COURSE TITLE:
SUBSTITUTEʼS SUITCASE: Donʼt Leave Home Without It!
NO. OF CREDITS:
3 QUARTER CREDITS
[semester equivalent = 2.00 credits]
INSTRUCTOR:
JULIE BORA M.S.T.
ask4jam@gmail.com
WA CLOCK HRS:
OREGON PDUs:
30
30
COURSE DESCRIPTION:
In this independent study course you will learn insider information to make you a top-notch K-12
substitute teacher, one who is in demand by administrators, teachers and, most important of all, students.
Whether you are just starting out or a veteran full-time substitute, you are choosing to learn and grow as a
professional by investing in yourself throughout this course. You will find whimsical ways, helpful hints,
and proven practices to assist you in becoming that effective teacher that affects the lives of students.
Begin by developing or refining your teacher look and your professional public speaking style. Discover
efficient ways to present, practice, and re-teach as you stock your suitcase with carefully chosen items
and activities. Scrutinize stories of success and disaster by utilizing web resources and research-based
readings to discover or refresh your own style of classroom management with an arsenal of top
techniques. By the end of this course you will be able to enjoy and manage any class with the confidence
of a top-notch teaching professional.
LEARNING OUTCOMES:
As a result of this independent study, participants will:
1. Be prepared to substitute-teach at any grade level, in any content area, and for any length of time.
2. Explore and expand their personal repertoire of “tricks” for the substitute teaching trade.
3. Discover and develop a comprehensive list of available literature, videos, websites, and other
resources available for use as a substitute teacher.
4. Examine their style and increase their competency in managing any classroom, anytime.
5. Apply the information acquired in an actual substitute teaching experience.
COURSE REQUIREMENTS:
Completion of all specified assignments is required for issuance of hours or credit. The Heritage Institute
does not award partial credit.
HOURS EARNED:
Completing the basic assignments (Section A. Information Acquisition) for this course automatically earns
participantʼs their choice of 30 Washington State Clock Hours or 30 Oregon PDUs. The Heritage Institute
is an approved provider of Washington State Clock Hours and Oregon PDUs.
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UNIVERSITY QUARTER CREDIT INFORMATION:
REQUIREMENTS FOR UNIVERSITY QUARTER CREDIT
Continuing Education Quarter credits are awarded by Antioch University Seattle (AUS). AUS requires
75% or better for credit at the 400 level (Upper Division) and 85% or better to issue credit at the 500 level
(Post-Baccalaureate). These criteria refer both to the amount and quality of work submitted.
1. Complete Section A: Information Acquisition assignments
30%
2. Complete Section B: Learning Application assignments appropriate for your levels
40%
3. Complete Section C: Integration Paper assignment
30%
CREDIT/NO CREDIT (No Letter Grades or Numeric Equivalents on Transcripts)
Antioch University Seattle (AUS) Continuing Education (CE) Quarter credit is offered on a Credit/No
Credit basis; neither letter grades nor numeric equivalents are on a transcript. 400 level credit is equal to
a “C” or better, 500 level credit is equal to a “B” or better. This information is stated on the back of the
transcript.
AUS CE quarter credits may not be accepted into degree programs. Prior to registering determine with
your district, department head or state education office the acceptability of these credits for your purpose.
ADDITIONAL COURSE INFORMATION
NOTES:
• You may work collaboratively with other teachers and submit joint assignments on all but the final
Integration Paper, which must be individually authored and submitted.
• Alternatives to written assignments (video or audio tape, photo collage, a collection of products,
letters to editor, brochure and Web pages) may be submitted as substitute assignments with the
instructorʼs prior approval.
• To maintain privacy, please do not refer to students in your papers by their actual names, but
rather use an alias or designation such as “Student A.”
REQUIRED TEXT:
A book selected from the Bibliography OR one of your own choosing which addresses substituteteaching issues.
MATERIALS FEE:
None.
HEADING REQUIRED FOR ALL ASSIGNMENTS
A heading is required; please use the following format.
