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SUBSTITUTE TEACHER
HANDBOOK Last update 8/1/2017
2017-18
Muskogee Public Schools
Board of Education Services and Technology Center
202 West Broadway
Muskogee, Oklahoma 74401
(918) 684-3700 FAX (918) 684-3701
August 1, 2017
Dear Substitute Teacher:
Welcome to the Muskogee Public Schools. Your role is important! It is you who provides the
continuity of effective instruction during the absence of the regular teacher.
The Oklahoma State Department of Education has given us a roadmap for quality education and
goals to reach. In essence "schools have to perform" and our students will learn. We welcome
your attendance at the Substitute Teachers' Workshop. A handbook is available online at the
Muskogee Public Schools website, www.mpsi20.org. The handbook should help you be
productive and effective as a substitute teacher. Please read the handbook for reference
throughout the year.
Muskogee Public Schools is appreciative for your enthusiasm, dedication, knowledge and
loyalty. Personally, I thank you, our most talented substitute teachers, for all of your effort and
hard work and for accepting the challenge to help our students reach these important goals.
We welcome you to our education team.
Sincerely,
Tami Gardenhire
Substitute Coordinator
One Team One Vision One Community
“ONE TEAM, ONE VISION,
ONE COMMUNITY”
*Dedicated to Excellence
*Educating all students to be successful in an ever
changing society
*Achieved through shared leadership
THE MISSION OF THE MUSKOGEE PUBLIC SCHOOL
DISTRICT IS:
To achieve excellence by empowering students to be productive
citizens who are lifelong learners through a dynamic
teaching/learning environment with cooperative commitment of
community, home and school.
The role of a substitute teacher is important to the success of the
instructional program of the Muskogee Public Schools. Through your
services and those of other substitute teachers, learning can continue
when regularly assigned teachers are not present in the classroom.
The quality of the learning experience of our students is of
paramount importance. Therefore, the district has prepared this
handbook to help you do your job as effectively as possible.
Additionally, you are invited to participate in the Substitute Teacher
Orientation Workshop that is held each year in August.
The Muskogee School Districts Substitute Teacher Coordinator is
Tami Gardenhire, 684-3700/ext 1621 or 805-2967.
SUBSTITUTE TEACHER HANDBOOK
Welcome Letter
Mission Statement
TABLE OF CONTENTS
District Information
Board of Education ……………............................................................... p. 6
Phone Number Listings ............................................................................ p. 7-8
Qualifications for Substitute Teachers & State Law............................... p. 9-10
School Hours ............................................................................................ p. 11
Substitute System
Substitute Coordinator ………………………………….…………….. p. 12
General Procedures ………………………………………………….… p. 13
Preparing for Battle …………………………………………………… p. 14-15
Reporting to an Assignment ……………………………………..….… p. 16-19
Checklist ……………………………………………………………..... p. 20
Professional Information
Code of Ethics …………………………………………………….……. p. 22
Hints for Success ……………………………………………………… p. 24-31
Power Tricks …………………………………………………………… p. 32-34
Tips on Maintaining Discipline ………………………………………. p. 35
Tips for Substitute Teachers …………………………………………. p. 37-38
Report Forms
Substitute Teacher Evaluation ………………………………………… p. 40
Substitute Teachers Report …………………………………………… p. 41
Student Accident Report Form ……………………………………… p. 42
DISTRICT
INFORMATION
Muskogee Public Schools I-20
MUSKOGEE PUBLIC SCHOOL DISTRICT # 20
B.E.S.T. CENTER
202 WEST BROADWAY
MUSKOGEE, OK 74401
(918) 684-3700
BOARD OF EDUCATION
President: Keith Biglow
Vice President: Larry Stewart
Board Clerk: Danny Shiew
Board Member: Bobby Jefferson
Board Member: Mike Ebert
SUPERINTENDENT........................................................Michael Garde
Executive Secretary...................................................Carla Cooper
ACCOUNTING SERVICES ...........................................John R. Little, CFO
Treasurer.........................................................A. Mika Barton
Accounts Payable Clerk..................................Cindy Boydstun
Payroll Clerk...................................................Kathy Rigney
Benefits Specialist...........................................Amber Martin
Receptionist ………….....................................Juanelda Lee
Substitute Coordinator.....................................Tami Gardenhire
(8:00am to 5:00pm) 684-3700 ext. 1621
(5:00pm to 11:00pm & 6:00am to 8:00am) 805-2967
MUSKOGEE PUBLIC SCHOOLS I – 20
MUSKOGEE HIGH SCHOOL 3200 E Shawnee 684-3750
Kim Fleak, Principal
Carrie Dumond, Secretary
7TH/8TH GRADE CENTER 402 N “S” St. 684-3775
Peggy Jones, Principal
Tressa Heytz, Secretary
MUSKOGEE ALTERNATIVE PROGRAM 600 Altamont 684-3705
Heather Jones, Principal
Paula Webb, Secretary
CHEROKEE ELEMENTARY 24th
and Estelle 684-3890
