K12LEADERS

Author: Dr. Kathleen A. Dawson

  • Teacher Absenteeism: Solution for a Persistent Challenge

    Teacher Absenteeism: Solution for a Persistent Challenge

    As a school and district leader, I’ve experienced teacher absenteeism’s strain on the system. While researching that recently, I thought I would share some details here. Ultimately, I decided to try to address this through a certification pathway on K12Leaders to help improve the management and impact of substitute teachers (you’ll see links below). Still, I thought it was also important to share some of the research.

    Teacher absenteeism remains a significant challenge for schools nationwide. On average, teachers miss about 11 days during an 186-day school year, accounting for approximately 6% of instructional time (Frontline Education, 2018). This was before the pandemic. Since the pandemic, schools reported in a National Center of Education Statistics survey that 72% of schools had a higher teacher absenteeism rate (Green & Butcher, 2023). While occasional absences are inevitable, high levels of absenteeism disrupt classroom learning and school culture, especially when qualified substitutes are unavailable. Addressing this issue requires reducing unnecessary absences and building a pool of well-prepared substitute teachers to maintain educational continuity.

    Patterns vary across different contexts. According to the U.S. Department of Education, a teacher absent 10 or more days in a school year is chronically absent. Based on Frontline Research & Learning Institute data, 39% of teachers fit this definition (Frontline Education, 2018). Absences often cluster around Mondays and Fridays, indicating that some are discretionary (Green & Butcher, 2023). Moreover, schools in low-income and minority communities experience higher absenteeism rates, reflecting additional stresses, limited resources, and challenging work environments (Clotfelter et al., 2009). Effective solutions must address these root causes to support teachers and reduce absenteeism.

    Several strategies have proven effective in reducing absenteeism. Investing in meaningful professional development can decrease burnout, a primary driver of absenteeism. For instance, implementing a flexible professional development program outside regular school hours has increased teacher satisfaction and reduced absences. Similarly, utilizing data-driven approaches by tracking teacher attendance trends allows for timely interventions that support teachers where needed most, resulting in decreased chronic absenteeism.

    A positive school climate also correlates with lower absenteeism rates. Schools prioritizing supportive environments through initiatives like peer mentoring and wellness programs foster healthier workplaces and happier staff. Schools with strong leadership and positive climates experience fewer teacher absences. These efforts contribute to a sense of community and support, significantly enhancing teachers’ daily experiences.

    Despite efforts to improve attendance, some absences are unavoidable, highlighting the importance of qualified substitute teachers. Research indicates that chronic teacher absenteeism can decrease student math achievement by 3.3% for every 10 additional days missed (Miller et al., 2008). The presence of well-trained substitutes can help mitigate these effects and ensure continuous student learning.

    Some districts are already addressing this challenge by investing in professional development for substitutes, covering classroom management, lesson adherence, and student engagement. These initiatives create a reliable pool of substitutes who maintain instructional standards during teacher absences. Similarly, certification programs like “The Fundamentals of Substitute Teaching K-12” equip substitutes with practical tools and strategies for classroom success, ensuring they contribute positively to the educational experience.

    Leadership also plays a crucial role in addressing absenteeism and supporting substitute quality. Some districts have revisited leave policies to balance accountability with support. By adjusting sick leave allowances and implementing documentation requirements, districts have reduced discretionary absences without penalizing legitimate leave. Other districts use incentive programs to reward good attendance, resulting in decreased absenteeism.

    Flexible scheduling also supports teachers’ well-being. Districts offering staggered start times or flexible professional development days can support teacher health while maintaining instructional time. Such policies acknowledge teachers’ unique challenges, creating a supportive environment that encourages regular attendance.

    Leadership can also implement policies to ensure proper funding is allocated to train effective substitutes to maintain quality instruction during teacher absences. Investing in substitute training programs ensures substitutes have the tools to manage classrooms, engage students, and follow lesson plans. Districts implementing these approaches yielded positive results, with substitutes contributing to improved student engagement and reduced classroom disruptions. Schools investing in substitute training reinforce educational stability, even when regular teachers are absent.

