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Schools re: Substitutes Substitute Teachers Teachers re: Substitutes SCHOOLS (with regards to substitute teachers) Also see: Substitute Teachers, Teachers re: Substitutes When a substitute teacher arrives at the school: __ Provide (e.g., in a substitute folder): - Parking pass, if applicable - Key(s) for all necessary doors, cabinets, lockers, teachers' lounge, etc. - Map (with location of assigned classroom(s), teachers' lounge(s), rest rooms, refrigerator(s), microwave(s), etc.) - List of all of the regular teacher's classes including times, course titles, room #(s), etc. - Info on how and when the substitute teacher can get lunch - Guidance as to what substitute teachers should do during prep (free) periods, e.g., : 1) stay in classroom, 2) be nearby with cell phone, and/or, 3) be in teachers' lounge - Referral forms - to send misbehaving students to the front office - A form for the substitute teacher to fill out and drop off at end of day, e.g., with suggestions, problems encountered, comments SUBSTITUTE TEACHERS Also see: Schools re: Substitutes, Teachers re: Substitutes - Substitute teaching provides a flexible schedule, exposes you to a wide variety of subjects and teaching environments, and, can help you decide if you want to become a full-time teacher Well before your first teaching assignment: __ Prepare blank cards to help you take down all of the necessary information when you receive a phone call for a substitute assignment __ Develop a system for keeping track of your assignments, e.g., a calendar __ Collect materials to be able to use in the event a lesson plan and/or sufficient materials are not provided to you __ Keep teaching materials in your car, organized by subject and/or grade level __ Obtain a large bag, folder, notebook and/or briefcase to hold your teaching materials __ Keep street maps in your car to locate schools with which you are not familiar __ Prepare, and make copies of, a blank generic form on which to write a report to leave for the regular teacher, including: - Your name - Your phone number - Your email address - Procedure and/or code for teacher to request you as a substitute in the future - Blank lines Items to consider taking on assignments: __ Blank forms on which to write report(s) to teacher(s) __ 'Show and tell'-type items, e.g., from your travels, work experience __ Scratch paper __ Pencils __ Chalk (several colors) __ White board markers __ Post-it's __ Paper clips __ Clipboard __ Hat __ Sunscreen __ Tennis shoes __ Whistle During periods when you expect to receive phone calls for assignments: __ Try to be available to answer the phone yourself Night before teaching: __ Organize your wardrobe for the next day When accepting an assignment: __ Obtain: - Name of the school - Date(s) - Start and end times - Subject - Name of the absent teacher - Confirmation number (if given) Upon getting an assignment: __ Consider checking the teacher's web site __ Consider trying to contact the teacher to clarify his/her instructions On the day of the assignment: __ Plan to be at the school at least 20 minutes before school starts, even if the assignment has no first period (you may be assigned related duties during this time) Take: __ Lunch or cash for lunch __ Water bottle __ Snacks __ Information about the school and/or district you've been assigned to __ Materials appropriate for the grade level and subject you've been assigned to __ Also see above: "Items to consider taking on assignments" Upon arrival at the school: __ Determine if there's a significant difference between your watch and the school's time __ Have a place (e.g., loose sheet of paper) to write down things to report to regular teacher, e.g., problems encountered, good students, bad students At the front office: __ Ask if you are required to have a parking pass __ Fill out a time card __ Pick up: - Keys - Copy of any appropriate bulletins - Folder, etc. provided for you by the regular teacher (it might be on file in the main office, on the teacher's desk or cupboard) - Map of the school (if copy not available, review posted map of the school) - Information sheets regarding yard duty, supervisory assignments, emergency drills, special events, etc. __ Determine: - Whether you should check the regular teacher's mailbox, e.g., to pick up attendance sheets, daily bulletin - How to report absences - If there are any students with special needs - Whether a student teacher, parent aid or teacher's assistant is assigned to the room and, if so, what your working relationship with him/her will be - Location of rest rooms, etc. - Name and location of the Department Chairperson - in case you have questions regarding the lesson plan - Whether it's okay to leave the classroom (e.g., between classes) while students are in the classroom - When, where and how to get lunch, e.g., whether you should order your lunch in