivalent to a high school degree as described above.
  • Faculty Candidates with a CDA, TCC, TCD or anything less than an Associates Degree: Individuals with a credential that is less course work than an Associate’s Degree only can be considered for an Infant/Toddler faculty position on a case by case basis ONLY if the individual has strongly and consistently demonstrated the competencies listed for the position. They cannot be considered for an Early Childhood faculty position.
  • Faculty Candidates with High School Degree only: If a candidate has a high school degree with substantial experience, a candidate can work as a substitute until CDA coursework is completed and submitted. If they meet the requirements for faculty candidates with a CDA they are eligible to be considered for the InfantToddler program only.

Other considerations:

  • Candidates with certain specialized credentials that meet or exceed the minimum credentials need to be evaluated closely for long term fit
    • PhD
    • Those contemplating advanced degrees (Masters, etc.)
    • Individuals with a degree in educational leadership or comparable who want to transition to a leadership position