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Job outlook for substitute paraprofessionals in the United States
Substitute paraprofessional job growth summary. After extensive research, interviews, and analysis, Zippia's data science team found that:
The projected substitute paraprofessional job growth rate is 4% from 2018-2028.
About 55,400 new jobs for substitute paraprofessionals are projected over the next decade.
Substitute paraprofessional salaries have increased 14% for substitute paraprofessionals in the last 5 years.
There are over 44,757 substitute paraprofessionals currently employed in the United States.
There are 46,060 active substitute paraprofessional job openings in the US.
The average substitute paraprofessional salary is $28,914.
Are substitute paraprofessional jobs in demand?
Substitute paraprofessional job and salary trends over time
Substitute paraprofessional jobs over time
Substitute paraprofessional job growth rate over time
| Year | # of jobs | % of population |
|---|---|---|
| 2021 | 44,757 | 0.01% |
| 2020 | 48,282 | 0.01% |
| 2019 | 50,772 | 0.02% |
| 2018 | 45,544 | 0.01% |
| 2017 | 44,458 | 0.01% |
Average substitute paraprofessional salary over time
Substitute paraprofessional salary by year
| Year | Avg. salary | Hourly rate | % Change |
|---|---|---|---|
| 2026 | $28,914 | $13.90 | +3.5% |
| 2025 | $27,925 | $13.43 | +3.4% |
| 2024 | $27,000 | $12.98 | +2.7% |
| 2023 | $26,290 | $12.64 | +3.3% |
| 2022 | $25,439 | $12.23 | +2.0% |
Substitute paraprofessional jobs by state
Most common states for substitute paraprofessionals
| Rank | State | Population | # of jobs | Employment/ 1000ppl |
|---|---|---|---|---|
| 1 | New Hampshire | 1,342,795 | 280 | 21% |
| 2 | Vermont | 623,657 | 119 | 19% |
| 3 | Connecticut | 3,588,184 | 661 | 18% |
| 4 | Delaware | 961,939 | 165 | 17% |
| 5 | Wyoming | 579,315 | 97 | 17% |
| 6 | District of Columbia | 693,972 | 111 | 16% |
| 7 | Arizona | 7,016,270 | 1,078 | 15% |
| 8 | Montana | 1,050,493 | 158 | 15% |
| 9 | Minnesota | 5,576,606 | 790 | 14% |
| 10 | Colorado | 5,607,154 | 740 | 13% |
| 11 | Nevada | 2,998,039 | 404 | 13% |
| 12 | Alaska | 739,795 | 96 | 13% |
| 13 | Illinois | 12,802,023 | 1,495 | 12% |
| 14 | New Jersey | 9,005,644 | 1,055 | 12% |
| 15 | Maryland | 6,052,177 | 746 | 12% |
| 16 | Idaho | 1,716,943 | 203 | 12% |
| 17 | Kansas | 2,913,123 | 309 | 11% |
| 18 | New Mexico | 2,088,070 | 235 | 11% |
| 19 | Nebraska | 1,920,076 | 210 | 11% |
| 20 | Rhode Island | 1,059,639 | 101 | 10% |
Most common cities for substitute paraprofessionals
| Rank | City | # of jobs | Employment/ 1000ppl | Avg. salary |
|---|---|---|---|---|
| 1 | Bridgeport | 1 | 1% | $27,415 |
| 2 | Kissimmee | 1 | 1% | $21,492 |
| 3 | Topeka | 1 | 1% | $25,295 |
| 4 | Indianapolis | 1 | 0% | $30,102 |
| 5 | Orlando | 1 | 0% | $21,495 |
| 6 | Philadelphia | 1 | 0% | $26,194 |
| 7 | Tampa | 1 | 0% | $21,508 |
Substitute Paraprofessional job outlook: Expert opinions
Our panel of substitute paraprofessional experts
Texas Christian University
Longwood University
Springfield College
Berry College
Boston College
Nicholls State University
Chatham University
University of Houston-Clear Lake
UNC Charlotte
What general advice would you give to a Substitute Paraprofessional?
