Substitute teachers play a vital role in our schools by providing continued quality education to students when their regular teachers are out.
Earlier this spring, we spoke with Niko Kurtic, a substitute teacher at Prairie View Middle School (PVMS) who moved from California to work at 27J in December of 2022.
What drove you to become a substitute teacher?
After working with diverse youth at a middle school through Americorps, Niko was strongly considering becoming a teacher. Before making the decision to go back to school for a teaching credential, Niko wanted to get a taste of teaching by becoming a substitute teacher.
“I wanted to gain a little experience working in a classroom setting to make sure it was the right fit for me. Substitute teaching was the perfect opportunity to do so!”
How have you supported every student you serve at PVMS?
Along with other teachers at PVMS, Niko supports every student by providing an individualized approach to learning.
“The way that our classroom was set up this year, the lead teacher handled lessons, and I was able to provide one-on-one support to students who required extra help, such as students with learning disabilities. I made a point to form relationships with students and ask about their day and how things were going. I worked closely with the eighth-grade counselor to identify students that needed additional social and emotional support throughout the school year.”
What has been the most rewarding part of the experience so far?
After moving to Brighton and obtaining a job as a substitute teacher for 27J, Niko accepted a long-term substitute position as an eighth grade math teacher at Prairie View Middle School. Serving in this position through the end of the school year allowed them to get more involved with the school community and to do the work of serving every student and their needs.
An example of this work was Niko starting a Gay-Straight Alliance (GSA) group with two other teachers at the school, which serves as a space where all students can come learn about LGBTQ+ issues and find support among their peers. PVMS plans to continue a GSA group this coming school year.
Do you have any fun interactions with kids to share?
“A fun interaction I had with the kids was when I filled in for the band teacher at school, and, having been a band geek myself all through high school and college, getting to try to conduct them was such a fun experience! They were asking me all about what college marching band was like, and sharing my experiences with them got them excited for what was to come in the future!”
How have you seen your work impact students’ academic success? How does that motivate you in this job?
“This was a difficult year for the eighth-grade students because they had to deal with so much change throughout the year. Both of their math teachers left halfway through the year and they were thrown into these big classes of 60 students with a special ed teacher who also had to juggle managing cases along with teaching. I think the great thing about subbing is that you get to jump in and help when things don’t go according to plan. You have to be flexible in order to help schools, students, and teachers when they really need it. From my first day at PVMS, I knew that these students needed someone who could give them the individualized support and attention that they just couldn’t get in such a big class. Forming relationships with students and helping them grow and improve is what makes the job really worth it.”
What would you say to others out there who are thinking about becoming a substitute teacher?
“To anyone considering becoming a substitute teacher, I would say that it’s definitely not the easiest job in the world, but if you care about making a difference in students’ lives, it can be so rewarding. It’s also a huge plus that you can pick your schedule!”