Teacher Wellness Tips: Self-Care, Balance, & Lasting Energy

Teacher wellness is essential for maintaining energy, reducing stress, and achieving a healthy work-life balance. This article explores practical self-care strategies that help educators prevent burnout and thrive throughout the school year. Teachers can improve their well-being by planning nutritious meals, staying hydrated, establishing consistent sleep routines, and protecting their voices from daily classroom strain. Simple ergonomic adjustments and regular movement breaks can also reduce physical discomfort. Setting clear professional boundaries helps educators protect personal time, while positive-thinking exercises encourage resilience and emotional balance.

The article also recommends simplifying administrative responsibilities through digital organization, including converting and combining documents into PDFs. Quick stress-relief techniques, healthy snacks, and mindful breathing offer additional support during demanding school days. By incorporating small, manageable wellness habits into everyday routines, teachers can build lasting energy, improve their mental and physical health, and remain engaged in their classrooms without sacrificing their well-being outside of school.

How Teachers Can Boost Wellness and Balance for Lasting Energy

For K–12 teachers, special educators, and new instructors still finding their rhythm, the job can quietly pile up health challenges for teachers that feel personal but are often built into the work. Common teacher wellness issues start with teacher stress factors like constant decision-making, limited breaks, and the pressure to be “on” all day, then spill into classroom mental health demands that don’t stop at the bell. Add shaky work-life balance in teaching, late-night grading, weekend planning, and the guilt of stepping away, and lasting energy can feel out of reach. A steadier, more sustainable school year is possible.

Quick Summary: Teacher Wellness Tips for Lasting Energy

• Choose balanced meals and steady hydration to support lasting energy throughout the school day.
• Set clearer work-life boundaries to protect personal time and reduce burnout.
• Prioritize quality sleep habits to improve focus, mood, and daytime stamina.
• Practice simple vocal care to prevent strain and keep your voice strong.
• Improve ergonomic comfort and use stress management strategies to ease tension and feel more balanced.

Declutter Teacher Paperwork in 10 Minutes With a Digital Routine

Once you’ve picked a few wellness moves to try, clearing one everyday stressor, paperwork, can make the rest feel easier. Spend 10 minutes digitizing your teaching documents so you’re not chasing loose copies or reprinting what you already have. Saving key items as PDFs helps keep formatting consistent across devices and makes files easier to share, store, and reopen without surprises. If you need multiple handouts or pages in one place, a simple tool to combine PDF files can turn scattered files into a single, easy-to-find document. With paperwork calmer, you’ll have more bandwidth to build a self-care plan around food, sleep, your voice, and boundaries.

Build a Teacher Self-Care Plan: Food, Sleep, Voice, and Boundaries

A self-care plan works best when it’s simple enough for a school day, and specific enough that you don’t have to “figure it out” when you’re already tired. Use these building blocks to protect your energy in the same practical way you’d protect planning time.

1. Pack a “teacher-proof” food plan (two anchors + one backup): Pick two reliable breakfasts and two lunches you can repeat all week (think: yogurt + fruit + nuts; salad kit + rotisserie chicken; rice + beans + frozen veg). Keep one “emergency snack” in your bag or desk that won’t melt or crumble, protein bar, trail mix, or jerky, so you’re not running on caffeine alone by 2 p.m. Spend 10 minutes on Friday adding your go-to items to a recurring grocery list, just like your digital paperwork routine: fewer decisions, fewer last-minute scrambles.
2. Set a realistic sleep runway (and protect it like a meeting): Choose a consistent lights-out time you can hit at least 4 nights a week, then set a 30–45 minute “runway” alarm to start winding down. On that runway, do three things: dim lights, prep tomorrow’s outfit/lunch, and park your brain by writing the top three tasks for tomorrow on a sticky note. If you wake up at 3 a.m. thinking about grading, tell yourself, “Noted, tomorrow,” and put it on the list; you’re training your brain not to rehearse school overnight.
3. Prevent vocal strain with a 3-part classroom voice routine: Start class with a 20-second “voice warm-up” (gentle hum, lip trill, or a few easy sirens) while students settle in, it cues you to use your voice intentionally. During instruction, aim for clear and slow rather than louder, and build in non-voice signals (raised hand, countdown on the board, call-and-response). After school, do a two-minute cool-down: sip water, swallow gently, and avoid phone calls on the drive home when your voice is already taxed.
4. Upgrade your seating ergonomics using a 60-second “desk fit check”: Adjust what you can so your feet feel supported (flat on the floor or on a sturdy book), your hips sit slightly higher than your knees, and your screen/papers come up to you, not your neck down to them. If you perch on student chairs, add a small cushion or folded sweatshirt to raise your seat height and reduce low-back strain. Set a timer to stand every 30–45 minutes for one lap to the door and back; movement is your reset button.
5. Use boundary scripts that end the conversation kindly: Pick two scripts you’ll repeat word-for-word so you don’t negotiate with yourself every time. Try: “I can respond to that tomorrow during prep,” or “I’m available until 4:00, after that I’m offline.” To make it stick, pair the script with a tiny action: schedule-send emails, silence notifications after your cutoff, and keep one weekly “buffer block” for surprises so you’re not borrowing time from sleep.
6. Add a quick positive-thinking practice that doesn’t ignore reality: At dismissal or when you close your laptop, write one line: “Today I helped by ___,” “One thing I can control tomorrow is ___,” and “One win I’m taking home is ___.” This isn’t forced cheerfulness, it’s mental bookkeeping that keeps one hard moment from becoming the whole story. If you want extra support, resources like the california teachers association wellness center can normalize wellness as a professional skill, not a personal weakness.

