Strengthening Support: How Subfindr Backs Schools in Student Success

A few months ago, I met with a founder who had recently raised nearly two million dollars in seed funding for his startup. During our conversation, a statement that profoundly resonated with me was about the nature of startups, often perceived as "smoke and mirrors." Reflecting on this, I later shared in an Instagram Threads post, "Your startup is perceived as smoke and mirrors. Until one day it isn't." This notion has been pivotal in my journey with Subfindr, Inc., a venture I've been tirelessly nurturing, blending the routine of Wawa runs, rest, binge-watching YouTube vlogs, and dining experiences inspired by Philly Instagram influencer Josh Eats Philly.

As I navigate graduate school and part-time gigs in the gig economy to support myself, I've been steering Subfindr, Inc. towards a vision that transcends mere business success. The question perpetuating my ambition came from an accelerator application I stumbled upon, which curiously never responded: "How will your idea change the world?"

Subfindr, Inc. is not just a business; it's a mission to revolutionize the K-12 educational landscape across the U.S. Our services aim to address a critical gap in the education system: the need for specialized substitute teachers who can seamlessly integrate into various learning environments and maintain educational continuity.

"How will your idea change the world?"

Imagine a school where the absence of a teacher doesn't disrupt a child's learning journey. Every substitute teacher entering a classroom is a temporary fill-in and a valued educator equipped with the skills and knowledge pertinent to that class's specific needs. This is the world Subfindr, Inc. envisions and strives to create.

Our platform leverages advanced matching algorithms like those used in sophisticated online dating services. Still, the focus is on aligning classrooms' unique requirements with substitute teachers' specialized skills. This bespoke approach ensures that students continue to receive high-quality education, even in the absence of their regular teachers.

But the impact of Subfindr, Inc. goes beyond just filling teacher absences. It's about elevating the role of substitute teachers in our education system and recognizing them as crucial contributors to our children's development. It's widely known in education that by the time students graduate from high school, they would've spent nearly one year with a substitute teacher. In many schools in disenfranchised communities, teacher turnover is even more alarming and harmful to students.

In many schools in disenfranchised communities, teacher turnover is even more alarming and harmful to students.

By providing professional development, support, and competitive pay, we aim to empower these educators, fostering a community where their expertise and dedication are acknowledged and appreciated.

The ramifications of such a shift are profound. When substitute teachers are integrated more effectively into the educational fabric, students experience fewer disruptions, maintaining their academic momentum. Teachers can take necessary breaks, secure in the knowledge that their students are in capable hands, thereby reducing burnout and promoting a healthier work-life balance.

Moreover, Subfindr, Inc. aspires to cultivate a culture where education is a collaborative effort supported by a community of dedicated educators ready to step in and contribute whenever needed. This collaborative environment enriches the student's learning experience and fosters a sense of unity and shared purpose among educators.

In essence, Subfindr, Inc. is not just about providing a service; it's about nurturing an ecosystem where every stakeholder in the education sector feels supported, valued, and empowered. It's about building a future where the continuity and quality of education are upheld, no matter the circumstances.

So, to answer the question, "How will your idea change the world?" Subfindr, Inc. will change the world by transforming the educational experience for students, teachers, and substitute teachers, ensuring that every classroom moment is an opportunity for growth, learning, and inspiration. Our vision is to create a world where the education system is resilient, adaptive, and inclusive, capable of facing today's and tomorrow's challenges.

A few days ago, I was talking to a Wharton MBA candidate in the 2025 cohort at a downtown Starbucks, who challenged my ideas on the importance of educational continuity. He, who already had a master's degree in data analysis and was leaving for Japan in a few days, asked what the pressure was on ensuring educational continuity when a teacher was absent. He shared that breaks for students are good. Especially with all the things students are dealing with nowadays.

He, who already had a master's degree in data analysis and was leaving for Japan in a few days, asked what the pressure was on ensuring educational continuity when a teacher was absent.

I told him I agreed. But then I talked about the nature of schools today. From my experience, many schools are still looking for substitute teachers who can cover specialized classes. How does a well-meaning sub prepare to teach 5th graders the relevance of a C Major scale in music class? I shared that while breaks for students are good and necessary, so is having a qualified sub. Many schools nowadays are happy to simply have an adult present to ensure student safety and meet quota, not merely focus on what students are learning and if they are at all.

I shared that the problem can be exacerbated when teachers leave for paternity or maternity leave, and there's no sub to cover for six weeks. Even worse, when teachers quit mid-year. That's when specialized subs would save the day.

I shared that the problem can be exacerbated when teachers leave for paternity or maternity leave, and there's no sub to cover for six weeks. Even worse, when teachers quit mid-year. That's when specialized subs would save the day.

I told him many schools are satisfied with having enough subs on any given instructional day and not pressed if a guest teacher turns on Netflix and Disney Pixar's The Incredibles for students to watch while their regular teacher enjoys their day off.

I joked towards the end of our conversation that when talking to school leaders, district leaders probably say: "Just make sure there's a sub present." However, when these same district leaders report to Miguel Cardona (U.S. Secretary of Education), they proudly proclaim: "Educational continuity is important; we need subs who can teach!"

My question is: "Why can't schools and districts have their cake and eat it, too? Isn't that what they're supposed to do?"

That's a J. Cole lyric.

And all that's mentioned is the Subfindr, Inc. solution.