SELF‐PACED DIGITAL INSTRUCTION
Tipton County Schools Angela Christopher Instructional Designer Fall 2009
Table of Contents Substitute Teaching Orientation Tipton County Schools UNIT ABSTRACT ………………………………………………………………………………………………………………….. IDENTIFICATION OF PROBLEM …………………………………………………………………………………………... Needs Assessment Report…………………………………………………………………………………......... Process .................................................................................................................. Planning................................................................................................................. Data Collection & Results....................................................................................... Recommendations................................................................................................. Goal Analysis................................................................................................................... Final Ranking................................................................................................................... LEARNER CHARACTERISTICS..................................................................................................... CONTEXTUAL ANALYSIS .......................................................................................................... TASK ANALYSIS ........................................................................................................................ Topic Analysis ................................................................................................................ Facts...................................................................................................................... Rules...................................................................................................................... Concepts................................................................................................................ Procedures ............................................................................................................ Interpersonal Skills................................................................................................ Attitudes............................................................................................................... INSTRUCTIONAL OBJECTIVES................................................................................................... INSTRUCTIONAL SEQUENCE .................................................................................................... PRE‐INSTRUCTIONAL STRATEGY ............................................................................................. APPENDICIES Substitute Teaching Survey for Administrators ............................................................ Substitute Teacher List (example format)......................................................................
2 3 4 4 4 6 12 13 14 15 17 19 19 20 22 24 28 29 30 31 44 46 47 49
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Unit Abstract Substitute Teaching Orientation The saying is something like this; “You think being a teacher is tough, try being a substitute!” Substitute teachers are individuals who provide replacement for classroom teachers on leave or they are assigned to long‐term positions to fill temporary vacancies. Substitute teachers are often hired with little training and may be required to “learn on the job.” The proposed Substitute Teacher Orientation unit will offer instruction for the preparation of substitute teachers in the Tipton County school district.
The unit will provide important instruction about the professional role and responsibilities of a substitute teacher. The module will acquaint learners with general policy and specific expectations for employment. Upon completion, it is expected that substitute teachers will be more likely to possess the knowledge to: •
Identify and maintain district and school procedures/policies.
•
Apply appropriate teaching and behavior management strategies.
•
Recognize professional dress, communication and attitude.
The instruction is intended for an audience of newly hired substitutes in a small, rural school district. Substitute teachers have, at a minimum, a High School diploma or GED and are at least 18 years of age. They may also be retired teachers, local individuals who wish to work on a part‐time basis, or persons in need temporary work due to lay offs.
The computer‐based module is a self‐paced instructional unit. The intention is to provide participants with interactive learning activities that will promote the development of classroom management techniques and knowledge of district protocol. The unit will incorporate photos, video and interactive text. Practical ideas and resources will be provided throughout the instruction. To complete the unit, the learner will need to have access to a computer with the instruction installed (or Internet access).
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Problem Identification Substitute Teaching Orientation Tipton County Schools
Substitute teachers are individuals who provide replacement for classroom teachers on leave or are assigned to long‐term positions in order to fill temporary teaching vacancies. Initial, informal conversations with Tipton County School (TCS) district personnel suggest a small percentage of substitutes lack an understanding of job expectations and classroom management skills. Substitutes hired prior to the beginning of the school year attend a two‐hour orientation provided by the TCS central office. Substitutes hired later in the year do not have an opportunity to attend an orientation session because personnel workload does not permit time or manpower to offer a series of substitute teacher trainings throughout the academic year. The need for “any‐ time” training was confirmed by the results of a subsequent needs analysis. Tipton County Schools has requested the development of a self‐paced instructional module for newly hired substitute teachers. Given the daily need for substitutes at each of the 14 schools, and the responsibility with which they are placed, it is imperative that each substitute develops an understanding for district protocol. The instructional unit will be designed specifically for substitute teachers new to the TCS district.
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Problem Identification
PURPOSE
Tipton County School district personnel and principals have reported that some new substitute teachers lack knowledge of district and school expectations. A needs assessment was conducted in order to determine the instructional needs of the school district.
RESEARCH GROUP The research group consists of TCS elementary, middle and secondary school administrators. Stakeholders include TCS substitute teachers, school and district administrators as well as TCS students, parents and classroom teachers.
PROCESS Substitute teachers’ improved knowledge of district protocol was the expressed need of TCS. A needs assessment study was conducted to identify additional felt needs and to determine the context, perception, and extent of the instructional needs. This section describes how the study was conducted.
