K12LEADERS

Category: Certificate Pathways

  • 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

  • Quality Training for Substitute Teachers: How Addressing Quality Can Enhance Staffing Pools

    Quality Training for Substitute Teachers: How Addressing Quality Can Enhance Staffing Pools

    The role of substitute teachers has grown increasingly significant as schools work to provide quality instruction with the growing frequency of teacher absences. Substitute teachers were once viewed as occasional stand-ins, but today, they are essential for educational continuity. Schools face a dual challenge: ensuring there are enough substitutes available, while ensuring students still receive quality instruction during these periods. Interestingly, there may be ways that the push for quality actually increases the staffing pool.

    As a point of reference, before the Pandemic, students spent around 10% of instructional time with substitutes—a figure that has since doubled to nearly 20% as districts grapple with persistent teacher shortages The Journalist’s Resource.

    This shift raises a vital question: Are today’s substitute teachers adequately prepared to meet classroom demands?

    School districts face ongoing challenges in filling substitute positions. By late 2023, 77% of district leaders reported “considerable” difficulty in finding substitutes, and over 93% experienced at least some staffing shortage National Center for Education Statistics.

    Many districts have implemented temporary solutions, such as increasing pay, lowering qualification requirements, and recruiting college students and parents K-12 Dive. While these measures help keep classrooms staffed, they often do little to ensure students receive quality instruction while their regular teacher is out.

    A well-prepared substitute teacher plays a critical role in maintaining a stable and engaging learning environment. It’s no surprise that poorly managed classrooms often lead to disengaged students, behavioral issues, and lost instructional time. In contrast, capable substitutes uphold lesson continuity, engage students, and foster a positive classroom atmosphere The Thomas B. Fordham Institute.

    Unfortunately, substitutes generally lack access to professional development opportunities available to full-time educators, which impacts their effectiveness. While 80% of large districts have raised substitute pay since early 2022, many districts are now recognizing that structured training and certification are essential to improving substitute teaching quality Red Rover.

    One effective approach to improving substitute teaching quality is certification. Programs like the The Fundamentals of Substitute Teaching K-12—a certification course offered by TransendED Learning through K12Leaders—equip substitutes with essential skills and strategies for effective classroom management and engagement. Key training areas include:

    • Classroom management techniques
    • Student engagement strategies
    • Adapting to diverse educational environments

    “In my years working across various districts, the need for skilled and dependable substitute teachers has been a constant challenge. I’ve seen first-hand how the lack of training and preparedness can impact not just the classroom environment, but student learning as a whole.” say’s Dr. Dawson. “This online pathway for subs introduces  essential classroom management skills, engagement strategies, and a clear framework to succeed from day one. This program should both  address the staffing gap and raise the bar for what we expect from our subs.”

    This certification provides substitutes with comprehensive preparation, building both their skills and confidence, and also coaches them through creating a “survival kit” of resources to help them be ready for any challenges they face in the classroom.

    Certification also helps address one of the core issues substitutes face: assignment inconsistency. Districts are more likely to rely on certified substitutes, knowing they meet quality standards required for successful classroom management and instruction. This consistency benefits both substitutes, who gain regular assignments, and students, who receive dependable, quality instruction K-12 Dive.

    Certification and training programs can increase a district’s substitute pool by empowering more individuals to consider these roles. Many potential substitutes may be intimidated  and hesitate due to a lack of confidence or preparation. With formal training, they gain the knowledge and skills necessary to succeed, making them more likely to enter the classroom as substitutes. Not only does this expand the substitute pool, but it also raises the quality of instruction, as certified substitutes are better equipped to manage classrooms effectively Red Rover.

    Investing in substitute teacher certification isn’t merely a temporary fix for staffing shortages; it’s a sustainable strategy for enhancing instructional quality. Certified substitutes do more than just fill a gap. They engage students, follow lesson plans closely, and contribute to a positive learning environment. Districts that prioritize certification set a high standard for substitute teaching, recognizing the long-term value of well-prepared substitutes.

    With federal pandemic relief funds winding down, districts increasingly need sustainable solutions for staffing challenges. Certification provides one such solution, transforming substitutes from temporary classroom managers to skilled educators ready to teach whenever needed National Center for Education Statistics.

