The mission of our agency is to empower central Ohio school districts and their
students to achieve more. With your help, we can be a strong resource to
our partner school districts.
Welcome
Did you know:
Students will experience approximately 1 year of
substitute coverage in their 12 years of schooling
AESOP
AESOP is a Web-based, automated absence
management and substitute procurement system.
Aesop web address http://www.frontlinek12.com
Video tutorial link
https://help.frontlinek12.com/Sub/Videos/SubTraini
ngVideo/SubTrainingVideo.html
A phone call from Aesop
https://help.frontlinek12.com/Sub/Videos/AesopCa
llVideo/AesopCallVideo.html
Be Proactive- Jobulator
You may want to look into Jobulator, an official app
for smart phones and desktops that will notify you
of jobs that you are qualified and available for.
• Watch the video:
http://help.frontlinek12.com/Aesop/knowledgeba
se/can-substitutes-access-aesop-on-a-mobilephone/
• You can find out more information about
Jobulator and sign up for a 30-day free trial at
www.jobulator.com.
• If you have more questions, you email
support@jobulator.com.
Districts Served
The Shared Services Center – Council of Governments’ substitute teachers serve the following
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Big Walnut Local Schools
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Buckeye Valley Local Schools
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Canal Winchester Local Schools
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Delaware City Schools
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Delaware Area Career Center
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Dublin City Schools
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Educational Service Center of Central Ohio
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Fairbanks Local Schools
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Gahanna Jefferson City Schools
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Grandview City Schools
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Groveport Madison Local Schools
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Hamilton Local Schools
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Hilliard City Schools
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Licking Heights Local Schools
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Marysville Exempted Village Schools
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New Albany-Plain Local Schools
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Olentangy Local Schools
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The Metro Early College High School
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Tolles Career and Technical Center
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Upper Arlington City Schools
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Westerville City Schools
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Whitehall City Schools
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Worthington City Schools
Districts Served
Payroll
These districts arrange their own substitute payment:
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Buckeye Valley
Canal Winchester
Fairbanks Local
Gahanna Jefferson
Grandview Heights
Olentangy Local-classified only
Whitehall City Schools
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You will need to provide the same payroll information for the districts above
when you substitute in the district the first time.
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Direct Deposit Authorization and Voided Check
Tax Forms (Federal, State, City and School District)
SERS and STRS Forms
Social Security Windfall form
I-9 and Copies of ID
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Types of Substitute Teaching Licenses
OHIO TEACHING LICENSE: You can substitute in any classroom short-term and
in your licensure area long term (long term=more than 5 consecutive days)
There are two types of substitute teaching licenses: long-term and short-term.
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Long-Term Sub. Teaching License is for those who have earned a bachelor’s
degree in a subject that is taught in the public schools (chemistry, mathematics,
language arts, etc.).
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Short-Term Sub. Teaching License for those with an earned bachelor’s
degree in a subject that is not taught in the public school system (psychology,
theology, international business, etc.).
Restriction on short-term license: not able to fill in same subbing assignment for
more than five consecutive school days.
About ESC Classrooms
The ESC of Central Ohio operates 64
classrooms in School Districts
throughout Central Ohio for students
with disabilities. You can select these
schools by selecting ESC of Central
Ohio on your preference sheet.
About ESCCO Classrooms
Types of classrooms:
• Cross Categorical – special education classrooms for
students with varying needs and levels of disability
• STACK – classrooms specifically designed to the
learning needs of students on the autism spectrum
• Hearing Impaired – for students with varying levels of
hearing ability
• Emotionally Disturbed – for students with
demonstrated social and emotional problems.
• Community-Based Transition – designed to help
students learn life and career skills and transition to be
more independent post-high school
• Also offer STACK, HI and CC preschool classrooms
BEFORE YOU BEGIN...
Be Prepared:
• As time allows, you may want to assemble some teaching materials
relevant for sub assignment (worksheet, activity, etc.) in case no lesson
plan or instruction is provided. Sample web addresses:
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http://mrt.tripod.com
http://www.teacheroz.com
First Impressions:
• Dress professionally for the position you are substituting for
• Arrive 10-15 minutes before your assignment begins
• Introduce yourself to building secretary and principal if possible
• Upon arriving to the classroom, introduce yourself to your teaching
colleagues in your area.
• The principal may do a 3-5 minute walk through in your classroom
sometime during your assignment.
•Avoid being alone
with a student.
•Never touch or grab
a student.
•Never leave your
class unattended –
even for a moment.
SOCIAL NETWORKING
• BE CAUTIOUS ABOUT “FRIENDING” STUDENTS and PARENTS
of Students. Same thing goes for texting and releasing your
personal phone # or email address.
• KEY RULE OF THUMB: “Think about the unintended
consequences”
• COACHES WILL OFTEN SET UP A SEPARATE SITE FROM
THEIR PERSONAL ACCOUNTS AND HAVE THEIR TEAM
CAPTAIN(S) CONTACT THE TEAM FOR ROUTINE MESSAGES
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HANDLING THE
UNEXPECTED
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Review the procedures, /CONFIDENTIALITY
student attendance procedure, bus passes, etc
Safety, Fire & Tornado drills
Also check the schedule for the following:
• ASSEMBLIES, SPECIAL EVENT SCHEDULES
• STUDENTS WHO MAY BE AUTHORIZED TO LEAVE
CLASS FOR TUTORING
• LUNCH SCHEDULES
• SPECIAL DRESS DAYS
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THE CLASSROOM
the beginning...