Teacher Wellness Q&A for Real School Days

What can I do in 60 seconds when stress spikes mid-class?

Plant both feet, drop your shoulders, and take 5 slow breaths with a longer exhale than inhale. Then name one next action you can control, like “start the timer” or “write the directions.” Even viewing your stress in more constructive ways can help your body respond better.

How do I stop the 2 p.m. crash without living on coffee?

Pair caffeine with food, not an empty stomach, and aim for a snack that includes protein plus carbs. If possible, do a 2-minute hallway walk or a few calf raises to wake your circulation up. A water refill is a built-in reset, too.

Why am I exhausted even when I sleep “enough”?

Fragmented sleep and late-night mental replay can leave you drained even with decent hours. Keep a notepad by the bed and “brain-dump” the looping thoughts once, then return to breathing. Consistency beats perfection.

How can I protect my voice when I have to project all day?

Sip water throughout the day and avoid whispering, which can strain more than speaking softly. Use more visual cues and written directions so you are not narrating every step. If your throat feels scratchy, reduce extra talking after school.

Should I feel guilty for prioritizing wellness during a busy semester?

No. Mental health and wellness must come first if you want energy that lasts. Start small and treat it like a professional practice, not a reward you earn later.

How to Make Teacher Wellness Habits Last

Teaching will always pull energy in a dozen directions, so self-care can feel like one more task that slides to the bottom. The steadier path is the balanced lifestyle strategies that fit real school days, small, repeatable choices that make health prioritization for educators feel realistic, not rare. When those choices become long-term wellness habits, motivating teacher well-being starts to come from how the day is built, not just how it’s survived. Sustained teacher self-care is built in small routines, not big bursts. Choose two practices from this plan and commit to them for the next two weeks, adjusting only to keep them doable. That’s how energy, resilience, and presence stay available for students, and for life beyond the bell.

How to Start Your Teaching Career: Certification, Grade Levels, Subjects, and Job Search Tips

How to Start and Succeed in Your Teaching Career Journey

Aspiring teachers often feel pulled in a dozen directions at once: the work sounds meaningful, but the teaching career path can seem confusing before it even begins. The biggest challenge is making early decisions that shape everything that follows—meeting education requirements, choosing the right grade levels, and settling on a subject specialization that fits both strengths and opportunities. When those choices are clear, the process stops feeling like guesswork and starts feeling doable. A thoughtful start builds confidence and momentum.

Quick Summary: Starting Your Teaching Career

• Earn an education degree that aligns with your teaching goals and program requirements.
• Complete teacher certification steps required for the classrooms you want to teach.
• Choose a grade level that matches your interests, strengths, and preferred student age group.
• Select a subject area you feel confident teaching and want to grow in long term.
• Use focused job search strategies to find roles that fit your certification and teaching priorities.

Keep Your Teaching Paperwork Share‑Ready in One System

Once you’ve got the big steps in mind, the smoothest way to keep momentum is to make your paperwork easy to find and ready to send. As you move through credentialing and hiring, you’ll juggle a lot: transcripts, certification documents, background checks, your résumé, references, and application materials.

Keeping these in one consistent, shareable format can save you from last‑minute scrambling when a district asks for “one more copy” or a portal only accepts certain uploads. PDFs are especially helpful because they preserve formatting, open reliably on different devices, and are simple to email, upload, and reuse across multiple applications.

If some of your files start out as images or different document types, explore the tool that’s best for PDF conversion so you can quickly turn what you already have into PDFs without overcomplicating your process.

Map Your Path From Preparation to Your First Teaching Interview

This step‑by‑step path helps you turn “I want to teach” into a clear plan you can act on. It matters because most people get stuck at the decision points, and a simple sequence keeps you moving without second‑guessing.

Confirm Your Education and Licensing Requirements

Start with your state’s basic requirements for your chosen school level so you know what you must complete and what you can do while you finish it. Write down the exact checklist items you still need, such as a degree, approved program, exams, fingerprinting, or student teaching. This prevents wasted time applying for roles you are not yet eligible to hold.

Choose the Grade Band That Fits You Best

Think about the age group you can see yourself supporting every day, not just the content you like. Many elementary school teachers are generalists, which is great if you enjoy teaching multiple subjects and building foundational skills. If you prefer deeper subject focus and older students, look more closely at middle or high school pathways.

Pick a Subject and Match It to Your Credentials

List your strongest topics, then check which ones align with your transcripts, coursework, or test options in your area. Choose one primary subject to lead with on applications, plus one backup you would be happy to teach. A clear focus helps hiring teams quickly understand where you fit.

Run a Targeted Job Search That Leads to Interviews

Create a short list of schools or districts, then tailor each application to the exact grade and subject you chose. Expect opportunities because 44 percent of public schools reported teaching vacancies in October 2022, and use that momentum to apply consistently each week. Track every submission, follow up professionally, and prepare a simple story for why you want to teach that role.

