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Job outlook for substitute instructors in the United States
Are substitute instructor jobs in demand?
Substitute instructor job and salary trends over time
Substitute instructor jobs over time
Substitute instructor job growth rate over time
| Year | # of jobs | % of population |
|---|---|---|
| 2021 | 268 | 0.00% |
| 2020 | 2,469 | 0.00% |
| 2019 | 4,273 | 0.00% |
| 2018 | 1,473 | 0.00% |
| 2017 | 1,478 | 0.00% |
Average substitute instructor salary over time
Substitute instructor salary by year
| Year | Avg. salary | Hourly rate | % Change |
|---|---|---|---|
| 2025 | $36,159 | $17.38 | +2.5% |
| 2024 | $35,275 | $16.96 | +0.3% |
| 2023 | $35,180 | $16.91 | +1.8% |
| 2022 | $34,552 | $16.61 | +1.7% |
| 2021 | $33,966 | $16.33 | +3.7% |
Substitute instructor jobs by state
Most common states for substitute instructors
| Rank | State | Population | # of jobs | Employment/ 1000ppl |
|---|---|---|---|---|
| 1 | New Hampshire | 1,342,795 | 300 | 22% |
| 2 | Montana | 1,050,493 | 231 | 22% |
| 3 | Delaware | 961,939 | 210 | 22% |
| 4 | Vermont | 623,657 | 139 | 22% |
| 5 | Wyoming | 579,315 | 129 | 22% |
| 6 | Nevada | 2,998,039 | 642 | 21% |
| 7 | Colorado | 5,607,154 | 1,056 | 19% |
| 8 | Connecticut | 3,588,184 | 685 | 19% |
| 9 | District of Columbia | 693,972 | 121 | 17% |
| 10 | Alaska | 739,795 | 117 | 16% |
| 11 | New Jersey | 9,005,644 | 1,369 | 15% |
| 12 | Arizona | 7,016,270 | 1,053 | 15% |
| 13 | Maryland | 6,052,177 | 900 | 15% |
| 14 | Minnesota | 5,576,606 | 768 | 14% |
| 15 | South Carolina | 5,024,369 | 722 | 14% |
| 16 | Nebraska | 1,920,076 | 276 | 14% |
| 17 | Idaho | 1,716,943 | 236 | 14% |
| 18 | Illinois | 12,802,023 | 1,641 | 13% |
| 19 | Oregon | 4,142,776 | 550 | 13% |
| 20 | Iowa | 3,145,711 | 411 | 13% |
Most common cities for substitute instructors
| Rank | City | # of jobs | Employment/ 1000ppl | Avg. salary |
|---|---|---|---|---|
| 1 | Albany | 2 | 3% | $28,704 |
| 2 | San Diego | 18 | 1% | $39,135 |
| 3 | Saint Petersburg | 2 | 1% | $30,347 |
| 4 | McKinney | 1 | 1% | $33,505 |
| 5 | New Haven | 1 | 1% | $31,085 |
| 6 | Shreveport | 1 | 1% | $34,109 |
| 7 | Wilmington | 1 | 1% | $27,615 |
| 8 | Chicago | 1 | 0% | $36,753 |
| 9 | Saint Paul | 1 | 0% | $32,650 |
| 10 | Washington | 1 | 0% | $33,894 |
Substitute Instructor job outlook: Expert opinions
Our panel of substitute instructor experts
College of the Marshall Islands
Mercy College
Franklin and Marshall College
Universty of San Francisco
University of Louisville
Merrimack College
University of Kansas
College of Saint Benedict
Queens College of the City University of New York
California State University - Fresno
Villanova University
Seattle Pacific University
California State University - Fresno
University of Tennessee-Knoxville
Point Loma Nazarene University
Susquehanna University
Wright State University
Arkansas Tech University
Northern Seminary
Lafayette College
What general advice would you give to a Substitute Instructor?
