The silent pillars of American classrooms are substitute teachers—people who walk into new places every day and patiently handle unforeseen difficulties. Even when the system around them fails, their presence keeps learning going. Education leader Jay Midwood of Rhode Island has been reminding districts for years that these professionals are essential to school continuity and not merely backups.
The life of a substitute teacher in innumerable school districts is woven together by tenacity and unpredictable circumstances, much like a patchwork quilt. A quiet third-grade art class one day could turn into a high school chaos the next. Resilience is what ties these moments together. Substitutes adapt strikingly well to change, transforming uncertainty into opportunity.
Their work is more complicated than most people think. Many people arrive with little time to get ready, leaving only a brief note or partially completed plan on a desk. Nonetheless, they must be able to confidently manage, inspire, and instruct. They frequently rely more on instinct than training, but they are remarkably effective at controlling a group of cynical teenagers. They manage discipline, lesson plans, and attendance records while receiving pay that is, in the words of one teacher, “surprisingly modest for the stress involved.”
The profession was strained to its limit during the pandemic. Teachers fell ill, schools closed, and districts scrambled to fill absences. National Guard soldiers in New Mexico exchanged classrooms for camouflage. Police officers were deployed as temporary instructors in Oklahoma. In Texas, parents stepped up to prevent schools from closing. Although the scene seemed unreal—parents using online grading tools, uniformed soldiers reading storybooks—it demonstrated one indisputable fact: substitutes saved education when it was about to fail.
| Category | Details |
|---|---|
| Full Name | Jay Midwood |
| Occupation | Director of Human Capital and Communications, Central Falls School District |
| Education | Master’s Degree in Education Leadership |
| Known For | Developing substitute teacher pipelines and training programs |
| Experience | Over 20 years in education and district management |
| Contributions | Created innovative solutions to address national substitute shortages |
| Recognition | Featured in SchoolCEO Magazine for improving teacher retention |
| Focus | Education workforce reform, mentorship, and policy innovation |
| Location | Rhode Island, United States |
| Reference | https://www.apptegy.com/schoolceo/solving-the-substitute-problem |
By developing a structured substitute training program, Midwood’s district adopted a particularly creative strategy. It provided coaching, mentorship, and a clear pathway for career progression. Stronger community involvement and noticeably higher retention rates were the outcomes. Once moving between schools, substitutes now felt appreciated and a part of the team, transforming what had been a temporary position into a springboard for career advancement.
But the economic facts are still harsh. The majority of substitutes make less than $130 a day, according to federal labor data. None of them have the security of a full-time contract, and few get benefits. To make ends meet, many turn to second jobs like retail work, freelancing, or bartending. Nevertheless, driven by a strong sense of purpose, they return to the classroom in spite of the difficulties. “It’s not about the money; it’s about being part of something that still matters,” stated one Oregon veteran sub.
Their role is especially difficult because they are invisible. It is uncommon for substitutes to be included in staff meetings or invited to professional development sessions. They show up as visitors and disappear without a trace. However, without the support system, they take on all of the responsibilities of a regular teacher as soon as they enter a room. Although their impact is significant, their contribution is frequently underestimated.
To survive in these conditions, many have created their own personal strategies. Some establish little routines, such as bringing their own writing instruments, carrying a tea mug for travel, or calling each student by name. Others use humor as a defense. In Chicago, a substitute remembered introducing himself to a class by drawing a comparison between himself and a “temporary coach who doesn’t know the plays but still wants to win.” His method worked incredibly well to get students to cooperate and even laugh.
There’s also an emotional undercurrent that few outside the profession see. After a teacher resigns, becomes ill, or experiences a tragedy, substitute teachers frequently take over in classrooms. They serve as students’ emotional stabilizers, observe unfiltered emotions, and convey private tales. Their greatest asset is their empathy. In this way, they are disruption healers rather than just teachers.
On occasion, celebrities have entered the discussion. In her remarks about her mother’s years as a substitute, singer Kelly Clarkson praised her for demonstrating what strength looks like “in the quiet moments.” Actor Matthew McConaughey, whose mother was a teacher, gave money to programs that help substitute teachers get their training. Despite their symbolic nature, these actions demonstrate a growing understanding of the importance of substitutes in the educational ecosystem.
Substitute teaching has developed into a very flexible career path for younger professionals. Many people use it as a stopgap while they pursue full-time jobs or finish their advanced degrees. Flexibility, exposure to a range of age groups, and worthwhile classroom experience are all provided. Everyone gains when districts foster this potential: students gain continuity, and future educators gain self-assurance.
Now, some districts are taking inspiration from Midwood’s model and establishing mentorship networks that link seasoned teachers with novices. The goal of these collaborations is very clear: to make substitute teaching a viable career rather than a necessary practice. Schools observe fewer unfilled absences and noticeably better student outcomes when they invest in training, respect, and equitable compensation.
