midland independent school district substitute orientation 2015-2016
TRANSCRIPT
MIDLAND INDEPENDENT SCHOOL DISTRICT
SUBSTITUTE ORIENTATION
2015-2016
KWL ACTIVITY Good Morning,
Welcome to Substitute Orientation!
As an opening activity we would like for you to begin on the KWL Chart by filling in the first two columns of the chart with as many comments as possible.
AGENDA
• 8:30 – 8:45 – Welcome (Irene Garcia)• 8:45 – 9:00 – Payroll (Meta Jones)• 9:00 – 9:15 – Benefits (Veronica Fritschen)• 9:15 – 9:30 – Health & Wellness (Imo Jean Douglas)• 9:30 – 9:45 – District Policy (Leah Robertson)• 10:00 – 11:00 – Safety (Chief Colburn)• 12:30 – 11:30 – Handbook (Irene Garcia)• 1:30 – 2:30 – Classroom Management (Irene & Kim)• 2:30 – 3:00 – AESOP (Kim Brown)
PAYROLL – Meta Jones(Substitute Handbook Page 5)
Phone – (432) 240 - 1943
Meta Jones – Director of Payroll
Email – [email protected]
Rosemary Camacho – Payroll Clerk
Email – [email protected]
Absence From Duty Form
• Must have complete substitute information and signature in order for substitute to receive payment
Pay Rates
Payroll Schedule
Suggestion:
Keep a calendar of when and where you substitute, as well as the AESOP confirmation number for each assignment. This will help you keep track of your days and ensure accurate payment.
It is important to sign in/out of the office, failure to sign the Absence from Duty Form and proper acceptance of jobs on AESOP will result in a loss of pay.
Record Keeping
Health Insurance in Texas Schools
The Affordability Care Act has mandated that employees who qualify for health care coverage be given the opportunity to enroll in the District Health Care Plan
In order to qualify for the MISD Health care plan as a part time employee, you must average 30 hours per week or 130 hours per month.
Midland ISD utilizes a 12 month look back period for qualifying part times employees for the health program.
Health Insurance in Texas Schools (Cont.)
Once an employee has been deemed to satisfy coverage requirements The District will offer health care coverage at the employee level of 100% for the sustainability period, which is the next 12 months. Part time employees must continually maintain or exceed the 30 hours per week or 130 per month for each look back period to maintain eligibility.
Part time employees may waive their eligibility of coverage if they choose to do so.
Benefits
Beneficiary Social Security Number is required
Signatures and complete information is needed in order to be processed.
This form is mandatory - because you do not contribute to TRS or Social Security as a substitute, 7.50 per cent of your pay will be placed in this account. *TRS Retirees are exempt from contributing to this account.*
HEALTH & WELLNESS –Imo Jean Douglas(Substitute Handbook Page 30-31)
Phone – (432) 240 - 1524
Email – [email protected]
Clinic Referral Slip
When sending a student to the clinic:Teachers needs to send each student with a Clinic Referral Slip, indicating the primary complaint and the time the student left the classroom to go to the clinic. In case of emergencies, the nurse may need to come to the site and make an assessment.
Valid Reasons for Sending a Student to the clinic:
•Vomiting (not just spitting up phlegm)•Bleeding•Animal bite•“Not feeling well” persist beyond 45-60 min. or is extremely sudden and severe•Symptoms of infection in any area: redness, heat, pain, swelling, pus•Earache (Never put cotton, tissue or anything IN the ear)•Undiagnosed rash•Exhibits problems related to chronic illness (asthma, diabetes, migraines, allergic reactions) accompany student, if indicated•Sore throat
Health & Wellness
Valid Reasons for Sending a Student to the clinic: (cont.)
• Injury to head, eyes, face, ears• Bone/joint injury: student should not
bear weight, bend or move extremity until assessed)
• Signs of allergic reaction: hives, itching, swelling of mouth/lips, hoarseness, abdominal pain, nausea, vomiting, dizziness or wheezing
• Suspected head lice• Nosebleed: student should pinch own
nose closed, breathe through mouth, be accompanied to clinic
• Splinters: the site will be cleaned and covered, if it is embedded
Reasons to call nurse to site:•Loss of consciousness•Seizures•Serious falls or accidents that involve head, neck, spinal or upper leg injury
DO NOT MOVE STUDENT, SEND FOR NURSE. WHEN THE NURSE ARRIVES, AN ASSESSMENT WILL BE DONE TO DETERMINE IF 911 SHOULD BE CALLED.
