This one-page document illustrates the possibilities and benefits of having residents take on substitute teaching roles in a district. Dollars previously allocated to substitute teaching can be redirected toward candidate stipends while substitute teaching needs are largely met by the cohort of residents.https://educate.bankstreet.edu/faculty-staff/1028/thumbnail.jp

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supported substitute teachingintegrationof instructional staff nationwide are substitute teachers.7% What if districts reallocated the dollars they spend on substitutes to support resident stipends?Daysof each student’s school year are spent being taught by substitute teachers.S M T W T F SX XXX XFive full-time residents who each sub for one day a week make up the equivalent of one FTE substitute teacher.Savings from having residents substitute teachone day a week depend on pay in the district, but can range from$12,000    $26,000toper five residents in a school/districtA cohort of residents can cover a significant number of substitute needs over the course of the school year. Those savings can be invested in the residency program to support high-quality learning for students and aspiring teachers. This model can work for undergraduate and graduate students, depending on state and local requirements for substitute teaching. To ensure that residents are fully supported in their roles as substitute teachers, programs can design supportive coursework and coaching around the subbing model.During the year before their full-time, co-teaching residency, candidates sub twice a week and take aligned coursework. Classes focus on classroom management, relationship building, and other topics that support candidates while substitute teaching. Field experience instructors observe candidates in the classroom to strengthen the connection between theory and practice.For example:Once candidates start their full-time residency experience, they switch to subbing one day a week. Classes are held after school and continue to support residents’ substitute teaching and co-teaching roles. Residents are paid a stipend, funded in part from the district or school savings on substitute teachers.12Bank Street College | Sustainable Funding ProjectPrepared To Teach | Bank Street CollegeReallocating Resources toSustainably fund a residency$400,000on substituteteachersAn average-size district of about 190 teachers spends approximately...$2,250,000on professionaldevelopment$660,000on assistantteachers$220,000on afterschoolabout 7% ofthe nationalteaching forcebetween $6k-$18k per teacherper yearabout 11% ofthe nationalteaching forceabout $600per teacherper weektotals $393,000 that could be used to  fund 26 residents at $15,000 each.Reallocating small portions in each of the above areas can contribute to a funding pool for a residency. In an average-sized district of 190 teachers20% of the substitute teacher budget [$80,000]10% of the professional development budget [$225,000]10% of the assistant teacher budget [$66,000]10% of the after school budget [$22,000]School districts can adjust existing funding streams to support teacher candidates during their residency year. In partnership with a local preparation program, districts can structure programs to include subbing days for residents, afterschool classes taught by aspiring teachers, and opportunities for professional development and co-teaching that benefit both candidates and mentor teachers. When a residency program is sustainably funded, district, school, and preparation program leadership see produtive collaboration between and within institutions. A very small percentage of instructional budgets that are not tied to classroom teacher salaries could result in significant dollars to support residents in well-designed partnership programs.Bank Street College | Sustainable Funding ProjectPrepared To Teach | Bank Street College

Integrating Residencies into Substitute Teaching

https://educate.bankstreet.edu/cgi/viewcontent.cgi?article=1028&amp;context=faculty-staff

Integrating Residencies into Substitute Teaching

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