Your Name:
Course Number:
Date:
Assignment #:
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Instructor Name:
Course Name:
Level: Clock/ PDU/ Credit (400 or 500)
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ASSIGNMENTS FOR HOURS OR UNIVERSITY QUARTER CREDIT
A.
INFORMATION ACQUISITION
Assignment #1:
Choose and browse through a book from the Bibliography or another of your own selection that
addresses substitute teaching practice. Observe and identify specific individual behaviors and classroom
conduct discussed in the book. Keep a reflective journal of your readings and teaching observations for 2
weeks. There should be an entry every day. In a 2-3 page paper or graphic organizer, relate your journal
notes and any substitute teaching strategies that may enhance your teaching repertoire and be beneficial
to students.
Send to instructor: ask4jam@gmail.com, Subject to read ʻSubstitute #1ʼ.
Assignment #2:
Observe a learning environment at the beginning of the day (elementary) or the onset of a lesson
(secondary) and note how the veteran teacher or sub eases the students into the lesson. In a 1-page
summary describe 3 examples of what you might do to put students at ease with their substitute teacher,
thatʼs you! To get started you may enjoy viewing these humorous video clips of authentic teachers!
Gilda Radner - Emily Litela: Substitute Teacher
http://www.youtube.com/watch?v=afi2xeM5ZSI
School of Rock 2004 Trailer
http://www.youtube.com/watch?v=XCwy6lW5Ixc
Send to instructor: ask4jam@gmail.com, Subject to read ʻSubstitute #2ʼ.
Assignment #3:
Either as you sub or while visiting, compile a photo album and start a collection of procured goods. Keep
a digital camera or disposable camera handy. Take pictures of anything in the classroom environment
that you may find useful on a subbing assignment. Take pictures as students are engaged in special
activities and/or daily routines. Use the photos to create a treasure trove of ideas for a super sub.
Document and submit photos of a minimum of 5 ideas each accompanied by a one paragraph
description.
Send to instructor: ask4jam@gmail.com, Subject to read ʻSubstitute #3ʼ.
Assignment #4:
Research and assemble a list of 10 or more favorite activities and supporting materials.
• Make a color-coded Table of Contents designating categories of specific use, e.g. Attendance,
All-Purpose, Quick Fun, Lesson Starters, content area lesson plan, Puzzlers, Circle Time
Activities, Bathroom Passes, end of day, Dismissal.
• Mark each activity/item with a matching color-coded label. (Some activities will fit in more than
one category.)
• Find a suitcase or other portable container and duct tape your Table of Contents inside. Fill ʻer up!
• Add a separate section for Emergency items (band-aids, Kleenex, etc.) and procedures (fire drill,
earthquake, blizzard/ice storm, vomiting, bleeding etc.)
Submit a copy of your web resources (title and the link), your chart and a picture of your organized
substituteʼs suitcase.
Some suggested websites:
National Education Association
http://www.nea.org/
Substitute Teaching Institute
http://subed.usu.edu/subs/index.aspx
A Packet for Substitute Teachers
http://users.erols.com/interlac/subtch.htm
Send to instructor: ask4jam@gmail.com, Subject to read ʻSubstitute #4ʼ.
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Assignment #5:
Learn about the school before your first subbing assignment there.
• Visit the schoolʼs Website where you will find valuable information about the school and
community as well as insight into what's expected of students and teachers.
• Get driving directions from your place to theirs and figure out the timing of your commute. Arriving
early is the sure way to start a day in the best possible way.
• Learn the names of some of the staff and administrators and if possible non-teaching staff such
as the school secretary, custodian.
• Familiarize yourself with the school building and grounds prior to the beginning of class. If there is
a map of the campus and building(s) get it. Locate the attendance office, bathrooms, the gym, the
cafeteria, the media center, the nurse's office and the faculty lounge. Note where they are in
relation to your classroom. Ask where resource classes are held. Find the audio-visual equipment
and supply closet and ask about checkout procedures.
