Looking back on what was reflected in the Internship Workshop in September of 1997, I can now see a different reflection than what came to me at the time. Sometimes we educate teachers to work in the ideal situation. The "What ifs..." are discussed to pieces but do not always become a reality for most teachers until they are on their own.

What type of work force are we preparing our interns for? Let’s consider for a moment the number of graduates from the Faculty of Education. Based on that number let’s answer three questions out of a possible hundred:
 

• How many of these graduates wish to move into the teaching profession?
• How many get permanent positions in their chosen field?
• How many become substitute teachers?

I fear that, out of those who wish to continue in their field, a large number become substitutes. Some have the success of moving into a permanent position immediately, but they are few.

In view of this situation, should we be preparing our interns to be substitute teachers first? I am not trying to be negative but to be realistic. Substituting and being in a permanent position are two different jobs. Permanent teachers know their classes. They know what happened yesterday, where they are today and what to expect for tomorrow. Substitutions would mean stepping into someone’s domain for one day. Keeping in mind the importance of delivering the best education possible, in line with our philosophy of education, the substitute could be given an ideal prepared plan for the day or as little as a blank sheet. When a teacher walks into a class, whether it is someone else’s or his/her own, a plan may not always work out. They must be prepared for setbacks and build on the positive experiences.

I recommend to the interns that, just as doctors on house calls are prepared with a doctor’s bag, they, too, should have a teacher’s bag. When packing, they should think of being a substitute first; then, if they later find themselves in a permanent position, they should use it to help themselves and their classes grow. They should never count on someone else to be prepared for them. They should prepare themselves to be their own particular kind of teacher and use the rest as a gift.

The following are a few ideas for a teaching bag:
 

• Letters from a scrabble game (language can be so much fun in large or small groups).
• A list of large words in which one can derive smaller words.
• A Knock…Knock book.
• Two packs of playing cards (lots of Math and Science already built in).
• A few hit CD’s.
• "The Important Book" by Margaret Wise Brown (ideal for Health, Religion, Social Studies or Art at any grade level).
• Space for more things.

As Educators, we should reflect not only on teaching itself, but on the types of teaching we are preparing our interns for. In completing an internship program, substituting should be a major part of the course requirements.