Teaching Career FAQs New Teachers Ask

What Certification Do I Actually Need to Start Teaching?

Requirements are set by an education agency in each state, so the right license depends on where you plan to work and what you want to teach. Start by checking your state’s checklist for degree, exams, background checks, and student teaching. If you are moving later, ask about transfer rules early.

How Long Does the Teacher Certification Process Usually Take?

It varies, but most timelines depend on how quickly you can complete an approved program, testing, and any classroom training. A practical next step is to map deadlines backward from the hiring season you want and schedule tests early. Keeping a document folder for transcripts and verification forms saves weeks.

Can I Teach While I’m Still Finishing Certification?

In many places, yes—through provisional or alternative routes when schools need staff. The fact that 1 in 8 teacher positions are vacant or filled by under‑certified staff shows why these pathways exist. Ask districts directly what “eligible” means for the role.

What Are Career Prospects Like If I’m New or Changing Careers?

Schools often value strong communication, reliability, and content knowledge, even if your experience is from another field. Look for high‑need subjects or grade levels and highlight transferable skills like coaching, training, or project leadership. Substitute teaching or tutoring can quickly build credibility.

How Do Teaching Job Applications Typically Work?

Many districts use an online portal plus separate school‑level screening. Expect to submit a résumé, license status, transcripts, references, and a tailored cover letter, then complete one or more interviews and sometimes a demo lesson. Follow up politely after applying and keep a simple spreadsheet to track steps.

Turn Teaching Goals Into Action With One Clear Next Step

Starting a teaching career can feel overwhelming when certification details, grade‑level choices, and applications all compete for attention at once. The steadier path is simple: lean on career planning for teachers and take decisions one at a time, with real educator support and practical teacher encouragement along the way. That approach builds confidence, keeps teaching career motivation strong, and turns uncertainty into forward motion. Pick one next step, and let consistency do the heavy lifting.

Time management strategies for new teachers

Staying Organized as a New Teacher: Systems That Actually Work

Teaching is a rewarding profession, but it’s also a complex balancing act. Between lesson planning, grading, meetings, and parent communication, organization isn’t just a skill, it’s survival. Many first-year teachers find themselves overwhelmed by scattered materials, chaotic schedules, and constant multitasking. The good news is that organization is learnable, and when mastered, it becomes your most powerful ally.

Key Takeaways

● Begin every week with clear priorities and visible plans.
● Digitize and centralize your teaching materials to cut clutter.
● Create flexible routines that work with, not against, your natural workflow.
● Build systems for repetitive tasks early, before the school year gains momentum.
● Stay adaptable: organization is less about perfection and more about maintaining clarity.

When the Classroom Becomes a Control Center

The first few months can feel like piloting a plane while learning to build it. Many new teachers underestimate the cognitive load that comes from constant decision-making. To keep control, create systems that externalize your memory; in other words, move tasks out of your head and into a trusted structure.

Here are some core habits worth adopting early on:

● Use one central calendar for both school and personal commitments.
● Label lesson files with date and topic (e.g., “Week3_Fractions_Grade4”).
● Schedule “prep blocks” in your planner the same way you schedule classes.
● Keep a running “parking lot” list for tasks that pop up mid-lesson but can wait.

These small moves compound into major calm over time.

Streamline the Paper Chaos

The fastest path to teacher overwhelm? Piles of paper. Between handouts, tests, and permission slips, physical clutter drains time and focus. One of the most effective fixes is to digitize your classroom documents. Converting key materials into electronic form not only saves space but also makes everything instantly searchable. Saving files as PDFs keeps formatting consistent across devices and protects your work from accidental edits. If you ever need to make updates, platforms with PDF editing capabilities let you modify lesson plans, forms, and feedback sheets directly - no conversion required. Once digitized, your teaching life becomes much more mobile, shareable, and resilient.

A Quick Comparison of Organizational Tools

Here’s a simple reference to help you choose systems that fit your workflow:

Tool Type	Example	Best For	Benefit
Lesson Planning	Google Docs / Notion	Structuring units	Real-time updates and sharing
Task Management	Trello / Todoist	Tracking daily work	Visual progress and reminders
File Storage	Google Drive / Dropbox	Archiving materials	Easy access anywhere
Communication	Gmail / Remind	Parent & student contact	Organized messaging and logs
Classroom Management	ClassDojo / Airtable	Tracking behavior & grades	Centralized student data

Pick one from each category and commit to using it consistently. Switching tools too often leads to confusion.

The “Reset and Review” Habit

Every Friday afternoon, dedicate 15 minutes to resetting your space and planning the next week. It’s the single most powerful organizational ritual you can build.

You can use this moment to:

● Refill supplies and tidy your desk.
● File or archive finished student work.
● Note what lessons need adjustment.
● Write down three goals for the upcoming week.

This simple practice keeps chaos from compounding over time.

How to Build a Teacher’s Command System

Once you have the basics in place, create a working “command system” that organizes your week and prevents decision fatigue. Use the following guide to assemble your version.

