Classroom Management Strategies For Substitute Teachers - If you're a new teacher or just graduated, you're probably doing a little substitute work (or as some people say, tutoring) in the district where you're really busy. you want to find a job until a position opens up.
Between the time I finished university and the time I went to teach abroad, I did teaching at a school where I got a position when I returned from my trip a few years later.
Classroom Management Strategies For Substitute Teachers
However, I can tell you that I learned more about classroom management and how to navigate and establish myself as their teacher in a shorter period of time than I have in any student teaching experience, because you are on your own for the first time. .
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You don't have a mentor to give you a hand or rescue you when things get really bad, so you learn a lot about what to do and especially what not to do.
This can be a very difficult thing to do because we all know how we felt about substitute teachers growing up…
However, once you've done a few things to be successful, you can start enjoying substitute or supplemental teaching, and today we're going to talk about 11 of my favorite ideas and strategies. how to make the most of substitute teaching and how to enjoy the experience.
It's a full episode full of great stuff, so grab your favorite pen and paper and get ready to take lots of notes!
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For more support and to be part of a great community, join my private FB group, Beginning Teacher Talk, today. Remember, just because you're an elementary school teacher, you don't have to struggle like you do!
, Dr. Lori Friesen has mentored thousands of beginning teachers across the country through workshops and courses. Popular podcast host,
And Dr. Lori, creator of Dogs Help Kids Learn and Succeed, a new literacy program for grades 1 and 2, dedicated to inspiring teachers and students. Learn more at athowdogshelpkids.com.
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Substitute Teacher Job Description [updated For 2023]
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FREE DOWNLOAD Get the 24 most common teacher interview questions, tips and tricks on how to answer them. The reason is simple: substitute teachers spend more time with K-12 students. Like other professionals, teachers are absent from work for various reasons, such as illness, professional development, or personal problems. According to one estimate of a sample of large metropolitan areas in the United States, teachers miss an average of 11 days of the 186-day school year. This means that students spend an average of nearly two-thirds of the school year with substitute teachers throughout their K-12 school years, which is no small amount of time.
Teacher absenteeism is not only common, but also detrimental to student learning. According to one study, 10 additional teacher absences lead to 1.2% and 0.6% standard deviation decreases in math and English test scores, respectively. Several other studies using data from multiple contexts have reached similar results. High-quality substitute teachers can alleviate some of the negative effects of teacher absenteeism. Indeed, one study shows that certified substitute teachers are more effective than their uncertified counterparts.
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However, many school districts across the country faced shortages of substitute teachers before the COVID-19 pandemic, and early evidence suggests the pandemic has exacerbated staffing problems. For example, the Madison, Ohio, district reported that it has less than one-third of substitute teachers to cover classes. In Michigan, given the statewide shortage, districts have used billboards to attract potential substitute teachers. In the beginning, not being able to find a substitute teacher may not be a problem, as another teacher or administrator who has free time can cover the class when the substitute teacher is not available. However, repeated incidents can quickly become overwhelming for staff who are often called upon to cover a class of peers.
In a recent paper published in the journal Education Finance and Policy, my co-authors, Suzanne Loeb and Ying Shi, and I set out to provide the first systematic description of the prevalence of substitute teacher shortages, how they vary and vary across schools. factors drive the distribution we see. We used comprehensive administrative data covering the 2011-12 and 2017-18 school years to estimate the extent to which schools in a large urban district on the West Coast would struggle to find substitute teachers. We also surveyed regular and substitute teachers during the 2017-18 school year to get their views on substitute teaching.
On average, teachers in the sample district were absent about 11.8 days, or 6.6% of the time, which is consistent with previous research. An average of 10.9 days of absenteeism for 11.8 teachers per year was paid for by the substitute teacher. Where attendance was not met by a substitute, students were placed in other classrooms with regular teachers approximately 37% of the time; a teacher with preparation time covered the class 35% of the time; school management took about 12 percent of the class; and other forms of provision occur in the remaining 16%. Teacher absenteeism affects not only the absent teachers, but also their school colleagues and students.
There are many factors involved in absenteeism compensation. For example, the subject of the course, the time when the substitute is posted, and the teacher's experience are the strongest predictors of placement. Schools have had a more difficult time finding substitute teachers in math, special education, bilingualism and foreign languages than in other subjects. Compared to novice teachers, the more experience a teacher has, the more the teacher learns. How quickly the closing job is dispatched plays another important role in managing absenteeism. As shown in Figure 1, the rate of improvement in coverage rates related to the additional hour between listing and start time is particularly high in the first 24 hours, indicating that last-minute deployments cannot provide high coverage. After the first 24 hours, the coverage rate is about 90%.
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The results are about the distribution of school placements. We used the following four dimensions to categorize student needs and staffing challenges facing schools:
Overall, we found that teachers in disadvantaged schools have similar or slightly higher rates of absenteeism than teachers in more developed institutions. When we disaggregated the types of absenteeism, we found that the small difference was largely due to higher absenteeism due to professional development days in high-needs schools.
In contrast, disadvantaged schools showed lower rates of transfer enrollment. For example, schools in the lowest quartile, schools with very few or low-income populations, and schools with poor staffing had the highest annual absenteeism rates, ranging from 0.9 to 1.3 per teacher. the most successful categories. For example, a high-needs school with 50 teachers is expected to have 65 to 80 missed lessons each year, compared to 16 to 33 missed lessons in a for-profit school of similar size. Our survey data support this finding: teachers in high-needs schools are more likely to expect to be able to attend an open classroom than their peers in other schools. For example, nearly half of teachers in schools with the highest percentages of black and Hispanic students reported that their schools could not or would not find a substitute teacher in their absence, compared to only 9% of teachers in the lowest. Shares of black and Hispanic students expressed similar concerns.
Clearly, teacher absenteeism does not lead to an unequal distribution of absenteeism. Further analysis showed that teacher demographics accounted for 3% to 5% of the total variance, while teacher credentials and experience explained 6% to 9%. Absence factors, such as the timing of job postings, contribute up to 10% of school variance in some cases to a statistically significant contribution. Factors show significant variance not explained by school, teacher, and absenteeism characteristics
My Top 11 Tips For Substitute And Supply Teachers
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