Issue link: http://educator.cta.org/i/556394
W H E N S T U D E N T S S E E V I N C E N T B E R N O T A walking the hallway, their eyes light up, hoping he's filling in if their teacher is absent. An audible groan goes up as he walks past their classroom door pretending he's going somewhere else, but then a cheer erupts when he turns around to unlock the door. "Students are always happy to see me," says Bernota, "because of the free- dom they perceive in the absence of their regular teacher." He performs a few magic tricks, like pulling a quarter out of his ear and making a pen float in the air, and tells a few jokes to get the ball rolling before students settle down to work. It's not easy facing new students, who often view a substitute as an excuse to behave badly. But in 16 years, he has never sent a student to detention or to the principal. "I'm here to help, not discipline," asserts Bernota, who subs daily in the Santa Monica-Malibu Unified School District. "I consider myself a guest speaker who reviews material and teaches them about subject matter. I try to get students excited about learning and motivate them to do a good job." He began subbing to earn extra cash while attending the University of Con- necticut. He liked it so much that after earning his MBA at the University of Southern California, it became his career. He's never had his own classroom, although he's had assignments lasting up to three months. He renews his emergency permit annually. Bernota went to his first union meeting to inquire about receiving health benefits. At that meeting, the regular representative for substitutes quit, and Bernota became the de facto rep. Ever since, he has been the substitute teacher representative for his chapter, the Santa Monica-Malibu Classroom Teachers Association. There's no substitute for a good substitute… because teachers need someone they can trust when they can't be at school. I've impressed enough teachers with my profes- sional credibility that many of them request me to cover their classes. I don't like to hear that substi- tute teaching is baby-sitting… because you don't get called back every day for 16 years if you are just baby-sitting. My goal at the end of class is to have a stack of written assignments complet- ed so a teacher can see what their students have accomplished. A good sub… listens to students to see what their needs are and what they are capable of doing. I treat each student like they could be the next president of the United States. A good sub asks students what they are reading or if they've seen the latest movie and connects with them over real world events. A teacher can help a substitute succeed… by leaving a detailed lesson plan that describes what they expect each student to accomplish when they are gone. Of course, if there is an emergency, it's up to the substi- tute to ensure the class has a productive day. The best thing about being involved in my union… is helping other substitutes. If they have questions or are seeking benefits, I'm the go-to person. I love being a mediator. We recognize NEA/CTA Substitute Educators Day (the Friday of American Education Week) and celebrate with a night of festive comradeship. The best thing about substitute teaching is… the variety of schools, students and class- es. I learn something new every day. It's a big responsibility, and I take it seriously. I love the kids. They consistently impress me with how brilliant they are. No Substitute for Vincent Bernota By Sherry Posnick-Goodwin Photo by Scott Buschman 23 V O L U M E 2 0 I S S U E 1 IN VINCENT'S WORDS: Perspectives Member spotlight