➢ Start your week with a 20-minute planning session.
➢ Group similar tasks, like grading or parent communication, into blocks.
➢ Keep a master list of key classroom dates (tests, meetings, field trips).
➢ Automate routine reminders using your digital calendar.
➢ Maintain a small “daily wins” log to track progress and motivation.

This system keeps your attention on what matters: teaching, not chasing paper trails.

FAQ

How do I stay consistent with my organizational habits once the semester gets busy?
Start with a simple rule: never end a day without resetting your space. Five minutes of tidying every afternoon keeps the next morning friction-free. Consistency comes from making organization automatic; attach small actions (like sorting papers) to existing habits (like shutting down your laptop). Over time, it feels strange not to do it.

What should I do if digital tools overwhelm me?
Begin with just one. If you’re new to digital organization, choose a single tool, like Google Drive or Trello, and master it before adding more. Trying to learn multiple systems at once creates unnecessary stress. Once you feel comfortable, you can layer in others gradually, based on your needs.

How can I manage student work without losing track of progress?
Design a naming convention and stick to it. For example, student submissions might follow “Lastname_Assignment_Date.” Combine that with folders by unit or quarter, and you’ll never search twice. Many teachers also maintain a shared spreadsheet that logs submissions, feedback status, and grades - all in one place.

Is it worth color-coding my materials?
Yes, but only if it supports faster recognition. Assign colors to categories (like green for assessments, blue for lessons, yellow for meetings) and keep it consistent across both physical folders and digital labels. This visual cueing helps your brain locate things faster under time pressure.

How do I balance structure with flexibility?
Treat your systems as living frameworks, not rigid rules. During peak weeks, like grading periods, adjust your workflow to prioritize high-impact tasks. The goal isn’t flawless order, it’s maintaining visibility on what matters most. Organized teachers aren’t perfectly tidy, they’re adaptive.

What’s one habit that has the highest payoff for staying organized?
Document everything the moment it happens. Notes from a parent call, a change to a lesson plan, or an idea for next semester - all should live in one digital notebook. You’ll thank yourself later when those small details save an hour of hunting.

Final Thoughts

Organization is less about color-coded binders and more about mental clarity. For new teachers, it’s the difference between surviving the semester and thriving through it. Start small, build systems that reduce friction, and let your routines evolve naturally. The best organizational strategies don’t add work - they free you to focus on what drew you to teaching in the first place: helping students learn, grow, and surprise you every day.

Career opportunities with math skills

Here's a list of fun and rewarding careers that rely on math skills. These careers offer a variety of opportunities to apply math skills in interesting and impactful ways. After this list, we'll take a look at some of the many ways we use math daily in our everyday lives.

Data Scientist

• Analyzes complex data sets to help businesses make informed decisions.
• Uses statistical techniques and programming languages.

Actuary

• Assesses financial risks using mathematics, statistics, and financial theory.
• Works primarily in insurance and finance industries.

Cryptographer

• Designs secure communication systems to protect information.
• Applies mathematical theories and algorithms.

Quantitative Analyst (Quant)

• Develops models to price and trade securities in finance.
• Utilizes advanced mathematical and statistical methods.

Operations Research Analyst

• Uses mathematical modeling to help organizations operate more efficiently.
• Works in various industries, including logistics and manufacturing.

Mathematical Biologist

• Applies mathematical techniques to solve biological problems.
• Works in areas like epidemiology, genetics, and ecology.

Statistician

• Collects, analyzes, and interprets data to solve real-world problems.
• Works in fields such as government, healthcare, sports, academia, and market research.

Economist

• Analyzes economic data to study trends and forecast economic conditions.
• Works for government agencies, research institutions & universities, and businesses.

Software Engineer

• Develops software applications and systems.
• Often requires strong mathematical skills for algorithm development.

Astronomer

• Studies celestial objects and phenomena using mathematical models.
• Works in observatories, research institutions, and universities.

Mathematics Teacher/Professor

• Educates students in mathematical concepts and theories. Can work at various educational levels from K-12 to university.

Financial Analyst

• Analyzes financial data to assist in investment decisions.
• Uses mathematical models to evaluate economic conditions and trends.

Civil Engineer

• Designs and oversees construction projects like roads, bridges, and buildings.
• Applies mathematical principles in structural analysis and design.

Game Developer

• Creates video games, incorporating complex algorithms and physics.
• Requires strong mathematical skills for game mechanics and graphics.

Operations Manager

• Optimizes business processes using mathematical analysis.
• Focuses on improving efficiency and productivity in various industries.

Math skills play a crucial role in making informed decisions, solving problems, and optimizing everyday tasks, enhancing overall quality of life. Here's a list of ways that everyday people rely on math skills in their daily lives:

Budgeting and Financial Management

• Tracking income and expenses to manage personal finances.
• Creating and sticking to a budget.

Shopping

• Comparing prices and calculating discounts to get the best deals.
• Estimating the total cost of items before reaching the checkout.

Cooking and Baking

• Measuring ingredients accurately using fractions and proportions.
• Adjusting recipes for different serving sizes.

Time Management

• Scheduling daily activities and appointments.
• Estimating time needed for tasks to plan the day efficiently.

