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How much do long term sub teacher jobs pay per year?

As of Sep 11, 2026, the average yearly pay for long term sub teacher in the United States is $54,168.00, according to ZipRecruiter salary data. Most workers in this role earn between $46,000.00 and $61,000.00 per year, depending on experience, location, and employer.

What is a long term sub teacher?

A Long Term Sub Teacher, or long-term substitute teacher, is an educator who temporarily fills in for a regular classroom teacher for an extended period, often several weeks or months. They take on full teaching responsibilities, including lesson planning, grading, classroom management, and communicating with parents. Long-term subs are typically brought in during maternity leaves, medical absences, or other extended teacher leaves to ensure students have consistent instruction. They may need to adapt to existing curricula and maintain continuity for students during the teacher's absence.

What are the key skills and qualifications needed to thrive as a long term sub teacher?

To thrive as a Long Term Sub Teacher, you generally need a teaching credential or bachelor's degree in education, classroom management experience, and subject matter expertise. Familiarity with school-specific curriculum platforms, grading software, and learning management systems like Google Classroom or Canvas is often required. Strong communication, adaptability, and relationship-building skills help in establishing rapport with students and collaborating with staff. These skills and qualifications ensure continuity of instruction and a positive learning environment during extended teacher absences.

What are some common challenges faced by long term sub teachers and how can they effectively integrate into an established classroom environment?

Long term substitute teachers often face the challenge of quickly adapting to a new classroom culture, learning students' unique needs, and maintaining continuity in instruction. To integrate smoothly, it's helpful to communicate regularly with permanent staff, review lesson plans and classroom routines, and establish clear expectations with students early on. Building rapport with both students and colleagues and being flexible in adjusting to unforeseen changes can help ensure a positive and productive teaching experience.

What is the difference between Long Term Sub Teacher vs Substitute Teacher?

AspectLong Term Sub TeacherSubstitute Teacher
CredentialsTypically requires a valid teaching credential or certificationUsually requires a substitute teaching permit or credential
Work DurationAssigned for an extended period, often weeks or monthsUsually short-term, daily or single-day assignments
Work EnvironmentWorks in a specific classroom, often with a set curriculumWorks in various classrooms, covering multiple subjects and grades
EmployerSchool district or schoolSchool district, often contracted through a substitute agency

Long Term Sub Teachers are hired for extended periods and often require specific credentials, providing continuity in the classroom. Substitute Teachers typically fill in short-term, covering various classes without long-term commitments. Both roles are essential for maintaining classroom instruction, but they differ mainly in duration and credential requirements.

Can you make a living off of long term substitute teaching?

Long term substitute teaching can provide a steady income, especially if the position lasts for an extended period and includes benefits. However, salaries vary by district and experience level, and many substitute teachers supplement their income with additional teaching or related work. It is generally considered a temporary or part-time role rather than a full-time career, but some teachers do transition to full-time positions over time.

Do long term substitute teachers get paid more?

Long term substitute teachers typically receive higher pay than short-term substitutes because they often work for an extended period and may qualify for additional benefits or stipends. However, their pay rate varies by school district, state, and experience level, and they usually do not earn as much as full-time teachers. Factors such as certifications and the length of the assignment can influence compensation.

What cities are hiring for Long Term Sub Teacher jobs?

Cities with the most Long Term Sub Teacher job openings:

What are the most commonly searched types of Sub Teacher jobs?

The most popular types of Sub Teacher jobs are:

What states have the most Long Term Sub Teacher jobs?

States with the most job openings for Long Term Sub Teacher jobs include:

What are popular job titles related to Long Term Sub Teacher jobs?

