Top 10 Substitute Teacher Interview Questions (With Natural Sample Answers)

You’ve got a substitute teacher interview coming up, and you’re wondering what they’ll actually ask. Good news: substitute teacher interviews are usually more straightforward than traditional teaching interviews. But that doesn’t mean you shouldn’t prepare.

Unlike regular teaching positions where you’re committing to one classroom for a year, substitute teaching requires a different skill set. You need to prove you can walk into any classroom, any grade level, any subject, and keep students engaged while maintaining the regular teacher’s routines. That’s what hiring managers are looking for.

The interview process varies wildly by district. Some conduct quick 15-minute phone screenings. Others use video platforms where you record responses to timed questions. Some districts even do assembly-style interviews at job fairs where multiple candidates are interviewed simultaneously at different tables. Regardless of format, the core questions remain remarkably similar.

By the end of this article, you’ll have natural, conversational sample answers to the 10 most common substitute teacher interview questions, plus insider tips pulled from actual Glassdoor reviews. We’re focusing on answers that sound like you, not a robot reading from a script. Whether you’re brand new to substitute teaching or looking to expand to more districts, these questions and answers will help you walk in with confidence.

Interview Guys Tip: Substitute teacher interviews often happen fast because districts desperately need to fill positions. Don’t let the informal, conversational tone fool you. This is absolutely a real job interview, and they’re evaluating whether you can handle a classroom full of students who might see “sub day” as “free day.”

The 10 Most Common Substitute Teacher Interview Questions

1. Why do you want to be a substitute teacher?

This question kicks off nearly every substitute teacher interview. Hiring managers want to know if you’re genuinely interested in education or just looking for a flexible gig with no real commitment. Both can be valid, but how you frame your answer matters.

The key is showing authentic interest while being honest about your situation. Maybe you’re a recent graduate exploring whether teaching is right for you. Maybe you’re a parent who wants flexibility. Maybe you genuinely love the variety of stepping into different classrooms. Whatever your reason, make it clear that you take the role seriously and understand its importance.

Here’s a natural way to answer:

“I’ve always loved working with kids, and substitute teaching lets me make a real impact while maintaining the flexibility I need right now. I actually started by volunteering at my local library’s homework help program, and I realized how much I enjoyed those moments when a concept finally clicks for a student. As a sub, I get to experience that across different grade levels and subjects, which keeps things interesting. Plus, I like being the person teachers can count on when they need reliable coverage.”

This answer works because it shows genuine interest in education without claiming you want to be a full-time teacher if that’s not your goal. It also emphasizes reliability, which is absolutely huge for schools. Districts need substitutes they can call at 6am knowing the person will actually show up.

If you’re considering this as a pathway to full-time teaching, say that. If you’re doing this for flexibility while pursuing other goals, frame it around how that flexibility lets you give your full energy to each assignment. Just avoid making it sound like this is your backup plan because nothing else worked out.

2. Tell me about a time you had to manage a disruptive student.

This is a behavioral question, which means you should use the SOAR Method (Situation, Obstacle, Action, Result) to structure your answer. Behavioral questions dig into your actual experience, so hiring managers can see how you’ve handled real situations rather than just hypothetical ones.

Classroom management is the number one concern for substitute teachers. Students test boundaries, and some see a substitute as an opportunity to goof off. Your answer needs to show you can handle disruption calmly, de-escalate situations, and maintain learning continuity.

Here’s how to structure your response using SOAR:

Situation: “I was subbing for a 5th grade class last semester, and there was one student who kept talking loudly during independent work time.”

Obstacle: “The regular teacher’s notes mentioned he sometimes needed redirection, but the talking was disrupting the whole class and other students were starting to get off task too.”

Action: “First, I moved closer to his desk while explaining the assignment to the class, which helped for a few minutes. When he started up again, I quietly asked if he needed help with the work or if something was bothering him. Turns out he’d finished early and was bored. I gave him an extra challenge problem and asked if he’d be willing to help a classmate who was struggling once he finished that.”

Result: “He stayed focused for the rest of the period, and the student he helped actually understood the concept better after peer explanation. At the end of class, he thanked me for the extra challenge. I left a note for the teacher about what worked.”

This answer demonstrates several key skills: you can read a situation, you try non-confrontational approaches first, you’re creative in solving problems, and you communicate with the regular teacher. All of these are exactly what districts want to see.