Home Improvement

• Measuring spaces for furniture or home projects.
• Calculating the amount of materials needed for renovations.

Travel Planning

• Estimating travel times and distances.
• Budgeting for transportation, accommodation, and other expenses.

Fitness and Health

• Tracking exercise routines and progress using measurements and statistics.
• Calculating calorie intake and nutritional information.

Parenting and Education

• Helping children with homework, especially in math-related subjects.
• Planning educational activities and games that involve counting or patterns.

Investing and Savings

• Understanding interest rates and compound interest for savings accounts.
• Analyzing investment options and potential returns.

DIY Projects and Crafts

• Measuring and cutting materials accurately.
• Calculating dimensions and quantities for craft projects.

Gardening and Landscaping

• Measuring garden plots and spacing plants.
• Calculating the amount of soil or fertilizer needed.

Household Chores

• Dividing household tasks and time among family members.
• Estimating the time needed for chores to manage efficiently.

Technology Use

• Understanding basic coding and algorithms for various software.
• Analyzing data from apps and devices for personal use (e.g., health apps).

Games and Puzzles

• Engaging in activities like Sudoku, crossword puzzles, and board games that require mathematical thinking.
• Developing problem-solving skills through recreational math.

Social and Community Activities

• Organizing events and managing budgets for community gatherings.
• Calculating and sharing expenses for group activities or trips.

How to be a substitute teacher or paraprofessional

By Aaron S. Robertson

Introduction

In this post, I offer advice, insights, general strategies, resources, and draw from my own experiences for those interested in serving as substitute teachers and/or substitute paraprofessionals. Back in mid-February (2022), I left my full-time, direct-hire position of 2.5 years as a special education paraprofessional at a middle/high school in a public school district to venture back into the world of subbing. I work as both a sub teacher and a sub paraprofessional covering the full gamut of K-12.

Throughout this post, for those of you who may not be familiar with all the vocabulary used in education, I have shortened the word paraprofessional to para, or aide. When I use the word permanent in an employment context, I am referring to full-time, direct-hire employees of a school or district.

My intended audience assumes that you, the reader, are interested in working as a substitute educator, but you have no prior experience working in education. For those of you who already have prior experience and full teaching licenses, some of the info presented here may not apply to you.

My credentials

The 2022-2023 school year will mark my fifth school year in K-12 education, after spending my working career in business and industry into 2018. In addition to working as a permanent special education paraprofessional and occasional substitute teacher during these past four years, my experience in K-12 education so far also includes proctoring one practice and one live ACT test; providing both general classroom support and 1:1 assistance during one summer school session and one summer STEM camp session; co-teaching a junior English class; tutoring middle and high school students in a variety of subjects, primarily in the social studies, ELA, and business realms; and chaperoning a prom and several other dances.

The competition for subs is really heating up

The 2021-2022 school year was a rough year across the board in K-12 education. I’ve been chatting with teachers, paras, and even administrators all over, and they’re saying the same thing about this past year.

It’s a strange climate in education right now, that’s for sure, and there are major staffing shortages on both fronts – permanent and substitutes. Many permanent staff are leaving their schools and even the profession altogether, and there simply aren’t enough subs and new grads to fill the voids out there. As a result, subs are treated like gold right now. It’s like we ride into town as heroes, treated like royalty. I kid you not. It’s a nice feeling, but it can be overwhelming at times, too. I’m simply trying to make a living like everyone else, and I genuinely want to be there for the kids. Many school districts are upping their daily pay rates for subs. Some are getting creative in other ways, like offering bonuses after so many shifts/days worked, or even free hot lunch.

After subbing for a while, I don’t know if I ever want to go back to working in a permanent capacity ever again

After spending the last four months or so of the 2021-2022 school year subbing, I really don’t know if I ever want to go back to working in a permanent status. I genuinely find myself on the fence regarding this question. I’ve already turned down a number of unsolicited job offers by school and district leaders. I’m loving the freedom and variety.

As I stated earlier, subs really are treated like gold right now in these strange times for K-12 education. Because of huge staffing shortages on both sides – substitutes and those directly hired by schools/districts – subs really do receive a hero’s welcome and have an upper hand in today’s climate. There’s no shortage of work, variety, and opportunity right now for those willing to serve multiple schools/districts and try out multiple roles. Pay, along with other perks, is really getting competitive between districts and schools. And subs generally don’t have to worry about taking any work – and other baggage – home with them.

Working as a permanent employee can expose the employee to the abuses of office and system politics and agendas. It’s my educated guess, based on what I’ve been hearing in the news, along with the personal conversations I’ve had with many in education, that this is the primary reason why so many are calling it quits. Subs are often shielded from a lot of this by the sheer nature of their employment status. For those who just want to be there for the kids, sharing their gifts and talents without the politics and agendas, subbing is an attractive, while increasingly lucrative, option.

Who is subbing for?

Subbing is ideal for a variety of people and for a variety of reasons, depending on factors like career goals, family and other commitments, your need for scheduling flexibility, and so on. For the most part, you can choose to work as often or as little as you’d like, depending on your needs and goals.

I know education majors (college students studying to become teachers) who work from time to time as sub paras around their class schedules. Because they don’t yet have their college degrees, they can’t serve as sub teachers, at least here in Wisconsin. But for them, it’s a wonderful opportunity to gain some initial exposure and practical experience working with students in a live school setting.

