Secondary School Substitute Teacher (On-call)

Job Description

Job Description

Le Jardin Academy is looking for a Secondary School Substitute Teacher (On-call) for the 2026/2027 school year. A Bachelor degree in a related field is required; a Master degree in related field is preferred. A minimum of 3 years of teaching experience is required. Knowledge of and/or experience of the International Baccalaureate Secondary Year Programme is a plus. Technology skills, both instructionally and for communication purposes, are required. Applicants must be authorized to work in the United States. No phone calls, please. Please submit a resume and cover letter. Based on the daily rate of $160. Prorated if not working the full day. 

Secondary School

Faculty Expectations

SY 2026-2027

Teaching at LJA

The fundamental responsibility of faculty at Le Jardin Academy is to support the values, beliefs, and intended outcomes expressed in the school Mission Statement, Values, and Vision, as well as uphold the integrity of the International Baccalaureate Programme. Teachers are expected to honor our school wide agreements at all times and to support students in their holistic growth and development.

This list is not all-inclusive, as education is a complex and nuanced field; supervisors will provide direct guidance for any additional expectations specific to roles. 

Our values and mission drive our priorities, inform our interactions, and frame our professionalism. As such, our expectations and school wide agreements are organized through these lenses. 

All of these expectations are generally applicable to all Faculty. However, differentiation is possible and expected for unique circumstances. For example, a member of Faculty may be excused from a meeting or PD session due to a coaching expectation. Faculty should discuss with their supervisor for any situation that may arise. Any expectation which is not clear to a member of Faculty should be discussed with the supervisor. 

Mission: To cultivate a community of learners who embrace hana pono to positively impact the world.

To support the cultivation of a community of learners, faculty are expected to:

• Engage actively in an annual Professional Growth Process, including:

  • active contribution to a Professional Learning Community (PLC) whose focus relates to annual operational goals

  • attend relevant trainings as determined with supervisor

  • engage in a start of year, mid-year, and end-of-year meeting with supervisor

• Engage actively in all in-house professional development as scheduled throughout the year, including:

  • In-service Days, After School Meetings, Teachers as Professionals (TAP) offerings throughout the year

  • Participate in two curriculum release days, which are scheduled with the relevant Academic Dean and IB Coordinator

• Support parent and student understanding of IB program, including grading criteria and the role of assessments in learning

• Engage actively and come prepared to regular meetings, as scheduled, with relevant IB coordinator, Subject Area team, Grade Level team, Student Support team, and Experiential Learning team

• Supervise Personal Project(s) and/or Extended Essay(s) 

• Supervise a Passion/Personal Inquiry Project (MYP teachers) and/or a Student Support Block (targeted or structured, per supervisor’s discretion)

To support the cultivation of a community of learners who embrace hana pono to positively impact the world, faculty are expected to:

• Actively co-create and lead an I-Term with a student cohort, utilizing the I-Term Faculty Handbook and professional development to guide engagement (see Glossary of terms for I-Term clarification)

  • There is no requirement for travel for I-Term

  • Faculty are expected to collaborate with additional guides who may or may not be LJA Faculty

• Actively co-create and lead an Impact Project once or twice a week, per supervisor discretion (see Glossary of terms for Impact Project clarification)

• Engage in “hana pono” projects as assigned throughout the year, modeling core qualities of a philanthropic mindset (see Glossary of terms for “hana pono” projects clarification)

Honor individual pathways to success and happiness.

The unique gifts of each individual enrich our learning community. We honor and support diverse approaches to self-actualization through inquiry and passion-based learning. We embrace happiness as an essential measure of our efficacy as an educational institution.

ʻAʻohe pau ka ʻike i ka hālau hoʻokahi - All knowledge is not learned in the same school

In order to ensure that individual pathways to success and happiness are honored, faculty are expected to:

• Teachers should generally be on campus by 8:00am, and available to students on campus until 4:00pm unless there is a scheduled meeting after school. 

• Provide students an adequate opportunity for tutoring through designated after or before school office hours twice a week

  • Faculty should have Posted office hours weekly. For example: 7:30a-8:00a or from 3:30p-4:00p two days per week. Faculty should work with their supervisor for their specific times. 

• Actively participate in student support meetings and provide timely and thorough documentation of any student support needed per grade level expectations and practices

• Consistently utilize appropriate differentiation strategies for all students, addressing different student learning styles, backgrounds and abilities

• Implement all recommendations/accommodations per Learning/Student Support Plans and/or guidance provided by the Student Support Team

Strive for excellence.

Excellence is achieved through self-determination, resilience and action. Our culture encourages growth and personal mastery through individual ownership and agency. We are principled in challenging ourselves and others and pursue win-for-all outcomes.

E kūlia i ka nu'u - Strive to reach the summit

In order to support excellence in teaching and learning, faculty are expected to:

• Demonstrate understanding of information from all IB documents and guides, especially the applicable and most up to date subject guides and Teacher Support Material available on My IB, MYP Principles into Practice (updated 2022); DP Principles into Practice, Best Practices in Teaching and Learning, and the DP Assessment Handbook (available from Dean of Academics)

• Maintain updated required IB documents: