SUBSTITUTE TEACHER

HANDBOOK Last update 8/1/2016

2016-17

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, 2016

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. You are being provided with a handbook

that should help you be productive and effective as a substitute teacher. Please keep 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,

Martha Brians

Human Resources Officer

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.

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. 12-13

General Procedures ………………………………………………….… p. 14

Preparing for Battle …………………………………………………… p. 15-18

Reporting to an Assignment ……………………………………..….… p. 19-22

Checklist ……………………………………………………………..... p. 23

Professional Information

Code of Ethics …………………………………………………….……. p. 25-26

Hints for Success ……………………………………………………… p. 27-34

Power Tricks …………………………………………………………… p. 35-37

Tips on Maintaining Discipline ………………………………………. p. 38

Tips for Substitute Teachers …………………………………………. p. 40-41

Report Forms

Calendars – Payroll and School

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: Mike Ebert

Vice President: Keith Biglow

Board Clerk: Larry Stewart

Board Member: Danny Shiew

Board Member: Bobby Jefferson

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...........................................Jessica Alexander

Human Resources Officer.......................................Martha Brians

Executive Secretary..........................................Maggie Williams

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) 348-5754

MUSKOGEE PUBLIC SCHOOLS I – 20

MUSKOGEE HIGH SCHOOL 3200 E Shawnee 684-3750

Dawna Buck, 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

Mea Anderson, Secretary

WASHINGTON IRVING ELEMENTARY K and Gibson Streets 684-3840

Kim Fleak, 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

To be employed as a certified substitute teacher, the applicant must hold a valid

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. To fill a long

term position a substitute must be certified in the subject area. (This does not include

Special Education Classes.)

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 8 ………….8:00 am – 3:00 pm

SADLER ARTS ACADEMY

K thru 8 ………………8:15 am – 3:15 pm

7th/8th GRADE CENTER ………………………………….7:55 am – 2:55 pm

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 Department of

Homeland Security’s E Verify and a digital fingerprint background check

through the Dept. of Education to make sure that applicant does not have any

felony convictions.

Substitutes also have to be put into the AESOP system which is an automated

substitute calling system.

New substitutes are required to be trained in using the AESOP system before

they can become activated on 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 that payroll advices can be emailed to subs.

3. Keep all personnel files on certified and non-certified substitutes with

all required information on each substitute teacher.

4. Produce report for Human Resources on each certified substitute to include: teacher’s name, teacher’s state number, birth date, sex,

ethnic code and number of days substituted.

5. Keep record of Substitute Teacher Evaluation forwarded from the

principals.

6. Maintain a good working relationship between principals and

teachers and substitute teacher.

7. Maintain a file of background checks on all substitutes to make sure they qualify to be a substitute as per MPS Board Policy.

8. Train all substitutes on using the automated substitute calling system

(AESOP).

9. 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 348-5754 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.

TRAIN YOUR VOICE:

Your voice is very important to your role as a Substitute Teacher.

The first 10 words out of your mouth will determine how the rest

of the class is run. Before you step foot in a classroom, decide

how you want your class to see you, and, with a cassette

recorder, practice being this person. “This person” can be a

“demanding” person, a “jovial” person, an “understanding”

person, or any other type of person. As you play the tape back

with your voice on it, make sure that the person on the tape

player is the same person you want your students to see.

DRESS WELL

If you are a male, wearing a tie is recommended but not

mandatory. Slacks and a polo type shirt would be appropriate.

If you are a female, make sure you are well dressed. Dress

slacks or capris. 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. Even

if you are well dressed, an unzipped pair of pants is as bad as

wearing a t-shirt, jeans, and tennis shoes.

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.

SKIP THE COFFEE

Coffee is the Substitute’s enemy. It raises the probability of

needing to use the restroom. Sometimes the day is arranged so

that you need to go 3 hours before you will be able to use the

restroom. This leaves the Substitute Teacher in a situation that

they would not be in if they had not had that last cup of coffee.

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

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.

CHECKLIST FOR SUBSTITUTES

HAVE YOU:

1. Reported to the office on 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.

♦ Turn in all money collected to the office, with detailed

notes concerning who turned in the money and why.

♦ At the end of the day, leave the regular teacher a note

of what was accomplished and what needs to be

completed.

The class room is the place where the Substitute blossoms. The

sub’s attitude, attire, and ability flourish in front of the class room.

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 Substitute Teachers

have learned to help improve the classroom flow. Also, using these

suggestions as guidelines, a Substitute Teacher improves the

chances of being asked back to substitute teach 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 Sub 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.

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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 tami.gardenhire@mpsi20.org

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