I know retired teachers that sub. I know education majors that recently graduated, but they haven’t landed a full-time teaching job yet. There are also plenty of folks that are transitioning into education as a second full-time career, and so subbing offers that initial exposure and practical experience that we just discussed. There are many working-age teachers that have left the full-time game for whatever reason, or they’re looking to land somewhere else eventually, so subbing helps them in this capacity.

Subbing is great for moms; for grandparents whose grandkids are in the schools they serve; for recent college grads of any major who haven’t landed anywhere else yet; and certainly, for anyone wanting to work with children and young adults as coaches, mentors, advisors, and so on.

Looking back on it, knowing what I know now, I wish I would have discovered my current path of subbing/working as a permanent special ed para right away after college. I graduated in 2007, right around the beginning of the housing market crash/recession. As a result, the job market wasn’t the best, either, and for a while there after graduating, I found myself stringing together some odd jobs to make ends meet. It would have also been nice to begin working in K-12 education that early to gain some solid resume experience for getting into college-level teaching later down the road, which I’ll get into in more detail shortly.

So you’re interested in working as a substitute teacher and/or paraprofessional. Where to start?

I would recommend that you begin by calling the local schools in your area. Office staff should be able to provide you with some general information and get you headed in the right direction. You’ll need to secure licensing through your state’s department of education. Here in Wisconsin, our state department is called the Department of Public Instruction (DPI). While you’re on the phone with someone at your local school(s), find out if they hire their subs directly, or if they use a staffing service, like Teachers On Call (TOC) or Edustaff. This will be helpful to know for later down the road.

To work as a substitute teacher in Wisconsin, you’ll need at least an associate’s degree, along with a clean background check and the completion of a brief, state-approved substitute teacher training program to secure a three-year short-term substitute teaching license. This license allows you to serve in any K-12 sub teaching role through 45 consecutive days at a time. I recently learned that private schools can waive the 45-day consecutive day maximum. Additionally, this sub teaching license automatically allows you to work as a special education paraprofessional or other aide, with no limit on the number of consecutive days in the same role.

There is a standalone special education aide license issued by the Wisconsin DPI, as well. This license is good for five years and only allows you to work as a special ed para or other aide, so you can’t sub teach with this license. For this license, you’ll need a high school diploma, clean background check, and usually the endorsement of a hiring school district that is agreeing to sign off on the license application to the state certifying there is a need for you.

Looking for hidden gems

These days, substitute services like Teachers On Call (TOC) and Edustaff have made subbing simple and streamlined for both subs and districts/schools. Many districts and private/religious/charter schools contract with these services to ensure a stable, efficient pool of qualified, trained, and dependable substitute teachers, paras, and other aides. Yet, there are many schools and districts that aren’t currently filling their sub needs through one of these services, and that’s why I suggested earlier you may want to begin by reaching out to your area schools directly. Many Catholic, Lutheran, and other religious and private schools, as well as plenty of public school districts and charter schools still hire their subs directly, as opposed to contracting with a service like TOC and Edustaff. This makes these off-the-radar schools and districts hidden gems that you’ll have to seek out yourself.

Endless variety – finding your niche(s) as a substitute

Should I work with elementary students? Middle school? High school? Should I work in special ed or regular ed? If I’m qualified to work as either, should I just work as a sub teacher, or should I take work as a sub para/aide, as well? If I’m working with middle school and/or high school students, what subjects should I fill in for? Should I only work in public schools, the religious/private/charter realm, or both? These are all good, solid questions you may be asking yourself right now, and I’m willing to bet you have more. Let’s dive into a lot of these and hopefully ease your mind.

The short answer to all these questions is, “It’s really up to you.” Don’t be afraid to experiment here. Try working with different age groups and grade levels, subjects, special ed (we’ll discuss special ed more a little later), etc. for a while, and you’ll eventually begin to discover one or more niche areas that you’re passionate about and would like to specialize in.

I know this may sound somewhat vague and hence not very reassuring and comforting, so I’ll share with you my own background in more detail here, and how I came to find my niche areas that I’m very much passionate about. They’re quite diverse, and they all revolve around my unique interests, formal education, past work experiences, talents and skill sets, and even my faith.

To begin, when it comes to age groups/grade levels, I primarily work with middle and high school students. For me, I love the higher-level conversations I can have with these students because of their ages. With my business background, I really enjoy discussing, offering advice on, and researching with students, the college application process, college majors and career tracks, gaining practical and meaningful work experiences, networking opportunities, personal finance subjects, marketing and entrepreneurship, creating resumes and cover letters, and making real-world work and career connections to the subjects they are learning in school.

I also have a working background in journalism, local news reporting, and professional communications. Combined with my love for the social sciences (my bachelor’s degree is in political science with minors in sociology and philosophy, and my Ph.D. dissertation interests are in the political science and leadership realms with a focus on China), and I really enjoy, and feel knowledgeable and comfortable working in, both the ELA and social studies realms, as well. I love helping students craft essays and other writing assignments. I can discuss and help research history, political and economic theories, and so on. I can assist with reading and note-taking strategies.

