“When we know WHY we do what we do, everything falls into place . . . Those in pursuit of WHY are inspired to do what is right.”

~Simon Sinek

Though Sinek’s observations about finding your why focused on leaders of everything from companies to school districts, this foundational guidepost still applies to each of us in education regardless of job title.

To inspire the next generation of substitute educators, and aid administrators in understanding what drives their engagement, Red Rover asked the over 115,000 guest teachers utilizing our solutions to share their “why” — why do they sub? What motivates them to come back, again and again, to each school they support?

Whether it’s a retired teacher finding new ways to stay connected with students or a recent transplant to the classroom from an entirely different career, these stories get to the heart of what motivates professionals to work in one of the toughest and most rewarding positions in K-12 education.

Stories From the Field:
Guest Teachers Share Why They Sub

Substitute teaching opportunities attract all kinds of individuals. But regardless of their origins, substitute staff share several themes in their reasons for selecting this role. Chief among them are:

• Building connections with the kids
• Greater flexibility to support personal goals and lives
• The opportunity to make a lasting impact in their communities

Here are just a few of the many inspiring stories we gathered, from new guest teachers to retired staff returning to the classroom.

New substitute teachers

These days, it’s not uncommon to find aspiring future educators filling teacher absences.

Khariana T. works as a long-term substitute teacher at the secondary level in St. Lucie, Florida. Khariana is an active student herself, pursuing a higher degree in education. She shared with Red Rover that she greatly values having flexibility and opportunities to sub for long-term jobs as she finishes her studies. 

Khariana proudly confesses that she has even recruited three of her friends to become long-term substitutes in her district: “It has been such an awesome experience, and I would recommend it to anyone who is interested [in education].”

Retired teachers returning to the classroom 

At the other end of the teaching spectrum, you’ll also find plenty of former teachers stepping back into familiar grounds in a new capacity.

In central Georgia, long-time substitute teacher Lynn T. cites returning to her students as a key reason behind her decision to return to the classroom: “It keeps me so close to the students I have worked with before [as a paraprofessional] . . . it is so wonderful to see them grow and see their academics mature at each stage of their growth.” 

Marian C. in West Michigan agrees wholeheartedly. “It’s awesome to substitute teach and so needed,” she shares with Red Rover. 

As the self-described “grandma” of her school, Marian loves being back with her former students and seeing them in a new light by “giving advice and just being there for them.” 

Upon reflection, Marian offers advice to guest staff: “Any teacher, paraprofessional, and substitute can [make a positive] change, one student at a time.”

Career converts to K-12 education

Though less common, you may also discover that a substitute teacher in your school had a completely different career before setting foot inside the classroom.

Robin P., for example, left a corporate marketing role to try her hand at substitute teaching. She originally sought more flexibility to spend time with her family. Over a decade later, she still teaches as guest staff in her local district and holds no regret over her career switch. 

“I’ve been able to connect with students across multiple grades,” Robin reflects.  She also points out that this is an opportunity unique to guest staff compared to full-time teachers, who may teach on only one or two grade levels. 

Robin cherishes developing long-term relationships with students throughout their years in school, from connecting with a teen about the latest role they landed in the school musical to watching a first grader — who fondly called her “Ms. Peppermint” — graduate from high school.

Long-term substitute teachers

As they navigate teacher shortages across their campuses, districts are increasingly turning to long-term substitutes for support in filling longer absences or vacancies. For many guest staff, this is a major perk of the job.

Bernardo B. has subbed for more than five years. Similar to Robin and Kharianas’ motivators, he sought flexibility in his work schedule because he wanted to be more present and available to support his young daughter’s activities and rapid growth. 

But his favorite part about guest teaching? Supporting the community through lasting relationships and long-term substitute opportunities. “Helping the kids out has been amazing,” he exclaims, “and I would definitely recommend subbing!”

5 Tips For A Great Sub Experience

Each substitute carries personal motivators for their work, but what makes for a great guest teacher experience on the job? 

