SUBSTITUTE TEACHER TRAINING

Lorena Independent School District

TOP 5 R E AS ON S TO BE COME A SUBST IT UT E

1. You enjoy the challenge of being awakened at 6 a.m.

and asked to be in class by 7:30 a.m.!

2. You love the phrase, “But Mr. Smith doesn’t

do it that way!”

TOP 5 R E AS ON S TO BE COME A SUBST IT UT E

3. You enjoy the challenge of guessing what to wear each time

you are called and told, “We’re not sure whether you will be

teaching eighth grade language arts or second grade PE today,

but just come prepared for either!”

4. You believe that every child who wipes their nose on

your best clothes is displaying a positive sign of

establishing good relationships with adults!

TOP 5 R E AS ON S TO BE COME A SUBST IT UT E

5. You enjoy the challenge associated with a name association game

where you try to guess who is actually giving you their real name.

R E AL TOP 5 R E ASON S TO BE COME A S UBST IT UT E

1. Flexible work hours and you can choose age groups.

2. You have an opportunity to establish positive relationships with students

and can have a positive influence on them.

3. Substitute teaching is great practice for future teachers and for those who

are considering becoming teachers.

4. You have an opportunity to express your creativity and ability to relate with

a broad range of personalities.

5 . SUBST IT UT E T E ACHIN G CAN BE FUN ! ! !

PROFE SSIONALISM

The substitute teacher: Is in charge of the classroom. Is responsible for delivery of the instructional program. Is responsible for the care, welfare, safety, and security of students in the classroom. Is a professional who works closely with paraprofessionals and other school staff to ensure effective learning in the school. Is not a “babysitter” who wastes learning time when the teacher is absent.

PROFE SSIONAL DR E SS

More formal dress will help establish a tone of respect and discipline among students.

Jeans and other recreational clothing are not usually appropriate.

Any item of clothing that causes a distraction, creates a safety hazard for the job, or disrupts the

normal classroom environment is inappropriate.

Some teaching situations, such as physical education classes, may require a different mode of dress.

SUBST IT UT E R E SPON SIBIL IT IE S

Arrive on time. On time is at least 15 minutes before the first class. Be prepared to conduct the duties of a regular teacher. Be prepared to cover other duties during the regular planning period. Be flexible. Assignments sometimes change. Report to the office upon arrival. Know policies, rules, and the curriculum. Ask if there are any student medical issues you need to be aware of. Follow lesson plans as closely as possible. At the end of the day, organize all materials and papers. Leave the room orderly. Return materials and equipment to their proper places. Leave a note for the regular teacher regarding the activities of the day.

U S E O F V I D E O S , I N T E R N E T, A N D C E L L P H O N E S

All videos must be approved by campus administration prior to viewing.

All videos must be directly related to the lesson.

Videos may not be used purely for entertainment or to take up time.

Use of Internet must be directly related to the lesson and monitored.

Use of cell phones in class is prohibited unless it is being used for

instructional purposes and permission is granted by an authority figure (use

should be limited to very short segments of time.)

TOBACCO F R E E E N VIRON ME N T

Use of tobacco products is prohibited on school property and at

all school-sponsored events.

E T HICS AS A SUBST IT UT E

Substitute teachers are considered educators, and as such, should abide by the ethical standards of an educator:

An educator should abide by all federal, state, and local laws and statutes.

An educator should always maintain a professional relationship with all students, both inside and outside the

classroom.

Any suspicion of child abuse, harassment, inappropriate relationships (email, letters, phone calls, dates, etc.),

and/or furnishing of illegal substances should be reported to a campus administrator immediately.

An educator should refrain from the use of alcohol or unauthorized drugs during the course of professional

practice.

E T HICS AS A SUBST IT UT E CON T.

An educator should always refrain from misrepresenting qualifications, criminal history, transcripts,

or other information related to employment.

An educator should honor the trust of handling funds and/or use of equipment purchased with

public funds by exhibiting a high level of honesty, accuracy, care, and responsibility.

An educator should fulfill obligations agreed to prior to or during the course of duty.

