Glenn Anderson leads an exercise in a math class while working as a substitute teacher at Trevista ECE-8 at Horace Mann School in Denver in 2011. (Denver post file)
Re: “Colorado school districts struggling to get more substitute teachers,” April 2 news story.
After retiring from Aurora Public Schools several years ago, I moved near Brighton. Even though I am no longer substitute teach, I used to sub in Aurora, and in Brighton’s 27 J.
David George, who is quoted in your article, notes that the positive relationships he establishes with the teachers determines where he would prefer to sub. I would add that, in my experience, the attitudes of the administrators can also make an important difference. The more welcoming and appreciative the staff at schools are, the more likely it is that the substitute will want to come back. I had many good experiences in Aurora, and in Brighton’s 27 J, and the key was how I was treated, both by teachers and administrators.
Good substitutes can make a big difference to the morale of the regular teachers, and to their planning time as well, so all substitutes should be treated with appreciation, dignity and respect, because subbing, just like regular teaching, is often not an easy job to do.
Robert H. Moulton III,Commerce City
This letter was published in the April 7 edition.
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