Substitute Teacher Workshop

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Substitute Teacher Workshop      
  CSRA RESA  Phone [phone] Fax (706)
556-8891      
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Todays Topics

• State Requirements
• Background Check Requirements
• Summary
• Substitute Responsibilities
• Ethics
• Confidentiality
• Professional Dress

• Planning a Successful Lesson
• Students with Special Needs
• Classroom Management
• Discipline
• Basic Survival Tips
• Self Evaluation Form

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• The Top Seven Reasons to Become a Substitute
  Teacher!

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• You enjoy the challenge of being awakened at 715
  and asked to be in class by 745!

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• 2. You enjoy the challenge of guessing what to
  wear each time the principal calls and says,
  Were not sure whether you will be teaching
  eighth grade language arts or second grade PE
  today, but just come prepared for either!

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• 3. You think that a large grease spot in the
  center of your dress is attractive.

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• 4. Your pay is generous enough for you to retire
  early!

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• 5. Your presence in the room gives students many
  opportunities to think creatively, especially
  when you ask such questions as How do you
  usually begin class? or What does your teacher
  normally do when you finish an assignment early?

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• 6. Your love the phrase, But Ms. Smith doesnt
  do it that way!

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• 7. You believe that every child who wipes her
  nose on your best suite is displaying a positive
  sign of establishing good relationships with
  adults!

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The REAL Top Seven Reasons to Become a
Substitute Teacher!

•  
• You have flexible work hours.
• There are relatively few non-work
  responsibilities.
• You can be influential to students.
• Subbing is great practice for future teachers and
  for those who are considering becoming teachers.
• You choose the age group of students to teach.
• There are many chances to express your
  creativity.
• Substitute teaching can be fun.

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State RequirementsState Rule
505-2-.36 From O.C.G.A 20-2-216 Effective
November 15, 2004

•   Priority shall be given to persons with the
  highest qualifications. The qualifications are
  ranked as follows
• Possession of a valid or expired professional
  teaching certificate (or letter of eligibility
  for the same) based on a bachelors degree or
  higher
• Completion of a bachelors degree or higher
• Completion of at least one or more years of
  postsecondary training beyond a high school
  diploma ranked in order of number of years
  completed
• Possession of a high school diploma
• Possession of a GED certificate. 

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State Requirements (cont.)

• Any position that requires 46 or more consecutive
  days in a school year must be filled with a
  certified in-field teacher.
•  
• Substitute teachers who hold only a high school
  diploma or GED certificate may not work in any
  one classroom more than 10 consecutive days.
•  
• The employing school system must provide four
  hours of initial substitute training.

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Background Check Requirement

• From O.C.G.A. 20-2-211 (2006)
• All school employees must be fingerprinted and
  have a criminal record check.
• The school system may employ a person for a
  maximum of 200 days in order to allow for the
  receipt of the results of the criminal record
  check.
• Fingerprints must be submitted to the National
  Crime Information Center through the FBI or the
  US Department of Justice.
• It is the duty of each law enforcement agency in
  this state to fingerprint those persons.
• Fees required for a criminal record check may be
  paid by the local system or by the individual.

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Professionalism

• 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 the
  paraprofessional and other school staff to ensure
  effective learning in the school.
• is not a babysitter who wastes learning time
  when the teacher is absent.  

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Substitute Responsibilities

• Be available and notify your schools of days
  that you are not available.
• Answer the phone promptly and cheerfully!
• Arrive on time.
• Be prepared to do the duties of the regular
  teacher.
• Be prepared to cover other duties during the
  regular planning period.
• Be flexible. Assignments sometimes change.

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Substitute Responsibilities (cont.)

• Report to the office upon arrival.
• Know policies, rules, and the curriculum.
• 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.

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Georgia law prohibits the use of tobacco in any
public enclosed place.
Tobacco Free Environment

• Most local school systems prohibit smoking
  anywhere on their property and at all events
  sponsored in other areas.

