Substitute Teacher Job Description Template for Schools

Overview

A substitute teacher job description explains how subs maintain learning and safety when the regular teacher is absent. It includes duties, requirements, pay, and legal obligations.

To be compliant and competitive, your posting should outline responsibilities, qualifications/licensure, background checks, compensation, schedule, reporting lines, and EEO/ADA statements. This guide includes a copy-ready template plus practical guidance on IEP/504 implementation, FERPA, and pay frameworks.

Substitute Teacher job description template (copy and paste)

Use this template to publish a clear, compliant posting that attracts qualified candidates while meeting district policy and legal expectations.

Role summary

Substitute teachers provide daily or short-term classroom coverage that sustains instruction, enforces school expectations, and protects student safety. Working from the teacher’s lesson plans, they facilitate learning, manage behavior, supervise students across settings, and document the day for continuity.

Key responsibilities

1. Follow lesson plans to deliver instruction, activities, and assessments as directed.
2. Maintain a safe, inclusive classroom and enforce school-wide behavior expectations.
3. Take accurate attendance, supervise transitions, and monitor students in hallways, lunch, and recess.
4. Implement IEP and Section 504 accommodations as written and seek support when unsure.
5. Use classroom and digital tools (e.g., LMS, projector, device carts) as directed by the plan.
6. Communicate promptly with the office about incidents, missing plans, or safety concerns.
7. Leave a professional report for the teacher detailing coverage, progress, and any issues.

Qualifications and requirements

This role requires reliability, professionalism, and the ability to manage a classroom while following established plans. Requirements vary by state and district; verify local rules before posting.

1. Education/licensure: High school diploma to bachelor’s degree; state substitute license or permit as required (requirements vary by state).
2. Background: Fingerprint-based criminal background check; reference checks; TB/health screening per district policy.
3. Skills: Classroom management, clear communication, basic technology proficiency, and cultural responsiveness.
4. Other: Ability to stand/move for extended periods and supervise students across settings; punctuality and consistent attendance.

Work schedule, compensation, and benefits

Daily substitutes typically accept assignments on an as-needed basis. Building substitutes and long-term substitutes may work a set schedule at a single site.

Pay is commonly a daily rate for short-term coverage. A higher rate or salary scale may apply when an assignment exceeds a district-defined threshold (e.g., long-term). Use national benchmarks from the U.S. Bureau of Labor Statistics for short-term substitute teachers (SOC 25-3098) as context and align with local market and policy (see BLS occupational data: https://www.bls.gov/oes/current/oes253098.htm).

State your pay range, overtime eligibility, benefits (if any), and whether long-term differentials apply.

EEO and safety statements

We are an Equal Opportunity Employer and consider all applicants without regard to protected characteristics. We provide reasonable accommodations consistent with the Americans with Disabilities Act and applicable state law; candidates needing accommodations during the hiring process may contact [contact/email].

All employees must follow student data privacy expectations under FERPA (https://studentprivacy.ed.gov/ferpa) and implement IEP/504 accommodations as written (IDEA: https://sites.ed.gov/idea/). Adherence to school safety procedures, emergency drills, and mandated reporting laws is required.

Core duties and responsibilities

A strong substitute teacher job description clarifies what subs do—and what they don’t—to keep students safe and learning. Emphasize fidelity to lesson plans, proactive behavior supports, proper supervision, and clear documentation for the returning teacher.

Instructional delivery and lesson facilitation

Substitutes deliver instruction using the teacher’s plans, pacing guides, and materials. Make minor adaptations to fit time and student needs while preserving learning objectives.

When no plan is available, follow your building’s protocol. Notify the office. Borrow grade-level materials or a standby plan. Run a structured review or literacy activity. Document what you taught.

Keep assessments formative unless explicitly directed. Avoid introducing new units without approval.

The goal is continuity. Maintain steady learning and a classroom the teacher can re-enter seamlessly.

Classroom management and student supervision

Effective subs set expectations immediately and use school-wide routines. Reinforce positive behavior with clear, consistent consequences.

Supervise students in all assigned settings, including hallways, lunch, recess, and arrival/dismissal. Maintain appropriate line-of-sight and headcounts.

Use calm, neutral language. Escalate safety or severe behavior incidents to the office per protocol. For evidence-based strategies, see classroom management guidance from the National Education Association (https://www.nea.org/advocating-for-change/new-from-nea/classroom-management-tips). Strong management protects instructional time and student wellbeing.

Record-keeping, attendance, and reporting

Take accurate attendance according to school procedures and submit it promptly.

