Job description

SUBSTITUTE CLASSROOM
MANUAL

2022-2023

As a substitute teacher for Coxsackie-Athens Schools, we consider you to be an essential and valuable part of our educational team. We appreciate your willingness to provide service to our students and teachers in your role as a substitute. We also acknowledge the challenging nature of this task.

This handbook has been developed to assist you professionally and to present important guidelines that will enable you to make your substitute teaching a rewarding experience.

Our goal is to work together to provide Coxsackie-Athens students with the best possible education. We wish you a successful, productive and rewarding school year!

Sincerely,

Randall W. Squier
Superintendent of Schools

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Contents

Welcome

General Duties 4

Teaching Duties 6

Daily Checklist 8

Classroom Management and Discipline 9

DO NOTS 10

Avoiding Negligence 11

Working with Other School Staff 12

Substitute Teacher Evaluation 12

Rates for Pay 12

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GENERAL DUTIES
Reporting to the Office

1. Arrive at least fifteen minutes before classes begin unless other arrangements have been made with the school. If you receive a late call, arrive as soon as possible.

2. Register in the designated office with the principal’s substitute designee and record your name on the appropriate sign in sheet (this verification of time spent on the job is used in determining your pay).

3. Ask for a copy of the teacher’s schedule and find out if there are any extra duties or activities for this day. Clarify the lunch schedule.

4. Obtain the teacher’s lesson plans, class rolls, books, attendance materials, etc., if they have been left in the office.

5. Obtain the classroom key, if applicable.

6. Request a campus map, bell schedules and forms for routine procedures (absentee slips, hall passes, etc.).

7. Inquire about end-of-day responsibilities (such as walking the students to buses) and procedures (such as safeguarding the teacher’s materials).

Before Classes Begin

1. Introduce yourself to the team leader, and/or a teacher in an adjacent classroom so that you’ll have someone to call on if you have questions or problems. Ask about special notices, etc., that need to be sent home with students.

2. Organize materials to be used during the day (notices from office, handouts, etc.) and check any equipment that will be used to ensure that it is working properly.

3. Locate the class seating charts.

4. Locate the office call button or intercom or classroom telephone.

5. Familiarize yourself with fire drill and other emergency procedures, as well as the evacuation plan posted in the classroom, fire extinguisher locations, and call button locations.

6. Locate the faculty lounge/dining area, adult restrooms, team meeting areas, etc.

7. Check the school's policy regarding recording attendance.

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Planning Period and Lunch

1. If possible, lock the classroom when you leave. Do not leave handbags or valuables unattended.

2. Please notify your assigned building should you require leaving the school during your planning period or lunch. If an emergency arises, consult the principal or his/her designee.

3. Follow procedures given to you by the school’s administrative staff.

End of the Day

1. Leave a note for the teacher in the plan book informing him/her how the day went. Be honest, and note specific problems.

2. Leave the teacher’s materials and students work in the classroom or in the office as instructed.

3. Return the classroom key to the office.

If you are assigned to a classroom with computer equipment
1. Be aware of the proper treatment of the equipment.

• No mouse balls out of the mouse.
• Printers are supplied with paper.
• Do not disconnect keyboards or cables.
• At the end of the day, be certain that all equipment is turned off.

4. Do not assume that someone else will secure the room equipment for you.

5. Lock the classroom when you leave.

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TEACHING DUTIES
Before Classes Begin
1. Write your name on the whiteboard.
2. Familiarize yourself with the teacher’s lesson plans and Teacher’s Edition of the textbooks.
3. As time permits, make notes on the lesson in your own words so that you’ll be more comfortable with the materials and better organized in your presentation.
4. Anticipate student’s questions about the materials and be prepared to answer them.
5. In elementary schools, where there are no breaks between classes, quickly review plans and organize materials for the next lesson while the children are completing the current activity.
6. Once you are familiar with the school routine, remain close to the classroom door in the hallways during class changes.

During Each Class
1. Begin each class as soon as the bell rings. A prompt, organized beginning will project an
“in charge” image.

