It would not be unlikely for Coppell ISD substitute Deedra Sole-Cravens to say she walked a couple miles, or five, around the Coppell High School track substituting for an athletics class.  

Sole-Cravens is primarily a fine arts, physical education and athletics substitute. However, this is a recent endeavour. Fourteen months ago, her family moved to Texas from Michigan, where she left her career of eight years as a salon owner. 

“I missed a lot of my kids’ school time, before and after school, because of what I did for a living,” Sole-Cravens said. “Being a substitute has allowed me to be home and spend time with my son.”

Her son, CHS junior Kaden Cravens, is appreciative of how much time they get to spend together upon their move to Texas. 

“When she was in the salon, she would come home around 8 p.m. almost every day except for weekends,” Cravens said. “Now that she has a more flexible schedule, it has really helped us bond and get the time together that we always wanted.”

After a trip to her alma mater, Eastern Michigan University, where she got to design and teach students how to make wigs for the theater department, Sole-Cravens was inspired to become a substitute. Now, she is considering getting into teaching full-time. 

“I found that I really like working with young people. My two children make me better humans every day,” Sole-Cravens said. “And now I get to go home from here and I feel like my students also make me a better person.”

At 7:30 a.m. on a weekday morning, if there is a late call-out for substitutes, Coppell ISD substitute Shelia Walker is ready for the job. 

“You can get scheduled out several days ahead or sometimes it is the morning of,” Walker said. “With teachers, things happen and they might not be able to come in, so it is very short notice.” 

Walker is a primarily academic classroom substitute with a decade of experience. 

“She has seen the changes that have been made and she is able to go with the times,” CHS substitute coordinator Julie Wilson said. “She knows the administration and she has a rapport with the teachers who have been here a long time.” 

Walker’s classroom management and thoroughness means teachers trust her to be a responsible testing substitute. 

“When a teacher is giving a test and needs a sub, they will request her,” Wilson said. “She knows what to do and what to look out for.” 

Accustomed to what her job entails, Walker learned from experiences how to better manage a classroom. 

“Sometimes students like to push boundaries when there is a sub,” Walker said. “I have learned how to be more firm while continuing to be respectful.” 

Walker has been in Coppell since 1987. Her son, Alex, graduated in 1999 and her daughter, Lindsey, graduated in 2004. She is grateful to be working in a place where she can continue to feel close to them and spend time with her family. 

“The staff here is super helpful and supportive,” Walker said. “This job provides me with a flexible schedule so I can still be there for my grandkids, but also have something interesting to do.” 

Substitutes and students often do not see each other enough to form a connection. However, Coppell ISD substitute Jennifer Pang knows all her special education students by name, and they know hers. 

Pang has worked two very different teaching jobs. First at a Chinese school in Richardson, and now a primarily special education substitute for six years.  

“The special education classroom has less than 10 students,” Pang said. “I watch and talk to each student one by one to assist them.” 

According to Wilson, Pang is more than willing to take up challenging assignments.

“Special education substitute jobs are difficult,” Wilson said. “Our kids are different and some of our classes go off campus.”  

To Wilson, Pang’s best qualities are her patience and lovingness. 

“For special education, you have to be loving and you have to be patient,” Wilson said. “She has that personality where I would trust my special education child with her if I had one.”

For Pang, the best part of working in special education is developing meaningful connections with students. 

“Special education kids make me feel really proud,” Pang said. “I also have developed a relationship with them. They will introduce themselves to me and I will introduce myself to them.”