Substitute teacher interview questions: 23 questions and a scorecard for interviewers
The short answer
Good substitute teacher interview questions test how a candidate takes over a class at short notice: following the absent teacher’s plans, managing students they have never met, keeping everyone safe in an emergency and leaving clear notes for the teacher. Ask about real assignments, such as a day when the work ran out early or a class that tested every rule, and listen for the steps the candidate took and what they reported to the school. Before a first placement, check the credential and checks: in the US, the substitute license, permit or teaching certificate the state requires and the district’s background checks; in England, an enhanced DBS check with children’s barred list information, QTS and any prohibition on the Department for Education’s Check a teacher’s record service, and, when an agency supplies the teacher, the agency’s written confirmation of its checks. Score every candidate against the same five criteria so placement decisions rest on evidence.
All 23 questions with why you ask each one, what a strong answer shows and follow-ups, plus the substitute teacher scorecard and rating guide. Free to download and adapt; no sign-up needed.
When to use these questions
Substitute teachers, called supply teachers in the UK, take over a class with little notice, often in a school, grade or subject they don’t know. They need to read and follow someone else’s plans, set expectations with students who will test them, keep every student safe in an emergency and leave a clear record for the regular teacher. Ask about specific assignments and listen for routines the candidate uses every time, not general confidence.
Check the must-haves before the first placement. In the US, each state sets its own requirements for substitutes, and the hiring process varies by district: Pennsylvania, for example, requires day-to-day substitutes to hold at least a bachelor’s degree and background clearances, and a public school can request an emergency permit to hire a substitute who has a bachelor’s degree but no teaching certificate. In England, ‘Keeping children safe in education’ requires schools to get written notification from the agency that it has carried out the same checks the school would otherwise make, including confirmation that an enhanced DBS certificate has been obtained; where the role needs a children’s barred list check, the agency must obtain it before the teacher is placed, and the school should check that the person who arrives is the person who was checked.
23 substitute teacher interview questions
Grouped by what they test. Pick the questions that match the role, ask every candidate the same ones in the same order, and score each answer against the scorecard below.
Starting the day and following the plans
Substitutes often get the call the same morning. Ask what the candidate does before students arrive and how closely they follow the plans left for them.
Question 1: You get a call at 6:30 a.m. for a grade you have never taught, in a school you have never visited. What do you do between accepting the job and the first bell?
- Why ask it:
- Shows the preparation routine a substitute relies on when there is almost no notice.
- A strong answer shows:
- Arriving early, signing in at the office, asking for the plans, schedule, duties, class lists and emergency procedures, finding a nearby teacher to ask, and reading the plans in full before students arrive.
- Follow-up:
- What do you ask the front office for if nobody offers it?
Question 2: The plans just say “students continue the project from Monday.” How do you run the lesson?
- Why ask it:
- Tests resourcefulness when plans are vague rather than missing.
- A strong answer shows:
- Checking with a neighboring teacher or department lead, looking for materials and student work in the room, getting students to show where they are without letting them set the agenda, and noting what was unclear for the teacher.
Question 3: When would you change the plans the regular teacher left, and how far would you go?
- Why ask it:
- Shows respect for the teacher’s plan alongside sensible judgment.
- A strong answer shows:
- Following the plans as written by default, adapting only for safety, timing or a technology failure, keeping the lesson’s purpose, and explaining every change in the notes.
Question 4: Tell me about a day when the work ran out with 20 minutes of class still to go. What did you do?
- Why ask it:
- Unplanned time is when many classes drift off task with a substitute.
- A strong answer shows:
- A short, purposeful activity linked to the lesson or subject, ready in advance, rather than free time or a video.
Question 5: How do you cover a lesson in a subject you don’t know well, such as chemistry or a world language?
- Why ask it:
- Substitutes are regularly placed outside their own subject.
- A strong answer shows:
- Reading ahead, focusing on running the planned tasks well, using the teacher’s resources, and being honest with students about questions they will pass on to the teacher rather than guessing.
Managing students you have never met
Substitutes start with no relationships and no history with the class. Look for clear expectations, calm authority and use of the school’s own systems.
Question 6: How do you open a class where you don’t know a single student’s name?