Health & WellnessBloodborne Pathogens: are microorganisms such as viruses or bacteria that are carried in blood and can cause disease in people.
Bloodborne Pathogens may include:•Hepatitis C•Hepatitis B•Human Immunodeficiency Virus
Bloodborne Pathogens can be transmitted through contact with infected human blood and other potentially infectious body fluids
Infected body fluids can transmit the pathogens(s) through:•Accidental puncture from contaminated needles, broken glass or other sharps•Broken or damaged skin (open sores, cuts, abrasions, acne, blisters)•Mucous membranes of the mouth, eyes, or nose
Health & Wellness
If you are exposed:
•Wash the exposed area thoroughly with non-abrasive, anti-bacterial soap and running water.
•If blood has splashed in the eye or mucous membrane, flush the affected area with running water for at least 15 minutes.
•Report the exposure to your supervisor as soon as possible. Fill out an exposure report form.
ALWAYS WEAR GLOVES***
IN ALL EMERGENCY SITUATIONS INVOLVING BLOOD OR POTENTIALLY INFECTIOUS MATERIALS TO TRY TO MINIMIZE YOUR EXPOSURE. REMOVE GLOVES INSIDE OUT AND DISPOSE OF THEM. WASH HANDS THROUGHOULY WITH SOAP AND RUNNING WATER FOR AT LEAST 15 SECONDS.
***If you are latex sensitive or have a student with a latex allergy, please notify health services. Vinyl gloves are available.
District PolicyLeah Robertson - School Attorney 240-1022
• Professionalism
• FERPA– What is an educational record?– Who can have it?
• Discipline
• Inappropriate relationships
SAFETYSubstitute Handbook pages 27-29
Chief David Colburn
Phone – 967-3901
Email – [email protected]
Or
Lieutenant Kevin Brunner
Phone – 967-3900
Email – [email protected]
It Won’t Happen Here !!!!!
Emergency Response
Plan
Then vs. nowDo we care ?
Have we learned anything ?
Deliberate Indifference
Any action vs. no action
Is it complicated ?
Does everyone have to participate ?
FlipchartIn every room
Staff and students understand its purpose
Class participation in construction of
emergency kit. Make it fun and meaningful.
4 commands
1. Lockdown
2. Shelter in Place
3. Building Evacuation
4. Site Evacuation
LockdownEvent outside or off campus that has potential
to come on campus or in building
Actions taken
Shelter in PlaceEvent taking place on campus or in buildingShooter or Weather
Actions taken
Building EvacuationEvent that requires occupants to leave but remain
on campus
Event stabilized
Chemical leak or spill
Action taken
Site EvacuationRequired for the safety of all.
Event has expanded to surrounding areas
Action taken
Who Trains ?All first responders
Staff – teachers, custodians, food service, etc..
Students – what if teacher is hurt ?
Learning from past eventsPoor communication – separate systems
Length of event
Entry protocol
Where Do You Train ?
Where the event is likely to occur
Make it realistic
Real time
Scenarios should be a surprise to responders
Debrief should be constructive, not a “gotcha”
Drill, drill, drill !
When Seconds Count
Everyone has a role to play
Know what to expect from first responders
Know what to expect from the school
Limiting injuries and fatalities
KNOWLEDGE IS POWER !!!!
Additional Resources
Raptor• Sex offender database• Visitor tracking• Crisis event – who is on campus
Rapid Responder• First responder locations• Critical data for first responders• Prepared vs. chaos
Questions ?
Safety Video
SUBSTITUTES ARE IMPORTANT!
We value and appreciate you-our substitutes.
Students and our schools benefit when substitutes are well trained when they enter the classroom and actively instruct.
Substitute teaching, just as full-time teaching, comes with many responsibilities.
SCHOOL SAFETY- First and foremost- You assist the district in keeping all students safe.
Substitute Handbook and Expectations
Substitute Handbook
Page 4
Handbook (cont.)