Lori Jefferson, Principal
Jennifer Milton, Secretary
CREEK ELEMENTARY 200 S Country Club Rd. 684-3880
Rick Hoos, Principal
Thea Speer, Secretary
BENJAMIN FRANKLIN SCI ACADEMY 300 Virgil Matthews Dr. 684-3870
Donna Pillars, Principal
Amber Hatcher, Secretary
EARLY CHILDHOOD CENTER 901 Emporia 684-3770
Malinda Lindsey, Principal
Pam King, Secretary
GRANT FOREMAN Bacone and Dakota 684-3860
Dr. Justin Walker, Principal
Connie Ross, Secretary
PERSHING ELEMENTARY 301 N 54th
St. 684-3830
Karen Watkins, Principal
Shannon Barnes, Secretary
SADLER ARTS ACADEMY 800 Altamont 684-3820
Ronia Davison, Principal
Beverly Dorn, Secretary
TONY GOETZ ELEMENTARY 2412 Haskell Blvd. 684-3810
David Shouse, Principal
Rhonda Wilkes, Secretary
WASHINGTON IRVING ELEMENTARY K and Gibson Streets 684-3840
Debbie Dennis, Principal
Marcia Hicks, Secretary
WHITTIER ELEMENTARY 1705 Cincinnati 684-3800
Lisa Rogers, Principal
Bobbi-Taylor Finch, Secretary
SUBSTITUTE TEACHERS (70 O.S. & 6-105, 70 O.S. & 5-142
H.B. 2000 [June 5, 2000])
No substitute can work more than 3 days per week. A substitute teacher may not be
employed for a total period of time in excess of 90 school days during a school year
except in the following situations:
-A substitute teacher holding an expired certificate or who has a bachelor’s
level college degree may be employed for 100 school days.
Felony record Searches (70 O.S. & 5-142)
Any person applying for employment as a substitute teacher is subject to the
local district’s criminal record search policy. According to the provisions of
House Bill 1321, a substitute teacher is required to have only one felony
record search for the school year.
Upon request of the substitute teacher, that felony record search may be sent
to any other district in which the substitute teacher is applying.
Outside Provider (70 O.S. & 6-105)
Allows school district to contract with outside providers to train and employ
substitute teachers.
QUALIFICATIONS FOR SUBSTITUTE TEACHER
In order to be employed as a certified substitute teacher, the applicant must hold a valid
Oklahoma certificate to teach, issued by the State Board of Education. This certificate
must be on file in the office of Human Resources with the Muskogee Public Schools.
Persons who do not hold such a certificate, but who are otherwise qualified legally and
who satisfy expectations of the Muskogee Board of Education and Superintendent of
Schools, may be employed to perform substitute duties for not more than 100 days per
school year, however, non-certified substitute teachers are restricted to no more than 90
days in the same assignment with the exception of Special Education Classes.
COMPENSATION OF SUBSTITUTE TEACHERS
Certified substitutes are paid at the rate of $70.00 per day, or $35.00 for one half day.
Non-Certified substitutes are paid at the rate of $55.00 per day, or $27.50 for one half
day.
Substitutes who do not hold Oklahoma Teacher Certification may not teach more than 90
days. It is the responsibility of the substitute, as well as the district to keep count of the
number of days taught. A non-certified substitute will not be paid for more than 90 days
of teaching. See State Law “HB 2000” attachment.
SUBSTITUTE TEACHER PAYROLL
All Certified and Non-Certified substitute teachers will be paid on the same day as the
Muskogee Public Schools staff. See payroll calendar. Time will go in on cutoff day
(cutoff day is included) direct deposits will be made on paydays indicated on the payroll
calendar. All funds are direct deposited.
SCHOOL HOURS
EARLY CHILDHOOD CENTER ………………………….8:15 am – 2:45 pm
ELEMENTARY ……………………………………………...8:30 am – 3:30 pm
MAGNET SCHOOLS:
BENJAMIN FRANKLIN SCIENCE ACADEMY
PreK thru 6 ………….8:00 am – 3:00 pm
SADLER ARTS ACADEMY
K thru 8 ………………8:15 am – 3:15 pm
ALICE ROBERTSON JUNIOR HIGH ……………………7:55 am – 2:55 pm
MUSKOGEE HIGH SCHOOL ……………………………..7:50 am – 2:50 pm
ROUGHER ALTERNATIVE ACADEMY ……………….7:45 am – 3:00 pm
*NO SUBSTITUTE WILL HAVE BEFORE OR AFTER SCHOOL DUTY.
Note: Substitute teachers should plan to report five (5) minutes before students
arrive.
Substitute Coordinator
The sub coordinator is a link between the administration and the classroom.
The substitute coordinator is the person responsible for taking and processing
the Substitute Teacher applications. Processing includes verifying employment
eligibility through the Department of Homeland Security’s E-Verify system and
a digital fingerprint background check through the State Department of
Education to make sure that applicant does not have any felony convictions.
Substitute’s information is keyed into the AESOP system, an automated
substitute calling system. New substitutes are given access to training in
preparation for utilizing the AESOP system.
RESPONSIBILITIES OF THE SUBSTITUTE COORDINATOR
1. Accept applications from new substitute applicants.
2. Process all qualified applications, including direct deposit information
and email addresses so payroll advices will be emailed to each substitute.
3. Keep all personnel files on certified and non-certified substitutes with
all required information on each substitute teacher.
