SUBSTITUTE TEACHER
TRAINING
Lorena Independent School District
TOP 5 REASONS TO BECOME A
SUBSTITUTE
1. You enjoy the challenge of being awakened at 6 a.m.
and asked to be in class by 7:30 a.m.!
2. You love the phrase, “But Mr. Smith doesn’t
do it that way!”
TOP 5 REASONS TO BECOME A
SUBSTITUTE
3. You enjoy the challenge of guessing what to wear each time
you are called and told, “We’re not sure whether you will be
teaching eighth grade language arts or second grade PE today,
but just come prepared for either!”
4. You believe that every child who wipes their nose on
your best clothes is displaying a positive sign of
establishing good relationships with adults!
TOP 5 REASONS TO BECOME A
SUBSTITUTE
5. You enjoy the challenge associated with a name association game
where you try to guess who is actually giving you their real name.
REAL TOP 5 REASONS TO
BECOME A SUBSTITUTE
1. Flexible work hours and you can choose age groups.
2. You have an opportunity to establish positive relationships with students
and can have a positive influence on them.
3. Substitute teaching is great practice for future teachers and for those who
are considering becoming teachers.
4. You have an opportunity to express your creativity and ability to relate with
a broad range of personalities.
5. SUBSTITUTE TEACHING CAN
BE FUN!!!
PROFESSIONALISM
The substitute teacher:
 Is in charge of the classroom.
 Is responsible for delivery of the instructional program.
 Is responsible for the care, welfare, safety, and security of students
in the classroom.
 Is a professional who works closely with paraprofessionals and
other school staff to ensure effective learning in the school.
 Is not a “babysitter” who wastes learning time when the teacher is
absent.
PROFESSIONAL DRESS
 More formal dress will help establish a tone of respect and discipline among students.
 Jeans and other recreational clothing are not usually appropriate.
 Any item of clothing that causes a distraction, creates a safety hazard for the job, or disrupts the
normal classroom environment is inappropriate.
 Some teaching situations, such as physical education classes, may require a different mode of dress.
SUBSTITUTE RESPONSIBILITIES
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Arrive on time. On time is at least 15 minutes before the first class.
Be prepared to conduct the duties of a regular teacher.
Be prepared to cover other duties during the regular planning period.
Be flexible. Assignments sometimes change.
Report to the office upon arrival.
Know policies, rules, and the curriculum.
Ask if there are any student medical issues you need to be aware of.
Follow lesson plans as closely as possible.
At the end of the day, organize all materials and papers.
Leave the room orderly.
Return materials and equipment to their proper places.
Leave a note for the regular teacher regarding the activities of the day.
U S E O F V I D E O S , I N T E R N E T, A N D
CELL PHONES
 All videos must be approved by campus administration prior to viewing.
 All videos must be directly related to the lesson.
 Videos may not be used purely for entertainment or to take up time.
 Use of Internet must be directly related to the lesson and monitored.
 Use of cell phones in class is prohibited unless it is being used for
instructional purposes and permission is granted by an authority figure (use
should be limited to very short segments of time.)
TOBACCO FREE ENVIRONMENT
 Use of tobacco products is prohibited on school property and at
all school-sponsored events.
ETHICS AS A SUBSTITUTE
Substitute teachers are considered educators, and as such, should abide by the ethical standards of an
educator:
 An educator should abide by all federal, state, and local laws and statutes.
 An educator should always maintain a professional relationship with all students, both inside and outside the
classroom.
 Any suspicion of child abuse, harassment, inappropriate relationships (email, letters, phone calls, dates, etc.),
and/or furnishing of illegal substances should be reported to a campus administrator immediately.
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An educator should refrain from the use of alcohol or unauthorized drugs during the course of professional
practice.
E T H I C S A S A S U B S T I T U T E C O N T.
 An educator should always refrain from misrepresenting qualifications, criminal history, transcripts,
or other information related to employment.
 An educator should honor the trust of handling funds and/or use of equipment purchased with
public funds by exhibiting a high level of honesty, accuracy, care, and responsibility.
 An educator should fulfill obligations agreed to prior to or during the course of duty.