• Greet students at the door---it will relieve the element of surprise
and help set the tone for the day.
• Take attendance (be sure to ask what the procedure is for recording
school attendance)
• Introduce yourself as soon as the class begins and tell them that it
is your job to make sure that their teacher’s lesson plans are
covered for the day
• Clearly articulate in writing and verbally your expectations for the
class period. Today, we will...
• It’s OK to verbally tell your students what your expectations of
behavior are---but don’t tell them a bunch of “don’ts”
• If there’s no seating chart, make one. Have students write their
name on the seating chart so that the teacher can see where his/her
students sat
the Middle...
• Follow the teacher’s lesson plans as closely as
possible.
• If there are no lesson plans, or they are not
complete, you don’t need to advertise that to
your class.
• Use physical proximity and “work the room”
• Present your lesson into “attention-keeping”
time frames (10-12 minutes is ideal)
• Most lessons consist of the introduction of the
objective the introduction of the new information,
and review/practice of that new information
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the End
• Perfect timing is hardly ever perfect...
• Good classes end with some sort of assessment
• Always collect the Teacher’s assignments,
unless you’ve been specifically directed not to
do so. Where possible, review each student’s
work before class is over and note their
progress to their teacher
• Review the objective you stated early in the
class---talk about what you’ve accomplished
• What questions/concerns/confusion do the
students have?
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NOTE TO THE TEACHER
• Include all student attendance records
• Divide the day into portions and tell the teacher
specifically what you accomplished (or didn’t) in
each portion
• Recognize students who were cooperative and
helpful. Let the teacher know specifically
incidents that might have occurred.
• Leave your contact information so the teacher
can contact you with questions or when she/he
wants you to sub again!
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Check Out at the end of the day
• Be sure to fulfill all of the check out procedures
with your building.
• Sign out—return school/classroom keys
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• SUBSTITUTE TEACHING MEANS THINKING
ABOUT CLASSROOM MANAGEMENT!
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Helpful Hints about Classroom
Management...
• Typical substitute teacher scenarios:
– Non-aggressive teachers
– Hostile teachers
– Assertive teachers
• Non-Aggressive teachers will often take a passive approach;
seem wishy-washy, unable to articulate expectation; allow
more aggressive students to run the class
• Hostile teachers respond in a manner that exacerbates
problems; controlling; negative; sarcastic; classroom
management may become a battleground
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Assertive Teacher
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Confident
Clearly articulates expectations
Treats students with respect
Proactive
Is consistent and firm
Uses an appropriate sense of humor
Builds trust
Speaks respectfully to students
Non-reactive
Body Language (eye contact, carriage, facial
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expressions)
Classroom Management
• Use proximity as a classroom management tool
– move about the room
• “With-itness”--have it! be it!
• Have a classroom “toolkit” ready for anything
• Return the classroom to the way it was at the
start of the class.
• Collect all distributed materials (calculators,
journals, lab equipment, etc.) before the class
ends.
• Discourage students from lining up at the door.
More helpful hints
• Praise in public; criticize in private
• Seven habits to avoid:
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Criticizing
Blaming
Complaining
Nagging
Threatening---especially, if you don’t follow-through
Punishing
Rewarding---when it becomes “expected” for doing what is
required
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Pushing Buttons...
• Verbal arguments---you’re never going to come
out the winner; don’t enter the game.
• Say, “I understand , but.....”
• Example, “I understand that Mrs. Jones doesn’t
normally give spelling tests on Wednesdays, but
her lesson plans tell me I have to do this. I’m
sure she’ll take care of it when she gets back.”
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Your Toolkit
• Extra Pens, Pencils, Paper
• Calculator
• Binder with maps, information about schools,
sample activities and lesson plans you’ve
prepared
• Puzzles, games, esp. word games
• Tissues; highlighters; post-it notes; bandaids;
hand sanitizer
• Other suggestions
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SAMPLE ACTIVITIES
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EXIT SLIP
KWL
WORD SCRAMBLES/PUZZLES
THREE-QUESTION QUIZ
JOURNAL ENTRIES
GRAPHIC ORGANIZERS
PAIR-SHARE
PICK A QUOTE CIRCLES
TWO-COLUMN JOURNALING
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Best to Avoid these Options
• MOVIE DAY! While this might seem like a
good idea ; 24 students in a dark room for forty
or fifty minutes is a recipe for disaster!- Stop film
every 5-8 minutes and discuss, write about it,
share something, ask questions
• INDEPENDENT READING DAY! Again, a
prolonged silent activity invites trouble. Use a
reading organizer like double-entry journal or
guided reading questions
• GIVE STUDENTS A “FREE” DAY! Ahh! Try to
give the students something that relates to their
curriculum. Leave assessment for teacher.