• Regarding Assignments (pg 5)• Long-Term Substitutes (pg 6)• Conference Period (pg 7)• Fingerprinting (pg 7)• Security Badges (pg 7)• Dress Code (pg 8)
Professional Ethics (pg 8)
• One of the most important aspects of becoming an effective substitute teacher is how you view and portray yourself to students, staff and the community. Above all, you need to consider yourself a professional. Remember, students will encounter substitutes on a regular basis, and for that reason alone you are a very important part of the educational process.
Physical Contact (pg 15)
• Maintain appropriate distance while working with students.
• Do not assume that it is okay to touch, pat, put a hand on a student’s shoulder.
• Inappropriate or overly aggressive physical contact is grounds for immediate dismissal.
• Avoid being alone in a classroom with one or two students; Keep door open at all times when working with few students
• Do not attempt to break up a fight; Your responsibility is to report the fight and get assistance
Handbook (cont.)
• Confidentiality (pg 19)• Technology Resources (pg 20-24)• Personal Use of Electronic Media (pg 24)• Use of Electronic Media with Students (pg 25-
26)• Substitute Discipline Management Plan (pg 34)• Unavailability and Resignation (pg 35-36)
Other tidbits:
• NEVER leave the class unattended.• Keep personal opinions to yourself.• Never criticize the teacher, the lesson
plans, campus, or the administrator.• You are expected to perform the duties of
the teacher while in their role.• You are the adult in the room; we are
paying you to be the adult and to supervise students at all times while following the teacher’s lesson plans!!
• DO NOT, FOR ANY REASON, PUT YOUR HANDS ON STUDENTS!!!!
Daily Routine
• First Come, First Serve– Calls may begin as early as 6:00 a.m.– If a principal calls you to work after you have agreed
to work for another campus, be sure to inform the calling campus designee of the prior commitment.
– It is important to return a campus phone call• Three unsuccessful attempts may result in inactivation on
AESOP.
• Arrive on time - – Times may vary for campus staff, Clerical Staff,
Bus Monitors, Teacher Assistant, etc.
Daily Routine (cont.)
Prior to Entering the Classroom
Check-in at the campus officeObtain any keys that might be necessaryAsk about special procedures and schedulesExtra duties associated with the assignment –
lunch, after school, etc.School-wide events planned for the day-
assemblies, field trips, etc.Attendance proceduresStudent medical concernsFind out how to refer a student to the office.
Daily Routine (cont.)
In the Classroom Prior to Students Arrival
Write your name on the board (Mr. Smith)Review any posted expectations and rulesReview evacuation maps and any emergency dataRead through the lesson plansLocate books and materials which will be needed
throughout the day.Study the seating charts. If you can’t find any, get
ready to make your own.Greet students with confidence as they enter the
classroom.
Daily Routine (cont.)
Throughout the Day• Carry out the lesson plans and assigned duties
to the best of your ability.• Be positive and respectful in your interactions
with students and school personnel.
Daily Routine (cont.)
At the end of each class period or day
• Account for all classroom materials• Have students straighten and clean the area around their
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 to the office.
What is Sexual Harassment? (Substitute Handbook pg 15)
Unwelcome sexual advances, requests for sexual favors, and other verbal or physical conduct of a sexual nature when:
1. Submission to or rejection of the conduct is used as the basis for
employment decisions affecting the victim, or
2. The conduct has the purpose or effect of unreasonably interfering
with the victim’s work performance or creating an intimidating,
hostile, or offensive working environment, or
3. Submission to such conduct is made either explicitly or implicitly
a term or condition of an individual’s employment.
EEOC’s Definition
(Something for Something) occurs when a benefit (for example, a promotion, good evaluation, or better work assignment) is conditioned upon the receipt of sexual favors or the employee is punished for rejecting the behavior. In the case of students, the teacher may give a better grade, better assignment or preferential treatment in exchange for a date, a kiss, or other sexual encounter.
Quid Pro Quo
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Why do we Need to Know? Preventing and remedying
sexual harassment is the key to insuring a nondiscriminatory, safe environment in which students can learn and employees can work productively.
Sexual Harassment is against the LAW – There are civil and criminal penalties.
It can cost you your job.
It impacts not only you, but also your family, friends, and coworkers.
Sexual Harassment vs. Flirting
Feels bad Is power based Is one sided Is degrading May include negative
touching Is demeaning Makes you feel
sad/angry Is illegal
Feels good Is based on equality Is reciprocal Is a compliment May include positive
touching Is flattering Makes you feel happy Is legal
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Handling Sexual Harassment
If someone comes to you with a complaint, take it seriously. Listen and sympathize, but don’t judge.