 An educator shall comply with state and federal laws and local policies relating to confidentiality of
student and personnel records (see slide for FERPA regulations).
E T H I C S A S A S U B S T I T U T E C O N T.
 An educator should always preserve the dignity and integrity of the teaching profession by their
conduct, both physically and verbally.
 An educator should foster a nurturing environment that is and safe and conducive to learning.
 An educator should administer ALL tests according to state, federal, and local policies and should
never compromise the integrity of the assessment.
LEGAL ASPECTS OF THE JOB
 A substitute should always be aware of their legal responsibility.
 Don’t be afraid to ask questions if you are not sure about something.
 There are 9 general categories of legal considerations
Supervision of Students
Release of Students
Confidentiality
Duty to Report
Dangerous Situations
Due Care and Caution
Administering medication
Anecdotal Records
Discipline Policies
S U P E RV I S I O N O F S T U D E N T S A N D
DUE CARE AND CAUTION
 Supervision of Students: The substitute teacher who has physical control of a
classroom has a duty to keep students safe and orderly. In Texas, a teacher acts in loco
parentis (in place of a parent) and is allowed to use his/her judgement in a manner similar to
a parent. The standard is the reasonable use of professional judgement for the safety and
orderly education of students.
 Due Care and Caution: A teacher is required to exercise due care and caution for the
safety of the students in his/her charge. Essentially, this means acting reasonably and with
safety in mind, being able to explain circumstances and your actions, and following school
safety policies and procedures.
RELEASE OF STUDENTS AND
ADMINISTERING MEDICATION
 Release of Students: Due to possible restraints on who may have custody of a
child, students should not be allowed to leave the building during the school day
without express consent from the office and must leave through the office.
 Administering Medication: Medication should only be administered by the
school nurse or other appropriate health personnel, not the classroom or substitute
teacher. If you know of medication requirements of a student, the school health
professional should be notified.
CONFIDENTIALITY AND
A N E C D O TA L R E C O R D S
 Confidentiality: It is unprofessional and against the law to disclose confidential information
about your students. Generally, a substitute teacher should avoid comments about individual
students that convey private information (e.g. grades, medical condition, learning or discipline
problems, etc.) Refer to slide on FERPA for more information.
 Anecdotal Records: Maintaining notes on particular incidents in the classroom can protect
you in problematic situations. If you feel that a classroom occurrence might be questioned,
note the date and time, the individuals involved, the choices for action considered, and the
actions taken.
DISCIPLINE POLICIES
 Discipline Policies: A substitute teacher should never administer corporal punishment,
even though the school’s policy may allow its use. If you are uncomfortable dealing with a
disciplinary matter you should refer the matter to a building administrator. When sending a
student to the office due to a disciplinary matter, the substitute teacher maintains the duties of
supervision and due care for both the individual child and the remainder of the class. Proper
action may be detailed in the school policy or may require your independent sound judgement.
Possible actions include having another child accompany the child, sending another child to
bring someone from the office to intervene, or having another teacher watch your class while
you take the child to the office. Never leave a student in charge of the class!
DA N G E R O U S S I T UA T I O N S
 Dangerous Situations: A substitute teacher is responsible for making sure the
learning environment is safe. This includes things such as the arrangement of desks
so as not to block exits and proper supervision during the use of potentially
dangerous classroom equipment. A teacher must also consider the potential for
problems in certain kinds of classes. Planned activities in a physical education,
science, shop, or home economics class may be uncomfortable for the substitute
teacher. In such cases, the substitute teacher may choose to do an alternate activity
that they feel applies to the lesson at hand and can be conducted safely.
DUTY TO NOTIFY
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Duty to Notify: This responsibility primarily refers to the reporting of suspected child abuse. The purpose of child
abuse legislation is to protect the best interest of the 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 child abuse.
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Any school employee (including substitutes) who knows or reasonably believes that a student has been neglected, or
physically or sexually abused, shall immediately notify the building principal, the nearest peace officer, law enforcement
agency, or office of the State Division of Human Services.
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It is not the responsibility of the school employee to prove that the student has been abused or neglected, or to
determine if the student is in need of protection. Investigations are the responsibility of the Division of Human Services.