An educator shall comply with state and federal laws and local policies relating to confidentiality of

student and personnel records (see slide for FERPA regulations).

E T HICS AS A SUBST IT UT E CON T.

An educator should always preserve the dignity and integrity of the teaching profession by their

conduct, both physically and verbally.

An educator should foster a nurturing environment that is and safe and conducive to learning.

An educator should administer ALL tests according to state, federal, and local policies and should

never compromise the integrity of the assessment.

LE G AL ASPE CT S OF T HE JOB

A substitute should always be aware of their legal responsibility.

Don’t be afraid to ask questions if you are not sure about something.

There are 9 general categories of legal considerations Supervision of Students Due Care and Caution Release of Students Administering medication Confidentiality Anecdotal Records Duty to Report Discipline Policies Dangerous Situations

SUP E RVIS ION OF ST UDE N T S AN D DUE CAR E AN D CAUT ION

Supervision of Students: The substitute teacher who has physical control of a classroom has a duty to keep students safe and orderly. In Texas, a teacher acts in loco parentis (in place of a parent) and is allowed to use his/her judgement in a manner similar to a parent. The standard is the reasonable use of professional judgement for the safety and orderly education of students.

Due Care and Caution: A teacher is required to exercise due care and caution for the safety of the students in his/her charge. Essentially, this means acting reasonably and with safety in mind, being able to explain circumstances and your actions, and following school safety policies and procedures.

R E LE ASE OF ST UDE N T S AN D ADMIN IS T E R IN G ME DICAT ION

Release of Students: Due to possible restraints on who may have custody of a

child, students should not be allowed to leave the building during the school day

without express consent from the office and must leave through the office.

Administering Medication: Medication should only be administered by the

school nurse or other appropriate health personnel, not the classroom or substitute

teacher. If you know of medication requirements of a student, the school health

professional should be notified.

CON FIDE N T IALIT Y AN D AN E CDOTAL R E COR DS

Confidentiality: It is unprofessional and against the law to disclose confidential information

about your students. Generally, a substitute teacher should avoid comments about individual

students that convey private information (e.g. grades, medical condition, learning or discipline

problems, etc.) Refer to slide on FERPA for more information.

Anecdotal Records: Maintaining notes on particular incidents in the classroom can protect

you in problematic situations. If you feel that a classroom occurrence might be questioned,

note the date and time, the individuals involved, the choices for action considered, and the

actions taken.

DISCIPL IN E POLICIE S

Discipline Policies: A substitute teacher should never administer corporal punishment,

even though the school’s policy may allow its use. If you are uncomfortable dealing with a

disciplinary matter you should refer the matter to a building administrator. When sending a

student to the office due to a disciplinary matter, the substitute teacher maintains the duties of

supervision and due care for both the individual child and the remainder of the class. Proper

action may be detailed in the school policy or may require your independent sound judgement.

Possible actions include having another child accompany the child, sending another child to

bring someone from the office to intervene, or having another teacher watch your class while

you take the child to the office. Never leave a student in charge of the class!

DAN G E ROUS SIT UAT ION S

Dangerous Situations: A substitute teacher is responsible for making sure the

learning environment is safe. This includes things such as the arrangement of desks

so as not to block exits and proper supervision during the use of potentially

dangerous classroom equipment. A teacher must also consider the potential for

problems in certain kinds of classes. Planned activities in a physical education,

science, shop, or home economics class may be uncomfortable for the substitute

teacher. In such cases, the substitute teacher may choose to do an alternate activity

that they feel applies to the lesson at hand and can be conducted safely.

DUT Y TO N OT IFY

Duty to Notify: This responsibility primarily refers to the reporting of suspected child abuse. The purpose of child

abuse legislation is to protect the best interest of the children, offer protective services to prevent harm to children,

stabilize the home environment, preserve family life whenever possible, and encourage cooperation among the states in

dealing with child abuse.

Any school employee (including substitutes) who knows or reasonably believes that a student has been neglected, or

physically or sexually abused, shall immediately notify the building principal, the nearest peace officer, law enforcement

agency, or office of the State Division of Human Services.

