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Task force outlines priorities to address substitute‑teacher shortages
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Summary
A substitute‑teacher task force reported three top priorities: reduce lost specialized instruction when staff are pulled for coverage, increase the substitute pool, and improve substitute preparation and inclusion to boost retention. The group will research short‑ and long‑term solutions and return with recommendations in February.
A district substitute‑teacher task force presented interim findings to the Austin Public Schools board on Oct. 13, summarizing conversations from three meetings held since late July. Facilitators Jill Rolle and Amanda Mead (and principal co‑facilitator Derek Esherston) said the group identified three top priorities: (1) the loss of specialized instruction when support staff are pulled for classroom coverage, (2) an insufficient substitute pool to meet daily and long‑term needs, and (3) substitutes reporting they feel underprepared and disconnected from buildings.
Task force members recommended both system‑level actions (recruitment, pay/training and technology access) and building‑level practices (consistent sub plans, peer check‑ins to welcome substitutes). The presenters said the group includes substitutes, administrators, paraprofessionals and community members and will research practices used elsewhere as homework between meetings. The task force plans to present practical short‑term strategies and longer‑term sustainable solutions to the board with an update in February.
Why it matters: Persistent substitute shortages disrupt instruction and can shift personnel away from targeted, intensive student supports. The task force aims to reduce those disruptions through recruitment and retention measures and by improving substitute readiness and inclusion.
What’s next: The task force will continue monthly work, gather best practices from other districts and return with specific recommendations for the board in a February update.
