The current substitute teaching system in most districts is broken. It is often difficult to hire and maintain certified teachers as substitutes, and some lack basic skills in classroom management or effective teaching techniques. This leads teachers to leave simplistic plans that make it even more likely for students to misbehave. Substitutes are also not considered members of the teaching staff; they are expected to be effective instructors but do not receive professional development or supervision.
Enlisting Graduate Interns
During a visit to the Bedford School District in New York, we learned of a school-university partnership that resolved some of these problems. Based on Bedford's model with Manhattanville College, our district forged a partnership with Long Island University-Hudson that places five graduate student interns in our school for a year.
The interns are assigned to cooperating teachers (who also serve as mentors), and they are full members of their grade-level teams. In exchange for a stipend, the interns substitute for 120 days, student-teach for 60 days, and attend all faculty meetings and conferences. The total cost of the program is close to what the district typically spends on substitute coverage.
Consistent Coverage
Having the interns in our school has increased our ability to cover classes, even in emergency situations. Recently, a 2nd grader fell from the jungle gym during recess and broke her arm. Because her parents were unable to get to the school quickly, the teacher rode in the ambulance with the child—and our 2nd grade intern covered the classroom for the afternoon.
Substitute coverage is not only more consistently available but also of higher quality. Before planned absences, the intern meets with the teacher to review and discuss important issues. When interns substitute in their assigned grade levels, the instruction closely follows that of the regular teacher. A mentor has supervised that intern teaching similar lessons, and the intern has participated in unit planning with the grade-level team.
Student behavior is also better; the interns are familiar with the procedures, and because lessons are a continuation of the regular work, students spend the day on task and learning.
Improved Training
A traditional student-teaching experience consists of 14 weeks in one classroom, or 7 weeks each in 2 classrooms. During that "drop in" time, the student teacher gets to know one class of students and parents but does not often interact with the school community. The interns in our program, however, are completely immersed in school life. The faculty (and many parents) know the interns and appreciate their work in the building, and students look forward to having them substitute. As one intern stated, he feels he has celebrity status because when he walks down the hallways, so many children wave to him and call him by name.
The program also gives our teachers more flexibility to participate in professional development, with the reassurance that their absences will not negatively affect student learning. As a bonus, the interns' supervising professor provides four on-site seminars per year on topics of interest to both faculty members and interns.
Considerations
Before embarking on a similar venture, administrators should plan for the added management responsibilities, particularly balancing the interns' student-teaching obligations with the school's need for substitutes. The school will also have to proactively integrate the interns into the faculty community.