Part of the Solution: How Substitute Teachers Affect Change

October 7, 2022

Please note: This article was originally posted during a previous school year. Information and/or dates from past events
may be not be relevant for the current school year.

Brianna George has never shied away from hard work. A mom of three, she stays busy running her own business, helping her husband’s company, and serving as the Northeast High School baseball booster club president. Her days are spent helping – from clients to homework questions; she’s always looking for an answer.

When she heard that CMCSS was in critical need of substitute teachers, Brianna George stepped in to help there too. “Honestly, I really didn’t want to do it,” she said with a shrug. “I saw a need.” With an already full plate, it would take coordination and planning to make an additional responsibility possible.

During the 2021-2022 school year, CMCSS was operating with roughly half the amount of substitute teachers needed. During the 2020-2021 school year, the district saw a dramatic drop in substitute applications. While hiring and retention continue to improve, the overall number of substitutes has not yet reached a pre-pandemic level.

When Brianna’s boys came home from school talking about substitutes and shared classes, she knew the substitute shortage impacted her family. “I thought, ‘Wow, that’s really hard for the teachers,” and followed up immediately with, “How can I help?”

Brianna knows first-hand the effort and passion of public educators because her father was a middle school teacher for 40 years. Although she was acquainted with education and has spent time teaching adult clients, stepping in as a substitute for younger students was an adjustment. “When you’re teaching children, especially elementary, especially after a pandemic, it’s very different.”

In the beginning, behavior management was a primary focus in her classrooms. “As a kid, you’re always testing limits. They’re always asking why,” she explained. More than a year later, she has built relationships with students through consistency at school. While she admits children will still test their boundaries when they see a substitute, it has improved. “I love the classes I get to go to,” she said. “The kids got to know me. I subbed for the same class multiple times. The situation changes after that. The kids are more invested in you because you’re more invested in them.”

For Brianna, that’s really why this journey began. She knew she needed to invest in a situation she wanted to change. “I am someone in the community that if I see a problem, I want to help.” As a solutions-oriented person, Brianna George knew committing to four days a month would significantly impact her child’s school. She spends most of her time at Northeast Elementary, a choice she made because it works best for her family. It takes more than one person’s support, and the need for substitute teachers continues to be a challenge across the district.

While she is proud to support students this way, she knows the role is not for everyone. Brianna believes the most successful substitute teachers remain flexible and stay confident. Most of all, she says people should remain teachable. Substitute teachers are always learning something new and must be able to adapt. This year, CMCSS implemented new training programs for professional development designed specifically for substitutes interested in developing their skills. Courses include classroom management, how to read a lesson plan, school safety protocols, and more.

Most of all, Brianna falls back on remembering her why. “For me, it’s giving back to the community,” she said. “I can be a part of the solution.” The experience has deepened her appreciation for teachers, and she encourages other parents to see first-hand the classroom experience. “It’s given me even more grace for the teachers to see what they’re really going through.”

She emphasized that substitutes play an essential role during the school day and are not just monitoring a classroom. “It’s our job to be consistent for those students,” she said. “These children are going to be our lawyers, our doctors, and our politicians in the future. They need consistency academically so they can be successful in the future.”

Her involvement inside the classroom allows her to dispel information she reads online. The substitute program has not only given her more compassion for teachers but for her children as well. “I don’t want to be one of those people who’s just making opinions,” she explained, wanting to think critically instead of being critical. “My thought process is I want to help. I want to be a part of the solution. That’s my why. There is a problem right now in education. There is a need.”

Many of her friends teach in the district, and Brianna hears their concerns and understands the emotional toll the past few years have had. “It doesn’t matter if you’re a teacher or if you value education,” she urged. “You should support teachers.”

Ultimately, the opportunity to be a substitute teacher has expanded her perspective. She has a different perspective on her relationship with her children and teachers, allowing her to grow as a parent.

“It’s been a journey. I do find it satisfying. I know I am doing what I should be doing to help my community and help the teachers.”

To learn more about the CMCSS Substitute Program, visit cmcss.net/employment. The next substitute job fair is October 20 at Central Services Gracey from 10 a.m. – 2:00 p.m. Sessions will run every hour, and interested candidates can attend the hour that works best for their schedule. Substitute teachers are asked to commit to four shifts per month, either full or half days. Parents can substitute in or near their child’s school. For those seeking full-time employment with the district, beginning as a substitute teacher is a great way to get into the school system and advance your career.