Substitute Coordinator (part-time, 2026-2027)

ADP, Inc.; Washington (District of Columbia); On-site; USD 39,000 - 52,000; Part time

Job summary

Georgetown Day School in Washington, DC is seeking a Substitute Coordinator for a part-time, 20-30 hours per week, 10-month term starting October 2026. The role focuses on coordinating substitute teacher coverage, managing day-to-day substitute operations, and ensuring continuity of instruction across divisions.

The position requires strong organizational and communication skills, with a preference for candidates who understand K-12 scheduling and substitute management systems.

Qualifications

• Proven ability to coordinate multiple activities in a school setting.
• Strong written and verbal communication for staff, students, and substitutes.
• Experience with scheduling and classroom coverage in a K-12 environment is preferred.

Responsibilities

• Monitor substitute requests and coordinate same-day coverage.
• Schedule substitutes and communicate expectations and changes.
• Maintain substitute roster and track availability and assignments.
• Collaborate with office managers and leaders to address coverage needs.
• Support Frontline usage for substitute management and reporting.
• Step into classrooms briefly when needed and handle other duties as assigned.

Skills

Organizational skills

Communication skills

Multitasking

Attention to detail

Judgment and discretion

Tech/databases

K-12 scheduling experience

Education

Bachelor’s degree preferred

Job description

If you are unable to complete this application due to a disability, contact this employer to ask for an accommodation or an alternative application process.

Substitute Coordinator (part-time, 2026-2027)

Part Time Washington, DC, US

4 days ago Requisition ID: 1145

Salary Range: $28.00 To $38.00 Hourly

About the School

Georgetown Day School opened its doors in 1945 as the first integrated school in a segregated city. GDS was founded by seven changemaker families who envisioned a school committed not only to academic excellence and educational innovation but also to respect and care for others. Believing that diversity is a critical foundation for the most transformational learning, they established a school where all children would be welcomed, celebrated, and challenged to be their best selves. Today, the School’s philosophy and programs strongly reflect its roots. GDS fosters a community of belonging while lifting up every student’s unique gifts, building in each the capacity for compassion, leadership, and creating positive change. 1125 engaged and talented PK-12 students across three divisions love to learn and learn to change the world in GDS’s exciting urban campus with its outstanding facilities. Recognized as one the most dynamic educational institutions in our capital city and nation, GDS today is in a uniquely attractive position, with a deeply-felt and lived history, clear mission, and genuine openness to the possibilities that lie ahead.

About the Position

DIVISION: All School DEPARTMENT: Business Office LOCATION: On-site at 4200 Davenport Street, NW, Washington, DC START DATE/TERM:October 2026 JOB STATUS: Part-time (20-30 hours/week), 10-months FLSA: Non-Exempt BENEFITS: Eligible COMPENSATION: $28-38, (hourly and based on experience)

Note: Applications will be reviewed on a rolling basis.

Position Summary

The Substitute Coordinator is responsible for coordinating substitute teacher coverage across Georgetown Day School, with a particular focus on same-day and short-notice absences. The position serves as the primary point of accountability for substitute placement, substitute communication, and day-to-day substitute operations.

The Substitute Coordinator works closely with divisional office managers, principals, department chairs, Human Resources, and substitute teachers to ensure continuity of instruction and effective deployment of substitute resources.

Work hours will be designed to align with substitute coordination and will include early morning coordination of same-day absences and substitute placements (e.g. 6:00 AM online; 7-9 AM in person), includes evening review of upcoming absences and coverage (as needed), and periodic monitoring and support throughout the school day as needed.

Primary Roles and Responsibilities

Substitute Coordination and Coverage

• Monitor substitute requests submitted through Frontline.
• Coordinate coverage for same-day and short-notice absences.
• Contact and schedule substitute teachers for open assignments.
• Maintain daily awareness of coverage needs across divisions.
• Coordinate substitute placement across Lower School, Middle School, and High School as appropriate.
• Optimize substitute utilization by combining partial-day assignments and filling coverage gaps.
• Partner with office managers and divisional leaders to address emergent coverage needs, to include classroom coverage until a substitute is identified.

Substitute Pool Management

• Partner with Human Resources to maintain and update the substitute teacher roster.
• Build and sustain relationships with substitute teachers.
• Support Human Resources in the recruitment efforts to expand and diversify the substitute pool.
• Track substitute availability and assignment history.
• Identify recurring coverage challenges and staffing needs.

Communication and Coordination

• Serve as the primary point of contact for substitute-related questions and requests.
• Communicate with substitutes regarding assignments, expectations, schedules, and changes.
• Coordinate with divisional offices regarding coverage plans and emerging needs.
• Support consistent implementation of substitute procedures and expectations.

Systems and Reporting

• Support effective use of Frontline as the school's substitute management platform.
• Monitor substitute activity and coverage trends.
• Maintain records and prepare periodic reports regarding substitute utilization, coverage patterns, and operational needs.
• Assist with identifying opportunities to improve substitute coverage processes and efficiency.

Secondary Roles and Responsibilities

• May briefly step into classrooms until an assigned substitute arrives, as needed.
• Accomplish all tasks as appropriate. Other duties outside this description may be assigned as necessary.

Qualifications

Education

• Bachelor’s degree preferred.

Experience and Skills

• Strong organizational and logistical coordination skills.
• Ability to manage multiple competing priorities in a fast-paced environment.
• Excellent written and verbal communication skills.
• Demonstrated attention to detail.
• Ability to exercise sound judgment and discretion.
• Proficiency with technology systems and databases.
• Knowledge and experience with teaching and classroom management in a K-12 school, preferred.
• Experience with scheduling and administrative coordination in a school setting is preferred.

Americans with Disability Specifications

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 essential functions. While performing the duties of this job, the employee is occasionally required to stand; walk; sit; use hands to finger, handle, or feel objects, tools or controls; reach with hands and arms; climb stairs; balance; stoop, kneel, crouch or crawl; talk, see or hear. The employee must occasionally lift and/or move up to 25 pounds.

Work Environment

Work environment characteristics 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 essential functions. While performing the duties of this job, the employee is exposed to weather conditions prevalent at the time. The noise level in the work environment is usually moderate.

As an inclusive school devoted to preparing our students to live, work, and lead in an increasingly globalized and multicultural society, GDS is particularly interested in professionals with demonstrated interest and experience in working in such a school setting and is driven by the core charge of working to enhance and bring joy to every student’s individual learning experience in equitable and meaningful ways.