Investigations by education personnel should not go beyond that necessary to support a reasonable belief that a reportable
problem exists.
T H E FA M I LY E D U C A T I O N A L R I G H T S
A N D P R I VA C Y A C T ( F E R PA )
 Gives parents rights with respect to their children’s education records.
 Limits the dissemination of information to those who “have an educational need to
know.”
 Schools must have written permission from the parent in order to release any
information (other than Directory Information).
 Information may be released to the following parties without parental permission:
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Other schools to which a student is transferring.
Specified officials for audit or evaluation purposes.
Appropriate parties in connection with financial aid to the student.
Organizations conducting certain studies for or on behalf of the school.
Accrediting organizations
To comply with a judicial order or lawfully issued subpoena
Appropriate officials in cases of health and safety emergencies.
State and local authorities within a juvenile or other justice system.
S E X UA L H A R A S S M E N T
 Sexual harassment is a form of sex discrimination defined as unwelcome sexual advances;
requests for sexual favors; sexually motivated physical, verbal, or nonverbal conduct; or other conduct
or communication of a sexual nature when:
1. Submission to the conduct is either explicitly or implicitly a condition of an
employee’s employment, or when submission to or rejection of the conduct is the basis for
an employment action affecting the employee; or
2. The conduct is so severe, persistent, or pervasive that it has the purpose or effect of
unreasonably interfering with the employee’s work performance or creates an intimidating,
threatening, hostile, or offensive work environment. Examples of sexual harassment may
include sexual advances; touching intimate body parts; coercing or forcing a sexual act on
another; jokes or conversations of a sexual nature; and other sexually motivated conduct,
communication, or contact.
S E X UA L H A R A S S M E N T C O N T.
 Examples of sexual harassment may include:
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Sexual advances
Touching intimate body parts
Coercing or forcing a sexual act on another
Jokes or conversations of a sexual nature
Other sexually motivated conduct, communication, or contact.
H O W D O I K N O W I F B E H AV I O R I S
S E X UA L H A R A S S M E N T ?
 Ask yourself if the behavior:
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is unwanted or unwelcome
is sexual in nature or gender-based
is severe, pervasive and/or repeated
has an adverse impact on the workplace or academic environment
often occurs in the context of a relationship where one person has
more formal power than the other (supervisor/employee,
faculty/student, etc.)
I M M E D I A T E A C T I O N T O TA K E I F
B E I N G S E X UA L LY H A R A S S E D
 Talk to your harasser if possible. Tell him/her that you find the behavior offensive.
 Continue to go to work/class.
 Document all sexual harassment incidents (record time, date, place and people
involved).
 Consider talking to others to see if they have experienced sexual harassment.
 Put your objection in writing and send a copy to the harasser saying:
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On “this date” you did “this.”
It made me feel “this.”
I want “this” to stop.
 Report the harassment to the building administrator and district personnel/human
resource director.
R E P O R T I N G S E X UA L
HARASSMENT
 To report sexual harassment you can talk to:
• Your local principal, superintendent, or personnel/human resources
officer.
• Your local police department.
• Your city or state office of anti-discrimination.
• Your state office of Equal Employment Opportunity Commission
(EEOC).
• The Office of Civil Rights, U.S. Department of Education.
B U L LY I N G
 Bullying occurs when a student or group of students engages in written or verbal expression, expression through
electronic methods, or physical conduct against another student on school property, at a school-sponsored or -related
activity, or in a district operated vehicle, and the behavior:
• Results in harm to the student or the student’s property,
• Places a student in reasonable fear of physical harm or of damage to the student’s property, or
• Is so severe, persistent, and pervasive that it creates an intimidating, threatening, or abusive educational environment.
 This conduct is considered bullying if it exploits an imbalance of power between the student perpetrator(s) and the
student victim and if it interferes with a student’s education or substantially disrupts the operation of the school.
 BULLYING SHOULD ALWAYS BE REPORTED TO A CAMPUS ADMINSTRATOR AS SOON AS IT
IS SUSPECTED!
R E P O R T I N G B U L LY I N G
 Any suspected case of bullying should be reported to the campus administration
immediately.