    By reflecting on these questions, district leaders can make informed decisions to enhance substitute teaching programs. Programs like the “Professional Pathway” offer a structured way to improve substitute quality and positively impact student outcomes K-12 Dive.

    The demand for substitute teachers remains steady, and the need for quality instruction—whether from a permanent teacher or a substitute—remains essential. Investing in certification helps ensure that every classroom has a teacher prepared to lead.

    Districts prioritizing higher standards  for substitute teaching should consider easy access certification programs like Dawson’s The Fundamentals of Substitute Teaching K-12  to support both their educators and students. Quality substitutes make a lasting, positive impact, contributing to the stability and effectiveness of our educational systems.

    Essential Questions for School Leaders

    To assess their substitute staffing and training needs, district leaders can consider the following questions:

    • What percentage of instructional time in our district is led by substitute teachers?
    • How does the quality of substitute-led instruction compare to that of permanent staff?
    • What training and development opportunities are available to substitutes?
    • Are substitutes included in our professional development programs, and if not, why?
    • What steps ensure that substitutes have the necessary classroom management skills?
    • How can we support substitutes in becoming consistent and reliable members of our educational team?
    • What long-term benefits could substitute certification bring to our district?
  • 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.

  • Best Practices in K12 Device Deployment Community of Practice Registration – Free Certificate Pathway

    Best Practices in K12 Device Deployment Community of Practice Registration – Free Certificate Pathway

    Our learners are changing in conjunction with their ever-changing environment. Hence, the role of the educator must be as fluid to meet the needs of their learners. 

    The shift in education we’ve seen over the last years to incorporate devices of some sort in almost every classroom has created both opportunities as well as challenges. Equitable and easy access to digital devices, internet, and trained educators is more important than ever. Systems of support are essential for all learning environments to ensure the optimal conditions for each learner. Join us in this community of practice to share best practices with each other!

    This community also includes a free certificate-bearing Professional Pathway that includes tons of free resources for taking your device management strategy to the next level!

    And ne thing we know for certain –  we  can  emPower all learners together !

  • TLA Data Advocacy Community of Practice Registration

    TLA Data Advocacy Community of Practice Registration

    This free 2 hour certificate pathway maps to:

    • Professional Standards for Educational Leaders (STANDARD 3: EQUITY AND CULTURAL RESPONSIVENESS STANDARD 4: CURRICULUM, INSTRUCTION, AND ASSESSMENT and 5: STANDARD 5: COMMUNITY OF CARE AND SUPPORT FOR STUDENTS)
    • California Professional Standards for Education Leaders (CPSEL) (DEVELOPMENT AND IMPLEMENTATION OF A SHARED VISION ETHICS, AND INTEGRITY FAMILY AND COMMUNITY ENGAGEMENT

    The TLA Data Advocacy Pathway is a community of practice built around the robust resources The Learning Accelerator has gathered to help educators support their students’ needs through the stories that data can tell. Hosted on K12Leaders, this is a free resource within a community of practice where stakeholders can find peers to discuss best practices, real-life scenarios, and new ideas around serving their students.

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  • Setser Group Community of Practice: AI in the Workplace Registration

    Setser Group Community of Practice: AI in the Workplace Registration

    This free 1 hour certificate pathway maps to professional development standards: Professional Standards for Educational Leaders ( STANDARD 9: OPERATIONS AND MANAGEMENT STANDARD 10: SCHOOL IMPROVEMENT )

    Join our community of practice on K12Leaders!

    AI in the Workplace: Real World Applications and Frameworks for Success

    This pathway is designed for a diverse array of professionals to explore AI’s potential to enhance human capabilities, ethics, and creativity. This combination course and community coaches members to use AI responsibly and innovatively, ensuring that it amplifies human potential.

    The Setser Group AI in the Workplace Pathway is a community of practice built around the deep work Bryan Setser and his team has done exploring the opportunties and risks of AI brings to an organization. Hosted on K12Leaders, this is a free resource within a community of practice where stakeholders can find peers to discuss best practices, real-life scenarios, and new ways to explore the role of AI in the workplace.

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