Raising the Bar: Empowering Substitute Teachers Through Training and High Expectations

In education, we hold high expectations for everyone – full-time teachers, school nurses, athletic trainers, principals, superintendents, and support staff. From formal schooling to specialized certifications, each role has its own set of requirements. Yet, one group often falls short of these consistent standards: substitute teachers. The disparity in expectations, ranging from full teaching certification to no formal training at all, raises critical questions: How did we arrive at such low expectations for substitute teachers? Why do we demand less from these at-will educators than from our full-time teaching staff? And, most importantly, how can we elevate the standards for substitute teachers to the level they deserve?

The Critical Role of Substitute Teachers:

Teacher absences are a reality. Professional development, illness, and other unavoidable commitments mean that substitute teachers are a constant presence in our classrooms. They are not simply filling a seat; they are responsible for maintaining the continuity of learning. Research clearly demonstrates the impact of teacher absenteeism on student achievement (link to research). Therefore, it is crucial that substitute teachers are equipped to counteract any negative effects of a teacher’s absence and provide a positive, productive learning experience. This can be achieved by focusing on one key factor: self-efficacy.

The Power of Self-Efficacy:

As psychologist Albert Bandura (1986) articulated, “what people think, believe, and feel affects how they behave.” Self-efficacy, defined as an individual’s perception of their ability (Pajares, 1996), has been extensively studied in the context of teaching. Both Bandura (1986) and Cheryl Trull (2004) concluded that self-efficacy is a strong predictor of behavior. Research consistently shows that teachers with high self-efficacy have a demonstrably positive impact on their students. Trull’s compilation of research reveals that highly self-efficacious teachers are more fulfilled, student-centered, adaptable, persistent, perceptive of student learning, proactive in offering assistance, less likely to refer students for special services unnecessarily, set higher goals, work longer with struggling students, and ultimately, achieve better student outcomes (Trull, 2004). In fact, teacher self-efficacy has been linked to student success on standardized tests like the Iowa Test of Basic Skills, the Canadian Achievement Test, and the Ontario Assessment Instrument Pool.

Investing in Substitute Teacher Self-Efficacy:

When substitute teachers enter the classroom with high self-efficacy, they have a similar positive impact on student learning. Therefore, improving classroom experiences during teacher absences hinges on empowering substitute teachers. One of the most effective ways to boost self-efficacy is through targeted skills training.

The STEDI Solution: Building Self-Efficacy Through Training:

STEDI.org developed The Substitute Teacher Self Efficacy Study (STSES) to measure the impact of skills training on substitute teacher self-efficacy. Based on the well-established Ohio State Teacher Efficacy Scale (OSTES), later known as the Teacher’s Sense of Efficacy Scale (TSES), the STSES, as Trull notes, assesses a broad range of capabilities considered important by teachers, offering a more comprehensive measure of efficacy than previous instruments (Trull, 2004).

The STSES was used to evaluate the effectiveness of STEDI’s Substitute Teacher Handbook and SubSkills Online Training. Results showed that substitute teachers who achieved a passing score of 85% on the training demonstrated significant increases in self-efficacy in the areas of classroom management and teaching strategies. Furthermore, these gains in self-efficacy were sustained even after the substitute teachers entered the classroom.

The STEDI Model for Success:

These findings underscore the critical role of training in empowering substitute teachers and improving student outcomes. STEDI.org’s comprehensive training programs are designed with this research in mind, focusing on raising substitute teacher self-efficacy to enhance student performance. This approach offers numerous additional benefits:

1. Reduced District Liability: Well-trained substitutes minimize the risk of incidents and legal issues.
2. Reduced Hiring Costs: Targeted training streamlines the hiring process, reducing the need to sift through numerous unqualified applications.
3. Improved Substitute Teacher Management: Fewer complaints and issues arise with well-trained substitutes, freeing up administrative time.
4. Increased Substitute Teacher Retention: Confident and supported substitutes are more likely to return, creating a more stable substitute pool.

The STEDI Model in Action:

• Establish High Expectations: Set clear standards for substitute teacher qualifications and training.
• Utilize SubSkills Online Training: Require all non-certified substitutes to complete the SubSkills Online Training, ideally before hiring and paid for by the applicant. This provides a consistent foundation of essential skills.
• Implement Live Training: Supplement online training with in-person sessions using The Substitute Teacher Handbook. This allows for orientation, discussion, observation, and role-playing to reinforce key skills.
• Offer Advanced Training: Provide advanced online training courses for substitutes who wish to further develop their skills and expertise.

By implementing the STEDI Model, districts can transform their substitute teacher pool into a highly effective force, ensuring that students receive consistent, quality instruction even in the absence of their regular teachers. This investment in training is an investment in student success.