Red Rover’s substitutes offer five tips to all guest staff — and, really, all educators — for cultivating positive teaching experiences that benefit their growth as substitutes and the lives of the students they serve.

1. Go beyond your job title

Time and time again, Red Rover heard from guest staff that the title “substitute” isn’t the limit of one’s impact on a school community. Guest teacher Laurie A. puts it best: “Every day is an opportunity to share your [many] skills, like problem-solving and relationship building.” She encourages substitutes to “unstick” themselves from the job title; anyone, including guest staff, can help students feel important and loved. 

2. Set expectations and boundaries from the start

Another common theme across substitute advice is to set clear boundaries. Nyasia S. offers a few ways to make such expectations crystal clear: “Let the students know who you are, what their tasks are for the day . . . and how to refer to you as Ms. or Mr. such-and-such. Let them know that you are there for the students from the start.” 

Why are boundaries so critical? Nyasia explains that without boundaries, students don’t have any guidance on how to experience a new teacher — so give them that guidance right away!

3. Get to know your students first

LaLloyd E. echoes Nyasia’s assertion about boundaries and expands on strategies for how to hold them: “Get to know the kids and the classroom first — it goes much smoother.” 

He shares a teaching experience that demonstrates the value of this step: a student in a classroom he was supporting was struggling to focus on an assignment. “I sat down and talked with him just about life and all,” LaLloyd explains. In the end, this connection with LaLloyd helped the student regain his momentum and finish the project on time (and well). 

Chad M., an elementary school substitute, highlights the two-way value of getting to know his students during his assignments: “I cherish relationships I build with these kids because I am a familiar face to them.” He encourages guest teachers to develop early rapport with students. In the end, it pays off for both sides. 

4. Build mutual respect and compassion

At the secondary level, substitute teaching may feel like another challenge altogether. After all, preteens and teens are developing their independence and navigating new social experiences like peer pressure and more complex friendship circles. They may also struggle to feel seen and supported, with one in five high school students sharing that adults do not care about their well-being and success. 

But Krystal Q., a long-term substitute in high schools, celebrates the opportunity to change this experience as part of her job. She describes her best days as when she reaches new ground with students: “Building trust makes classroom management so much easier . . . it always makes my day when I get to connect with a student . . . about personal life, or showing off projects they’re working on.” 

Guest teacher Julie F. also has personal experience with the power of these trusting and respectful relationships. She recalls when she spotted a tearful student in the classroom for which she was substituting. Pulling them aside, Julie asked what support could look like for this student. They went on a short stroll through the campus during a break, which greatly impacted the student’s mood and lifted her spirits. “They need us in their corner, hearing them out, and showing that we support them,” Julie highlights. 

Respect given begets respect in return. Hayley G., another substitute teacher, points out that “when you build new relationships with students, you’ll find them waving and smiling at you the next time you step into the building.” She recommends that guest teachers enter any classroom ready to show the kids compassion and care: “If you do that for them, they will do that for you, and it makes this job so much more rewarding.” 

5. Make it fun!

Last, but not at all least, substitutes repeatedly share how much fun the role can be. Though there are certainly tough days, nearly every guest teacher who responded to Red Rover emphasized that those great days are well worth it. 

Marian C. shares one last tip to summarize: “Have fun — by making it fun! And the kids will do the same in kind.”

Red Rover Enhances Your Guest Teachers’ Experiences and Impact

Red Rover thanks the many substitute teachers who shared their thoughtful reflections and personal insights from their work in classrooms across the country. These stories, “their whys,” and tips for success are just a few of the many motivators that drive our passion and our work.

It’s our mission to build the modern employee management software — for educators, by educators — that delights and empowers the people who bring your district’s vision to life: your teachers, administrators, and support staff.

Ready to improve your substitutes’ experiences and impact? Contact us to learn more about our solutions, from hiring to absence management to time tracking.