Substitute Teacher

Job Description

Job Description

About the School

Georgetown Day School opened its doors in 1945 as the first integrated school in a segregated city. Governed by a Board of Trustees elected by the parent body and administered by an appointed Head of School, it was founded by seven families who wanted to create a school committed not only to academic excellence and educational innovation but also to a value system emphasizing appreciation and respect for others. Believing that diversity was the ground out of which all deep and rich learning occurs, they established a school where all children would be welcome, celebrated, and challenged to be their best selves.

Today, the School's philosophy, programs, and position in the national educational landscape strongly reflect its roots. Having grown from 12 children in 1945 to 1075 students in PK-12 today, GDS is recognized as one of Washington, D.C.’s and the nation’s most dynamic educational institutions.

Since the school’s founding, GDS has called eight different locations home. In the fall of 2020, in the midst of the pandemic, the Lower, Middle, and Upper Schools were all joined on one extraordinary campus.

About the Position

Georgetown Day School, an independent Pre-K-12 school, seeks Lower, Middle, and High School substitute teachers for the school year. Subject areas include humanities, science, math, languages, PE, and the arts. While most substitute positions are for one or two days, long-term substitute positions do, on occasion, open. As a diverse, inclusive school devoted to social justice and preparing students to live and work in an increasingly globalized and multicultural society, GDS is particularly interested in professionals with demonstrated interest and experience in working in such a school setting.

Division: Lower/Middle School and or High School

Location: 4200 Davenport St NW, Washington, DC

Type of Opportunity: Part-time, on-call

Pay: $25/hour

Note: Applications will be reviewed on a rolling basis.

Essential Qualifications:

• Bachelor’s Degree preferred. Post-secondary degree(s) of similar years and work experience may be considered.
• Teaching experience
• Flexible schedule

Americans with Disability Specifications Physical Demands:

The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform essential functions.

While performing the duties of this job, the employee is occasionally required to stand; walk; sit; use hands to finger, handle, or feel objects, tools or controls; reach with hands and arms; climb stairs; balance; stoop, kneel, crouch or crawl; talk or hear; taste or smell. The employee must occasionally lift and/or move up to 25 pounds. Specific vision abilities required by the job include close vision, distance vision, color vision, peripheral vision, depth perception, and the ability to adjust focus.

Work Environment:

Work environment characteristics described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform essential functions. While performing the duties of this job, the employee is exposed to weather conditions prevalent at the time. The noise level in the work environment is usually moderate.

To Apply

Qualified candidates should submit a cover letter, resume, and list of three references using our online application system through ADP/Workforce Now: To find out more about the school, candidates should visit our website at

As an inclusive school devoted to preparing our students to live, work, and lead in an increasingly globalized and multicultural society, GDS is particularly interested in professionals with demonstrated interest and experience in working in such a school setting and is driven by the core charge of working to enhance and bring joy to every student’s individual learning experience in equitable and meaningful ways.