In House Substitute Teacher - Virtual Learning Program

Virtual In House Substitute Teacher (26-27 SY)

About KIPP DC Public Schools

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 educates 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.

About the Virtual In House Substitute Teacher Role

The Virtual In House Substitute Teacher is a one-year, school-based role designed specifically to support Innovate Virtual Academy's online instructional model. The primary responsibility of this position is to provide seamless virtual class coverage when a teacher or staff member is absent so students experience continuity of instruction, routines, expectations, and academic support.

When class coverage is not needed, the Virtual In House Substitute remains an active instructional and operational member of the school team. The substitute provides targeted small-group and one-to-one student support, assists with attendance and family outreach, supports student engagement and intervention needs, and participates in in-person field trips, testing, school events, and other community-building experiences.

Because instruction occurs virtually, this role requires significantly more than traditional substitute coverage. The person in this position must be able to confidently enter and manage virtual classrooms, navigate multiple digital systems simultaneously, monitor student participation and device activity, troubleshoot common technology issues, and communicate effectively with students, families, teachers, and school leaders across digital platforms.

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 this is a one-year role, a position for the following school year is not guaranteed.

Location and Type of Work

This is a primarily virtual position with required in-person responsibilities in Washington, DC. The Virtual In House Substitute is expected to work from the school's designated office space two days each week and virtually on the remaining scheduled workdays, unless otherwise directed based on school needs.

Virtual In House Substitutes support instruction during the student day (generally 8:00 a.m. to 3:30 p.m.). Work hours are typically 7:30 a.m. to 5:00 p.m. two days per week and 7:30 a.m. to 4:00 p.m. three days per week to allow for student support, duties, collaboration, professional development, and schoolwide responsibilities.

The role also requires in-person attendance, as assigned, for field trips, student and family events, testing, professional development, schoolwide programming, and other Innovate Virtual Academy activities.

Key Responsibilities

The percentages below are estimates and may shift based on staff coverage and student needs. Flexibility and responsiveness are essential to the role.

Virtual Classroom Coverage & Instructional Continuity (approx. 40%)

• Provide virtual class coverage across grade levels and content areas when teachers or staff members are absent.
• Internalize, adapt, and deliver standards-aligned lessons, materials, and assignments provided by the classroom teacher or school team.
• Maintain established classroom routines, schoolwide expectations, pacing, and student accountability during coverage.
• Launch and manage virtual class meetings, including admitting students, monitoring participation, using chat and screen-sharing functions, supporting breakout rooms, and maintaining an organized virtual learning environment.
• Use split-screen and multi-window workflows to simultaneously present instructional content, monitor student cameras and participation, review student work, communicate through chat, and access required instructional platforms.
• Monitor student engagement and, when applicable, student device activity through school-approved monitoring systems such as GoGuardian.
• Take and communicate accurate attendance and participation information during class coverage.
• Provide clear handoff information to the returning teacher regarding attendance, student engagement, completed work, concerns, and needed follow-up.
• Troubleshoot common student technology and access issues and escalate concerns through established school systems when additional support is needed.

Student Intervention, Small-Group & One-to-One Support (approx. 25%)

• When coverage is not required, provide purposeful small-group instruction, intervention, reteaching, skill practice, and academic support based on teacher and school-leader direction.
• Provide one-to-one support to students who need additional assistance with academic tasks, organization, executive functioning, technology navigation, assignment completion, or re-engagement.
• Support students in accessing Google Classroom, instructional materials, assignments, calendars, links, and other digital learning resources.
• Reinforce schoolwide virtual-learning expectations, including attendance, punctuality, active participation, appropriate use of chat, camera expectations, and completion of required learning artifacts.
• Support students with missing or incomplete work by helping them identify priorities, locate assignments, understand directions, and create a plan for completion without completing work for the student.
• Collect and communicate relevant student progress, engagement, or intervention information to teachers and school leaders.

Attendance, Family Communication & Student Engagement (approx. 15%)

• Support daily and targeted attendance outreach, including phone calls, messages, and follow-up with students and families as assigned.
• Partner with families in a professional, warm, culturally responsive manner to problem-solve barriers to virtual attendance and engagement.
• Document attendance outreach and student/family communication in designated school systems.
• Follow up with students who are absent, late, disengaged, or experiencing difficulty accessing class and communicate concerns to the appropriate team member.
• Support re-entry and re-engagement so students can return to instruction quickly after an absence or technology interruption.

Build Strong Relationships & Virtual Classroom Culture (approx. 10%)

• Demonstrate commitment to KIPP DC's mission and to creating a joyful, affirming, academically rigorous virtual learning environment.
• Build trusting relationships with students, families, teachers, and teammates across virtual and in-person settings.
• Establish a warm, structured virtual presence and uphold consistent expectations across classes.
• Use proactive redirection and de-escalation strategies appropriate for a virtual environment.
• Maintain confidentiality and treat all student and family information with strict confidence.
• Model professional digital communication and appropriate online behavior.

