Long-term sub instead of classroom teacher

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I'm a teacher, and I truly don't understand why anyone would be a long term sub. If they actually do the job of teaching, it's the same amount of work as a regular teacher but for a fraction of the pay. Why would anyone do that? And it's not like new grads or others would need use it as a step into a regular teaching job since jobs are plentiful.

You don't have to have a teaching certificate. It's immediate cash.

DP
But why not just do individual/daily jobs? With that you don't end up with all that a long-term sub has to do. Long- term is about $6 more an hour, but is that worth the planning, grading, meetings, etc?

Arrive, sign in, pick up your laptop, badge and key, cover for the day, drop off your badge and key, sign out. Done. I'm a retiree sub and that's what I prefer.

Because daily jobs mean not knowing where you're going each day, or what time, and even if you're going. If you get to the point where you can get them booked ahead of time then it's fine, but if you're new to subbing then you get random calls in the morning.

Maybe in 1987, but today it's all online. I never receive a sub call. Online, you choose where you want to go, what subject, what school, and when. There are plenty of jobs every single day in a given district, and you choose what works/appeals to you.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:We have one long term for a core subject teacher who quite mid-year. The sub hands out a packet then sits at her desk the whole class.

And you expect the untrained sub to do what differently?

I expect the school to put in a little more effort to find someone who will actually try to teach something.

I'm not sure you understand how hard this is. But if you want to do the job, by all means give it a try.

Subs -- even long term subs -- don't get any benefits. They're paid a daily rate, and not compensated at all for anything they do outside of classroom hours.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I'm a teacher, and I truly don't understand why anyone would be a long term sub. If they actually do the job of teaching, it's the same amount of work as a regular teacher but for a fraction of the pay. Why would anyone do that? And it's not like new grads or others would need use it as a step into a regular teaching job since jobs are plentiful.

You don't have to have a teaching certificate. It's immediate cash.

DP
But why not just do individual/daily jobs? With that you don't end up with all that a long-term sub has to do. Long- term is about $6 more an hour, but is that worth the planning, grading, meetings, etc?

Arrive, sign in, pick up your laptop, badge and key, cover for the day, drop off your badge and key, sign out. Done. I'm a retiree sub and that's what I prefer.

Because daily jobs mean not knowing where you're going each day, or what time, and even if you're going. If you get to the point where you can get them booked ahead of time then it's fine, but if you're new to subbing then you get random calls in the morning.

This hasn’t been my experience since I started subbing this past fall. I have specified the schools I want to se in Red Rover. I have the settings set so that I don’t receive calls from the system. Almost all of my jobs have been prearranged. I have 8 lined up for March and I had 16 jobs in February all at the same ES less than two miles from my house and those 16 were all arranged by the start of or early in the month. Well, there was one day I wasn’t doing anything and decided to look and see what was available. I took a 3 hour job for that afternoon at another nearby school.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:We have one long term for a core subject teacher who quite mid-year. The sub hands out a packet then sits at her desk the whole class.

And you expect the untrained sub to do what differently?

I expect the school to put in a little more effort to find someone who will actually try to teach something.

I'm not sure you understand how hard this is. But if you want to do the job, by all means give it a try.

Subs -- even long term subs -- don't get any benefits. They're paid a daily rate, and not compensated at all for anything they do outside of classroom hours.

+1, often when a long-term sub position is open it can take a very long time to fill it. Teacher is going out on maternity leave will often be looking for a good long-term sub for months, so if the position is still open, admin will not be picky.

[Anonymous]

Anonymous wrote:my DS 6th grade teacher is a long-term sub.

The "Teacher in trainee" quit doing Winter Break, she told us. She wrote an email telling us she love teacher bs and then she going to miss us so much.......

Golly gee, I wonder why the teacher trainee/LTS left?

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:We have one long term for a core subject teacher who quite mid-year. The sub hands out a packet then sits at her desk the whole class.

And you expect the untrained sub to do what differently?

I expect the school to put in a little more effort to find someone who will actually try to teach something.

I'm not sure you understand how hard this is. But if you want to do the job, by all means give it a try.

Subs -- even long term subs -- don't get any benefits. They're paid a daily rate, and not compensated at all for anything they do outside of classroom hours.

Substitutes are eligible for health/dental benefits if they work an average of 30 hours a week.

