Changing from a career in STEM to substitute teaching

After years in biology labs, Tanisha Maitre decided to pivot.

In January 2026, she started substitute teaching with Scoot Education in Philadelphia, Pennsylvania. She quickly found success creating structure and empowering students in SPED settings and making math and science fun for younger learners.

In just a few months, she landed a long-term sub assignment, teaching 2nd grade math. Read the interview to learn how she felt and what she learned on her subbing journey.

If you’re a STEM professional looking for a new, meaningful career, consider subbing! Explore if teaching is the right career path for you. Scoot Education is here to support you in your transition.

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From lab research to teaching in the classroom

Why did you decide to start subbing and what led you to choose Scoot?

I decided to start subbing because I really:

• Enjoy working with students
• Wanted to make a meaningful impact in a classroom setting
• Love making STEM fun again

I think we lose a lot of the younger generation in the STEM field because it is quite frankly, hard. There’s this disconnect with the love of the field because of how complex it is sometimes.

But to me, science is like learning a language. Once you understand the language, it makes it a lot easier to discuss the topic; it’s easier to navigate and have fun.

What’s your favorite thing about being a substitute teacher?

The flexibility combined with the opportunity to make an impact. It feels very rewarding and exciting to get up and go do the job.

Finding success as a first-time substitute teacher in a special education classroom

Tell me what you experienced subbing for the first time and a challenge you’ve overcome.

It was initially difficult because this was my first formal teaching experience. On my first day, I worked in a low incidence classroom–these are kids that are on the spectrum who have varying needs and learning styles. Their classroom hadn’t had much structure yet, but for these students, routine and repetition are key to helping them feel safe to learn.

The first day felt difficult because we were all getting accustomed to one another, but I took notes to understand each student’s:

• Different learning styles
• Their backgrounds
• Challenges and strengths in certain subjects versus others

From there, I was able to tailor a curriculum for the rest of the week that supported their individual learning journeys.

I helped implement structure that didn’t “force” or “impose” on the students and their environment, but rather allowed me to work with them.

It was rewarding to see how much progress they made by the end of the week. Even though I’m not in that classroom anymore, I go back to visit the kids. They’re very excited to see me and tell me what’s going on.

Can you tell me about a great school experience you’ve had as a sub so far?

At one of my first schools, I enjoyed how warm, welcoming, and supportive the staff were. While the students had their challenges living in an urban area, I felt like I could connect and relate with them.

Once you build a relationship with them, they’re much more receptive to learning the material and trusting you. And you’re there for the right reasons.

Becoming a long-term sub

So you stepped into a long-term sub role for an elementary school. Could you tell me how that transition was like for you?

The opportunity to step into a long-term elementary school role actually came from my success in the low-incidence room. Because I was able to create lesson plans tailored to each student’s challenges—introducing difficult tasks in increments to build their confidence and avoid “big feelings”—Scoot felt I would be a great fit for kindergarten and 2nd grade math.

I was resistant at first. I’m used to working with adults and didn’t think I could successfully adjust my language to meet children at their level. I honestly thought I’d be a better fit for high schoolers, but eventually, it just clicked. Once I introduced myself and built that rapport with the students, it’s been great. I’m finding that I can do this naturally!

Now, I’m co-teaching as a 2nd grade math teacher for two classes. The homeroom teacher has been incredibly supportive as I navigated the first week and more.

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Transferring STEM researcher skills to teaching

What skills did you take from your research into the classroom setting? Or are the skills required completely different?

I’ve learned to not take things personally and to adapt quickly–not being so hung up on details or mistakes that may not be significant to dwell on.

In scientific research, the details matter. I’m used to a level of rigidity. Everything needs to be absolutely correct, especially if it involves clinical trials.

But in the classroom setting, there are many opportunities to course-correct. It’s refreshing to know there’s always room to improve and readjust your plans.

You might have to pause a lesson plan to walk a student through their feelings, but that doesn’t mean you aren’t successful in teaching the lesson. You’re just taking into account their feelings of frustration in the moment.

Advice for future subs

What advice would you give someone subbing for the first time?

Don’t take anything personally. Remember that you are there to maintain and manage a classroom and teach. We are dealing with students from all different walks of life, backgrounds, and learning styles.

If you can remain open and adaptable, you’ll be surprised by how much kids respect that and lean in to learn from you.

Most people—adults included—don’t like change. So how can we just force change and not coach a student through those changes?

While it can feel overwhelming at first, the job becomes much easier once you take the time to understand where they are coming from, and you adjust along with them.

What would you say to someone considering subbing with Scoot?

Remain open and don’t be closed off. You might be surprised to find that the opportunities you were hesitant about are actually what you’re good at. Don’t discount opportunities when they present themselves.

If you could describe your experience with Scoot in one word, what would that be?

Insightful.

Pivoting from research into education has taught me so much about myself. It has brought me a lot of insight into my own capabilities, especially my ability to remain open, flexible, and adaptive in a new career path.

Curious about teaching? Want a change of pace?

Try out substitute teaching. You may surprise yourself—as you discover and build new skills and see the meaningful impact you leave on kids.

Apply now