Bridging the gap in Broome County classrooms

In classrooms across Broome County, �������� students are finding out what teaching really looks like when theory meets practice by stepping in when schools need them most. Each day, dozens of K–12 classrooms are left without substitutes, a shortage that leaves districts competing for limited support. There are about 75 substitute-teacher openings each day in the region — a gap the SubIN program helps to fill by expanding the available pool and meeting unmet needs.

SubIN is a collaboration between the Center for Civic Engagement (CCE) and the Department of Teaching, Learning and Educational Leadership that connects undergraduate students with local school districts. The program gives students the opportunity to step into classrooms as both learners and leaders gaining experience, earning pay and helping meet a critical need within the community.

For Sara Hall, senior assistant director at the CCE, the four-credit internship program’s design makes sense on every level.

“It meets a critical need while giving students professional, paid experience,” she said. “Students are already paying tuition for credits, and districts have budgeted for substitutes, so it’s a program that supports everyone involved.” Districts even receive state aid for the cost of substitutes, making SubIN a model of how collaboration can meet community needs without added strain.

Each week, SubIN participants spend two full days in a local school. On one of those days, they work as classroom assistants alongside a mentor teacher, helping lead activities, observing teaching strategies and supporting daily lessons. On alternate days, they take the lead as paid substitute teachers, responsible for managing a classroom and guiding students through the day’s plans. This combination of guided learning and independent responsibility gives students the rare chance to apply what they have learned in their college courses to real classrooms. They not only strengthen practical skills like organization, communication and time management but also begin to understand the nuances of classroom culture and the impact a teacher can have.

While the experience is hands-on, students are not navigating it alone. Each placement is supported by both the partner school and the University. Graduate assistants and CCE staff check in regularly, and mentor teachers provide ongoing feedback and encouragement. This structure ensures that students feel supported as they grow more confident in the classroom, and it gives schools the reassurance that they are receiving qualified, motivated substitutes.

Eligibility for the program is based on readiness and prior experience. Students must have completed at least sixty credits toward their degree and should have some background working with youth whether through volunteering with the CCE’s Youth Initiative, tutoring or similar experiences in educational settings. The application process includes a resume, three references and an interview to ensure that students are placed in schools and grade levels that fit their interests and comfort level. Some prefer early elementary grades, while others are more drawn to middle or high school classrooms. Careful matching helps make each placement successful for both the student and the district.

For many participants, SubIN offers a sense of discovery. Students work with different subjects and age groups, often realizing where their interests and strengths align. Andrea Decker, assistant dean of CCPA, explained that this flexibility is intentional.

“They aren’t just filling in for the day,” she said. “They’re learning what it feels like to lead a class, to build relationships with students and to adapt when things don’t go as planned. It’s a supported way to find out if teaching is the right fit.”

The program began in 2022 with only a few students and one participating district, but has since expanded to include 14 students placed across multiple schools in ��������, Chenango Valley, Windsor and Susquehanna Valley school districts. This growth reflects the success of the partnership as much as the demand for it. Districts receive dependable coverage for their classrooms and students gain both experience and professional connections that extend beyond graduation. Many go on to substitute after the internship ends or pursue graduate study in education, building a stronger regional pipeline of future teachers.

For Alec Guglielmo, who is pursuing a master’s degree in childhood, early childhood and special education, the SubIN program provided the kind of real-world experience he was looking for. The blend of mentorship and independence helped Guglielmo develop a range of skills, from collaboration and time management to classroom leadership. Guglielmo also discovered how much adaptability the role requires, learning to follow a set schedule while staying flexible enough to meet students’ needs throughout the day.

“At first, managing a whole group of students was overwhelming, but with more experience and support from my mentor teacher, I became much more confident,” he said.