4. Keep record of Substitute Teacher Evaluation forwarded from the
principals.
5. Maintain a good working relationship between principals, teachers and
substitute teachers.
6. Maintain a file of background checks on all substitutes to make sure
they qualify to be a substitute as per MPS Board Policy.
7. Provide access to training on using the automated substitute calling
system, AESOP.
8. Produce all payroll and personnel reports as required by the Administrative Board.
GENERAL PROCEDURES
1. The substitute teacher will accept assignments only when contacted by
AESOP system, either substitute called in or system has called substitute.
2. The substitute teacher should not accept assignments from individual teachers. Absences must be entered into AESOP System.
3. The substitute teacher’s assignments will be made on a city-wide basis, although requests by teachers and principals for a specific substitute
will be honored whenever possible.
4. The substitute teacher should be prepared to receive calls from 6:00
a.m. to 10:00p.m. Non-emergency assignments will be made ahead of time.
5. If the substitute teacher should be unable to keep a teaching commitment, DO NOT call the school. You can access the Aesop
system and cancel your job. If you cannot access Aesop, call the substitute coordinator (684-3700 ext. 1621 – 8:30 a.m. to 5:00 p.m. and 805-2967 from 5:00 p.m. to 11:00 pm & 6:00 am to 8:30 a.m., this
is a cell phone, if no answer, please leave a message stating your name, date of assignment, name of school and teacher for whom you are substituting.
6. The substitute teacher is expected to report for any and all extra-duty
assignments (within the school hours) of the teacher who is absent. NO substitute will have before or after school duty.
PREPARING FOR BATTLE
A Substitute’s day is nothing less than a preparation for battle.
One of your main responsibilities is keeping control of the
classroom. Some days, this will be your only duty. Since
keeping control of the class is tough enough for the best
Substitutes, you need every advantage that you can get.
Students will attempt to get at you in every way possible: if you
leave a window of opportunity open to students, they will take
advantage of it. Before you step into a classroom, you must
prepare yourself for battle. The way you dress, the way you
speak, and your knowledge of the class subject are factors that
you should consider before stepping into the classroom.
HAVE A CHANGE OF CLOTHES IN TRUNK OF CAR:
Be able to substitute for a P.E. class, even though you were
called in to substitute for an English or 5th grade class. Be able
to supervise the painting of banners during lunch even though
you wore a suit and tie to school. Be able to redeem yourself
after wearing 1 green sock, and 1 yellow sock. Be able to sweat
after class while cleaning up the room. An extra change of
clothes kept in the trunk of your car will enable you to be ready.
DRESS WELL
Slacks and a polo type shirt would be appropriate. You need to
be as professional as possible. The students will point out (over
and over again) all that is not professional with your appearance.
Students target Substitute Teachers for practical jokes, and
compromising situations. Sloppy dressing makes you an easy
target for these jokes.
KNOW SUBJECTS AS WELL AS POSSIBLE
While it is impossible to know everything about all subjects, it is,
in most cases, possible to get into the classroom early and look
through the textbook. Get to know assignments, terms, ideas
and even some of the answers. If possible, read the book and
learn the material thoroughly. A second option is to use the
Teacher’s manual. Some Teacher’s Manual has ―Key Points‖,
―Discussion Topics‖, and ―Answers to Questions‖ in the book’s
margins. A Substitute has to learn to use these margin notes to
their advantage. A third option is to wait for the first student to
enter the classroom, and ask this student about the subject
being taught.
HAVE A BACKUP PLAN
Use your backup teaching plan when the absent teacher doesn’t
leave a set of lesson plans for the day. Backup plans should be
kept in files in your car: the Substitute Teacher should have at
least one Plan for an English Class, one plan for Algebra, etc.
Every Substitute Teacher should plan on days when they know
nothing about the subject of the class they are teaching, and no
lesson plans were left for you. In such a case, the Substitute
Teacher may assign ―Busy Work‖.
LIST OF BUSY WORK IDEAS
Classroom Contest Teach First Aid Teach Deaf Alphabet Teach About Animals Teach Foreign Phrases Explore Encyclopedias ―What if‖ Talk / Essays Read a Story Draw Pictures Make Improvised Music Write / Read Limericks Write Story View Optical Illusions Crossword Puzzles Word Search Puzzles Play Bingo Jigsaw Puzzles Play 20 Questions
These are just a few ideas for ―Busy Work‖.
REPORTING TO AN ASSIGNMENT
The substitute teacher should arrive at the school at least 5
minutes before school starts, if possible. (This is one
complaint that I have had from schools. Please be on time,
unless you were called 20 minutes ago.)
☻☻☻☻☻
The substitute teacher should report to the office upon
arrival. You will be required to sign-in for the day. Ask for
special instruction such as: irregularities in the schedule,
instructional materials, responsibility as to the lunch hour or
any changes that will affect the usual procedure for the day.
Check the teacher’s mailbox to see if there are any bulletins,
messages, or announcements. Personal mail should be left
in the box.
CLASSROOM PROCEDURES
All classroom teachers should have a folder for a substitute
teacher with a procedure outlined for attendance.
