Discussion Topics

1. The mission of our agency is to empower central Ohio school districts and their students to achieve more. As a substitute employee you are an instrumental part of the learning experience. We owe our students the best possible educational experience everyday and with your help, we will be a strong resource to our partner school districts.

3. Discussion Topics • School Districts Served • Understanding ESC Classrooms & Assignments • Key Information Before Entering a Classroom • Using Social Media Responsibly • Handling Unexpected Situations • Tasks for Beginning, Middle, and End of Day • Classroom Management • Helpful Hints • Substitute Teacher Performance • Summary

4. By The End of The Session You Should Be Able To… • Identify which school districts are served by the ESC-COG Substitute Consortium • Understand the Aesop system • Avoid potentially tricky situations with students inside of the classroom • Complete key tasks in the classroom throughout the day • Understand performance expectations

5. Did You Know? Students today will spend at least one full year with a substitute by the time they graduate from high school? Source: Jane Elizabeth, Post-Gazette Education Writer Sunday, January 07, 2001 http://old.post-gazette.com/headlines/20010107subs2.asp

7. Discussion Topics • School Districts Served by the ESC-COG substitute consortium • Understanding ESC Classrooms & Assignments • Key Information Before Entering a Classroom • Using Social Media Responsibly • Handling Unexpected Situations • Tasks for Beginning, Middle, and End of Day • Classroom Management • Helpful Hints • Substitute Teacher Performance • Summary

8. School Districts We Serve • Bexley City Schools • Big Walnut Local Schools • Buckeye Valley Local Schools • Canal Winchester Local Schools • Delaware City Schools • Delaware Area Career Center • Dublin City Schools • Educational Service Center of Central Ohio • Fairbanks Local Schools • Gahanna Jefferson City Schools • Grandview City Schools • Groveport Madison Local Schools • Hamilton Local Schools • Hilliard City Schools • KIPP COLUMBUS • Licking Heights Local Schools • Marburn Academy • Marysville Exempted Village Schools • New Albany-Plain Local Schools • Olentangy Local Schools • The Metro Early College High School • Tolles Career and Technical Center • Upper Arlington City Schools • Westerville City Schools • Whitehall City Schools • Worthington City Schools

9. School Districts We Serve (ctd)

10. Did You Know? The following school districts arrange their own payment of the substitute staff • Buckeye Valley • Canal Winchester • Fairbanks Local • Grandview Heights • Olentangy Local (classified only)

11. Important Reminder For districts that pay their substitutes on their own, you must provide the following information: • Direct Deposit Authorization & Voided Check or bank letter • Tax Forms: Federal, State, Local, and School District • SERS & STRS Forms • Social Security Windfall Form • I-9 • Copies of Valid Identification

13. Discussion Topics • School Districts Served • Understanding ESC Classrooms & Assignments • Key Information Before Entering a Classroom • Using Social Media Responsibly • Handling Unexpected Situations • Tasks for Beginning, Middle, and End of Day • Classroom Management • Helpful Hints • Substitute Teacher Performance • Summary

14. Did You Know? 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.

15. Understanding ESC 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 * - Classrooms available at Preschool level

16. The ESC operates special needs classrooms in school districts throughout Central Ohio. Cut off time – 2 Hours prior to the start of school Aesop Administrator Contact: Susan Cronin, susan.cronin@escco.org or Sharon Griffith,sharon.griffith@escco.org 614.445.3750 All of the ESC classrooms are listed on pages 29-31 in the ESC-COG Substitute handbook

17. Understanding Classified Assignments *This is not an exhaustive list of classified options available

18. Discussion Topics • School Districts Served • Understanding ESC Classrooms & Assignments • Key Information Before Entering a Classroom • Using Social Media Responsibly • Handling Unexpected Situations • Tasks for Beginning, Middle, and End of Day • Classroom Management • Helpful Hints • Substitute Teacher Performance • Summary

19. How does Aesop fill jobs? • The vast majority of absences are not filled over the phone but by proactive substitutes looking for and accepting jobs online. • Many districts still find value in the calls Aesop makes to fill absences, especially last-minute absences. Many districts also fill absences by going into Aesop and assigning a sub of their choosing manually, as well.

