September/October 1999
As part of our Research Feature on substitute teaching, we have included two interviews:
"We Had to Get Creative": One School Gets Subs More Involved
As the reading program facilitator at Giffen Elementary School in Albany, NY, it's Julie Schudt's job to make sure the school's Success For All reform program runs smoothly. The core of the program, which was developed by Johns Hopkins University, is a 90-minute daily reading and writing class, in which all students participate. Schudt says she soon realized the school's approach to substitute teachers would have to be reformed as well. Karen Kelly asked her about Giffen's innovative use of substitutes.
HEL: Why did you feel there was a need to change your substitute teaching strategy?
Julie Schudt: When we signed on to Success For All, the principal told us we had to go to every length to make sure reading went on every day in each classroom. So we needed substitutes who knew how to use this curriculum. We really had to get creative in finding ways to cover our teachers.
HEL: Why couldn't a substitute walk in off the street and use the Success For All curriculum?
Schudt: The program is really complex and fast paced. Over a 90-minute period, they may do 15 tasks, such as one-minute word identification tests and three-minute writing exercises. If a substitute has to keep referring to the lesson plan, it slows them down. Before they know it, they've lost several minutes' worth of activities. Plus, the program uses its own discipline strategies, based on cooperative learning techniques. Most subs aren't familiar with that.
HEL: So how did you address this problem?
Schudt: Our district gave us permission to train two permanent subs in the Success For All program. They went to all of the training seminars and were available all year to step in when a substitute was needed. When more teachers were absent, we hired regular subs, but used our music and computer teachers to teach the reading section.
They were included in the training, and since the entire school reads at the same time, they could fill in. Meanwhile, the regular subs worked as clerks during the 90-minute reading blocks. They played an important role because there's so much prep work and copywork to do. Each week, we create teacher manuals, fill buckets with learning materials and photocopy worksheets. This gave us so much flexibility
HEL: What effect has this had on the quality of learning at the school
Schudt: Our children didn't miss any reading all year long, which is the first time that's happened. Having trained substitutes was far more valuable because we knew we had someone giving quality instruction. The kids respect them, too, because they know what's going on. These substitutes have gained teacher status. In fact, one was hired as a teacher this year.
"A Sense of Humor Helps": A Conversation with a Sub
Davida Weber, 56, is a substitute teacher in the New York City public school system. She spoke with HEL's Michael Chavez Reilly.
HEL: Why did you become a substitute?
Davida Weber: I had been teaching for 32 years. Then I had a terrible accident in 1997. Teaching is very physical, and I gave 100 percent to the job, but after the accident I knew I would not be the same. So I made the difficult decision to retire from the classroom. I didn't want to settle for less [than giving my all]. But I started missing the kids and decided to go back to the classroom as a substitute.
HEL: Do you like it? How is it different from being a regular teacher?
Weber: I like it a lot. I get to play with everybody's kids (laughs). Seriously, it's a stretch. After 32 years of teaching, I knew I was good at it. But as a sub, I have to walk into a classroom without the traditional authority a teacher has -- I don't give grades, and I have to rely on my personality and my general affection for kids to make an instant connection. In other words, I have a lot less to rely on, and when it works, I am very proud of it.
HEL: What are some strategies you use in the classroom to get kids' attention
Weber: I use my sense of humor and my sense of the absurd. I remember one instance when I wrote: "Mr. Green is absent today. I'm his ex-wife." Then I proceeded into the lesson. The students looked at me and didn't know what to think. Finally, one asked, "Are you really his ex-wife?" I looked directly at the student and deadpanned: "You bet I am, and please tell him to send his alimony checks on time." The students erupted in laughter. Two weeks later, I stopped by for a visit to the same room and the students burst into applause. One asked, "Did you get your money?" Without skipping a beat, I replied, "No, why do you think I'm here?" I just love those kids.
HEL: How could schools be more welcoming to substitutes?
Weber: Like any organization, a school has a chain of command, and substitutes are at the bottom of that chain. In some schools, the faculty can be very cliquish. In general, the tone filters down from the top. If you are a warm administrator and welcome newcomers, then teachers will welcome the substitutes with less suspicion and more affection.
Even small things can help make a sub feel more welcome. I'd love to have a place where I can put my stuff. Usually, I carry my coat and bag around with me all day. Even if schools had a locker where subs could put their stuff, that would make them feel more part of things
HEL: Any advice for people who want to become subs
Weber: It's a different role than that of a regular teacher. You can't be confrontational. Having a sense of humor helps. Most importantly, try to be as warm as possible and go with the flow.
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