Early Childhood Long-Term Substitute Teacher

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 or around December 16, 2025, and continue through approximately March 6, 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.