☻☻☻☻☻
The substitute teacher will familiarize themselves with
emergency procedures. Know the route your students will
take to exit the building for a fire drill. Be aware of tornado
procedures. There is an emergency map posted inside each
classroom showing where your class should go.
☻☻☻☻☻
The substitute teacher will follow lesson plans left by the
teacher. ☻☻☻☻☻
The substitute teacher will plan to spend the entire time
working with the students. Keep all students assigned to
you under supervision at all times.
☻☻☻☻☻
THE SUBSTITUTE TEACHER WILL NOT LEAVE THE ROOM
UNATTENDED AT ANY TIME!!
☻☻☻☻☻
The substitute teacher will remain in the classroom until all
students are dismissed. The classroom and desk should be
left in good order. Close the windows, put up books, videos,
papers, etc. and turn off lights.
AFTER ASSIGMENT IS COMPLETED
The substitute teacher will return any supplies that belong to
the office. DO NOT TAKE KEYS OR CLASS RECORDS FROM
THE SCHOOL.
☻☻☻☻☻
The substitute teacher may fill out a Substitute Teacher
Report (form is in Forms section of this book) and return it to
the principal’s office before leaving the building. Also, check
your Checklist for Substitutes to make sure you have
completed your days work.
The substitute teacher will NOT leave the building if they have
last hour planning period without permission from the
building principal.
Items Requiring Office Approval
Substitutes are not to excuse students to leave school under
any circumstances. If a circumstance arises which may
warrant an excuse, send the student to the principal’s office.
Be sure to let the office know when you send a student from
the classroom to the office for any reason.
☻☻☻☻☻
Notes or any other communications should not be sent to the
parent without the permission of the principal.
☻☻☻☻☻
Accidents involving any student in your care must be reported
immediately to the principal and a ―Student Accident Report
Form‖ (form is in Forms section) must be filled out.
☻☻☻☻☻
Do not keep student after school hours without permission
from the principal.
Special Programs
The school district has various educational programs
scheduled throughout the school day in an attempt to meet
the needs of all students. You may have small groups of
students scheduled for resource room classes, reading, speech
therapy groups, and/or counseling. This should be indicated
on the lesson plans or daily schedule.
Music, media center, art, and physical education classes conducted
by another teacher may involve your entire class for one period of
the day at the elementary level. You will have that time to make
needed preparations. However, the Principal can ask you to cover
another class during that period.
CHECKLIST FOR SUBSTITUTES
HAVE YOU:
1. Reported to the office and signed in on sign in sheet upon arrival?
2. Become familiar with the routine of the school?
3. Prepared all materials needed for the day?
4. Written your name on board?
5. Introduced yourself to the neighboring teachers?
6. Followed lesson plans?
_____ 7. Performed the classroom teacher’s assigned lunch/recess duties?
_____ 8. Acted professionally and enthusiastically?
9. Left the room orderly, with items used returned to storage?
10. Check papers?
11. Closed windows, turned off lights, turned off all equipment?
12. Completed any reports due at the end of the day?
13. Returned keys?
14. Written a note to the classroom teacher?
PROFESSIONAL
INFORMATION
CODE OF ETHICS
The substitute teacher’s role is essential to the educational
program. Only through the services of the substitute teacher can
learning continue when the regularly assigned teacher is not
present in the classroom.
●●●●●
The substitute teacher functions in the same manner as the
regular teacher; therefore, it is important that he/she meet the
Muskogee Public Schools Substitute requirements. It is also
important that the substitute teacher practice the following code
of ethics.
●●●●●
THE SUBSTITUTE TEACHER:
▪ Shall always treat the students with respect and dignity.
(Do not put hands on students in any way.)
▪ Shall, if possible, maintain the prescribed program of the
regular teacher.
▪ Shall dress appropriately for a professional position.
▪ Shall not use profanity.
▪ Shall not deliberately make a false statement related to
competency and qualifications on an application for a
substitute teacher’s position.
▪ Shall keep confidential information about educators or
students obtained in the course of professional services
unless disclosure serves a compelling professional purpose
or is required by law.
▪ Shall not knowingly make false or malicious statements
about persons in the education profession.
▪ Shall not intentionally expose the student to
embarrassment or disparagement.
▪ Shall not verbalize comparisons of teachers or procedures
at one school as opposed to another school.
☺ HINTS FOR SUCCESS ☺
BEFORE YOU ARRIVE: Dress and groom for RESPECT…….
♦ Be meticulous about your clothing – clean, pressed, and well chosen. ♦ Avoid the extreme in clothing and makeup. ♦ Keep yourself well-groomed. ♦ Plan to arrive at least 5 minutes before classes start.
AFTER YOU ARRIVE:
♦ Examine lesson plans left by the classroom teacher. ♦ Introduce yourself to teachers in nearby classrooms.
♦ Secure the materials and equipment necessary to complete the planned activities. ♦ Consult the seating chart; identify any student who has been designated to assist you.
♦ Familiarize yourself with the daily schedule.
♦ Familiarize yourself with teacher/building discipline procedures. ♦ Write your name on the board. ♦ Greet the students at the door as they arrive. Introduce yourself and ask their names.
♦ Learn each student’s name as quickly as possible.
♦ Be ready to initiate the first activity or assignment as
soon as the class convenes.