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RESOURCES YOU MIGHT BE
ABLE TO USE
• A three-ring binder
• Schools’ information (maps, phone numbers,
secretaries’ names; start/end times; misc. info)
• Sample activities/games/puzzles divided by
subject and level (K-3 language arts)
• Copies of paperwork (confirmation #, school
address and phone number)
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Substitute Teacher Performance
• With the best interest of the students served in our
districts:
- Administrators reserve the right to exclude substitutes from
classrooms, schools or entire districts
- Substitutes excluded from two buildings in the same district are
excluded from the entire district
- Substitutes excluded from two district within the SSC-COG
consortium are excluded from all SSC-COG AESOP districts
- Nature of performance issue(s) may exclude a substitute
immediately from an entire district or the SSC-COG AESOP
consortium
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Substitute Performance Issues
I. References:
Substitute Teacher Performance Addendum – SSC-COG
Substitute Employee Handbook
II. Performance Issues – This listing is not inclusive.
- Classroom control/management issues
- Failure to provide supervision to students at all times
- Inappropriate comments/language to students, staff or parents
- Being physically or verbally abusive towards students
- Failure to follow lesson plans as provided
- Not arriving to assigned duties on time
- Failure to show for an assignment or to provide timely cancellation
- Not arriving to assigned duties on time
- Failure to show up for an assignment or provide timely cancellation
- Cancellation of an assignment after the district’s cut-off time
- Late arrival for an assignment, leaving an assignment early
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II. Performance Issues Continued •
Use of tobacco products or electronic cigarettes in or on school facilities or
grounds
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Dismissing students early from a class period or at the end of the school
day
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Unprofessional dress, unprofessional attitude
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Inappropriate and unauthorized use of school resources including but not
limited to computers, phones
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Being under the influence of alcohol or drugs
• The SSC-Council of Governments reserves the
right to remove any substitute employee from
the AESOP system at any time, at its sole
discretion. Violation of the above examples of
performance issues could result in exclusion
from the SSC-COG immediately and for the
future.
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If you need to cancel a job that you accepted on AESOP,
who do you contact?
A. AESOP (1.800.94AESOP)
B. Email substitute@escco.org
C. School Secretary (see Substitute Employee
Handbook for contact data)
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Where can you find the payroll schedule that includes the
dates you are paid?
A. Call AESOP
B. Consult your Substitute Employee Handbook p. 17 .
C. Email substitute@escco.org.
D. Call the School Secretary.
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If your paycheck is incorrect, who do you contact?
A. Email substitute@escco.org.
B. AESOP
C. The ESC Payroll Department cogpayroll@escco.org
D. School Secretary
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Where is the Job Description for Substitutes?
A.
B.
C.
D.
You must request a copy of it from ESC.
Each school has a copy. Ask the school secretary
Consult the Substitute Employee Handbook.
There is no job description
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I want to substitute for the next school year. What do I do?
A. Email substitute@escco.org.
B. Check the ESC website (www.escco.org/subs) for
updates and announcements.
C. Read the announcements that appear when you log
onto AESOP to search for jobs.
D. Call AESOP.
E. A or D
F. B or C
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I wanted to accept a job but clicked the Reject button. How
do I “bring back” the job so I can accept it?
A. Email substitute@escco.org.
B. Call AESOP
C. Once a job is rejected it cannot be “brought back”.
Scream in agony and look for another job.
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I think I should be seeing more jobs on AESOP. What do I
do?
A. Check your AESOP home page for scheduled jobs
and non-work days. AESOP will not post jobs on the
days that you are unable to work.
B. Call the schools that you most want to serve so the
secretary can assign you to unfilled jobs.
C. Call AESOP.
D. A and B.
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How will I be notified that I’m active in AESOP and may log
onto the system?
A. You will receive phone calls from AESOP.
B. You will receive an email from the ESC HR
Department which provides your ID, PIN and an
introduction to AESOP.
C. You will receive a letter through the mail giving you
logon information.
D. A school secretary will contact you welcoming you to
the school.
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What kind of classes can you teach if you hold a short term
/ general education substitute license?
A. All classes regardless of subject or grade.
B. All classes regardless of subject or grade level, but
only in a non-teaching position.
C. All classes regardless of subject or grade, but only for
a maximum of five consecutive days.
D. Grades K-6 only.
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I want to add a district to AESOP. I click on the “Add a
district” button and nothing happens. Do I …
A. Email substitute@escco.org
B. Call AESOP
C. Call the School Secretary
D. Leave feedback for a completed job and include a
request for the district to be added to my profile.
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So, when will I be able to substitute?
• When we have your complete employment file
which includes:
– Current valid teaching or substitute teaching
license (short or long term) or educational aide
license from ODE
– Proof of completion of the annual BBP course
– Signed copy of the Handbook acknowledgement
page
– District preference form
– All appropriate fiscal and STRS/SERS forms
We owe our students the best
possible educational experience
everyday. As a substitute teacher
you are an instrumental part of
the learning experience. If you
need to complete your
background check you may do
that now. Thank you for coming.
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