How Paraprofessionals and Substitute Teachers Shape Our Schools
Support roles in education offer more than just support—they are a lifeline for schools, administrators, teachers and students. Studies have shown having a paraprofessional in the classroom can reduce teacher turnover and improve student outcomes. Likewise, substitute teachers are integral to promoting and maintaining student success.
According to the U.S. Bureau of Labor Statistics, “Unfilled teacher absences can cripple student achievement. Schools struggle to fill these teacher absences by moving students to other classes, pulling in other school personnel to cover for the absent teacher, or moving students to the gym, cafeteria, or library, with little to no supervision.”
There are nearly two million substitute teachers and paraprofessionals in the United States, an entire ecosystem of support and talent. These roles are growing, too. A recent study found paraprofessional growth outpaced teacher growth by approximately 21 percent.
“Compared to a national teacher increase of 2.6 teachers per 1,000 students (an increase of about 4%), growth rates of paraprofessionals and school counselors outpaced teachers with an increase of 3.6 paraprofessionals and 0.5 school counselors per 1,000 students, an increase of approximately 25% for both groups,” the study says. “All groups experienced the steepest growth over the latter five years (2018–22), perhaps due to the influx of pandemic recovery funding.
What does a paraprofessional look like?
The average paraprofessional is educated and experienced. The average National Education Association paraprofessional has been in the field for 12 years and 75 percent of paraeducators have at least an associate degree, while 36 percent have at least a bachelor’s degree.
Most paraprofessionals work full-time (86 percent) with special education students (87 percent) and nearly all (92 percent) identify as female. Studies back up the importance of these individuals in the classroom, as students who have access to a paraprofessional have better education outcomes.
For example, a 2010 study analyzed the performances of 63 kindergarten-aged children from the lowest percentile. Focusing on basic literacy skills performance, these students improved when they had supplemental instruction from a paraeducator.
“Results reveal that children who received engaging and explicit supplemental instruction from a paraeducator performed significantly better on rhyming, alliteration, letter knowledge, letter-sound association, spelling, and blending tasks than children who received one-on-one instruction through a tutoring program.”
A similar study examined paraprofessional impact and found larger positive effects on achievement outcomes for students of color and students in high-poverty schools, further proving the positive impact paraprofessionals bring to schools.
What are a paraprofessional’s responsibilities?
Classroom size varies from school to school and even state to state. While New Jersey’s class size average ranges from 16.9 to 20, states like California average 19.5 to 27.5 students per teacher. Regardless of class size, teachers are outnumbered by students and having a second professional could drastically transform a student’s learning experience.
Anyone who works in education knows not all students are on the same learning levels. These students may need supplemental support with learning, which is where paraprofessionals come in.
Students, particularly those in special education, receive a second adult to assist them with the day’s responsibilities. A paraprofessional can respond if a student has a question while their primary teacher is busy. Additionally, paraprofessionals are a second authority figure that can help enforce classroom safety and behavior expectations.
Paraprofessionals often go above and beyond their job descriptions, though. In an NEA survey, 64 percent of paraprofessionals were asked to perform jobs outside their original description.
What does a substitute teacher look like?
Substitute teachers support educators who are sick, on vacation, at professional development events or on leave, offering flexibility for full-time teachers.
Like paraprofessionals, substitute teachers are dedicated individuals. According to a survey of nearly 10,000 substitute teachers, 91 percent intend to stay in K-12 education, whether pursuing a new role or staying a substitute.
“Specifically, between 2022 and 2024, we see an upward trend of guest teachers interested in maintaining their status as substitute staff after the summer holiday break ends,” the survey reads.
Responses also showed interest in going from substitute teacher to full-time certified teacher. Of those surveyed, 34 percent plan to pursue a teaching credential and become a full-time educator.
What are a substitute teacher’s responsibilities?
A substitute teacher must be adaptable, as their schedule can change from day to day or week to week, depending on their assignments. Substitute teachers are responsible for an educator’s classes while they are out, keeping the classroom safe and student learning on track.
Substitute teachers must be quick to pivot when necessary. Many teachers have lessons prepared for their substitutes to follow, however, there are times when guest teachers must improvise and lean on their teaching experience. Like paraprofessionals, a substitute teacher’s key role is to enforce safety and manage behavior, followed by taking attendance, assigning work and keeping the classroom tidy.
Substitute teachers are so important that many districts, including New Jersey, face shortages. South Orange-Maplewood School District raised substitute teacher pay by 60 percent, from $110 to $175 daily, with other districts following suit.
Supporting certification for paraprofessionals and substitute teachers
School support roles like paraprofessionals and substitute teachers represent a community of intelligent and motivated individuals, however, only 20 percent of paraprofessionals say they are very satisfied with the professional development opportunities available.
Knowing that paraprofessionals are looking for new challenges and substitute teachers are planning to stay in K-12 education, removing barriers to becoming certified full-time teachers benefits school districts.
One program removing those barriers is ParaPreppEd. Supported by the New Jersey Teacher Apprenticeship Program grant, ParaPreppEd helps districts support college-degree-holding paraprofessionals and substitutes in becoming full-time licensed K-12 teachers.
The program aims to:
- Increase the number of Registered Teacher Apprenticeships in the state;
- Expand the teacher pipeline, leveraging the existing district talent;
- Address barriers for aspiring teachers through targeted support like Praxis prep; and
- Conduct and disseminate ongoing research on the implementation and impact of the initiative.
If you’re considering following your dream of teaching, Rutgers Alternate Route can offer you the support and training you need to succeed. Be sure to follow Rutgers Alternate Route on Twitter and sign up for Alternate Route’s monthly newsletter for more information and stories from the field of education.
Heather Ngoma has over 25 years of experience collaborating with educators across New Jersey to drive education innovation. She currently serves as the Director of the Rutgers-GSE Alternate Route Program in the Department of Learning and Teaching, a program which helps career changers, recent college graduates, and other aspiring education professionals become licensed teachers in New Jersey. Follow her on Twitter @heatherngoma.
