Non-permanent teachers are known by a variety of titles, including substitute teachers, supply teachers, occasional teachers, or teachers on call. Whatever title they are given, they play an important role in Canada’s education systems: between Kindergarten and Grade 12, a child will be taught by a non-permanent teacher the equivalent of one full year.

The authors of this document argue that despite the importance of non-permanent teachers, education and training geared towards them is largely ignored. They suggest ways that teacher education programs, school districts and school boards, teacher federations and unions, and provincial governments could fill this gap.

For example, teacher education programs could offer more instruction on the planning required to help a non-permanent teacher ensure the continuity of instruction. School districts and boards could offer non-permanent teachers additional training regarding district policies, while teacher federations can develop handbooks and other resources. Provincial governments can support training and professional development for non-permanent teachers.