 In addition, Lorena ISD has a link at on its website at www.lorenaisd.net under
“For Parents” and/or “For Students” where bullying can be reported anonymously.
 More information related to bullying can also be found at the aforementioned
website under “For Parents.”
CLASSROOM MANAGEMENT
 Classroom management involves all procedures, strategies, and instructional techniques used to
manage behavior and learning activities.
 Classroom management is everything that happens before, during, and after instruction.
 Being proactive and maintaining an environment of mutual respect is imperative.
 Without effective classroom management, no learning takes place.
TIPS FOR GOOD CLASSROOM
MANAGEMENT
 Be prepared:
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Arrive early to allow time to organize
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Obtain all administrative information prior to going to the classroom.
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Scout the classroom and make mental notes of its arrangement.
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Locate instructional plan and schedule.
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Review lesson plan and locate needed resources.
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Introduce yourself to a neighboring teacher and ask him/her about any procedural
questions you may have.
TIPS FOR GOOD CLASSROOM
M A N A G E M E N T C O N T.
 Take charge:
• Introduce yourself (write your name on the board so that students can read it) and be clear
about expectations regarding student behavior.
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Be positive, but firm. Taking charge doesn’t mean being a dictator, it involves being assertive
and confident.
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Remember, you will get respect when you give respect. Students know who is in charge of the
classroom and will exhibit respect if they know that you are confident and are respectful in
your interactions with them (verbally and nonverbally).
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Take roll efficiently. It is a good idea to identify a responsible student ahead of time and have
that student help you with the names.
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Be concise and clear about directions.
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Supervise students at all times!
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Circulate the classroom and offer assistance.
TIPS FOR GOOD CLASSROOM
M A N A G E M E N T C O N T.
 Manage records:
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Follow attendance and lunch procedures.
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Make note of homework received/not received.
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Collect and label work accomplished in each class.
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Communicate with the teacher by leaving a note and/or sending an email that summarizes
the day. In your correspondence, identify any behavioral issues you had and be sure to also
include positive comments that are deserved.
DISCIPLINE TECHNIQUES AND
TIPS
 Be positive and pleasant, yet firm.
 Be fair, firm, and consistent in your interactions and overall demeanor.
 Don’t major in the minor issues!
 Remember, proximity is a valuable tool to manage behavior. Be sure to move around the classroom
throughout the class period.
 Do not back a student in the corner or allow yourself to be backed into a corner, especially by
issuing unenforceable threats.
 Avoid reprimanding a student in front of the class, this will oftentimes escalate negative behavior.
 An idle mind is the devil’s playground!
Keep students busy with worthwhile activities.
 NEVER LEAVE CLASS UNATTENDED!
 Avoid group punishment. Only address appropriate individuals.
GENERAL DO’S AND DON’TS
DO’S
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Be positive in all interactions.
2.
Represent Lorena ISD in a positive manner.
3.
Ask for help if you need it!
4.
Use common sense.
5.
Make all decisions based upon what is best for
students.
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Follow teacher’s lesson plans.
7.
Be on time and in the classroom when
students are present.
DON’TS
1.
Use personal cell phone during class.
2.
Make comments on social media sites about
students or employees!
3.
Share information about students with
others (grades, behaviors, etc.)
EFFECTIVE INSTRUCTION
 Begin class promptly.
 Follow the lesson plans.
 Address your students personally.
 Make directions and instructions clear and concise.
 In addition to giving oral directions, write them on the board.
 State questions clearly, allowing time for students to think before
responding.
E F F E C T I V E I N S T R U C T I O N C O N T.
 Be enthusiastic and take the opportunity to teach.
 Involve as many students as possible in the lesson.
 Provide equal opportunity for all students to respond.
 Summarize each teaching segment.
 Give clear and concise instructions for assignments.
 Have some plans and activities prepared in case students finish the
lesson early or if there are no lesson plans available.