Interview Guys Tip: When answering behavioral questions, always include what you learned or how you’d handle a similar situation in the future. This shows reflection and growth, two qualities great educators possess.

3. What would you do if the teacher didn’t leave a lesson plan?

Every substitute teacher’s nightmare, right? This question tests your resourcefulness and ability to think on your feet. It happens more often than you’d think. A teacher has an emergency, needs to leave suddenly, or simply doesn’t have time to write detailed plans.

Your answer needs to show you won’t panic and that you can still deliver meaningful instruction even without a roadmap. Schools need to know you can handle the unexpected professionally.

Here’s a solid response:

“First, I’d check with the office or neighboring teachers to see if there’s a backup plan or sub tub I should know about. Many teachers keep emergency lesson materials somewhere in their classroom. If not, I’d look at what the class was working on recently by checking their materials, textbooks, or any work displayed on the room. I always carry a few go-to activities in my sub bag, like educational games or writing prompts that work for different grade levels. For older students, I might facilitate a review session where they teach each other concepts from the current unit. The goal is to keep them learning something valuable, not just filling time.”

This answer shows multiple layers of problem-solving. You’re not just throwing on a movie and calling it a day. You’re actively seeking information, using context clues from the classroom, and coming prepared with backup materials. The mention of age-appropriate activities shows you understand that what works for 2nd graders won’t work for 8th graders.

If you want to strengthen this answer, you could mention specific materials you keep in your sub bag. Educational card games, would-you-rather questions that prompt critical thinking, creative writing prompts, or math puzzles all work well. Having concrete examples of your preparedness makes you memorable.

4. How do you handle a situation where you don’t know the subject well?

This question tests your honesty and humility. Substitute teachers are generalists who might teach kindergarten one day and high school calculus the next. Nobody expects you to be an expert in every subject, but they do expect you to handle knowledge gaps professionally.

The worst thing you can do is pretend you know something you don’t. Students can smell fake confidence from a mile away, and it destroys your credibility instantly. The best approach? Honest competence combined with resourcefulness.

Here’s how to answer:

“I’m always upfront about being a substitute, which means I might not have the same depth of knowledge as their regular teacher. If I’m assigned to teach something I’m less familiar with, like high school chemistry, I make sure to review the lesson plan thoroughly beforehand and look up key concepts. During class, if a student asks something I can’t answer, I’ll be honest and say ‘That’s a great question. Let me look that up with you’ or ‘Let’s note that down for your teacher.’ I’ve found students actually respect honesty more than someone trying to bluff their way through.”

This answer works because it shows self-awareness without making you seem unprepared. You’re proactive about reviewing materials beforehand, you’re honest when you don’t know something, and you turn knowledge gaps into learning opportunities by looking things up together with students.

You could also mention that you’re more comfortable with certain subjects and grade levels but willing to take assignments outside your comfort zone with proper preparation time. That shows both self-awareness and flexibility, two qualities schools desperately need in their substitute pool.

The key message here is that you understand your role isn’t to be the expert teacher. It’s to facilitate learning and maintain the regular teacher’s momentum until they return.

5. Describe your classroom management style.

This is your chance to explain your philosophy without getting too theoretical. Schools want to know you can maintain order without being too strict or too lenient. It’s a delicate balance, especially when you’re only in a classroom for one day.

Your answer should communicate that you’re firm but fair, that you respect students, and that you understand classroom management starts with relationships and clear expectations. Avoid extremes. Don’t make yourself sound like a drill sergeant, but don’t make yourself sound like a pushover either.

Here’s an effective approach:

“I believe in being firm but fair. When I enter a classroom, I introduce myself and explain that I’m there to help them continue their learning, and I expect the same respect they give their regular teacher. I establish clear expectations right away, like raising hands and staying on task. But I also build rapport quickly by learning names and showing genuine interest in what they’re working on. If someone’s off task, I usually start with proximity, just moving closer to them, before any verbal redirection. I find that most behavior issues disappear when students feel like you actually care about their day going well.”

This answer balances structure with relationship-building, which is exactly what schools want. The mention of proximity as a first intervention shows you understand classroom management strategies that work. Moving closer to a student is a proven technique that redirects behavior without public confrontation.

You could strengthen this answer by mentioning that you always review the regular teacher’s classroom management plan if one is provided. That shows respect for established systems and an understanding that consistency matters to students.

Interview Guys Tip: If you have specific classroom management training like Positive Behavioral Interventions and Supports (PBIS) or Responsive Classroom, mention it here. Formal training in behavior management makes you stand out from other candidates.

