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Long term substitute teacher skills for your resume and career
Updated January 8, 2025
3 min read
Quoted experts
Dr. Peg Hughes Ph.D.,
Bradley Conrad Ph.D.
Below we've compiled a list of the most critical long term substitute teacher skills. We ranked the top skills for long term substitute teachers based on the percentage of resumes they appeared on. For example, 16.3% of long term substitute teacher resumes contained classroom management as a skill. Continue reading to find out what skills a long term substitute teacher needs to be successful in the workplace.
15 long term substitute teacher skills for your resume and career
1. Classroom Management
Here's how long term substitute teachers use classroom management:
- Implemented Responsive Classroom to ensure optimal classroom management in combination with partnerships with guidance counselor and administration in implementing behavior plans.
- Developed a Classroom Management Systems for productive learning environment; to also instill good citizenship within the classroom community.
2. Long-Term Substitute
Here's how long term substitute teachers use long-term substitute:
- Fulfilled a long-term substitute assignment amid a first-grade setting, effectively instructed students of varied academic levels and diverse cultural backgrounds.
- Served as Student Leadership and College Preparation Literacy long-term substitute.
3. Math
Here's how long term substitute teachers use math:
- Created lesson plans using Everyday Mathematics curriculum and implemented multiple hands on activities and centers using math manipulative.
- Created math lessons adopted from Florida 6th grade mathematics curriculum to meet individual learning styles and student comprehension levels
4. Public Schools
Public schools are available for everyone. They are funded and controlled by the government. With state guidance, each school board determines the curricula, finances, and jobs for schools within its borders. The government also decides on academic standards and standardised tests.
Here's how long term substitute teachers use public schools:
- Ensured that all classroom practices and instructional techniques were aligned with the Worcester Public Schools curricula and Massachusetts State Frameworks.
- Differentiated lessons in alignment with Massachusetts state standards as well as Lexington Public Schools standards and curriculum.
6. Student Learning
Here's how long term substitute teachers use student learning:
- Facilitated student learning by encouraging debates between students in an effort to promote creative thinking and tolerance for different perspectives.
- Developed meaningful relationships with students and implemented creative techniques to encourage student learning and build community within the classroom.
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Professional development means to have the essential training certification or education with the purpose of earning and having a successful career. Every job requires a different set of skills. However, new skills may be needed in the future. Professional development, in this regard, helps people to develop and polish the skills and become efficient workers.
Here's how long term substitute teachers use professional development:
- Participated in all Professional Development workshops and meetings to remain current on continuing education such as curriculum, trends and technology.
- Participated in professional development opportunities such as Professional Learning Community meetings, curriculum mapping, Writing in the Brain seminar.
8. Kindergarten
Kindergarten is an early form of education that begins when a child is about five years old. During kindergarten, children learn the basic elements of reading, writing, and mathematics in addition to colors, telling time, sharing, and similar principles. Kindergarten classes are typically overseen by a single teacher who lectures on all of the subjects listed.
Here's how long term substitute teachers use kindergarten:
- Prepare students for acceleration to Kindergarten through letter recognition, number recognition and age appropriate instruction.
- Planned and prepared lessons following corporation curriculum map and Indiana Common Core standards for kindergarten instruction.
9. Language Arts
Language art refers to the ability to master a language.
Here's how long term substitute teachers use language arts:
- Implemented academic curriculum in language arts.
- Instructed six sections of seventh- and eighth grade Language Art and maintained a quiet environment for one study hall each day.
11. IEP
Here's how long term substitute teachers use iep:
- Provided special education instruction, differentiating lessons and providing individualized support based on IEP's.
- Planned interventions, provided testing accommodations for IEP required students, and re-administered GLI assessments.
12. Learning Styles
Here's how long term substitute teachers use learning styles:
- Skilled in learning intervention, student program development strategies and evaluated and identified individual learning styles and needs.
- Identified and assessed individual students learning styles and help developed lesson plans to maximize student comprehension.
