These are just a few quotes from a recent meeting with substitute teachers, and former long-term retired GIPS teachers. This was a great opportunity to gain valuable insight about what is going well and what can be improved on our campuses to support our substitute teachers.
Although our desire is to have teachers and staff in attendance everyday due to the relationships, knowledge of students, content expertise, routines, and consistency, however, reality is that there are unavoidable circumstances, illnesses, and professional responsibilities that happen. It is then that we call upon and rely on our substitute teachers!
This year, we are averaging approximately 60 substitute teachers per day across the district (the numbers are much higher on Mondays and Fridays). Fortunately, we are also averaging a 95% fill rate which means we have a large pool of substitutes willing teach in your absence.
The role of the substitute is not just about coverage, it's about continuing to maximize learning time with students. As you can imagine, this is not an easy job as substitutes have not had the time to build the relationships with students, analyze recent assessments to adjust to student performance, or have knowledge of the little tricks, strategies to support students that need additional academic and behavioral supports.
So how do we keep our high quality substitutes coming back when we need them? Here are a few tips beyond the typical sub binder information that evolved from our recent meeting as well as some suggestions from other resources:
- Identify someone to welcome substitutes and assist with getting to their classroom, making sure they have what they need. The principal and/or colleagues plan to check in to see how the day is going.
- Train students to take on roles/responsibilities during your absence: assign managers, directors, jobs that students can easily take ownership. Leave pictures with names.
- Share learning targets, success criteria and outcomes expected during your absence to prep students ahead of time.
- Work with colleagues/principal to make sure everything is covered (plans for students that need additional support academically, behaviorally). Clearly communicate any triggers and what strategies work with specific students and if there is a plan to follow.
- Include special schedules for in-class, pull-out supports and expectations of paraprofessionals when in the room.
- Clearly communicate brain break routines-resources and identify students to lead
- Use technology to inform the substitute ahead of time if appropriate: website, video of you providing instruction or directions, google classroom with materials to reference.
- Provide plan b options that engage students in quality work time (still follow routines)
- Leave contact information/extension numbers, identify key people to call if needing support
- Include a thank you note or comments of appreciation
These ideas represent just a few ways to prepare and improve the experience for our substitutes, and as a result, the day of learning for our students. Please feel free to respond and share additional suggestions! Thank you for making an effort to make substitutes feel part of the team! It takes all of us to RISE GI!
These are very helpful tips! We must strive to keep the learning going in our absence. Thank you for the advice.
ReplyDeleteThank you Toni for your support and encouragement for our substitute teachers. Creating an environment where sub teachers are supported makes such a difference! When given the opportunity to substitute at the the building where staff are welcoming and plans are in place, they will be more likely to return!
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