Substitute Teacher ( Per Diem)

Say Yes Buffalo Partnership; Buffalo (NY); On-site; USD 16,605 - 27,675; Part time

Benefits offered by this job

Per diem compensation

Job summary

Say Yes Buffalo Partnership seeks a Substitute Teacher to support classroom instruction on a per diem basis. You will follow lesson plans, maintain a safe, nurturing environment, and assist with play-based learning across classrooms.

The role emphasizes building positive relationships with children, supporting social-emotional and cognitive development, and adhering to OCFS regulations and Say Yes Buffalo guidelines. Experience with preschoolers and CPR/First Aid are preferred.

Qualifications

• Bachelor’s degree in education or CDA preferred with classroom management experience.
• Experience with preschool-aged children (ages 3–5) preferred.
• Current Pediatric CPR/First Aid certification or ability to obtain upon hire.
• OCFS background requirements completed successfully.
• Excellent written and verbal communication; bilingual skills are highly desirable.

Responsibilities

• Support classroom instruction on a per diem/as-needed basis in the absence of Lead Teacher.
• Follow established lesson plans and classroom routines to ensure continuity of learning.
• Demonstrate flexibility by supporting multiple classrooms or locations.
• Build positive relationships with children through respectful interactions.
• Prepare written summaries of work completed and incidents as needed.
• Uphold health, safety, and sanitation practices and school policies.

Skills

Early childhood development

Play-based instruction

Classroom management

Bilingual English/Spanish

Team collaboration

Trauma-informed practices

Observation skills

Adaptability

Education

Bachelor’s degree in education

CDA credential

Tools

CPR/First Aid certification

Job description

Substitute Teacher

Position Summary: Substitute Teachers support classroom instruction on a per diem/as-needed basis in the absence of the full-time Lead Teacher. They are responsible for maintaining a safe, nurturing, and developmentally appropriate environment that supports the social, emotional, physical, and cognitive development of young children.

Working in partnership with the Lead Teacher or Teacher Assistant, the Substitute Teacher follows established lesson plans and classroom routines to ensure continuity of learning. They uphold high standards of care and instruction while maintaining compliance with Say Yes Buffalo and Office of Children and Family Services (OCFS) Day Care regulations and supporting the classroom’s culture of purposeful, play-based, and equitable early childhood education.

Responsibilities and Duties:

• Demonstrates flexibility by supporting multiple classrooms, age groups, or program locations based on operational needs.
• Implements purposeful, play-based learning experiences that support children's social-emotional, language, cognitive, and physical development while maintaining established classroom routines.
• Builds positive, responsive relationships with children through warm, respectful, and developmentally appropriate interactions.
• Supports the implementation of positive behavior supports and social-emotional learning strategies consistent with the Pyramid Model and classroom expectations.
• Prepares a written summary of work completed.
• Assumes all duties and responsibilities of the absent teacher.
• Follows the teacher’s written lesson plans.
• Complies with all building procedures and schedules. Promotes the proper use and care of school property.
• Makes the absent teacher aware of special situations or problems encountered.
• Assists in maintaining an organized, engaging, and developmentally appropriate classroom environment, including learning centers, materials, and daily sanitation practices.
• Upholds policies and follows administrative procedures.
• Documents incidents, accidents, injuries, or other significant classroom events according to program procedures.
• Implements effective student management procedures. Maintains high standards and upholds the student conduct code. Intervenes and/or reports concerns
• Develops and maintains a positive learning environment.
• Greets and communicates professionally with families during arrival and dismissal while referring questions regarding child progress or program concerns to the Lead Teacher or Site Leadership.
• Demonstrates culturally responsive practices that honor the strengths, languages, cultures, and experiences of every child and family.
• Incorporates the effective use of available technology and upholds computer technology acceptable use policies.
• Respects personal privacy. Maintains the confidentiality of privileged information.
• Always maintains active supervision of children indoors, outdoors, during meals, transitions, and experiences while following all health and safety procedures.
• Accepts personal responsibility for decisions and conduct.
• Performs other specific job-related duties as directed

Knowledge, Skills and Abilities:

• Ability to apply Early Childhood Development theory in daily activities and adapt to the individual needs of children.
• Ability to engage young children through play-based instruction.
• Strong classroom observation skills.
• Ability to remain calm and responsive during challenging situations.
• Strong interpersonal and teamwork skills; ability to develop and maintain respectful relationships and communication with staff, families, and community partners
• Adaptability to different teaching styles and classroom environments.
• Commitment to continuous learning and feedback.
• Basic understanding of trauma-informed practices.
• Ability to work as a team member collaborating with staff, families, and community resources.
• Ability to supervise preschool children and ensure a safe environment.
• Ability to respond to events always happening in the classroom, outdoor play areas, and on field trips. This includes the physical ability to move quickly in order to respond to children who are very active and may need redirection to ensure their safety or the safety of others in the environment.
• Ability to interact with children at their eye level, ie., sitting, kneeling, stooping, bending.
• Lifting up to 50 lbs.

Minimum Requirements:

• Preferred qualifications include a bachelor’s degree in education or a Child Development Associate (CDA) credential, along with recent experience in classroom management and lesson plan execution.
• Experience working with preschool-aged children (ages 3–5) preferred
• Current Pediatric CPR/First Aid certification (or ability to obtain upon hire)
• Successful completion of OCFS background requirements
• Ability to complete required health screenings and trainings
• Knowledge of OCFS Day Care Regulations preferred
• Excellent written and verbal communication skills. Bilingual English/Spanish skills highly desirable.
• Working knowledge of community resources.
• Complete and maintain annual training hour requirements.
• Intermediate to advanced computer skills, word processing, internet, and e-mail.

Believe and practice the Say Yes Racial Equity Statement: “Equity will be achieved when we can all just wake up and live freely; be valued and respected; live free from structural impediments based off of perceived racial characteristics; and have fair representation and opportunity.