Jo Jimerson Ph.D.: In teaching, this is sometimes not really possible, as many districts use salary scales that are tied to years of experience. That said, ask whether prior experience (clinical teaching, long term substituting, related work) can be used to start you at a higher “step” on the experience ladder. In some positions, districts use salary ranges, so come ready to talk about your prior experience that could warrant starting you nearer the midpoint of the range where possible.
Dr. Audrey Church Ph.D.
Chair, Department of Education and Counseling; Professor of School LibrarianshipLongwood University
Education
What Substitute Paraprofessional skills would you recommend for someone trying to advance their career?
Dr. Audrey Church Ph.D.: In the field of education, skills that will become even more important and prevalent are really at, what I would consider, opposite ends of a spectrum: at one end, interpersonal skills--strength and knowledge in the areas of social and emotional learning and trauma-informed teaching; at the other end, technology skills-refining and enhancing information literacy and digital literacy skills.
Dr. Linda Davis-Delano
Director, Educator Preparation & Licensure, Professor, Physical EducationSpringfield College
Educator Preparation
What are the biggest trends we'll see in the Substitute Paraprofessional job market given the pandemic?
Dr. Linda Davis-Delano: Many more job openings as teachers retire early.
What are the biggest trends we'll see in the Substitute Paraprofessional job market given the pandemic?
Dr. Frances Roe: One of the biggest current trends in education is that the pandemic has prompted many teachers to retire or to leave the teaching profession. This exodus from the profession means that there will be more jobs available for our graduates. Locally, administrators from different districts have asked me if the Teacher Education Department knows of any recent graduates who do not have teaching jobs. They are ready to hire our recent graduates right now! The certification area did not matter. They need certified teachers now!
A trend is one that continues from pre-pandemic days. That trend is the need for math and science teachers for middle and high schools. Foreign language and special education teachers are also remain in demand.
What skills stand out on Substitute Paraprofessional resumes?
Dr. Frances Roe: In my opinion, student teachers must include language at the top of their resume that aligns with the language listed in the advertisement for the teaching position. The HR Department of most school districts receive the resumes first. The personnel in HR sorts the resumes according to their needs, so graduates should state near the top of their resumes skills that align with the school district's needs. Also, they should highlight that they have had experience teaching virtually. All of our graduates have had some experience in this area. Virtual teaching is likely a trend that will be with us for a while.
Are there any particularly good places in the United States for Substitute Paraprofessionals to find work opportunities?
Dr. Frances Roe: Urban and large suburban areas are typically excellent places to our graduates to find teaching jobs. Large districts such as Hamilton County in Chattanooga, Cobb, and Gwinnet Counties in Georgia, as well as our local school districts are regulars at our Teacher Recruitment Fairs. The districts are holding their own district teacher recruitment fairs earlier and earlier in hopes of hiring our graduates. It is not usual for districts of various sizes to either email or call me asking for help finding certified teachers in the areas I identified earlier.
Tim Klein
MSW, True North LeadBoston College
Lynch School Of Education and Human Development
What skills stand out on Substitute Paraprofessional resumes?
Tim Klein: This market shift will influence the skills that employers are looking for. Specifically, this will put a premium on universal human skills-skills that cannot be replaced by technology. Companies will be looking for three types of workers who possess different universal human skills-they will want innovators who are creative, critical thinkers adept at navigating uncertainty. They will want facilitators, who are skilled communicators and expert relationship builders. They will want executors-people who are incredibly responsible, accountable and trustworthy. The good news is that interdisciplinary studies provides ample opportunity for students to become innovators, facilitators and executors. Because these skills are not domain specific, students with an interdisciplinary background could really excel in a variety of fields, from healthcare, to tech, to education. Recent college graduate ability to successfully enter the workforce will depend on their ability to "self-credential"-that is, effectively tell the story of how they developed universal human skills through their college education, and show how those skills will transfer to success in the workforce.
