{"id":1645185,"url":"https://alion.io/job/kipp-dc-in-house-substitute-teacher-virtual-learning-program-kipp-dc","title":"In House Substitute Teacher - Virtual Learning Program - KIPP DC","company":{"id":2095912,"name":"KIPP DC","domain":"kippdc.org","url":"https://alion.io/company/kippdc","size_band":null,"is_staffing_agency":false,"employer_type":"direct","is_intermediary":false,"listed_via":null,"ats_vendor":"JazzHR","truth_index":null},"role":"Education","role_family":"Education","seniority":null,"employment_type":null,"work_mode":"hybrid","remote_scope":null,"remote_scope_basis":null,"remote_working_hours":null,"hiring_geo_confidence":"structured","locations":["Washington, United States"],"countries":["US"],"hiring_countries":[],"hiring_countries_total":0,"salary":{"min":45000,"max":null,"currency":"USD","period":"year","gross":null,"usd_annual":45000},"salary_estimate":null,"experience_years_min":null,"visa_sponsorship":false,"relocation_package":false,"has_equity":false,"technologies":[{"name":"Gmail","optional":false},{"name":"Google Docs","optional":false},{"name":"Google Workspace","optional":false}],"status":"live","first_seen_at":"2026-10-01T23:22:53Z","employer_posted_date":"2026-10-01","last_verified_at":"2026-10-25T17:54:04Z","board_verified":true,"closed_at":null,"days_open":23,"trust":{"level":"ok","repost_count":null,"flags":[],"days_open":23},"description":"Virtual In House Substitute Teacher (26-27 SY)\nAbout KIPP DC Public Schools\nFor 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.\nOur 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.\nAbout the Virtual In House Substitute Teacher Role\nThe 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.\nWhen 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.\nBecause 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.\nThis 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.\nLocation and Type of Work\nThis 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.\nVirtual 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.\nThe 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.\nKey Responsibilities\nThe percentages below are estimates and may shift based on staff coverage and student needs. Flexibility and responsiveness are essential to the role.\nVirtual Classroom Coverage & Instructional Continuity (approx. 40%)\nProvide virtual class coverage across grade levels and content areas when teachers or staff members are absent.\nInternalize, adapt, and deliver standards-aligned lessons, materials, and assignments provided by the classroom teacher or school team.\nMaintain established classroom routines, schoolwide expectations, pacing, and student accountability during coverage.\nLaunch 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.\nUse 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.\nMonitor student engagement and, when applicable, student device activity through school-approved monitoring systems such as GoGuardian.\nTake and communicate accurate attendance and participation information during class coverage.\nProvide clear handoff information to the returning teacher regarding attendance, student engagement, completed work, concerns, and needed follow-up.\nTroubleshoot common student technology and access issues and escalate concerns through established school systems when additional support is needed.\nStudent Intervention, Small-Group & One-to-One Support (approx. 25%)\nWhen coverage is not required, provide purposeful small-group instruction, intervention, reteaching, skill practice, and academic support based on teacher and school-leader direction.\nProvide one-to-one support to students who need additional assistance with academic tasks, organization, executive functioning, technology navigation, assignment completion, or re-engagement.\nSupport students in accessing Google Classroom, instructional materials, assignments, calendars, links, and other digital learning resources.\nReinforce schoolwide virtual-learning expectations, including attendance, punctuality, active participation, appropriate use of chat, camera expectations, and completion of required learning artifacts.\nSupport 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.\nCollect and communicate relevant student progress, engagement, or intervention information to teachers and school leaders.\nAttendance, Family Communication & Student Engagement (approx. 15%)\nSupport daily and targeted attendance outreach, including phone calls, messages, and follow-up with students and families as assigned.\nPartner with families in a professional, warm, culturally responsive manner to problem-solve barriers to virtual attendance and engagement.\nDocument attendance outreach and student/family communication in designated school systems.\nFollow up with students who are absent, late, disengaged, or experiencing difficulty accessing class and communicate concerns to the appropriate team member.\nSupport re-entry and re-engagement so students can return to instruction quickly after an absence or technology interruption.\nBuild Strong Relationships & Virtual Classroom Culture (approx. 10%)\nDemonstrate commitment to KIPP DC's mission and to creating a joyful, affirming, academically rigorous virtual learning environment.