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Code of Ethics for Georgia Educators
Effective August 15, 2005
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Code of Ethics

• Definitions of terms
• Ten Standards

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Definition of an Educator

• An educator is a teacher, administrator, or other
  personnel who holds a PSC certificate and persons
  who have applied for but have not yet received a
  certificate.

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Definition of a Student

• A student is any individual enrolled in the
  states public or private schools from preschool
  through grade 12 or any individual between and
  including the ages of 3 and 17

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Standard One Criminal Acts

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

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Standard Two Abuse of Students

• An Educator should always maintain a professional
  relationship with all students, both in and
  outside the classroom.

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Standard Two Abuse of Students (Cont)

• Any Child Abuse
• Harassment
• Inappropriate Relationships (email, letters,
  phone calls, dates, etc.)
• Furnishing tobacco, alcohol or drugs

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Standard Three Alcohol or Drugs

• An Educator should refrain from the use of
  alcohol or illegal or unauthorized drugs during
  the course of professional practice

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What is a school-related activity?

• Any activity sponsored by the school or school
  system (booster clubs, parent-teacher groups, or
  any activity designed to enhance curriculum,
  i.e., Foreign Language trips

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Standard FourMisrepresentation or Falsification

• An educator should exemplify honesty and
  integrity in the course of professional practice.

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Unethical conduct includes misrepresenting

• Applications
• Transcripts
• Certificate
• Employment History
• Qualifications
• Criminal History
• Recommendations
• Reports
• Evaluations
• Testing
• Absences or Leave
• Investigation or Inquiry

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Standard FivePublic Funds and Property
An educator entrusted with public funds and
property should honor that trust with a high
level of honesty, accuracy and responsibility.
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Funds and Property

• Misusing public or school-related funds
• Failure to account for funds collected from
  students or parents
• Submitting fraudulent requests for reimbursement
  of expenses or for pay
• Co-mingling public or school-related funds with
  personal funds
• Using school property without the approval of the
  local board of education/governing board.

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Standard Six Improper Remunerative Conduct

• An educator should maintain integrity with
  students, colleagues, parents, patrons, or
  businesses when accepting gifts, gratuities,
  favors, and additional compensation.

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Standard Seven Confidential Information

• An educator should comply with state and federal
  laws and local pollicies relating to
  confidentiality of student and personnel records
  covered by confidentiality agreements.

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Standard Eight Abandonment of Contract

• An educator should fulfill all of the terms and
  obligations detailed in the contract with the
  local board of education or education agency for
  the duration of the contract.

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Standard NineFailure to Make a Required Report

• An educator should file reports of a breach of
  one or more of the standards in the Code of
  Ethics for Educators, child abuse (OCGA 19-7-5),
  or any other required report.

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Standard Ten Professional Conduct

• An educator should demonstrate conduct that
  follows generally recognized professional
  standards.

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Unethical Conduct Includes

• Conduct that impairs ability to function
  professionally
• Harassment of colleagues
• Misuse/Mismanagement of tests or test items
• Uncontrolled anger
• Any pattern of conduct that is detrimental to
  students

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Unethical Conduct (cont.)

• Failure to pay student loans
• Failure to pay child support
• Actions in another state
• Suspension or revocation of another professional
  license
• Any other good and sufficient cause that
  renders an educator unfit for employment as an
  educator.

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Confidentiality

• The Family Educational Rights and Privacy Act
• (FERPA)
• (20 U.S.C. 1232g 34 CFR Part 99)
• Gives parents rights with respect to their
  children's education records.
• Limits information to those who need-to-know.

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FERPA (cont.)

• Schools must have written permission from the
  parent in order to release any information.
• Information may be released to the following
  parties without parental permission.
• a. Other schools to which a student is
• transferring,
• b. Specified officials for audit or
  evaluation
• purposes,
• c. Appropriate parties in connection
  with
• financial aid to a student,
• d. Organizations conducting certain
  studies for
• or on behalf of the school,

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• e. Accrediting organizations,
• f. To comply with a judicial order or
  lawfully
• issued subpoena,
• g. Appropriate officials in cases of
  health and
• safety emergencies, and
• h. State and local authorities within a
  juvenile
• justice system.
• 5. Directory" information such as a student's
  name, address, telephone number, date and place
  of birth, honors and awards, and dates of
  attendance are not protected information and may
  be released.