It is not the responsibility of the school employee to prove that the student has been abused or neglected, or to

determine if the student is in need of protection. Investigations are the responsibility of the Division of Human Services.

Investigations by education personnel should not go beyond that necessary to support a reasonable belief that a reportable

problem exists.

T H E FAMILY E DUCAT IONAL R IG HT S AN D PR IVACY ACT ( FE R PA)

Gives parents rights with respect to their children’s education records.

Limits the dissemination of information to those who “have an educational need to know.”

Schools must have written permission from the parent in order to release any information (other than Directory Information).

Information may be released to the following parties without parental permission: • Other schools to which a student is transferring. • Specified officials for audit or evaluation purposes. • Appropriate parties in connection with financial aid to the student. • Organizations conducting certain studies for or on behalf of the school. • Accrediting organizations • To comply with a judicial order or lawfully issued subpoena • Appropriate officials in cases of health and safety emergencies. • State and local authorities within a juvenile or other justice system.

SE X UAL HAR ASSME N T

Sexual harassment is a form of sex discrimination defined as unwelcome sexual advances;

requests for sexual favors; sexually motivated physical, verbal, or nonverbal conduct; or other conduct

or communication of a sexual nature when:

1. Submission to the conduct is either explicitly or implicitly a condition of an

employee’s employment, or when submission to or rejection of the conduct is the basis for

an employment action affecting the employee; or

2. The conduct is so severe, persistent, or pervasive that it has the purpose or effect of

unreasonably interfering with the employee’s work performance or creates an intimidating,

threatening, hostile, or offensive work environment. Examples of sexual harassment may

include sexual advances; touching intimate body parts; coercing or forcing a sexual act on

another; jokes or conversations of a sexual nature; and other sexually motivated conduct,

communication, or contact.

SE X UAL H AR ASSME N T CON T.

Examples of sexual harassment may include: • Sexual advances • Touching intimate body parts • Coercing or forcing a sexual act on another • Jokes or conversations of a sexual nature • Other sexually motivated conduct, communication, or contact.

HOW DO I KN OW IF BE HAVIOR IS SE X UAL HAR ASSME N T ?

Ask yourself if the behavior: • is unwanted or unwelcome • is sexual in nature or gender-based • is severe, pervasive and/or repeated • has an adverse impact on the workplace or academic environment • often occurs in the context of a relationship where one person has

more formal power than the other (supervisor/employee, faculty/student, etc.)

IMME DIAT E ACT ION TO TAKE IF BE IN G SE X UALLY HAR ASSE D

Talk to your harasser if possible. Tell him/her that you find the behavior offensive.

Continue to go to work/class.

Document all sexual harassment incidents (record time, date, place and people involved).

Consider talking to others to see if they have experienced sexual harassment.

Put your objection in writing and send a copy to the harasser saying: • On “this date” you did “this.” • It made me feel “this.” • I want “this” to stop.

Report the harassment to the building administrator and district personnel/human resource director.

R E P ORT IN G S E X UAL HAR ASSME N T

To report sexual harassment you can talk to: • Your local principal, superintendent, or personnel/human resources

officer. • Your local police department. • Your city or state office of anti-discrimination. • Your state office of Equal Employment Opportunity Commission

(EEOC). • The Office of Civil Rights, U.S. Department of Education.

BULLYIN G

Bullying occurs when a student or group of students engages in written or verbal expression, expression through

electronic methods, or physical conduct against another student on school property, at a school-sponsored or -related

activity, or in a district operated vehicle, and the behavior:

• Results in harm to the student or the student’s property,

• Places a student in reasonable fear of physical harm or of damage to the student’s property, or

• Is so severe, persistent, and pervasive that it creates an intimidating, threatening, or abusive educational environment.

This conduct is considered bullying if it exploits an imbalance of power between the student perpetrator(s) and the

student victim and if it interferes with a student’s education or substantially disrupts the operation of the school.

BULLYING SHOULD ALWAYS BE REPORTED TO A CAMPUS ADMINSTRATOR AS SOON AS IT

IS SUSPECTED!

