As a young student, I was convinced that substitute teaching had to be the most miserable job ever. I certainly never pictured myself desperate enough to head down that road. Subs were ill-treated by students, they never implemented teacher lesson plans correctly, they lacked teacher-student bonds, and frankly, they were a disruption to the normal flow of the students' day.
When I entered Seattle Pacific University's School of Education back in 2006, the demand for teachers assured me that I would be able to head right into my own classroom after graduation. However, a couple of years later the recession hit, Washington state's trememdous budget gap forced enormous cuts from school funding. Schools were closed, and pink slips were served. In 2009, King 5 News reported that nearly 2300 Washington state teachers and certificated staff had been laid off (http://www.king5.com/news/local/60785152.html).
I was no longer in the clear. A freshly graduated teacher had no chance when competing with seasoned, displaced educators for a job. The realization hit me - substitute teaching was a distinct possibility in my future.
I graduated in 2010 and filled out about 40 job applications for teaching and substitute teaching positions in King, Snohomish, and Skagit counties. I received reply after reply, stating that the positions had been filled. I couldn't even land a sub position! Out of desparation one evening, I pulled up the website for a very rural school district, nestled at the foot of the Cascades. Surely I wouldn't have as much competition this far east! On the employment page, I saw a sub position open and immediately filled out an application. A week later, I was in! I was ecsatatic to have found a job.
Driving to Concrete, Washington for my first day of work was an overwhelming experience. Highway 20 follows the Skagit River amongst lush green forests, tumbling waterfalls, majestic mountains, and roaming wildlife.
The town of Concrete felt a bit like an episode of Northern Exposure. It was peaceful and beautiful, full of historic structures in the foreground of a picture perfect postcard-like backdrop. This was quite the contrast to how I had envisioned my teaching career - urban teacher in the Seattle School District. It was ironic that my desperate search had led me to something so pleasant and wonderful.
That first day as a substitute teacher I worked in an extremely lively 5th grade classroom. Principal Whitten popped in at the end of the day and asked me how it went. "Great!" I said - although the day had been like a whirlwind and I time to process it yet. Was it great? Had I been strict enough? I was trying so hard to make a great impression.
I suppose I had done something right because in the next week the principal called me and asked if I would be willing to teach a challenging class of 2nd graders for a few weeks. Mr. Whitten saw new teachers as valuable - energetic and motivated, and as I accepted the job, I vowed to portray myself as just that!
By the end of the year I realized that I truly loved being a substitute teacher. I had developed relationships with students and staff all over the school. I was working nearly every day at this point, and knew students in every classroom. Whenever I walked into a classroom I was excited to see each little face in there, and many of them seemed equally excited to see me.
I've just begun my second year as a substitute teacher, and I enjoy it more every day. I sip my coffee while driving through tranquil scenery. When I walk up to the school I'm greeted with little hugs from students who have just arrived. Then I walk into the office and chat with Linda and Lisa, our school secretaries. As I make my way down to the classroom, I have little conversations with teachers who I pass in the hallway. Once in my quiet classroom, I finish my coffee while looking over the day's plans. Finally, the bell rings, I open the door, and students pile in. I get a million hugs again, do a little social catch-up with the kiddos, and our day begins.
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