10 Questions to Ask Before Accepting a Teaching Role (So It Actually Fits You)
You have seen it happen. A school needs a teacher this week, the agency sends the first name that looks available, and two weeks later everyone is quietly regretting it. The teacher feels stuck somewhere that does not suit them. The class loses momentum. The school starts again from scratch.
Here is the thing nobody says loudly enough: a role might be a good match on paper and a terrible fit in practice. And you deserve better than to find that out the hard way.
These ten questions are the ones worth asking before you say yes. Not to trip up a school or an agency, but to make sure the role genuinely works for you - your subject, your experience, your comfort with behaviour, your commute, your sanity.
What is actually being asked of me every day?
Job titles can be vague. "Cover supervisor" and "supply teacher" and "teaching assistant" all sound clear until you discover the reality is different. Ask what a typical day looks like, what you will be responsible for, and what the school genuinely expects versus what is only written into a spec. If the answer feels fuzzy, that is worth knowing now.
Who is my real point of contact, and when will I hear from them?
Chaotic and pressuring communication is a fast way to burn out a good teacher. Find out who you speak to for urgent issues, who handles your bookings, and how soon the school or agency responds. A clear, calm chain of communication is not a luxury. It is part of the job.
What is the behaviour like in this class and school?
Behaviour makes or breaks a placement more than almost anything else. Ask directly about the class you will lead, the school's behaviour policy, and how much support is on hand. A school that talks about behaviour openly is usually one that has it handled. A school that dodges the question is teaching you something in itself.
How does the school handle behaviour that goes wrong?
Policies are easy to read. Reality is harder. Ask what happens when a student is disruptive, who backs up a teacher in that moment, and whether you will be supported or left to manage it alone. For supply and short-term staff especially, this support is the difference between a professional day and a very long one.
What support will I actually get?
Ask about planning time, resources, and the people around you. Is there a senior leader you can go to? Are lesson materials and marking expectations realistic? Schools facing budget pressure are not bad places to work, but you want to know honestly what the working conditions are before you commit.
How long is this role for, and what happens at the end?
Is it one day, a term, a year, temp-to-perm? Single supply days are very different from long-term roles in planning and expectation. And if it is fixed-term, ask what happens after. Knowing the shape of the role up front means you can plan your own life around it.
Does this school know who I am and what I am good at?
The clue that a placement will fit is whether anyone bothered to find out. A personalised approach - someone matching your skills, experience and preferences to the school rather than just filling a gap - is worth an enormous amount. If you feel like a name on a list, that is a warning sign before you even start.
Are the pay, holiday and conditions actually right?
Fair pay is not something to be embarrassed about wanting. Ask about the rate, holiday pay, and how and when you are paid. Cheap compliance and low pay might be fine for a week, but they drain you over months. Get it in writing, not in vague promises.
What is the commute, timing and flexibility really like?
It sounds dull, but the day-to-day reality of the role sits here. What time do you need to arrive? What does the journey look like at that hour? Can you leave on time? Small practical details quietly decide whether a role is sustainable. Worth ten minutes of honest questions now rather than months of grumbling later.
What is it like to work here?
The last one is the simplest and the easiest to forget. Ask how people in the school talk about it. Do staff stay? Do they seem to enjoy their days? A school that treats supply and support staff with respect tends to show it everywhere else. Trust what you pick up, because you will feel it within the first half hour of being there.
Finding a role that actually fits
None of this is about being difficult. Schools and agencies that take matching seriously will welcome these questions, because a good fit is better for them too. Right now, supply days and cover shifts are often handled by whoever shows up, and that is precisely why unsuitable placements keep happening.
At Pebl Education, we take a different approach. We get to know you - your experience, your subject, your preferences, your comfort with behaviour and support - before we place you anywhere. We work across Primary Schools in Essex, with clear, calm communication, fair pay and holiday pay, and compliance and safeguarding that go beyond the minimum. No chaotic inboxes. No pressure. Just a placement that genuinely suits you.
So go ahead and ask the questions. A good match is worth asking for - and you should not have to settle for anything less.