PLANNING TARGET AUDIENCE The target audience for the needs assessment consists of TCS school administrators. Participating TCS administrators range in age from mid 30’s to late 50’s, are male and female, and at a minimum, have earned a Master’s Degree and administrative licensure.
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Problem Identification
STRATEGY School administrators were surveyed in order to ascertain their additional felt needs and perceptions regarding substitutes’: • • •
Knowledge of district and school protocol. Ability to manage students and classrooms. Professionalism.
The administrator questionnaire consisted of five sections: 1) Three questions to collect general information [number of substitutes per week, preference, benefit of professional development]. 2) Three questions about protocol and training. 3) Nine questions on protocol and classroom management. 4) Two questions about professional clothing and grammar. 5) Open‐ended question: What do substitutes need to know or learn more about?
The questionnaire contained 17 close‐ended questions. The first set of questions was designed to gather general information regarding substitute use and preferences by TCS administrators. A 5‐point Likert type scale was used to collect perceived performance data via the second, third and fourth sets of questions. In each section, administrators were asked to rate their responses for NEW substitute teachers (5 = Extremely Well; 1 = Not at all). The final, open‐ended question was designed to collect data on felt needs that may have been overlooked in the earlier questions. Each section concludes with a text box for additional comments or concerns.
ANALYSIS During planning, it was determined that frequency counts would be used to analyze the needs assessment data for closed‐ended questions. Comments and open‐ended responses would be categorized under existing needs or if necessary, new categories would be identified.
PARTICIPANTS Assistant principals (from elementary, middle and high schools) who conduct substitute teacher interviews were selected as participants. One administrator from each of the district schools (14) was invited to complete the survey.
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Problem Identification
DATA COLLECTION
PARTICIPANT SAMPLE At the time of the survey, there were 49 school
TCS ADMINISTRATORS Total Invited Returned
49 14 12
administrators working in Tipton County Schools. One 29% 86%
administrator from each of the 14 schools is responsible for interviewing potential substitute teachers for the district. These 14 administrators were selected as the participant
Table 1: Survey Distribution and Return
sample. The sample represents approximately 29% of the total TCS Administrators.
DISTRIBUTION AND COLLECTION Email addresses were obtained for the 14 administrators and they were each emailed a link to the questionnaire on Monday, September 28, 2009. The survey was administered via a Google docs online form. See Figure 1 for a copy of the original email and Figure 2 for a screen capture of the online Administrator Survey. See Appendix A for the complete survey.
Figure 1: Email inviting administrators to participate in needs assessment survey.
Figure 2: Google docs, online Administrator Survey
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Problem Identification
It was explained, via email, that a computer based instructional unit was being designed to provide training for new substitute teachers in Tipton County. Participants were invited to complete the online survey and share their opinions about substitute teacher knowledge and performance. Furthermore, participating administrators were asked to complete the survey anonymously no later than 5:00 the following Thursday, October 1st. Thursday evening, nine surveys had been returned. A second email was sent to the participant sample on the morning of October 1st to remind the administrators to complete the survey. Following the second email, one additional survey was returned. A third and final email was sent on Friday morning and resulted in a total of 12 completed surveys, 86%.
SUBSTITUTE TEACHER QUESTIONNAIRE for Administrators GENERAL INFORMATION The number of substitute teachers
needed
varies
among the 14 Tipton County schools. One respondent listed using 0‐1 substitutes per week while the remaining respondents reported that they need four or more substitute teachers per week. Forty‐two administrators
percent
of
responded
that their schools require more than 10 substitute teachers during an average Figure 3: General Information, Substitute Teacher Survey for Administrators
school week. Furthermore, 83% of administrators report that, when available,
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Problem Identification
they have a preference for specific substitutes. The high frequency of principals who prefer specific persons indicates that there may be common characteristics of a quality substitute teacher. All participating administrators indicated that new substitute teachers would benefit from instructional training. The response frequency rates are shown in Figure 3. PROTOCOL AND TRAINING Twenty‐five percent of respondents believe that substitute teachers are less than somewhat knowledgeable about TCS expectations, while 42% responded that substitute teachers are more than somewhat knowledgeable about expectations. Administrators reported similarly for school procedures; they reported 42% of substitutes are less than somewhat knowledgeable and 50% more than somewhat knowledgeable. All of the respondents indicated that newly hired substitute teachers would benefit from professional development/training. While only four administrators wrote additional comments/concerns, the comments were related to substitutes’ lack of understanding about their role and/or professional behavior. See Figure 4. How knowledgeable are NEW substitutes about…
Not at all
Tipton County’s expectations for working as a substitute teacher? The substitute procedures for your school? Would newly hired substitute teachers benefit from participating in professional development/training
Somewhat
Extremely
0
3 25%
4 33%
5 42%
0
0
5 42%
0
6 50%
1 8%
YES 12 100%
NO 0
General Comments/concerns 1.