• If any students are still standing after the bell, ask them to be seated.
• Greet the class and introduce yourself.
• Smile.

2. Follow the lesson plan furnished by the teacher or note any changes you implemented.
3. Present an overview of the day’s lesson (and a review of the previous lesson if you are returning to a class from the day before.)
4. Introduce the first activity, including the following information:

• The title/type of the lesson
• Write the instructional objectives on the whiteboard
• The student’s roles (taking notes, reading, etc.)
• The amount of time to be spent on the activity
• Related activities (discussion groups, homework, etc.)
• Evaluation (project, composition, test, etc.)
• During the introduction, motivate student interest by emphasizing the value of the lesson to them academically or personally

5. Throughout the class, ensure that the students understand the lesson.

• Give clear, concise directions and explanations.
• Use the whiteboard or verbal cues to emphasize important points or to clarify complicated directions.
• Watch for the signs from the students indicating confusion or an inability to hear or keep up with lecture notes, and adjust your presentation accordingly.

6. If students are doing seat work or group work, circulate to assist them as necessary. Praise students who are doing well; give corrective feedback and encouragement to those who are having difficulty.
7. Don’t let the instructional pace drag.

• Handle materials in an orderly manner. Have everything organized so that you don’t waste time looking for books, lesson plans, etc. while students are idle.

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• Ask serious students to assist you in passing out and collecting papers, books, etc.

Check for lists of “suggested helpers”. * Move quickly from one activity to another.8. As much as the lesson plan will allow, vary the students’ roles during the class. For example, rather than have them be listeners for an entire hour, provide activities that will require them to alternately listen, write and discuss. Younger students in particular have short attention spans so plan a variety of activities to prevent them from getting restless.
9. Vary the order in which you call on students.
10. Avoid confusing the students by jumping abruptly from one activity to the next. Make the transition between activities systematically, as follows:● Step 1: Summarize the first activity
●

Step 2: Pause for questions and comments
● Step 3: Introduce the next activity

End of Class
1. Collect the students' work.

• Immediately secure papers with a paper clip or rubber band to ensure that none are misplaced.
• Label the papers with a cover sheet.
• Verify with students that all papers have been turned in.

2. Review important points of the lesson, following these steps:
● Step 1: Summarize the lesson, emphasizing the purpose of the day’s activities
● Step 2: Answer and ask specific questions about the lesson. Example: “Why are whales classified as mammals rather than fish?”
● Step 3: Review overall objectives.

3. Preview the next class.
● Example: “ Tomorrow you will view a video on the different types of whales and form

discussion groups to brainstorm methods for protecting endangered species.”
4. Go over the homework assignment with the class.

● Carefully explain the assignment, encouraging the students to ask questions about any aspect of the assignment that they don’t understand.

● Give directions on how the work is to be done and when the assignment is due.
● Go over examples from the exercise with the class to ensure that the students know how to do the assignment.
● Give directions for the next class (bring textbooks, complete worksheets, review notes, etc.)
5. Give the students specific directions for end-of-class housekeeping chores. For example, rather than asking the class to “put everything away,” request that the first person in each row collect the dictionaries or that students throw away scrap paper as they leave the room.
6. Compliment the students on their performance, and thank them for their good behavior and work. Let them know that you will be informing the classroom teacher of what took place.

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DAILY CHECKLIST
❏ Sign in at the Main Office.
❏ Collect room keys.
❏ Get directions to your classroom, a copy of the bell schedule and a school map if
❏ available. Check for special “School Policies” for handling disruptive or ill

students.
❏ Check the teacher’s mailbox.
❏ Locate the class rolls or grade book.
❏ Locate the lesson plans.
❏ Get information from school staff about the bell schedule and any special

activities for the day.
❏ Get special information about your assignment, such as schedules for exceptional

students.
❏ Get daily or weekly schedule as
❏ Locate instructional and student materials.
❏ Write your name on the whiteboard.
❏ Check attendance and make a head count to ensure safety. Many substitutes find

that checking and/or using a seating chart is especially helpful.
❏ Encourage the students to leave the room in an orderly condition at the end of the

day.
❏ Return all materials to the proper location.
❏ Organize and label the students' work. If you were unable to complete the lesson,

leave a note for the teacher indicating how much you were able to cover.
❏ Leave a note for the teacher informing him/her as to how the day went. Be honest

and note specific problems.
❏ Lock the classroom door.
❏ At the end of the scheduled work day, return keys and /or other materials, and

check out through the main office.

