S: Substitute – Are you available? (WR)

We Need You!

When I retired, I decided that one thing that I didn’t want to do is become a substitute teacher as some of other retired colleagues had become. I was going to work on my storytelling career and having finished my Advanced Certificate in Educational Computing degree, I would apply to BOCES Model Schools program as a part-time consultant to work as a Technology Integration Specialist in Suffolk County schools.

I got the job with BOCES and following a Suffolk County Library showcase in front of librarians from all over Suffolk about my storytelling/singing program, I got enough work those first few years supplement my pension income enough. The hardest thing that I had to deal with as a retiree, with time on my hands, was going from a social profession (teaching) to being by myself a lot more. My wife was working full time and I wasn’t working every day. I missed the interaction with other people. And for the most part still do.

As the years went by and my son started college, the amount of work that I had decreased. Because of budget cuts in school districts, due to tax caps, Model Schools programs were decreased, so there was not as much need for part-timers (or casuals, as we were called). Similar budget cuts made PTAs and schools look to booking people that they’ve had before to make sure they had good programs. They were less likely to want to try a new person or program and since I hadn’t been getting gigs, they couldn’t see me in actual performance. I attended a number of Suffolk and Nassau County PTA showcases every year and had very little luck breaking into the school circuit. The only school that tended to hire me was the one I taught in.

So my next foray was to go into substitute teaching in the district that I had taught in for 33 years. I was still involved heavily in the district. I was a resident, I had a lot of connections to staff, I was somewhat trained in educational technology, and I was a member of the community part of the district’s Technology Committee (even was made chairperson, a somewhat figurehead position). With subbing, I could pick and choose what grades I wanted to work in. I chose 4th through 6th, which were the grades that I taught.

At first, I only got a few assignments due to the electronic system that the district used (AESOP). I had to check often to see if any jobs were posted and then take them before someone else did. Even when someone wanted me as a sub, I would only get an email that it was posted. By the time I read the email, the posting was already taken by someone else. I occasionally got jobs by teachers going through their school’s secretaries, who would assign me and then tell AESOP.  That changed a couple of years ago when I was introduced to an iPhone App that notified me exactly when a position was posted. I could accept or reject it on the spot. My district also restructured itself so that all of the 3rd through 5th grades were in the same building and there was a person directly responsible for getting subs. As I am usually available and am a preferred sub, I usually get called or asked. Thank you Donna.

So far both students and teachers like having me in. Because of the school redesign, I’ve added 3rd grade to my repertoire. I’ve even done some Kindergarten, first and second grade classes. I tip my hat to all those teachers. I always introduce myself to the class I’m in by saying that I’m their “guest teacher” for the day. I’d much rather be treated as a guest than a sub. Since I’ve taught and performed in the district most of the students know me already. They usually ask me when I come in if I’m going to tell a story? If the schedule allows it I usually do. Teachers usually like the fact that I really teach things both to the students and to the teachers (In some classes there are two teachers in the room and only one of them is absent.) Some teachers find it easier to leave plans if they know I’ll be their sub and even give me some flex time to work on things I’m working with such as technology stuff or storytelling. Generally, when I’m in a classroom and I find pieces of equipment that don’t work, I fix them if I can or report that they are broken. Teachers like that. If I’ve found a new program or Smartboard activity, I’ll share it. I also write detailed emails to the teacher that I have been replacing so they know exactly what happened during the day – Another plus. Teachers have said that they enjoy having me as a resource.

With all that, even being called a Super-Sub by the Assistant District Superintendent, because of all I do, it’s nice that I don’t have to work every day.  I’d still rather do storytelling and train teachers, but for a way to spend my time, being a guest teacher isn’t all that bad.