I was driving home from work this past Tuesday when my cell phone rang. I usually don't answer when I'm in the car unless I have my headset on, but it was the Lincoln County School Board. I figured they just wanted to make sure I was willing to be on their sub list for next year.
"Hi, David," Tina said. "What do you want to teach?"
"What are my choices?" I asked.
"Math or science."
It took me a second to process what she was offering. It was a long-term substitute position. "That depends on the math and it depends on the science."
"I've got algebra I and chemistry at the new high school," she told me. Lincoln County (West Virginia) recently consolidated all of their high schools into one big one (although it still is about half the size of the one I went to) and I thought all the jobs there were already taken.
My mind churned for a few seconds. Both of my degrees are in history. The only reason they're even asking if I want either of these jobs is because I have enough credits to teach them on my long-term substitute permit.
"Chemistry," I said. My reasoning was this: The content I can re-learn. Chemistry is at least active and a little exciting. Algebra is (in my opinion) pretty boring. Besides, I needed a challenge.
"Great," she replied. "Can you be there tomorrow?"
"Not really," I stammered. "I'm actually training someone to do my old job. I might be able to come out for a little while in the afternoon, though."
"I'll tell Mr. Snyder you'll be out then."
I finished driving home in a daze. Mind you, I haven't had chemistry since my junior year of high school. That's 1989-1990 for those of you keeping score.
On Wednesday morning, I got up and went to Marshall and spent the morning training my replacement. I had planned on leaving that job and taking a different GA in the same department; I just thought I would have three days to train her, not one morning.
Fortunately, my replacement is a smart girl who picked up on things quickly and after a morning, Heather seemed to pick up quickly. I met my friends Rachel and Brandon for lunch down in the new cafeteria and then drove out to the new Lincoln County High School.
I arrived and it was pandamonium. There were all sorts of workers still putting the finishing touches on the building, teachers running around in various training seminars and administrators putting out fires left and right.
After introducing myself at the welcome desk, I was introduced to the principal, Mr. Snyder who was very nice and got me a packet of stuff and then called the science department's
de facto chairman, Mr. Escue. He showed me to a room and then started piling stuff into my arms.
Keys, books, school supplies, computer use and abuse policy and a brand new laptop computer. Wednesday afternoon was a little overpowering.
I got introduced to some of the other science faculty and began to settle into my room which had about 10 desks fewer than it should have had, but was otherwise in pretty good shape. The rest of my afternoon passed in a blur, but I left feeling a little less intimidated than I had earlier, but still with the feeling of "What the hell have I gotten myself in to?"
That night, I got home, flipped through one of the textbooks and tried not to get nervous too early. Sarah and I went to Wal-Mart and I started buying school supplies that all the other teachers had, but I lacked. Stupid stuff like a 3-hole punch, a stapler, hanging file folders and that sort of stuff.
Thursday morning, I went down to Marshall for a couple of hours to make sure that Heather was okay in her new job and to talk with the certification people at Marshall to see what my options were. Yes, I had a long-term sub job, but it was outside my primary-content area. How would this affect my clinical? Or my student teaching? I got a few answers, but for the most part, I was consumed with this new job.
I went back out to LCHS and got there a little before 11. They had just let the teachers out of a seminar and were sending them back to their rooms to get ready for the open house which was happening that night.
It turns out that I'm not teaching just chemistry. In fact, I'm not even primarily teaching chemistry. The person who had originally bid into this job decided (presumably at the last minute) that he didn't want to drive all the way across the county to teach at LCHS, so he went to another school, leaving them high and dry. That's when they called me on Tuesday.
I have four classes of 9th grade general science, called CATS science (don't ask me what that stands for right now), and 2 classes of "technical" chemistry. Actually, it's one class of technical chemistry, but they're blocked together so I have the same kids for two classes in a row so if we need to do a lab that takes more than 45 minutes, we can.
The "technical" part of the chemistry class is that it's geared more towards how chemistry will affect students in the real world rather than being hardcore on theory. I got the feeling that the kids in this class would be more in the vo-tech track than the college prep track.
So I spent Thursday afternoon mostly in my room. One of the other teachers gave me some extra desks that were in his room (he has lab tables) but he didn't have any chairs. I also found the tech chem books I was missing and told everyone in the department who had taught CATS9 or chemistry that I was going to be a general pest for lesson plans, labs and activities to do.
I stayed until about 4:30 Thursday afternoon. I bugged the IT guys and they gave me a wireless mouse, a smartboard and a projector. I got some more supplies from the departmental stash. I found my cubicle in the teacher planning area where I could go during my planning period if someone else needed my room. I ran into a few of the kids I recognised from last year when they came through for open house.
On Friday, I was hoping to be able to look through the department's lab supplies, but instead, we got stuck in meetings all day. On one level, I was kind of upset that I was going to be set back a day in terms of setting up my classroom, but on another, it was good to get some of the policy that had been handed out without me.
The rest of the faculty had been in training since school got out at the end of last year and they all reported on Monday. I got none of that. I'm still behind the 8 ball on a lot of things. For instance, I didn't find out until Friday afternoon that kids weren't allowed to have backpacks in classrooms.
As I left Friday afternoon, I was starting to feel like a real teacher. I had all of my textbooks and a teacher's manual for each class. I was starting to get my room under control and I picked up a couple of syllabi from other teachers to sample.
My room wasn't nearly ready, so I came back on Saturday for a few hours. I put everything up, re-arranged the desks and tried to get ready as best I could. I took a bunch of stuff home to look at, but haven't. I'm too nervous.
I've got a couple of introductory activities set up for the first week and am getting ready to issue textbooks and make up seating charts. I wrote a syllabus for each class and have my first assignments ready to go. I don't know what I'm going to do after day 1, but school starts tomorrow (actually later today) and there's no stopping it.
On one level, I'm terrified beyond belief. It's not that I'm out of my content area. I could actually care less about that. I can re-learn content. Science will come back to me. And besides, I really only have to be about two days ahead of the kids.
It's everything else that bothers me. Being a substitute teacher is hard work. The kids tried every trick to test me and try me. I had an excuse not to care whether they did their work or not. Now that's gone. It's all on me. I've been working towards this for a while, I just didn't think it would come so soon. But even if my first class had come after graduation, would I still feel any different?