Lists the resources substitute teachers need and the kinds of activities that are suitable for them to supervise. (JM)

Several key elements are recommended for a comprehensive substitute teacher support system: establishing a feasible substitute pool; compiling a district manual and building handbooks, including substitutes at staff meetings; overseeing teacher preparation for substitutes; coordinating and supervising substitutes; and providing for adequate…

Contends that the typical substitute teacher program retains antiquated stop-gap measures of little value to a school. Offers suggestions for recruitment tactics, inservice training, and evaluation. (Author/WD)

The effectiveness of substitute teaching is lower than student teachers and teacher aides, according to a recent study. The author says new attitudes and new approaches can turn substitute teaching into a creative, effective force in our schools. (Editor)

Research suggests that current methods of obtaining and training substitute teachers benefit neither substitutes nor students. A staff development program that is continuous, addresses substitute teachers' expressed needs, creates lines of communication, and provides continuously accessible resources is needed. Includes three references. (MLH)

Given the difficulty of substitute teaching, it is surprising that few districts require professional training or previous teaching experience. According to one survey, substitutes should be flexible, have teaching experience and subject area knowledge, and be able to manage classroom adversity. Substitutes' role needs more appreciation. Includes…

One who has been there suggests ways that the job of substitute teaching could be improved. Improvement will come, he says, only through the building principal's commitment to making a substitute's hours more than a babysitting or study hall chore. (Editor)

Emphasizing the need for research dealing with substitute teaching, the author suggests ways to increase its effectiveness, including professional development for substitute teachers. (Author)

Effectiveness of substitute teachers is related to the implementation of strategy for their utilization. If substitutes are expected to do more than control students, then teachers must leave lesson plans, activities, and materials that can be used by anyone. Cooperation and coordination are essential for substitutes' success. (MD)

Comments on the conditions under which substitute teachers work and outlines steps that teachers and principals can take to improve those conditions. Orientation programs, feedback, and increased pay are among the improvements that can be made. (IRT)

Offers 11 concrete approaches to improve the quality of substitute teacher programs and provides sample evaluation forms. (MLF)

Discusses the following five ways that substitute teachers can enhance their own effectiveness and control in the classroom: (1) expect the unexpected; (2) use available people as resources, including staff and students; (3) improvise relevantly in the classroom; (4) use technology; (5) enforce disciplinary measures promptly. (PGD)

Analyzes problems faced by substitute teachers and suggests some possible remedies. (WD)

Presents four research-supported guidelines for substitute teachers: (1) be prepared by arriving early and obtaining administrative information; (2) take charge of the classroom; (3) clarify expectations about student conduct; and (4) communicate the significance of learning to students. (MLF)