    For district leaders addressing teacher absenteeism and supporting quality substitute teaching, here are some essential questions for leadership to consider:

    • Can we find specific patterns among our absent teachers? Can we identify any root causes?
    • How do we suspect teacher absenteeism impacts student achievement? What feedback have we had from our staff?
    • What PD are we offering to support teacher well-being?
    • What data do we have to help detect and address absentee trends early?
    • How can leadership improve our school climate to foster a supportive work environment?
    • What training and certifications could enhance substitute effectiveness?
    • Are there changes to policies that might support teacher attendance?

    Addressing teacher absenteeism requires reducing avoidable absences and ensuring quality instruction during inevitable absences. Districts prioritizing professional development, adjusting policies to support teacher attendance, and investing in qualified substitutes uphold educational standards. Certification programs like “The Fundamentals of Substitute Teaching K-12” help schools ensure every substitute is prepared to lead the classroom effectively. By investing in substitute training, districts set a new standard for substitute teaching, contributing to long-term quality and continuity for students.

    References

    Barshay, J. (2020, October 5). We should be focusing on absenteeism among teachers, not just students. Brookings Institution. https://www.brookings.edu/articles/we-should-be-focusing-on-absenteeism-among-teachers-not-just-students/

    Clotfelter, C. T., Ladd, H. F., & Vigdor, J. L. (2009). Are teacher absences worth worrying about in the U.S.? Education Finance and Policy, 4(2), 115–149. https://doi.org/10.1162/edfp.2009.4.2.115

    Frontline Education. (2018). The big picture of teacher absenteeism. https://www.frontlineeducation.com/solutions/absence-time/resources/teacher-absenteeism-white-paper/

    Miller, R. T., Murnane, R. J., & Willett, J. B. (2008). Do teacher absences impact student achievement? Longitudinal evidence from one urban school district. Educational Evaluation and Policy Analysis, 30(2), 181–200. https://doi.org/10.3102/0162373708318019

    National Center for Education Statistics. (2022, July 6). Press release: 72% of U.S. public schools report an increase in teacher absences during the pandemic. NCES. https://nces.ed.gov/whatsnew/press_releases/07_06_2022.asp

    Red Rover. (2023). Teacher absenteeism trends and implications for student achievement. https://www.redroverk12.com/teacher-absenteeism

    Posted by: Dr. Kathleen A. Dawson

  • Why Certifying Substitute Teachers is Crucial for Every Classroom

    Why Certifying Substitute Teachers is Crucial for Every Classroom

    Imagine walking into a doctor’s office and discovering that your doctor for the day is a substitute—someone with no formal medical training or certification. You’d likely feel anxious and worried about their ability to meet your needs. You most likely would walk out and reschedule your appointment. This situation, though extreme, mirrors what happens in many classrooms when schools place uncertified, unprepared substitute teachers in charge. While substitute teachers may not need to perform surgeries, they do have a significant responsibility: guiding, supporting, and educating students when the regular teacher is absent. This is why certification and proper training for substitute teachers should be a priority for every educational institution.

    Substitute Teachers: More Than a Stopgap Solution

    Substitute teachers are more than just temporary placeholders. They are the linchpins that hold a classroom together during a regular teacher’s absence. A well-prepared substitute can maintain the continuity of learning, minimize disruptions, and ensure that students stay engaged and productive. However, without proper training, substitutes might struggle to manage the classroom effectively or adhere to school policies, potentially compromising students’ education and well-being.

    The skills and knowledge required to succeed in a classroom—understanding lesson plans, managing student behavior, and creating an inclusive environment—are not intuitive. These require training, which is where certification courses come in. Certification helps equip substitute teachers with the tools they need to thrive, ensuring they understand the role and responsibilities of a temporary educator.

    Understanding the Complexities of the Classroom

    Today’s classrooms are as diverse as ever. Substitute teachers might find themselves teaching students with special needs, English language learners, or high achievers who require advanced instruction all in one classroom. Navigating these needs without preparation is unfair to both the substitute and the students. Certification gives substitutes a solid foundation in supporting diverse learners and adapting to varied classroom needs.

    • Supporting Special Needs and Gifted and Talented Students: Certification programs teach substitutes how to prepare for and support students needing extra attention or having unique learning needs. This can make all the difference in maintaining continuity in their learning.
    • Cultural Responsiveness: Certified substitutes are better equipped to create an inclusive environment where students feel respected, seen, and heard, regardless of their background.
    • Managing Student Behavior: Classroom management is often cited as a significant challenge for substitutes. Certification offers practical strategies for maintaining order and engagement, turning potential chaos into a productive learning session.