Make a file for your suitcase. Create a template to contain each schoolʼs vital information. Include office
staff, administrator, faculty names youʼve subbed for, and all maps and campus info.
Submit a copy of the template to instructor: ask4jam@gmail.com, Subject to read ʻSubstitute #5ʼ.
Assignment #6:
As a basis for creating a well-managed classroom, research and review best practice teaching tricks,
anecdotal tales and downright disasters of the substitute teaching trade. Create an annotated
bibliography of five (5) or more books or articles addressing this topic. The annotation should include
Title, Author, date of publication, Publisher (or URL), length of the book or article and your review of
information contained. Add your opinion of the value or your criticism of the contents of each book or
article and rate the importance of the material in contrast to the subject of your course.
Send to instructor: ask4jam@gmail.com, Subject to read ʻSubstitute #6ʼ.
This completes the assignments required for Hours.
Continue to the next section for additional assignments required for University Quarter Credit
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ADDITIONAL ASSIGNMENTS REQUIRED FOR UNIVERSITY QUARTER CREDIT
B.
LEARNING APPLICATION
In this section you will apply your learning to your professional situation. This course assumes that most
participants are classroom teachers who have access to students. If you are not teaching in a classroom,
please contact the instructor for course modifications. If you are a classroom teacher and start or need to
complete this course during the summer, please try to apply your ideas when possible with youth from
your neighborhood, at a local public library or parks department facility (they will often be glad to sponsor
community-based learning) or with students in another teacherʼs summer classroom in session.
Assignment #7: (Required for 400 and 500 Level)
Implement one of the suggested strategies from the book in #1.
Reflect on the results of use of a strategy. Start by describing the strategy you employed and analyze the
outcomes with specifics.
Send to instructor: ask4jam@gmail.com, Subject to read ʻSubstitute #7ʼ.
Assignment #8: (Required for 400 and 500 Level)
While on a substitute teaching assignment, evaluate your teaching strengths and weaknesses using one
of the options listed below. In a brief but comprehensive analysis, describe how you can refine your style.
• Record yourself teaching using a video camera. (Hint: I usually set the camera up on a tripod
behind the students and explain that I would like to see how I am doing as a teacher.)
• Any format of review that is pre-approved by the instructor.
Send to instructor: ask4jam@gmail.com, Subject to read ʻSubstitute #8ʼ.
Assignment #9: (Required for 400 and 500 Level)
Watch 2 of the 11 movies from the video section of the Bibliography. In a review indicate which films you
viewed and narrate a couple of vignettes that speak to and inspire the teacher in you. Describe in general
terms how you plan to use any of the strategies/techniques/repertoires in your substitute teaching.
Indicate grade level and content area/ theme.
Send to instructor: ask4jam@gmail.com, Subject to read ʻSubstitute #9ʼ.
500 LEVEL ASSIGNMENT
Assignment #10: (500 Level only)
In addition to the 400 level assignments, complete one of the following assignment options:
Option A):
Compare and contrast the material in the course book (#1) with information you find in another book or
online research of articles. For online research, quote the URL(s), create a summary of
information you found, and then compare/contrast with information in the book for this course.
Send to instructor: ask4jam@gmail.com, Subject to read ʻSubstitute #10-Aʼ.
OR
Option B): Another assignment of your own design with the instructorʼs prior approval.
Send to instructor: ask4jam@gmail.com, Subject to read ʻSubstitute #10-Bʼ.
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400 & 500 LEVEL ASSIGNMENT
C. INTEGRATION PAPER
Assignment #11: (Required for 400 and 500 Level Credit)
Write a 2-3 page Integration Paper answering these questions:
1. What did you learn vs. what you expected to learn from this course?
2. What aspects of the course were most helpful and why?
3. What further knowledge and skills in this general area do you feel you need?
4. How, when and where will you use what you have learned?
5. How and with what other school or community members might you share what you learned?
Send to instructor: ask4jam@gmail.com, Subject line to read ʻSubstitute #11ʼ.