Alexander Velasquez: My general advice to any graduate beginning their career in their field is to continue to learn and be a student of your craft. Be open to learning new things because you never know how they will improve your skills and qualifications. For example, I am currently learning video editing. I never thought I would bother to learn video editing, but it makes me a more versatile instructor being able to give students the option of doing video projects, combining and editing them, and having a digital record of what students have learned in the classroom. And given the rise of online learning, it's important nowadays to be an effective instructor both in the traditional in-person format and within the digital landscape.
What Substitute Instructor skills would you recommend for someone trying to advance their career?
Alexander Velasquez: I think that in the next three to five years the most important skills to have—and I mean this—will be critical thinking and imagination. This may sound a bit outlandish, and maybe even a bit naive, but hear me out: Artificial intelligence is making strides to the point where papers are writing themselves with simple instructions, videos are generating themselves with simple instructions, and software is beginning to write itself; and all this has been happening within the last few years. We may begin to see that in the next three to five years, once coveted programming jobs could become automated. Now, what I'm *not* saying is don't go to school for computer programming; but what I *am* saying is that the nature of work and employment *is* changing. For example, if you and and AI are making a video, and both of you have the same script, same voiceover, and so on, the only thing separating your final product from the AI's is the way you *think and imagine*, the perspective that you have as someone who can think critically about the information and lay it out in a visually appealing manner. AI can't do that—at least not yet—because it simply spits out the information it's given. But critical thought, metalevel thinking about information, is what will be one of the most important assets to have in the coming three to five years.
What will help Substitute Instructors increase their earning potential?
Alexander Velasquez: I think everyone should look into their career fields and find out what it is that makes you more valuable in that field. Are there any certifications that you can get? What is it that you need to know or learn that companies will find valuable? Much can be learned online, so pick up as many of those skills as you can, and make sure they're on your resume or CV. I believe all those things could maximize salary potential, especially when starting out.
Dr. Eric Martone
Interim Dean of the School of Education, Associate Professor, History/Social Studies Education, Editor, Global Education ReviewMercy College
School of Education
What soft skills should all Substitute Instructors possess?
Dr. Eric Martone: In the era of COVID, stress management and adaptability are two critical soft skills that educators must have more than ever.
What hard/technical skills are most important for Substitute Instructors?
Dr. Eric Martone: In the era of COVID, skills with technology, particularly in the areas of remote and hybrid learning, are especially crucial.
What skills will help Substitute Instructors earn the most?
Dr. Eric Martone: Educators who are compassionate, with strong leadership skills, willing to make take chances to make a difference.
Will there be an enduring impact of the coronavirus pandemic on Substitute Instructors?
M. Alison Kibler Ph.D.: Some things seem to have changed in the pandemic, but F&M's graduates in American Studies did quite well in the first pandemic season of job hunting.
What type of skills will young Substitute Instructors need?
M. Alison Kibler Ph.D.: The key for today's graduate is to come ready with relevant skills and experience. A college degree without relevant skills and experience will just not be as sufficient as in previous years to land that first, post-graduate role.
Creativity, proactivity along with strong communication skills and intellectual grit to anticipate and respond proactively to the unexpected are the competencies most prized in today's labor market. Showing that one worked through the pandemic, and even pursued additional skills and experiences relevant to a role or field, will make a graduate stand out from among their less prepared and proactive peers.
In the last class of American Studies graduates (class of 2020), I saw some students take a new path to a job. For example, one student had an internship where she worked remotely for a digital marketing firm. This then became a full-time job after graduation. Another student had worked on legal research (also remote) over the summer and in her senior seminar, and then got a job as a legal assistant in the New York DA's office. She hopes to ultimately go to law school. This is a job that other AMS alumni have secured in the past. Other students got jobs as community organizers, teachers, museum curators and entry-level business positions. These paths seemed largely the same as in the past. All built on course work and/or internships where they developed skills and deepened interest in topics. The student that went to work as a community organizer, for example, had done a senior research project on homelessness.
What are the biggest trends we'll see in the Substitute Instructor job market given the pandemic?
