- I’ve been a college professor for 15 years.
- When I noticed the teacher shortage in my public school district, I decided to substitute teach.
- Although the pay isn’t great, I’m happy I get to connect and be with the kids.
I’ve been a college professor for years, but when I needed a change from the grind of university work, my husband suggested I try substitute teaching in our public schools.
The pay isn’t great, but neither was my salary as an adjunct instructor. Plus, I wouldn’t have to grade papers. I also knew our local schools were desperate for reliable subs to pitch in, especially if they had teaching experience and actually liked children — which I do.
Schools rely on subs for various reasons, but we mostly step in when teachers are ill, have a medical appointment, or have a family emergency. I’ve also filled in for teachers who had coaching duties or professional development assignments. Sometimes, teachers just decide to call it quits. They might retire, find a job closer to home, or decide they don’t want to be in a classroom.
Whatever the reason, school administrators I know say it’s becoming harder to find qualified replacements, including competent substitutes. There just aren’t enough new teachers entering the field to keep up with the number of those leaving the profession.
I wanted to help fix this problem in our New Jersey public schools by being a substitute.
I’ve learned to love subbing in public schools
I’m a high-energy person who liked school as a child. So, if I can give back and help kids succeed, I will. I’ve been teaching college students for more than 15 years, but nothing prepared me for the mental and physical exhaustion of teaching 22 8-year-olds who think they will implode if they can’t go to the bathroom in pairs.
Yet I like subbing so much that I keep signing up for more shifts. I get push notifications on my phone that let me know when there are openings, and there are always openings.
I shy away from subbing at our high school because my older son would prefer it that way. But with six elementary and three middle schools in town, I’ve got plenty of options.
It’s amazing how quickly you can form relationships with the students just by being there and being present. That could mean spending a few extra minutes during morning meetings talking to the kids about weekend plans or, when I’m feeling nostalgic, sharing memories of my beloved third-grade teacher.
Sometimes, the classroom teacher will leave me lesson plans that could rival a White House briefing. Other times, I have to fend for myself. Some days, I’m there as an extra body and spend the afternoon hanging paper snowflakes in the hallway. I’ve helped students prep for winter concerts and opened thermoses while on lunch duty. I’ve read aloud to kindergartners and worked with children who have learning challenges. I’ve quizzed students on spelling words.
When you sub, you see a lot. The good is often amazing: Teachers kicking around a soccer ball with kids during indoor recess, the young student who masters her spelling, fourth graders sharing reports on Latin American icons, watching a teacher delicately handle a student’s poor behavior without raising her voice, and my favorite activity: Drop Everything and Read.
Subbing isn’t always easy, but it’s necessary
Subbing is not without its challenges. It’s heartbreaking to watch a child struggle and know that he or she is being underserved. That’s not a knock on teachers, but it can happen when schools are understaffed or parents are disengaged.
Plus, the frequent lockdown drills are disturbing reminders of school shootings and the horrors that teachers and students face.
Sometimes, I’m the one who goofs. I’ve called students by the wrong name and used incorrect pronouns. But I always apologize, and we move forward.
The other day, when it was raining, the 5th-grade students had indoor recess. They were stuck in their classroom because the younger kids get priority in the gym when it rains. They begged to play silent ball. Students toss a foam ball around the class, and someone has to catch it. No talking allowed. This sounded like a bad idea to me; it was a small space with too many tweens. But I decided to lean in and play with them. No one got hurt.
We all had fun and felt energized. It helped to know that my presence there helped them all connect, reminding me that subbing is worth it. It’s what our public schools need right now, and I’m happy to help.