If you are the complaining party, report it to your supervisor. Discourage the sexual harasser from continuing in their behavior
by making it clear the behavior is NOT welcome or wanted. Respond to the concerns. Separate the parties if necessary and
issue directives to stay away if appropriate. Document the complaint. Get it in writing and with enough details
(who, what, when, where, how and why) to enable an investigator to conduct a fair and thorough investigation.
Follow up on the complaint. Check to make sure there has been contact between the investigator and complainant.
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It Is an Obligation
Do not allow sexist, stereotyped or sexual remarks.
Be a role model. As an educational leader, set the tone as to what behavior will be tolerated.
Don’t join in crude and rude sexually harassing behavior.
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Report It ------
•Make your own personal record of the date, the names and what happened.
•When someone tells you something that happened to them, take it seriously and encourage them to report it.
•It’s not just harassment; it’s also personal safety.
•Report it to the principal, assistant principal or Director of Support Staff Services.
– The purpose of child abuse reporting legislation is to protect the best interests of children, offer protective services to prevent harm to children, stabilize the home environment, preserve family life whenever possible, and encourage cooperation among the states in dealing with the problem of child abuse.
– A school employee (including a substitute teacher) who knows or reasonably believes that a child has been neglected, or physically or sexually abused, is obligated by law to report it to.
– Class A misdemeanor if child abuse is suspected but not reported.
Reporting Cases of Child Abuse/Neglect
(Substitute Handbook pg 16-18)
Warning Signs of Abuse and Maltreatment
Warning Signs of Abuse and Maltreatment (cont.)
Protocol to assist a student who may be at risk
• Listen• Take what the student says seriously• Assure the student that help is available and you are going to see
that they get help.• Do not leave the child alone.• Escort the student to the counselor, Principal, or AP• If you feel that a child has been abused make a report to CPS.
Counselors or administrators can assist you if needed.
Four Corner’sAgree Strongly Agree Disagree Strongly Disagree
• Children behave because you are the teacher
• Children are born good or bad (genes)
• Children are a product of their environment (physical)
• Behavior is learned
• Punishment stops a behavior
• Punishment changes a behavior
CHAMPS
What the CHAMPS approach IS:
• A guide to the decisions teachers can make to build and implement a proactive and positive approach to classroom management
• A process of continuous improvement• A common language among staff• An acronym
CHAMPS• C = Conversation Can students talk to each other during
this activity or transition?
• H = Help How do students get their questions answered? How
do they get your attention? • A = Activity What is the task or objective? What is the
expected end product?
• M = Movement Can students move about? (E.g., are they allowed to get up to sharpen a pencil?
• P = Participation What does the expected student behavior look and sound like? How do students show they are fully participating?
• S = Success
CHAMPS
There is one absolute rule within the CHAMPS approach – students should be treated with dignity and respect. Belittling or ridicule has no place in the effective teacher’s repertoire of behavior support practices.
What works ?
• We do not control student behavior but we do control the 5 variable that impact it: (STOIC)
S—Structure for success
T—Teach expectations
O—Observe student behavior
I—Interact positively with students
C—Correct fluently (calmly, consistently,
respectfully, briefly, and immediately)
Treating the Behavior
The Band-Aid Approach………
Who are your CLIENTS?
Classroom Management Plan
CHAMPS Classroom Act.
Conversation
• Voice Levels:– 0 = silent– 1 = soft whisper (no vibration)– 2 = quiet partner talk (vibration)– 3 = presentation/outside voice
S.L.A.N.T.
• S-sit up
• L-lean forward
• A-activate your brain (prior knowledge)
• N-nod to show that you are listening
• T-track the tracker
CHAMPS Transition
Campus/Sample Hallway ChartMISD C.H.A.M.P.S
Conversation Help Activity Movement Participation Success
Cafeteria Talk in your seat, not your feet! Voice Level
is at 0-2
Raise your hand! Have lunch with your grade level!
Stay seated unless you have permission to
move!
Eat your lunch and be reasponsible for
yourself!
Have agreat lunch!
Gym Use the appropriate voice level according to
Coach's instruction!
Raise your hand! Help others if you are a designated leader!