Elliot Neaman Ph.D.: In the corporate world, companies are now having to shift from a physical workspace to working at home, so that means young people entering the workforce have an advantage since they are usually more tech savvy than older people, although that is not always the case. There will be new opportunities in companies that see a lot of demand because of the pandemic. Think about at-home exercise companies like Peleton. Obviously a lot of businesses are suffering or disappearing, like retail and restaurants, so you'll see a shift away from that, but service industries are going to become even more important, especially those that fill the niche of providing services at home.
What Substitute Instructor skills would you recommend for someone trying to advance their career?
Elliot Neaman Ph.D.: Again, good tech training is a central requirement. I would learn to code if I were a young person. I would use the gap year to do a lot of reading and perhaps learn a language.
What are the biggest trends we'll see in the Substitute Instructor job market given the pandemic?
Janet Kelly Ph.D.: Telecommuting. We learned that employees - public employees - can serve the public effectively while working from home. We should see less clustering of public administrators in city centers, a reduced need for public buildings and other physical infrastructure, and more emphasis on the kinds of skills that support telecommuting.
What skills stand out on Substitute Instructor resumes?
Janet Kelly Ph.D.: Evidence that the candidate can work effectively in teams and can meet deadlines. Employers tell me our graduates are plenty capable, but sometimes are deficient in the soft skills associated with teamwork and may struggle with organizing their work schedule to meet project deadlines (translate: they procrastinate).
What type of skills will young Substitute Instructors need?
Deborah Margolis Ph.D.: COVID has taught us many things about education in the U.S., for example, that we were woefully underprepared to deal with a pandemic. But it has also taught us that some of the most important characteristics needed for young graduates looking to enter the field are flexibility, resilience, and perseverance.
We have always wanted to be sure that graduates of education programs are prepared to teach the students in their classrooms as well as the content, but what we have learned is that we can't plan for all possible scenarios and that while we might try and we might get better at planning for the unexpected, good teachers need to be flexible in their thinking and in their ability to shift gears and do things differently. Good teachers need to be resilient in the face of adversity so that they can recognize risk factors and manage them without alarm and panic because panicky adults signal alarm to students.
For many years we have known that perseverance is one of the most important characteristics involved in student success and we have learned that the same is true for teachers. Changes in modality have been challenging for most if not all teachers and those who have been able to persevere in the face of the changes have been more successful. Graduates also need to have familiarity and comfort with educational technology platforms. Finally and perhaps most importantly, graduates need to have knowledge of and willingness to support the social-emotional development of students. This is true in any teaching setting but is critical during times of unusual, chronic, and unrelenting stress.
Are there any particularly good places in the United States for Substitute Instructors to find work opportunities?
Deborah Margolis Ph.D.: The COVID pandemic has triggered the retirement of many seasoned educators, so many districts are in need of committed new graduates. Typically, during non-pandemic times, urban districts tend to have more openings. Commitment to teach in an urban or otherwise underserved district can provide a wonderful experience for new graduates looking to make a meaningful contribution to the education and lives of the students with whom they work.
How do you envision technology impacting Substitute Instructors in the next 5 years?
Deborah Margolis Ph.D.: One of the many things that COVID has taught us is the importance of educational technology and that educators need to have facility with technology. We have also learned that some things that we thought had to be done in person, can be done remotely/virtually. Since some experts suggest that we may be dealing with COVID and remnants of COVID until 2025, educational technology will continue to play an important role for us in the U.S. The use of technology during the pandemic has also shown us ways that education can be enhanced for those who might otherwise be unable to access on-ground educational opportunities.
Luis Corteguera
Professor and ChairUniversity of Kansas
Department of History
What are the biggest trends we'll see in the Substitute Instructor job market given the pandemic?
Luis Corteguera: The pandemic and the economic crisis has only highlighted the value of a university education. People with a BA/BS continue to do better economically than those without, and the difference will increase. The specific area of study will be less important than having the degree in hand. Rather than seeking an education that offers professional training - which are hard to predict and employers usually provide - a liberal arts education will actually prove more valuable in the long-run, since employers consider such graduates to have a greater variety of intellectual and analytical skills that will enable them to adapt and be trained to solve the complex problems of the future.
What general advice would you give to a Substitute Instructor?
