Support for substitute teachers is crucial as shortage grows
School leaders are increasingly interested in what attracts and detracts substitute teachers , so they can build stronger relationships and retain those on their substitute rolls .
In 1996 when class-size reduction was passed in Senate Bill 1777 , districts reduced class sizes to 20:1 in one of the largest and most aggressive education programs to hit California . School districts found themselves needing to hire tens of thousands of additional teachers , the result of which nearly paralyzed the state ’ s schools . There simply weren ’ t enough credentialed teachers available .
Ultimately , desperate districts relied on the ranks of substitute teachers who were often uncredentialed with minimal educational training . The booming economy a couple of years later further compounded the shortage , with teachers leaving for higher paid professions . Add to that the massive retirements of Baby Boomers in the last decade , and a trifecta of challenges encompassed the teaching shortage .
The recession of 2007 saw massive programmatic and budget cuts to public education . Staffing reductions were slightly mitigated by retirements , but layoffs were significant . Yet , we know much of what takes place in public education is cyclical . The booming economy of the last five years and new funding has resulted in the growth of programs and a need for teachers .
Substitute teachers are often the place where administrators go to fill teaching vacancies , and now statewide , a substitute teacher shortage exists . Substitute teachers have critically important roles in public education . In order to train teachers , hold in-school meetings or fill in for illnesses , substitute teachers are needed to cover classrooms . In an era of new standards and assessments , no time is more important to have an availability of substitutes .
Rise in the demand
By the time students complete their K-12 education , research shows they will have spent an average of one school year , or 8 percent of their schooling , with substitute teachers ( Pardini , 2000 ). In highly impacted , low socio-economic schools , that number rises to about 13.5 percent of a student ’ s tenure with a substitute ( Gonzales , 2002 ). Recruitment and retention of substi-
By Lisa Gonzales
14 Leadership