Early Childhood Long-Term Substitute Teacher
Jobsitemnasa, Saint Paul, MN, United States
Location: Blooming Prairie Public School District – Blooming Prairie Elementary School
Job Type: Long-Term Substitute Teacher
Application Deadline: Open Until Filled
Blooming Prairie Public Schools is accepting applications for an Early Childhood Long-Term Substitute Teacher. The position is anticipated to begin on August 24, 2026, and continue through November 4, 2026.
ISD #756 is a small rural school district in SE Minnesota. We serve approximately 900 students PreK-12. We have seen a gradual increase in the student population over the past several years and recently completed a building project. We added additional classroom spaces to accommodate our growth, including an auditorium, gym space, flex spaces, and art classrooms, renovating our Ag/Industrial Tech spaces and completing several long-term facility maintenance projects.
Responsibilities
Uses the MN Early Childhood Indicators of Progress (ECIPs) to ensure equitable access to a robust education across programs for all children. The areas of learning or domains included in the ECIPs are physical and movement development; language, literacy and communications; mathematics; science; social systems; approaches to learning; the arts, and social and emotional development.
Participates in, monitors, and observes child and parent and interactions and child interactions and progress during class times to identify any special needs or concerns.
Plans, prepares, and determines weekly lesson plans/activities aligned with the Early Childhood Standards from the State of Minnesota and the needs of the learners.
Supervises and communicates plans with classroom paraprofessional(s).
Prepares materials as needed to implement plans/activities.
Assists in the daily general maintenance and preparation of the classroom.
Oversees positive classroom management activities to assure the safety and engaging learning environment for children and parents.
Uses the Pyramid Model strategies to facilitate social-emotional growth and development.
Communicates student progress with families via phone calls, emails, social media, newsletters, and parent/teacher conferences.
Participates in Professional Learning Communities (PLCs), staff meetings, and staff development workshops as required by the building principal.
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Job Type: Long-Term Substitute Teacher
Application Deadline: Open Until Filled
Blooming Prairie Public Schools is accepting applications for an Early Childhood Long-Term Substitute Teacher. The position is anticipated to begin on August 24, 2026, and continue through November 4, 2026.
ISD #756 is a small rural school district in SE Minnesota. We serve approximately 900 students PreK-12. We have seen a gradual increase in the student population over the past several years and recently completed a building project. We added additional classroom spaces to accommodate our growth, including an auditorium, gym space, flex spaces, and art classrooms, renovating our Ag/Industrial Tech spaces and completing several long-term facility maintenance projects.
Responsibilities
Uses the MN Early Childhood Indicators of Progress (ECIPs) to ensure equitable access to a robust education across programs for all children. The areas of learning or domains included in the ECIPs are physical and movement development; language, literacy and communications; mathematics; science; social systems; approaches to learning; the arts, and social and emotional development.
Participates in, monitors, and observes child and parent and interactions and child interactions and progress during class times to identify any special needs or concerns.
Plans, prepares, and determines weekly lesson plans/activities aligned with the Early Childhood Standards from the State of Minnesota and the needs of the learners.
Supervises and communicates plans with classroom paraprofessional(s).
Prepares materials as needed to implement plans/activities.
Assists in the daily general maintenance and preparation of the classroom.
Oversees positive classroom management activities to assure the safety and engaging learning environment for children and parents.
Uses the Pyramid Model strategies to facilitate social-emotional growth and development.
Communicates student progress with families via phone calls, emails, social media, newsletters, and parent/teacher conferences.
Participates in Professional Learning Communities (PLCs), staff meetings, and staff development workshops as required by the building principal.
#J-18808-Ljbffr