A Different Perspective on the Substitute Shortage

We hear about the substitute teacher shortage often, and we probably accept it without giving it a second thought. But what does “shortage” really mean? Fewer than before? Fewer than we expect? More turnover than we’d like? And what’s causing it?

It’s very possible that school administrators and Human Resources professionals focused on improving retention are already asking themselves these questions. And it’s very possible that they hold the key to attracting and retaining more, higher quality substitutes. The solution may be more human than you think.

The real problem: substitute teachers are undervalued

Ask any group of kids what they want to be when they grow up. You’ll hear:

• “A football player!”
• “A chef, because I like to eat!”
• “A veterinarian; I think my neighbor’s dog is cool!”

But how many students would say they want to be undervalued, misunderstood, or have great work go unrewarded? (You got it: not many.)

Yet consciously or unconsciously, that’s the message we often communicate about substitute teaching.

Plenty of people out there are qualified to be substitute teachers. Yes, we have recruiting challenges. We have empty classrooms. We lose substitutes to other jobs. We do have a problem — but understanding what lies at the heart of it is the most important step toward solving it. Why are people choosing not to substitute? Why do substitutes work a few jobs and then not come back?

Understanding what lies at the heart of it is the most important step toward solving it. Why are people choosing not to substitute?

Substitutes are educators

A substitute teacher impacts multiple students’ educational journeys every day; they’re truly educators. You may think, “Subs are only in the classroom for one day. That isn’t enough time to make a difference.” But how many times has one single word, one kind action, one enlightened thought changed your life? Imagine what can be done with an entire day! Substitutes can offer that one moment that makes a difference.

Taking the baton: continuity in the classroom

The full-time teacher has established a particular culture in the classroom. Taking the baton and lending continuity to that teacher’s hard work is an art. And substitutes do it while facing challenges:

• They often cover a subject or grade outside their area of expertise.
• They routinely walk into unfamiliar environments, with unfamiliar people.
• They’re expected to discuss multiple subjects.
• They’re placed in semi-emergency situations all the time.

Many substitute teachers do all of this with grace and professionalism, and embrace the opportunity to impact educational journeys in the process. Certainly this is something worth choosing to do — so how do we make them feel that way before, during, and after a day in our school?

A step forward:

Substitute teaching is certainly not easy, and there are realities of the job we cannot change. We can, however, change perceptions around substituting. We can help people see that it’s worth choosing by treating it as an educator role worth supporting, recognizing, and encouraging in your district the humanity and capability of the substitute teacher. Help others do the same.

If we don’t see the job as something worth doing, how will anyone else?

Learn from substitutes already doing a great job

There are people in your district who choose to substitute. Ask them why.  Ask them how they approach their work. Ask them what would make the job better, and if they know of anyone who could be a good substitute teacher.

More than anything, thank them! Celebrate the fact that while everyone is talking about a “substitute shortage,” they still choose to substitute. Tell them that you appreciate their work in education. Then, tell everyone else about the great job and significant impact they are making each day. Retention will be your best recruiting tool for the new job of substituting.

A sincere thank you to Patty Blanchard, Human Resources Director Technology and Support Services, Portland Public Schools, Oregon, for her collaboration on this message.