For Long Term Sub Teacher jobs, the most frequently searched job titles are:

Long Term Sub Teacher jobs near you

Special Education Teacher, ASD - Long Term Sub

Brainerd, MN • On-site

Brainerd Public Schools
Education Programs Administration • 1 - 5K employees
Learn more about Brainerd Public Schoolsexternal

$48K - $64K/yr

Full-time

Posted 16 days ago

Job description

ASSIGNMENT DETAILS
Position Title: BPS Special Education Teacher-Long Term Sub
Department: Middle School Teaching
Reports To: Building Principal
Location: Forestview Middle School
Assignment:  Austism Spectrum Disorder, Level III
Hours:  Full Time, Monday through Friday through November
FLSA Status:  Exempt
Salary:  Long Term Sub, Teacher Contract Pay Rate
Union:  Education Minnesota - Brainerd Certified Master Contract
 









Brainerd Public Schools, where opportunity meets excellence! 

We are dedicated to fostering a dynamic and inclusive work environment that values diversity, innovation, and collaboration. As an integral part of our community, we strive to empower educators, administrators, and staff to make a positive impact on the lives of our students.  Our team is passionate about shaping the future of education in the Brainerd Lakes Area.
POSITION SUMMARY:
The Special Education Teacher will provide students with special needs case management, learning activities, and experiences that address their unique needs, meets all regulatory standards as required by federal and state governments, and operates within the Teacher Code of Ethics as defined by Minnesota State Law.
ESSENTIAL FUNCTIONS:





  •  Coordinate and conduct evaluations.
  • Participate in multidisciplinary team assessments of a child, the child's family, and in the development of integrated goals and outcomes for the IEP.
  • Educate parents and others regarding the provision of services.
  • Provide research based specialized instruction as outlined in the IEP.
  • Consult with parents, other service providers and representatives of appropriate community agencies to ensure the effective provision of services.
  • Prepare a preplanned schedule of individualized and small group age-appropriate activities for classroom instruction.
  • Supervise and provide direction for classroom Teaching Assistants.
  • Maintain suitable classroom and behavior management.
  • Monitor classroom instruction for purpose of ensuring student progress and a safe learning environment.
  • Utilize a variety of materials and teaching techniques.
  • Participate physically with the students in activities being taught.
  • Plan and conduct a system of continuous evaluation of each student's progress.
  • Coordinate provision of services for the purpose of maximizing opportunities for learning.
  • Participate in meetings (IEP, conferences, parent meetings, in-services, etc.) for the purpose of developing plans and/or providing information regarding student's goals/outcomes.
  • Provide training to related service personnel and parents in the area of student's disabilities.
  • Prepare documentation (evaluations, observations, progress reports) for the purpose of providing information and reporting requirements.
  • Maintain records and reports as required and for compliance with administrative policies, state and federal rules and regulations.
  • Make referrals to other professionals and agencies on behalf of the student as appropriate.
  • Encourage parents and instruct them in appropriate methods to assist their child.
  • Collaborate with other Special Education Teachers to ensure successful transition for students from one setting to another.
  • Participate in staff development opportunities to improve job related skills.
  • Maintain confidentiality.


ADDITIONAL DUTIES:
Performs all additional tasks as assigned. 

KNOWLEDGE, SKILLS, AND ABILITIES:

  • IEP development, placement, least restrictive environment, accommodations, modifications, and assistive technology. Assess students using academic, behavioral, functional, social-emotional, and communication measures.  Think diagnostically and analytically about student performance.

QUALIFICATIONS:

  • Current Minnesota teaching license in Special Education, in area indicated
  • Experience teaching in special education settings.
  • Experience in due process procedures including conducting evaluations, writing IEP's, monitoring progress, and facilitating meetings.
     

APPLICATION PROCEDURE:
Apply online

Employees of the Brainerd Public School District #181 are expected to support the goals of the district, model and promote an environment that is respectful for all, and work collaboratively with other staff to focus on the needs of the learner. A quality, customer focus that conveys a welcome attitude, adaptability to change, and a desire for continuous improvement is also expected of all employees. In addition, staff should respect confidential matters, encourage a safe and secure environment throughout the schools, and be dependable and accountable employees.



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