Substitute Teaching and Professional Development

    There is a high need for competent substitute teachers in school districts. However, there are various barriers experienced by these professionals when entering the education field. Professionally, substitute teachers are outsiders in the buildings they work in due to their status as day-to-day personnel, with little knowledge of the daily routines of students and faculty. Many substitute teachers also have no background experience in working in education, and are unfamiliar with teaching methods and best practices. This unfamiliarity also makes it difficult for substitute teachers to work with culturally and linguistically diverse student populations. To better serve students, it is necessary for substitute teachers to be included in professional development opportunities.

    Professional development has been routinely shown to have net positive effects on educators' teaching abilities. According to research from Lamar University, teacher efficacy is shown to increase following participation in professional development (Yoo, 2016). In addition, professional development is shown to provide educators with opportunities to reflect on their teaching practices, learn from others, and stay current on new teaching techniques and trends (D'Argenio, 2024). For substitute teachers, information like this is invaluable. In participating in professional development, even substitute teachers without a background in education can learn how to effectively instruct students during their time in the classroom.

    The need for effective instruction does not cease when a substitute teacher enters the classroom. While many expect substitute teachers to do very little work, this is a detrimental expectation to hold. Students greatly benefit from routine and structure in their day-to-day school experience. The usage of routine in the classroom has been shown to foster positive classroom environments (Grossman et al., 2009). Substitute teachers are often a disruption in that routine. With the attendance of professional developments, substitute teachers can develop the classroom management skills to uphold classroom routines and keep students focused. 

    In the state of New Jersey alone, over 93,000 English language learners were enrolled in the 2020-2021 school year (Rutgers University, 2021). In some districts, these students account for a significant percentage of the student population. Working with students from linguistically and culturally diverse backgrounds is a challenge even full-time educators face. Over one-third of educators included in a report cited a lack of compliance with state regulations for ELLs (Rutgers University, 2021). Substitute teachers are often ill-equipped to work with students of these populations. With the inclusion of substitute teachers in professional development opportunities, best practices can be disseminated to all educators, not just full-time teachers. 

    Overall, substitute teachers are often left out of the education conversation. Presumed to be placeholders, there is a great opportunity for districts to empower these members of school faculty to better serve the students they work with. In including substitute teachers in professional developments, a variety of issues can be addressed. Substitute teachers will be able to deliver more effective instruction in the classroom as professional developments have been shown to increase teacher efficacy and keep educators updated on teaching strategies. Professional developments also can enable substitute teachers to better maintain classroom routines by teaching effective classroom management techniques. They will also be able to communicate with and better serve culturally and linguistically diverse student populations. With the inclusion of substitute teachers in professional development opportunities, the overall learning experience of students will improve significantly.

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    Due to the nature of this need, I have composed an action plan centered around developing a professional development tailored to substitute teachers and paraprofessionals. This professional development would include several presentations with a focus on bettering substitute teachers' skills in the classroom. In developing this action plan, I determined potential completion dates as well. This professional development would be for the 2024-2025 school year. 

The steps of the action plan are as follows:

1. Generate a list of prospective interested substitute teachers and aides. This would be completed by 6/30/24.
2. Create outlines for potential presentations for this professional event. Presentations would include lessons in classroom management techniques, instructions on scaffolding instruction, and tips on meeting the needs of ELLs and students with IEPs. This would be completed by 7/31/2024.
3. Present proposal to administration.
4. Upon approval, develop a budget for this professional development. This would be submitted by 8/1/2024.
5. Determine a date for this professional development. It would take place in late August to prepare substitute teachers for the coming school year. This would be submitted by 8/1/2024.

Overall, support amongst colleagues has shown the necessity of professional development for substitute teachers and paraprofessionals. In discussions with my building's administration, there has also been clear agreement and support. It is my hope that proposals like my action plan can gain traction and be implemented on a larger scale.

References:

D’Argenio, L. (2024, April 14). Benefits of professional development in ELT- how can you grow? https://bridge.edu/tefl/blog/benefits-professional-development-elt/#:~:text=Getting%20support,completing%20their%20TEFL%2FTESOL%20certification.

Grossman P, Hammerness K and McDonald M (2009) Redefining teaching, re-imagining teacher education. Teachers and Teaching: Theory and Practice 15(2): 273–289.

Rutgers University. (2021). English learners face severe inequities and substandard conditions in New Jersey Schools. https://www.rutgers.edu/news/english-learners-face-severe-inequities-and-substandard-conditions-new-jersey-schools

   Yoo, J. (2016). The effect of professional development on teacher efficacy and teachers’ self-analysis of their efficacy change. Journal of Teacher Education for Sustainability, 18(1). https://doi.org/10.1515/jtes-2016-0007