Leave a professional note or digital summary for the teacher. Include lesson coverage, student progress, absent students, and any incidents or accommodations implemented.

Do not enter grades into the SIS or permanently alter student records unless the plan or an administrator specifically authorizes it. When assessments are administered, store materials securely and return them to the designated location.

Clear records minimize gaps and support accountability.

Communication protocols

Know who to call for missing plans, behavior support, or health and safety issues. This is usually the main office, department chair, or a neighboring teacher.

Communicate with parents only if directed by administration or the teacher’s plan. Otherwise, route parent inquiries through the office.

Keep radios or phones (if provided) on during supervision duties. Follow escalation steps for emergencies. Professional, timely communication prevents minor issues from becoming disruptions.

Qualifications, certifications, and background checks

Substitute teacher requirements vary by state. Most districts expect a minimum education level, a substitute permit/license (where required), fingerprint-based background checks, and basic health clearances.

Your posting should reflect local rules and provide clear instructions to applicants.

Education and licensure (state variations)

Some states allow substitutes with a high school diploma. Others require 60+ college credits or a bachelor’s degree and a substitute teaching permit.

For example, California offers a 30-Day Substitute Teaching Permit with specific education and testing pathways (https://www.ctc.ca.gov/credentials/requirements-substitute-permit). Always link your posting to the relevant state Department of Education or credentialing authority. Advise candidates to verify current requirements before applying.

Background checks, fingerprinting, and health requirements

Districts typically require fingerprint-based criminal background checks before classroom placement. See a state exemplar from the Texas Education Agency (https://tea.texas.gov/texas-educators/investigations/fingerprinting).

Many districts also require a TB test or health screening and, in some cases, proof of immunizations. Processing times vary by state and vendor. Build a buffer of 2–4 weeks in your hiring timeline. Clear, upfront guidance reduces candidate drop-off and onboarding delays.

Skills and attributes

1. Must-have: classroom management, clear communication, reliability, cultural responsiveness, and basic technology/LMS skills.
2. Nice-to-have: content-area expertise, bilingual fluency, experience with special education accommodations, and trauma-informed practices.

Daily, long-term, and building substitutes: what changes

Assignment type impacts scope, pay, and expectations, so define it in your substitute teacher requirements.

1. Daily substitute: On-call coverage, follows plans, typically no grading or new lesson creation; day rate; minimal prep outside the school day.
2. Long-term substitute: Multi-week coverage; may plan, grade, communicate with parents, and attend meetings; higher rate or placement on a teacher pay scale after a threshold (policy-defined).
3. Building (site-based) substitute: Assigned to one school daily, covering varied classes; predictable schedule; may support supervision and small-group work when not covering classes.

Each model should specify reporting lines, planning/grading authority, and eligibility for differentials or benefits to set accurate expectations.

Legal and compliance obligations every substitute must follow

Substitutes are bound by the same student safety, privacy, and accommodation obligations as regular educators. Your substitute teacher job description should reference key requirements and direct candidates to training during onboarding.

IEPs and Section 504 accommodations

Under IDEA and Section 504, schools must provide accommodations and services listed in a student’s plan. Substitutes must implement the parts relevant to their instruction.

Ask the office or case manager for the at-a-glance plan and instructions if not provided. Clarify any questions before teaching (IDEA overview: https://sites.ed.gov/idea/). Document accommodations implemented in your end-of-day notes.

Student privacy (FERPA) and records handling

FERPA protects student education records. Substitutes may access only the information needed to perform assigned duties as “school officials with legitimate educational interests” (FERPA guidance: https://studentprivacy.ed.gov/ferpa).

Do not share student information with unauthorized persons or take records off campus. Do not store screenshots or printouts unless directed by policy. Securely return all materials and log out of systems before leaving.

Safety, emergency procedures, and mandated reporting

Know lockdown, fire, and evacuation procedures for your building. Bring rosters to all drills.

Report accidents, threats, or suspected abuse or neglect immediately per district protocol. In many states, school employees—including substitutes—are mandated reporters (state statute summaries: https://www.childwelfare.gov/topics/systemwide/laws-policies/statutes/manda/).

Complete required safety and reporting training during onboarding. Follow posted protocols without exception.

Compensation benchmarks and scheduling models

Pay transparency improves hiring outcomes and compliance. It also helps candidates self-select.

Use clear ranges aligned to district policy. Clarify daily versus hourly structures and explain when long-term differentials begin. Reference national context from BLS for short-term substitute teachers while noting local variance.