Luis Corteguera: Make a plan for the future that outlines short-, medium-, and long-term goals. Discuss these plans with a variety of people (family, friends, acquaintances, professionals in areas of interst), and if available, with career planning professionals at the university, many of which continue to offer support even after graduation. Request "informational interviews" with all kinds of people in professions that may be of interest, even if you don't know them personally. Not only are these helpul to ask questions about career paths, but these interviews can also help to build professional networks.
Jeffrey Anderson Ph.D.
Associate ProfessorCollege of Saint Benedict
Department of Peace Studies
What skills stand out on Substitute Instructor resumes?
Jeffrey Anderson Ph.D.: People are still at the center of many of these jobs, so people skills remain important. Similarly, fluency in a second language also appears to be a huge asset, as these efforts are undertaken to reach communities that are especially hard hit. Finally, organizations hiring for positions that involve an element of research are also pleased to see data analytics capabilities.
Zavi Gunn
DirectorQueens College of the City University of New York
Center for Career Engagement and Internships
What skills stand out on Substitute Instructor resumes?
Zavi Gunn: The ability to analyze data, spreadsheets, formulas, and pivot tables is increasingly in demand. Highlighting your collaborative, creative, and innovative side is also a plus. In addition, employers look for digital competency - particularly video editing and social media management skills.
Negin Tahvildary Ph.D.
Lecturer, Director, Mediator Mentors ProgramCalifornia State University - Fresno
Department of Philosophy
What type of skills will young Substitute Instructors need?
Negin Tahvildary Ph.D.: Considering that for the first time in history, there are five generations in the workplace, and with recent changes in the population demographics locally and nationally, it is essential for future practitioners to gain proper knowledge in cultural competence, develop social-emotional skills and most importantly, practice critical thinking. These three skills are transferable regardless of the industry. We need to empower compassionate, highly-trained, intellectually-curious, adaptive leaders to efficiently deliver services that meet the social and cultural needs of our nation and the globe.
What experience really stands out on Substitute Instructor resumes?
Negin Tahvildary Ph.D.: Beyond our central role of educating the next generation of graduates, we must also prepare them to be career-ready, to begin contributing to our nation's success as the next generation of leaders. As a former lawyer and UN officer, I think effective teaching in my field means providing my students with as much exposure to hands-on experience. Therefore, I value students who seek opportunities beyond their normal academic settings and participate in extracurricular activities. I personally have developed a program called the Mediator Mentors as a service-learning initiative which promotes problem-solving skills through cross-age mentorship. At the same time, jobs are becoming more hybrid and therefore we should encourage students to choose between various minors and certificate programs also available on our campuses. For instance, at Fresno State Philosophy Department, apart from traditional philosophy courses, we offer several minors and certificates within the Pre-Law, Peace and Conflict Studies, Religious Studies, and Middle East Studies programs as well as Social Justice and Social Change.
What are the biggest trends we'll see in the Substitute Instructor job market given the pandemic?
Sally Scholz Ph.D.: Many of our graduates had to shift gears rapidly. Students who had planned to launch a new career decided instead to take up part-time or temporary positions that would allow them more flexibility. One of the biggest trends is not in the job market, per se, but in the work/life planning. Many of our graduates found themselves moving back home to live with parents rather than launching into a new city. Even those with new jobs spent the first six months of the position being trained and working remotely. They tended to stay with parents in order to save money and avoid moving to a new city during a time when finding a social community would be difficult.
Christopher Hanson
Assistant Professor of Music, Director of Music Education and Orchestral ActivitiesSeattle Pacific University
Music Department
What general advice would you give to a Substitute Instructor?
Christopher Hanson: Keep asking questions and look for opportunities to engage in teaching and learning wherever you can. Connect with peers and future colleagues. Do not just wait. Now is the time to create and sustain dialog on educational change. Although there are endless numbers of variables to how, when, what, and with whom we learn, our genuine curiosity and sincere desire to engage others in the educative process is our greatest hope to see education in a better place than it was before the pandemic.