advance - Procedures for making copies, if needed - Whether you need to turn on a TV for the Pledge of Allegiance, announcements, etc., and, instructions for turning on the TV (e.g., is it operated through a computer in the classroom?) - Options for regulating the temperature in the classroom(s) On the way to classroom: __ Check regular teacher's mailbox for attendance sheets, daily bulletin, items to pass out to students, items to read to students, etc. __ Put your lunch in a refrigerator, e.g., in teachers' lounge __ Use the rest room Upon arrival in the classroom: __ Keep the classroom key(s) on your person - so you won't get locked out, you won't lose them and no one can take them __ Find the lesson plan and attendance sheets If you can't find them: __ Contact another teacher nearby, the front office and/or the regular teacher __ Put your things (including your food and drinks) in a place where you won't forget them at the end of the day and where students won't have access to them __ Secure your purse and/or other valuables __ Put tests, answer keys, etc. in a safe place where students won't have access to them Before students arrive: __ Review all of lesson plan(s), noting important portions and things you should do right away, e.g., find and/or set up materials __ Locate textbooks and necessary supplies (e.g., textbook(s), tests, worksheets, large sheets of paper, markers) __ Review items in the substitute teacher folder __ Determine the methods of taking attendance (e.g., seating chart) and record-keeping __ Review homeroom announcements and/or other daily communications __ Note how the plans for the day may be affected by the time and place of special activities such as auditorium or student body programs, television schedules, sports events or visits by special personnel, such as the nurse or other support persons __ Write your name on the board __ Be prepared to have the students begin to work immediately when they enter the room, e.g., have an assignment on the board and/or the overhead __ Regulate the classroom temperature, e.g., open the windows, set thermostat If time permits: __ Set up audio-visual equipment if its use is suggested in the teacher's lesson plan __ Write assignments on the chalkboard __ Duplicate needed materials __ Distribute necessary supplies __ Do as much as possible to avoid the need for students to ask questions __ Get acquainted with neighboring teachers __ Determine which students must leave early for various reasons, such as to serve as cafeteria helpers, learn their times of departure and return to the classroom) and determine how alternatives are appointed in the event that students who perform service functions are absent When students start to arrive: __ Stand at the door and greet students when they enter When first bell rings: __ Check the classroom clock to see if it's on time, fast or slow At the beginning of the first class of the day: __ Determine if the TV should be turned on for the Pledge of Allegiance, announcements, etc. __ If the daily bulletin is not read over the public address system, offer to review the daily bulletin for the students At the beginning of each class: __ Point to your name on the board and introduce yourself briefly __ Explain that you will help the students continue their work while the regularly assigned teacher is absent __ Explain that no two teachers or students do things in exactly the same way and that your procedures may vary in some ways from those used in the regular program __ As applicable, have students sit in their assigned seats (perhaps just for taking roll) __ Take attendance (can be performed quickly by using a seating chart if available) (in upper grades, a student may be designated to take the attendance) (changes should not be made on the permanent seating chart) __ Provide students with an overview of the work for the day or class period, e.g., read applicable portions of regular teachers lesson plan and/or instructions to you __ Establish expectations regarding student behavior, etc. __ Address questions to specific individuals - to avoid simultaneous responses from more than one student Before leaving a classroom, e.g., between periods, during periods to take the class somewhere: __ Close and lock windows and doors, as applicable __ Secure valuables, tests, etc. or take them with you __ Consider leaving a note on the door saying where you're going and when you'll be back Throughout the day: __ Reread the lesson plan(s) to ensure you're doing everything necessary __ Show enthusiasm __ Follow the plan suggested by the regular teacher as closely as feasible __ Include your own material for enrichment (as time and conditions permit) __ Help students to review and reinforce basic skills rather than introducing new skills or concepts unless definite instructions have been received from the regular teacher or principal __ Give one instruction at a time __ Be