2013-2014 вЂў Equal employment opportunity вЂў Substitutes are important вЂў Roles and responsibilities of the substitute teacher вЂў Classroom management and discipline вЂў Need assistance, who do you ask? вЂў The daily routine вЂў Substitute teacher notification procedure-AESOP вЂў Resources вЂў Kent County Public Schools does not discriminate against any employee or applicant for employment because of race, color, religion, sex, national origin, age, disability, military status, genetic information, or on any other basis prohibited by law. Employment decisions will be made on the basis of each applicantвЂ™s job qualifications, experience, and abilities. вЂў We value and appreciate you- our substitutes. вЂў Students and our schools benefit when substitutes are well trained when they enter the classroom and actively instruct. вЂў Substitute teaching, just as full-time teaching, comes with many responsibilities. вЂў SCHOOL SAFETY- First and foremost- You assist the district in keeping all students safe. Remain attentive and focused on your students at all times. Awareness of what is transpiring in your classroom is crucial. 1. вЂў вЂў вЂў Reading newspapers, working on the computer, reading books is not allowed during class time. Personal calls on cell phones are to be made at lunch and during planning periods. Never leave a class unsupervised. 2. 3. ConfidentialityвЂ”Confidential student information is protected by state law. As a substitute teacher, you will come into contact with knowledge of grades, behavior, and socio-economic conditions. **There is NEVER a reason to take this information from school and discuss it with others. Internet- The district has a protective filter. Attempts to view inappropriate websites is unacceptable, traceable, and can be against the law. 4. вЂў вЂў Sharing political, religious, and/or social beliefs. Your ideas, opinions, and beliefs are a part of who you are as an individual. However, it is required that you adhere to the teachersвЂ™ lesson plans and follow his or her instructions as closely as possible. 5. Desired professional demeanor- Enthusiastic, compassionate, and positive attitude. You are responsible for a climate of mutual respect which can be established with genuine concern for the students. Keep the classroom door open when talking with students. Avoid any behavior that could be misinterpreted when interacting with students. вЂў Use verbal praise and reinforcement. вЂў Candy may not be used as an incentive. вЂў Avoid losing your temper. вЂў Do Not take children home with you and never transport them in your car. вЂў Do Not make telephone calls, text message, use Facebook or write notes of a personal nature to students. вЂў Respect students and their cultural/diverse backgrounds. вЂў Use only proper humor (avoid sexual and racial jokes or humor). вЂў The information you may hear from students is confidential. вЂў Avoid criticizing others. 6. Legal Aspects Supervision of Students A teacher (or substitute) is required to exercise care and caution for the safety of the students in his/her charge. This means act reasonably and with safety in mind, being able to explain circumstances and your actions, as well as following school safety policies and procedures. Release of Students Due to possible restraints on who may have custody of a child, children should not be allowed to leave the building during a school day without consent from the office. Administering Medicine Medication should only be administered by school nurse or other appropriate personnel, not the classroom or substitute teacher. Advice from School Nurses: вЂўRefer all students with injuries (even minor) to the school nurse or the office. вЂўWear protective gear with any bodily fluids. вЂўAny child that is bleeding, provide a bandage or send to the school nurse. вЂўPrevention is the best antidote for emergencies. Always stay with students and never leave students unattended. 7. Records/Notes on Incidents Maintaining notes on particular incidents in the classroom can protect you in problematic situations. If you feel that your actions might be questioned, note the date and time, the individuals involved, the choices for action considered, and the actions taken. (Notes to Teacher вЂ“ Brief description of the day) 8. Discipline Procedures вЂў When sending a student to the principal for discipline issues, the substitute teacher maintains the duties of supervision and care for both the individual child and the remainder of the class. вЂў Actions to consider include: utilize the intercom to call the office have another student accompany the student send a student to bring someone from the office or, have another teacher watch your class while you take the child to the office. 9. Safety and Crises Drills вЂў вЂў вЂў All visitors in KCPS buildings must wear a badge that indicates they signed in at the front office. Review the Crises Procedures when you come to a new classroom вЂ“ exit route, location of the вЂњgo bucketвЂќ, attendance clipboard and sign out sheets. When the fire drill bell sounds, take the вЂњgo bucketвЂќ and clipboard, line up the students in an orderly fashion, and follow the evacuation route. 1. 2. 3. Engaging StudentsвЂ”be sure you have the attention of everyone in your classroom before you start your lesson. Do not attempt to teach over the chatter of students not paying attention. Direct InstructionвЂ”begin each class by telling the students exactly what will be happening. The teacher outlines what he/she and the students will be doing this period. Time limits may be set for some tasks. State expectations for behavior prior to the activity or lesson. 