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CLASSROOM MANAGEMENT AND DISCIPLINE
An effective substitute teacher strives to create a climate in which success is expected, academics are emphasized and the environment is orderly.

As a substitute teacher, it is essential to understand and practice good classroom discipline and management. This is necessary before any classroom learning can occur. Good classroom control can be the best prevention of major classroom difficulties.

Often a class will “test” a substitute teacher. Students may try to gain status by upsetting class routines. Your response to these situations is crucial. Teacher self-control is a must! You must begin by establishing order during the first minute of the first day. Your responses must be calm, firm yet fair, and tempered with good humor. You can prevent many problems with a combination of planning, awareness, and sensitivity.
To assist you in maintaining discipline, the following guidelines are recommended. Study them and implement them appropriately in your specific substitute situation.

1. Before entering the classroom, ask the school administrator for information on the
“school’s discipline plan” and other information on any special discipline policies or procedures followed at this school.
2. Always insist that students address all teachers and adults by their titles: Mr., Mrs.,
Miss, and Ms.
3. Remember that you are an adult leader and therefore not a “pal” to these students.
4. Set clear limits/standards/rules for the students and then be CONSISTENT in enforcing them.
5. Use peer social pressure to encourage good behavior. Do not punish the group for the misbehavior of one.
6. Expect students to behave well and PRAISE STUDENTS for their good behavior.
7. As you speak, CIRCULATE in the classroom to monitor activity and to target possible trouble spots.
8. Use your voice, eyes, and other nonverbal to communicate.
9. GO TO THE STUDENTS when they request help. This avoids confusion and unnecessary commotion.
10. Pause and wait, if necessary, for attention and silence before speaking. Avoid sarcasm and shouting!
11. Avoid any kind of CORPORAL PUNISHMENT – NEVER TOUCH A STUDENT!
12. Don’t make promises or threats that you may not be able to keep!
13. Be prepared. Keep activities moving and students working. Always have some additional activities planned.
14. Use a POSITIVE approach.
15. If you are having problems in maintaining classroom discipline, consult one of the school’s administrators.

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DO NOT:
● USE YOUR CELL PHONE WHILE SUPERVISING STUDENTS
● PLACE STUDENTS IN THE HALLWAY OR IN A CORNER OF THE ROOM AS A

DISCIPLINARY ACTION
● BRING YOUR PERSONAL COMPUTER TO SCHOOL
● KEEP STUDENTS AFTER THE BELL
● USE DISTRICT TECHNOLOGY FOR PERSONAL USE
● OVERREACT
● USE ANY FORM OF SOCIAL NETWORKING TO INTERACT WITH STUDENTS AT

ANY TIME
● COMPLAIN TO THE STUDENTS
● TOUCH STUDENT’S OR THEIR BELONGINGS
● LET STUDENT(S) HAVE ACCESS TO THE TEACHER’(S) GRADE BOOK
● TELL JOKES OR USE SARCASM
● GOSSIP
● DISCUSS YOUR PERSONAL PROBLEMS
● EMBARRASS OR HUMILIATE A STUDENT IN ANYWAY
● MAKE A BIG DEAL OUT OF MINOR BEHAVIOR PROBLEMS
● ALLOW STUDENTS TO LEAVE YOUR CLASS WITHOUT A PASS

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AVOIDING NEGLIGENCE
Primary among many substitute teachers' concerns is protecting their students from harm, and themselves from lawsuits. While not all accidents can be avoided, liability for them can be if the teacher has provided adequate supervision. The following guidelines are offered to help you prevent injuries to students under your care, act responsibly in the event of accidents, and avoid legal problems should mishaps occur.

