Substitute Teacher

The Substitute Teacher provides instructional and classroom support in New York State Education Department-approved Universal Pre-Kindergarten (UPK) and Preschool Special Education classrooms during the absence of the assigned teacher. The Substitute Teacher is responsible for maintaining a safe, structured, and developmentally appropriate learning environment while implementing lesson plans and classroom routines as provided. The Substitute Teacher maintains professional communication, ensures student safety at all times, and follows established procedures for documentation, supervision, and emergency response. The Substitute Teacher may be assigned across multiple classrooms and program types, including integrated UPK settings and Preschool Special Education classrooms, as needed. RESPONSIBILITIES In all assignments, the Substitute Teacher supports the educational, social-emotional, behavioral, and developmental growth of preschool-aged children in accordance with New York State Early Learning Standards, program curriculum, and applicable Individualized Education Programs (IEPs). The Substitute Teacher works collaboratively with classroom staff, related service providers, and administrative personnel to ensure continuity of instruction and consistent implementation of approved educational and behavioral supports. The role requires adherence to NYSED regulations, Office of Children and Family Services licensing standards, and all agency or district policies governing early childhood and special education programming. Implements lesson plans, instructional activities, and classroom routines as provided by the assigned teacher or program staff. Maintains a safe, positive, structured, and developmentally appropriate learning environment. Supports instruction aligned with New York State Early Learning Standards and program curriculum. Provides supervision of children at all times, including during classroom activities, transitions, meals, toileting, recess, and related activities. Implements and follows Individualized Education Programs (IEPs), behavior intervention plans, and related service recommendations under the direction of certified staff. Utilizes positive behavior supports and developmentally appropriate classroom management strategies. Assists in maintaining classroom organization, routines, and learning centers that promote exploration and engagement. Communicates professionally with classroom staff, supervisors, and families as appropriate and within program guidelines. Completes required documentation, attendance records, and incident reports accurately and in a timely manner. Maintains confidentiality of student, family, and program information in accordance with applicable laws and regulations. Follows all safety procedures, emergency protocols, OCFS licensing regulations, and NYSED program requirements. Demonstrates flexibility in assignment across UPK, inclusion, and Preschool Special Education classrooms. Participates in training and professional development as required. Performs other related duties as assigned. ​​​​​EXPERIENCE Experience working with preschool-aged children preferred. Experience in a Universal Pre-Kindergarten, early childhood, childcare, special education, or related educational setting preferred. Experience supporting students with disabilities and diverse learning needs preferred. Strong classroom management, communication, and interpersonal skills preferred. Ability to work collaboratively with multidisciplinary teams preferred. EDUCATION High School Diploma or equivalent required. Associates degree or Bachelors degree in Education, Early Childhood Education, Special Education, Child Development, Human Services, or a related field preferred. Candidates must meet all applicable New York State Education Department (NYSED) requirements for substitute teaching. For short-term (per diem) substitute assignments of 40 days or less*: New York State teaching certification is preferred but not required. Experience working with preschool-aged children, including children with disabilities, is strongly preferred. For long-term substitute assignments (leave replacements or extended coverage) of greater than 40 days*: Bachelors degree required. New York State teaching certification in Early Childhood Education, Childhood Education, Students with Disabilities, or a closely related area is strongly preferred and may be required depending on assignment length and classroom needs *Up to 90 days in a school year, if the district superintendent or the superintendent (for school districts that are not a component district of a BOCES) certifies that the employer has conducted a good faith recruitment search for an appropriately certified candidate and determined that there are no available appropriately certified teachers that can perform the duties of such position; or *Beyond 90 days in a school year, if the district superintendent or the superintendent certifies that a good faith recruitment search has been conducted, that after 90 days there are still no available appropriately certified teachers who can perform the duties of such position, and that a particular substitute teacher is needed to work with a specific class or group of students until the end of the school year. LICENSES/CERTIFICATIONS Substitute teachers in New York fall into three categories : Certified Substitute Teachers : Those with a valid teaching certificate can work in any capacity and for any number of days. If employed for more than 40 days in a school year by a district or BOCES, they must work in the area for which they are certified (NYSED) or; Substitutes Working Toward Certification : Individuals taking at least six semester hours per year toward certification can work in any capacity and for any number of days. Employment beyond 40 days in a school year requires placement in the area they are seeking certification (NYSED) or; Non-Certified Substitutes : Those without a certificate or coursework can work up to 40 days per school year. Extensions beyond 90 days require superintendent approval and evidence of recruitment efforts (NYSED). OTHER: Knowledge of child development and developmentally appropriate practices for preschool-aged children. Ability to establish positive relationships with children, families, and staff. Ability to follow written lesson plans, classroom schedules, and program procedures. Ability to adapt to varying classroom environments and student needs. Ability to maintain professionalism, confidentiality, and sound judgment. Strong organizational and problem-solving skills. Basic computer proficiency and ability to complete electronic documentation as required. Physical condition appropriate to the demands of the position.