Substitute teaching can be a challenging experience, especially when stepping into a special education classroom where students have Individualized Education Programs (IEPs). Understanding these IEPs is crucial for providing the best support and care for each student.
Here are four tips on things you can do to help your substitute teachers navigate and comprehend your students’ IEPs. Remember, the more you support your substitute teachers, the more likely they are to return.
Create an IEP Snapshot Brochure
I always found that providing an overview of each of my students’ IEPs was helpful for all of the professionals who worked with them throughout the year. Substitute teachers were no exception. So, I created an IEP snapshot brochure for each student.
The brochures have essential information such as goals, accommodations, modifications, preferred communication methods, and potential triggers or sensitivities. Having this concise resource on hand can help your substitutes provide personalized support throughout the day.
You can grab a copy of the editable IEP brochures that I use here!
Make a Substitute Binder
In addition to the IEP snapshot brochure, creating a substitute binder can be a valuable resource for substitute teachers in special education classrooms.
This binder can contain essential information such as class schedules, emergency procedures, contact information for school staff, behavioral strategies for individual students, and a list of common accommodations and modifications. Including a section on classroom rules and expectations, along with a brief overview of your students’ personalities and preferences, can further assist your substitutes in transitioning into their role as the teacher for the day (or however long!).
You can even have a section for an IEP snapshot for each child if you want to. Here’s one that I created and used for my students.
Having all this information readily available in a substitute binder empowers your substitutes to navigate the classroom environment with confidence and competence. That usually equates to a positive and productive learning experience for all students.
Communicate with the General Ed Teacher
If you know that you are going to be out for the day and a substitute teacher will be taking over, let your students’ general ed teachers know. This will give them a heads-up that some routines and common practices might be a bit off. It will also give the substitute teacher a person to touch base with if they have questions about a student’s accommodations or modifications.
Collaborate with Support Staff
Work closely with paraprofessionals, therapists, and other support staff who are typically in the classroom to develop a plan of action for when there is a substitute teacher. They can offer valuable insights, guidance, and assistance in implementing students’ IEPs effectively. Make sure that you set this up with them before you are absent so that they have a plan already in place to support the substitute teacher.
While the substitute may not need to know every detail of a child’s IEP if they are only there for a day or two, they will need to know the important things. Providing a resource book, a cheat sheet of IEP important information, and having a support network of other teachers and support staff that they can ask questions of it so important.
Finding substitute teachers is challenging for general education classes and even more so for special education classrooms. Take good care of your substitute and make sure they feel supported so that they want to return to fill in when you cannot be there. If you choose not to support them, chances are they will not return.