Typical pay structures and overtime eligibility

Districts commonly pay daily rates for short-term coverage and higher rates or salary schedules for long-term roles. Some systems pay hourly, especially for partial days or para-level coverage.

Nonexempt subs paid hourly may be eligible for overtime under the Fair Labor Standards Act depending on hours and employer classification. Clarify how time is tracked for multi-school assignments.

State in the posting whether benefits apply. Note if long-term assignments trigger different compensation or benefits eligibility.

How pay varies by district, assignment length, and certification

Rates typically increase with assignment length, hard-to-staff subjects, advanced credentials, or serving high-need campuses. Building substitutes may receive steadier pay due to guaranteed schedules.

Long-term substitutes often receive higher daily rates once crossing a consecutive-day threshold defined by district policy. Provide examples in your posting (e.g., “$140–$180/day; long-term rate after 15 consecutive days”) to set expectations and reduce renegotiation later.

Hiring guide for schools and districts

A strong process yields better coverage and less disruption. Write a transparent job post, screen for the right competencies, and onboard with clarity on legal obligations and first-day logistics.

Writing an inclusive, transparent job post

Use plain language that welcomes diverse candidates. Include pay ranges, schedule, and assignment types (daily, long-term, building).

Add a concise EEO statement and note reasonable accommodations per ADA. Link to a contact for requests; for guidance on equal employment opportunity language, see the EEOC’s employer resource (https://www.eeoc.gov/employers/small-business/what-equal-employment-opportunity).

Reference required permits, fingerprinting, TB/health checks, and training. Explain the steps and timeline so candidates know what to expect.

Screening and interview criteria

Verify education, state permit or licensure, and clearance status early.

Use scenario-based questions to assess classroom management, IEP/504 implementation, and safety judgment (e.g., “What do you do if no lesson plan is available?” “How would you implement extended time for a student with a 504?”). Look for professionalism, calm under pressure, culturally responsive practice, and basic tech fluency with the school’s LMS and devices.

Close by explaining first-day check-in, who to call for help, and how assignments are offered.

Related roles and title variants

Clarifying title variants helps attract the right applicants and match expectations across campuses and HR systems.

Substitute teacher vs. substitute paraprofessional

Substitute teachers lead instruction and manage the classroom. Substitute paraprofessionals (aides) support instruction under a teacher’s supervision, often focusing on small groups, one-to-one support, or specialized programs.

Credentials and pay typically differ. Paras may have different training emphases (e.g., de-escalation, lifting/transfer, or assistive technology). Postings should specify supervision structure and student populations served.

Guest teacher, site-based substitute, and long-term substitute

“Guest teacher” is a synonym for substitute teacher that emphasizes professionalism. “Site-based” or “building” substitutes work daily at one school, covering multiple classes as needed.

“Long-term substitutes” cover extended absences and may plan lessons, grade, attend meetings, and communicate with families. Responsibilities and pay more closely mirror a classroom teacher’s.

FAQs

1. Are substitute teachers legally required to follow a student’s IEP or 504 plan? Yes. Subs must implement accommodations listed in plans relevant to their instruction and should consult the case manager or office for guidance (IDEA: https://sites.ed.gov/idea/).
2. What should a substitute teacher do if there is no lesson plan available when class begins? Notify the office, use grade-level standby materials, run a structured review or literacy activity, and document what you taught for the returning teacher.
3. Can a substitute teacher assign grades or enter scores into the SIS, and under what conditions? Only if explicitly authorized by the plan or administrator; otherwise leave collected work and notes for the teacher to grade.
4. What background checks and health screenings (fingerprinting, TB) are typically required before a substitute can work? Most districts require fingerprint-based criminal background checks and reference checks; many also require TB or health screenings (example: TEA fingerprinting: https://tea.texas.gov/texas-educators/investigations/fingerprinting).
5. Do substitute teachers qualify as mandated reporters in my state, and what training is required? In many states, school employees—including substitutes—are mandated reporters; training and reporting processes are set by state law and district policy (state summaries: https://www.childwelfare.gov/topics/systemwide/laws-policies/statutes/manda/).
6. Can substitutes administer standardized tests or state assessments? Often yes, if trained and approved by the test coordinator; administration must follow test security rules exactly.
7. How many consecutive days can a substitute teach before long-term requirements or different pay apply? Districts set thresholds (commonly 10–20 consecutive days) that trigger long-term classification, expanded duties, and higher rates—state this clearly in your posting.