Considering a Long-Term Sub Position? 3 Reasons to Pause

A woman looking thoughtful-- a long-term substitute considering whether to take the assignment.

Last updated on September 16th, 2023 at 02:39 pm

Long-term substitute teaching can be a rewarding gig– I’ve filled in for extended periods of time twice, and even the most challenging position had its fulfilling moments. As a long-term substitute, you have the opportunity to get to know the students better and fall into a classroom rhythm, to connect with families and other staff members and to witness the progress of the kids. It may even start to feel as natural as being the original classroom teacher.

But before agreeing to take over a classroom for a few months, there are some major components of the assignment to consider. If the job is riddled with red flags, that just increases the likelihood it’ll be difficult. Here are my top reasons to hesitate before taking on the title of stand-in teacher:

Red flag #1: The long-term sub position is of indeterminate length

This can seem like a no-brainer. It’s the most basic, foundational unit of information the decision can hinge on. What are the dates of the long-term substitute teaching term?

A school I long-term subbed at was unable to answer this question. And your assignment may also be unclear in this area. The reason is usually because the leave was unplanned in the first place. If a teacher is hit with sudden illness, there’s not going to be a set schedule determining when he or she is able to resume teaching.

Teachers are humans like everyone else and sometimes are struck with life emergencies. That’s understandable.

But if you’re deciding whether to take on a position like that, missing the dates can pile on unnpredictability in your life. Maybe you’re trying to hit certain income goals through subbing, or trying to accomplish some other personal or professional goal. It’s good to know how long the school needs you to be there.

While it’s wildly inconvenient not to know the length of your long-term subbing job, it’s still possible to take on. In one position, I was told I’d be needed anywhere from three weeks to the rest of the school year, depending on the teacher’s health. It was tough to wrap my mind around, but I was in a place in life where I was better able to take on the uncertainty. Though this was definitely not a preferred facet of the job, I took it anyway.

Red flag #2: There are little to no lesson plans provided

Long-term substitutes, just like daily subs, need adequate less plans.

If you’re expected to come up with your own lesson plans, that’s called being a teacher. If the school won’t offer you the title, pay, and benefits of a classroom teacher, run. (Fast, and in heels if necessary.)

This one’s tough to get a good feel for ahead of time. You might be already in the thick of a position before you realize the lesson plans left are more like one-page dated bullet points resembling the level of detail of a food truck menu.

I’d recommend asking whoever you’re corresponding with about the job if the teacher has provided lesson plans and how many (for what length of time.)

Granted– and this is important– the liaison might not actually know these details of the classroom. They might be parroting what should be done. Should be, but isn’t. I had a conversation like this over the phone for one of the long-term sub positions I accepted: “Are there lesson plans?”

Administrative assistant: “Yes, I think there should be for at least a month.”

Her theory was not correct. The teacher had to leave suddenly and didn’t have time to put together months of material. Totally understandable.

But the ball had been dropped, and now it was totally my problem.

I was supplied with a week of plans that were brief outlines of the day, containing times and textbook numbers and activity names. If anyone has kept children busy and safe for an entire school day based on a vague laundry list of items to complete, they know the supreme challenge and feat this can be.

I made it through, and so can you. Still, if you have the opportunity to avoid this kind of situation, I’d suggest moving on.

Red flag #3: The long-term sub position has sat open for a while

If no one else is leaping at the chance to take over this classroom, there’s reason to wonder why.

Every situation will vary, but I consider it another red flag the longer a position has sat open. It means other substitutes have had a chance to teach in this classroom, and– assuming they knew about the long-term position– they’ve passed on the opportunity to keep teaching there.

The long-term sub position I took (that also contained two of the previous red flags listed) was open for about three weeks before I came. That’s a bit of a wide gap between the last time these third-graders had their regular classroom teacher and when I stepped in.

I believe this gap is also more pronounced the younger the class is. A three-week gap in a third-grade classroom was chaotic but salvageable. A three-week gap for Kindergarten might as well be like starting the year over completely.

Some long-term substitute positions will feature a seamless transition from original to temporary teacher. I’ve experienced this, too, and it worked out wonderfully. I was even given a paid day to observe the teacher I was covering before she left. It was a simple case of passing on the baton. But in cases of unplanned leaves, classrooms can be left in limbo. Be sure to gather as much information as much as possible before jumping in.

A note to myself while long-term subbing. A notecard with a Bible verse attached to the computer. — Inspiration to get myself through the job

Weighing the factors before accepting the assignment

You might notice that one of the long-term sub positions I keep referring to was covered in red flags. And I still took it. My decision-making process was fogged by a lack of information– a true understanding of the situation– and my aspirations. I had already been a full-time teacher for three years when I quit to pursue writing, travel and subbing. By the time I heard of the job, I was jaded with the randomness and difficulty of day-in-and-day-out substitute teaching. I was yearning for a classroom to call home for a while, even if that meant taking on a tough assignment.

The experience was more challenging than I ever imagined, but I don’t regret it. I still think back to the best memories with those students, in that classroom, helping out a teacher and school in a desperate and frightening situation.

That case was unique. Your story may be, too.

I hope this article has given you a foundation of information on which to base this important choice. Like I decided having a long-term classroom was worth all the potential hurdles, you’ll have to decide if the advantages of a particular position outweigh its drawbacks.

Get information. Weigh the pros and cons. You have a right to know as much as you can about the situation you may be signing up for. Best of luck, my friends.

Other long-term substitute resources on the blog: