Building Substitute

Building Substitute Teacher

Location: Washington, DC
School Year: 2026–2027
Role Type: Full-Time, School-Based
Schedule: 7:45 AM–4:00 PM
Reports To: School Administration
Grade Levels: Preschool–8th Grade

About DC Scholars

DC Scholars Public Charter School was founded in 2012 and serves approximately 500 students in Preschool–8th grade in Washington, DC, supported by a dedicated instructional team of approximately 100 teachers and leaders.

DC Scholars develops lifelong scholars who have the academic knowledge and skills, individual passions, and community-mindedness necessary to succeed in and contribute to an ever-changing world.

We have cultivated a mission-oriented and collaborative team. Our staff is enthusiastic about constantly setting and reaching a high bar for students. In SY24–25, the percentage of students scoring 4+ on DC CAPE rose 13 points in math compared to just 3.3% citywide, and the percentage of students scoring 4+ rose 9 points in ELA compared to only 2.9% citywide.

As we build on this momentum, our next chapter is focused on ensuring more students reach and exceed grade-level benchmarks. We are committed to increasing the percentage of students on or above grade level by approximately 8% in SY26–27 through excellent Tier 1 instruction, targeted supports, and a culture grounded in our PATH values:

Prepared. Attentive. Thoughtful. Hardworking.

The Position

DC Scholars is seeking a full-time Building Substitute Teacher to provide consistent instructional, culture, and operational support across our Preschool–8th grade school community.

This is not a traditional daily substitute role. The Building Substitute Teacher is a reliable, school-based member of the team who helps ensure that instruction, routines, and student support remain strong when staff members are absent or when classrooms need additional coverage. This person plays a critical role in maintaining learning continuity, protecting instructional time, reinforcing schoolwide expectations, and supporting a calm, safe, joyful, and achievement-oriented environment.

The ideal candidate is flexible, dependable, student-centered, and eager to grow. This role is also a potential talent pipeline opportunity for individuals interested in future roles as Associate Teachers, Lead Associate Teachers, or classroom teachers.

Key Responsibilities

Instructional Coverage and Classroom Support

The Building Substitute Teacher will:

• Provide classroom coverage when teachers, associate teachers, dedicated aides, or other instructional staff members are absent.
• Follow prepared lesson plans and instructional materials to ensure students continue learning during staff absences.
• Deliver instruction with clarity, energy, and urgency while maintaining high expectations for student engagement and behavior.
• Support students in completing classwork, assessments, independent practice, small group tasks, and other assigned learning activities.
• Maintain accurate attendance records and support documentation expectations as assigned.
• Ensure classrooms remain orderly, safe, and prepared for learning.
• Communicate any instructional, behavioral, safety, or operational concerns to the appropriate administrator in a timely manner.

Student Culture and Schoolwide Systems

The Building Substitute Teacher will:

• Model and reinforce DC Scholars’ PATH values: Prepared, Attentive, Thoughtful, and Hardworking.
• Uphold schoolwide routines and expectations during arrival, transitions, lunch, recess, dismissal, and classroom instruction.
• Support a positive, structured, and respectful learning environment in classrooms and shared spaces.
• Use proactive behavior strategies, positive narration, clear directions, and appropriate redirection to support student success.
• Reinforce classroom norms, routines, and procedures with consistency and care.
• Support implementation of schoolwide culture systems, including behavior expectations, incentives, consequences, and documentation tools as directed.
• Actively monitor students to promote safety, belonging, and productive engagement.

Intervention, Small Group, and Student Support

When not assigned to classroom coverage, the Building Substitute Teacher may:

• Support small group instruction in ELA, math, foundational skills, or intervention blocks.
• Assist with i-Ready usage, independent learning rotations, and targeted academic support.
• Provide one-on-one or small group support to students who need additional academic, behavioral, or social-emotional support.
• Support students with diverse learning needs, including students with IEPs, multilingual learners, and students receiving intervention.
• Assist with behavior support, restorative conversations, and student reset opportunities as directed by school leadership.
• Collaborate with teachers, associate teachers, dedicated aides, and administrators to ensure students receive consistent support.