Although I much prefer the middle and high school settings, lately, I’ve been taking more and more elementary school gigs to broaden my horizons and see what and how kids are learning at this level these days. I’m deeply concerned that elementary students are learning to read the wrong way these days, and this certainly affects them down the line as they grow older.

When it comes to subjects, I serve at all grade levels as both a special ed teacher and special ed para when I’m subbing. At the high school level, specifically, as I already alluded to, I like to fill in for business, English, and social studies teachers. In the elementary realm, I’ll occasionally fill in as a lead regular ed classroom teacher in addition to special ed roles. When it comes to the middle school setting, I’ve primarily stuck to special ed, but I’ll venture out into content-specific areas from time to time. I’ve done math, social studies, foreign languages, and physical education.

Finally, I love serving as a sub in Catholic schools, as well. I rediscovered my Roman Catholic faith back in December 2021 after nearly 20 years in the dark wilderness. That’s another, standalone, epic story/blog post for another time. But in short here, I love contributing to the faith life of Catholic youngsters whenever I can. This has also led me to inquire with my parish about teaching Sunday catechism, which I will soon be doing. As a sub teacher, I’ve taught K-8 faith formation lessons, and I’ve led elementary classrooms to Mass and even a Stations of the Cross prayer session during this past Lenten season.

The point I’m trying to make here with all this background info about myself is that it’s my background that has largely shaped and informed my interests and strengths when it comes to subbing. What is your background? What’s your story? What are your own unique experiences, talents and skillsets, etc. that you can bring to the table to benefit students in ways that are meaningful and impactful for both the students and you? Really reflect on these questions, because the answers to them will help you figure out what you’re truly called to teach.

The special education setting – Easing your fears; a world offering plenty of variety and opportunity for the substitute teacher and/or paraprofessional

How I got into special education is, admittedly, a boring and uninspiring story. Being quite honest here, I didn’t feel some sort of special calling. There was no person, situation, incident, etc. in my life that particularly compelled me to dive into this realm. I merely saw it as an inroad to break into the realm of education. Back in 2018, as I was working on my Ph.D. (I’m still working on that…), I was interested in the idea of teaching college students someday, or at least having that option available to me. I was finding it difficult at the time to get hired at the college level with my master’s degree (in management) but with no formal teaching experience, so I began exploring the K-12 realm to hopefully lay some groundwork and proven experience on my resume. That’s why I mentioned earlier that, looking back on it, knowing what I know now, I wish I would have gotten into K-12 education right away after earning my bachelor’s degree in 2007 to lay that foundation.

Long story short, I investigated several possible pathways beginning in 2018 to earning full teaching certification in subjects I enjoyed and had some sort of background in, but they all required me to either go back to school taking undergrad courses, participating in a night school -type program, and/or going through the traditional, unpaid, student teaching route for a semester. None of this was practical or appealing to me, so I decided to pursue work as a permanent special ed para and occasional sub teacher. I would need a high school diploma for the former (check), and at least an associate’s degree for the latter here in Wisconsin (check), along with passing a background check (check), so this became my path.

Even though I didn’t feel some sort of special calling; even though there was no person, situation, incident, etc. in my life that particularly compelled me to dive into this realm, I’m so very thankful that this did indeed become my path. It’s been truly rewarding on many levels, and I hope you’ll discover the same for you. Getting in the door as a permanent special ed para also led to opportunities for me that I actively sought out in the regular ed environment, as well, like administering tests, tutoring, chaperoning, leading small group discussions and lessons, co-teaching, and so on.

Here’s the general gist about working in special education, either as a sub teacher or sub para: If you have fears, like whether you’re qualified, ready to take on the challenges, afraid of possible physical and other behavioral outbursts, push them out of your mind.

I’ve found when filling in as a substitute para that the permanent staff will almost always change their own schedules for the day to prevent you from working with the most challenging cases. This includes behavioral outbursts, toileting, lifting, etc. Permanent staff usually doesn’t expect you to have to work with these types of cases. They’re grateful you’re there to help, and they want you to return! And often, it’s in the best interests of the students, as well. They may be more prone to acting out and taking advantage of you because they know you don’t usually work with them, and/or it may be aggravating to them that their usual routine has been interrupted.

Similarly, I’ve found when filling in as a sub teacher in special ed, the permanent paras and other staff will often take care of everything for you. Trust them. Let them lead. They know and understand each student inside and out because they work with them every day.

Now, as a former permanent special ed para myself, I come into each special ed substitute gig, whether teaching or working as a para, mentally prepared and open for anything. I’ve done plenty of toileting, lifting, feeding, and so on in my time. I’m well-versed in Individualized Education Plans (IEPs) and Behavior Intervention Plans (BIPs). I’m familiar and comfortable working with most assistive technologies, etc. So, I tell the permanent staff right away at the beginning of the day, “I’m one of you. I’m here to help in whatever way I can. I’m here to work.” But that’s me. That’s my comfort level. That’s my experience. Even though I offer that invite at the beginning of the day, though, permanent staff will still often decline it for the reasons just mentioned – the most challenging students may simply try to take advantage of the fact that I’m new, and/or it could genuinely aggravate them that they’re working with an unfamiliar face who is interrupting their routine.

