Any Cover Supervisors out there?

[CovidCantKillChristmas]

Hi. I am about to start a new job as a cover supervisor in Jan. I have around 10 years of experience as a TA but have not been in the classroom for the past 2 years. Just wondering if there is anyone on here that is a CS or teacher that would be happy to share some tips to get me started. I have always had good classroom management but with pupils that already knew me. I realise that I will be on the back foot to start!

Oooh I did this job for a year. A while ago.

IME there are two types of CSs: the ones who want to be mates with the kids, so they are nice to them and do have a good relationship, but not much work gets done; and the ones who are stricter and less popular. Both have a role to play.

I think behaviour management is key, make sure you are all over the rules and sanctions you can use. Be consistent and fair. Don’t expect too much work tbh - a quiet calm room is a winner.

good luck!

Hated it. I have roughly 2 years experience as a CS. Let me tell you a few things.

The students regard CS's as unqualified teachers. They have no respect for them, will mess about in lessons and you have little opportunity to develop good relationships with students.

I recently had the misfortune as working as a CS in a "reputable" academy trust school. Hated every minute of this. Was expected to teach subjects such as Geography when I had no qualification in this. No generic cover work set, just a PowerPoint I was expected to deliver. When I raised this to the assistant head, they said "you have to deliver what's on the PowerPoint, don't just give textbook work".

That was despite me not being a qualified teacher. If you are paid as a cover supervisor, you should just supervise, but try to help as much as you can.

Schools now expect cover supervisors to actually deliver the lesson. Not so much supervising as delivering the work set by the teacher. I am a teacher and I personally would not fancy it.

Your disadvantage is if you don't know the kids. So my advice is make sure you try and learn names as much as you can. Insist on the seating plans and use that information.

I've seen some excellent CS - as well as some who struggle. You'll know a lot if you've been a TA, but kids do basically want to learn, do helping them do that is a win. Good luck!

I work with them as I manage all the absence/cover in a secondary school.

IME it isn't a job that people stay long in. But I think that is because a lot of people use it as a stepping stone to teacher training.

It is quite stressful, but it pays better than TA generally and at least you get to manage the classroom instead of deferring to someone else.

I'd say behaviour is the biggest challenge in the school I work in. There is support, but sometimes there just isn't enough to go round. I think that the better you get to know the children and they you, the better it gets.

Teachers hate coming back to a messy classroom and kids try to get away with not putting things away when they think they can get away with it (ie a supply teacher). So that's one thing to consider.

I think that keeping the kids quiet and safe is the main priority. You can only work with what you have and sometimes lesson plans are a single line of text, so there is a level of winging it at times!

Schools are very stretched right now and teachers sending in cover work from home, at 7 in the morning, when they're ill, is never going to result in an amazing, detailed lesson plan!

It isn't always possible to allocate the 'right' subjects to cover supervisors as the classes need to be covered. It's the same with teachers. Sometimes the French teacher has to cover a Science lesson or whatever. That can be challenging but teachers and SLT should be understanding about what you can do in those circumstances.

Behaviour management is your main issue. You are not their "real" teacher and they play on it .

Start as you mean to go on. Be consistant. Follow the school behaviour policy to the letter. Send them out if they dont come in how you expect. Strsight away. Then speak to them. Tell them your exoextations. Then allow them bsck in. Spend time on how they enter it sets their expectations

When you’re taking the register, draw a quick map of the classroom with their names. Behaviour warnings are instantly more effective if you can use their name and you can report back on effort and progress etc.

I'm.a teacher. At our school.most cover is PowerPoint that you are expected to teach. I think.tbis is the way most schools are going. I would saying knowing the behaviour policy is vital-rewards as well as sanctions. Hopefully it is fit for purpose. I would make a point of, where possible popping my head in nxt door's classroom to remind u r nxt door- Hopefully people will do same to u. Circulate the room. I retiring early, thinking I might do this to top.up.my pension. Have some cheap biros on hand to prevent pupils avoiding work. I agree re getting kids to not leave room.messy. it will get easier as kids realise you are not just there as a one off. Follow through what you say. They will remember. I agree accepting the fact that they may not get a lot of work done. Often when i .leave cover, the last thing I want is for pupils to.run.out of work, so I leave far too much
The quality of cover left may vary. There is a difference bwn emergency cover for illness set by ill teacher or HOD that morning, or that for a planned absence. Be flexible e.g. if in an English cover lesson.u might want yo search on you tube for a particular scene from a play- just be careful re ratings. Good luck OP

