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How to Become a Substitute Teacher in Connecticut

Substitute Teaching without Teaching Certification(s)

In the state of Connecticut, individuals who hold a bachelor’s degree (or higher) from an accredited college/university may serve as a substitute teacher in one district for an entire school year without applying for substitute teaching authorization. Individuals may teach a maximum of 40 days per assignment. If an assignment exceeds 40 days, the Connecticut school district must apply for a substitute teacher authorization. If teaching for more than 40 days, individuals must have a minimum of 12 semester hours of credit in the subject area in which they are teaching.

Substitute Teaching with Valid Connecticut Teaching Certificate

Individuals who hold a valid Connecticut teaching certificate or standard/permanent certificate may serve as a substitute teacher without additional authorization, as long as their certificate is grade and subject appropriate. Individuals may not substitute teach for more than 40 days in one district at the same assignment if teaching credentials are not grade/subject appropriate.

Substitute Teaching Without a Bachelor’s Degree

Due to unique circumstances, the superintendent of a school may request approval from the Connecticut Department of Education to hire a substitute teacher without the traditional requirement of a bachelor’s degree. These waivers may be granted to an individual who meets these requirements:

  • At least 18 years of age
  • High school graduate (or GED equivalent)
  • Possess previous and successful experience with school-aged children

Visit CTREAP to view districts hiring substitute teachers and submit an online application.

Click here to learn more about earning your teacher certification in Connecticut.

FEATURED ONLINE TEACHING IN HIGHER EDUCATION SHORT COURSE

The 8-week Harvard Bok Teaching Certificate online short course is delivered by Harvard’s Bok Center for Teaching and Learning, in association with HarvardX. Students in this course will engage deeply with the most relevant research on effective teaching methods in the higher education context, while refining their own practices, portfolio, and teaching philosophy.


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