Anonymous wrote:I think some of the people complaining here should sign up to be subs.
Anonymous wrote:Anonymous wrote:Anonymous wrote:Anonymous wrote:Anonymous wrote:Anonymous wrote:There is a lot of turnover among subs. They are treated with so much disrespect by both teachers and students. They are given little or no training and expected to do exactly what the room teacher does. The kids know you are not coming back. They try to get away with as much as they can.
I have taught in both FCPS and LCPS. It seems to be difficult for school systems to find subs who can speak and understand English. I have no idea how many of them get through the sub process. Those of us who know the few excellent subs have them on speed dial/text to arrange for them directly. I absolutely do not trust the office to secure a decent sub for me.
I'm a sub in FCPS and can answer this for you: FCPS does not do face-to-face interviews as a condition of employment as a sub. There's an online questionnaire which requires English proficiency to complete, but FCPS has no way of knowing whether the person who completes it is the same one who is applying for the job. There's also a three question written "quiz" at the end of the (unpaid) orientation. Honestly, a Level I ESL speaker could probably answer these questions and they in no way assess whether someone could comprehend and execute a daily lesson plan. The people at the sub office aren't standing around monitoring the quiz taking, so you could very easily get someone else to complete it if you were so inclined.
Also, for what it's worth, the people who work at the sub office are really rude and not at all helpful to potential hires, including retired teachers. I know several who sub in Loudoun and at local privates because they got so fed up.
OH!!! I could start and fill a thread JUST ABOUT THIS!!! Absolutely the WORST! And I guarantee they do their best to make the people who show up feel as though they are doing YOU a favor rather than the other way around.
I have heard the same from substitutes.
I would like FCPS to institute some type of incentive for saving leave. Teachers used to be able to at least get some service credit for unused leave when they retired, but that stopped for new hires many years ago.
If you ask any of the young teachers why they use their leave each year it is because they know that saving their leave has no benefit.
Anonymous wrote:Anonymous wrote:Our school seems to use a lot of the newly-retired teachers and parents of kids at the school. We're in APS, though. Maybe your school needs to reach out to the teachers who have recently retired and are drawing a pension, but are still in the area?
I'm one of the FCPS subs who posted earlier. FCPS does not pay retired teachers well for subbing jobs. I know several who sub in local private schools or nearby counties instead.
Anonymous wrote:Our school seems to use a lot of the newly-retired teachers and parents of kids at the school. We're in APS, though. Maybe your school needs to reach out to the teachers who have recently retired and are drawing a pension, but are still in the area?
Anonymous wrote:Anonymous wrote:Anonymous wrote:Anonymous wrote:Anonymous wrote:Anonymous wrote:There is a lot of turnover among subs. They are treated with so much disrespect by both teachers and students. They are given little or no training and expected to do exactly what the room teacher does. The kids know you are not coming back. They try to get away with as much as they can.
I have taught in both FCPS and LCPS. It seems to be difficult for school systems to find subs who can speak and understand English. I have no idea how many of them get through the sub process. Those of us who know the few excellent subs have them on speed dial/text to arrange for them directly. I absolutely do not trust the office to secure a decent sub for me.
I'm a sub in FCPS and can answer this for you: FCPS does not do face-to-face interviews as a condition of employment as a sub. There's an online questionnaire which requires English proficiency to complete, but FCPS has no way of knowing whether the person who completes it is the same one who is applying for the job. There's also a three question written "quiz" at the end of the (unpaid) orientation. Honestly, a Level I ESL speaker could probably answer these questions and they in no way assess whether someone could comprehend and execute a daily lesson plan. The people at the sub office aren't standing around monitoring the quiz taking, so you could very easily get someone else to complete it if you were so inclined.
Also, for what it's worth, the people who work at the sub office are really rude and not at all helpful to potential hires, including retired teachers. I know several who sub in Loudoun and at local privates because they got so fed up.
OH!!! I could start and fill a thread JUST ABOUT THIS!!! Absolutely the WORST! And I guarantee they do their best to make the people who show up feel as though they are doing YOU a favor rather than the other way around.