4. 5. MonitoringвЂ”Actively move around room. Check on progress and provide individualized instruction as needed. ModelingвЂ”Teachers who are courteous, prompt, enthusiastic, in control, patient and organized provide examples for students through their behavior. If you want students to use quiet voices in the classroom while they work, you too will use a quiet, but assertive voice as you move through the room helping students. 6. 7. Non-Verbal CuesвЂ”Non-verbal cues can be facial expressions, body posture, hand signals, or proximity to a student. Care should be given in choosing the types of cues you use in your classroom. Take time to explain what you want the students to do when you use your cues. Low-Profile InterventionвЂ”Intervention should be quiet and calm between teacher and student. De-escalation techniques should be used if a student becomes upset. Proactive measures will decrease the chance of a student misbehaving. 8. 9. Positive DisciplineвЂ”use classroom rules that describe the behaviors you want instead of listing things the students cannot do. Instead of вЂњno running in the room,вЂќ use вЂњwalk from one station to another.вЂќ Refer to the rules as expectations. Let your students know this is how you expect them to behave in class. Redirecting BehaviorвЂ”Describe the problem, describe the desired behavior, check for understanding, and provide positive feedback. вЂў If possible, talk privately with students who need redirection. вЂў Watch attention spansвЂ”it is important to pace a lesson and recognize when to change activities, speed up, or slow down. вЂў вЂў вЂў вЂў Treat all pupils with fairness and impartiality Be alertвЂ”spot potential behavior problems in the early stages and take action before the situation escalates Remember that some students will test a substitute teacher to determine his or her behavior limits. Stress to students that they must assume some responsibility for their own actions. Students will sometimes suggest certain activities or procedures which vary from the regular teacherвЂ™s routine. If such a situation arises, be pleasant but firm as to how things are going to be done that day. Try to adhere as closely as possible to the regular teacherвЂ™s schedule. Special Needs вЂў If a student does not comply, consider what might be the problem вЂў Use visual cues to support appropriate behavior for all students вЂў Do not allow students to move their seats, etc. вЂў When most students have completed an activity, move on вЂў Talk with grade level or content area teachers вЂў Secretaries are great resources вЂў Principals are here to help вЂў Arrive on timeвЂў Dress professionallyвЂ”appearance makes a difference вЂў Substitutes are not allowed to bring their personal children to the assigned classroom. вЂў Follow the teacherвЂ™s lesson plan and schedule as given to you. Prior to Entering the Classroom вЂў Check-in at the campus office вЂў Obtain any keys that might be necessary вЂў Ask about special procedures and schedules вЂў Extra duties associated with the assignment вЂ“ lunch, after school, etc. вЂў School-wide events planned for the day- assemblies, field trips, etc. вЂў Attendance procedures вЂў Student medical concerns In the Classroom Prior to Students Arrival вЂў вЂў вЂў вЂў вЂў Write your name on the board (Mr. Smith) Review any posted expectations and rules Review evacuation maps and any emergency data Read through the lesson plans Locate books and materials which will be needed throughout the day. вЂў Study the seating charts вЂў Greet students with confidence as they enter the classroom Throughout the Day вЂў Carry out the lesson plans and assigned duties to the best of your ability. вЂў Be positive and respectful in your interactions with students and school personnel. At the end of each class period or day вЂў Account for all classroom materials вЂў Have students straighten and clean the area around their вЂў вЂў вЂў вЂў вЂў вЂў desk. Remind students of homework Write a brief report of your day and leave it for the classroom teacher Neatly organize the papers turned in by the students. Close windows and turn off lights and equipment. Make sure the room is in good order before you lock the door. Turn in keys and any money collected to the office вЂў Talk with grade level or content area teachers вЂў Secretaries are great resources вЂў Principals are here to help вЂў You can email Krystal Proctor, firstname.lastname@example.org or call her at her desk 410-778-7140. You arrive at the school 15 minutes early and the lesson plan that were left make no sense at all. You look for the materials and they are not there. What should you do? You accept a third-grade position at one of the elementary schools, and when you arrive you are moved to an assistant position with a special needs child. There are no plans, and you are told that you need to stay with the child for the whole day. You have never worked with a student like this and you feel very uncomfortable. What do you do? You are placed in a classroom for the day. The lesson plan seems complicated and when you try to teach the lesson, the students complain that the work is too hard. The students become very chatty, and when you try to bring them back on task, they moan that they canвЂ™t do the work. What do you do? Thank-you for your attendance.