The author provides the regular teacher, the department head, and the principal with tips for helping the substitute teacher. (SJL)

Substitute teachers are professional educators, not merely shadows of regular classroom teachers. Here are some suggestions that not only encourage creative teaching but also make the job and the students easier to handle. (Author)

Explores narratives about teacher work articulated through representations of substitute teachers, using this representation to render visible assumptions governing boundaries of professionalism. The article discusses professional teachers as constructed in educational reform; images of substitute teachers (incompetent, unqualified, deviant…

Investigated factors that motivated substitute teachers to remain in teaching or leave the field, noting how certain sources of job satisfaction influenced their decision to leave or stay. Survey data indicated that most substitutes loved their work with students and taught because they enjoyed helping students learn. However, student behavior,…

Examines effectiveness of substitute-teacher training in 40 Utah school districts. Finds that 40 percent of districts provide more than 3 hours of training and that principals in these districts rated substitutes' overall performance significantly higher than did principals in districts that provide no training (25 percent) or less than 3 hours…

A civil engineer describes his first day as a substitute teacher. Despite detailed lesson plans and good intentions, maintaining an orderly class environment is far from a "piece of cake." Recess duty is an ordeal, and lunch in the shabby teacher's lounge is uninspiring. The biggest benefit is appreciation of what constitutes a full-time teacher's…

Presents a tongue-in-cheek discussion of whether or not administrators should formally evaluate and provide feedback to substitute teachers, noting the potential legal problems that may occur if an administrator decides to terminate the employment of a substitute teacher on the basis of the evaluation process. (SM)

Describes one school district's experiences using an automated substitute teacher calling system, noting that this automated system cannot help with problem of substitute teacher shortage and describing how the district worked to attract and retain high quality substitutes by examining teachers' opinions of ideal substitute teachers…

Describes how one school district proactively addressed problems related to finding special education substitute teachers. Substitutes were offered a one day training that addressed such issues as important factors substitutes must know to work with students with disabilities; addressing the needs of students with various disabilities (e.g.,…

Suggests ways to improve the success of substitute preschool teachers, including orienting the substitute to the program schedule, curriculum, and other aspects of the position and program; making the substitute feel valued; and preparing staff to work with substitutes. Includes samples of a substitute fact sheet and evaluation form. (JPB)

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)

Suggestions are made to help the substitute teacher successfully cope with problems that may arise in the classroom. Examined are techniques for retaining control in the classroom, dealing with specific "games" students commonly play with substitutes, and how to apply the permanent teacher's lesson plan. (JD)

A substitute teacher's stay in a classroom can be a pleasant, constructive workday or a nightmare of thinly disguised bedlam. Here are some ideas that will ensure that the classroom maintains a productive environment while the substitute teacher takes over. (Author/RK)

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)