We have all used words like “unprecedented” and phrases like “learning to pivot.” We have even called on previous language to describe what we all just went through during the shut-down portion of the pandemic “the recovering stage” and up to the current “new normal.” Although we have faced a multitude of challenges throughout the pandemic and exposed a lot of areas in which education can improve, such as equity in resources and access, mental health and the dependence on the school system by many families, there was one that really caught us by surprise — the shortage of staffing when we returned.

The excitement of returning was felt by all who had survived the time either virtually meeting or in a hybrid model with the struggle of connecting to those we could not see. As a principal, it was difficult to ensure the staff felt supported and cared for from a distance. The teachers felt the same for students who had disappeared or did not attend regularly. Staff also contended with their own families being at home and their schooling. Students, of course, craved their friends and the socialization they came to expect. Needless to say, the prospect of returning to some semblance of normalcy was palpable in all of us.

We opened up! Along with the additional struggles of re-acclimating to the school/work schedule; COVID protocols that added a tremendous amount of work, stress, and fear; and the political environment playing out at districts and sites, we found a more immediate problem- staffing. There were so many reasons that all came together at the same time to create this perfect storm. We had COVID quarantine protocols, the fear of the health and safety of the employees themselves, the fear of being around so many people after so long, the divide of beliefs about vaccines and masks and then the normal reasons people are out, such as illness, family events, etc. We also had larger than usual amounts of death and loss across the organization.

This did not affect only one group. It ranged from clerical support, special education instructional aides, teachers and other administration which caused a fear that we may not even be able to continue to run. Those that were able to show up were overworked, stressed out and overwhelmed with the constant uncertainty.

Although the origin is unknown, there is a saying: “Necessity is the mother of all inventions.” This world of unknown allowed a lot of creative solutions to be had to ensure that kids arrived each day and were served by the educational institution. Districts up and down the state had procedures where top leadership brushed off their teaching and learning credentials and jumped into the classroom to sub for teachers. We saw directors, superintendents, principals and any other district leaders getting into the trenches. Although this was a widespread initial response and solution, we all knew it was not going to last long term. Who will lead and navigate the districts and sites through this if they were in the classroom every day?

The next logical solution came from human resources. Districts started looking at their resources and filling short-term and long term positions. They looked to their guest teachers (subs;, they looked to interns, alumni and community to start filling in the gaps. Different districts started looking at daily pay rates, period coverage pay for secondary and other negotiated items to try to lure substitutes to the district. We started seeing a disparity between sites within a district who were able to staff their own positions each day and ones who continued to depend on coverage from leadership. After speaking to various staff members, I discovered it was the culture of a school (possibly district) that made that huge difference.