When announcements of the Substitute Teacher Training Course are made, I always get a few calls and emails with questions. I occasionally joke in classes that “It depends…” is rarely a wrong answer, so before I try to answer a few, I’ll make a general disclaimer: Individual school districts set policy and procedure–including the required qualifications for substitutes, amount of pay, etc. That said, here are some questions I hear often and general answers.
Am I required to take this course before I apply or substitute teach?
No!
What are the requirements for being hired as a substitute teacher?
It depends! In general, you’ll need a minimum of a high school education. You’ll also be required to be fingerprinted and pass a background check. The fingerprinting and background check is universal–districts may vary in terms of educational level and other requirements.
Does this course include help getting a job?
The course will briefly review the general process, including information regarding fingerprinting. We cannot, obviously, guarantee you’ll be hired.
Will this course qualify me to be an ed tech (also sometimes referred to as “para professional)?
Given the topics covered, this course will likely be helpful to an ed tech, but is not an “approved course of study.” Unlike substitute teacher, there are very specific state requirements. For more specific information, see the Department of Education’s website.
What topics does the course include?
A lot! Some of the topic headings are: Expectations of stakeholders, a “typical” day, classroom management techniques, teaching strategies, legal aspects, and special education. Of necessity, some topics are handled as an overview.
How will I be paid as a sub?
This may vary by district, but in our area the most common schedule seems to be bi-weekly (every two weeks).
I’m already a working substitute–will this course be of any benefit to me?
Some districts offer a slightly higher pay rate for substitutes who’ve attended this training. That aside, subs who’ve taken the course have often found the course beneficial either because they’ve learned new techniques or because laws and rules have changed since they started.
What’s the easiest grade level to sub for?
Do you like chocolate or vanilla ice cream? Seriously, this is truly a matter of personal preference based somewhat on the age/grade the sub is most confident with.
If you have a question, please send it along… or better yet, bring it to class! I encourage class participation and questions–and we try to have fun learning!
Part of my summer reading program will be reading about reading! This morning I found a great resource–37 Ways to Help Kids Learn to Love Reading | Edutopia. Some of these are really awesome. Admittedly, most are from and for classroom teachers, but many are adaptable for home use or at a public library. One that sounded like tons of fun is creating “voice cards.” A deck of cards is created identifying various voices (cowboy, teacher, etc.) The child draws a card and then reads aloud using that voice. I can hear the laughter, pardner!
“Mr. Boomsma” is the subject of a special article in the October Issue of Maine Seniors Magazine. The article was originally going to focus on the Grange, but as her research developed, writer Donna Halvorsen found a slightly different focus. She writes, “Each Grange can choose its own projects, reflecting local needs and interests. That’s how the Valley Grange, whose area stretches from Monson to Milo, came to focus so strongly on children. And how Boomsma—who talks with his hands and quotes Socrates—built a life around it.”
I knew I quoted Socrates, but didn’t realize I talk with my hands. Although it makes sense because I happen to believe that a teacher can and should be his own greatest visual aid. I like to draw, too! (I didn’t say I was good at it… in fact I’ve been working on forming my letters correctly so I don’t embarrass myself in Kindergarten.)
One interesting side bar story… when the article was going through it’s final edits, Donna requested some pictures of me “working with kids.” Since I’m usually the photographer at school, I didn’t find very many so we decided to have a photo shoot. But who to invite?
I remembered how several years ago Kendall Kimball (then a second grader) announced to me she is going to be a “pop star” when she grows up. She also provided a detailed explanation of the difference between a “pop star” and a “rock star” and her determination has not waned. Needing a young model, it occurred to me that we might launch her career and establish her identity as a media darling. When you see the photo of us on page 35, I think you’ll agree–the camera loves her.
As for me… well, when the magazine hit Park Danforth–an assisted living center in Portland–my Aunt called to inform me that some of her girlfriends think I’m a real “hunk.” So I guess I’m popular with the eight year olds and the eighty-somethings.
Maine Seniors is a high quality magazine published right here in Maine and distributed throughout the state featuring “community icons” and “prime movers”— seniors who are making a difference in their communities and state. The article features some of Valley Grange’s initiatives such as Words for Thirds, Bookworming, and the GrowME project while telling some of my favorite stories about working with kids. But it also makes clear the fact that Mr. Boomsma believes it’s not about programs. The programs I like “are really just an excuse to do the real work.”
I would quickly add that it’s hard to think of something that’s this much fun as work. If you haven’t guessed what “the work” is, read the article.
A complete digital copy is available on . (Thanks to the publisher for generous reprint rights.) The entire issue will be accessible at http://meseniors.com before the month of October is over.