♦ Be sensitive to the mood of the class if special
situations exist.
♦ Be prepared to assume all responsibilities of the
classroom teacher.
♦ Check for fire drills, tornado and other safety
instructions.
♦ Keep notes, bulletins, and other communication
for the regular classroom teacher.
♦ NEVER accept money from students, send them to the
office or ask them to wait until their teacher returns.
♦ At the end of the day, leave the regular teacher a note
of what was accomplished and what needs to be
completed.
The classroom is the place where the substitute blossoms. The
substitute’s attitude, attire, and ability to flourish in front of the
classroom. Your very personality is put on display in front of
students. The teaching methods are up to you today, and
sometimes, the teaching plans are also of your choice. There are
also some basic classroom suggestions and general rules that
experienced substitutes have learned to help improve the classroom
flow. Using these suggestions as guidelines, a substitute improves
the chances of being asked back to substitute again.
☻☻☻☻☻
WHAT GOES ON BEHIND YOUR BACK IS AS IMPORTANT AS
WHAT GOES ON UNDER YOUR NOSE
A Substitute Teacher should always be aware of what is happening
with the activities of their students. This includes foreground
activities, background activities, and activities not directly under
your control, but still under your responsibility. You may want to
devote more time to ―watching‖ the student who left class to ―go to
the office‖, than any of the students in the classroom.
☻☻☻☻☻
YOU WILL HAVE GOOD DAYS AND YOU WILL HAVE BAD DAYS
The same class that was so well-mannered and polite yesterday,
can be obnoxious and impolite the next day. And, of course, there
will be days when you feel obnoxious and impolite, too. Despite
these changes, you must exhibit the same behavior and conduct
that you have in the past. The life of a student is unstable and
ever-changing: the students don’t need a Teacher who is the same.
☻☻☻☻☻
TALK TO INDIVIDUAL STUDENTS BEFORE TALKING TO CLASS
There is always one student who wanders into class long before
anyone else does. Speaking with this student is the best insurance
a teacher can get, and it is free for the taking. The two minutes
that you spend speaking to this student can forewarn you of any
problems that need to be dealt with. This student may tell of in-
class rivalries between two students that often turn violent when
there is a Substitute Teacher present. Or he may tell of one trick
that students repeatedly play on Substitutes. The early student
may tell of an assembly during third period that nobody has told
you about, or how Joshua has epileptic seizures, but that the
students know how to deal with the seizure.
☻☻☻☻☻
NEVER LET THE STUDENTS SEE YOU SWEAT
Sweating can take on many forms: stuttering, looking off in the
distance, when asked a tough question, staring, twitching,
frantically searching for a piece of chalk, or the most blatant form of
sweating – responding ―I don’t know‖ to a question asked by a
student. Sweating is the sign of a person who has no control of the
situation. If you show signs of this, students will see it and use it
to their advantage.
☻☻☻☻☻
DON’T SMILE UNTIL YOU ARE IN CONTROL
Smiling can often be mistaken by students as ―sweating‖. Avoid
this confusion by not smiling until the students are doing what they
should be doing, and you are in control of the class room.
☻☻☻☻☻
ESTABLISH ACCEPTABLE NOISE LEVEL
You have been given control of the class room: make it yours. The
class will challenge this control and your first ―standard‖ that
students learn will be your noise level. Making your acceptable
noise level known can take many forms: raising your eyes from the
roll sheet to the student, simply saying, ―Quiet‖, or by not allowing
the class to proceed until the class is quiet. The first student in the
class room will often be able to tell you the most effective form of
discipline for the class. Use this to quiet the students when the
noise level is too loud. Be sure to repeat this quieting procedure
each time you deem it necessary.
☻☻☻☻☻
ASK STUDENTS, ―WHAT DO YOU THINK?‖ WHEN YOU DON’T
KNOW
This not only allows you to get away with not knowing the material,
but encourages the students towards finding the answer on their
own. Students are quick to ―test‖ Substitute Teachers to see if they
are qualified to teach the class room subject. The best response to
the students’ challenge is to ask, ―What do you think?‖ If they
persist, instruct the student to ―Look for the answer in the book‖, or
―Go on to the next question.‖
☻☻☻☻☻
GIVE THEM EVERY REASON TO INVITE YOU BACK TO TEACH
AGAIN
―Them‖ are the absent Teacher, the Substitute Coordinator, the
Administrators, and the Students. If ―them‖ have trouble with you,
it may decrease your chances of being asked back.
☻☻☻☻☻
BE PROFESSIONAL - - -
The students expect a Substitute Teacher to be professional. This
means dressing, talking, and acting professionally. This rules out
dressing in blue jeans and ripped tee-shirt, and cursing.
☻☻☻☻☻
FOLLOW SCHOOL RULES
Different schools have different rules. It is your duty to know the
different rules of each school. Know if eating in class is O.K.; learn
the location where the class goes in case of a fire drill (for every
class you teach).
☻☻☻☻☻
BE FLEXIBLE
Being a Substitute Teacher and being flexible are one and the same.
You must be willing to teach a Boy’s P.E. class, even though the
sub coordinator called you in to substitute for the music class. You
must be flexible when your lunch break is cancelled because they
need a stand-in security person for a noon-hour contest. If the Sub
is not flexible, the school may have a hard time effectively utilizing
the talents of this Substitute Teacher.