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Professional Dress

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

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Effective Instruction

• Start the 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.

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Effective Instruction (cont.)

• Be enthusiastic.
• 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 assignments.
• Have some plans and activities that can be used
  if there are no lesson plans

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Structure of a Lesson

• Warm-up or mind set,
• Statement of the objectives of this lesson,
• Delivery of the lesson,
• Guided practice,
• Independent practice, and
• Review/wrap-up activities.

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Videos

• All films must be part of a standards-aligned
  lesson.
• Films may not be used for purely recreational,
  entertainment or rewards.
• The use of any films other than those available
  through the Media Center must have prior approval
  of the site administrator.

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Use of computers and internet

• Must be related to the lesson.
• Must be monitored at all times!

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SPONGE ACTIVITIES

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Special Education

•  Public Law 94-142, Individuals with Disabilities
  Education Act (IDEA).
• Special Education Services
• 1. Self-Contained Special Education Classroom
• 2. Resource Room Services
• 3. Inclusion Services
• 4. Monitoring Services
• 5. Class sizes in Special Education Classrooms
  may be different than regular classes.
• 6. Confidentiality of records for SPED children

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Special Education (cont.)Common Types of
Disabilities

• Learning Disability/ Severe Learning Disability
  (LD/SLD)
• Mildly Intellectually Disabled (MID)
• Moderately Intellectually Disabled (MOD),
• Severely Intellectually Disabled (SID),
• Profoundly Intellectually Disabled (PID)
• Attention Deficit Disorder (ADD)
• Tourette Syndrome (TS)  

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Other Special Needs

•  
• The Student Whose Native Language is Not English
• Students with Asthma     

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Classroom management refers to all procedures,
strategies, and instructional techniques used to
manage behavior and learning activities. It is
everything that happens before, during, and after
instruction.Without effective classroom
management, no learning takes place in the
classroom.

• Classroom Management

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Tips for good classroom management

• 1.      Be Prepared
• a.  Arrive early to allow time to
  organize.
• b.  Obtain needed administrative
• information.
• c.   Scout the classroom.
• d.  Locate the instructional plan and
• schedule.
• e.   Review the lesson plans.
• f.    Locate needed resources.
• g.  Ask about other duties.

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• 2.      Take Charge
• a.   Be positive, but firm.
• b.  Introduce yourself to the class write
  
• your name on the board.
• c.   Take roll efficiently.
• d.  Give directions concisely.
• e.   Supervise students at all times.
• f.    Circulate the classroom and offer
• assistance.
• g.   Treat students with respect.
• h.   Clarify Expectations Regarding
  Student
• Conduct

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• 3.      Communicate the Significance of Learning
• a. Minimize time on procedural
  matters.
• b.  Require students attention and
  participation.
• c.   Provide feedback to students about
  their work.
• d.  Provide closure at the end of
  class.
• 4.   Manage Records
• a.  Follow attendance and lunch
  procedures.
• b.  Make note of homework received.
• c.  Collect and label work accomplished
  in each
• class.
• d. Communicate with the teacher by
  leaving
• a note.

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Discipline Techniques and Tips

• Be positive and pleasant, yet firm.
• Be fair, firm, and consistent in your behavior.
• Dont major in minor issues!
• Move around the room frequently to monitor
  students.
• Do not back a student into a corner or allow
  yourself to be backed into a corner, by issuing
  unenforceable threats.
• Avoid reprimanding a student in front of the
  class.
• Keep students busy with worthwhile activities.
• Do not leave a class unattended for any reason.
• Dont punish the whole group because of a few
  individuals.