13. K-12
K12 is a term that incldues all 12 years of education in the US education system. It includes the education offered at the primary stage, middle stage, and secondary stage. It includes children of ages as young as 5 to 18 years. The grades included in K12 are Kindergarten, the initial 5 stages, grades 6 to 8, and 9 to 12. This system is followed specifically followed in the US and may vary in other countries.
Here's how long term substitute teachers use k-12:
- Direct instruction K-12 Special Education and Computer Technology
- Evaluated student's performance (K-12), assessed grades, and organized dance performances for families to come watch.
14. Student Achievement
Here's how long term substitute teachers use student achievement:
- Collaborated within a professional learning community, nurturing and sustaining school culture conducive to accelerated student achievement.
- Evaluated student achievement by administering exams and assigning projects, classroom activities and homework.
15. Learning Process
Here's how long term substitute teachers use learning process:
- Ensured continuity and enhancement of the learning process among general and special education classrooms.
- Collaborate with other teachers and administrators facilitating the learning process.
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What skills help Long Term Substitute Teachers find jobs?
Tell us what job you are looking for, we’ll show you what skills employers want.
What skills stand out on long term substitute teacher resumes?
Dr. Peg Hughes Ph.D.
Chair, Department of Special Education. Coordinator of ECSE Programs, San Jose State University
-Transformative educators who are skilled in addressing racial and social inequities in their programs
-Educators who are fullly qualified and trained to work with students with disabilities who are also English-language learners
-Educators who are trained to work collaboratively with general educators on planning, teaching, and assessing those students with disabilities in gen-ed classrooms, i.e., co-teaching in inclusive settings
-Fluent in other languages besides English due to the diverse language backgrounds of students and families (at least in California)
-Any evidence of leadership work on the job, e.g., trainings for general educators on inclusion, diversity, families, and more
-Strong technology skills for communication with all stakeholders and for teaching students virtually
-Trained to teach using UDL approaches to address diversity of student learning styles
-Educators who are fullly qualified and trained to work with students with disabilities who are also English-language learners
-Educators who are trained to work collaboratively with general educators on planning, teaching, and assessing those students with disabilities in gen-ed classrooms, i.e., co-teaching in inclusive settings
-Fluent in other languages besides English due to the diverse language backgrounds of students and families (at least in California)
-Any evidence of leadership work on the job, e.g., trainings for general educators on inclusion, diversity, families, and more
-Strong technology skills for communication with all stakeholders and for teaching students virtually
-Trained to teach using UDL approaches to address diversity of student learning styles
What hard/technical skills are most important for long term substitute teachers?
Bradley Conrad Ph.D.
Associate Professor, Capital University
The four skills most prevalent in great teachers include personalizing the educational experience, teaching the whole person (not just the pupil), teaching with intention, and developing autonomy. Personalizing the educational experience includes providing multiple pathways for students to engage with the content and inviting individual, unique cultural perspectives into the learning experience. Teaching the whole person happens when teachers see students as unique individuals and support their social, emotional, and academic needs. Teaching with intention occurs when teachers make curricular and instructional choices based on their students' needs and interests while having a clear purpose behind what they are doing. Finally, developing autonomy is akin to teaching kids not to need us or, as Vygotsky referred to it, attending to zones of proximal development. In other words, this skill involves helping students think critically, learn to solve problems and become more empowered and autonomous in their own academic and personal lives.
What soft skills should all long term substitute teachers possess?
Dr. Rachel Potter
Director of Applied Behavior Analysis & Autism Studies, Associate Professor of Education, Mary Baldwin University
In any teaching position, whether special education or otherwise, it is perhaps the soft skills that are the greatest indicators of professional aptitude and success. In my years as a principal, we used to call this "teacher mojo," and it was an aura that is easier to glean in an interview than on a resume but centers around those personal traits that the person brings with them to the table beyond their content and pedagogical knowledge and expertise. A hiring administrator wants to know that the candidate is collaborative; special education teachers are expected to partner with their general education colleagues and related service providers and serve as case managers of interdisciplinary teams. They need to have excellent listening and facilitation skills, demonstrated through approachability, patience, flexibility, cultural competence, and the ability to lead sometimes difficult conversations. Special educators need to have impeccable time management skills and be reliable when meeting deadlines, as timelines are set by federal legislation and state regulation, not simply the whim of a school administrator. Additionally, they need to model inclusivity and kindness; they are often the voices in their buildings for the excluded students. They should be confident enough to say, for example, "have we thought about accessibility concerns for the upcoming field trip?" and be willing to kindly remind their colleagues of equal access and inclusivity when someone suggests "leaving those kids behind just this one time."