clear, concise and consistent __ Follow through on instructions __ When appropriate, circulate in the classroom to help individual students or members of small groups If any students are disruptive: __ Make a note of their names and details of their behavior __ Warn them of possible consequences, e.g., detention, referral If disruptive behavior continues: __ Consider assigning detention or filling out a referral form If someone brings a call slip to your class: Before letting that person leave: __ Check to see if that student is currently in the classroom If student isn't in classroom: __ Determine whether person delivering slip should take the slip back to the office If you're giving tests, assignments, etc.: Before passing out a test: Depending on regular teacher's instructions and availability of time: __ Consider giving students some time to review __ Consider having students move desks so they can't cheat __ Explain the rules, e.g.: - Work independently - How much time they'll have - Whether they can write on the test - Whether calculators, rulers, etc. can be used - Whether pen or pencil is required to be used - Whether graph paper should be used - Take off hats __ Write on the board the time they have to finish by During tests: Immediately after the students start the test, to keep students from cheating and to notice if a student has a question: __ Regularly scan all the students __ Regularly walk around room __ Mostly stay in positions where you can see where students are looking and where they can see that you're watching them __ Be prepared to staple or paper clip the pages of each student's test together __ Regularly advise students how much time they have left If you answer a student's question about the test: __ Consider mentioning (and/or writing on the board) the question and your answer to the entire class Collecting tests, assignments, etc.: __ Ensure student's name is on their paper __ Ensure student completed all of the test, assignment, etc. __ Note the name(s) of anyone you noticed cheating or trying to cheat __ Consider stacking them in order received __ Place tests, etc. where students can't access them When all students have finished: __ Tell class that everyone has finished __ Have class start next assignment or activity as appropriate After each intermission in the day's activities: __ Consider rechecking attendance Before students leave: __ Evaluate the activities of the class period with the students and review what they learned __ Remind students of homework assignments __ Have students pick up trash and straighten the room __ Dismiss students only at the scheduled or legal closing time, unless specifically directed otherwise __ Assure that the students leave the room in an orderly manner After students leave each period: __ Erase portions of board, as applicable __ Write down notes about that class, e.g., whether everything got down, students who misbehaved, behavior of class as a whole During any free periods: __ Check with the school secretary to see if you're needed in another classroom Before leaving the classroom at the end of day: __ Write a report for the regular teacher which: - Summarizes what has been accomplished - Explains in detail the behavior of disruptive students - Details any significant events or occurrences during the day __ Leave the report and materials (e.g., items collected from students) in a conspicuous place __ Return materials (e.g., lesson plans, roll sheets) to where you found them __ Return materials borrowed from elsewhere on campus, e.g., VCR, TV, books __ Leave an orderly desk and room __ Lock windows and doors __ Ensure you take all of your belongings If attendance sheets haven't been picked up: __ Take them to the attendance office Before leaving the campus: __ Report to the office to check out __ Return keys and other materials to be left there __ Fill out and sign a time card __ Confirm whether or not you are needed for the next day TEACHERS (with regards to substitute teachers) Also see: Schools re: Substitutes, Substitute Teachers As soon as feasible: __ Ensure the materials the front office provides to the substitute teacher upon arrival are accurate and complete, e.g.: - Indicate whether or not the substitute teacher should check and pick up items from your mail box (e.g., in the teachers' lounge), e.g., attendance sheets - Times, room #'s, course titles, etc. for all classes - Map - Key(s) for all necessary doors, cabinets, lockers, etc. __ Explain to your students that whenever a substitute teacher is assigned, you will ask the substitute teacher to give you the names of students who misbehave and which classes were best and worst behaved When requesting a substitute teacher: __ Try to leave a short message with the phone system assignment, e.g., - Where to find the lesson plan, attendance sheets, materials, etc. - Specific titles of the classes - Your home phone number - The web