Last year my daughter had a substitute teacher in science class for almost 4 months. The original teacher became ill and the school decided to replace her with the gym teacher. He knew nothing about science. The same teacher became the Spanish sub when that teacher left the school during the third quarter.
My daughter shared with me that the class did nothing. They worked on water levels of the ocean for an entire month. I spoke with the school principal who assured me that the sub was being coached on a regular basis by the lead science teacher. Yeah, once a week the teacher met with the sub to give him lesson to teach.
I can go on and on about my child but the reason I wrote this blog is in response to DPSCD having a host of permanent subs teaching classrooms. Now, let’s be clear: I am not dissing DPSCD for doing what they need to do to have teachers. I am curious as to how long they plan to have them teach and if new teachers are replacing them as more are hired.
How are they keeping track of students work? Are they just babysitting or educating?
Even though they are subs, do they have some education credits in the subjects they are teaching? Will the subs stay with DPSCD once they get their certification? How does this all affect the STUDENTS? Yeah, that was me hollering!
Last year my daughter fell behind miserably in both of those classes and she actually went to a high-performing charter school in the city. This is an epidemic!
I have a suggestion!
As part of my job with Excellent Schools Detroit, I recruited potential early childhood educators for the TEACH Scholarship.
The Scholarship allowed anyone who worked for a program to go to school for a fraction of what it would usually cost. No financial aid needed, just approval from your administration at the programs to cover 10% of the cost and allow participants the flexibility needed to complete a CDA, or Child Development Associates.
The programs and scholarship recipients signed basic agreements which worked in favor for both parties. The major give-back to the programs that agreed to sponsor and staff member was a promise to provide positions once they obtained their CDA. The newly-certified educator could not just walk away from the program. The program did, however, agree to an increase in pay for the educator.
This was a minimal give-back, considering the fact that the school now would have a highly-qualified educator willing to work with the program that gave them leniency to achieve their goals.
Sounds like a win-win to me.
DPSCD, wny don’t you have a conversation with someone or find money to support these substitute teachers to get certified and reward the students with teachers who will stay? Where there is a will there is a way! All of our children, including my daughter, deserve a teacher knowledgeable in the subject matter to stick around!