Birth to Five On- Call Substitute Teacher

Marillac St. Vincent

Chicago (IL)

On-site

USD 24,659 - 33,337

Part time

14 days+

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Job summary

A leading non-profit organization is seeking a Birth to Five On-Call Substitute Teacher to support early childhood education. This role entails providing nurturing care to children and upholding a trauma-informed classroom environment. Candidates should possess a Bachelor's degree in Early Childhood Education and relevant credentials.

Qualifications

Bachelor’s degree required with 24 hours of Early Childhood Education classes.
Illinois Gateways Infant Toddler Level 5 Credential required or to be obtained within 12 months.

Responsibilities

Provide nurturing care to children using a trauma-informed lens.
Assist in classroom activities according to lesson plans.
Ensure a safe and supportive learning environment.

Skills

Interpersonal skills

Cultural humility

Trauma-informed principles

Education

Bachelor’s degree in Early Childhood Education

Illinois Gateways Infant Toddler Level 5 Credential

Job description

Birth to Five On- Call Substitute Teacher

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Marillac St. Vincent Family Services provided pay range

This range is provided by Marillac St. Vincent Family Services. Your actual pay will be based on your skills and experience — talk with your recruiter to learn more.

Base pay range

$17.90/hr - $24.20/hr

JOB TITLE : Birth to Five On-Call Substitute Teacher

STATUS: Part-Time

FLSA STATUS: Non-Exempt

CUSTOMARY HOURS/WEEK: M-F,

On-call as needed

DIVISION: Program and Services

DEPARTMENT : Early Childhood Education Services

DIRECT SUPERVISOR : Site Program Director

DIRECTLY SUPERVISES : N/A

Mission

Marillac St. Vincent Family Services strengthens and amplifies the voices of marginalized communities – in the Vincentian spirit of service – through education and programs tailored to foster thriving families and sustainable communities in Chicago.

Core Values

Our employees commit themselves as individuals to live out the core values of integrity, excellence, creativity, advocacy, respect and empowerment in our daily work, as we serve the needs of others.

Integrity - Acting with transparency, humility and honesty

Excellence - Providing quality care with compassion

Creativity - Being continuously resourceful and inventive

Advocacy - Supporting the cause of those who lack resourcesfor a reasonable quality of life

Respect - Recognizing our own value andupholding the dignity and value of all people

Empowerment - Providing skills and resources to achieve full human development

Team Behaviors

Versatility – Understanding and appreciating different and opposing perspectives on an issue; adapting one’s approach as the requirements of the situation change; an eagerness for positive action; self-control; active listening.
A collaborative work model – Cooperatively working and sharing responsibility; contributing to the group effort; realizing a sense of commitment and ownership in the success of the organization’s goals.
Mutual accountability – Holds others accountable with their roles; provides and receives feedback and takes constructive action.
Client/customer advocate – Identifies opportunities to improve quality of services; presents one’s self professionally.
Protects confidentiality & privacy – Respects and protects information about all staff and clients.

General Summary

The On-Call Substitute Teacher supports classroom operations in early childhood education settings serving children ages 0–5 years. This role helps maintain consistency of care and learning in the absence of regular staff. Working as part of a trauma-informed team, the substitute ensures a nurturing, emotionally safe, and developmentally appropriate environment that honors each child's individual experiences and supports their resilience, growth, and learning. This position aligns with applicable licensing standards, early learning frameworks, performance standards, and program and organizational policies.

Key Responsibilities

Provide responsive, nurturing, and developmentally appropriate care to children, using a trauma-informed lens that recognizes and supports children’s emotional and behavioral needs.
Assist or lead classroom activities and routines in accordance with lesson plans and schedules created by permanent staff.
Establish predictable routines and consistent relationships to support a sense of safety and security for children with diverse backgrounds and life experiences.
Ensure a clean, safe, and supportive learning environment that fosters physical, emotional, and psychological well-being.
Promote social-emotional learning and self-regulation through modeling, encouragement, and intentional interactions.
Maintain daily routines such as mealtimes, diapering/toileting, rest time, and transitions in a calm and supportive manner.
Recognize signs of stress or trauma in children and respond with compassion, sensitivity, and appropriate de-escalation strategies.
Support a culturally responsive and inclusive classroom where children and families feel valued and respected.
Maintain confidentiality and appropriate professional boundaries in all child and family interactions.
Accurately document incidents, observations, or concerns as requested, with awareness of mandated reporting requirements.
Collaborate and communicate effectively with classroom teams and site leadership, modeling a respectful, team-based approach.

Education Qualifications And Experiences

Birth to Three Program:
Bachelor’s degree in Early Childhood Education, Child Development or related field with a minimum of 24 hours of Early Childhood Education classes f rom an accredited university required;
Illinois Gateways Infant Toddler Level 5 Credential or obtain upon hire or within 12 months depending on program requirements
Three to Five Program:
Bachelor’s degree in Early Childhood Education, Child Development or related from an accredited university required
Illinois Gateways Early Childhood Education Level 5 Credential; and/or Professional Educators License (PEL) required

Key Competencies

Demonstrates effective interpersonal skills to establish and maintain rapport and professional relationships with co-workers, team members, and families enrolled in services. Ability to relate to a diverse population.
Understanding of trauma-informed principles including safety, trustworthiness, choice, collaboration, and empowerment
Patience, empathy, and ability to build attuned relationships with young children
Cultural humility and commitment to equity and inclusion
Flexibility and adaptability to meet the needs of various classroom settings
Strong communication and collaboration skills
Ability to remain calm under pressure and maintain a supportive tone in stressful situation

Physical Demands

The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

While performing the duties of this job, the employee is regularly required to talk or hear.
The employee must occasionally lift and/or move up to 40 pounds.
Physical ability to engage with children in various indoor and outdoor activities, including standing, bending, walking, and participating in physical play.
May involve exposure to communicable diseases and bodily fluids, with proper protective equipment provided

Work Environment

The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

Internal office space.
The noise level in the work environment is usually moderate.
Ability to work in a dynamic and sometimes fast-paced environment.

Screenings

The applicant must submit to a criminal background check and adult abuse and neglect screening and maintain a cleared status throughout employment.
The applicant must submit MMR, Tdap and pass a TB and immunization health screen upon hire and update TB/physicals as required by the licensing standards.

Additional Requirements

Flexibility with schedule as requested.
Participate in necessary staff meetings and professional development.

Candidate Requirements

Birth to Three Program:
Bachelor’s degree in Early Childhood Education, Child Development or related field with a minimum of 24 hours of Early Childhood Education classes from an accredited university required;
Illinois Gateways Infant Toddler Level 5 Credential or obtain upon hire or within 12 months depending on program requirements
Three to Five Program:
Bachelor’s degree in Early Childhood Education, Child Development or related field from an accredited university required
Illinois Gateways Early Childhood Education Level 5 Credential; and/or Professional Educators License (PEL) required

Seniority level