Email To A Friend
Print Version

", "identifier": { "@type": "PropertyValue", "name": "Google", "value": "2531605" }, "datePosted": "2025-08-10 14:00:00.0", "validThrough": "2025-10-07", "applicantLocationRequirements": { "@type": "Country", "name": "United States Of America" }, "jobLocationType": "TELECOMMUTE", "employmentType": "FULL_TIME", "hiringOrganization": { "@type": "Organization", "name": "Greenwich Public Schools", "logo": "http://www.greenwichschools.org/uploaded/district/departments/communications/news/News_Images/GPS_Favicon.ico" } , "baseSalary": { "@type": "MonetaryAmount", "currency": "USD", "value": { "@type": "QuantitativeValue", "value": 1, "unitText": "YEAR", "minValue": 32500, "maxValue": 45500 } } }

Hybrid Building Substitute Teacher en Greenwich Public Schools

Greenwich Public Schools · Greenwich, Estados Unidos De América · Hybrid

2025-08-10 14:00:00.0

$32,500.00 - $45,500.00

JavaScript

AWS

Microsoft Excel

Junior
Oficina en Greenwich

Solicitar ahora

Building Substitute Teacher

JobID: 2913

Position Type:
Substitute/Substitute Teacher

Date Posted:
8/8/2025

Location:
Greenwich Public Schools

Date Available:
09/02/2025

Additional Information: Show/Hide
Greenwich Public Schools seeks building substitute teachers for the 2025-26 school year. If you are a friendly and competent professional with an interest in education, then we're interested in you!

What Is a Building Substitute Teacher?
Building substitutes are embedded within a single school community for the duration of a school year. They report to the same school each day, checking in with clerical and administrative staff to receive assignments. As an integral member of the team, building substitute teachers are flexible, filling both short-term and long-term assignments. From covering for someone stuck in traffic to filling in for a teacher on a week-long medical leave, building substitutes are onsite and can be mobilized quickly. And on those rare days when none of the teaching staff is absent, the building substitute can support the administration by covering teachers as they attend IEP meetings or parent conferences, distributing supplies, or making up preparation periods. The benefits of enlisting the help of a building substitute are clear. Student learning improves as a result of less disruption and fewer substitute teachers throughout the year. Teachers worry less about their students and their classrooms when a necessary absence keeps them home for a day. Administrators can breathe a sigh of relief as their building substitute arrives each morning ready to tackle the day’s challenges. And the substitute teachers themselves also benefit as they have the opportunity to be seen as a regular and valued member of a school community. Building substitute teachers can also increase stability during challenging times. They can increase the likelihood of meaningful instruction, thus promoting student growth and achievement. As a regular member of the team, these substitutes observe routines and build rapport with students, staff, administrators, and parents. Their daily interactions allow them to develop a collegial relationship with other teachers and support staff. Building substitutes become dependable team members as they report to their home base every day, absorbing its culture and climate. They develop an improved knowledge of school procedures including the school’s fire and lockdown drill protocols which improves safety and decreases liability. Familiarity with individual classroom routines, as well as policies and procedures, increases efficiency. For prearranged absences, teachers can brief building substitutes well in advance with any necessary information, while the substitute can provide valuable feedback in writing or in person at the conclusion of each assignment. This facilitates continuity of instruction and allows for follow-up on behavioral issues. Perhaps most importantly, regular interaction with students helps building substitutes to understand students’ individual special needs and idiosyncrasies. They learn individual classroom routines and get to know students by name, which increases the opportunity for meaningful instruction. As a result, students become more comfortable as they come to know and respect their building substitutes. This familiarity leads to an increased accountability that promotes student achievement. Schools rely on their building substitute teachers to more easily manage staff absences. All members of the school community benefit from the advantages these special substitute teachers provide. Teachers are reassured that their classrooms are in good hands, while students experience greater security and improved education when greeted by a familiar face.

Building Substitute Teacher Responsibilities:

Adhere to the curriculum lesson plans assigned by the regular teacher
Follow procedures and achieve lesson goals
Assign and explain homework
Oversee students outside of the classroom, including in the hallways and cafeteria
Comply with all school regulations and policies at all times
Take attendance and document daily notes
Ensure classroom and work is kept clean and orderly
Oversee the normal classroom rhythms and activities
Compile a report for the teacher for when he/she returns

Building Substitute Teacher Requirements:

Bachelor's degree required
Prior experience working with children preferred
Must be detail oriented and able to follow written and verbal instructions
Excellent communication and interpersonal skills

Building Substitute Pay Rate:

As a building substitute, a base rate of $125 per diem is incentivized up to $155 for four days worked in a week, and to $175/day for five days worked in a week.

Application Process:

Please complete the Frontline application, adding a letter of intent, resume, and copies of college transcript(s) if available.

Note: The above description is illustrative of tasks and responsibilities. It is not meant to be all inclusive of every task or responsibility.
The Greenwich Public School District is committed to a policy of equal opportunity/affirmative action for all qualified persons. The District does not discriminate in any employment practice, education program, or educational activity on the basis of race, color, religious creed, sex, age, national origin, ancestry, marital status, sexual orientation, gender identity or expression, disability, genetic information, or any other basis prohibited by Connecticut state and/or federal nondiscrimination laws.

Email To A Friend
Print Version

Solicitar ahora

Otros empleos

Hybrid Early Childhood Education (ECE) Coordinator

LEARN RESC · Old Lyme, Estados Unidos de América

2025-08-10 14:00:00.0

Hybrid Certified Homebound Tutor CCMS

Coal City Community Unit School District #1 · Coal City, Estados Unidos de América

2025-08-10 14:00:00.0

Hybrid Occupational Therapist (2 POSITIONS)

Alisal Union School District · Salinas, Estados Unidos de América

2025-08-10 14:00:00.0

Los últimos trabajos de oficina en casa
Semanalmente por correo electrónico.

Max. 4 Trabajos

No compartimos su dirección de correo electrónico. Aquí puede encontrar nuestros política de privacidad.

Hybrid Building Substitute Teacher en Greenwich Public Schools

Prestaciones adicionales

Otros empleos

Hybrid Early Childhood Education (ECE) Coordinator

Hybrid Certified Homebound Tutor CCMS

Hybrid Occupational Therapist (2 POSITIONS)

Buscar trabajo

Menú

Elige idioma

Iniciar sesión

Configuración de cookies

Configuración de cookies

Cookies orientadas al público objetivo

Utilizamos cookies

Hybrid Building Substitute Teacher en Greenwich Public Schools

Prestaciones adicionales

Otros empleos

Hybrid Early Childhood Education (ECE) Coordinator

Hybrid Certified Homebound Tutor CCMS

Hybrid Occupational Therapist (2 POSITIONS)

Buscar trabajo

Los últimos trabajos de oficina en casa Semanalmente por correo electrónico.

Menú

Elige idioma

Iniciar sesión

Configuración de cookies

Configuración de cookies

Cookies orientadas al público objetivo

Utilizamos cookies

Los últimos trabajos de oficina en casa
Semanalmente por correo electrónico.