What long term substitute teacher skills would you recommend for someone trying to advance their career?
Suzanne Tiemann
Professor, Park University
I think that learning is on a continuum. By advancing their degrees and graduate credit, teachers can move up the district’s salary schedule while continuing to perfect their craft.
What type of skills will young long term substitute teachers need?
Dr. Richard Sabousky Ph.D.
Retired Chair of Clarion's Special Education Department, Clarion University of Pennsylvania
New faculty will have to demonstrate an increased ability to differentiate instruction and work with the general education faculty to meet students where they are and implement techniques to accelerate the learning of all students who may have experienced COVID-related gaps in knowledge. Specifically, these skills would be related to explicit instruction and Direct Instruction, as well as other evidence-based techniques. Applications of instructional technologies mediated through computers and tablets, peers, and teachers will need to be used. An example would be related to questioning, having students respond to teacher questions in various ways. The most basic of these responses would be a binary response, such as right false questions next to a provided set of choices for students to select. Then, the most difficult of reactions - a production response, would show students' in-depth understanding. All of the above would be driven by the new faculty's experience with assessment and assessment practices. The outcomes of assessment, both formal and informal, will drive instruction.
Another skill or activity to be undertaken will be an intimate knowledge of the standards students must meet and resource materials available in their respective schools to help meet those standards. The textbook is not the curriculum or the standards but a vehicle to achieve those standards. By familiarizing the curriculum, educators will better handle those prerequisite skills needed to perform at the highest levels.
Another skill or activity to be undertaken will be an intimate knowledge of the standards students must meet and resource materials available in their respective schools to help meet those standards. The textbook is not the curriculum or the standards but a vehicle to achieve those standards. By familiarizing the curriculum, educators will better handle those prerequisite skills needed to perform at the highest levels.
What technical skills for a long term substitute teacher stand out to employers?
Brian Kaye
Assistant Superintendent for Personnel & Planning, Arlington Heights School District 25
The technical skills that I believe will serve incoming teachers will be the ability to engage students in multiple formats for communication and delivery of instruction. There are many platforms for delivering instruction and being able to adapt to new platforms will be helpful. I believe getting comfortable making quick video tutorials for students and parents will also be necessary.
Do you want to know more?
Read more about what experts have to say about long term substitute teacherList of long term substitute teacher skills to add to your resume
The most important skills for a long term substitute teacher resume and required skills for a long term substitute teacher to have include:
- Classroom Management
- Long-Term Substitute
- Math
- Public Schools
- Social Studies
- Student Learning
- Professional Development
- Kindergarten
- Language Arts
- Social Development
- IEP
- Learning Styles
- K-12
- Student Achievement
- Learning Process
- Classroom Environment
- Applied Behavior Analysis
- Physical Education
- Student Performance
- State Standards
- ESL
- Parent-Teacher Conferences
- Report Cards
- Instructional Materials
- Literature
- Chemistry
- Geometry
- Remainder
- Pre-K
- RTI
- Cooperative Learning
- Grade Mathematics
- Progress Monitoring
- K-5
- Co-Taught
- PowerPoint
- Classroom Behavior
- Learning Environment
- School Administration
- PLC
- Grade Class
- Guided Reading
- Standardized Testing
- Homework Assignments
- Team Teaching
- Blended Learning
- Core Standards
- Dibels
Updated January 8, 2025
Updated January 8, 2025
5. Social Studies
Social studies is a subject in school that teaches about society and its sciences. Sociology, political science, and economics are all examples of social studies.