How to be a successful substitute teacher: self-evaluation.

One of the best ways to tell if you’re a successful substitute teacher is to pause and reflect on your work.

Yes, receiving objective, constructive feedback from a supervisor is helpful. However, if you often move around to various buildings and classrooms, it may be difficult for administrators to share specifically what you’re doing well and where you could adjust.

Ways you can improve to be a successful substitute teacher:

• Reflect on your progress for a given day, week, or month.
• Compare how you work against lessons in professional development.
• Examine your classroom management strengths and weaknesses.
• Refine your back-up lesson plan strategy.
• Observe student responses as one type of informal feedback.

How often should I do a self-evaluation?

Get into the habit of doing a periodic substitute teacher evaluation. At first, you may choose to do it daily. As you become more confident, measure your progress weekly or monthly. Timing will depend on your substitute teaching job and workload.

You may want to set time aside on your calendar, so you give yourself time to adequately reflect.

Four areas for self-reflection.

Once you have set aside time, it’s important to be honest with yourself. Consider these four reflection topics. Consider writing down the answers in a journal so you can track progress.

#1 Instruction techniques.

As a substitute teacher, your job is primarily to deliver the lesson plan. What went well in your classes, and what didn’t? What difficulties did you encounter, and how did you address them? Were you satisfied with the academic outcomes?

Then go beyond that — consider why.

• Were the students engaged during the class? If so, why? If not, why not?
• What were the teaching methods you used?
• Was the material presented clearly and in an interesting way?
• Was the discussion interactive, or were you doing most of the talking?
• If there were group activities, how did the students interact with one another?
• Was clear direction given regarding classroom expectations?

Pondering these and other questions will help you assess how you delivered the curriculum to the students. Don’t just look for what. It’s important to also identify why and what you can do differently next time.

#2 Classroom management.

Every substitute teacher knows that managing student behavior is foundational to creating a productive learning environment. Be sure to spend time reflecting on this aspect of your toolbox.

• What challenges did you encounter? Did you always put safety first?
• Were any students disruptive or disorderly, or did anyone challenge your authority?
• If so, how did you handle it, and what were the results?

Examine how effective your management strategies were. What adjustments can you make to improve student engagement and behavior? Check out our classroom management articles to learn what our experts recommend. If you work for Kelly Education, we offer free webinars to help our substitute teachers become even more successful. You can also ask experienced teachers for suggestions.

#3 Adaptability.

Each school and classroom is different. Lessons and school policies vary greatly. No two students are the same. So, to be a successful substitute teacher, you are called upon to adapt to different classroom environments and student needs.

Reflect on any situations that arose that you didn’t expect and how you adapted to them. What strategies can you employ to be more flexible and responsive in the future?

#4 Time management.

Time management is all about pace. Reflect on whether you made efficient use of class time and effectively transitioned from one subject to another.

Did you cover everything the teacher provided in the lesson plan? If so, were you rushing to get through it towards the end of the class?

If students seem fidgety or bored, it could be that you spent too much time on an activity or lecture. If they look confused or start asking their fellow students to explain the topic, it could be that you didn’t spend enough time on it.

Seek out professional development lessons.

School districts often provide opportunities for faculty and staff to develop skills or knowledge. Take advantage of these opportunities, if they’re available to you. They’ll help you learn about new procedures, techniques, or technology at the school or district. Other professional development opportunities to help you be a successful substitute teacher include:

• Web resources in areas you’d like to improve, like working with students with special needs, mastery of instructional techniques, or building rapport with students and faculty. For example, we have an entire library of articles to explore on this website.
• Free resources such as Khan Academy, Discovery Education, PBS documentaries, YouTube videos, and materials available at your local library. And remember, Kelly Education employees have access to both recorded and live webinars.
• Other teachers may have resources to share that they have found helpful in growing certain skillsets.

Gauge where you are in your professional practice, and where you would like to be in six months. Set a goal and hold yourself accountable to it.

How closely are you following lesson plans?

Whether the teacher leaves you detailed plans or a skeletal outline, it likely has learning objectives as well as classroom rules, guidelines, and expectations.

• After each class, review the lesson plan again to see how closely you adhered to it. Were expectations met, and was all the material covered?
• Did the students understand the material? Why or why not?
• Did the teaching methods work well with the material?

When lesson plans are left for you by experienced teachers, take note of things that worked well, and consider using those strategies and techniques  in the future.

If a lesson plan isn’t left for you, do you have an effective, subject and grade-level appropriate back-up plan? Either way, you’re likely thinking about learning objectives, teaching strategies, time requirements, materials, and more. Do you feel comfortable and competent?

Gather informal student feedback.

No, the students aren’t going to fill out comment cards at the end of class to let you know how you did. However, if you’re observant, there is a lot you can glean from their behavior and reactions during class to help you be a more successful substitute teacher.

• Were the students paying attention, or were they bored or distracted?
• If the students seemed less involved than you would have liked, think about how you can present the material differently or make the subject more interesting next time.
• If you used different teaching strategies during the class, consider how the students responded. Did one strategy generate more interest or enthusiasm than another? If so, how can you incorporate that strategy into other lessons?

After the evaluation.

American philosopher John Dewey once said, “We do not learn from experience … we learn from reflecting on experience.”

That’s why self-evaluation is so important for substitute teachers. Remember, though, that a substitute teacher evaluation is only the first step. Making changes based on your evaluation is what drives improvement.

Think about classroom strategies and techniques you’d like to begin using, stop using, or continue to use, perhaps with some changes. As part of your morning routine, choose what new strategy or techniques you’d like to explore that day. One small change adds up to a lot over a few weeks!

Become a substitute teacher with Kelly Education.

Kelly Education has a whole library of substitute teaching advice so you can confidently lead your class. Check out these articles:

• Following classroom procedures and routines as a substitute teacher
• How to introduce yourself to the class
• Pro tips for teaching in elementary, middle, and high school

If you are interested in substitute teaching, fill out our brief interest form, and one of our recruiters will contact you to answer your questions. We’ll also share more about opportunities to become a substitute teacher or support staff with one of our school district partners.

[AH1]I’m worried this implies there’s a scorecard. Maybe it’s more like, “Seek out professional development”?

I’m interested