Build a career you'll love What. Frequently asked questions Common questions about being a Substitute Teacher. How much do similar professions to substitute teachers get paid? Check out the below Indeed career pages for detailed pay ranges for similar professions: Teacher Elementary school teacher English teacher Preschool teacher Tutor.
Was this answer helpful? Yes No. How often are substitute teachers offered teaching jobs? Do substitute teachers work during the summer? How can I know if I am being paid fairly as a substitute teacher? Can substitute teachers become permanent teachers? Yes, substitute teachers can become permanent teachers. Can you become a substitute teacher without a teaching degree? What skills and qualities should a substitute teacher have?
What are the responsibilities of a substitute teacher? Why do people get into substitute teaching? Is it hard to get hired as a substitute teacher? How many hours do substitute teachers work? Do substitute teachers get drug tested when hired? What is a permanent substitute teacher? What are the licensing requirements to become a long-term substitute teacher?
How often do substitute teachers get paid? Relative to novice teachers, the more experienced a teacher is, the higher coverage rate the teacher tends to have. How early a substitute job gets posted plays another major role in absence coverage.
As Figure 1 shows, the rate of improvement in coverage rates associated with an additional hour between listing and job start time is especially high through the first 24 hours, suggesting that last-minute postings are unlikely to yield high coverage. The findings are more concerning regarding the distribution of substitute coverage across schools.
To categorize student need and staffing challenges faced by schools, we used the following four dimensions:. In general, we found teachers in disadvantaged schools had the same number of, or slightly more, absences than teachers in more-advantaged peer institutions.
By disaggregating absence types, we found that the small differences are largely driven by more absences due to professional development days at the higher-needs schools. In contrast, disadvantaged schools exhibited systematically lower substitute coverage rates. For example, schools in the lowest achievement quartile, schools with the highest shares of minorities or students from lower-income census tracts, and hard-to-staff schools had between 0.
For example, a higher-needs school with 50 teachers is expected to have 65 to 80 non-covered absences annually, compared against 16 to 33 non-covered absences in an advantaged school of the same size. Our survey data confirm this finding: Teachers in higher-needs schools are much more likely to expect non-covered absences than their peers in other schools. Clearly, teacher absences do not drive the unequal distribution of absence coverage.
The substantial variation unexplained by school, teacher, and absence characteristics suggests that factors not captured in administrative data drive the distribution we see. Our survey administered to substitute teachers unveils many of the drivers. In the survey, we asked the respondents to nominate their most-preferred and least-preferred schools at which to work, and to write down the reasons why.
Three main findings emerge. Given the heightened health concerns due to the COVID pandemic, finding substitute teachers might become an increasingly challenging task for school leaders.
On one hand, teachers might incur more absences because of various physical, psychological, and financial stressors they have been experiencing in the pandemic. On the other hand, it is unclear how willing a potential substitute teacher is to serve in a school, typically with a less-familiar working environment and unknown students. We are asking people in the middle of a pandemic to go into a public setting and to move classroom to classroom.
It's pretty significant that we don't offer subs health benefits. As districts are thinking about what they're going to need to do to attract subs, that's a really important thing. We hear a lot from subs that they would be more interested in doing full-time substitute teaching if they were able to get benefits.
In the medium term, we need to work on job design. Substitute teachers are education's plan B, the backup plan. I think that redesigning the role of the substitute teacher is one of the most important things we can do. How do we restructure the job? What does the compensation and training and support look like. How do we create something that is better for supporting students?
You have written that only 44 percent of substitute teachers receive any training before going into the classroom. The American education system has set up substitute teaching like a gig-economy job.
People apply to be a sub, they become part of a centralized pool, and they basically get access to a big list of schools that needs subs. They don't get a day-to-day manager who checks in on them and says, "How was today? Oh, that sounded hard. How did you bounce back? What might you do next time? The core job responsibility for a substitute teacher is classroom management. But we found that just 11 percent of school districts offer classroom-management training to subs. As a result, people go into the classroom unprepared.
Not surprisingly, lots of people don't stay. Even when people do stay, without basic training and support, the classroom experience isn't great.
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