Substitutes that are interviewed at BMS have an understanding of BMS procedures. Those interviewed by different school administrators do not. Substitutes seem to have the opinion that they are just babysitting ‐ that is not the case. A training session would alleviate that opinion.
2.
Substitutes are briefed about our school‐specific procedures during the interview process. We use subs that have been interviewed by administrators across the district so the expectations are generalized.
3.
Professional development/training would depend on the person preparing the training.
4.
Substitutes need to understand that cell phones, eating in front of learners and singing gospel music is not professional etiquette for school leaders.
Figure 4: Protocol and Training Questions
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Problem Identification
PROTOCOL AND CLASSROOM MANAGEMENT Of the eight questions on protocol and classroom management, the highest favorable response rate of 67% (more than somewhat) occurred for questions regarding the safety and respect with which substitute teachers care for their students. A high response rate suggests that substitutes generally are not lacking in these two areas. The lowest response rates (less than somewhat) occur in questions related to school protocol. Only 50% of respondents reported that substitutes are more than somewhat knowledgeable about school wide procedures. To further support these findings, 58% of administrators reported that substitute teachers “somewhat” teach the lessons provided by absent teachers. When asked about new substitutes’ speaking professionally with administrators and others, responses varied between 17% marked as “less than somewhat, ” 25% selected “somewhat,” 25% “more than somewhat” and the final 17% reported that substitutes speak “extremely” professionally. Between 75% and 100% of administrators believed that these categories are necessary for substitute teachers to succeed. See figure 5. Do NEW substitute teachers… Maintain the routines and procedures of the school and classroom? Teach the lessons provided by the absent teacher? Speak professionally with administrators and others? Ask relevant questions of building teachers and staff? Complete written reports for the school and teacher? Keep students safe in an emergency? Treat students with respect? Manage classroom behavior?
Not at all
Somewhat
Extremely
0
0
5 42%
6 50%
1 8%
0
1 8%
7 58%
3 25%
1 8%
0
2 17%
3 25%
3 25%
4 33%
0
2 17%
5 42%
3 25%
2 17%
0
5 42%
3 25%
2 17%
2 17%
0 0 0
1 8% 1 8% 2 17%
0 0 3 25%
8 67% 8 67% 6 50%
3 25% 3 25% 1 8%
Figure 5: Protocol and Classroom Management Questions
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Problem Identification
…PROTOCOL AND CLASSROOM MANAGEMENT CONTINUED
The ninth question about protocol and classroom management required administrators to select, from a list, all of the skills they believe are necessary for substitute teachers to be successful. One hundred percent of respondents indicated that substitutes should maintain the routines and procedures of the school and classroom, keep students safe in an emergency, treat students with respect and manage classroom behavior. Seventy‐five percent reported that it is necessary for substitutes to teach the lessons provided by the absent teacher and 92% agree that substitutes should speak professionally with administrators and others. Eighty‐three percent of the administrators reported substitutes should ask relevant questions of teachers and staff as well as complete written reports for the school and teacher. None of the respondents left additional comments regarding skills they believed necessary for the success of substitute teachers. Three individuals left general comments to indicate administrators believe that overall, substitute teachers do well in their schools. One comment suggests substitutes “who have difficulty are the ones trying to be the students’ friend and lack classroom management skills.” Which of the following are absolutely necessary for substitute teachers to succeed? Check all that apply. Keep/maintain the routines and procedures of the school and classroom?
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100%
Teach the lessons provided by the absent teacher?
9
75%
11
92%
Speak professionally with administrators and others? Ask relevant questions of building teachers and staff?
10
83%
Complete written reports for the school and teacher?
10
83%
12
100%
Keep students safe in an emergency? Treating students with respect
12
100%
Manage classroom behavior?