We must heed the call of innovation and encourage a transition from our current state of triage and survival. You, as a recent graduate, are the future of what education will be. Ask yourself, what will the world look like that you will help create? Is this a world that you and others can learn in? What more can you do to secure the possibilities and promise of education for all? These are the questions that will fuel change and secure growth through the inevitable vicissitudes of education.
Cheryl McDonald
Faculty & Coordinator, Education Specialist and Dual Credential programsCalifornia State University - Fresno
Literacy, Early, Bilingual and Special Education Department
What skills stand out on Substitute Instructor resumes?
Cheryl McDonald: A resume should focus on the person's strongest, most relevant qualifications, experiences and professional skills, stated as much as possible in the "buzzwords" of the profession. Resumes are tailored to the specific job for which the candidate is applying. In addition to qualifications, professional skills and experience, employers also want applicants who are efficient, effective, timely, flexible, collaborative, adaptable, technologically savvy, accepting of constructive criticism, willing to improve performance, and skilled at solving problems before or as they as arise. Candidates should learn and practice using the tools that the employer uses, whether it is equipment, machines, technology, or software applications. The degree of familiarity or proficiency the candidate has for the tools the employer uses should be listed on the resume and shared in the interview. Before the interview, candidates should practice using the tools that the employer uses, prepare specific examples and instances of their proficiency in using those tools, and when possible, use the tools the employer uses during the interview.
I recommend that applicants approach their resumes in three ways. First, place yourself in the shoes of the potential employer. What qualifications, experience, and additional skills would you would want in someone you hire for the job? Second, think about what you want to convey and how you wish to represent yourself. Third, because English is read from the left to the right, mentally divide the resume page into quadrants, and place your most relevant information in the upper left quadrant first and then move to the upper right quadrant. This format is also appropriate for eye or word recognition software, used in many large-scale businesses and school districts, to scan the many resumes they receive.
Lisa King Ph.D.
Associate ProfessorUniversity of Tennessee-Knoxville
Department of English
What general advice would you give to a Substitute Instructor?
Lisa King Ph.D.: I'd also remind graduates that careers are rarely set from the get-go, and not to be discouraged; a career can grow from unexpected opportunities and connections and sometimes it just takes time - or outlasting a pandemic. Careers in English and the humanities are just as important as others, even if media narratives frequently devalue them. Take advantage of the flexibility of your degree and training, build on it, and know the value of your skills. If we have learned anything from this pandemic it's that communication is crucial, and this is part of what you've been trained to do. The world needs you.
What type of skills will young Substitute Instructors need?
Dr. Jennifer Lineback Ph.D.: Graduates will need to be comfortable adapting to evolving conditions. More than ever, we have collectively learned that situations can change, quickly. To be successful in education during this time and in the coming years, educators will need to be patient, flexible, and willing to modify their approach to teaching/learning when situations change. Having knowledge and understanding of a wide variety of instructional strategies, both for in-person and remote learning, will be critical, as will the ability to know when and how to implement these different strategies. Furthermore, our students will need strategies to support students' socio-emotional learning and cultural competency, in addition to those focused on developing content knowledge.
Laurence Roth Ph.D.
Charles B. Degenstein Professor of EnglishSusquehanna University
Department of English and Creative Writing
Are there any particularly good places in the United States for Substitute Instructors to find work opportunities?
Laurence Roth Ph.D.: The greater New York area remains one of the most vibrant publishing and bookselling centers in the U.S., but it isn't and never has been, the only place to find work in this field. Boston, Atlanta, Minneapolis, Chicago, Los Angeles, South Florida, and the Pacific Northwest are just some places where there have always been thriving media markets, independent presses, and educational publishers. Southern Pennsylvania is home to several critical print production facilities. And some of the most exciting new presses and bookstores committed to supporting LGBTQ+ and Black writers operate outside NYC. But it's also true that the current pandemic has speeded up recognition that the internet is also the right place for graduates to find work if working remotely for themselves or others appeals to them.
What technology do you think will become more important and prevalent for Substitute Instructors in the next 3-5 years?
Dr. Karla Huebner Ph.D.: Have no idea about technology for the future.