- Why ask it:
- The first few minutes set the tone for the whole period.
- A strong answer shows:
- Greeting students at the door, a brief introduction with two or three clear expectations, taking attendance from the seating chart to learn names, and getting students working straight away.
Question 7: Students tell you their regular teacher lets them sit anywhere and use their phones. What do you say?
- Why ask it:
- Students often test a substitute’s limits on the first day.
- A strong answer shows:
- A friendly, firm reply that sticks to the plans and the school’s rules, no public argument, and a note to the teacher about who pushed back.
Question 8: Tell me about a substitute assignment where the class was hard to manage. What did you try, and what happened?
- Why ask it:
- Tests the range of strategies a candidate has without relationships to fall back on.
- A strong answer shows:
- Specific techniques such as moving around the room, quiet private corrections, praising students who are on task and using the school’s referral system, with an honest account of what worked.
- Follow-up:
- At what point would you call the office or a nearby teacher for help?
Question 9: Two students start shouting at each other and one stands up as if to fight. Walk me through what you do.
- Why ask it:
- Tests safety-first de-escalation when the candidate doesn’t know the students involved.
- A strong answer shows:
- A calm, clear voice, putting space between the students, sending for help through the school’s system, keeping the rest of the class safe, following the school’s policy on physical intervention and writing up what happened.
Question 10: How do you make sure students with an IEP, 504 plan or other support plan get their accommodations when all you have is the sub folder?
- Why ask it:
- Students’ accommodations still apply when their regular teacher is absent.
- A strong answer shows:
- Looking for accommodation notes in the folder, asking the paraprofessional or special education teacher, applying what is listed, such as extra time, seating or breaks, and asking rather than guessing.
Safety, emergencies and safeguarding
A substitute is responsible for every student in the room, often in a building they first saw that morning. Check that the candidate knows what to do before something happens.
Question 11: The fire alarm goes off in second period, in a building you first walked into that morning. What do you do?
- Why ask it:
- Substitutes must lead a class through an emergency without having practiced the school’s drills.
- A strong answer shows:
- Knowing the exit route and assembly point because they checked on arrival, taking the class list, leading students out calmly, taking attendance and reporting any missing student immediately.
Question 12: A student leaves for the restroom and hasn’t come back after 15 minutes. What do you do?
- Why ask it:
- Tests accountability for every student on the roster.
- A strong answer shows:
- Following the school’s pass system, calling the office promptly rather than waiting, never leaving the class unsupervised to search, and recording it for the teacher.
Question 13: During a one-day assignment, a student says something that makes you think they are being harmed, and you don’t know who handles safeguarding at this school. What do you do before you leave the building?
- Why ask it:
- Substitutes are still responsible for passing on concerns, even when they don’t know the school’s procedures.
- A strong answer shows:
- Listening without leading questions or promising secrecy, writing down the student’s own words, asking the office who the designated safeguarding lead or responsible administrator is, and reporting it that day.
Question 14: What boundaries do you keep with students you see only now and then, for example around social media, phone numbers or being alone with a student?
- Why ask it:
- Clear boundaries protect students, and protect substitutes, who are less well known to the school’s staff.
- A strong answer shows:
- No personal contact or social media with students, staying in open, visible spaces, following the school’s staff behavior policy and reporting anything that could be misread.
Handover notes, flexibility and reliability
The regular teacher should be able to pick up exactly where the substitute left off, and schools need substitutes they can place in many settings.
Question 15: What goes into the note you leave for the regular teacher at the end of the day?
- Why ask it:
- The note is how the teacher picks up the class the next morning.
- A strong answer shows:
- What was covered and what wasn’t, absent students, students who worked well and any who caused problems, incidents reported and to whom, and anything the teacher needs to follow up.
- Follow-up:
- Can you describe a note you left recently?
Question 16: How do you write up a behavior incident fairly when you don’t know the student’s history?
- Why ask it:
- A substitute’s report can lead to consequences for a student.
- A strong answer shows:
- A factual, specific account of what was said and done, no labels or guesses about motives, and use of the school’s referral process.
Question 17: Which grades, subjects and settings are you comfortable covering, and which would you rather not take?