● NEVER LEAVE STUDENTS UNATTENDED. Use the classroom intercom or send a student with a message if you need to contact the principal, another teacher, etc.

● NEVER USE CORPORAL PUNISHMENT WITH STUDENTS. Corporal punishment includes hitting, pushing, pinching, forcing a child to stand up for long periods of time, making a student do push-ups, or using any physical force. NEVER TOUCH A
STUDENT.

● NEVER GIVE MEDICINE OF ANY KIND INCLUDING ASPIRIN TO STUDENTS. Refer students who are taking medication to the office or nurse for supervision.

● Don’t order a disruptive student to leave class unsupervised. Instead:

• Use the intercom to ask for assistance from the office
• Ask another teacher to supervise your class while you escort the student to the office

● Caution students against hazards or unusual conditions such as slippery floors which require extraordinary care.● Maintain a neat, orderly, and safe environment for the students.● Know how to quickly contact school personnel who can assist with an emergency● (administrator, nurse, etc.)● Report accidents or injuries to the office or clinic immediately. As soon as possible, write down what happened for school authorities and keep a copy of the report for yourself.● If a student appears to be ill, call for assistance. If the student does not return to class, check with the office to verify his or her status (excused to go home, waiting for parent pick-up, etc.)● Do not keep students after class or after school.
● If someone comes to the classroom to pick up a child, refer him/her to the office. The student should not leave your class unless you have permission from the administration.
● Obtain permission from the principal before sending notes or other communication home to parents.
● Avoid introducing controversial subjects or materials (information on the occult, racist
● cartoons, sexually explicit books, etc.) to classes.
● Do not advertise products or services or announce public meetings during class.
● Do not date students or socialize with them after school; avoid establishments suspected of serving alcohol to minors.
● Do not give gifts including candy to students.
● Avoid being left alone with a student for extended periods of time.
● Safeguard equipment and materials against abuse and theft.
● If a student teacher is assigned to your class, remain on duty in the classroom, assisting the student teacher as necessary11WORKING WITH OTHER SCHOOL STAFF

Substitute teachers interact with a variety of school personnel. The ability to communicate positively and effectively with school personnel affects the quality of instruction students receive.
The District has an expectation that employees conduct themselves in a civil manner at all times.

Many exceptional student education classes and primary grade classes utilize the services of paraprofessionals. Most paraprofessionals demonstrate knowledge and skills regarding student instruction in their assigned areas. They know the daily routines, schedules, classroom rules, and most importantly, the students. They are often the best source of information and assistance when substituting in these classes.

Some paraprofessionals prefer to take the teacher’s role and ask that the substitute teacher assist them in the management of the class. Other paraprofessionals prefer to continue their usual role in assisting the substitute teacher. To avoid misunderstandings in this unique situation, it is recommended that you discuss teaching responsibilities with the paraprofessional prior to the beginning of class.

SUBSTITUTE TEACHER EVALUATION
Formal evaluations of substitutes are not routinely done. However, Substitute Performance
Evaluations are done when a substitute has continuously worked in the same classroom for 30 days. When a substitute teacher’s performance is reported to be unsatisfactory, the Assistant
Superintendent may arrange a conference with the substitute teacher to discuss his/her job performance.

A substitute may be removed from the approved substitute teacher list when two (2) or more administrators have negatively evaluated his/her performance or have requested that the substitute NOT return to their locations.

A substitute may be removed from the approved substitute teacher list for violation of the
Substitute Teacher Agreement for an excessive number of refusals to accept teaching assignments, for not reporting for an accepted assignment, or for an excessive number of cancellations.

RATES FOR PAY https://core-docs.s3.amazonaws.com/documents/asset/uploaded_file/2068/CACSD/2480054/Sub_rates_as_of_7-7-2022.pdf

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Job Type: Contract

Pay: $115.00 per day

Schedule:

• Day shift

Education:

• High school or equivalent (Preferred)

Work Location: In person

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