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STATUS OF SUBSTITUTE TEACHER PROGRAMS AND A MODEL STAFF DEVELOPMENT PLAN FOR THREE SOUTH FLORIDA COUNTIES
Title
STATUS OF SUBSTITUTE TEACHER PROGRAMS AND A MODEL STAFF DEVELOPMENT PLAN FOR THREE SOUTH FLORIDA COUNTIES.
Creator
BRAKE, HAROLD M., Florida Atlantic University, Urich, Ted R.
Abstract/Description
Purpose. The primary purpose of this study was to determine the status of substitute teacher program services in selected counties in South Florida. The evidence from the investigation was then used in the development of a model of desirable characteristics for substitute teacher programs to improve the selection, placement, training, and evaluation of substitute teachers in the districts investigated. Specific questions to be answered were the following: (1) What are the current practices...
Show morePurpose. The primary purpose of this study was to determine the status of substitute teacher program services in selected counties in South Florida. The evidence from the investigation was then used in the development of a model of desirable characteristics for substitute teacher programs to improve the selection, placement, training, and evaluation of substitute teachers in the districts investigated. Specific questions to be answered were the following: (1) What are the current practices and procedures for the selection, placement, training, and evaluation of substitute teachers in selected counties in South Florida? (2) What alternatives can be developed for a model program to improve the selection, placement, training, and evaluation of substitute teachers in selected counties in South Florida? Procedure. This study was limited to the three school districts of Broward, Martin, and Palm Beach, located on the southeast coast of Florida. These three school districts represented small, moderately large, and large school districts in South Florida. Four surveys were developed for this study. The four surveys were designed to obtain information and perceptions from the four district groups that deal with substitute teachers: (1) the district office, (2) principals, (3) teachers, and (4) substitute teachers. The instruments dealt basically with the four areas of substitute teacher services: (1) selection, (2) placement, (3) training or orientation, and (4) evaluation. Conclusions and Recommendations. Although selection procedures and placement procedures were rated as "satisfactory" or above by the vast majority of principal, teacher, and substitute teacher respondents in all three school districts, there was still need for improvement in these substitute teacher services. Orientation procedures and evaluation procedures were areas of concern of principal, teacher, and substitute teacher respondents in all three school districts. These areas of substitute teacher services need to be improved to meet the needs of principals, teachers, and substitute teachers. In summary, substitute teachers make a valuable contribution to the continuity of the educational program. It is the responsibility of the administration to provide the best possible substitute teacher service to assure the success of the educational program when the regular teacher is absent.
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Date Issued
1983
PURL
http://purl.flvc.org/fcla/dt/11839
Format
Document (PDF)
NO SUBSTITUTION FOR SUBSTITUTE TEACHING EXPERIENCES: A CASE STUDY EXPLORING PERSPECTIVES OF NEW SUBSTITUTE TEACHERS
Title
NO SUBSTITUTION FOR SUBSTITUTE TEACHING EXPERIENCES: A CASE STUDY EXPLORING PERSPECTIVES OF NEW SUBSTITUTE TEACHERS.
Creator
Barnes, Linda S., Vaughan, Michelle, Florida Atlantic University, Department of Curriculum, Culture, and Educational Inquiry, College of Education
Abstract/Description
Substitute teachers organize the classroom and instruct students in the absence of the regular teacher. An expectation placed on substitute teachers is to ensure learning experiences continue (Duggleby & Badali, 2007); however, this charge may exceed the preparation. Three central research questions and four sub-questions guided this case study. The questions focused on initial experiences of new substitute teachers in a Kindergarten through twelfth grade public school, the factors they...