12
100%
Other
0
0%
General Comments/concerns For the most part ‐ subs are doing a great job. All the above are instrumental in the success of a sub. The subs who have difficulty are the ones trying to be the students friend and lack classroom management skills. Figure 6: Ranking of Instructional Topics
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Problem Identification
PROFESSIONAL CLOTHING AND GRAMMAR The majority of respondents consider professional clothing (58%) and correct grammar (67%) to be extremely important characteristics for substitute teachers. See figure 7. When working as a substitute teacher, how important is… Not at all Professional clothing? Correct grammar?
0 0
Somewhat
Extremely
1 8% 0
1 8% 1 8%
3 25% 3 25%
7 58% 8 67%
Figure 7: Professionalism Questions
OPEN ENDED QUESTION Responses to the question: “What would you like substitute teachers to know or learn more about?” support the expressed need of the district. Administrators indicate that substitute teachers need to know more about school and district policies and protocol. See figure 8. What would you like substitute teachers to know or learn more about? 1. 2. 3.
We have a sheet pertinent to our school that we give substitutes. Documenting a note of exactly what happened during the school day. Be specific about individual's behaviors. How to handle emergency situations.
Figure 8: Open Ended Question
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Problem Identification
RECOMMENDATIONS
Although the majority of substitute teachers perform their jobs satisfactorily, the needs analysis indicates administrators believe new substitutes would benefit from professional development or training. In other words, adequate substitute teacher preparation is necessary to provide for consistency in schools.
A self‐paced instructional unit will be designed to provide instruction in the following areas: 1. 2. 3.
TCS/school substitute procedures and policy. Appropriate teaching and behavior management strategies. Professional dress, communication and attitude.
In order to design appropriate instruction to meet area 1, the designer will collect additional information regarding specific substitute policies and procedures from the TCS Central Office and district schools. Data from administrators indicate expectations and procedures may vary from school to school. It is recommended that the TCS webpage include a list of schools and links to substitute protocol and information by school. Instruction for the subsequent areas 2 and 3 will represent best practices as identified by TCS and the subject matter expert (SME).
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Problem Identification
AIM STATEMENT
The overall purpose of the Substitute Teaching Unit is prepare substitute teachers in Tipton County Schools (TCS) to follow school district protocol and manage classrooms effectively.
PARTICIPANT GOALS Substitute teachers will:
Step 1: SET GOALS
Step 2: REFINE GOALS
Follow all policies, rules and procedures. Identify a substitute’s role and responsibilities. Complete written reports for the assigned school. Display professionalism. Communicate professionally with school staff and appropriate others. Maintain, as altogether possible, the routines and procedures of the assigned school and classroom. Teach the lesson(s) provided by the absent teacher. Maintain student safety. When appropriate, consult with administrators and building teachers.
FOLLOW PROTOCOL (policy & procedures)
Identify general student characteristics: physical and cognitive, by age/grade levels. Demonstrate an understanding of general classroom and behavior management. Apply appropriate teaching strategies Recognize appropriate lesson plans and delivery. Manage student and classroom behavior.
Identify the characteristics of students: physical and cognitive, by age/grade levels.
Identify TCS substitute procedures and policy.
Recognize professional dress, communication and attitude.
Maintain, as possible, the routines and procedures of the assigned school and classroom.
MANAGE CLASSROOMS EFFECTIVELY
Apply appropriate teaching & behavior management strategies.
Original goals were divided into two groups: “Follow Protocol” and “Manage Classrooms Effectively.” Goals were then grouped by similarities and combined into five overall goals. 13
Problem Identification
RANK GOALS
Goals were ranked according to priorities described during initial conversations with Central Office personnel. The goal mentioned most frequently related to “rules” or protocol and the second most frequently mentioned concern correlated with classroom management strategies.
1.
Identify TCS substitute procedures and policy.
2.
Apply appropriate teaching and behavior management strategies.
3.
Identify the characteristics of students grades K‐12 (cognitive, physical, emotional).
4.
Recognize professional dress, communication and attitude.
5.
Maintain, as possible, the routines and procedures of the assigned school and classroom.
FURTHER REFINEMENT and FINAL RANKING OF GOALS
Goals one and five were combined as general policy/procedures. Goal three was dropped due to breadth of the instructional unit. 1. Identify and maintain TCS/school substitute procedures and policy. 2. Apply appropriate teaching and behavior management strategies. 3.
Recognize professional dress, communication and attitude.