20. Aesop - Continued Frontline Website: https://www.frontlinek12.com Aesop video tutorial: Basic http://help.frontlinek12.com/Aesop/knowledgebase/substitute-web-basic-training-video/ Advanced http://help.frontlinek12.com/Aesop/knowledgebase/substitute-web-advanced-training-video/

21. A phone call from Aesop https://help.frontlinek12.com/Sub/Videos/AesopCallVideo/AesopCallVideo.html

22. Did You Know? Aesop is available on mobile devices. You can purchase Jobulator, the official app that will notify you of jobs for which you are qualified and available. http://help.frontlinek12.com/Aesop/knowledgebase/can-substitutes-access-aesop-on-a-mobile-phone/

23. Jobulator – Additional Information To learn more about Jobulator or sign up for a 30 day free trial visit: www.jobulator.com To view a tutorial visit: http://help.frontlinek12.com/Aesop/knowledgebase/can-substitutes-access-Aesop-on-a-mobile-phone/ Have additional questions? Visit: support@jobulator.com

24. 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. • Long-Term Substitute TeachingLicenseis for those who have earned a bachelor’s degree in a subject that is taught in the public schools (chemistry, mathematics, language arts, etc.). • *Short-Term Substitute Teaching License isfor 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.

26. 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. The sites listed are provided as an example only. • 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.

27. Avoid being alone with a student.

28. Never touch or grab a student.

29. Never leave your class unattended – even for a moment.

30. Discussion Topics • School Districts Served • Understanding ESC Classrooms & Assignments • Key Information Before Entering a Classroom • Using Social Media Responsibly • Handling Unexpected Situations • Tasks for Beginning, Middle, and End of Day • Classroom Management • Helpful Hints • Substitute Teacher Performance • Summary

32. Using Social Media Responsibly

33. Social Networking • Be cautious when accepting “friend requests” and “followers” from students and parents • If students and parents must contact you, consider creating a new email address specifically for that purpose • Example: JohnDoeTeaches@Outlook.com

34. Social Networking • Student information is always CONFIDENTIAL • It is inappropriate to place names and actions of students on any form of social media • Utilizing social media networks throughout the day

35. Discussion Topics • School Districts Served • Understanding ESC Classrooms & Assignments • Key Information Before Entering a Classroom • Using Social Media Responsibly • Handling Unexpected Situations • Tasks for Beginning, Middle, and End of Day • Classroom Management • Helpful Hints • Substitute Teacher Performance • Summary

36. Handling the Unexpected • It is possible that unexpected occurrences will take place- • Familiarize yourself with Safety, Fire, and Tornado Drills for the school • Become aware of student attendance procedures, student bus passes, etc

37. Handling the Unexpected - Continued When you arrive at the school, make sure that you are aware of: • Special Schedules (Assemblies, Special Dress, etc) • Students authorized to leave class for tutoring • When students are scheduled to go to lunch

38. Discussion Topics • School Districts Served • Understanding ESC Classrooms & Assignments • Key Information Before Entering a Classroom • Using Social Media Responsibly • Handling Unexpected Situations • Tasks for Beginning, Middle, and End of Day • Classroom Management • Helpful Hints • Substitute Teacher Performance • Summary

39. Tasks for the Beginning, Middle, and End of Day Thinking of your day as being broken down into three parts allows you to structure different tasks you must complete throughout the day.

40. THE CLASSROOMthe beginning... • Greet students at the door---it will relieve the element of surprise and help set the tone for the day. • 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 • Take attendance (be sure to ask what the procedure is for recording school attendance if you are not sure.) • 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

41. the Middle... • Follow the teacher’s lesson plans as closely as possible. Remember they will be ultimately held accountable for the lesson. • 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

42. 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 has been accomplished • What questions/concerns/confusion do the students have?

43. Finally: Leave a note for the teacher • Include all student attendance records • Advise them specifically what you accomplished (or didn’t) • Recognize students who were cooperative and helpful. Advise the teacher of incidents that might have occurred. If you don’t, the students will! • Leave your contact information so the teacher can contact you with questions or when she/he wants you to substitute again. 43

44. 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 and any other items from the assignment

45. Discussion Topics • School Districts Served • Understanding ESC Classrooms & Assignments • Key Information Before Entering a Classroom • Using Social Media Responsibly • Handling Unexpected Situations • Tasks for Beginning, Middle, and End of Day • Classroom Management • Helpful Hints • Substitute Teacher Performance • Summary

46. SUBSTITUTE TEACHING MEANS THINKING ABOUT CLASSROOM MANAGEMENT!

47. Classroom Management Successful substitute teachers will be able to make students feel comfortable in their classroom while remaining in control.

48. Classroom Management – Traits to Avoid Non Aggressive • Take a passive approach • Seem “wishy-washy” • Unable to articulate expectations • Allow more aggressive students to run the classroom Hostile • Responds with aggression that exacerbates the issue • Sarcastic • Negative • Controlling

49. Classroom Management – Traits to Incorporate • Assertive • Confident • Clearly articulates expectations • Treats students with respect • Proactive • Uses an appropriate sense of humor • Builds trust • Speaks respectfully to students • Non-reactive • Makes eye contact • Uses appropriate body language • Explains questions thoroughly

50. 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.