School Community and Professionalism

The Building Substitute Teacher will:

• Demonstrate an unwavering belief in the ability of the organization, colleagues, students, and self to grow.
• Take personal responsibility for work quality, follow-through, and professional growth.
• Solicit, receive, and respond to feedback with a growth mindset.
• Share constructive feedback so that colleagues and the organization can continue to improve.
• Complete tasks by agreed-upon deadlines.
• Meet professional expectations for dress, time, attendance, communication, and conduct.
• Communicate clearly and frequently, responding to messages, calls, and emails in alignment with organization-wide norms for timeliness.
• Build positive, respectful relationships with students, families, colleagues, and school leaders.
• Contribute to a team culture rooted in professionalism, collaboration, humility, urgency, and care.

Flexibility and Team Support

The Building Substitute Teacher will:

• Support across grade levels from Preschool through 8th grade based on school need.
• Provide coverage and support in general education, special education, specials, intervention, and common spaces as assigned.
• Step into different roles throughout the day with professionalism and readiness.
• Support school events, family engagement activities, testing days, field trips, and other schoolwide priorities as needed.
• Maintain confidentiality and sound professional judgment in all student, staff, and family matters.
• Perform other related duties as assigned by the school administration team.

Background and Experience

Required

• High school diploma required.
• Ability to work full-time, in person, Monday through Friday.
• Strong attendance, punctuality, and reliability.
• Ability to support students across Preschool–8th grade.
• Ability to pass required background checks and employment clearances.

Preferred

• 1–2 years of professional experience in a school setting.
• Experience supporting students with behavioral, academic, or social-emotional needs.
• Experience working with students in underserved communities, including tutoring, mentoring, aftercare, summer programming, youth development, or classroom support.
• Interest in growing into an Associate Teacher, Lead Associate Teacher, or classroom teaching role over time.

Mindset

Successful candidates will demonstrate:

• Passion for educational equity and commitment to the mission and vision of DC Scholars.
• Alignment with DC Scholars’ PATH values: Prepared, Attentive, Thoughtful, and Hardworking.
• High standards of excellence for self and others.
• Desire to collaborate with teachers, leaders, families, and teammates.
• Strong emotional intelligence, empathy, and professional judgment.
• Belief that all students can achieve at high levels with the right support.
• Flexibility in responding to the evolving needs of students, staff, and the school community.
• Willingness to receive feedback, grow quickly, and contribute to a strong schoolwide culture.
• Respect for others’ time and a commitment to professionalism through punctuality, preparedness, and clear, timely communication.

The Rewards

DC Scholars offers:

• High-quality, personalized professional development.
• Regular coaching and feedback to support growth.
• A caring school community that values relationships with students and families.
• Opportunities to build instructional skills across grade levels and content areas.
• A potential talent pipeline into future instructional roles, including Associate Teacher, Lead Associate Teacher, and classroom teacher pathways.
• Opportunities for teacher leadership, including Family Engagement Committee, mentorship opportunities, and schoolwide initiatives.
• Potential to receive performance bonuses for student growth and achievement.
• Highly competitive benefits package, including:
  • 403(b) retirement plan with matching contributions
  • Medical, dental, and vision insurance
  • Employee Assistance Program
  • Employee discounts through LifeMart

Salary Details

Please review the Behavior Tech salary range from $43,775 to $67,980 in alignment with DC Scholars salary band and our compensation philosophy. Starting salaries for new hires will be determined based on a combination of the new hire's relevant experience and market demands.

Timeline and Application Process

Application Deadline: Rolling applications reviewed beginning April 2026-June 2026

Interview Process:

• Phone or virtual screen
• Reference collection
• On-Site Interview

To apply, submit resume only and interview availability per the application instructions.

• What we are looking for in your resume:

• Years of experience
• Specific names of current or previous schools that employed at
• Subject/content and grade levels taught
• Any academic results/outcomes or leadership roles

Our Talent and HR Team will reach out to you via email to schedule an interview if we have an open Behavior Tech position.

Why This Role Matters

Every day matters at DC Scholars. When a teacher is absent, students still deserve strong instruction. When a classroom needs support, students still deserve calm, consistency, and care. When the school needs an adult to step in, that adult must be prepared, attentive, thoughtful, and hardworking.

The Building Substitute Teacher helps protect the learning environment, strengthen school culture, and ensure that students continue to experience DC Scholars as a place where excellence is expected, support is real, and every scholar is known, valued, and pushed to grow.