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Bullying

• Georgia State Law (OCGA 20-2-751) prohibits
  bullying.
• Definition of Bullying --
•  (1) Any willful attempt or threat to inflict
  injury on another person, when accompanied by an
  apparent present ability to do so or
• (2) Any intentional display of force such as
  would give the victim reason to fear or expect
  immediate bodily harm.

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Bullying (cont.)

• Bullying occurs when a more powerful person
  intentionally and repeatedly harasses, hurts, or
  threatens another student.
• Criteria for deciding whether or not bullying has
  occurred
• 1. The victim must feel that he/she is being
• intimidated.
• 2. The act occurs more than once.
• 3. There is an imbalance of power between
• the bully and the victim.

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• Examples and non-examples of bullying
• Joey took Jimmys lunch money. Joey is stealing.
  This is not bullying because the action is not
  ongoing, and Jimmy does not feel intimidated
  although he may feel angry about the theft.
• Joey took Jimmys lunch money by scaring Jimmy
  into giving it to him. Joey is stealing through
  intimidation. This is not bullying because it
  has only occurred one time.

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• Joey repeatedly takes Jimmys money through
  intimidation, Joey is bullying because he is
  intimidating Jimmy and has done so more than
  once.
• Joan, age 16, repeatedly teases and embarrasses
  Tamika, age 8. This is bullying because Joan is
  older, bigger, and has teased repeatedly, and
  Tamika is embarrassed by the action.

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• Janice and Tommy engage in an argument that
  results in a fight. They are approximately the
  same size, strength, and age. Neither student is
  bullying because the aggressiveness and
  intimidation is mutual. This is not bullying, it
  is a fight!
• Nancy teases Bobby because he is small for his
  age. After three days of being teased, Bobby
  hits Nancy and they fight. Nathan is guilty of
  bullying because the unwelcome, embarrassing, or
  intimidating action has occurred over a period of
  time. (Even though Bobby started the fight and
  may need to be disciplined, he is not guilty of
  bullying and should not be punished for that
  offense.)

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• Lindsey convinces her friends that they should
  not talk with or associate with Jillian. This
  behavior continues for several weeks. Jillian
  is, therefore, excluded from all activities of
  the group and is the victim of rumors spread by
  the group. This is verbal bullying by a group
  because the repeated actions of the group have
  caused Jillian to feel intimidated, excluded, and
  uncomfortable.

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• Preventing Bullying
• 1. Encourage cooperation and caring.
• 2. Find something positive to say about all
  students. 3. Closely monitor students who
  are at high risk 4. Closely supervise areas
  where bullying is likely
• to occur

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Basic Survival Tips

• Arrive early
• Bring you own creature comforts
• Skip the coffee!
• Take a change of clothes
• Take advantage of any teachers who arrive early.
• Begin the class in the manner that it is normally
  done
• Initiate your part of the day with an interesting
  activity
• Let the students assume responsibility

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Survival Tips (cont.)

• Bring your own surprise bag with special
  activities and materials to share Examples are
  a. a book to read aloud, b. a puppet
  who can give directions, c.  an old hat that
  you use to signal some
• special event, d. a bag of
  special snacks to use during
• some activity, e.  An object
  that has special significance.

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Survival Tips (cont.)

• Give them every reason to invite you back. The
  best ways to ensure future calls area. Always
  follow the classroom teacher's
• lesson plans b. Bring something fun for
  students to do
• when their work is done. c. Leave a
  note for the teacher at the end
• of the day. d. Make sure the room is in
  order before leaving.

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Self Evaluation

•  
• Before leaving, reflect on your day.
• Did you arrive on time, report to the office upon
  arrival, and familiarize yourself with routines
  and plans before students arrived?
• Did you start each class on time, follow lesson
  plans, and involve all students in learning
  activities?
• Did you fulfilled the classroom teachers extra
  duties?
• Have you been enthusiastic and professional?
• Did you leave the room orderly?
• Have you written a note to the classroom teacher?
• Have you checked to see if you are needed
  tomorrow?

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Contact InformationDr. Gloria
Gabrielggabriel_at_csraresa.org706-556-6225 ext 116