High School In House Substitute Teacher (26-27 SY)

High School In House Substitute Teacher (26-27 SY)

For 25 years, KIPP DC has partnered with students, families, and the community to create joyful, academically excellent schools across the nation’s capital. Today, our network of 22 schools educate more than 7,500 students in grades PreK3-12, supported by 1,500 dedicated teachers, leaders, and staff.

Our work is grounded in five pillars–Academic Excellence, Joy & Sense of Belonging, Highly Effective Teachers and Leaders, Safe, Structured, and Nurturing Learning Environments, and Commitment to College Readiness–which ensure every student is equipped with the knowledge, skills, and confidence to pursue success in college, careers, and beyond. Our schools combine high expectations with joyful, affirming environments that nurture academic success and personal growth for students and staff alike.

As part of the national KIPP network, we share best practices and innovations while maintaining deep roots in Washington, D.C. Together, we strive toward a future without limits for our students, alumni, and community.

The In House Substitute Teacher position is a one-year role that supports classroom instruction by providing class coverage when teachers are absent and assisting the lead teacher with instruction and classroom management when coverage is not needed.

This position continues through the end of the 2026-27 school year. At the end of the school year, In House Substitute Teachers may interview for or be offered the role of Capital Teaching Resident, Lead Teacher, or another role at their school or another KIPP DC school. As the In House Substitute Teacher role is a one year role, a position for the following school year is not guaranteed.

This is an in-person, school-based instructional role located at a KIPP DC campus in Washington, DC. KIPP DC schools serve students and families in person, and this position requires daily on-site presence to deliver instruction, provide student support, collaborate with teammates, and engage with families.

In House Substitutes support classroom instruction during the student day (generally 8:00 am to 3:30 pm). In House Substitute work hours are typically 7:30 am to 5:00 pm two days per week, and 7:30 am to 4:00 pm three days per week, to allow for duties, collaboration, and professional development.

• →Demonstrate commitment to KIPP DC’s mission, with a focus on excellence, equity, and antiracist practice.
• →Build trusting, affirming relationships with students, families, and teammates.
• →Maintain confidentiality and treat all information about children and their families in strict confidence.
• →Deescalate student behaviors using a variety of strategies.

• →Internalize, adapt, and deliver high-quality, standards-aligned lessons provided by the school or lead teacher
• →Demonstrate flexibility to teach across grade levels and subjects

• →Attend and actively participate in staff meetings, professional development sessions, and weekly planning/feedback meetings.
• →Implement coaching and feedback from school leaders, coaches, and lead teachers/grade-level chairs.
• →Conduct purposeful observations of excellent lead teachers

• →Assist children with personal hygiene, toileting, meals, and other daily activities when applicable.
• →Fulfill the standards of professionalism, including appropriate dress, attendance, and timeliness.
• →Perform duties (arrival, lunch, transitions, dismissal) as assigned.
• →Support school events such as family-teacher conferences, open houses, field trips, and community events.

• High school diploma or GED
• Commitment to working with students from communities with limited access to high-quality educational opportunities 
• Demonstrate knowledge of and the ability to assist reading, writing, and mathematics instruction
• Strong communication skills with families and caregivers, including culturally responsive partnership
• Demonstrated flexibility to adapt to new tasks

• Bachelors Degree
• Experience as an In House Substitute
• Experience in an urban K–12 public school setting 

• Must be able to remain in a classroom environment for extended periods to support assigned student(s)
• Must be able to monitor students throughout the school building, including transitions, lunch, and recess.