R E PORT IN G BULLYIN G

Any suspected case of bullying should be reported to the campus administration

immediately.

In addition, Lorena ISD has a link at on its website at www.lorenaisd.net under

“For Parents” and/or “For Students” where bullying can be reported anonymously.

More information related to bullying can also be found at the aforementioned

website under “For Parents.”

CLASSROOM MANAG E ME N T

Classroom management involves all procedures, strategies, and instructional techniques used to

manage behavior and learning activities.

Classroom management is everything that happens before, during, and after instruction.

Being proactive and maintaining an environment of mutual respect is imperative.

Without effective classroom management, no learning takes place.

T IPS FOR G OOD CLASSROOM MANAG E ME N T

Be prepared:

• Arrive early to allow time to organize

• Obtain all administrative information prior to going to the classroom.

• Scout the classroom and make mental notes of its arrangement.

• Locate instructional plan and schedule.

• Review lesson plan and locate needed resources.

• Introduce yourself to a neighboring teacher and ask him/her about any procedural questions you may have.

T IPS FOR G OOD CLASSROOM MANAG E ME N T CON T.

Take charge: • Introduce yourself (write your name on the board so that students can read it) and be clear

about expectations regarding student behavior.

• Be positive, but firm. Taking charge doesn’t mean being a dictator, it involves being assertive and confident.

• Remember, you will get respect when you give respect. Students know who is in charge of the classroom and will exhibit respect if they know that you are confident and are respectful in your interactions with them (verbally and nonverbally).

• Take roll efficiently. It is a good idea to identify a responsible student ahead of time and have that student help you with the names.

• Be concise and clear about directions.

• Supervise students at all times!

• Circulate the classroom and offer assistance.

T IPS FOR G OOD CLASSROOM MANAG E ME N T CON T.

Manage records:

• Follow attendance and lunch procedures.

• Make note of homework received/not received.

• Collect and label work accomplished in each class.

• Communicate with the teacher by leaving a note and/or sending an email that summarizes the day. In your correspondence, identify any behavioral issues you had and be sure to also include positive comments that are deserved.

DISCIP L IN E T E CHN IQUE S AN D T IPS

Be positive and pleasant, yet firm.

Be fair, firm, and consistent in your interactions and overall demeanor.

Don’t major in the minor issues!

Remember, proximity is a valuable tool to manage behavior. Be sure to move around the classroom

throughout the class period.

Do not back a student in the corner or allow yourself to be backed into a corner, especially by

issuing unenforceable threats.

Avoid reprimanding a student in front of the class, this will oftentimes escalate negative behavior.

An idle mind is the devil’s playground! Keep students busy with worthwhile activities.

NEVER LEAVE CLASS UNATTENDED!

Avoid group punishment. Only address appropriate individuals.

DO’S

1. Be positive in all interactions.

2. Represent Lorena ISD in a positive manner.

3. Ask for help if you need it!

4. Use common sense.

5. Make all decisions based upon what is best for students.

6. Follow teacher’s lesson plans.

7. Be on time and in the classroom when students are present.

G E N E R AL DO’S AN D DON ’T S

DON’TS 1. Use personal cell phone during class.

2. Make comments on social media sites about

students or employees!

3. Share information about students with

others (grades, behaviors, etc.)

E F F E CT IVE IN ST RUCT ION

Begin class promptly.

Follow the lesson plans.

Address your students personally.

Make directions and instructions clear and concise.

In addition to giving oral directions, write them on the board.

State questions clearly, allowing time for students to think before

responding.

E FFE CT IVE IN ST RUCT ION CON T.

Be enthusiastic and take the opportunity to teach.

Involve as many students as possible in the lesson.

Provide equal opportunity for all students to respond.

Summarize each teaching segment.

Give clear and concise instructions for assignments.

Have some plans and activities prepared in case students finish the

lesson early or if there are no lesson plans available.