As both a sub teacher and sub para in special ed, I’ve enjoyed so much variety and so many meaningful and impactful moments, with both students and staff. On a longer-term assignment I was on, working as a sub para at a high school, I had the opportunity to help a student make a how-to video in his automotive repair class, in which he performed several basic maintenance checks on a vehicle. In this same longer-term role, I worked 1:1 supporting a student in a personal finance class, which was a lot of fun for me, given my business background. I’ve assisted students in math, English, social studies, gym, music, and science classes. I’ve led small group reading lesson sessions. I've done skills testing. I helped a high school student develop a marketing plan for a food truck business he created for his marketing class. Again, a lot of fun for me. Working in special ed offers a lot of variety and opportunity, along with being intrinsically rewarding by its very nature. I’m about to begin the 2022-2023 school year in a long-term sub teaching role in special ed at the elementary level, and I’m really looking forward to it.

Different strategies you can use for subbing

There are several strategies you can employ for managing your work and overall experience as a substitute.

To book gigs in advance, or take it day-by-day?

I struggle with this one, often going back and forth debating in my mind. There are benefits and drawbacks to both. However, I usually fall on the side of booking in advance. I work in multiple school districts, and I need to work consistently for financial reasons. It’s comforting to know, then, that my calendar is booked solid far in advance. The downside to this, though, is that, by having gigs booked in advance, the booking system will not allow me to see what other opportunities might be available on any given day. Perhaps a higher-paying gig, and/or one closer to home, and/or a school I already know and like is available, but I won’t know this if I’m already booked in advance. This is where taking the day-by-day approach has its perks. The downside to taking one day at a time, however, is that you may not have an available gig to go to on any given day. If you need to work for the income, this can deliver a blow to your finances. You’ll also need to be up by 5:30am-6am every day to start checking the system and your phone. Only you can decide on the strategy that makes the most sense to you.

Many districts, or narrow it down to one or two?

This is another decision that only you can make, based on what you feel is best for you. Casting a wider net ensures that there is virtually no shortage of available work opportunities. On the other hand, if you’ve discovered a couple schools/districts that you really enjoy, then you may miss out on seeing gigs at those schools/in those districts. Narrowing the scope (the number of districts you’re open to) can help with this, but on the other hand, the pickings may become slim and dry spells (streaks with no available work) may occur.

When I started subbing again back in mid-February, I began with a wide net approach. I was opened to working in five or six districts. I soon began to realize, however, that I had discovered my “favorites” when it came to schools and districts, so I decided to cut that number in half by the end of April. I realized that there were schools and districts I wasn’t visiting at all. No offense to them. I just found some favorites I really enjoy working at. We’re creatures of habit, and it’s easy to stick to something that you already know is working for you and that you enjoy. I’m sure you will discover your own, too.

Finding your favorites and narrowing your focus also helps with building rapport and establishing networking connections if your goal is to eventually get hired directly by a school/district you enjoy. If you want to remain a sub, rather than getting hired by a school/district directly, then this relationship-building and familiarity with the school/district in question can help you secure preferred sub status – this is where teachers, paraprofessionals, and the school office may reach out to you first because they’ve gotten to know and trust you! I’ve been very blessed to find this happening more and more for me. I receive a lot of inquiries about my availability directly from teachers, paras, and school offices now.

Conclusion and helpful resources

These are indeed unusual times for K-12 education across the country right now. It’s a strange climate. There are major staffing shortages in both schools and among the substitute ranks, and so working subs currently have quite an advantage. This is a high-in-demand field to be in right now, one in which pay and other incentives among districts and schools are really starting to get competitive.

If you’re interested in learning more about subbing, start by contacting schools in your area to see what their hiring process is and to get some general direction on next steps, like the state licensing process. Look into whatever substitute staffing services, if any, service the schools in your area, like TOC and Edustaff. They can help you begin looking into the state licensing process and give you general direction on where to go next, as well. While you’re beginning to investigate all of this, begin reflecting on these key questions in mind that we raised earlier:

What is your background? What’s your story? What are your own unique experiences, talents and skillsets, etc. that you can bring to the table to benefit students in ways that are meaningful and impactful for both the students and you?

As for training and other learning opportunities, there are plenty of wonderful resources out there that can help you build new or strengthen existing skills. You can buy affordable courses on a variety of K-12 education subjects, including special education topics, on Udemy.com. I love Udemy, and you can read my review of this awesome learning platform here. I fulfilled my substitute teacher training course requirement as part of my state license application through STEDI.org. You can come across many different resources with a few simple YouTube and/or Google searches, like this article on ThoughtCo.com, “Ideas for Substitute Teachers With No Lesson Plans,” or this piece on WeAreTeachers.com, “50 Tips, Tricks, and Ideas for Substitute Teachers.” The substitute staffing agencies, if you end up working for them, offer a rich variety of both required and voluntary training videos, webinars, in-person workshops, and so on. But perhaps the best advice I can leave you with here when it comes to training, is that you simply need to dive in. Learn by doing. Ask questions, try out different grade levels, try out both reg ed and special ed, etc. Best of luck to you and thank you for wanting to serve our children, families, communities, and country in this very special way!