To Administrators: How to Deal with Subs

December 21, 2005

A few days ago we described the built-in difficulties substitute teachers have just doing their job, and we proposed that the discipline code have more of a bite in a classroom monitored by a sub. We'd like to make a few more suggestions based on experience.

Administrators can use these suggestions to make life easier for subs and, heaven forbid, help the school run more smoothly.

Welcome Packet: When subbing in Philadelphia we were often called to various high schools, and each was different in how they related to subs. One stands out in making subs feel welcome, with the simple use of a welcome packet.

It was a simple photocopied packet of about 5 pages, but it had everything a sub would need, answering all the typical questions. Everything from the bell schedule to bathroom locations was covered. Other items were a school map, instructions for lunchtime (with an open invitation to dine in the school's "model restaurant" staffed by students) including the location of nearby eateries, details of policies and procedures for situations that might come up during the day such as discipline issues, and the location of the faculty lounge.

It's a simple concept, really. All it takes is a little time and care to write such a packet, then it can be photocopied and used for years.

Class Roster: The vast majority of the times a substitute teacher is needed it's to cover one teacher's classes for an entire school day (usually due to absence). But what happens when the sub arrives at school? The roster chairman or a vice principal will grab a blank roster form and hastily scribble down a list of room numbers, or maybe names of classes. "Go here, here, and here. And here you get lunch."

There is so much more information that can be transmitted! Wouldn't it be better if the regular teacher communicated information about the classroom and classes, directly to the sub? All while in bed with a fever? It's possible, with a little September preparation.

For example, at the beginning of the school year a teacher can simply prepare a mini welcome packet of sorts, describing what is expected for the time the sub is covering classes. This can include common issues such as "Do not let students on the computer, no matter what they say" to "Students can use the dictionaries from the bookshelf by the window, but be sure they're returned at the end of the period."

In addition to general comments about classroom management (what's allowed and forbidden), this welcome sheet can also include a very brief description of the classes she teaches, and maybe references such as textbooks the students use for each class. This description can be written with a sub in mind, to simply help that person adjust to covering the teacher's classes. This doesn't have to be anything more than a simple description of the class subjects, and maybe a few words about what is expected of the sub for the length of the period.

A required part of the welcome sheet can be a simple copy of the teacher's class roster: what classes are taught in which period (with the bell schedule superimposed).

If this sounds complicated, it's not, and can all fit on one side of a sheet of paper. Teachers in all schools are usually expected to prepare "emergency lesson plans" in September, to be stored somewhere in the case of an unexpected absense. The preparation of this welcome sheet can be part of this requirement. Teachers who care about how things go in their room when a sub is needed will write more, while others might simply copy their class roster. Either way, it will be better than wasting someone's time hurriedly copying minimal roster information on the morning of a sub's arrival.

Class Lists: One of the biggest disadvantages subs face is not knowing students' names. Even worse is not knowing who's supposed to be in class! Both difficulties can be eased if complete class lists are supplied to the sub, for each period of the day. Again, here the regular teacher can help out by supplying a current seating chart for each group of students. More technologically-advanced schools might even have the ability to print "photo class lists" with every student's name and photo in each particular class.

Each school handles attendance slightly differently, but consistency on the day of a sub's service can help a great deal. For example, these class lists or seating charts can be used by the sub to take attendance and to note anecdotal comments regarding student behavior. Regular teachers can run their classes however they like, but it can be a school-wide policy that when a sub is in charge, the students sit in their assigned seats, and attendance is taken in every class.

Feedback: Students often take great advantage in the lack of communication between a regular teacher and a substitute (and vice versa). Students know the sub doesn't know the regular teacher's routines, so they try to pull the wool over the sub's eyes by suggesting all sorts of deviations: "But our regular teacher lets us!" is the common refrain. And the reverse is true, with students who normally behave suddenly "feeling their oats" when a sub is in town.

The first difficulty can be alleviated by the welcome packet/welcome sheet described earlier. The second can be solved by using some official form of feedback, so the sub can communicate with the regular teacher upon her return. All that's needed is a simple routine. Part of the packet a sub receives (for example in the seating chart or the attendance form) can be space for comments on how the class performed. When checking out in the afternoon the sub can turn this packet in to the office staff, which can then put it in the teacher's mailbox.

Buddy Teachers: Part of the problem with the teaching profession is "professional isolation." Teachers perform 95% of their duties as the only adult in the room, surrounded by children. Sure there are interactions with other adults outside of class, but these aren't always conducive for problem solving and professional collaboration. These effects are compounded for subs, who might not know anyone in the building, adult or not. At times it can feel like being a ghost, like a lost spirit having no effect on one's surroundings.

So we propose that other members of the school staff help out substitute teachers in the form of a little professional adult interaction.

This interaction probably won't come automatically, since everyone's busy doing their day-to-day job at the school, and people might not even know there's a sub for a particular teacher on a particular day. One idea is on the day of a sub's service, letting fellow staff members near the sub's classroom know that there's a sub. Interested parties could be the teachers in nearby classrooms, the "house coordinator" for that floor or wing, the vice principals, and the disciplinarian.

The message could be something like this: "Today Mr. Jones is out, and we have Ms. Smith as a sub. Could you stop by at some point today and see how she's doing? Thanks." Of course in this day and age of union contracts and work rules, you probably can't require anyone to stop by a sub's room. But if you ask, people usually want to help out, even on their prep or lunch periods.

The Free Market: In most places, subs don't have to take a particular job request, since many are simply "on call" and they can make themselves unavailable on a particular day. If substitute teachers can choose to serve in a certain school or not, why not make your school an inviting one? Everyone will benefit.