6. Tell me about a time you had to adapt quickly to an unexpected situation.

Here’s another behavioral question where you’ll want to use the SOAR Method. Substitute teaching is inherently unpredictable. Equipment fails, schedules change, fire drills happen, students have meltdowns. Schools need to know you can roll with whatever gets thrown at you.

Your answer should demonstrate flexibility, creative problem-solving, and the ability to maintain educational value even when plans fall apart. Choose a story that shows you thinking on your feet while keeping students engaged.

Here’s a strong example:

Situation: “I was assigned to a middle school art class, which I was excited about since I enjoy creative subjects.”

Obstacle: “When I arrived, I discovered the kiln had malfunctioned overnight, and the ceramics project the students were supposed to glaze couldn’t happen. The teacher hadn’t left a backup plan because this was completely unexpected.”

Action: “I quickly pivoted and turned it into a design planning session. I had students sketch out ideas for their next project and create detailed plans including dimensions, color schemes, and materials needed. We also did a mini-lesson on famous ceramic artists I pulled up online, which connected to their curriculum.”

Result: “The students stayed engaged, and several told me they actually liked having time to plan before jumping into the next project. The teacher emailed me later saying the detailed sketches were really helpful for her planning.”

This answer demonstrates quick thinking, creativity, and the ability to salvage educational value from a situation that could have devolved into chaos. You didn’t just throw on a movie. You created a meaningful alternative that actually benefited both students and the teacher.

The follow-up communication with the teacher is also important. It shows you understand that part of your job is keeping the regular teacher informed about what happened during their absence.

7. How do you keep students engaged when following someone else’s lesson plan?

This question gets at a core challenge of substitute teaching. You didn’t create the lesson plan, you might not fully understand the pedagogical reasoning behind it, and students know you’re not their “real” teacher. How do you make learning happen anyway?

Your answer needs to show that you understand engagement requires active teaching, not just monitoring. Even when following someone else’s roadmap, you need to bring energy and presence to the classroom.

Here’s how to tackle this:

“Even though I’m following their teacher’s plan, I try to add my own energy to it. I’ll use different voices when reading aloud, turn review questions into quick games, or break up longer work periods with a two-minute stretch break. I also walk around constantly instead of sitting at the desk, which keeps students more focused and lets me check in individually. If the lesson allows, I’ll share a quick personal story that connects to what they’re learning. Small things like that make the lesson feel less like ‘substitute day’ and more like real learning is still happening.”

This answer shows you understand teaching strategies that work across different contexts. Movement, variety, and personal connection keep students engaged. The mention of walking around instead of sitting at the desk is particularly strong because it shows you’re actively supervising and facilitating rather than just babysitting.

You could expand this answer by mentioning specific engagement techniques you use for different age groups. Elementary students respond to games and movement. Middle schoolers appreciate humor and relevant real-world connections. High schoolers want to be treated like adults and given some autonomy. Showing you understand these developmental differences makes you more credible.

8. What age groups or subjects are you most comfortable teaching?

This seems like a simple question, but there’s strategy involved in your answer. Schools need substitutes across all grade levels and subjects. If you’re too narrow in your preferences, you might not get called as often. But if you claim you can teach anything from pre-K to AP Calculus, you’ll seem unrealistic.

The key is being honest about your strengths while showing flexibility and willingness to stretch. Give the interviewer useful information about where you’ll excel while keeping yourself available for varied assignments.

Here’s a balanced response:

“I’m most comfortable with elementary through middle school, probably grades 2-8. I have the most experience with those age groups through my previous work with after-school programs. Subject-wise, I’m strongest in language arts and social studies, but I’m willing to teach anything at the elementary level where concepts are more foundational. For high school assignments, I’d prefer subjects where I can confidently support students or facilitate their independent work. That said, I’m always open to stretching myself with proper preparation time.”

This answer gives clear direction on where you’re strongest without closing doors. You’re stating preferences, not ultimatums. The phrase “with proper preparation time” is smart because it acknowledges you might need to review materials for subjects outside your comfort zone.

If you have specific certifications or degrees that qualify you for certain subjects, mention them here. A math degree makes you valuable for upper-level math assignments. Special education training opens doors to inclusion classrooms. Foreign language skills are always in demand.

The underlying message should be: “I have clear strengths, but I’m flexible and willing to help wherever you need me most.” That’s exactly what districts want to hear.