Karen Cheramie
Interdisciplinary Studies Program CoordinatorNicholls State University
English, Modern Languages & Cultural Studies Department
Are there any particularly good places in the United States for Substitute Paraprofessionals to find work opportunities?
Karen Cheramie: Nicholls' IDST alumni have always had an endless number of careers to choose from. Positions in Business, Education, Political Science, Law Enforcement, Banking, Human Resources, Social Service, and so much more are within their reach.
Christie Lewis
Assistant Professor of Education, Field CoordinatorChatham University
Education Department
Will there be an enduring impact of the coronavirus pandemic on Substitute Paraprofessionals?
Christie Lewis: I believe that there will be an impact on pre-service teachers that graduate during the coronavirus pandemic. Graduates are going to need a stronger network of support than they typically receive. School districts may want to consider providing monthly seminars to help new teachers adapt during their first few years of service. Going along with this, new teachers and current graduates need increased amounts of mentoring so that they can connect with well-experienced and successful teachers. Graduates of teacher preparation programs will need intensive support from someone that they can look up to and trust.
Finally, I believe it would help if schools provide outlets for nonevaluative feedback sessions based on classroom observations, and also time to co-plan with experienced colleagues in the grade level and/or content level. We also should remember that pre-service teachers graduated during unprecedented times and many learned to teach in a virtual environment as the pandemic progressed, just like many experienced teachers had to learn. This being said, many graduates lost the opportunity for traditional on-ground teaching, but graduates were resilient, preserved, and adapted. Teachers and students did the same. This is something that all graduates and everyone else should be proud of.
What type of skills will young Substitute Paraprofessionals need?
Christie Lewis: Young graduates entering the teaching force need to have many skills. Graduates should be culturally competent educators, know how to build a community of learners, know how to build relationships with families and students, know how to manage a classroom, be able to adapt, problem-solve, and think creatively. In addition, graduates need to be able to plan well to meet the needs of all learners, know how to use and analyze various student data and have the skillset to challenge students to learn so that all students can be successful in the classroom. Graduates also need to know how to use technology tools, and many graduates should have had the opportunity to learn this during student teaching. Finally, new teachers need to understand social and emotional development and how the pandemic, protests, and other current events in our world and how things happening in the student's own lives can impact learning and behavior.
What experience really stands out on Substitute Paraprofessional resumes?
Christie Lewis: I believe that graduates that go above and beyond the "check the box" really stand out. What I mean by this is that graduates who have been involved in the school and that became part of the school community really stand out. Perhaps a graduate volunteered to help with events at the school, started a tutoring club, and/or participated and did other things than teach in the classroom stands out. In addition, I think that volunteering in the community and also participating in teacher professional development really stands out. These things show that a graduate is excited and passionate.
Terry Chvala
Senior Lecturer of Early Childhood EducationUniversity of Houston-Clear Lake
College of Education
Are there any particularly good places in the United States for Substitute Paraprofessionals to find work opportunities?
Terry Chvala: Although oil & gas continue to suffer locally and regionally, there is still a growing trend that people continue to move to Texas. So this area continues to be a positive job market for educators and other industry. Most area school districts have become fairly competitive (with each other, but nowhere near northern and northeastern states and many others) on their starting teacher pay.
Brad Smith
Director of Teacher Education Advising and LicensureUNC Charlotte
Department of Teacher Education Advising and Licensure
Will there be an enduring impact of the coronavirus pandemic on Substitute Paraprofessionals?
Brad Smith: Recent graduates of teacher education programs find themselves beginning their career in an environment that differs substantially from what they expected when they decided to become a teacher. Many new teachers also completed their student teaching internships in a virtual environment and have yet to teach in a physical classroom. While this may result in a challenging start, school districts have learned from their experiences navigating the pandemic, and often put extensive support structures in place. I expect most new teachers, passionate about their students and their content, to adjust just fine.