Last updated on April 6th, 2024 at 03:08 am
What is a long-term substitute?
A long-term substitute is a substitute teacher that covers the same class for an extended period of time. Each school and district will set the minimum length of time this is, but the term could range from three weeks to an entire school year.
The long-term substitute is generally expected to take on the duties of the regular classroom teacher. The finer points of exactly which duties the long-term sub is to assume varies by school, school district, and even by particular assignment.
Are lesson plans provided when long-term subbing?
If the leave is planned, there’s likely to be an arrangement beforehand in which the teacher and long-term substitute communicate and plan for the absence. The substitute may even have the opportunity to shadow or observe the leaving teacher in the classroom. It’s generally expected that lesson plan outlines for the entire leave will be provided, but check with your specific school or school district on this.
Usually, these lesson plans will be more along the lines of outlines or templates, with more of an overview of the term than the granular, explanation-heavy one-day sub plans. Especially if the teachers communicate and teach together ahead of time, there may be no need to write every detail of every classroom procedure for each of the days in the absence. The long-term substitute is often expected to flesh out the basic plans each day.
If the leave was unplanned, like in an emergency situation, there may be little left in the way of lesson plans and materials. If the absent teacher cannot work or communicate at that point, there may be some sort of plan cobbled together by another teacher like a team lead or department head. Before taking on a long-term substitute position, ask for more information about the lesson plans provided in that particular situation.
How to become a long-term substitute
The process and requirements for becoming a long-term substitute will vary, even within the same state. I suggest picking a school district you’d like to work in and looking up their guidelines. My experience has been that charter and private schools have their own process apart from the public school district. It’s best to contact the school you’re interested in directly to see what is needed.
This Teacher Certification Degrees website contains a useful chart showing each U.S. state’s education specifications for becoming a substitute. You can start there for a general idea of what’s needed, and then be sure to look up your specific school district.
In my experience, the process of becoming a long-term substitute was the same as becoming a regular sub. (Long-term sub jobs are posted in our online substitute portal, so I wouldn’t even know about the long-term positions without already being a sub.)
Once I had met the requirements and was cleared through a background check, securing a long-term subbing position was a matter of contacting the school with the open job.
Schools will also vary in what they need before you start. For one position, I had a chat (interview?) with the assistant principal before diving in to cover a second-grade class for a teacher on maternity leave. Another long-term sub position I took didn’t require me to meet anyone in advance. I actually just agreed to do the job over the phone and came in for my first day, and that was that.
Skills you need to become a long-term substitute teacher
Technically speaking (and at minimum), you will need to meet the basic requirements of the school district you want to long-term sub in. Beside those, there are many skills that are advantageous for the job.
Helpful teaching skills such as:
- Professionalism
- Good communication– with students, their families, co-workers, etc.
- Excellent time management
- Deft planning skills
- Ability to evaluate and prioritize tasks
- Skilled classroom management
- Content knowledge, depending on the teaching assignment
- Humor, empathy and child development knowledge/social skills
- Openness to trying various strategies
- Resilience, flexibility
How much long-term substitutes get paid
While this is often the first consideration for taking on the job of long-term subbing, my answer is: The pay can vary.
The U.S. Bureau of Labor Statistics doesn’t currently have data on long-term sub wages as far as I can tell. As of May 2022, they did clock short-term substitutes’ mean hourly wage at $20.52 and mean yearly earnings to be around $42,680.
These numbers seem high to me. Just speaking from my experience.
Once again, long-term subbing seems to be cast as the forgotten middle child between full-time teaching and substitute teaching.
The best way to learn exactly what you’ll earn as a long-term substitute is to look up in the information for your intended school district. I found this by Google searching “long-term substitute pay schedule ___________ county schools.” If the info’s not provided online, call and ask a human resources professional in the district.
I’m generalizing here, but long-term subs should earn more than regular daily substitutes. The work and responsibilities of a long-term sub are more than their one-day counterparts. In my school district, I earn $15 more per day as a long-term substitute based on my education level. (Something I found out when I was already in too deep is that pay increase doesn’t kick in until the 20th consecutive subbing. Be sure to read all that fine print.)
Pay is likely a factor if you’re deciding whether to accept a long-term subbing job. It’ll have to be weighed with a handful of other considerations to determine if the gig is worthwhile.
Hours and days of a long-term sub
Both times I was a long-term substitute, I was expected to work the regular contracted hours of a teacher. This seems pretty typical.
Your term might coincide with teacher work days or professional development days. Talk with an administrator ahead of time to see if you will be paid for attending. If not, I see no reason to. The same goes for before and afterschool events and meetings.
