This principle is certainly true for supply teachers, who often step into unknown or unfamiliar surroundings, at little notice, which can be an intimidating and overwhelming experience. To ease their transition and ensure the delivery of the best possible educational outcomes for pupils, it should be the employer’s responsibility to aid them wherever possible, regardless of how short their time with the establishment will be. But what are the best methods of guiding interim experts? We’ve outlined some of the core ways that schools, trusts, academies and all establishments can support supply teachers in their roles, beyond their initial induction period, and throughout their time with the organisation.
Adding extra value
Supporting supply teachers is not only morally correct, and supports better outcomes, but it also aids the education establishment with future hiring. In an environment where all employers in this sector are increasingly relying on these professionals to plug gaps in a stretched workforce, building strong relationships will mean that supply teachers will be more likely to want to return to work with the school, academy or trust in the future.
However, in the frenetic pace of the modern education sector, many establishments only focus on briefing and supporting specialists at the initial induction period; in fact, some professionals who are called upon at particularly short notice might not even get that. And while providing clear information at this stage remains crucial, the guidance extended to teachers beyond the initial onboarding significantly influences their effectiveness in their roles. Here’s what establishment leaders can do to help.
How to support supply teachers:
Integrate teachers into the community
The vast majority of supply professionals will want to feel like part of a wider community or team, and encouraging them to participate in staff meetings, training sessions, and social events, which often inadvertently exclude these individuals, can foster a sense of real inclusion and belonging. This integration has dual benefits, and not only boosts morale but also enhances collaboration and consistency in teaching approaches to the benefit of all pupils.
Provide specific classroom-based information and resources
Preparation is key for all teaching professionals, and especially for those operating on a supply basis who may be unfamiliar with their new surroundings. Basic schedules are naturally critical, but establishments should also aim to provide more detailed insights into classroom dynamics, particularly if – as we covered in a recent blog – any pupils may have SEN requirements. Offering additional information that relates to student groupings and any ongoing projects or areas of focus can also empower professionals to manage the class more effectively.
This also applies to teaching materials, logins to digital platforms and more, and should prevent any unnecessary delays or holdups to lessons. Crucially, detailed information around behavioural plans should also be shared to provide consistency in classroom management and to ensure that supply teachers can handle situations confidently, whilst maintaining a conducive and positive learning environment.
Recognise their contribution
Many supply teachers will be used to their work going unheralded, and the truth is that few professionals are in their roles for the glory. However, offering simple gestures of appreciation, such as thank you notes or even verbal acknowledgements, can significantly boost morale and help individuals to feel more confident going forward. It also helps to strengthen bonds between the establishment and supply specialists in the long term.
Create a dedicated point of contact
But this focus on engagement shouldn’t be limited to a supply teacher’s time at the establishment. In fact, allocating a specific staff member as a liaison for temporary professionals, particularly for longer assignments, can make a substantial difference. This individual can provide guidance, answer questions, and offer support throughout the day, but they also help to convey a true sense of belonging and value and make experts feel part of the team. Equally, ensuring there are regular – both formal and informal – touchpoints and open channels allows professionals to voice their concerns, seek clarification and ultimately feel supported, and means that any issues are promptly addressed.
Encourage feedback
This is a two-way process, and creating avenues for supply teachers to share their experiences and feedback can be enlightening and highly valuable. Their unique perspectives can offer fresh insights into classroom dynamics and school practices that leaders will likely not receive from permanent staff members. In addition, this approach demonstrates that their opinions are valued, fostering a culture of continuous improvement, and again, makes it more likely they will want to return to the establishment in the future.
Ultimately, supply teachers are not only operating in an already stressful environment but also in unfamiliar surroundings; therefore, all establishments should aim to provide additional support wherever possible. This not only strengthens bonds with supply professionals but also ensures that educational outcomes are not affected by staff absences, which should be the priority for any school, academy, or trust.
If your establishment is seeking additional resources to support its pupils, get in touch with our expert team.
Read more of our blogs or check out some of our latest specialist supply role.
