Teacher Appreciation Week Includes Substitute Teachers and Paraprofessionals

Every May, Teacher Appreciation Week is celebrated across the United States. The observance, typically falling during the month’s first week, offers various perks—from in-school activities and honors to discounts specifically for teachers.

However, not all schools celebrate substitute teachers and paraprofessionals during Teacher Appreciation Week. Many support staff have sought online forums to discuss their grievances with peers.

Observances exist, but are not as celebrated as Teacher Appreciation Week. SubWeek, hosted by STEDI, a substitute teacher training company, is overshadowed by Teacher Appreciation Week and paraprofessionals receive a day in April.

There are nearly two million substitute teachers and paraprofessionals in the United States, and these roles are growing. A recent study found paraprofessional growth outpaced teacher growth by approximately 21 percent.

This Teacher’s Appreciation Week, incorporate paraprofessionals and substitute teachers into planning. There are a few reasons why these important individuals deserve acknowledgment. 

Why paraprofessionals deserve to be acknowledged

Paraprofessionals provide specialized assistance to teachers and students, ranging from coaching students with their assignments to enforcing classroom rules.  A paraprofessional could be assigned to one student or a small group. In either scenario, their individualized instruction helps close learning gaps.

While paraprofessionals do not need a teacher’s certification to perform their duties, many responsibilities mirror a classroom teacher, including:

• Helping students connect with each subject
• Assisting with classroom management
• Providing coaching and mentorship
• Answering student questions

Paraprofessionals often enter their jobs well educated, with 75% holding at least an associate's degree and 36% holding at least a bachelor’s degree. They are also becoming more diverse, as people of color represent 20% of paraprofessionals, compared to 10% of special educators. In fact, nearly all (92%) paraprofessionals support special education students, helping them reach better education outcomes through one-on-one support.

There is strong evidence for a paraprofessional’s impact as well. A 2010 study analyzed the performance of 63 kindergarten-aged children from the lowest percentile and found that the students improved when they had supplemental instruction from a paraeducator. A similar study found positive effects on achievement outcomes for students of color and students in high-poverty schools.

Why substitute teachers deserve to be acknowledged

Substitute teachers allow full-time educators to tend to their personal needs, take vacations and attend professional development opportunities. They help keep schools running and students on track with their learning goals.

This role is unique because it offers some of teaching’s benefits with more flexibility. Substitute teachers pick the subjects they cover and the buildings they prefer to work in. Additionally, there is no full-time obligation.

Substitute teaching requirements vary by state. New Jersey requires potential substitutes to apply for a credential, which includes obtaining a sponsor via a school district or organization, a $125 application fee, a criminal history record check, and 30 semester-hour credits at an accredited college or university.

Once in the classroom, substitute teachers carry out the day as a teacher would, including:

• Taking attendance
• Handing out assignments
• Communicating expectations
• Answering student questions
• Helping students with their work
• Managing hall and bathroom passes
• Appropriately responding to student behaviors

Many substitute teachers are invested in their work as well. 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.

A program that puts paraprofessionals and substitute teachers first

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.

ParaPreppED is driven by the expressed interests of district leaders who wish to identify overlooked or hidden teaching talent among eligible paraprofessionals and substitutes the district can support to fill teaching vacancies, including those in Special Education, Science and Math, and English as a Second Language or Bilingual Education.

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.