I know from expereience that when you’re striving to make a great impression it can be difficult to stand up for those paid hours. I attended meetings and events off the clock in desperation for approval. These tactics didn’t seem to serve me. I can barely think of any other profession than teaching that is plagued with so much guilt-induced volunteerism. Courteously insist on being paid for your work.
What to bring as a long-term sub
What you need for short-term subbing is similar to what you’ll need for long-term subbing.
In my sub bag at all times are the following: a quiet signal (like a chime or bell), incentive items (stickers or M&Ms), extra handouts like simple worksheets or coloring pages and personal items.
Though I like to have these supplies on hand, there are many ways to meet needs with the materials already available in the classroom. For example, if I need to fill time in a pinch I can play a game with the class or grab a book off the shelf and start reading. Whole-class games can also serve as incentives. I usually don’t pull out a ton of prizes to coax a class into good behavior– they can just as easily be bribed with games or extra recess. I like to write the word recess on the board in giant letters and have the class earn each letter by hitting various goals in a certain amount of time.
In a long-term position, you can get comfy, but not too comfy. (Unless you’re in the gig for the rest of the year, in which case, sure– bring the coffee maker and your decorative mug collection if it makes you happy.) Just keep in mind that whatever you bring in, you’ll have to take out when the term ends. Wait a few days into the job to get a sense for what your really need.
For one of my long-term subbing positions, I didn’t bring anything other than the contents of my sub bag. In the other position, I brought a laundry basket full of rolled-up cushy bath rugs that the students could roll out and indendently read on a la Daily 5 comfiness. No moving truck, nothing too crazy.
How to put your best foot forward as a long-term sub
Teaching and subbing are ironically some of the most socially unsocial jobs out there– spending all day with kids but being the only adult in the room can feel isolating. You may be left wondering if what you’re doing day in and day out as a long-term sub is truly good enough.
My tips for success in long-term subbing include building rapport with students, modeling expectations and holding students accountable to those expectations, and opening the lines of communication with family members in a friendly and professional way. I flesh out each of these gems of advice (and more!) in the blog post.
My behavior management techniques have stayed the same through full-time teaching and long-term substituting. I aim to be a firm but friendly classroom leader. While I don’t always succeed perfectly at this, I frequently anchor my goals in being consistent, even-tempered and pleasant.
What long-term subbing is really like
“Miss Miller! Tayla and I were FaceTiming last night while watching Matilda.”
Eyes widening and mouth dropping, I tried to act scandalized, even though this was my evil plan all along.
In a long-term position in which the original teacher had to leave suddenly, and the class was taught with a rotating mix of different subs for weeks until I got there, and there was little information on how to fill each day with these third graders, I decided we’d read “Matilda” by Roald Dahl together.
In the middle of each uncertain, stumbled-through day, I would climb up onto the stool at the front of the room and open a book about a little girl who finds her power in a powerless situation.
The room would fall into a hush, reverent in the company of a new and artfully written adventure. Except for the eruption of giggles when I read aloud of classroom pranks and improbable heists and magic-infused hijinks. Except the lively discussions and wild predictions cast about after each cliffhanger.
The deal was that we’d watch the movie after reading the book, but curious nine-year-olds with Internet access were eager to break this rule.
I was ecstatic they wanted to break rules over a good story. Secretly, of course.
“Matilda” and then “The One and Only Ivan” got us through several months of uncertainty. Somehow, day by day, we got through that time together.
Is long-term subbing worthwhile?
I’m finding quite a few sources singing the praises of this position. How rewarding it can be, and so on.
My two experiences long-term subbing were rewarding– but I mostly attribute that feeling to having overcome intense challenges.
Honestly, anyone considering this kind of position will have to square with the fact that you’re generally being asked to be a full-time classroom teacher without the same pay or benefits.
When I took the positions, I happened to be in a soul-searching era of my life where this was tolerable. I was also single, childless, and willing to make sacrifices in order to gain more connections in the school district I wanted to be hired in (I had already taught for three years in the neighboring school district).
For those reasons, it was worthwhile to me and I look back on the experiences with pride in what I accomplished and warmth in some of the best times I had with the students. You’ll have to decide if it’s worth it to you. Good luck out there, part-time teacher nomads!
Other long-term substitute resources on the blog:
- Considering a Long-Term Sub Position? 3 Reasons to Pause
- Is it Worth it to Long-Term Sub?
- 6 Key Tips for Success as a Long-Term Substitute
- A Letter of Introduction for Long-Term Substitutes
- My Experience Long-Term Subbing for a Planned Leave
- My Experience Long-Term Subbing for an Unplanned Leave
- How to Show Appreciation for Your Long-Term Substitute