\nBuild trusting relationships with students, families, teachers, and teammates across virtual and in-person settings.\nEstablish a warm, structured virtual presence and uphold consistent expectations across classes.\nUse proactive redirection and de-escalation strategies appropriate for a virtual environment.\nMaintain confidentiality and treat all student and family information with strict confidence.\nModel professional digital communication and appropriate online behavior.\nProfessional Collaboration & Schoolwide Responsibilities (approx. 10%)\nAttend and actively participate in staff meetings, professional development, planning meetings, and coaching/feedback sessions.\nImplement feedback from school leaders, coaches, and teachers and adjust practice quickly in response to student and school needs.\nReport to the designated office/workspace two days per week and maintain a professional, instruction-ready remote workspace on virtual workdays.\nAttend and actively support field trips, in-person student events, family events, testing, celebrations, open houses, and other schoolwide programming as assigned.\nAssist with preparation, supervision, student support, logistics, and transitions during in-person programming.\nComplete other instructional and operational responsibilities aligned to the needs of Innovate Virtual Academy.\nRequired Technology & Virtual Instruction Competencies\nBecause 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.\nStrong foundational understanding of educational technology and virtual-learning systems.\nProficiency with Google Workspace/Google Suite, including Google Docs, Slides, Sheets, Forms, Drive, Calendar, Gmail, and related collaboration tools.\nProficiency with Google Classroom, including locating and posting materials, accessing assignments, reviewing student submissions, and supporting students with platform navigation.\nProficiency with Zoom and/or comparable virtual-meeting platforms, including screen sharing, chat, participant management, breakout rooms, and other classroom-management functions.\nAbility to effectively use split screens, multiple browser windows/tabs, and multiple digital platforms at the same time while maintaining awareness of student engagement.\nWorking knowledge of GoGuardian or comparable student monitoring systems, with the ability to learn school-specific monitoring procedures quickly.\nAbility to monitor student cameras, chat, participation, instructional content, and student work simultaneously in a virtual classroom.\nAbility to troubleshoot common issues involving logins, links, permissions, audio/video, browser navigation, Google Classroom, and other student-facing technology.\nAbility to learn new technology systems quickly and follow school expectations for digital privacy, student data, and responsible technology use.\nReliable internet connectivity and an appropriate professional workspace for virtual workdays, consistent with KIPP DC requirements.\nRequired Qualifications\nHigh school diploma or GED.\nCommitment to working with students from communities with limited access to high-quality educational opportunities.\nDemonstrated knowledge of and ability to support reading, writing, and mathematics instruction.\nStrong written and verbal communication skills with students, families, and colleagues.\nDemonstrated ability to build relationships and communicate effectively in a virtual environment.\nDemonstrated flexibility and ability to shift quickly between substitute coverage, small-group instruction, one-to-one student support, attendance outreach, and operational needs.\nDemonstrated proficiency with the core technology competencies listed above.\nStrong organization, time management, follow-through, and ability to work independently in a remote setting.\nPreferred Qualifications\nBachelor's degree.\nPrevious experience as an In House Substitute, substitute teacher, instructional aide, interventionist, or similar student-support role.\nExperience teaching or supporting students in a virtual, blended, or technology-rich learning environment.\nExperience in an urban K-12 public school setting.\nExperience with GoGuardian, Google Classroom, Google Workspace, Zoom, and other educational technology platforms.\nPhysical & Work Environment Requirements\nAbility to remain at a computer workstation and actively monitor virtual instruction for extended periods.\nAbility to manage multiple digital platforms and screens throughout the workday.\nAbility to participate in required in-person school activities, including field trips, testing, student events, and community events.\nWhen working in person, ability to monitor and support students during activities, transitions, and events as assigned.\nCompensation and Benefits\nIn House Substitute Teachers will receive an annual salary of $45,000 and a competitive benefits package.\nFo...","description_format":"text","description_chars":14363,"description_truncated":true,"requirements":{"experience_years_min":null,"management_years_min":null,"team_size_min":null,"manages_managers":false,"education":{"level":"high_school","optional":true},"security_clearance":false,"languages":[]},"benefits":["Life insurance","Professional development","Vision insurance"],"hiring_locations":[{"name":"United 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