9. How would you handle a student who claims you’re doing something wrong or different from their regular teacher?

This question tests your ability to maintain authority while being respectful and open to feedback. It’s a tricky situation because sometimes students are right and you’ve misunderstood something, but sometimes they’re testing you or trying to get out of work.

Your answer needs to show you can handle pushback without becoming defensive or dismissive. You need to maintain control while showing you’re willing to listen and adjust if needed.

Here’s an effective approach:

“I’d thank them for speaking up, because they know their classroom routines better than I do. Then I’d ask them to explain what their teacher usually does and check if there’s anything in the lesson plan about it. If they’re right and I misunderstood something, I’ll adjust and thank them for the correction. If I’m confident I’m following the teacher’s instructions, I’ll calmly explain why we’re doing it this way today. Most of the time, students respect you more when you listen to them instead of just shutting them down.”

This answer demonstrates humility without weakness. You’re acknowledging students as experts on their own classroom while maintaining your authority as the adult in charge. The willingness to admit mistakes actually strengthens your credibility rather than undermining it.

You could add that if you’re genuinely unsure, you might check with a neighboring teacher or the office. That shows you’re resourceful and not too proud to ask for help. It also models good problem-solving for students, they learn that asking questions when you’re unsure is smart, not weak.

The key is striking a balance. You’re not going to let students walk all over you, but you’re also not going to be rigid and defensive when they raise legitimate questions.

10. Why should we hire you as a substitute teacher?

This is your closing pitch. It’s essentially the “Why should we hire you?” question adapted to substitute teaching. You need to summarize what makes you valuable while emphasizing the qualities that matter most for this specific role.

Focus on reliability, adaptability, and professionalism. Those are the top three things schools care about in substitutes. Teachers need to know that when they’re absent, their classroom is in good hands and learning continues.

Here’s how to nail this answer:

“You should hire me because I’m reliable, adaptable, and I genuinely care about making sure learning continues when the regular teacher is out. I understand that substitute teaching isn’t about being the coolest sub, it’s about following the plan, managing the classroom professionally, and leaving detailed notes so the teacher knows exactly what happened. I also have experience with different age groups, I’m comfortable with classroom technology, and teachers have told me they appreciate that I keep the room organized and stick to their routines. Basically, I’m someone you can call at 6am and trust that the day will run smoothly.”

This answer hits all the right notes. Reliability comes first because that’s what matters most. You’re emphasizing that you understand the role’s actual requirements rather than having some romanticized vision of being a beloved substitute. The mention of leaving detailed notes shows professionalism and respect for the regular teacher.

The closing line about being callable at 6am is particularly strong. It acknowledges the reality of substitute teaching, last-minute calls and early mornings, while positioning you as someone who won’t bail when it’s inconvenient.

You could personalize this answer by adding specific qualifications that make you stand out. Bilingual? Mention it. Classroom technology skills? Highlight them. Experience with special needs students? That’s valuable. Tailor the answer to what you bring that other candidates might not.

Top 5 Insider Tips for Substitute Teacher Interviews

These tips come from actual Glassdoor reviews and experiences from real substitute teachers. This is what the interview process actually looks like, not what career guides claim it should look like.

1. Arrive Prepared for Quick Decisions

Many district interviews happen fast. According to Glassdoor reviews for Chicago Public Schools and Clark County School District, some interviews last only 15-30 minutes with standard questions. Some districts even conduct assembly-style interviews at job fairs where multiple candidates are interviewed simultaneously at different tables.

Several reviewers mentioned that the interview felt more like a formality to verify you’re a real person with basic communication skills. One Chicago Public Schools reviewer said, “Very easy and straight forward. They don’t really ask too many questions. They generally assume you’re hired when doing the interview.”

What this means for you: Have your answers ready. Don’t expect a lengthy conversation where you can ease into things. You might need to deliver confident, polished responses quickly. Some districts make hiring decisions on the spot if you interview well and your credentials check out.

2. Expect Scenario-Based Questions

Almost every substitute teacher interview includes hypothetical scenarios. “What would you do if a class was off task?” “What if there’s no lesson plan?” “How would you handle a student emergency?”

A Long Beach Unified School District reviewer shared: “She asked me questions like, ‘What would you do if a parent asked you questions about another student?’ ‘Can you share examples of how you utilize classroom management?'”