- Why ask it:
- Matching placements to strengths reduces failed assignments, and honest answers help whoever schedules substitutes.
- A strong answer shows:
- A clear range with recent examples, and candor about settings where they would need support, such as kindergarten, physical education or a self-contained special education class.
Question 18: Tell me about a time you were moved to a different class or given extra duties after you arrived. How did you handle it?
- Why ask it:
- Schools often reassign substitutes on the day to cover gaps.
- A strong answer shows:
- A positive, flexible response and quickly getting the plans, roster and procedures for the new class.
Question 19: If you took a long-term assignment, what would you do differently from a single day?
- Why ask it:
- Long-term substitutes usually take on planning, grading and contact with families.
- A strong answer shows:
- Learning the curriculum and pacing, planning with the department or grade team, grading and feedback, agreed contact with families, and a clear handover when the teacher returns.
Must-haves and logistics
Ask these of every candidate before the first placement, and verify the answers.
Question 20: Which substitute license, permit or teaching certificate do you hold, in which state, and when does it expire? (In England: are you a qualified teacher, and what teacher reference number can we use to check your record?)
- Why ask it:
- Each US state sets its own substitute requirements, and in England the Check a teacher’s record service should be used to verify QTS and check for a prohibition from teaching.
- A strong answer shows:
- Credential details you then verify with the state education agency or on Check a teacher’s record before the first placement.
Question 21: Have you completed the fingerprint and background checks a district or agency requires, or are you willing to? (In England: which enhanced DBS certificate do you hold, does it include children’s barred list information, and is it on the DBS Update Service?)
- Why ask it:
- In England, the agency must obtain an enhanced DBS certificate with children’s barred list information before placing a supply teacher whose role needs a barred list check, and must confirm its checks to the school in writing.
- A strong answer shows:
- Consent to every check and accurate certificate details; if the candidate uses the Update Service, the original certificate still needs to be seen.
Question 22: Please take us through your full work history, including every school, district and agency you have worked for, any gaps, and references who have seen you teach.
- Why ask it:
- Substitutes often work across many schools, and England’s safer recruitment guidance asks for a full employment history with gaps and frequent moves explored.
- A strong answer shows:
- A complete, consistent list with gaps explained, and referees such as principals, department heads or agency consultants who saw their work.
Question 23: The assignment is [day-to-day or long-term, grades and subjects, schools, start time] and includes [duties such as recess, lunch or bus duty]. Can you do these tasks, with or without adjustments, how much notice do you need, and when could you start?
- Why ask it:
- Rules out mismatches on availability, travel and duties early.
- A strong answer shows:
- Clear days and hours, how far they will travel, how quickly they can accept a same-day call, and a firm start date.
Substitute teacher interview scorecard
Five criteria for this role, with what a score of 1, 3 and 5 looks like. Scores of 2 and 4 sit between them.
| Criterion | What it means | Score 1 looks like | Score 3 looks like | Score 5 looks like |
|---|---|---|---|---|
| Preparation and use of plans | Gets ready fast and delivers the regular teacher’s plans. | Arrives without a routine, or treats the plans as optional. | Follows the plans and has a fallback activity when they run short. | A consistent arrival routine, delivers the plans faithfully and adapts sensibly when they are vague or missing. |
| Classroom management | Sets expectations quickly with students they don’t know. | Relies on shouting, threats or whole-class punishment. | Clear expectations and use of the school’s referral system. | Calm authority from the first minute, with specific strategies that keep difficult classes working. |
| Safety and safeguarding | Keeps every student accounted for and acts on concerns. | Unsure of emergency steps or who to tell about a concern for a child. | Checks emergency procedures on arrival and reports concerns the same day. | Precise emergency and supervision habits, prompt reporting and clear professional boundaries. |
| Communication and handover | Leaves the teacher and school a clear, fair record of the day. | No notes, or notes that only complain about students. | Notes cover work completed, absences and incidents. | Specific, factual notes the teacher can act on the next morning, with follow-ups flagged. |
| Flexibility and reliability | Can be placed across settings and turns up as agreed. | A narrow range of settings, or vague about availability. | Covers a reasonable range and handles changes on the day. | Covers a wide range with confidence, accepts changes positively and is consistently available as agreed. |
The 1–5 rating scale
The same scale for every criterion and every candidate.
