French Teacher; Part-time - Long-Term Substitute

Position: French Teacher – Long‑Term Substitute

Work Schedule: Part‑time, .40 FTE

Start Date: December 19, 2025 – June 8, 2026

Pay: Long‑term substitute working 100 days or more shall be paid based on the step and lane position appropriate to the substitute teacher’s training and experience per the teacher labor agreement

Benefits: Long‑term substitute teachers earn sick leave and personal time off pursuant to the teacher labor agreement.

• Current MN teaching license in French for grades K‑12.
• Skilled in culturally responsive teaching.
• Skilled in effective communication.
• Skilled at learning strategies—using multiple approaches when learning or teaching new things.
• Skilled at active listening—listening to what other people are saying and asking questions as appropriate.
• Skilled in social perceptiveness—being aware of others’ reactions and understanding why they react the way they do.
• Knowledge of instructional methods and training techniques including curriculum design principles, learning theory, group and individual teaching techniques, design of individual plans, and test design principles.
• Knowledge of the structure and content of the English language including the meaning and spelling of words, rules of composition, and grammar.
• Knowledge of human behavior and performance, mental processes, psychological research methods, and the assessment and treatment of behavioral and affective disorders.
• Knowledge of numbers, their operations, and interrelationships including arithmetic, algebra, geometry, calculus, statistics, and their applications.

• Communicate and collaborate with professional staff in an effort to determine and coordinate standardized curriculum and testing/assessment designs.
• Design and assess student learning K‑12; design scope and sequence K‑12; design and coordinate within a department.
• Create, formulate, develop, and implement instructional objectives.
• Create, formulate, develop and implement instructional activities.
• Conduct classroom instruction/individual tutoring/counseling based on teacher created lesson plans, instructional units and/or individual needs:
  • Assess student performance to determine need for re‑instruction and alternative methods and grades.
  • Create a supportive learning environment by using appropriate verbal and non‑verbal reinforcing techniques.
  • Prioritize tasks to enable the efficient use of time.
  • Determine potentially harmful situations and take steps to avoid exposure of the student to this.
  • Provide time for students to relearn.
• On‑going evaluation of student abilities/health status to determine needs and to adapt appropriate response and to assist with educational/career/personal planning.
• Diagnose, summarize, and interpret student strengths/weaknesses/problems for reports to parents and other school personnel.
• Respond to student needs:
  • May provide information and guidance to students regarding educational/career options, resources, and preparation.
  • May address personal/health concerns as presented or refer students to other professionals as appropriate.
  • May serve as student advocate in presenting student and professional concerns to parents/staff/administration/public.
  • May serve as liaison between district and community agencies serving youth.
• Build credibility with staff, students, parents, and community by:
  • Relating to people from all social, economic, racial, religious, or educational backgrounds.
  • Demonstrating professional competency through content taught and teaching methods used.
• Assess, plan, and initiate public relations activities which improve communications and perceptions by the community.
• Assess, plan, and participate in in‑service training and/or develop/implement in‑service for other staff.

Entry level

Part‑time

Education and Training

Primary and Secondary Education