INSTRUCTOR COMMENTS ON YOUR WORK:
Please indicate by email to the instructor if you would like to receive comments on your assignments.
QUALIFICATIONS FOR TEACHING THIS COURSE:
Julie Bora, M.S.T., has been active in educational renewal since the early 90ʼs. For many years when
her children were growing-up, she was fortunate to be called and requested to sub daily and long-term in
a variety of subjects at both elementary and secondary levels, in private and public schools, where she
found the assignments to be exhilarating, challenging, enjoyable and simply incredible. Julie has teamtaught Arts-In-Education music workshops, presented after-school workshops and led outreach programs
for an International Childrenʼs Museum.
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SUBSTITUTEʼS SUITCASE: Donʼt Leave Home Without It!
BIBLIOGRAPHY
Johnson, LouAnne, Teaching Outside the Box, 2005, Jossey-Bass: San Francisco, CA
Kelley, W. Michael, Rookie Teaching for Dummies, 2003, Wiley Publishing: Indianapolis, IN
ISBN 0-7645-2479-8
Pressman, Barbara, Substitute Teaching from A to Z, 2008, McGraw-Hill: New York, NY
Appropriate for Kindergarten through Grade 8.
Rubinstein, Gary, Reluctant Disciplinarian, 1999, Cottonwood Press: Fort Colliins, CO
Wilson, Kenneth L., Tools for Energized Teaching, 2006, Teacher Ideas Press: Westport, CT
Wong, Harry & Wong, Rosemary, The First Days of School, 2005, Harry Wong Publications: Mountain
View, CA
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MOVIES
1. Stand and Deliver
Never believe that students are unable to learn. Instead of teaching to the lowest common denominator,
Jaime Escalante sets his sights much higher, getting them to pass the AP Calculus exam. Based on a
true story.
2. Dangerous Minds
Teaching English in a tough inner-city school, Michelle Pfeiffer as real-life former marine Louanne
Johnson, reaches the "unteachable" through caring and understanding. “Dangerous Minds” teaches the
importance of making our own choices and not allowing circumstances to rule us.
3. Lean on Me
Morgan Freeman plays Joe Clark, the real-life, bat-wielding Principal whose goal was to bring discipline
and learning to Eastside High School in New York. This film shows the importance of having strong
leadership at the top.
4. Mr. Holland's Opus
This memorable movie gives all teachers hope that they truly have an impact on their students. Richard
Dreyfuss is wonderful as a musician/composer who must take a teaching job to support his family. In the
end, Dreyfuss' character realizes that he has had as much if not more of an impact from his teaching as
he would have as a composer.
5. Dead Poet's Society
Robin Williams plays an unconventional English teacher in a very conventional private school. His love of
poetry and his inspiring teaching methods have a great impact on his students.
6. To Sir With Love
Sidney Poitier as a novice teacher takes a teaching position in the rough part of London in order to pay
his bills. Realizing that his students need to be taught important life lessons more than the curriculum, he
throws out the lesson plans and makes a real impact on their lives.
7. The Miracle Worker
Anne Bancroft plays Annie Sullivan who uses 'tough love' to get through to the deaf and blind Helen
Keller. Excellent portrayal of the importance of perseverance.
8. Renaissance Man
Danny Devito's character proves that William Shakespeare still has much to teach students.
“Renaissance Man” teaches important life lessons on responsibility and character.
9. Music of the Heart
This film shows the influence that one person's drive and vision can have on others. Meryl Streep plays
real-life Roberta Guaspari who moves to Harlem as a single-mother and becomes a violin teacher.
Working through racial and other barriers, Roberta creates an acclaimed music program in an area where
many would have said it was impossible.
10. The Karate Kid
Sometimes we have to have our students do things that they will not understand until much later. Basic
skills are most important; honor and integrity are central to character. Students need to see us beam with
excitement over their achievements.
11. Pay It Forward
This film explores the concept of Random Acts of Kindness in a school setting.
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