| Score | Level | What it means |
|---|---|---|
| 1 | Well below requirement | No relevant evidence, or an answer that contradicts the requirement. |
| 2 | Below requirement | Partial evidence with important gaps. |
| 3 | Meets requirement | Clear, relevant evidence at the level the role needs. |
| 4 | Above requirement | Strong, specific evidence beyond the expected level. |
| 5 | Exceptional | Repeated high-quality evidence with clear impact. |
How to run the interview with these substitute teacher interview questions
- 01
Step 01
Agree the must-haves first
Confirm the essential credentials, experience and availability with the hiring manager or client before any interviews. - 02
Step 02
Pick 8 to 12 questions
Take the must-have questions, then the questions that test what this role needs most. Use the same set, in the same order, for every candidate. - 03
Step 03
Ask for real examples
When you hear “we” or “I would”, ask what the candidate personally did, and what happened in the end. - 04
Step 04
Score before you discuss
Rate each criterion on the scorecard with the evidence behind it, then compare with other interviewers. - 05
Step 05
Verify before you submit
Check licenses, certifications and right to work against the original source before you put the candidate forward.
Red flags, and questions not to ask
- Describing substitute days as “babysitting,” or routinely replacing the plans with videos or free time.
- Controlling classes through threats, shouting or punishing the whole class.
- Not knowing what to do in a fire drill or lockdown, or who to tell about a concern for a child’s safety.
- Notes for the teacher that are missing, vague or only list complaints about students.
- An incomplete list of schools and agencies, unexplained gaps, or credential and check details that don’t match the state record or Check a teacher’s record.
- Age, marital or family status, pregnancy or plans for children, religion, ethnicity or national origin, sexual orientation or gender identity. These are protected characteristics under the UK Equality Act 2010 and US federal law, and they say nothing about whether someone can do the job.
- Health, sickness absence or disability before an offer. You can ask whether the candidate needs any adjustments for the interview, and whether they can do the essential tasks of the job.
Screen substitute teacher applicants before the first call
Add these questions to a Beatview AI interview and every applicant answers them on video or audio, with the same time limit. Beatview scores each answer against your criteria and shows the reasoning, and you can share the shortlist with your client through a password-protected link. AI interviews are on the Pro plan; the Free plan screens resumes for one active job.
Substitute teacher interview questions: frequently asked questions
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Ask for real assignments that test preparation at short notice, use of the regular teacher’s plans, classroom management with unfamiliar students, safety and safeguarding, and the notes they leave behind, such as a day when the work ran out early. Add must-have questions on the substitute credential, background checks, work history and availability, and ask every candidate the same questions in the same order.
In the US, each state sets its own requirements and the hiring process varies by district. In Pennsylvania, for example, day-to-day substitutes need at least a bachelor’s degree and background clearances, and a public school can request an emergency permit for a substitute who has a bachelor’s degree but no teaching certificate, so check your state education agency’s rules and the district’s background check process. In England, ‘Keeping children safe in education’ requires schools to get written confirmation from the supply agency that it has carried out the same checks the school would make, including an enhanced DBS certificate, with children’s barred list information obtained before placement where the role needs it, and the school should check that the person who arrives is the person who was checked.
Use the same core questions, then add questions on planning a unit, grading, communicating with families and handing the class back, because a long-term substitute takes on much more of the regular teacher’s job. Ask for examples from previous long-term assignments and, where possible, watch a short sample lesson.
Ask the first schools they cover for brief feedback on preparation, classroom management and the notes left behind, and read a few of those notes yourself. Score the feedback against the same five criteria used at interview, so placement decisions keep resting on evidence.
Get the substitute teacher interview questions template
All 23 questions with why you ask each one, what a strong answer shows and follow-ups, plus the substitute teacher scorecard and rating guide.
Opens in Excel, Google Sheets or Numbers. Version 2 October 2026.
Sources: Pennsylvania Department of Education: get a permit to substitute teach; GOV.UK: Keeping children safe in education (statutory guidance); GOV.UK: Check a teacher’s record. This template is general guidance, not legal advice.