About this role
2026-27 School Year Hourly Substitute Teacher Position Anticipated Date: Immediate through further notice Purpose Statement The role of the Teacher - Instructional Technology Specialist (ITS) was established in order to provide support to instructional programs with specific responsibilities of integrating technology into the instructional process and providing technology instruction and support to administrators, staff, and students. This job reports to Director of Instructional Technology. Essential Functions ITSs inspire and participate in the development and implementation of a shared vision for the comprehensive integration of technology to promote excellence and support transformational change throughout the instructional environment.
• Contribute to the development, communication, and implementation of a shared vision for the comprehensive use of technology to support a digital-age education for all students
• Contribute to the planning, development, and implementation, of technology-infused improvement plans at the district and school levels
ITSs assist teachers in using technology effectively, differentiating instruction, and providing rigorous, relevant, and engaging learning experiences for all students including:
• Technology-enhanced learning experiences addressing content standards and student technology standards
• Technology-enhanced learning experiences using a variety of research-based, learner-centered instructional strategies, and assessment tools to address the diverse needs and interests of all students
• Engagement of students in local and global interdisciplinary units in which technology helps students assume professional roles, research real-world problems, collaborate with others, and produce products that are meaningful and useful to a wide audience
• Technology-enhanced learning experiences emphasizing creativity, higher-order thinking skills and processes, and mental habits of mind (e.g., critical thinking, metacognition, and self-regulation)
• Technology-enhanced learning experiences using differentiation, including adjusting content, process, product, and learning environment based upon student readiness levels, learning styles, interests, and personal goals
• Research-based best practices in instructional design when planning technology-enhanced learning experiences
• Technology tools and resources to continuously assess student learning and technology literacy by applying a rich variety of formative and summative assessments aligned with content and student technology standards
ITSs create and support effective digital-age learning environments to maximize the learning of all students.
• Support teachers in the use of effective classroom management and collaborative learning strategies to maximize teacher and student use of digital tools and resources and access to technology-rich learning environments
• Maintain and manage the Instructional Technology website to provide resources for teacher and student use in technology-rich learning environments
• Support online and blended learning, digital content, and collaborative learning networks to support and extend student learning.
• Evaluate and support adaptive and assistive technologies for student learning
• Troubleshoot issues common to digital learning environments
• Collaborate with teachers and administrators to select and evaluate digital tools and resources that enhance teaching and learning and are compatible with the school technology infrastructure
• Use digital communication and collaboration tools to communicate locally and globally with students, parents, peers, and the larger community
ITSs conduct needs assessments, develop technology-related professional learning programs, and evaluate the impact on instructional practice and student learning.
• Conduct needs assessments to inform the content and delivery of technology-related professional learning programs that result in a positive impact on student learning
• Design, develop, and implement technology-rich professional development that model principles of adult learning and promote digital-age best practices in teaching, learning, and assessment
• Evaluate results of professional development to determine the effectiveness on deepening teacher content knowledge, improving teacher pedagogical skills and/or increasing student learning
ITSs model and promote digital citizenship.
• Model and promote strategies for achieving equitable access to digital tools and resources and technology-related best practices for all students and teachers
• Model and facilitate safe, healthy, legal, and ethical uses of digital information and technologies
• Model and promote diversity, cultural understanding, and global awareness by using digital-age communication and collaboration tools to interact locally and globally with students, peers, parents, and the larger community
ITSs demonstrate professional knowledge, skills, and dispositions in content, pedagogical, and technological areas, as well as adult learning and leadership and, are continuously deepening their knowledge and expertise.
• Engage in continual learning to deepen content and pedagogical knowledge in technology integration and current and emerging technologies necessary to effectively implement the ISTE Standards for Students and Teachers
• Engage in continuous learning to deepen professional knowledge, skills, and dispositions in organizational change and leadership, project management, and adult learning to improve professional practice
• Regularly evaluate and reflect on their professional practice and dispositions to improve and strengthen their ability to effectively model and facilitate technology-enhanced learning experiences
Other Functions
• Performs other related duties as assigned for the purpose of ensuring the efficient and effective functioning of the work unit.
Job Requirements: Minimum Qualifications Skills, Knowledge and Abilities SKILLS are required to perform multiple, technical tasks with a need to periodically upgrade skills in order to meet changing job conditions. Specific skill-based competencies required to satisfactorily perform the functions of the job include: utilizing diagnostic and application software; adhering to safety practices; and maintaining accurate records. KNOWLEDGE is required to perform basic math, including calculations using fractions, percents, and/or ratios; read a variety of manuals, write documents following prescribed formats, and/or present information to others; and analyze situations to define issues and draw conclusions. Specific knowledge-based competencies required to satisfactorily perform the functions of the job include: electronics analysis; multi-platform operating systems and personal computers; appropriate system security; associated peripheral equipment; and troubleshooting methodologies. ABILITY is required to schedule a number of activities, meetings, and/or events; gather and/or collate data; and consider a number of factors when using equipment. Flexibility is required to work with others in a wide variety of circumstances; work with data utilizing defined but different processes; and operate equipment using a variety of standardized methods. Ability is also required to work with a diversity of individuals and/or groups; work with a variety of data; and utilize a wide variety of types of job-related equipment. Problem solving is required to analyze issues and create action plans. Problem solving with data requires independent interpretation of guidelines; and problem solving with equipment is significant. Specific ability-based competencies required to satisfactorily perform the functions of the job include: adapting to changing work priorities; establishing effective working relationships; displaying mechanical aptitude; communicating with technologically diverse groups; being attentive to detail; and working under time constraints. Responsibility Responsibilities include: working under limited supervision using standardized practices and/or methods; leading, guiding, and/or coordinating others; and operating within a defined budget. Utilization of some resources from other work units is often required to perform the job's functions. There is a continual opportunity to have some impact on the organization's services. Working Environment The usual and customary methods of performing the job's functions require the following physical demands: significant lifting, carrying, pushing, and/or pulling; some stooping, kneeling, crouching, and/or crawling; and significant fine finger dexterity. Generally, the job requires 45% sitting, 20% walking, and 35% standing. The job is performed under minimal temperature variations. Experience Job-related Experience within a specialized field is required. Education Masters Degree or Higher Equivalency None Specified Required Testing None Specified Certificates & Licenses Missouri Teaching Certificate Continuing Educ. / Training Units of Continuing Education Clearances Criminal Justice Fingerprint/Background Clearance