☻☻☻☻☻
DON’T WAKE A SLEEPING STUDENT
A sleeping student is a blessing. Let this student sleep. There is a
reason this student is sleeping, and chances are good that this
reason has very little to do with you, so don’t take a sleeping
student personally. Waking this student will stop the flow of the
class, and assuming you are successful in waking this student, the
same student will learn very little, and may cause havoc in the class
room. Consider a sleeping student a blessing, and let the student
sleep.
☻☻☻☻☻
MAKE THEM YOUR STUDENTS
Don’t create a wall between the students and yourself. Be one with
the students. This means that you and the students are ―on the
same side‖. This means that you laugh at the same jokes, know the
same language, and together, will arrive at the same knowledge.
The students pick up on this attitude, and are more willing to learn
from you once they become ―your students‖.
☻☻☻☻☻
THERE ARE NO “KIDS” IN YOUR CLASS, ONLY STUDENTS
The students in your class will be whatever you want them to
be. If you call them ―kids‖, they will act like kids. If you call
them ―students‖, they will act more like a mature student.
☻☻☻☻☻
TREAT STUDENTS WITH RESPECT
Treat students with respect. The popular saying ―Contempt Breeds
Contempt‖ also works the other way; ―Respect Breeds Respect‖.
This includes ―hearing‖ every question, giving praise for student’s
work, and allowing all students to participate.
HAVE STUDENTS DO SOMETHING
A plan is very important! Having no plan is, in fact, giving students
free reign of the class room, and this is never a good idea for a
Substitute Teacher. For each class, an assignment should be
written on the chalkboard. Tell students to work silently, and to
complete the work in a given time limit. This assignment can be
anything; past/present/future homework, student ideas, student
experiences, handouts you brought with you, extra work not
originally assigned, or other work that you find in the class room.
Having students do something will give you a chance to take roll,
get organized, and whatever else needs to be done.
☻☻☻☻☻
WALK AROUND CLASS
You are the Captain of this Ship. Know what goes on aboard your
ship. Be aware of any actions that may call for your intervention.
Walking around class reminds students whose ship it is. Also, it
will allow you to speak to the students, for both control and social
purposes.
KEEP POINTED IN THE SAME DIRECTION
Continually pointing in the same direction will be appreciated by
students, faculty, and teachers alike. After tripping over you own
shoelace during a student test, the classroom will laugh. Your
redemption is to quietly shush the students and remind them that
they are to be quiet during a test. This is your objective, stick to it.
If your objective is to teach students how to conjugate Spanish
verbs, do this. Keep pointed towards the same goal all during class.
☻☻☻☻☻
PLANT A SEED
You are growing things at the school where you are substituting.
☺ You are planting seeds of knowledge in the minds of
students when teaching.
☺ You are planting seeds of respectability in the minds of
struggling students when you say they did a good job in
class.
☺You are planting seeds of goodwill when you help carry
books for the girl in the wheelchair.
☺You are planting seeds of objectivity when you point out
new ways of looking at situations to students.
POWER TRICKS
These power tricks are to be used for classes that are hard to
control. These are proven show-stoppers that motivate students to
behave themselves.
◊◊◊◊◊◊◊◊◊◊◊◊◊
MEET TROUBLEMAKERS FACE-TO-FACE
If you ignore the troublemaker, they very rarely go away. One
effective way to deal with troublemakers is to pick them out of the
crowd and ―expose‖ them (that is, let it be known that you will be
watching them.) This is tricky, as an exposed troublemaker can
sometimes be a bigger problem than an invisible troublemaker.
A second, more straightforward method of dealing with a
troublemaker is to get them out of your classroom. This can be
done with a referral, or alerting the security personnel, depending
on how big of a troublemaker the student becomes. Experience will
dictate the best method of discipline.
DO STUDENTS’ HOMEWORK IN CLASS
Do students’ homework in class? Yes, on the board!! Try to get
students to help you. Even if there is no help from the students,
the solved homework assignment is still put on the board. This will
mean that completing the homework assignment is as easy as
copying it from the board. The students who know the material will
help solve the problems on the board. If they copy from the board,
these troublesome students will keep quiet. When doing students’
homework in class, everyone will be quiet, some of the students will
learn, and your day will be an easy one.
WRITE LOADED REFERRALS
This is an effective method of discipline for a class with more than
its share of troublemakers. Referrals are usually kept in the folder
given to the Substitute, or the absent Teacher’s desk. After these
forms are filled out, a copy often goes to the student’s parents. This
can be a scary proposition for a student. The proper use of this
method is to complete the referral except for the student’s name.
For ―Reason for Referral‖, simply write ―Continued disobedience of a
Substitute Teacher‖. Tell the entire class of your behavior
expectations at the beginning of class. Tell them that students not
meeting these expectations will be given the referral, complete with
the disruptive student’s name written on it. This usually calms the
troublemakers. If it doesn’t, use the referral.
PERMIT A PRIVILEGE AND THREATEN TO TAKE IT AWAY
This is a back-handed method of controlling a class. You give the
class a privilege that they don’t normally get, and instruct them
that the privilege will be allowed, as long as the class obeys your
classroom rules. Examples of these privileges are: sitting outside
in the sun, working together, turning on the radio, etc.
