Bridging the gap in Broome County classrooms – Binghamton University

Report on the SubIN Program: A Partnership for Sustainable Educational Development

A collaborative initiative in Broome County is addressing a critical shortage of substitute teachers by leveraging a multi-stakeholder partnership, directly contributing to several United Nations Sustainable Development Goals (SDGs). The SubIN program, a joint effort between Binghamton University’s Center for Civic Engagement (CCE) and the Department of Teaching, Learning and Educational Leadership, connects undergraduate students with local school districts to fill an estimated 75 daily classroom vacancies. This report details the program’s structure, impact, and alignment with global sustainability targets.

Alignment with Sustainable Development Goals (SDGs)

The SubIN program serves as a practical model for achieving key SDG targets by creating a system that benefits students, educational institutions, and the wider community.

SDG 4: Quality Education

• Ensuring Continuity of Learning: By providing qualified and motivated substitutes, the program mitigates educational disruption caused by teacher absences, ensuring that K-12 students receive consistent instruction.
• Increasing the Supply of Qualified Teachers (Target 4.c): The program offers hands-on training and mentorship, creating a robust pipeline of experienced, confident, and prepared future educators for the region.
• Promoting Lifelong Learning Opportunities: University students gain invaluable practical skills that bridge the gap between educational theory and real-world classroom application.

SDG 8: Decent Work and Economic Growth

• Fostering Youth Employment (Target 8.6): SubIN provides undergraduate students with paid, professional experience, enhancing their employability and offering a direct pathway into the education sector.
• Developing a Skilled Workforce: Participants cultivate essential professional skills, including communication, time management, leadership, and adaptability, preparing them for decent work upon graduation.

SDG 17: Partnerships for the Goals

• Multi-Stakeholder Collaboration: The program exemplifies a successful partnership between an academic institution (Binghamton University) and public entities (local school districts), demonstrating an effective model for community problem-solving.
• Resource Mobilization: SubIN strategically utilizes existing resources—student tuition credits and district budgets for substitutes—to create a financially sustainable program that supports all parties involved without imposing additional strain.

Program Structure and Operations

The SubIN program is a structured, four-credit internship designed to provide a comprehensive learning experience while meeting a critical community need.

Participant Engagement Model

1. Mentored Experience: Participants spend one full day each week as classroom assistants, working alongside a mentor teacher to observe strategies, support lessons, and lead activities.
2. Independent Leadership: On a second day each week, participants serve as paid substitute teachers, taking full responsibility for managing the classroom and executing the day’s lesson plans.

Eligibility and Support Systems

• Participant Requirements: To be eligible, students must have completed at least sixty university credits and possess prior experience working with youth. The application process includes a resume, references, and an interview to ensure appropriate placement.
• Institutional Support: A robust support network is in place, including regular check-ins from CCE staff and graduate assistants, as well as continuous feedback and encouragement from mentor teachers within the schools.

Program Impact and Growth

Since its inception, the SubIN program has demonstrated significant positive outcomes for both student participants and the community, leading to its rapid expansion.

Key Outcomes

• For Participants: Students gain practical skills, discover their strengths, and confirm their career interests in a supported environment. The blend of mentorship and independence builds confidence and professional competence.
• For the Community: School districts receive dependable, high-quality classroom coverage. The program strengthens community ties and contributes to SDG 11 (Sustainable Cities and Communities) by fostering a resilient local education system.

Program Expansion

• The program began in 2022 with a single partner district and a few students.
• It has since grown to include 14 students placed across multiple schools in the Binghamton, Chenango Valley, Windsor, and Susquehanna Valley school districts.
• This growth reflects the program’s success in meeting the objectives of all partners and its effectiveness as a sustainable solution to a regional challenge.

Analysis of SDGs in the Provided Article

1. Which SDGs are addressed or connected to the issues highlighted in the article?

• SDG 4: Quality Education

  The article’s primary focus is on addressing a critical shortage of substitute teachers in K-12 classrooms. By placing university students in these roles, the SubIN program directly contributes to ensuring that education is not disrupted and that students continue to receive instruction, which is fundamental to quality education.

• SDG 8: Decent Work and Economic Growth

  The program provides undergraduate students with “professional, paid experience.” This initiative supports youth employment by offering a structured, paid internship that equips students with practical skills, contributing to their future employability and the local economy by building a “pipeline of future teachers.”

• SDG 17: Partnerships for the Goals

  The article explicitly describes the SubIN program as a “collaboration between the Center for Civic Engagement (CCE) and the Department of Teaching, Learning and Educational Leadership” and “local school districts.” This multi-stakeholder partnership is presented as a “model of how collaboration can meet community needs,” directly embodying the spirit of SDG 17.

2. What specific targets under those SDGs can be identified based on the article’s content?

SDG 4: Quality Education

• Target 4.c: By 2030, substantially increase the supply of qualified teachers.

  The article directly addresses this target by describing the severe substitute teacher shortage, with “about 75 substitute-teacher openings each day in the region.” The SubIN program is designed to “fill” this gap and builds a “stronger regional pipeline of future teachers,” thereby working to increase the supply of trained and experienced educators.

SDG 8: Decent Work and Economic Growth

• Target 8.6: By 2020, substantially reduce the proportion of youth not in employment, education or training.

  The program specifically targets undergraduate students, providing them with an opportunity that combines education (as a four-credit internship), training (mentorship and hands-on experience), and employment (“paid substitute teachers”). This model directly engages youth in productive work and skill development, preventing them from being outside the employment or education systems.

SDG 17: Partnerships for the Goals

• Target 17.17: Encourage and promote effective public, public-private and civil society partnerships.

  The program is a clear example of a public-public partnership. It is a “collaboration” between a public university (Binghamton University) and public “local school districts.” The article highlights the success and growth of this partnership, which has “expanded to include 14 students placed across multiple schools in Binghamton, Chenango Valley, Windsor and Susquehanna Valley school districts,” demonstrating an effective partnership model.

3. Are there any indicators mentioned or implied in the article that can be used to measure progress towards the identified targets?

SDG 4: Quality Education

• Implied Indicator for Target 4.c: The article provides quantifiable data that can serve as local indicators for measuring the increase in the supply of teachers.
  • The scale of the teacher shortage is quantified as “about 75 substitute-teacher openings each day.”
  • The program’s contribution is measured by its growth from “a few students” in 2022 to “14 students” currently.
  • The program’s success in creating a “stronger regional pipeline of future teachers” is an implied measure of its long-term impact on teacher supply.

SDG 8: Decent Work and Economic Growth

• Implied Indicator for Target 8.6: The article provides metrics to measure the engagement of youth in employment and training.
  • The number of participants (“14 students”) serves as a direct indicator of youth engaged in a paid internship that combines work, education, and training.
  • The description of the program as providing “paid experience” and students “earning pay” confirms its role in youth employment.

SDG 17: Partnerships for the Goals

• Implied Indicator for Target 17.17: The article details the scope and growth of the partnership, which can be used to measure its effectiveness.
  • The number of partners is specified: Binghamton University (via two departments) and multiple school districts (“Binghamton, Chenango Valley, Windsor and Susquehanna Valley”).
  • The growth of the partnership from “one participating district” to several is a clear indicator of its success and expansion.

4. Table of SDGs, Targets, and Indicators

Source: binghamton.edu