Schools are very stretched right now and teachers sending in cover work from home, at 7 in the morning, when they're ill, is never going to result in an amazing, detailed lesson plan!
they shouldnt be setting work at all

I agree re setting work, but who should do it? I at work at 7. There is no.way if I'm.teaching all day that I can set work.for an absent colleague who is also teaching all day. Might be easier for some subjects. Teach foreign languages. It puts some people off having time off as setting cover is a nightmare. We trying to create some stand alone lessons

I know that! That's my point.

They all set work from home when they're sick, which is never going to work well.

Where I am, it usually the HOS if the teacher doesn't set work. It is a lot though. There is so much absence at the moment, probably exacerbated by the additional work related to ....high levels of absence! We end up using a lot of agency staff, but that has its own problems.

However, it does work out usually and SLT should be understanding considering how stretched everyone is.

Every teacher I have known in every school I’ve worked in has had to do this. If yours doesn’t expect it I think you are lucky.

Are you doing it one school or as a cover supervisor supply? In one school you’ll be fine by Easter but a different school everyday, I wouldn’t fancy it.

I would try to use as much time as you can in your first couple of weeks to visit each department and sit in on lessons. Get to know the tricky kids and specific classroom expectations for each subject. Always have a seating plan (teachers should have these) and use them. Make sure you record awards and consequences yourself so that you are seen to have authority in your classroom. Be around on corridors as much as you can so that you get to know students and they see you as a teacher and not visiting supply.

When you’re taking the register, draw a quick map of the classroom with their names.

Surely pretty much all schools expect teachers to have set seating plans, which are either printed out and handed to the cover supervisor or available online if the cover supervisor has access? At most schools I know, you take the register on the system, and the seating plan is there as well, with photos. There's no guarantee the kids would tell you the right names if you try and write down a seating plan yourself!

Anyway, OP... in a good school with supportive SLT, reasonably well-behaved kids and efficient systems, it should be fine. I'm a teacher and did cover for s number of years. It was variously ok or hellish, depending on the school and how well-run it was at the time.

I did it for a year and hated it, I was on a grand total of 16.5k per year for a 35 hour week (this was 2021).
No respect from most of the pupils nor the staff, I did try my best to follow behaviour policy then ended up on an informal support plan for issuing too many behaviour points.
I had a PGCE/was a qualified teacher so was used as a cheap supply teacher for a CS wage, until I complained. Applied for teaching roles 3 times at that school and unsuccessful in all 3 interviews.
Very lonely job as wasn't part of any department, very cliquey school too. Handed in my notice the day after being told about the support plan because I did not want to go through that.
Someone very kindly arranged a leaving card for me which was signed by a grand total of around 5 people.
Good riddance to that place, never again. Shame because there were some lovely kids and a small number of lovely staff, but never again. I'm sure yours will be better though.

I'm a CS 3 days a week (teach on the other 2). I love it. I'm in the same school at all times and know every student. I tend to teach rather than cover in humanities subjects (English and History are my subjects anyway but I've been in the school long enough that I know the geography, rs, cd and art curriculums backwards). I can also teach science/maths for younger years if necessary. It sounds like more work but it isn't. Cover work can be tedious and unengaged teens are harder to manage. If I can teach, it means the class teacher isn't behind on their return and the students are engaged, making for a happy and stress free day.

Behaviour management is the key to everything. Firm, fair, consistent. Fortunately, the school affirms that CS are no different to teachers. It's not a chance to slack or mess about and sanctions are no different for poor behaviour.

It's not for everybody. I do 5 lessons a day, all over the school and in other people's classrooms. It can be challenging, but very rewarding.

I remember a year 9 pupil asking another cover teacher if she was doing this job because she couldn't get a 'real' teaching job, which says it all.