HAVE STUDENTS DISCIPLINE EACH OTHER
This is an ingenious trick that works best with young students.
Divide the class into groups, and offer a reward for the best behaved
group. This diverts any hostility away from you, the Substitute
Teacher, and get the students actively disciplining each other.
Rewards for the groups are, for instance: Using the computer first,
being able to line up first for lunch, being able to choose their own
team’s activity for P.E., etc. The first student in the class can tell
you the classroom’s most desired reward.
ASSIGN BUSY WORK
―Busy work‖ is meant for one thing: to keep the students occupied,
until the absent teacher returns. Busy work can be a lifesaver.
Even if everything else goes wrong, and you are left with a large
classroom of students, no lesson plans, no idea of the subject to be
taught, and a very large headache, you still have puzzle worksheets
to hand out and keep the students quiet. Then you can go home,
take two aspirin, regroup, and wait for you next assignment the
next day.
IF A STUDENT SAYS THAT THEIR REGULAR TEACHER ―LETS US‖,
ASSUME THE OPPOSITE
This is a popular phrase used by students looking to take
advantage of Substitute Teachers. It is also the first statement that
students will deny they ever made if confronted by School
Administration. Instead, the accused student will point at the
Substitute Teacher and claim, ―Well, the Substitute Teacher let me
do it!‖ Even if their absent Teacher does allow the students to do
this deed, you are not the absent Teacher. Your rules may be
different, but this is your ship, at least for today. Show the
students that you understand the basics of substitute teaching by
not allowing students to use this popular phrase against you.
HAVE FUN
Remember to have fun. There will be days when the class is a
pleasure to teach, and you’ll remember a funny story you heard in
school. You’ll tell the students, they’ll laugh, and they will return to
their work. After the class finishes their work, you trade jokes and
stories for the rest of the class period. You will have days like this.
Relax and enjoy them!
MAINTAINING DISCIPLINE
◘ Be honest in what you say and do.
◘ Be fair. It is not punishment, BUT injustice, that makes a child rebel
against you.
◘ Be friendly. Always show an interest in what they are doing.
◘ Commend good qualities and action.
◘ Try to be constructive, not repressive, in all dealings with students.
◘ Never give an order you do not intend to enforce.
◘ Say, do this rather than don’t do that. Suggest actions which can be
successfully obeyed.
◘ Give a child time for reaction.
◘ Have a reason for what you ask a child to do, when possible, take time to
give the reason.
◘ A sense of humor is valuable.
◘ Do not take your personal feelings and prejudices out on the students.
◘ Do not lose your temper; maintain poise at all times.
◘ Look for good qualities, all students have them.
◘ Bear in mind that misbehavior is seldom willful.
◘ Never publicly ridicule a child.
◘ Set a good example.
◘ Never put your hands on students!
CHARACTER-BASED CORRECTION
When young people need correction, look beyond surface problems to the heart of the matter—their character.
1. Prepare the Way Build positive relationships before correction is needed. Give clear instructions and praise students for their good character so that they know exactly what is expected. Warn them of the consequences for disobeying instructions or doing wrong. 2. Approach Wisely Deal with problems when they occur instead of allowing them to grow worse. However, do not act in anger because anger will provoke a reaction rather than restore the relationship. Use a calm, serious tone of voice, and speak to students one-on-one instead of embarrassing them in front of a crowd. 3. Deal With the Heart Once you clarify what happened, trace a student’s actions to a specific lack of character. Appeal to the conscience by asking questions such as ―Was that truthful?‖ or ―Were you attentive?‖ or ―Was that showing self-control?‖ or ―Was that the responsible thing to do?‖ 4. Restore with Forgiveness If a student admits wrongdoing and you see a change of heart, give the student a chance to make it right. ―I was wrong. Will you forgive me?‖ These words are difficult, but they are necessary for the student to restore his or her relationships.
Tips for substitute teachers
Anyone who has ever substitute taught knows that it can be
rewarding, yet hard, work. I think substitute teaching is tougher
than student teaching in many aspects. At least a student teacher
is able to spend time with the students and develop a rapport with
them. A substitute is in-and-out. Usually it’s a one day shot.
Often they don’t know you, and you don’t know them. The students
are used to their classroom teacher, and then they get this
―stranger‖ for one day. All that disruption can become more than
they want to handle…….
And, if that isn’t tough enough - - if the classroom teacher is
unhappy with what they find when they return, they can (and will)
request that the substitute teacher NEVER sets foot in their room
again. (I know teachers who have done this.) The flip side is, if
they are happy with what they find when they return, they will
personally request for the substitute the next time they have to be
absent.
Always, ALWAYS, follow the classroom teacher’s lesson plans
(or whatever substitute instructions they have left.) The top
complaint I have had from teachers, about substitutes, is that they
do not follow lesson plans.
Take time before school to review material that is unfamiliar.
If that still does not help, try to find another teacher who
will explain it to you.
