Substitute teacher requirements
District schools at a glance
Grapevine-Colleyville ISD typically requires 60 hours of college credit. However, for the rest of the school year, the district will consider anyone with a high school diploma or GED equivalent. Those applying for substitute positions will be considered in this order.
Grapevine-Colleyville ISD has needed substitutes at all 19 of its schools this year. The district has 11 elementary schools, four middle schools, two high schools and two alternative schools.
3
Hold a valid Texas teaching certificate
Hold a valid out-of-state teaching certificate
Have a bachelor’s degree
Elementary school Grapevine-Colleyville ISD
2
1
Middle school
121
High school
Alternative learning center
4
Hold a degree in critical subject areas, such as special education or bilingual-early childhood
Advanced learning center
26
114
5
Earned a minimum of 60 hours of college credit
Earned a high school diploma
Approximately 11,000
or GED equivalent 6
POOL RD.
students
The district also lists the following special knowledge and skills among requirements for those applying to be a substitute.
HALL JOHNSON RD.
current teachers and instructional assistants Approximately 1,100
360
GLADE RD.
General knowledge of curriculum and instruction
Ability to implement provided lesson plans
Ability to instruct students and manage their behavior
121
CHEEK SPARGER RD.
management techniques, how to facil- itate special services to students in need, safety procedures, the educator code of ethics and more. “I was pretty nervous knowing that I would be in charge [of students] when I still felt like I should be in the class- room myself,” substitute Savannah Dodd said. “But the information from the training was super helpful, and I felt prepared after that.”
She first became a substitute ear- lier this year to fill in for her mother Candy Dodd’s kindergarten class at Grapevine Elementary School. Candy Dodd left after the beginning of the 2021-22 school year to start chemo- therapy for breast cancer and her daughter, Savannah Dodd, became her long-term substitute. “I was trying to figure out what I wanted to do career-wise, with the
uncertainty of COVID[-19],” Savannah Dodd said. “So [becoming a substitute] just made sense.” Savannah Dodd served as the class’ substitute teacher from September to December before her mother returned to the classroom earlier this year. She said she never thought she would pursue teaching, but continued on as a substitute for GCISD after her mother’s return. She is also pursuing
a teacher’s certificate that could allow her to become a full-time teacher. “Once I got to know the kids, that changed everything for me,” Savannah Dodd said. “The kids are sweet [and] the staff is awesome. It’s a pretty spe- cial experience.”
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