RECOMMENDATIONS
The second refinement of goals indicates a direction and focus for the instructional unit. In order to design appropriate instruction to meet goal 1, the designer has collected additional information regarding specific substitute policies and procedures from the TCS Central Office and district schools. Initial data from administrators indicate expectations and procedures may vary from school to school. It is recommended that TCS include, on its webpage, a list of schools and links to substitute information by school. Instruction for the subsequent goals 2 and 3 will be grounded in best practices as identified by TCS and the SME.
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Learner Characteristics Learner Analysis The instructional unit will target adult learners seeking employment as substitute teachers in Tipton County Schools. Learners will be interested in obtaining knowledge and skills that will assist them not only in securing employment but also in performing well in their new roles as substitute teachers.
GENERAL CHARACTERISTICS
GENDER While the majority (% unknown) of TCS teachers and substitutes are predominately female, both genders will be represented throughout the instructional unit. AGE Participants range in age from 18 to early retirement age (60+). EDUCATION Initial conversations with district personnel indicate that the majority of substitute teachers have high school diplomas or general education equivalents (GED). Some substitutes are recent teacher education graduates interested in obtaining regular teaching positions and a few others are retired teachers with degrees in the field of education. WORK EXPERIENCE The substitute pool is diverse in background and work experience. While the greater part of the substitute pool has blue‐collar work experience, some substitute teachers are retired teachers and others have had professional careers and currently want to work part‐time. ETHNICITY Substitute teachers in TCS are white and African American with the majority predominately being white. Both ethnic groups will be represented within the instructional unit.
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Learner Characteristics
PREREQUISITE COMPETENCIES
COMPUTER SKILLS The unit is computer based therefore the learner must possess basic computer operating skills. If individuals lack basic computer skills a short “pre‐training” may be necessary in order to complete the instructional unit.
READING LEVEL A minimum of a high school (12th grade) reading level is expected.
MATH ABILITIES Mathematical knowledge will not be vital to the completion of this instructional unit. ATTITUDE and REQUIRED ATTENDANCE The attitude of participants may be mixed. Some individuals will be eager to learn in order to be successful as substitute teachers. Others may view the unit a means to an end. It is expected that an open attitude toward learning will result in the transfer of new knowledge and skills.
LEARNING STYLE
Participants’ learning styles are difficult to determine due to a range in age, education and experience. The unit will be designed to meet a variety of learning styles including but not limited to auditory, visual, inductive and deductive processes. The participant group will consist entirely of adult learners and while highly motivated to learn, they are likely to expect the unit to improve their work experience and make good use of their time.
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Contextual Analysis Substitute Teaching Orientation Context plays an important role in developing an instructional unit. The context, i.e. environment, influences all aspects of participant learning.
ORIENTING CONTEXT
LEARNER GOALS Learners will participate in the instructional unit as part of the hiring process for Tipton County Schools. It is expected that learners will be motivated to complete the unit and will want to perform well on the assessments.
LEARNER PERCEPTION Learners are likely motivated to acquire the necessary knowledge and skills to successfully perform their job as substitute teachers. Word of mouth is also important in a small school district and substitutes should be aware that reputation is important. Informal conversations with new substitute teachers indicate an apprehension of the unknown. Participation in the unit should alleviate some unknown variables. Unknowns include substitute procedures, administrative expectations and methods to manage disruptive student behavior.
ACCOUNTABILITY Substitute teachers who have not attended a district wide training will be required to complete the self‐paced instructional unit.
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Contextual Analysis
INSTRUCTIONAL CONTEXT
INSTRUCTIONAL ENVIROMENT Substitute teachers will be able to complete the self‐paced, computer‐based unit at the TCS Technology Training Facility during regular business hours. The facility, consisting of 15 computer stations, will open during the 2009‐2010 academic year. Should TCS choose to make the unit web‐based, participants will be able to complete the unit in the comfort of their home or in a public library or computer lab.
TRANSFER CONTEXT
TRANSFER AND PRACTICE The instructional unit will include school and classroom scenarios. Incorporating examples drawn from classroom life will prepare participants to make informed decisions about protocol, teaching and management.
SUPPORT Substitute teachers, especially those new to the field, will need support from the central office in the form of easily accessible information; i.e. district and school protocol. Participants will also benefit from support in the schools they service. School administrators might assign a staff member the responsibility of providing new substitutes with a tour of the building and other necessary information. Teachers on leave might also include the name of a “teacher buddy” who would be willing to answer questions and assist if necessary.
