Substitute teachers should leave detailed comments for the permanent teacher at the end of a teaching assignment. These comments should include specifics about what was covered in class, behavior and absences of students, challenges and positive interactions encountered throughout the day, other messages for the permanent teacher, and a way for the permanent teacher to contact the substitute should clarification be necessary.

The permanent teacher should develop a professional relationship with the substitute teachers who regularly cover for him/her. This may include inviting the substitutes to visit the classroom and observe a normal school day. It may occasionally be necessary to contact the substitute teacher before/after a teaching assignment to discuss instruction and/or the events of the teaching day.

Arranging for a consistent substitute teacher in the classroom facilitates the learning relationship between substitute and students. Students learn that an effective substitute teacher will reward them or hold them accountable for their actions throughout the day, as well as report on the classroom behavior to the permanent teacher.

Perhaps the most important communication should take place between the permanent teacher and the students. The responsibility of the behavior of the class remains with the permanent teacher. Most effective permanent teachers prepare their students for a substitute teacher by setting expectations and showing full support of the substitute. When the students know that the substitute has the backing of the permanent teacher, they tend to stay on task and accomplish the work they are intended to complete. Preparation can take place the day before or continuously throughout the year.

The site administrator is ultimately responsible for what takes place in his/her building on a day-to-day basis. The line of communication between substitute and site administrator (or designee) should be open and available at all times, from welcoming the substitute in the morning to inquiring about the substitute’s day as s/he returns materials to the office and prepares to depart. This informal feedback allows the substitute to report on what went well throughout the day, as well as what could have been better, providing the administrator with an idea of how well the permanent teacher prepared the class and how the students responded to having the substitute in class. It is also an ideal time for the administrator to provide the substitute with kudos for a job well done or encouragement in areas that may need improvement.

The substitute teacher should feel comfortable in his/her professional relationship with the district personnel responsible for the substitute teaching program. This two-way line of communication allows the substitute to share his/her feelings about working at specific sites with the SubManager, providing the SubManager with a feel for which sites are adequately prepared for substitute teachers and which may need additional district support and guidance. Based on feedback from the site to the district, the SubManager is able to discern a pattern of productivity for the substitute and provide the appropriate feedback as necessary.