Subbing: A Vehicle For Developing Pathways Into Full-Time Teaching

Countless substitute teachers and career changers have benefitted from the Alternative Teaching Licensure process, kickstarting careers in education and becoming NJ certified teachers.

Leah Iannacone, an alumna of Rutgers University’s undergraduate degree program, began substitute teaching before joining the Rutgers Alternate Route program, with the intention of gaining classroom experience and professional connections. Having finished the initial steps of the certification process, Leah recently began her hunt for a full time teaching position.

In an effort to understand the challenges and advantages experienced by substitute teachers seeking full-time employment in NJ school districts, we interviewed Leah on her experiences thus far.

What motivated you to switch from substitute to full time teaching?

“I decided to transition into an education career first, and then chose substitute teaching as a way to get experience and make connections, both of which I did not have. Subbing seemed like the closest thing I could get to a paid internship."

How has substitute teaching supported your full-time teaching aspirations?

“As a sub, there aren’t really a lot of expectations placed upon you. You can either guide the class or babysit the class. I’ve decided to take my substitute teaching jobs and translate them into as much classroom teaching experience as I can. That’s really how you get noticed.

Substitute teaching has supported my full-time teaching goals in a couple of ways. The first is by allowing me to gain real-time classroom experience, which I think is absolutely essential. Over time, I’ve developed a better understanding of classroom dynamics as well as administrative bureaucracy. I have a strong grasp of less commonly thought of aspects of the job, like engaging with faculty and administrators in meetings.

The second is that it nudged me to really put myself out there and network with other educators. When I first announced that I wanted to go into teaching, everyone told me that I needed to know somebody in a district to get a job with them. So far, I‘ve found that if you show up and work really hard, you’d be surprised by who’s watching and taking note of your interest.”

How did your subbing experience figure into your job search for a full-time teaching position?

“I recently had two interviews for full time teaching jobs in the district that I substitute in. Because I’m already working in the district, it’s easy for me to express interest when jobs open up.

Last week, for instance, during my lunch break I found the head of the department I was interested in working with and introduced myself. I was able to have an informal sit down with her, then and there. She requested a formal interview with me the next day. Having that type of facetime is near impossible unless you’re already in a district."

Why did you choose Rutgers’ alternate route program?

“Rutgers University is my alma mater - it’s where I got my bachelor’s degree. And you just can’t beat the reputation that Rutgers has.”

Are there any skills or resources you’ve gained from the program that have been immediately useful/helpful to you?

“Coming into the program as a substitute teacher, the content has offered me a lot of clarity so far. It’s given me a lot of direction when it comes to classroom management and opened my eyes to resources such as Edutopia, which I didn’t know about prior to.

I’ve really enjoyed the discussions as well. We’re able to discuss as a class the merits of a topic. I really find this to be a very productive exercise. Overall, the content materials and digital resources coupled with our online discussions have been very useful for me."

Has anything about your teaching changed since starting the AR course?

“Absolutely! I find that I’m more focused on and familiar with the NJ teaching standard requirements. I refer back to it whenever I’m subbing for a class that’s within my content focus area.”

Do you have any classroom success / memorable teaching moments that you’d like to share?

“As a substitute teacher, I’ve had two long term substitute (LTS)assignments and on top of that I teach supplemental reading and writing classes. I once was filling in for an English teacher and the assignment was for the class to continue planning out and drafting an essay that they were just starting. Writing essays is important as part of the core standards, but it’s something that a lot of students find to be a bit daunting.

I offered to the class to have a one-to-one discussion with anyone who wanted to talk through their essay and how they’re planning it. I had a couple of students take me up on my offer. A couple of weeks later when it was about the time that their class’ essay was due I had a student approach me saying our time together really helped make her writing process a lot easier.

I’m really grateful for that opportunity and all the other teaching moments I’ve been able to experience as a sub. I now know what it will feel like to connect with students. I can’t imagine how difficult it would be transitioning from another job into education without day subbing first. How do you even know you want to do it? While it may be an aspiration, how are you sure that it’s an environment you want to be professionally involved in unless you’re in it?

My experience as a substitute teacher and candidate of Rutgers Alternate Route has made me more confident than ever that my calling is in teaching.”

What questions do you have for alternate route candidates with substitute teaching experience? Share them in the comments!