Perform the activity or exercise Coach has
assigned!
Exercise or perform in your designated area!
Everyone is importand and
expected to participate in all
activities!
Enjoy a good healthy workout by being a good sport!
LibraryVoice level is at 0-1 unless otherwise
indicated!
Raise your hand or approach the
circulation dest!
Read, listen to stories being read or check
out new books!
Please remain in your seat unless otherwise indicated by Librarian
or teacher!
Take pride in your library! Read all that you can and
return all books on time.
Dive into a good book and have an incredible journey!
Computer LabVoice level is at 0-1 unless otherwise
indicated!Raise your hand!
Perform assignment or test given by your
teacher!
Stay seated unless you have permission to
move!
Remember comoputer use policies! Log off
when asked to do so!
Log onto a great education!
Hallways Voice level at 0! Raise your hand! Transition to next activity! Walk; stay to the right! Keep up with your
class. Move quickly!Walk the walk and be
safe!
Outside You may use your outside voice!
Find your teacher or another adult!
Perform the class activity or assignment!
Move according to your teacher!
Have fun and compete, but be
respectful!Take turns and share!
Corrective Behaviors
•Corrective Behavior•Transitioning•
Essentials of Classroom Management
• DO be aware that your presence creates ease• DO develop a file of filler activities• DO greet students at the door• DO get the students’ attention before you speak to the class• DO guard teacher editions of textbooks and answer keys to assignments• DO lock the classroom door whenever you the leave the room.• DO present a professional appearance• DO maintain your composure and confidence
CRITICAL “DO’S AND DON’TS”:
Essentials of Classroom Management
• DO NOT let the students know that their teacher left poor plans• DO NOT use the teacher’s future lesson plans• DO NOT act defensive• DO NOT make up due dates• DO NOT correct student work unless specifically instructed to do so• DO NOT write in the gradebook• DO NOT be overly sensitive to unintentional slights
CRITICAL “DO’S AND DON’TS”: (CONT.)
Essentials of Classroom Management
COMMUNICATE with students:•Develop rules•Clarify procedures•Enforce the rules
ORCHESTRATE student behavior during and between activities.
CIRCULATE throughout the classroom
MOTIVATE students to follow the rules and use their time productively
CORRECT student misbehavior when it occurs.
PRINCIPLES OF BEHAVIOR MANAGEMENT:
Essentials of Classroom Management
• “That Is Not How Our Teacher Does It”• Changing Seats• Class Clown• Class out of Control
DEALING WITH PREDICTABLE EVENTS:
WHAT HAVE WE LEARNED?
Processes1. Applicant applies
2. Application is activated
3. Sub. attends orientations
4. All attendees will be uploaded to TEA to see who needs to be fingerprinted.
5.Attendees will be contacted to come in for fingerprinting and/or turn in their sub
packets
A. You MUST have official transcripts in order to substitute teach.
B. If you are going to sub as a clerk or teacher assistant a copy of your high school diploma or GED is all that is necessary.
C. You must have your driver license, social security card and a voided check or direct deposit form from your bank to accompany your payroll information.
D. If you are going to be fingerprinted, you will also need to bring a check or money order to pay for fingerprinting. The cost of fingerprinting will be given to you at the time the appointment is made. NOTE: You can be reimbursed for fingerprinting after substituting 20 days within the current school year by emailing [email protected] to let her know that you have completed the required 20 days. Criminal History check will be sent off and the results received will determine whether a sub is activated in AESOP or not.
6. Sub will be entered into AESOP and ITTCS systems and AESOP “Welcome Letter” will be sent to applicant’s personal email address. This will serve as a reminder to the
applicant that paperwork has been sent to payroll.
7.Payroll will then set applicant up on payroll and send notification to sub clerk to contact applicant to come in to be set up on time clock and obtain substitute badge.
8.Applicant will be set up on time clock, obtain badge and be activated in AESOP to begin receiving phone calls for jobs.
9.YOU ARE NOW AN EMPLOYEE OF MIDLAND ISD!!
The Personnel Office must have the following information/documents prior to adding you to the active substitute list:
Completed New Hire Substitute PacketDocument validating I-9 form
(drivers license, social security card)High School Diploma/GED (Copy) and Official
Transcripts Voided Check
Necessary Documents
Questions and Answers
for your attendance.