Show moreSubstitute teachers organize the classroom and instruct students in the absence of the regular teacher. An expectation placed on substitute teachers is to ensure learning experiences continue (Duggleby & Badali, 2007); however, this charge may exceed the preparation. Three central research questions and four sub-questions guided this case study. The questions focused on initial experiences of new substitute teachers in a Kindergarten through twelfth grade public school, the factors they believed influenced their confidence for instruction and perceived strengths and weaknesses of the required training in a large urban public school system. This case study explored perspectives of 32 new substitute teachers. An online survey, semi-structured interviews, and artifact reviews captured data. Online tools organized data for coding and analysis to discover themes and answer research questions. Findings indicated that the initial experiences substitute teachers had while working were varied, significant and often had a direct impact on their own performance and perceptions of school community members. Lesson plans, student activities and classroom management contributed to a new substitute teacher’s success in the classroom. Opportunities to interact with school community members strengthened a sense of belonging. These feelings were reflected in their own confidence as a substitute teacher. Additional factors impacting confidence included a personal knowledge of subject areas being taught, consistency with job assignments and building relationships with students in the classroom. The required training for the new substitute teachers highlighted more strengths than weaknesses along with a few recommendations for improvement. Implications from this study can uncover, design and implement a pipeline to full-time teaching - experience as a substitute teacher. There are no substitutes for an optimistic, well-prepared, engaged substitute teacher. By understanding the perceptions of new substitute teachers, a new direction improving the work of this instructional position as a valuable school community member is justified.
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Date Issued
2022
PURL
http://purl.flvc.org/fau/fd/FA00013905
Subject Headings
Substitute teachers, Teachers—Training of
Format
Document (PDF)
status of the substitute teacher delivery system in the sixty-seven Florida Public School Districts and the perceptions of administrators, teachers, and substitute teachers toward the substitute teacher delivery system in the Polk County, Florida, Public
Title
The status of the substitute teacher delivery system in the sixty-seven Florida Public School Districts and the perceptions of administrators, teachers, and substitute teachers toward the substitute teacher delivery system in the Polk County, Florida, Public School District.
Creator
Helmick, Robert William, Florida Atlantic University, Hunt, John J.
Abstract/Description
The primary purpose of this study was to find the status of the substitute teacher delivery system in the sixty-seven school districts in the State of Florida. The use of substitute teachers by Florida school districts has increased each year in alignment with the national trends found in the professional literature. Since July 1990, Florida law requires no academic preparation or teacher training before beginning work as a substitute teacher. The 67 Florida School Districts now issue...
Show moreThe primary purpose of this study was to find the status of the substitute teacher delivery system in the sixty-seven school districts in the State of Florida. The use of substitute teachers by Florida school districts has increased each year in alignment with the national trends found in the professional literature. Since July 1990, Florida law requires no academic preparation or teacher training before beginning work as a substitute teacher. The 67 Florida School Districts now issue substitute teacher certificates with the only Florida law requirement being fingerprints prior to employment. Substitute teacher delivery system identifies the preparation, selection, training, support, and evaluation of substitute teachers in a school district. Issues related to substitute teachers were substitute teacher pay, substitute teacher credentials, and substitute teacher training. The corollary purpose of this study was to compare the perceptions of selected administrators, teachers, and substitute teachers concerning the Polk County Schools substitute teacher delivery system, one of Florida's sixty-seven school districts. A review of the literature provides a national summary of teacher pay, substitute teacher role, substitute teacher status, and administrative procedures used to recruit, select, place, orient, and train substitute teachers. The analysis of data from the 1993-94 state survey provides the teachers per substitute teacher ratio, students per substitute teacher ratio, and state average of these values. In addition, the percentage of the total budgets used for substitute teacher pay is calculated. Daily pay rates and academic requirements for short-term and long-term substitute teachers were collected and state average values calculated. Seven research questions concerning the substitute teacher delivery system are answered. The district perception instrument was conducted in Polk County School District at 20 schools using a stratified random sample and analyzed with the chi-square analysis technique. Seven null hypotheses were rejected using the significance level of chi-square value indicating significant differences in perception in the survey participants; school-based administrators, teachers, and substitute teachers. The combination of the state survey results and district perception instrument can be used to assist a district in developing an action plan for improving a district's substitute teacher delivery system.
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Date Issued
1995
PURL
http://purl.flvc.org/fcla/dt/12400
Subject Headings
Substitute teachers--Florida--Evaluation, Substitute teachers--Rating of--Florida, Substitute teachers--Training of--Florida
Format
Document (PDF)