Planning for Distance Learning Subs

by | Aug 5, 2020

With rising COVID case counts in many communities, most school systems are planning to start the year either partially or entirely in distance-learning mode. Although most schools didn’t use substitute teachers while distance learning in the Spring, new expectations for rigor – and a desire to support teachers – will prompt districts to answer difficult questions about what happens when their teachers are absent. 

Given everything that is on HR teams’ plates right now, we wanted to offer a list of key questions to answer as you plan for substitute teaching during distance learning:

  1. What does a distance-learning sub do? The tasks of teaching are different in a distance-learning context. So, what will you be asking substitute teachers to do? Will they lead virtual class meetings? Respond to student questions? Assign work? Give feedback on work submitted electronically? And, will the teacher determine what subs do, or will the school/district? How might the answers vary, depending on whether a sub is working day-to-day or long-term?

  2. When are you going to need subs? It’s possible that not every absence will require a substitute teacher. What types of absences do you expect to see most often, and is that the same as it was pre-pandemic? Will you need subs when a teacher is going to be absent for a day or two, or only when the absence is expected to be longer? How might this differ based on the grade level or subject? 
  3. Who will be in your distance-learning sub pool? This role will be unique. How will you determine who in your current pool is interested and able to sub in distance-learning mode? How will you recruit new subs, if you need them? What skills will they need? What else will be required (e.g. reliable internet, a private, quiet place to work)? How will you assess whether someone has the skills and meets the requirements?

  4. What training, access, and equipment will they need to do the job? Most school systems do not currently provide subs with training, access to EdTech products or hardware. If needed, will you provide subs with computers? How will you get your subs up-to-speed with the relevant technology platforms, online safety procedures, and privacy policies for your district? And, how will you give long-term subs the support they need to build and/or adapt online curriculum alongside their colleagues?
  5. How will subs get the information they need to do an assignment? You’ll need to figure out how substitute teachers will receive their “digital sub plan.” What will teachers be expected to create/provide (live session facilitation plans, login information, schedule, class details, etc.)? How will those plans get into the hands of subs? Who should the substitutes ask if they are missing information or need help? What will this look like for medium and long-term subs?

These questions are large and complicated, and there are no right answers to most of them. The key is simply to be as thorough as possible when you create your plan. As you do, you may discover that you need to put some unique, temporary systems in place to support your distance-learning sub model. Here are a few examples: 

  • Updated Job Description: Since there are new responsibilities and qualifications, write a new job description for this role. It’s going to be quite different from traditional substitute teaching and has new requirements like reliable internet and comfort with technology. Clarifying the role will help you to align expectations.  
  • Full-Time Subs: It’s a big job to get substitute teachers ready to teach in distance-learning mode. If you are able to offer a full-time sub position, it will make it easier to train, prepare and deploy substitute teachers, especially to medium and long-term assignments.  
  • Support for Subs: Designate an instructional technology expert to field questions from substitute teachers and host drop-in office hours for them. And, make sure each school has a point person that the sub knows they can call with non-tech related questions, or to report information from their day. 
  • School-Specific Pools: In normal times, the strongest schools cultivate a shortlist of preferred substitute teachers. This year, help all schools establish strong relationships with subs by identifying small groups of subs committed to supporting their schools, specifically. This will reduce uncertainty for substitutes, teachers, students, and families. A simple way to do this would be an opt-in program where you allow a school to host a day or two of school-specific PD for a small group of subs, perhaps including some shadowing of teachers implementing distance learning. 

Although planning for distance-learning subs is a daunting undertaking, it provides a unique opportunity to think creatively and test new ideas that may improve your substitute-teaching system in the long term. Perhaps your new job description will have some great language, or your experiment with a full-time sub will prove incredibly beneficial. Keep an eye on how your innovations might serve you in the long-term, and your sub system will emerge stronger. (And, don’t hesitate to reach out to us at info@substantialclassrooms.org if there is anything we can do to help.)