How Can We Solve the Substitute Teacher Shortage?

Photo by Alice Dietrich on Unsplash

Lately, we have seen many stories on the shortages in schools and districts. From cafeteria workers to bus drivers to substitute teachers, schools are struggling to keep themselves staffed and running effectively. As an answer to addressing the lack of substitutes, many schools are requiring teachers to cover classes for their colleagues during their scheduled planning periods. Doing so has placed unnecessary additional stress on teachers who are already pushed to the limit.

While having teachers cover for one another is a quick fix to the problem, the idea eliminates time for teachers to prepare and plan. Can we not be more creative and innovative in addressing the problem? Can we not rethink the “quick fix” scenario and try something new that may be sustainable long-term? Let’s be honest, this problem is not going away.

After chatting with other teachers, I have created several possible solutions for the staffing shortages. This list is by no means comprehensive, yet it offers a starting point to address the issue.

1. Administrators can cover classes. I know that this does happen in many schools and districts, but leaders need to be more willing to step up and fill the gaps. It offers administrators time to connect with students and get to know them. This solution also serves the school as a whole as administrators may see the classroom from a teachers’ perspective again.

2. School staff can cover classes. Whether within the school or district, many employees have been fingerprinted and are just as qualified as many substitute teachers. Business personnel, curriculum specialists, IT specialists, and other support staff can offer their time to support where help is needed. What a great experience for these employees to gain knowledge and experience in the classroom. It may give them insight into their own roles within the school or district to understand what goes on daily in the classroom. What, you say, they already have their own jobs to do? So do teachers.

3. Pay teachers additional money to cover classes. Certainly, many districts and schools offer this perk. However, many do not, and teachers are just asked to “step up”. However, what is the cost of overburdening teachers with additional workloads? Having teachers stand in for colleagues constantly can also build resentment. And, if schools were to hire substitutes, these employees would be paid for their services. Why not offer extra money for teachers? If a teacher chose to substitute, they would be paid. In this way, schools may have many more teachers volunteer to help out. If someone has a lighter week, or has a well-planned week, they might be willing to help knowing they will be compensated for their time.

4. Connect with community colleges, colleges, and universities. Many towns and cities have institutions with students who may be interested in earning cash and experience in the classroom. Why not build a relationship or full blown program with these institutions? What if students could acquire credit for time substituting in the classroom in addition to some extra cash? Sure, designing a full-blown program requires some work, but schools could start small and grow the idea if successful.

5. Hire full-time substitutes to work at schools. While many schools use this option, many do not. Having substitutes on staff and paid as permanent employees with health insurance provides coverage on a daily basis. It also alleviates last minute difficulties of finding class coverage. What if no teachers call out sick? Substitutes can work in classrooms as assistant teachers, offer help to learning specialists, and provide assistance with daily recess and lunch coverage. Having a teacher on staff who is responsible for being a substitute is also healthy and stable for students. Students get to know the person, and they can build relationships. Permanent substitutes who are part of the staff are also more able to teach curriculum so time is not lost.

How we utilize our time determines what we value. Do we value well-prepared and well-planned teaching? If so, we need to value teacher planning periods. Do we value collaboration among teachers? Planning periods are when most team and department meetings are held. If teachers need to meet with learning specialists, these meetings also occur during planning periods. Teachers are reading, researching, and setting up classrooms during these times. Sometimes, they are making copies for the next class or preparing materials for a science experiment. Sometimes, teachers are grading papers or providing feedback on projects. Good teaching, as a craft, requires so much more than the act itself.

If we truly want to solve the problem of substitute shortages, we need to look beyond teachers covering for each other. That plan is not sustainable. Challenging times require innovative solutions.