    Navigating Legal and Ethical Standards

    A classroom is a complex space governed by various legal and ethical considerations, especially when working with special education students or adhering to district policies. Certified substitutes are trained in these areas, ensuring they understand the responsibilities that come with the role. This training helps them make informed, ethical decisions that align with district standards, reducing the risk of misunderstandings or legal issues.

    Certification ensures that substitutes are aware of the professional boundaries and conduct expected in a classroom. This safeguard for the school also provides peace of mind for parents, knowing their children are in capable hands.

    A Small Investment, A Significant Return

    The idea of requiring certification might seem like an additional expense or hoop to jump through, but it’s an investment with significant returns. A certified substitute is more likely to foster a positive classroom environment, reducing behavioral issues and improving student outcomes. This means fewer headaches for administrators, more productive classrooms, and, ultimately, a better experience for students.

    When substitutes are prepared, it shows in their ability to jump into any classroom and keep learning on track. Schools prioritizing certification essentially say, “We value every student’s learning experience, every day, no matter who is teaching.”

    Access Certification Resources Today

    For schools looking to elevate their substitute teacher program, consider providing access to a certification course and accompanying resources. Certification courses like “The Fundamentals of Substitute Teaching K-12” offer comprehensive training on effective classroom management, creating inclusive environments, and supporting diverse learners. With this training, substitutes can walk into any classroom with the confidence and skills they need to succeed.

    Don’t leave your classrooms to chance. Equip your substitutes with the tools they need to become valuable contributors to your school’s learning community. After all, if we wouldn’t settle for an uncertified doctor, why would we settle for an uncertified substitute teacher?

    Posted by: Dr. Kathleen A. Dawson

    This article was developed through a collaborative process where Dr. Kathleen A. Dawson provided the key insights and direction, while an AI assistant supported in refining the content and structure, ensuring the message was clear, persuasive, and accessible to a wide audience. Together, they crafted a compelling call to action on the importance of certifying substitute teachers.

  • More Than Just A Month: Teach Inclusive History All Year Long

    More Than Just A Month: Teach Inclusive History All Year Long

    Asian American and Pacific Islander Heritage Month in May is an important time to celebrate the rich cultures and invaluable contributions of Asian Americans and Pacific Islanders. However, inclusive representation in the curriculum should not be limited to just one dedicated month out of the year. It is crucial for students of all backgrounds to learn accurate and comprehensive histories and perspectives year-round.

    Traditionally, the narratives and experiences of minority groups have been marginalized or left out entirely from mainstream teachings of history and literature. This glaring omission does a disservice to students by denying them a full understanding of the diverse tapestry of the American story. An inclusive curriculum empowers students to see themselves reflected, builds cross-cultural understanding, and provides a more honest account of the past and present.

    Asian American and Pacific Islander Heritage Month offers an opportune model for how educators can weave diverse voices and stories into their teaching throughout the year across all subject areas.

    By making inclusive education a consistent practice throughout the year, students gain a more nuanced understanding of the diverse mosaic that comprises American society. Asian American and Pacific Islander Heritage Month celebrates important cultures and narratives, while also serving as a powerful reminder that this work should be continual, not confined to just one month out of the year. This holds true for all ethnic and diverse groups.

    Here are some ideas to bring more AAPI inclusive histories into K-12 classrooms:

    – Read children’s books featuring Asian American protagonists and folktales from Asian cultures

    – Teach students about the Chinese Exclusion Act and its impact

    – Discuss the Japanese American incarceration during WWII using age-appropriate resources

    – Analyze primary sources from Asian American activists and leaders

    – Invite Asian American community members to speak about their experiences

    – Research Asian American contributions to arts, literature, and music

    – Study the legacy and modern relevance of the Vietnam War from Southeast Asian perspectives

    – Examine the Asian American court cases and their influence on civil rights and dismantling segregation

    – Read works by contemporary Asian American authors

    – Analyze how media representation of Asian Americans has evolved over time

    Additional resources for all grades:

    PBS Learning Media

    Edsitement

    Posted by: Dr. Kathleen A. Dawson