ER9 Schools Needs Substitute Teachers
Easton, Redding and Region 9 Schools are seeking substitute teachers. Working as a substitute affords an opportunity to work part-time while choosing the days and times to work.
Connecticut substitute teachers who work daily do not require a teaching certificate, according to Amy DeMunda, manager of human resources for ER9. Substitutes can cover for teachers who cannot make it to work for a day or a few days. The positions typically require a college degree, but DeMunda may submit applications for waivers to the state. A waiver is valid until June 30 of each school year, and the applications must be submitted yearly.
Schools sometimes need long-term substitutes. These positions cover for teachers who need to take an extended leave of absence. Classes may need to be covered for more than 60 days in a single school year. Long-term substitutes must have a bachelor’s degree and at least 12 credits in the content/subject area being covered.
Long-term substitutes are selected from the substitute teachers list. When a long-term substitute is required, DeMunda submits an application to the state., The applications are valid until June 30.
Dr. Mario Almeida, Joel Barlow High School head of school and assistant superintendent, recently brought the shortage to the attention of the local media.
“Being a high school substitute teacher can be a rewarding experience with many benefits,” he said. “For one, you get firsthand experience in a school setting, which can be helpful for aspiring teachers or other education-related careers. Second, it provides opportunities to connect with students, teachers, and staff and become part of the school community.”
Steve Clapp, principal of Helen Keller Middle School, said, “Many may find it hard to believe, but substitute teachers are a linchpin in the orderly operations of a school. Without subs, teachers can’t get sick, can’t care for their family members, and cannot attend meaningful professional learning activities, conferences and opportunities to collaborate with peers.”
When the schools write or update a new curriculum, administrators ask teachers to use a workday to complete the work, he said. This saves on the cost of after-hours and overtime pay.
“We need subs for this to happen,” Clapp said. “If a teacher attends a conference on the latest and greatest teaching strategies, we need subs for that. Of course, if they or members of their family are sick, we need subs to cover their responsibilities and duties.”
Teachers have no discretionary vacation time; they are expected to only use the vacations and holidays built into the school calendar, according to Clapp. Most of the time if a teacher is absent, it is beyond their control.
For most adults, when they are sick, need to care for a sick family member, or need to attend a workshop or training, they simply miss work; not so for teachers. Teachers must anticipate absences, plan meaningful activities that push student thinking without direct instruction, and hope a substitute picks up the vacancy their absence creates.
One of the underreported results of COVID was the loss of long-time substitutes. Many subs were retirees who wanted to give something back to the community, stay active, and pick up some extra income. Once a highly transmissible and deadly virus was introduced into the equation, the costs outweighed the benefits for many. Since the return to full in-person learning, the schools have been working to increase the substitute teacher pool and improve the experiences of all substitutes.
Keller made several adjustments, according to Clapp. “We refer to our subs as ‘guest teachers.’ It may seem small, but humans think in language. If we instill in our students that these folks are not ‘just a sub’ but instead ‘a guest teacher,’ we believe they will be treated as such. How a sub is treated by both students and adults is directly correlated with the return rate of a sub.
“If someone has a lousy experience at a school, the likelihood they come back is reduced,” Clapp said. “We also know subs want to feel effective, make an impact, and be helpful. Sometimes, showing up at the last minute to cover a teacher is frantic, it is hard to know what to do, and before you know it kids are asking, ‘What are we doing today?’”
To address this, ER9 schools have standardized the sub plans each teacher leaves. The “guest teacher binder” found in each classroom includes a list of all “need-to-knows” (like schedules, policy highlights, and safety protocols, etc.), student seating charts with pictures of each student, lesson plans, and even emergency plans (for when a teacher does not anticipate being absent). Each binder is set up in a uniform fashion, so it’s easy for a sub to find the info they need when they need it.
“We have also been providing coaching to subs on various techniques they can use to be more effective in the classroom,” Clapp said. “Overall, these efforts have resulted in a much higher satisfaction and an increased recidivism of our subs.”
DeMunda shared some of the key benefits of substitute teaching. They include “networking, flexible hours, developing transferable skills, potential career path, making a difference and a positive impact.”
Substitute teachers do not need to be parents of school-aged children. Easton, Redding, and Region 9 schools accept applications for teacher substitutes throughout the year.
The application for substitute teachers and other substitute openings can be found online at https://www.applitrack.com/er9/onlineapp/default.aspx?Category=Substitute. After completing the online application, applicants should contact the human resources manager at Central Office at 203-261-2513. A school administrator must interview all applicants.
Once approval for hire is received, applicants can schedule an appointment to complete additional paperwork at Central Office. They must bring identification (for example, valid U.S. passport OR birth certificate and driver’s license OR Social Security card and driver’s license). Fingerprinting/background checks are required for all employees.