Professional Collaboration & Schoolwide Responsibilities (approx. 10%)

• Attend and actively participate in staff meetings, professional development, planning meetings, and coaching/feedback sessions.
• Implement feedback from school leaders, coaches, and teachers and adjust practice quickly in response to student and school needs.
• Report to the designated office/workspace two days per week and maintain a professional, instruction-ready remote workspace on virtual workdays.
• Attend and actively support field trips, in-person student events, family events, testing, celebrations, open houses, and other schoolwide programming as assigned.
• Assist with preparation, supervision, student support, logistics, and transitions during in-person programming.
• Complete other instructional and operational responsibilities aligned to the needs of Innovate Virtual Academy.

Required Technology & Virtual Instruction Competencies

Because technology is the primary instructional environment for Innovate Virtual Academy, strong digital fluency is an essential function of this position rather than a preferred skill. Candidates must demonstrate the ability to learn and independently use multiple systems while actively supporting students.

• Strong foundational understanding of educational technology and virtual-learning systems.
• Proficiency with Google Workspace/Google Suite, including Google Docs, Slides, Sheets, Forms, Drive, Calendar, Gmail, and related collaboration tools.
• Proficiency with Google Classroom, including locating and posting materials, accessing assignments, reviewing student submissions, and supporting students with platform navigation.
• Proficiency with Zoom and/or comparable virtual-meeting platforms, including screen sharing, chat, participant management, breakout rooms, and other classroom-management functions.
• Ability to effectively use split screens, multiple browser windows/tabs, and multiple digital platforms at the same time while maintaining awareness of student engagement.
• Working knowledge of GoGuardian or comparable student monitoring systems, with the ability to learn school-specific monitoring procedures quickly.
• Ability to monitor student cameras, chat, participation, instructional content, and student work simultaneously in a virtual classroom.
• Ability to troubleshoot common issues involving logins, links, permissions, audio/video, browser navigation, Google Classroom, and other student-facing technology.
• Ability to learn new technology systems quickly and follow school expectations for digital privacy, student data, and responsible technology use.
• Reliable internet connectivity and an appropriate professional workspace for virtual workdays, consistent with KIPP DC requirements.

Required Qualifications

• High school diploma or GED.
• Commitment to working with students from communities with limited access to high-quality educational opportunities.
• Demonstrated knowledge of and ability to support reading, writing, and mathematics instruction.
• Strong written and verbal communication skills with students, families, and colleagues.
• Demonstrated ability to build relationships and communicate effectively in a virtual environment.
• Demonstrated flexibility and ability to shift quickly between substitute coverage, small-group instruction, one-to-one student support, attendance outreach, and operational needs.
• Demonstrated proficiency with the core technology competencies listed above.
• Strong organization, time management, follow-through, and ability to work independently in a remote setting.

Preferred Qualifications

• Bachelor's degree.
• Previous experience as an In House Substitute, substitute teacher, instructional aide, interventionist, or similar student-support role.
• Experience teaching or supporting students in a virtual, blended, or technology-rich learning environment.
• Experience in an urban K-12 public school setting.
• Experience with GoGuardian, Google Classroom, Google Workspace, Zoom, and other educational technology platforms.

Physical & Work Environment Requirements

• Ability to remain at a computer workstation and actively monitor virtual instruction for extended periods.
• Ability to manage multiple digital platforms and screens throughout the workday.
• Ability to participate in required in-person school activities, including field trips, testing, student events, and community events.
• When working in person, ability to monitor and support students during activities, transitions, and events as assigned.

Compensation and Benefits

In House Substitute Teachers will receive an annual salary of $45,000 and a competitive benefits package.

• Following the In House Substitute Teacher year, employees may interview for or be asked to become Capital Teaching Residents ($52,000), Lead Teachers (starting at $65,500), or another role at their school or another KIPP DC school. As this is a one-year role, a position for the following school year is not guaranteed.
• KIPP DC offers a robust benefits package including medical, dental, and vision insurance; various voluntary benefits; and employer-paid benefits such as short-term disability, long-term disability, life insurance, and a membership to One Medical.
• KIPP DC also offers a 403(b) retirement account with a 3% employer contribution and a 3% match with vesting after three years.
• Currently, individuals in this role have up to 15 paid time off days, up to 10 paid sick days, and 12 paid holidays. This is subject to change, and the exact schedule will be shared in the offer letter.

Equal Employment Opportunity Employer

KIPP DC Public Schools does not discriminate against, or tolerate discrimination against, employees or applicants for employment on any legally-recognized basis or protected class including, but not limited to, actual or perceived race, color, national origin, immigration status (except as necessary to comply with federal, DC, state, or local law), religion, sex (including pregnancy, childbirth, lactation and related medical conditions), age, physical or mental disability, medical condition, sexual orientation, gender (including gender identity or expression), marital status (including domestic partnership status), genetic information, political affiliation, pregnancy, family responsibilities, personal appearance, veteran status, uniform service member status, status of being unemployed, status of victim a survivor of domestic violence, sexual offense or stalking, matriculation or any other protected class under federal, state, DC, or local law.

Click here or here to review KIPP DC’s non-discrimination policy and KIPP DC’s Title IX Coordinator’s contact information.

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