Make a discipline plan. Get input from classroom teachers
and principals before the final draft is made. Then when
subbing, show it to the principal of the school beforehand
and ask him to back it. Then follow through with it in the
classroom. (Another common complaint about substitutes
is lack of classroom control.) The author of these tips suggests a
rule poster. She suggests a maximum of five rules. Post the rules
at the front of classroom before the students arrive. Students will
then see the rule poster as they enter the classroom and will often
ask about it. At the start of class explain each rule, and tell the
consequences of breaking the rules. Some things that elementary
students really dislike are missing recesses. (Some may object by
saying that’s not the way their teacher does things. Her standard
reply is I know it is a challenge to have a new person walk in.
Nevertheless I am not your regular teacher, and these are the rules
I bring with me every time I substitute. The rules posted are the
rules for as long as I am your substitute, and I’m sure we will have
a pleasant day if we all work together.) At the elementary level, I
bring work for students to do, in case I keep someone in at recess.
At the high school level, I will send them to the office if necessary.
Bring some fun extra things the students can do when, and only
when, their work is done. At the elementary level, I bring ―fun
sheets‖ for the students. Fun sheets can be pictures to color, dot-
to-dots, word searches, mazes, or something else along that line. At
the upper levels, I bring word puzzles and magazines.
Leave a note for the teacher at the end of the day. Let the
classroom teacher know how the day went. Did the students
struggle with a lesson or have fun with an activity? If so, let the
teacher know. Again, let the teacher know. Remember to include
the positives as well as the negatives.
Make sure the room is in order before leaving. Another common
complaint is that the teacher can never find books and papers when
they return. Make an effort to stack handed-in assignments in a
neat and organized manner where the teacher can easily find them.
Put all books away where they were at the start of the day. Be
sure the room in general looks orderly.
FORMS
SUBSTITUTE TEACHER EVALUATION
One evaluation is to be completed for each substitute who has taught in your building during
each semester.
NAME OF SUBSTITUTE: ____________________________________________________
SCHOOL: ____________________________________________________
SUBJECT/GRADE: ____________________________________________________
PROFESSIONAL CHARACTERISTICS Satisfactory Unsatisfactory
A. Effectiveness in working with students
B. Effectiveness in working with school staff
C. Willingness to adapt to the situation
D. Willingness to use lesson plans
E. Willingness to carry out the work of the regular
teacher, i.e. lunch duty assignments, etc.
F. Discipline
PERSONAL CHARACTERISTICS
Appearance
Comments: ___________________________________________________________
Promptness
Comments:____________________________________________________________
Attitude and Discipline
Comments: ____________________________________________________________
Judgment
Comments: ____________________________________________________________
Recommend for continued substitute employment
Comments: __________________________________________________________________
DATE: ___________________ PRINCIPAL: __________________________________
SEND TO Tami Gardenhire, c/o Best Center or email [email protected]
SUBSTITUTE
TEACHER REPORT
The purpose of this report is to give feedback to building personnel as to the day(s) activities.
Please comment on the items below and return this form to the building principal.
SUBSTITUTE: TEACHER:________________________
Were the lesson plans adequate? YES NO
Comments: __________________________________________________________
Were you informed of schedules, lunch and dismissal procedures, etc.? YES NO
Comments: __________________________________________________________
Was school staff helpful and cooperative? YES NO
Comments: __________________________________________________________
Would you substitute for this teacher again? YES NO
List below any specific classroom or individual student problems:
Class/Period Comments:
What can our staff do to help substitutes in the future?
DATE: _____________________
This form should be available in the office of the principal.
Muskogee Public Schools
STUDENT ACCIDENT REPORT FORM
______________________________________________________________________________
Name of Injured Student Home Address Phone
_____________________________________________________________________________________________
School Sex Age Grade
_________A.M./P.M. ____________ Place of Accident: School Bldg. ___________________________________
Time Accident Date Grounds ___ Bus ___ Other _______________________
Occurred
Nature of Injury: Part of Body Injured:
Abrasion ___ Fracture ___ Abdomen ___ Foot ___
Amputation ___ Poisoning ___ Ankle ___ Hand ___
Asphyxiation ___ Puncture ___ Arm ___ Head ___
Bite ___ Scratch ___ Back ___ Knee ___
Bruises ___ Shock ___ Chest ___ Legs ___
Burn ___ Sprain ___ Ear ___ Mouth ___
Concussion ___ Strain ___ Elbow ___ Nose ___
Cut ___ Other ___ Face ___ Tooth ___
Finger ___ Wrist ___
Other (Specify) _____________________________
How did accident happen? _______________________________________________________________________
_____________________________________________________________________________________________
List specifically unsafe conditions that contributed to the accident. _______________________________________
_____________________________________________________________________________________________
Person in charge when accident occurred ____________________________________________________________
Was this person present at the scene of the accident? ___________________________________________________
Immediate Action:
First Aide __________ By _______________________________________________________________________
Sent home __________ By _______________________________________________________________________
Hospitalized ________ By ____________________________________________Ambulance? ________________
Other (Specify) ________________________________________________________________________________
Witnesses _____________________________________________________________________________________
Total days absent from school due to injury __________________________________________________________
Will homebound teacher service be needed? __________________________________________________________
__________________________________________ ___________________________________________
Teacher Principal
_________________________________________ ___________________________________________
Date Date