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Task Analysis Purpose The task analysis defines the content and organization of the unit. It provides and outline for instruction in TCS policy, classroom management and professionalism for substitute teachers.
TOPIC ANALYSIS Data from the needs assessment suggests three primary areas for instruction: TCS policy/procedures, classroom management and professionalism. Of the three methods from the MRK (Morrison, Ross, & Kemp) Model a Topic Analysis was used to outline the instructional content for the substitute teacher unit. A procedural analysis and/or critical incident analysis may be beneficial for a future unit focusing specifically on the nuances of classroom management. The topic analysis was conducted via review of the Tipton County Schools Substitute Teacher Handbook (2008), Substitute Teacher Rating Scale (2009), and the knowledge base of the instructional designer/subject matter expert. Additional subject matter experts (principals and a TCS Supervisor) will review the task analysis for final recommendations and approval.
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Task Analysis
FACTS 1. A Substitute Teacher is a person hired as a temporary teacher to teach and manage a school class when the usual teacher is unavailable; e.g., because of illness, personal leave, or other reasons. a. Minimum requirements: i. High School diploma or GED ii. 18 years of age to sub in grades K‐8 iii. 21 years of age to sub in grades 9‐12 2. Substitute list: substitute applicants are interviewed as the need arises and the Central Office provides an updated list of approved substitutes to each TCS principal. a. After completion of an interview, the applicant’s file will be reviewed and if approved, the applicant’s name will be placed on the substitute list. b. The substitute list will include the substitute’s address, telephone number, school preferences and educational training. c. Revised substitute lists are distributed at each of the principals’ meetings. d. There is no renewal procedure; all names remain on the list. e. Removal from substitute list: i. Names will only be removed for sub‐par performance. ii. Names will also be removed at the request of the substitute teacher. 3. Pay Rate: Substitutes working on a day‐to‐day basis are paid $60.00 per day. a. Pay Checks are mailed to the address on file with the TCS bookkeeping department. b. Pay Checks: are mailed twice a month (15th and 31st). c. Upon expiration of a regular teacher’s sick leave, the TCS Board of Education is required to employ a certificated substitute teacher. The certificated substitute will be paid on the basis of training and experience. 4. Work Hours: Substitutes work the same schedule as the certified teachers at the assigned school. a. Substitutes should check with the principal or school secretary for specific reporting time. b. The regular school day is 7:45 a.m. to 3:15 p.m.
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Task Analysis
5. Dress code: Substitute teachers will present a professional appearance, which will serve as an appropriate role model for students. 6. The Substitute Teacher’s Guide will be available in an easily identifiable location in each classroom. The Substitute Guide will contain the following: a. A class roll/roster to provide the names of all current students enrolled in the absent teacher’s class(es). b. Seating Charts will provide “maps” of students’ assigned seats. c. Bell or class schedule. d. Detailed instructions about the classroom routine, lunch, breaks, specialty classes, etc. e. Detailed plan (lesson plans) of what is to be done in each class, which materials to be used, where to find materials and equipment, etc. f. Names of at least two students per class who can be counted on to give information or provide assistance. g. Name of another teacher who can provide assistance if necessary. h. Three days worth of extreme emergency plans should also be located in the principals’ office. 7. Important terms/vocabulary for substitute teachers: a. Certificated Substitute: a licensed teacher employed as a substitute teacher. b. Classroom Management: the process of making sure that a classroom runs smoothly; activities are well planned and organized, supplies are ready, rules/procedures/consequences are established and disruptive behavior is prevented. c. Classroom Procedures: methods for completing particular activities or specific daily routines. d. Classroom Rules: general expectations for student behavior. e. Corporal Punishment: punishment designed to inflict physical pain (spanking, slapping, pinching, prolonged physical postures, etc). f. Day‐to‐day substitute: a short‐term substitute teacher requested one day at a time.
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Task Analysis
g. Interim Substitute or long‐term substitute: the substitute teacher fills in for an extended absence such as a teacher on maternity leave. h. Lesson Plan: an outline of goals/objectives and learning activities and assessments designed to help students achieve those goals. i.
Principal: the educator who has chief administrative authority for a school. He or she reports to the director of schools.
j.
Substitute Guide: a collection of information and plans provided by the regular classroom teacher in the event that a substitute is necessary. The guide (folder or notebook) should be available in plain site.
k. Transitions: switching from one activity to another. Transitions, if not carefully planned can be an opportunity for disruption and loss of instructional time.