1. Have access to up-to-date seating plans
2. Carry spare equipment
3. Greet classes at the door
4. Get them in, get them on, get them out
5. Make sure you know the basics with smart boards (switching screens, volume etc)
6. 3 warnings (verbal/move seats/quiet word) then points or exit
7. Praise points, stickers, stampers
8. Thank you for... You can impress me by...
9. Phone home in the first week (for poor and good students/word will get round)
10. On-call/HOD/HOY if they're a lairy bunch who haven't settled within ten and exiting one hasn't settled them down
11. Do Now on the board as they come in
12. Use humour where you can/zhuzh up the lesson where able (YouTube clips)/stick to basics with the more unruly (textbooks/keywords/key points/questions)/PowerPoints use your judgement
13. Don't talk over them
14. Walk around the class and also give instructions from the back
15. Don't take any of the BS personally

Look up Jason Bangbala, he's a behaviour coach, he is incredible honestly, really effective tips for the classroom!

Did it for 8 years. Mostly loved it.

Yy to seating plans where possible. Yy to knowing the sanctions.

If a seating plan doesn't exist ask the first 4 folk lining up outside to come in and give out the books. (The first 4 in the queue tend to be well behaved). Then let the rest in 6 at a time. They are more likely to head to their seating plan seats that way.

Carry spare A4 lined and plain paper and crayons/felt pens. If the lesson doesn't arrive or exercise books are missing give them paper and/or ask them to design a poster on a key theme.

I also used to print out grids 10 x 10. If you have finished all of your work write down 10 key words needed to understand X. Define them. Then put them into the grid as a wordsearch.

It's a blessing and a curse
Blessing:
Different day every day
New start every day
Not taking work home
Less performance-related stress
Curse:
You are viewed as lesser
Kids therefore try it on more
You can be covering all the lessons all day/travelling/no respite
Poorly paid

There are also the usual paradoxes/mixed messages
Get an outcome in their book but don't spoon feed them
Encourage independent learning but do scaffold
Cajole/use humour/develop positive rapport but don't befriend
Supervise/coach but don't "teach" (union)
Deliver meaningful lessons/what the teacher would have done but don't worry, you're not a specialist
Do as I say but not what I would have done ("good class" "like quiet" "exam conditions" etc when you know they're not, they don't and they won't! )

Low bar: Give out the instructions/don't let them kill each other
Medium bar: Help them learn/have an outcome you are proud of
High bar: Deliver the lesson/lesson objective met and tested

Low bar work: wordsearches, posters, mind maps, revision, educational colouring in, copying out

Medium bar: exam papers, gap-fills, textbook work
High bar: PowerPoints/higher questions/essays/GCSE original texts

Ironically, the most basic work - set as a non-brainer - can cause the most issues as it's not valued/it's basic or you don't have the right tools (posters but no colours for a whole class)
The lesson plans and resources aren't usually differentiated in any way
The "Turn to page..." is often dull as dishwater
The PowerPoints or higher-level work you may be well out your depth with

So...
You need to accept that your main duty is to create a learning environment where those that want to do well can, where the students feel safe, where they have met you halfway, where they have achieved something/written something down that was useful/will be useful in future.

It's a hard balancing act.
Good luck

Oh and you'll know this but don't rely on colleagues to leave what you need
Toolkit: tissues, wet wipes, spare pencils, pens, rubber/pencil sharpener, BOARD MARKERS, paper
(box or carrier with handle).

Been cs since they were first introduced in the same school. Pros-you walk out at the end of the day and don’t have any marking or planning to do. Cons-yes kids will treat you like shit. But I’m finding the ones who do are like this with everyone. Get involved-what will you do when not covering? Will you be attached to Send? This is a good way of building relationships. Extra curricular activities-you may not want to, but getting involved in clubs, performances etc also fosters a positive relationship. Greet the class at the door, welcome them, say hello. And in corridors too. Sounds cheesy but works. Follow the behaviour policy to the letter. If work isn’t suitable tell someone-hod, curriculum manager. Don’t shout. I was shouty for a long while, it feels good but doesn’t work. Do not take anything personally. Get acquainted with set texts, historical topics being taught and examined. Brush up your maths. Also how they answer exam questions-ours do an extended PEEL paragraph model in English. Ask your line manager what you can do to help. I did this in my first week and now do quite a few other roles, so it’s not too tedious. Even if you don’t have seating plans, tell them you do, generally they’ll head to their place, or someone will say “he’s in my seat!”

Good luck op!