Letter: School’s attitude affects strength of substitutes

Wednesday, Aug. 3, 2005 | 9:16 a.m.

After 32 years with a major airline as a passenger agent and supervisor at Kennedy and LaGuardia airports in New York City, I chose early retirement, returned to school and became a substitute teacher. I write now in defense of substitutes, who are often criticized.

I graduated from Fordham University in 1990 with a degree in Comparative Literature, and after taking several education courses at Bank Street College and Fordham, I began working as a substitute teacher in New York City high schools and middle schools. Although I would take any assignment, I preferred working in the areas where I had some expertise -- English, History and French.

Last year my significant other and I moved to Las Vegas. I applied to the Clark County School District and began working a short time later as a substitute.

Although I sometimes found it necessary to occasionally use my old drill sergeant's voice as an attempt at discipline (it worked about 30 percent of the time), I was treated as well as can be expected with some exceptions. I found the problems that I experienced depended on the individual school's attitude toward substitutes. Some schools were so bad that I used the ancient New York technique of demonstrating with my feet and never returned.

Others were extremely cooperative and I worked there as often as I could. Mojave High School was a particularly nice school to work in and had a pleasant atmosphere for substitute teachers.

Before people criticize a substitute teacher, they should think hard and try to examine their own attitudes and perhaps do a little research into the individual's background and qualifications.

WALTER M. JACKMAN