RULES 1. Report any unauthorized student absence to the office immediately; i.e. a student leaves class without permission, does not return from the restroom or lunch. 2. Collection of Money: a. When money collection is required, the classroom teacher may leave detailed procedures. If none are available, substitutes should obtain procedures for handling the collection of money from the school office (principal or assistant principal). b. Carefully follow the school’s procedure for handling any monies, such as collections for school pictures, lunch money, etc. c. All money collected for any purpose should be taken to the school office immediately. 3. Instruction: consult with the school principal, department head/team leader before beginning any activity or procedure that strays from the regular teacher’s plans. 4. Grades: a. A substitute should not grade papers unless specifically directed to do so by the teacher or principal.
22
Task Analysis
b. Students’ papers should be collected and left in an appropriate place for the regular teacher. c. If the principal or teacher directs a substitute to grade papers, the substitute should not enter grades in the grade book. 5. Homework: day‐to‐day substitutes should only assign homework planned by the regular classroom teacher. 6. Discipline: It is the substitutes responsibility to maintain appropriate control of students assigned to him/her at all times. 7. Do NOT administer corporal punishment. Any bodily contact is NOT permitted. 8. The substitute is responsible for leaving a written report for regular teacher. Some schools may require the completion of a specific form. If no form is provided, substitutes should leave a detailed written description of the day (assignments completed, student behavior, questions, etc). 9. Unacceptable Actions/Behavior a. Eating in the classroom while children are present. b. Working on any personal projects or hobbies. c. Reading personal books, magazines, etc. d. Using the telephone for anything other than emergencies (includes personal cell phones). e. Leaving the classroom unattended. f. Retaliation of any kind against students (mental, emotional, physical). g. Physical contact with student (e.g., Do not grab and attempt to physically take a student to the office if they refuse to go with you. ). h. Engaging in discussion of students’ personal lives. Any personal information obtained through accidental means must remain confidential.
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Task Analysis
CONCEPTS 1. Professionalism a. Accept substitute assignments. b. Do not cancel unless it there is an unavoidable emergency. c. Arrive on time (early is best). d. Adhere to lesson plans and abide by any instruction or directive from any school administrator, or their designee. e. Meet or exceed all expectations. f. Be cordial and professional in all interactions and communications. g. Keep student information confidential. h. Do not discuss school staff or students with others (teachers, parents, members of the community, etc.). i.
Leave a written report for the regular teacher.
j.
Before leaving, check with the school office to see about reporting for the next day.
2. Professional Dress and Appearance Professional appearance is important for a successful learning and working environment. Professional appearance in clothing, grooming and attitude also encourages high student and staff performance. Professional attire includes collared shirts, slacks, dress coordinates, suits, dresses, and ties. Unacceptable attire includes: o Clothing and/or accessories prohibited in the student dress code; o Sunglasses or hats inside the building; o Short skirts and dresses above the knee; o Shoe thongs, flip‐flops or slippers; o Athletic wear, unless substituting in a physical education class or event; o Inappropriately sheer or tight clothing; o Clothing that inappropriately exposes the stomach, buttocks, back or breasts.
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Task Analysis
3. Classroom Management Well‐understood procedures are the key to a calm classroom. a. Arrive in time to locate information about the regular teacher’s routines and procedures for distributing work & supplies, sharpening pencils, transitioning from one class/subject to the next, lining up, etc. b. If procedures cannot be located, find a trusted student or adult to ask. c. If no procedures can be found, think through the best scenario for each activity and explain your expectations clearly to the class. 4. Behavior Management & Discipline A safe and orderly environment is first priority. Good classroom organization, interesting activities and well‐understood procedures promote good behavior. The substitute should be firm, sincere and above all, fair when dealing with deviant behavior. Keep students busy! Problems do not occur nearly as often when students are on‐task. a. Appropriate Control Administrators want to see students working and learning. They do not want to see a classroom full of students chatting idly, horse playing, etc. while the sub reads a newspaper. b. The best discipline is preventative discipline. i. Let the students know that you are in charge; be firm in following the classroom rules. ii. Wait for student attention before speaking. Inform the students that you are waiting for their attention (use visual or verbal cues). iii. Maintain a low, firm voice. A quiet voice often accomplishes more than shouting. iv. Make your expectations clear before each activity or transition (behavior, acceptable noise level, etc.) v. Follow the seating chart. vi. Reward positive behavior with comments and smiles. vii. Correct inappropriate behavior.