These questions test your judgment and classroom instincts. They want to see that you can think through challenging situations calmly and arrive at reasonable solutions. Practice your responses to common interview scenarios so you can answer confidently without long pauses or “um, let me think” moments.

3. Show You Understand the Substitute’s Role

Several Glassdoor reviews mention that interviewers want to know you understand this isn’t a full-time teaching position. You’re not there to revolutionize education or implement your own teaching philosophy. You’re there to maintain continuity and follow the regular teacher’s established systems.

A reviewer for Teachers On Call noted: “You complete a phone interview asking questions about how you’d handle certain situations within a school classroom. Fairly easy and straight forward.”

Express respect for the regular teacher’s established routines and make it clear you see your role as supporting their work, not replacing them. Districts want substitutes who can step into any classroom and maintain the existing structure, not someone who’s going to change everything for one day.

4. Bring Your Credentials and Be Ready to Discuss Background Checks

Have copies of your teaching certificate or substitute authorization, transcripts, TB test results, and any relevant certifications ready. Many districts move incredibly quickly through the hiring process once your paperwork is in order.

A Kokua reviewer stated: “Interview process was very easy and on time. Person who interviewed me was very friendly and knowledgeable when I asked questions as well. Was offered the job at the end of the interview.”

Some Glassdoor reviews noted that once credentials were verified, the interview portion felt almost unnecessary. The real gatekeepers were the background check and required testing. Have everything organized in a folder you can hand over immediately if requested.

5. Express Genuine Flexibility

Districts need substitutes who can take assignments across different schools, grade levels, and subjects. While you can mention preferences, emphasize your willingness to go where you’re needed most.

Multiple Glassdoor reviewers mentioned being asked directly about their availability. “How many days per week can you work?” “How far are you willing to travel?” “What grade levels are you open to?” Your answers to these logistics questions might matter more than your answers to teaching philosophy questions.

The substitutes who get called most often are the ones marked as flexible in the system. If you’re only available two days a week and only want elementary schools within five miles of your house, you’ll get fewer calls than someone who’s available daily and willing to drive 20 minutes.

Interview Guys Tip: Several Glassdoor reviewers mentioned that substitute shortages mean districts are hiring quickly right now. If you’re certified and pass the background check, your odds are good. Don’t psyche yourself out. The interview is often more about confirming you’re a functioning adult who can communicate professionally than it is about finding the “perfect” candidate.

Questions to Ask the Interviewer

Asking good questions at the end of your interview shows engagement and helps you evaluate whether this position actually fits your needs. Here are smart questions for substitute teaching specifically:

“How does the substitute scheduling system work?” This is practical and important. Some districts use apps where you claim jobs. Others call you at 6am. Knowing this helps you decide if the system works with your life.

“What’s the typical notice time for assignments?” Are you expected to be ready to go with an hour’s notice, or do you usually get assignments the night before? This affects whether the job is actually feasible for you.

“Are there opportunities for long-term substitute positions?” If you’re interested in more extended placements, which often pay better and provide more stability, ask about this upfront.

“What support is available if I encounter a serious classroom management issue?” You want to know if administrators have your back or if you’re on your own. This question also shows you’re thinking ahead about realistic challenges.

“What grade levels or schools have the greatest need for substitutes?” This helps you understand where you’ll get the most calls and shows you’re thinking about how to be most helpful to the district.

These questions demonstrate professionalism and practical thinking. They show you’re not just desperate for any job but are actually evaluating fit and thinking about how to succeed in the role.

Final Thoughts

Walking into a substitute teacher interview doesn’t have to be stressful. Remember, schools need reliable substitutes just as much as you need the position. The substitute shortage is real, and districts are actively trying to build strong substitute pools.

Preparing for your interview means having clear, natural answers ready for these common questions. Practice until your responses sound conversational, not rehearsed. Use the SOAR Method for behavioral questions to provide specific examples that showcase your skills. And most importantly, let your genuine interest in supporting students and teachers shine through.

Focus on demonstrating the three qualities schools value most: reliability, adaptability, and professionalism. Show that you understand your role is maintaining continuity and following established systems, not reinventing the wheel each day. Emphasize that you’re someone a principal can call at 6am knowing confidently that the day will run smoothly.

With these answers and insights ready, you’re prepared to land that substitute teaching position and start making a difference in classrooms across your district. The most common interview questions don’t have to trip you up when you’ve practiced thoughtful responses. Now get out there and show them why you’re exactly the substitute teacher they need.