TEACHING:
METHODS, SKILLS, & SUGGESTIONS
Have you ever had difficulty teaching the material left by the permanent teacher? Following are tips and suggestions:
Brainstorming
 Brainstorming is a great way to introduce a lesson! It helps students focus their thinking on the topic presented and
helps you assess what they already know. When students are asked to brainstorm, there are a few simple guidelines:
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Don’t judge the ideas, just list them (evaluation comes later)
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Creative and original ideas are encouraged
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List as many ideas as possible in a given amount of time (2-5 minutes)
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Everyone should participate
 If students run out of ideas, help them keep thinking! After the initial list is made THEN the most interesting and
unusual ideas often come!
B R A I N S T O R M I N G C O N T.
 Examples to practice with:
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Brainstorm uses for a pencil
Brainstorm all of the things that would be in the perfect classroom
 Examples to use related to the lesson:
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… things in your home that are man-made, things that are natural
… things in the classroom that are geometric shapes
… things that live in the ocean
… what problems you might have if you came home from school
and were locked out of the house
… what might happen if an earthquake destroyed your city
… ways you can prepare for a test
… what would happen if the sun didn’t shine for a year
… what would happen if you ate all of the junk food you wanted
BRAINSTORMING CONT.
 After a list has been generated, use those ideas to advance the objectives of
the lesson (for example, if you brainstormed the consequences of eating all of
the junk food you wanted, a lesson on nutrition might follow).
 Evaluation of (judging) the brainstormed ideas should not happen during
the brainstorming. If someone says, “that won’t work” then students may stop
participating. Establish the guidelines up front – brainstorming is making a list
of possible answers/solutions/ideas.
CONCEPT MAPPING
 Like brainstorming, concept mapping can be used to introduce a topic. It can
also be used to evaluate what students have learned at the conclusion of the
lesson.
 Concept mapping involves placing a word or idea in the middle of the board
or on a piece of paper. Students then share what they know or associate with this
concept. The information is recorded with lines drawn to show how different
concepts are related to one another.
CONCEPT MAPPING CONT.
 Concept mapping can be used to review information. It requires students
to synthesize information they have read, heard, or observed and restate it in a
concise manner using key words and terms which they understand.
 With both brainstorming and concept mapping, it is essential that you, as
the teacher, cultivate a risk-free classroom environment where students are not
afraid to share their thoughts and ideas.
K - W- L
 A major challenge of substitute teaching, particularly in the upper grades, is trying to teach a subject about which you
know absolutely nothing! One method of providing a meaningful learning experience in such a situation is a K-W-L chart.
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What do I Know?
What do I want to know?
What have I Learned?
 A lesson using K-W-L would begin with the teacher listing the three letters across the top of the board. The students
generate a list of the things they know about the topic, things they want to know about the topic (students can look in textbook or at
materials to see what topics might be interesting). Then students are to use resources (such as textbook) to find out the answers
to the things other students want to know. At the end of the class period, the students and teacher complete the final column
listing what they have learned during the class.
 This activity can be done together as a class or individually.
K - W- L C H A R T
COOPERATIVE LEARNING
 Many teaching strategies and activities call for students to work together in small groups. This is
referred to as “cooperative learning.” In cooperative learning, the teacher acts as the facilitator rather
than a presenter. Students learn as they interact with and teach each other.
 Strategies for effective cooperative learning:
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Group students – have them count off or form groups based on seating arrangement. Do
not let students self-select groups. Keep the groups small – between two and five students
per group.
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State the objective and instructions for the group work. THEN have students
o Arrange themselves in a small compact group so they can see everyone (circle)
o State the assigned task to each other (to insure understanding of the objective)
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Set a time limit for the activity.
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Have students begin working together to accomplish the objective given.
COOPERATIVE LEARNING CONT.
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Use cooperative learning ONLY if the permanent teacher has used it.
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Assigning roles for each student is helpful in keeping everyone on task. Samples:
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Group leader – keeps the group on task and working toward the objective
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Recorder – records information for the group’s activities, fills out worksheets or
prepares written material
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Materials manager – responsible for obtaining and returning equipment, materials,
and supplies necessary for the activity
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Procedure director – reads instructions, explains procedures, makes sure the activity
is being carried out correctly
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Clean-up leaders – supervises the clean up of the group’s area at the end of the
activity or project
NOW GO FORTH AND
SUBSTITUTE!!!