I’m not sure how they figure that average or over what period of time, because it can change from week to week, month to month.

https://www.fcps.edu/careers/career-opportunities/substitute-teaching

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:We have one long term for a core subject teacher who quite mid-year. The sub hands out a packet then sits at her desk the whole class.

And you expect the untrained sub to do what differently?

I expect the school to put in a little more effort to find someone who will actually try to teach something.

I'm not sure you understand how hard this is. But if you want to do the job, by all means give it a try.

Subs -- even long term subs -- don't get any benefits. They're paid a daily rate, and not compensated at all for anything they do outside of classroom hours.

Substitutes are eligible for health/dental benefits if they work an average of 30 hours a week.

I’m not sure how they figure that average or over what period of time, because it can change from week to week, month to month.

https://www.fcps.edu/careers/career-opportunities/substitute-teaching

You have to have already worked that much for a few months before you’re eligible. It doesn’t just kick in after two weeks of working 30 hours.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I'm a teacher, and I truly don't understand why anyone would be a long term sub. If they actually do the job of teaching, it's the same amount of work as a regular teacher but for a fraction of the pay. Why would anyone do that? And it's not like new grads or others would need use it as a step into a regular teaching job since jobs are plentiful.

You don't have to have a teaching certificate. It's immediate cash.

DP
But why not just do individual/daily jobs? With that you don't end up with all that a long-term sub has to do. Long- term is about $6 more an hour, but is that worth the planning, grading, meetings, etc?

Arrive, sign in, pick up your laptop, badge and key, cover for the day, drop off your badge and key, sign out. Done. I'm a retiree sub and that's what I prefer.

Because daily jobs mean not knowing where you're going each day, or what time, and even if you're going. If you get to the point where you can get them booked ahead of time then it's fine, but if you're new to subbing then you get random calls in the morning.

Maybe in 1987, but today it's all online. I never receive a sub call. Online, you choose where you want to go, what subject, what school, and when. There are plenty of jobs every single day in a given district, and you choose what works/appeals to you.

+1
I never receive calls in the morning. I only do prearranged positions found online. However, most of the openings are for things like emotional disabilities support, or other SPED, and I’m not signing up for those.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:We have one long term for a core subject teacher who quite mid-year. The sub hands out a packet then sits at her desk the whole class.

And you expect the untrained sub to do what differently?

I expect the school to put in a little more effort to find someone who will actually try to teach something.

I'm not sure you understand how hard this is. But if you want to do the job, by all means give it a try.

Subs -- even long term subs -- don't get any benefits. They're paid a daily rate, and not compensated at all for anything they do outside of classroom hours.

+1
When I was a longterm sub, I worked so incredibly hard to teach those kids, given the limited resources I was given. It just wasn’t worth it, for all of the reasons previously listed by others. Very discouraging, because there were definitely some lovely kids who were so eager and enthusiastic. And then there were the others - behavioral issues, etc. I gave it a really good shot and then questioned why I was doing that to myself for almost no pay. None of this is the sub’s fault.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:My 5th grader has a long term sub for both art and music. My 8th grader has a long term sub for his language class.

I don’t know what it is with specialists in elementary but our school has had them out or quit over the last few years.

I'll tell you some of the reasons my friend gave me for quitting mid-year from an elementary music position. She was at multiple schools (3 throughout each week). That means dealing with 3 different admin/discipline approaches. Specials teachers see the kids for such a short amount of time each week that it can take longer to build relationships and create consistent classroom discipline. Often the IEP kids that have aides all day in their classroom don't have an aide come with the specials. So you're on your own to control a classroom of kids who are away from their "real teacher". And you have to create appropriate content for 7 different grade levels of students. It's a lot.

THIS!! And the behaviors these days are ridiculous.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:We have one long term for a core subject teacher who quite mid-year. The sub hands out a packet then sits at her desk the whole class.

And you expect the untrained sub to do what differently?

I expect the school to put in a little more effort to find someone who will actually try to teach something.

Pay them

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:We have one long term for a core subject teacher who quite mid-year. The sub hands out a packet then sits at her desk the whole class.

And you expect the untrained sub to do what differently?

I expect the school to put in a little more effort to find someone who will actually try to teach something.

I'm not sure you understand how hard this is. But if you want to do the job, by all means give it a try.

Subs -- even long term subs -- don't get any benefits. They're paid a daily rate, and not compensated at all for anything they do outside of classroom hours.