T E ACHIN G : ME T HODS , SKILLS , & SUG G E ST ION S

Have you ever had difficulty teaching the material left by the permanent teacher? Following are tips and suggestions:

Brainstorming Brainstorming is a great way to introduce a lesson! It helps students focus their thinking on the topic presented and

helps you assess what they already know. When students are asked to brainstorm, there are a few simple guidelines:

• Don’t judge the ideas, just list them (evaluation comes later)

• Creative and original ideas are encouraged

• List as many ideas as possible in a given amount of time (2-5 minutes)

• Everyone should participate

If students run out of ideas, help them keep thinking! After the initial list is made THEN the most interesting and

unusual ideas often come!

BR AIN STOR MIN G CON T.

Examples to practice with: • Brainstorm uses for a pencil • Brainstorm all of the things that would be in the perfect classroom

Examples to use related to the lesson: • … things in your home that are man-made, things that are natural • … things in the classroom that are geometric shapes • … things that live in the ocean • … what problems you might have if you came home from school and were locked out of the house • … what might happen if an earthquake destroyed your city • … ways you can prepare for a test • … what would happen if the sun didn’t shine for a year • … what would happen if you ate all of the junk food you wanted

BR AIN STOR MIN G CON T .

After a list has been generated, use those ideas to advance the objectives of

the lesson (for example, if you brainstormed the consequences of eating all of

the junk food you wanted, a lesson on nutrition might follow).

Evaluation of (judging) the brainstormed ideas should not happen during

the brainstorming. If someone says, “that won’t work” then students may stop

participating. Establish the guidelines up front – brainstorming is making a list

of possible answers/solutions/ideas.

CON CE PT MAPPIN G

Like brainstorming, concept mapping can be used to introduce a topic. It can

also be used to evaluate what students have learned at the conclusion of the

lesson.

Concept mapping involves placing a word or idea in the middle of the board

or on a piece of paper. Students then share what they know or associate with this

concept. The information is recorded with lines drawn to show how different

concepts are related to one another.

CON CE PT MAPPIN G CON T .

Concept mapping can be used to review information. It requires students

to synthesize information they have read, heard, or observed and restate it in a

concise manner using key words and terms which they understand.

With both brainstorming and concept mapping, it is essential that you, as

the teacher, cultivate a risk-free classroom environment where students are not

afraid to share their thoughts and ideas.

K- W- L

A major challenge of substitute teaching, particularly in the upper grades, is trying to teach a subject about which you

know absolutely nothing! One method of providing a meaningful learning experience in such a situation is a K-W-L chart.

• What do I Know? • What do I want to know? • What have I Learned?

A lesson using K-W-L would begin with the teacher listing the three letters across the top of the board. The students

generate a list of the things they know about the topic, things they want to know about the topic (students can look in textbook or at

materials to see what topics might be interesting). Then students are to use resources (such as textbook) to find out the answers

to the things other students want to know. At the end of the class period, the students and teacher complete the final column

listing what they have learned during the class.

This activity can be done together as a class or individually.

K- W- L CHART

COOPE R AT IVE LE AR N IN G

Many teaching strategies and activities call for students to work together in small groups. This is referred to as “cooperative learning.” In cooperative learning, the teacher acts as the facilitator rather than a presenter. Students learn as they interact with and teach each other. Strategies for effective cooperative learning:

• Group students – have them count off or form groups based on seating arrangement. Do

not let students self-select groups. Keep the groups small – between two and five students per group.

• State the objective and instructions for the group work. THEN have students o Arrange themselves in a small compact group so they can see everyone (circle) o State the assigned task to each other (to insure understanding of the objective)

• Set a time limit for the activity.

• Have students begin working together to accomplish the objective given.

COOP E R AT IVE LE AR N IN G CON T .

• Use cooperative learning ONLY if the permanent teacher has used it. • Assigning roles for each student is helpful in keeping everyone on task. Samples:

o Group leader – keeps the group on task and working toward the objective

o Recorder – records information for the group’s activities, fills out worksheets or

prepares written material

o Materials manager – responsible for obtaining and returning equipment, materials, and supplies necessary for the activity

o Procedure director – reads instructions, explains procedures, makes sure the activity is being carried out correctly

o Clean-up leaders – supervises the clean up of the group’s area at the end of the activity or project

NOW GO FORTH AND SUBSTITUTE!!!