Substitute Teacher– Adult Education (Part-Time, On-call)
Briya is committed to promoting diversity, equity and inclusion (DEI) within our organization and the communities we serve. We seek to bring diverse candidates to our school because we value a diversity of experiences and ideas in our workplace.
Important Note: Briya is mandating a fully vaccinated COVID-19 status for all staff, except for those that demonstrate an approved medical or religious exception.
To begin your application, please send your resume and cover letter to firstname.lastname@example.org
Substitute Teachers are part of the adult education team at Briya Public Charter School — a leading two-generation education program serving immigrant parents and their young children in Washington, D.C. Briya is a Tier One Public Charter School, consistently achieving the highest educational outcomes through its innovative, family-centric programming.
The core adult education program comprises three highly integrated areas of study: English, parenting, and digital literacy. The curriculum prepares students with the knowledge, skills, and attitudes necessary to navigate their community as effective parents, employees, and citizens. Our integrated ESL-DL-Child Development adult education classes are taught by a Lead Teacher and an Associate Teacher. Briya offers a learning environment with a variety of technology available to enhance daily lessons and activities. Briya also offers high-quality early education for children 0-5 and workforce development programs for advanced adult students who wish to pursue career-ready certifications.
Briya has a strategic partnership with Mary’s Center, a Federally Qualified Health Center, further strengthening student families with comprehensive medical, dental, and social services.
Essential Duties and Responsibilities
The Substitute Teacher position may include, but is not limited to, the following tasks and responsibilities:
- Implement daily Adult Education lesson plan(s) that adhere(s) to the ESL and DL Standards & Curriculum with fidelity. Plan(s) will follow best practices in instructional design by including objectives, student-centered instructional activities with differentiated instruction, and assessment, all of which are appropriate to the skill level, needs, and interests of the students in the program.
- In virtual classes, monitor student participation in the chat, in breakout rooms, and in whole group discussions, and elicit active participation in planned activities
- Provide quality instruction that fosters an academic learning climate, and actively supports teaching and learning.
- Implement classroom teacher’s plan to provide differentiated and small group instruction, promoting students’ learning through activities such as the following:
- Providing whole class, small group, pair, and individual instruction
- Circulating to answer student progress while in the questions
- Guiding students to understand class content
- Redirecting students’ attention to learning
- Modeling classroom behavior.
- Utilize effective strategies that provide opportunities for student learning and active engagement in the learning process, incorporating contemporary tools, technologies, and resources. Plans will include the role and responsibilities of fellow teacher (if part of the teaching team) within the classroom/virtual learning space.
- Implement authentic learning experiences for students to develop the knowledge, skills, and attitudes necessary to be effective workers, parents/family members, and citizens.
- Provide a safe and orderly learning environment.
- Evaluate students’ progress and curriculum’s effectiveness utilizing regular formative and summative assessments as indicated in lesson plan.
- Maintain complete unit and daily lesson plans, materials and student work in an organized manner for reference by classroom teacher.
- Must be flexible in availability to cover for a class in the event that a regular teacher is unable to lead
- Provide a summary to the sub coordinator or classroom teacher, via email, of the class events and any notes that would help the classroom teacher upon return.
- Regularly and consistently, utilize classroom technology to enhance student education and further personal and professional goals through blended and online learning.
- In the virtual setting, utilize virtual tools including break-out rooms, chat and annotation tools to promote student-centered learning.
- Monitor student engagement via GoGuardian as able.
- Ensure proper use of classroom technology during class at all times (ie. No food or drink).
Meet with the director of adult education or designated teacher to:
- Reflect on and assess the class’s progress
- Discuss individual student concerns
- Ensure class administrative duties are completed.
Data and other administrative duties
- Daily, track attendance; communicate to the director of adult education or designated teacher if students are absent two days or more.
A successful Teacher will demonstrate, or actively work towards demonstrating, the ten characteristics of an effective Briya teacher:
- Facilitate a learner-centered classroom that empowers students.
- Effective Communicator
- Communicate effectively with colleagues, students, and the wider community
- Respectful/Build Trust/ Be Culturally Sensitive
- Be respectful and culturally sensitive.
- Engage students through dynamic and creative lessons while teaching English as a Second Language/Adult Education classes in a family literacy setting integrating ESL, computers, child development, and PACT (Parent & Child Together) instruction across components.
- Practice active patience in and out of the classroom.
- Collaborative/ Community Builder
- Build community in the classroom and collaborate with colleagues to ensure that class components are integrated (ESL, DL, and CD).
- Compassionate /Warm/Supportive
- Be compassionate and warmly supportive of students and colleagues.
- Knowledgeable/ Life-long Learner
- Be knowledgeable of current best practices and implement in them in the classroom.
- Disciplined/ Self Motivated
- Demonstrate discipline and self-motivation at work.
- Flexible/ Adaptable/ Resilient
- Be flexible, adaptable, and resilient.
Briya Public Charter School also values and expects the following from its employees:
- Professionalism – Treats others with respect and consideration regardless of their status or position. Follows established policies and procedures to support the overall function of the
- Safety and Security – Observes safety and security procedures, reports potentially unsafe conditions, and uses equipment and materials properly.
- Attendance/Punctuality – Is consistently at work and on time, adhering to a schedule pre- determined between the employee and the supervisor.
- Dependability – Follows instruction and responds to management Takes responsibility for own actions.
- Financial Management – Contributes to the financial health of the school through dedication to student retention, support of new family recruitment, careful classroom budgeting, and cost-conscious expenditures to meet the needs of the school.
The Substitute Teacher must have the following knowledge, skills and/or abilities.
Education and/or Experience –
- ESL certification and ESL teaching experience, or related experience and knowledge in the fields of adult education, TESOL, education technology, special education, parenting, and/or early childhood development preferred.
- Significant cross-cultural experience.
- Excellent communication skills in English and intermediate-level Spanish preferred. Amharic, Tigrinya, French, and/or Arabic is an asset.
- Excellent interpersonal, problem-solving, analytical, and organizational skills.
- Proficiency in Microsoft Office (Word, Excel, PowerPoint, Outlook), Windows. Comfort with, or ability to learn, Zoom, Smart Board Technologies, Google Classroom, Google Apps for Education and online learning applications such as Kahoot, Quizlet, EdPuzzle, and Digital Stories.
- Reasoning Ability – Ability to apply common sense understanding to carry out moderately complex, multi-step instructions and make appropriate independent decisions as necessary.
- Physical Demands – Regularly required standing, walking, and sitting, sometimes for many hours at a time; frequently required to reach with hands and arms, walk, stoop, kneel, crouch, talk or hear; must be able to lift objects up to twenty-five (25) pounds. Reasonable accommodations may be made to enable individuals with disabilities to perform essential functions.
- Work Environment – Mostly in a typical office and classroom setting with quiet to moderate noise level.
To begin your application, please send your resume and cover letter to email@example.com