Rethinking substitute teacher preparation

Key points:

Many of us remember the days when having a substitute teacher meant movie day–a wheeled video cart appeared, and the substitute teacher’s main goal was making sure students stayed quiet until the bell rang. Times, and students’ needs, have changed.

Even with teacher vacancies stabilizing in some areas, exhausted teachers still average missing 11 days of the school year, or 5-6 percent of a 186-day year, leaving students spending not single days, but weeks or even months, with substitute teachers. As a result, today’s substitute teachers must do far more than serve as placeholders. This shift demands a fundamental rethinking of how school districts prepare, support, and deploy substitute teachers. They can no longer view substitutes as temporary placeholders; they need capable, prepared educators who can keep learning on track and maintain continuity when regular teachers are absent.

Professionalizing the substitute teaching role through standards-based training

The first step toward professionalizing substitute teaching is acknowledging that substitutes are an essential part of the educational ecosystem and that their impact on student learning is quantifiable. A recent meta-analysis of studies demonstrated a positive link between teacher professional development, teaching practices, and student achievement.

• Fully certified teachers tend to produce better student outcomes compared to those with provisional or no certification.
• Underprepared teachers leave sooner, increasing instability.
• Trained teachers are more likely to stay and build effectiveness over time.

Yet many districts have failed to apply this same logic to substitute teachers, who may work with the same students for extended periods.

A standards-based approach to substitute preparation mirrors what school leaders expect for all other educational roles. Just as they demand competency-based frameworks for students and research-backed training for teachers, substitute teachers need clearly defined expectations and aligned professional development.

Seventy-seven percent of districts provide no training to substitute teachers.  When training is offered, the focus is primarily on logistics: Don’t be late, dress appropriately, and find the main office. While these basics matter, they represent only a fraction of what today’s substitutes need to know. Forward-thinking districts are adopting structured frameworks that move beyond ad hoc training approaches and bare minimum orientations. One promising model is the LEARN framework, which establishes five core standards for substitute teacher preparation:

• Leads and supports instruction for all learners: Substitutes understand their instructional role and can facilitate meaningful learning experiences rather than simply supervising students.
• Ensures a safe and productive learning environment: Substitutes move beyond basic classroom management to maintaining continuity of instruction and keeping learning productive.
• Acts with professionalism and ethics: This standard emphasizes both professional behavior and ethical decision-making in educational settings.
• Recognizes the whole child: Substitutes understand diverse learner needs, from special education students to those from high-poverty backgrounds, and can adapt accordingly.
• Navigates the educational setting appropriately: This encompasses communication, collaboration, and connection with colleagues and school culture.

What makes this framework powerful is its focus on supporting a safe, productive environment that keeps learning going from day one. Rather than hoping substitutes will figure things out through trial and error, districts can ensure every substitute enters the classroom prepared to continue learning from their first assignment.

The framework also allows for tiered development. Basic training might cover essential competencies for short-term assignments, while enhanced modules provide more robust exploration of the LEARN standards relevant for different roles and needs. Additional content can be available to develop instructional best practices and student learning theory for longer-term placements. Advanced training might explore supporting diverse populations and specialized instructional strategies in working with students with special needs.

Building a strategic substitute workforce through targeted professional development

To begin implementing LEARN or any other framework for substitute teachers, districts should conduct an honest assessment that includes questions such as:

• Do you provide consistent training for this critical role?
• Does your substitute training address all essential competencies?
• Are you expecting substitutes to maintain instructional continuity without providing the tools to do so?

If gaps exist–perhaps you’re strong on professional expectations but weak on instructional preparation, or focused on behavior management while neglecting lesson plan interpretation–you face the choice between investing your time and money to develop comprehensive programs on your own or partnering with a provider who can deliver research-backed training.

The classroom impact of having well-prepared substitute teachers in the classrooms becomes evident immediately. Untrained substitutes may default to worksheets and videos because they lack confidence and preparation. This can lead to disengaged students, behavior concerns, and other challenges. Trained substitutes, on the other hand, can facilitate small-group activities, manage learning centers, and guide students through complex tasks because they understand classroom routines and are confident in their ability to maintain established systems. As one teacher commented after training, “I can better engage students, adapt to their learning styles, and support stronger academic growth.”

District leaders also see the impact of rigorous training, which one leader said “is helping to create more subs at a time they are desperately needed. The training they are getting helps them understand how to manage a classroom effectively–more so than the credit hour requirements.”

This difference matters enormously for instructional continuity. When teachers know their substitutes can handle their established classroom routines and learning activities, they’re less likely to water down instruction or leave generic busy work. As a result, students experience fewer disruptions to their learning progression.

From a workforce perspective, training drives retention. Employees who feel prepared and confident in their roles are more likely to continue working and stay with organizations longer. This principle, well-established in human resources research, applies equally to substitute teachers. When substitutes have the support they need to successfully manage classrooms and support student learning, they’re more likely to accept assignments and remain in the candidate pool.

The path forward is clear: Districts must move beyond treating substitute teaching as an afterthought and embrace it as a critical component of education. By adopting standards-based frameworks, implementing comprehensive training programs, and strategically developing their substitute workforce, districts can ensure that learning continues regardless of which adult is leading the classroom. Districts that invest in professionalizing their substitute workforce will see returns in instructional continuity, teacher satisfaction, and ultimately, student achievement.