by Bill Perry, ALB '02

Bill Perry, substitute teacher

As recently as last year Massachusetts schools were desperate for teachers. Today they are desperate for money. It is hard times for those of us who are young in the profession. There are not many teaching jobs right now. A slight edge exists for some majors and subjects (special education, math, and science) over others (history, English, and the arts), but, overall, the Boston Globe's Help Wanted section for education is thin reading. For those of thinking of entering the field, perhaps my experiences and observations might help.

Connections help. Those with any possible political connection should use it. Some teachers get jobs because they know someone.

Lots of teachers got their start substitute teaching. Prospective teachers should start by calling the office of the superintendent of schools in their area. Ask if they are hiring substitute teachers. Forms need to be filled out, and some schools may want an interview. Applicants must also submit to a criminal background check.

Substitute teaching (subbing) is teaching lite. Substitutes don't have to face the same class day after day. There is no grading, no preparations, no parent teacher conferences, only minimal responsibility, and the chance to go home after the bell rings. Substitutes do see some of the inner workings of schools, and talk with teachers in the teachers' rooms. The best part is meeting and working with the kids. If the school likes a substitute's performance they might be offered a job. The substitute may discover that they hate the kids. In that case it's time to think about a different career.

Long-term subbing is different. This sort of sub takes over all the responsibilities of a regular teacher for an extended time. I was a permanent sub teaching high school for half this past year. It meant 10-hour days, correcting hundreds of papers, and planning three separate courses. All this for $90 per day and no benefits, but I learned a lot and loved it.

On that first day of subbing, check with the office in the morning and get a schedule for that day, including times that each period begins and ends. The kids will be glad to leave class 20 minutes early if their sub is confused about the bells (or lack thereof).

How will the kids like a sub? Some won't like a sub just because they're the authority figure and the kids want to act out. I usually like all the kids, although I tend to be strict and will not hesitate to send a kid to the office after no more than one warning (immediately on a major disruption like cursing or mayhem). It seems to tame the remaining students a bit.

Will the kids use their anonymity to test the sub and try to pull everything? Yes. Hope that the regular teacher has left a current seating chart (about 50-50 chance of that). Otherwise, here are some methods to get real names. There will almost always be a few "good" kids. Take attendance and notice the names of these "good" kids. Walk the aisles and look for the kids' names on classwork papers and also listen to the kids call each other by name. A sub who has been in the school a few times will learn some names. When sending a kid to the office make sure to get a name. Observe the class; their reaction will often indicate if the kid just lied. You can later discreetly ask a "good" kid if the name was right.

Most kids appreciate and will remember whatever honest real help a sub gives them. Add a sense of humor and fair discipline and the students usually will behave appropriately.

Remember that this harsh employment market will soon change. Jump onto your favorite internet search engine and find the good news (for new teachers):

• There is still a crisis-level teacher shortage.
• An astonishing 40 percent of new teachers quit after one or two years.
• A large cohort of baby-boomer veteran teachers is set to retire over the next few years.

Shortages compounded by large numbers of departing incumbents mean more jobs will open up. Making sure to be marketable is one way teachers get hired. For example, I am certified to teach history and social studies in grades 5-12. I also believe in and practice integration across the curriculum. (For example, integrating history with English or history with PE.) I am also willing to do lunchroom duty. This is the way I make myself marketable. And, I network. So, if anyone knows of someone looking for a history or social studies teacher, please e-mail me.