From left, Leah Spearman, sixth grade social studies teacher; Tom Alexander Jr., assistant principal; D’Andre Weeden, eighth grade English Language Arts teacher; and Sela Taylor, seventh grade English Language Arts teacher. All were former substitutes at Rippon Middle School in Woodbridge, VA, and now teach there full time. PHOTO COURTESY OF TOM ALEXANDER

As a Black male who switched careers to become a teacher after 20 years in the military, I learned the landscape of entering public school education from a non-traditional route. As a current administrator, I recognize the need for students of color to see themselves in their teachers and school leaders. And as a scholar-practitioner, I understand the impact of Black educators on the racial identity development, academic success, and social and emotional well-being of Black students.

Unfortunately, schools across the country—including ours in Prince William County, VA—often don’t have enough Black teachers. We have an especially diverse student body: about 47% Hispanic, 32% Black, 9% Asian, and 8% white.

While supervising and managing substitute teachers at Rippon Middle School, where I am an assistant principal, I realized that they could become great permanent teachers and add to our pool of teachers of color. Subs are able to enter the district’s Teaching Professional on Temporary Assignment (TPOTA) program if they have a minimum of a bachelor’s degree and the equivalent of one year of successful experience working with students.

We started with three substitutes—two Black women and one Black man. After the first year of serving as teachers on temporary assignment, my principal and the other administrators recognized that all three would be valuable additions to our school, and we encouraged them to get certified. All three became certified teachers at the beginning of the 2024–25 school year. This experience offered us some valuable lessons as we worked alongside these teachers on their journey from substitutes to certified teachers.

Why Substitutes?

One big advantage with substitutes is that you get an opportunity to see them in action, interacting in the classroom and the whole school, before they are hired permanently. You might interview outside candidates who seem qualified, but that’s not the same as working with them. I see these subs, and I see potential. They carry themselves well, they have a good relationship with the kids, and they have solid classroom management skills.

Each of the substitute teachers told us that everyone from the front office to the teachers to the other school staff were friendly and supportive from the time they were hired. We know that school culture is a top contributor to teacher retention. In our school, our positive school culture helped the substitutes see that our building was a good place to work, and we hope they will stay. So far, all three of them are doing as well, if not better, than we expected.

For their part, the program participants told us that they strongly connected with the students while serving as substitutes. That included understanding the students’ backgrounds and seeing themselves in the students, especially those of color.

They also acknowledge that seeing Black school leaders and talking with the other Black teachers about their experiences were critical in helping them decide to become certified teachers. I’m pleased to hear that because I remember my own experiences. When I was just starting as a teacher, I had students tell me I was their first Black male teacher. And when I became an administrator, teachers would tell me the same thing. I try to be a role model: The students and teachers can see in me the possibility of a similar future for themselves.

Supporting Teachers Along the Way

That extends to my efforts to support these former substitutes on their path to becoming certified teachers. I like to serve as an informal mentor and check on them regularly. It turns out that I supervise two of them in my role as assistant principal, but my work with them goes beyond that supervisory role. I talk to them about how they are doing and offer any advice about issues they are dealing with. I’m in my 50s, and they are in their 20s, so I’m able to share some of my life experiences, from education and from life in general.

One big advantage with substitutes is that you get an opportunity to see them in action, interacting in the classroom and the whole school, before they are hired permanently.

When I retired from the military, I could have made a lot more money doing something else, but education and the students are my passion. This profession might not be as lucrative as some, but I go home with a lot of satisfaction. It’s rewarding when I’m able to talk to my students years later and see how their lives have benefited from our interactions in school. I hope these new teachers find that same satisfaction.

We’ve been pretty fortunate in our school not to face serious teacher shortages. But we’re in a military area, so change is common, with our staff or their spouses transferring to new locations. And one thing I’ve learned as an administrator is that you never stop recruiting. When we hire substitutes, and especially people of color, I will continue to talk to them about the program and the opportunity to get certified.

Lessons for Other Administrators

Other school-level administrators and district leaders can learn from my school’s experience with recruiting Black teachers. One obvious step is to take the time to not only get high-quality substitutes in your building, but also to build those relationships and see if they would be a good fit as a teacher in your school.

A second takeaway is to focus on creating school environments that are safe and welcoming to everyone. The Black teachers we hired indicated that the welcoming school culture started when they served as substitutes. Third, cultivate relationships with individuals in the community who represent the students in your schools. Understand that those individuals have organic connections that influence student well-being, identity, and achievement. Finally, recognize that representation matters in schools. Having school leaders and teachers of color contributes to attracting additional prospective administrators and teachers of color.

Tom Alexander Jr., EdD, is an assistant principal at Rippon Middle School in Woodbridge, VA.