What general advice would you give to a Substitute Instructor?
Dr. Karla Huebner Ph.D.: Grads in art and art history need to be very flexible in their job search, as positions in these fields for people with the BA and BFA are often hard to get and low in pay. That is not to say students should not pursue these fields. Still, they should be open and creative in job searching--be available to positions that seem less in the field or contingent to it, in areas like library science, graphic design, arts journalism, etc. Graduate degrees can improve job prospects, but the same caveats apply.
How would you rate the starting salaries for Substitute Instructors, as well as the prospects for salary advancement?
Dr. Karla Huebner Ph.D.: Salaries are generally low, but now and then, artists and art historians can make good incomes--don't expect to.
What are the biggest trends we'll see in the Substitute Instructor job market given the pandemic?
Sam Strasner: The New York Times reported, early in the pandemic, that 36,000 journalism jobs had been lost in the United States. Poynter observed that later in summer 2020, that figure does not account for freelancers and others who count on their journalism skills supplement their regular income. The rate at which those jobs return and the quality of the opportunities will most likely reflect the pandemic's overall economic recovery. A more robust economy will allow for more advertising expenditures by companies and more subscriptions by consumers. Through it all, the quality will remain paramount. Those who can tell compelling and accurate stories that resonate with an audience will gain access to the best career options.
What technology do you think will become more important and prevalent for Substitute Instructors in the next 3-5 years?
Sam Strasner: It will be fascinating to see if the pandemic convention of Zoom-style interviews becoming permissible for broadcast television and internet news websites will carry over in a post-pandemic world. If it does, distance technology interviews will open up a cost-efficient way to access a much greater variety of sources, stories, and content. I hope that is the case.
Will there be an increase or decrease in demand for Substitute Instructors in the next 5 years?
Sam Strasner: I think it depends upon how one defines the field. The data says we are in the middle of a 10-year period that will see a 10.1 percent decline in journalism jobs. I noticed that trend early in my career and pivoted to public relations. Our society needs journalists. It is essential that we have people who are willing to, and have the skills necessary to, do real reporting. I believe there will always be a need for that. The question is how prevalent that need will be. As a result, my recommendation to someone pursuing a journalism degree today would be to focus their electives in some combination of digital marketing, public relations, or another closely related field based on communication. That subtle diversification in skills could be the key to a new graduate getting that first job and beginning a career journey toward whatever their ultimate dream might be.
What are the biggest trends we'll see in the Substitute Instructor job market given the pandemic?
Rev. Tracey Bianchi: In pastoral ministry, the pandemic has forced many religious institutions and organizations to deliver worship and other elements of spiritual practice online. How faith-based communities do everything from weddings to funerals to worship services has shifted online. While churches and other religious gatherings must continue to employ pastors and still need ordained leaders, the job market has shifted to favor those who also have skills in producing and creating rich online content. Churches with resources are now pivoting to hire content managers and production teams who can help shape and craft meaningful online content that is easy to deliver.
What technology do you think will become more important and prevalent for Substitute Instructors in the next 3-5 years?
Rev. Tracey Bianchi: It is likely that once the pandemic ends, doing church at home will remain an option for millions of people of faith. As the epidemic goes on, families and communities have become comfortable with the flexible, on-demand church option. It may be hard to get many of them back into the pews once it is safe to return to worship. The technology to support this reality will be necessary for the foreseeable future. Career options in production, streaming, and recording will be more prevalent in religious organizations than in the past.
What general advice would you give to a Substitute Instructor?
Karina Skvirsky: Don't worry if you don't yet know what you want to be when "you grow up." Allow yourself to try different jobs to figure it out.
What technology do you think will become more important and prevalent for Substitute Instructors in the next 3-5 years?
Karina Skvirsky: That's hard to predict! I believe Facebook will become dated, and no one under 30 will be using it in the future.
How would you rate the starting salaries for Substitute Instructors, as well as the prospects for salary advancement?
Karina Skvirsky: Art careers are not known to pay well, but they produce enough and can be very satisfying for the mind and the soul.