page address for your classes and/or the school - Any special requirements, events, etc. - Brief description of planned activities __ Avoid addressing it to a specific substitute teacher - the job might end up being offered to someone else __ Provide a detailed lesson plan, e.g.: - For applicable items, give the substitute teacher something to read to students verbatim and/or to write on the board - Whether the TV needs to be turned on for the Pledge of Allegiance, announcements, etc., and, if so, how to operate it (e.g., is it operated through the computer?) - How to take roll, any unique pronunciations, where to put roll sheet when complete - Try to give the substitute teacher options, e.g., if the substitute teacher feels comfortable, let the substitute teacher teach portions of the lesson plan - Try to indicate how long the substitute teacher should spend on each part of lesson plan - Try to let the substitute teacher know why students are supposed to do things or prohibited from doing things, e.g., no new shop materials today, no shop work today - Specify whether the students need to turn anything in to you, e.g., homework, assignments, projects - What to do if a student shows up late or has to leave early, e.g., if they need to take a test - Your goals for the course and for that period - Any homework the students are responsible for - Whether a second roll should be taken at the end of class, etc. - Whether there are any teacher's aides and/or instructional aides and if so, what they should do - Names of students who can be trusted to provide assistance - Names of students who tend to misbehave - Names of students who have special needs __ Provide detailed instructions and information, e.g.: - How to operate heater, air conditioner, etc. - How to use the phone and who to call for help (e.g., unruly student) - What students are and aren't allowed to do, e.g., listen to music on headphones, go to the bathroom (one at a time?), get a drink of water, change seats, eat/drink in classroom, use phone, sit outside classroom quietly, use computers in classroom, go to Media Center, play music out loud in classroom, play games on computers - Any areas, cabinets, drawers, etc. students should not enter (e.g., by the teacher's desk) - Whether or not to answer the telephone(s) and whether letting it ring will transfer the call to the teacher's voice mail - How to tell if there's a message (voice mail) e.g., red light on phone, whether to retrieve messages, and, how to retrieve messages - Nearest rest room(s) for teachers - Location of extra supplies If you're asking the substitute teacher to show a video: __ Explain where and how to get a TV and VCR (if not already in room) __ Explain how to work the TV and VCR (e.g., are they operated through a computer) __ Let the substitute teacher know how long the video is __ State whether students need to take notes, what they should get out of the video and if there'll be a quiz on the video __ State whether the video should be rewound or left where the class stopped watching it If you're asking the substitute teacher to have students complete a test, worksheet, etc.: __ Keep test keys and originals separate from the copies and mark them well so that the substitute teacher doesn't accidentally pass them out __ Specify when students should start and finish them, and whether it's okay for them to finish them later __ Specify whether students can use calculators, textbooks, notes, etc. __ Specify whether students can write on the test or worksheet, or, if they should use separate paper __ Specify whether scratch paper should be used and/or provided and whether it needs to be turned in with their name on it __ Specify whether you'd like for the substitute teacher to grade them For periods when a quiz/test is given: __ Consider having a worksheet that the students pick up when they turn in their quiz/test and start working on - have it so they can finish it for homework - or just have an assignment out of the textbook for them to work on For block periods: __ Do the students get a break (e.g., 5 minutes) halfway through the period to get up, stretch, talk, etc.? Other: __ Ask other teachers to introduce themselves to the substitute teacher and offer to help/advise __ Provide materials in the classroom for the substitute teacher, e.g.: - Teacher's edition of textbook(s) - Tests, quizzes, answer keys - Worksheets - Calculators - Hall passes - Referral forms (to refer misbehaving students to front office) - An extra copy of the class roster(s) - substitute teacher can use it to make notes about individual students, e.g., when they go to the bathroom - Scrap paper - Places (e.g., folders) for substitute teacher to put completed tests, assignments, etc. - Blank report for substitute teacher to let you know how things went, who was absent, etc. __ Put agenda(s) on the board
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