Often humorously and exaggeratedly maligned in movies and popular culture as inexperienced, unqualified, and haplessly struggling in life and to maintain control in the classroom (think the iconic monotone “anyone, anyone” in Ferris Bueller's Day Off, or infamously struggling to pronouncing students’ names in the recurring “Substitute Teacher” sketch by Key & Peele, among dozens of others) substitute teachers, in reality, play a crucial role in maintaining the continuity of education at all high schools, including CHS.
Whether it is a math, English literature, or science class, CHS substitute teachers are well-prepared to handle a variety of subjects, highlighting their versatility and commitment to the students.
At CHS, these unsung heroes step into classrooms, regularly on only mere hours advance notice, with dedication and enthusiasm, ensuring that students receive quality education even in the absence of their regular instructors due to illness, professional development, or unforeseen circumstances.
One of the remarkable aspects of substitute teachers at Cascade High School is their diverse skill sets and adaptability. These educators come from various backgrounds and bring a wealth of experience to classrooms. Whether it is a math, English literature, or science class, CHS substitute teachers are well-prepared to handle a variety of subjects, highlighting their versatility and commitment to the students.
Anthony Lubetski, for example, who attended University Wisconsin-Milwaukee and is in his fifth year of substituting at CHS, was an engineering intern with Briggs and Stratton before pursuing politics and concentrating on writing history. “With the exception of foreign languages, I feel comfortable in a lot of subjects,” remarked Lubetski, who continued: “I’m a life-long, experiential learner, which is why I love being a sub and love being in a different class all the time. It’s just fun to interact with different populations constantly. It keeps it fresh.”
Despite their temporary presence, substitute teachers at CHS invest time and effort in building positive relationships with students by creating a welcoming atmosphere that encourages student engagement and participation. “I’m really lucky that the district is small enough that I’m on a first name basis with most students; because I’m here so often I know what teachers are working on and having my finger on the pulse,” imparted Lubetski. “My reputation is out there as a social person who likes to ask questions. So, students open up to me.”
In the course of playing their vital role at CHS, substitute teachers do face challenges unique to their position. Adjusting to new classrooms, unfamiliar curricula, different student dynamics – sometimes including behavioral issues – can be demanding. Lubetski disclosed that “it can be hard at times because of those inconsistencies: there is not as much work at the beginning of semester, but by end of the year, I’m getting thrown around everywhere.” As to the occasional behavioral problem, Lubetski “handle[s] the power dynamic by using my ‘teacher voice;’ but [I] don’t have to very often, thankfully, especially knowing that the admin. here, including [Principal Rudy] Joya, has my back.”
By being a necessary educational backstop, substitute teachers provide valued support in shaping the future of CHS students, contribute to the educational success of students, and help further the mission of the District: Continuous Student Development.
Lubetski concluded by emphasizing that “working with students is such an awesome experience and I am thankful that Cascade is such a wonderful place to be.”
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