Forgotten people, A: supervising and evaluating substitute teachers

The number of days that substitute teachers are used to cover classes is on the rise, and recent research indicates that student achievement is negatively affected when the classroom teacher is away. The purpose of this mixed methods study was to collect data that would identify the key components in an effective substitute teacher supervision and evaluation model for Manitoba school divisions. In order to address the purpose, three objectives were identified, (1) determine the need for a model of supervision and evaluation for substitute teachers, (2) identify the role each of the various groups should play in such a model, and (3) identify the key components of a substitute teacher supervision and evaluation model. Four elementary school principals, four classroom teachers and three substitute teachers in two school divisions in southern Manitoba, were given a questionnaire followed by an interview. Findings indicate that participants felt there was a need for an effective substitute teacher supervision and evaluation model, but were tentative about adopting a formal evaluation process. In general, these individuals felt that a supervision and evaluation model should focus on improving preparations for substitute teachers before they enter the building, providing specific, descriptive feedback to substitutes, and generally improving communication at all levels.