Substitute Teacher Skills Guides

Use a visual noise meter to help students self-regulate volume levels

Use a class-wide incentive system like earning marbles in a jar toward a group reward

Follow the lesson plan's I Do, We Do, You Do structure to scaffold learning

Use games and friendly competition to reinforce academic content

Write the day's schedule on the board and reference it frequently with students

Teach and use a structured problem-solving process: Stop, Think, Choose, Act

Give multi-step directions one at a time, checking for understanding before adding the next step

Review the teacher's organizational systems (mailboxes, turn-in trays, homework folders) and use them

Use tiered assignments with the same learning goal but different levels of complexity

Use the teacher's established login procedures for student devices (Chromebooks, iPads)

Use formative checks throughout the lesson: thumbs up/down, whiteboards, or quick polls

Review the teacher's notes for any students with IEPs, 504 plans, or behavior plans

Use culturally diverse examples and references when explaining concepts or telling stories

Locate and review the emergency flip chart or binder in the classroom within your first 10 minutes

Learn and use student names as quickly as possible — use name tents or a seating chart

Establish clear expectations and consequences in the first five minutes of class

Address behavior issues privately to avoid giving students an audience

Open with a hook — a surprising fact, a question, or a short video clip related to the topic

Use collaborative learning structures like jigsaw, gallery walks, and debate formats

Post a class agenda with approximate times for each segment on the board

Address conflicts privately — never mediate in front of the class

Be direct and clear — middle schoolers tune out long-winded explanations

Arrive early to locate materials, review the lesson plan, and understand the room layout

Offer multiple entry points to the same content: video, text, discussion, or hands-on activity

Use the teacher's LMS (Google Classroom, Canvas) to post and collect assignments digitally

Use the teacher's assessment plan exactly — do not modify timing, format, or allowed materials

Review 504 and IEP accommodations before class and implement them consistently

Acknowledge and validate students' cultural identities as a source of strength in the classroom

Review the classroom emergency plan including evacuation maps posted near the door

Be authentic — middle schoolers can detect fakeness immediately and will disengage

Treat students as young adults by explaining the reasoning behind expectations

Use respectful, adult-to-adult communication rather than authoritarian commands

Present yourself as a knowledgeable facilitator even if the subject isn't your specialty

Frame lessons around relevant debates, current events, or ethical questions

Review the full lesson plan and identify the non-negotiable elements to prioritize

Approach conflict resolution as a coach, not an authority figure — guide, don't dictate

Communicate with students as emerging adults — be honest, direct, and respectful

Review the teacher's digital platforms (Google Classroom, Canvas, Schoology) for posted assignments

Provide multiple ways to access content: reading, video, podcast, or peer discussion

Leverage the teacher's existing digital workflow — check Google Classroom, Canvas, or Schoology first

Follow the teacher's test administration protocols exactly, including timing and calculator policies

Treat students with disabilities with the same respect and expectations as their peers

Engage students in critical discussions about systemic inequality, power, and representation

Review all emergency protocols specific to your assigned room, including lab safety if applicable

Introduce yourself professionally, including your background and why you enjoy subbing

Use a visual schedule with pictures so pre-K students can anticipate what comes next

Use positive narration to highlight desired behavior: 'I love how Maya is sitting criss-cross'

Keep direct instruction to 5-10 minutes maximum and alternate with hands-on activities

Use movement-based learning: act out stories, dance to counting songs, march to the alphabet

Follow the posted daily schedule exactly — pre-K students rely on predictability

Teach simple scripts: 'I don't like that. Please stop.' and 'Can I have a turn?'

Use short, simple sentences with visual cues and gestures to support comprehension

Label all centers, bins, and materials with pictures and words at child height

Offer activities at multiple levels: tracing letters for some, writing letters for others

Use interactive whiteboards or projectors for group songs, stories, and counting activities

Use observation-based assessment: watch and note what children can do during play and activities

Follow any accommodations listed in the child's IEP or 504 plan, even in a general education pre-K setting

Use picture books that feature diverse characters, families, and cultural traditions

Review the classroom emergency binder and evacuation routes before students arrive

Get down to children's physical level, make eye contact, and use a warm, friendly voice

Review each student's IEP behavior plan before class and follow it exactly

Follow each student's Behavior Intervention Plan (BIP) precisely — it exists for a reason

Pre-read IEP goals to understand what each student is working toward academically

Use preferred interests and activities as motivators embedded within instruction

Follow the individual daily schedule for each student, which may differ from the group

Use social stories tailored to the specific conflict situation to teach appropriate responses

Use each student's preferred communication method: verbal, sign language, AAC device, or PECS

Review each student's individual schedule, including pull-out services and transition times

Follow each student's IEP goals and deliver instruction aligned to their specific objectives

Use each student's assigned assistive technology (AAC devices, speech-to-text, screen readers) as specified

Use the assessment modifications specified in each student's IEP: read-aloud, extra time, reduced choices

Read every student's IEP summary before the day starts, focusing on goals, accommodations, and behavior plans

Recognize that disability intersects with culture: families may view disability very differently based on background

Review each student's emergency plan, including mobility limitations and medical needs

Approach each student gently and let them warm up to you at their own pace