Substitutes are eligible for health/dental benefits if they work an average of 30 hours a week.

I’m not sure how they figure that average or over what period of time, because it can change from week to week, month to month.

https://www.fcps.edu/careers/career-opportunities/substitute-teaching

This must be new - and it's definitely not the case for most school districts for daily subs, or long term subs.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:We have one long term for a core subject teacher who quite mid-year. The sub hands out a packet then sits at her desk the whole class.

And you expect the untrained sub to do what differently?

I expect the school to put in a little more effort to find someone who will actually try to teach something.

I'm not sure you understand how hard this is. But if you want to do the job, by all means give it a try.

Subs -- even long term subs -- don't get any benefits. They're paid a daily rate, and not compensated at all for anything they do outside of classroom hours.

Substitutes are eligible for health/dental benefits if they work an average of 30 hours a week.

I’m not sure how they figure that average or over what period of time, because it can change from week to week, month to month.

https://www.fcps.edu/careers/career-opportunities/substitute-teaching

This must be new - and it's definitely not the case for most school districts for daily subs, or long term subs.

New this school year I believe, under the Affordable Care Act.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I'm curious as to how many schools are still seeing long-term subs versus a permanent teacher. Do you have any classes where it's a long-term sub instead of a teacher?

How is a student’s education affected by LT sub vs teacher?

My ES child had one two years in a row, she's a year behind in both reading and math.

This is education under false pretense if this LT sub doesn’t have the qualification and experience equivalent to a teacher.

That is a term you made up. Unfortunately, this is fully legal. There’s nothing you can do about it- you can compulsorily force people to be teachers. If a long term sub is all they can, it’s all they can get. There are not applicants for teaching jobs anymore. At my school we lost 9 people in EL and on the first day of school we still had 7 of those openings. It isn’t because the school is picky. Literally nobody applies.

Is child neglect by “educators” a better phrase?

If these unqualified LT subs are mostly in the classrooms of EL or SPED or Non-White students, it is unlawful discrimination. https://www.justice.gov/crt/types-educational-opportunities-discrimination

If FCPS doesn’t already have fed complaints about this, they will once parents realize their children aren’t learning like the students with qualified teachers.

You are still just crafting a made up narrative. Now, for no reason, you believe subs are only in self contained rooms and majority non-white classes? That’s ludicrous and inaccurate - the teacher can be out long term in any class for a variety of reasons. If there isn’t a licensed teacher willing or available to fill that role OR it’s for a finite duration and not a year long contract, the district has fulfilled its obligation by putting a long term sub in there. We can agree it’s likely not as quality of an education as an actual teacher, but also some actual teachers aren’t great, and you don’t necessarily get high quality education out of every class. That doesn’t mean there is educational malpractice or whatever term you created .

FCPS meets their obligation to educate a student when they regularly place qualified Educators in their classroom or they pay to educate the student elsewhere.

Fed OCR investigation found that FCPS violated federal law for remote learning students and have paid out $5.5 million so far to correct their educational malpractice and child neglect. https://wjla.com/renderer/wjla/amp/news/crisis-in-the-classrooms/fairfax-county-public-schools-fcps-special-education-students-services-missed-during-pandemic-superintendent-dr-michelle-reid-compensatory-process

When FCPS publishes all their data on the class of students that experience an unqualified sub vs qualified teacher every day, then we can debate more. Meanwhile, we can use your school with the 7 missing EL teachers as an example of the discrimination taking place.

I would love to see this data as well.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:We have one long term for a core subject teacher who quite mid-year. The sub hands out a packet then sits at her desk the whole class.

And you expect the untrained sub to do what differently?

I expect the school to put in a little more effort to find someone who will actually try to teach something.

I'm not sure you understand how hard this is. But if you want to do the job, by all means give it a try.

Subs -- even long term subs -- don't get any benefits. They're paid a daily rate, and not compensated at all for anything they do outside of classroom hours.

+1
When I was a longterm sub, I worked so incredibly hard to teach those kids, given the limited resources I was given. It just wasn’t worth it, for all of the reasons previously listed by others. Very discouraging, because there were definitely some lovely kids who were so eager and enthusiastic. And then there were the others - behavioral issues, etc. I gave it a really good shot and then questioned why I was doing that to myself for almost no pay. None of this is the sub’s fault.

This paragraph could have been written by a regular classroom teacher.