From better pay
for substitutes to special training programs, schools are paying more
attention -- and respect! -- to the substitute teachers they recruit.
Time was when the biggest problem in substitute teaching was the way
some students did no work when a sub took over in the classroom. Now,
the worst problem involving substitute teaching in many areas of the United
States is recruiting enough subs to go around.
A good sub is hard to find for any number of reasons. The economy is
thriving, relatively. In such an economy, qualified people who might work
as substitute teachers have found other full-time jobs. In addition, some
school districts are in the middle of an enrollment boom, making the demand
for subs even greater as the number of subs falls. And the essence of
the substitute teaching job itself is part of the problem; low pay, the
lack of health benefits, and the unpredictable number of hours worked
impacts the number of available substitutes.
ATTRACTING SUBSTITUTES
With the growing need for subs, school districts have tried new ways
to attract more of them. News stories from several areas of the United
States seem to indicate that the problem of finding qualified substitute
teachers is not limited to one region but exists throughout the country.
A Christian Science Monitor story in December focused on the following
strategies that school districts have used to find substitute teachers:
Broward County, Fla., north of Miami, examined files and sent letters
to hundreds of retired teachers. More than 100 of them signed on as
substitute teachers.
The William Floyd School District in Mastic Beach, N.Y., has used
postings on the Internet and ads in the New York Times to attract
fill-ins.
In Topeka, Kan., 250 substitute teachers were given a holiday tea
and special awards, such as Substitute of the Year in appreciation of
their services. Topeka substitute Marjorye Savage Heeney said, in the
old days "They'd just give you the key and say, 'Your room is there.'
They wouldn't even tell you where the teachers' lounge was." Now, she
continued, "Somebody even walks you to your classroom."
Various school districts throughout the nation are upping substitutes'
wages to attract people.
With all the negatives about substitute teaching, some positives exist.
"It's a wonderful foot in the door," Lynne Snyder, associate director
of teacher education at Central Michigan University, told The Detroit
News. "It lets you scout out different (school) systems, and it (financially)
supports you ... but you have to be willing to move or drive."
BASIC TRAINING FOR SUBS
Naturally, the quality as well as the quantity of substitutes concerns
educators facing a shortage. A statewide training program for substitutes,
spearheaded by the Wisconsin Education Association Council, addresses
this problem.
In 1996 Wisconsin began allowing school districts to hire non-certified
teacher substitutes. But such substitutes must hold a permit, granted
only when they hold a bachelor's degree and successfully complete a training
program on the local level. Newly certified teachers interested in substitute
teaching and experienced teachers returning to the field as well as current
substitute teachers are encouraged to attend.
Topics covered in the training include these listed in a WEAC brochure:
the overall teaching process
age-appropriate teaching strategies
maintaining discipline
health and safety issues
the culture of schools
fitting in with other staff
techniques for starting a class
practical ideas and resources
challenges and opportunities
The course has trained nearly 200 substitutes since last summer. One of
the highly experienced teachers who conducts training is Tom Gilding, a
middle school teacher for 17 years and a sub since 1991. In NEA Today, Gilding
emphasizes, "I get the feeling that some people who go into substituting
think it's an easy day. It's a very challenging, responsible situation."
To create such a training program, a grant from the National Education
Association's (NEA) National Foundation for the Improvement of Education
was used as well as help from the WEA Professional Development Academy.
The state Department of Public Instruction, administrators, school boards,
and the state PTA collaborated to develop criteria and a training program
for non-certified subs.
HELPING SUBSTITUTES
Besides better professional development for substitutes, school districts
can encourage regular teachers to smooth the way for subs. The NEA recently
published a list of tips from teachers -- tips on how to prepare for a
substitute to take over:
Make an audiocassette that walks the substitute through the plan and
communicates insight about routines and students.
Call the substitute and talk about the classroom plans, from roll
call to activities.
Tell students to respect and cooperate with the substitute.
Put the daily schedule on a class computer with specific information
about it.
Provide a folder with daily and weekly schedules, assignments, various
procedures, fire drill directions, seating chart, class list, and names
of students who need special attention. Provide information about school
administrators and "teacher-neighbors." Include a map.
Ask the substitute to leave a note explaining how the day went. Follow
up with students if any problems occurred.
An experienced sub will appreciate any action you take to help the class
run smoothly, and your lifeline may keep a novice substitute afloat.
In the end, the substitute teacher shortage, though clearly not a positive
development in itself, may lead to some beneficial changes. In many school
districts, administrators and other educators have developed a new appreciation
for skilled substitute teachers. At the same time, training programs for
substitute teachers will tend to enhance the professionalism required
for the job.
From better pay
for substitutes to special training programs, schools are paying more
attention -- and respect! -- to the substitute teachers they recruit.