I have heard the same from substitutes.
I would like FCPS to institute some type of incentive for saving leave. Teachers used to be able to at least get some service credit for unused leave when they retired, but that stopped for new hires many years ago.
If you ask any of the young teachers why they use their leave each year it is because they know that saving their leave has no benefit.
Anonymous wrote:Anonymous wrote:Anonymous wrote:Anonymous wrote:Anonymous wrote:Anonymous wrote:There is a lot of turnover among subs. They are treated with so much disrespect by both teachers and students. They are given little or no training and expected to do exactly what the room teacher does. The kids know you are not coming back. They try to get away with as much as they can.
I have taught in both FCPS and LCPS. It seems to be difficult for school systems to find subs who can speak and understand English. I have no idea how many of them get through the sub process. Those of us who know the few excellent subs have them on speed dial/text to arrange for them directly. I absolutely do not trust the office to secure a decent sub for me.
I'm a sub in FCPS and can answer this for you: FCPS does not do face-to-face interviews as a condition of employment as a sub. There's an online questionnaire which requires English proficiency to complete, but FCPS has no way of knowing whether the person who completes it is the same one who is applying for the job. There's also a three question written "quiz" at the end of the (unpaid) orientation. Honestly, a Level I ESL speaker could probably answer these questions and they in no way assess whether someone could comprehend and execute a daily lesson plan. The people at the sub office aren't standing around monitoring the quiz taking, so you could very easily get someone else to complete it if you were so inclined.
Also, for what it's worth, the people who work at the sub office are really rude and not at all helpful to potential hires, including retired teachers. I know several who sub in Loudoun and at local privates because they got so fed up.
OH!!! I could start and fill a thread JUST ABOUT THIS!!! Absolutely the WORST! And I guarantee they do their best to make the people who show up feel as though they are doing YOU a favor rather than the other way around.
I have heard the same from substitutes.
I would like FCPS to institute some type of incentive for saving leave. Teachers used to be able to at least get some service credit for unused leave when they retired, but that stopped for new hires many years ago.
If you ask any of the young teachers why they use their leave each year it is because they know that saving their leave has no benefit.
Anonymous wrote:Anonymous wrote:Anonymous wrote:Anonymous wrote:Anonymous wrote:There is a lot of turnover among subs. They are treated with so much disrespect by both teachers and students. They are given little or no training and expected to do exactly what the room teacher does. The kids know you are not coming back. They try to get away with as much as they can.
I have taught in both FCPS and LCPS. It seems to be difficult for school systems to find subs who can speak and understand English. I have no idea how many of them get through the sub process. Those of us who know the few excellent subs have them on speed dial/text to arrange for them directly. I absolutely do not trust the office to secure a decent sub for me.
I'm a sub in FCPS and can answer this for you: FCPS does not do face-to-face interviews as a condition of employment as a sub. There's an online questionnaire which requires English proficiency to complete, but FCPS has no way of knowing whether the person who completes it is the same one who is applying for the job. There's also a three question written "quiz" at the end of the (unpaid) orientation. Honestly, a Level I ESL speaker could probably answer these questions and they in no way assess whether someone could comprehend and execute a daily lesson plan. The people at the sub office aren't standing around monitoring the quiz taking, so you could very easily get someone else to complete it if you were so inclined.
Also, for what it's worth, the people who work at the sub office are really rude and not at all helpful to potential hires, including retired teachers. I know several who sub in Loudoun and at local privates because they got so fed up.
OH!!! I could start and fill a thread JUST ABOUT THIS!!! Absolutely the WORST! And I guarantee they do their best to make the people who show up feel as though they are doing YOU a favor rather than the other way around.
I have heard the same from substitutes.
I would like FCPS to institute some type of incentive for saving leave. Teachers used to be able to at least get some service credit for unused leave when they retired, but that stopped for new hires many years ago.
Anonymous wrote:FCPS principal here. This is a real problem across the entire county. I'm trying to find good long term sub as well and am struggling. You can do all the legwork to get someone, and then they cancel at the last minute. Or you're just not comfortable with the candidates available in their ability to maintain high quality instruction.