25
Task Analysis
1. Move to stand beside a student creating a problem (excessive talking, off task, etc.). 2. When possible, speak with misbehaving students privately. 3. Be consistent. c. Use your best judgment when problems occur. d. Refer all serious problems to the office i. Consistent deviant behavior, which continues to disrupt the learning environment. ii. Cursing iii. Fighting e. Refrain from verbal abuse. f. Do NOT administer corporal punishment. Any bodily contact is NOT permitted. g. Supervise students at all times. Do not require any student to remain in halls or other areas where they would not be under direct supervision. h. Review the classroom teacher’s discipline plan. Discuss discipline options with teachers in the school. Find out what methods are available. 5. Skill Development To support substitute teachers growth and improvement in instruction and classroom management, the following may occur: a. As time permits, school administrators will observe substitute teachers and make recommendations or suggestions. b. Substitutes may be invited to attend in‐service activities held at local schools. c. Independent learning: i. There are a number of websites and magazines available for substitute teachers. ii. Talk with experienced substitutes about their successes. Ask for suggestions and recommendations.
26
Task Analysis
6. Evaluation a. Substitutes are evaluated informally. b. Principals or supervisors are to report in writing to the Central Office unsatisfactory performance of a substitute teacher. c. A formal report of unsatisfactory performance may result in a substitute being removed from the approved list. 7. Sexual Harassment of Students – STU 1745 a. Sexual harassment activity toward any person will not be tolerated. b. Sexual harassment is defined as conduct, advances, gestures or words of a sexual nature which: i. Interferes with the student’s work or educational opportunities. ii. Creates an intimidating, hostile, or offensive learning environment. iii. Implies the submission to such conduct is made an explicit or implicit term of receiving grades or credit. iv. Implies that submission to or rejection of such conduct will be used as a basis for determining the student’s grades and/or participating in a student activity. c. Victims will report sexual harassment to the proper school authorities. i. Confidentiality will be maintained. ii. No reprisals or retaliation will occur as a result of good faith reporting of such charges. d. Investigating alleged sexual harassment conduct: i. All circumstances will be investigated, including the nature of the conduct, the context in which the alleged conduct occurred. ii. The director or a designee will be responsible for investigating all sexual harassment complaints. iii. If satisfactory resolution of the complaint is not reached, the person may appeal the matter to the director and ultimately, to the school board.
27
Task Analysis
8. Child Abuse – Board Policy 6,409 All substitute teachers shall be alert for any evidence of child abuse or neglect. If abuse is suspected, report to the principal immediately.
PROCEDURES 1. General Job Responsibilities a. Report to the school principal or school secretary upon arrival at the school building. b. Oversee student behavior in class, during lunch and at recess. c. Instruction: i. Check with the principal to see if there are any special instructions or expectations for the day (field trip, assembly, fire drill, money collection, new students, etc.) ii. Teach the lessons provided by the absent teacher. iii. The teacher’s plans should be followed as closely as possible unless directed otherwise by the principal. d. Maintain the established classroom/school routines and procedures. e. Student Attendance: i. Keep an accurate record of student attendance. ii. Report any unauthorized absence to the office immediately. iii. Make informal checks after breaks, lunch and specialty classes. f. Report, in writing, the day’s activities at the conclusion of each teaching day. The school secretary should provide the substitute with a form for the written report. g. Follow all policies, rules, and procedures to which regular teachers are subject. h. Exhibit good teaching practice. 2. School specific procedures Look for written information about school procedures. If necessary, speak with a school administrator, or appropriate staff, about the correct procedures for handling the following: a. Money collection i. Writing receipts
28
Task Analysis
ii. Handling checks vs. cash iii. Making change iv. Turning in money to the office b. School wide emergency procedures (tornado, fire, intruder, etc.) c. Classroom emergency (injured student, severely disruptive students, etc.) d. Sick students 3. Before leaving for the day a. Leave a written report for the regular teacher. Include the following: i. Material/work covered or taught. ii. Plans and assignments for the next day. b. Check with school officials to see if you should return the next day. c. Return all keys, etc.
INTERPERSONAL SKILLS Personal Traits of a quality Substitute Teacher 1. Adaptable Temperament The substitute teacher will demonstrate: a. The ability to perform a variety of duties; change from one task to another without loss of effectiveness or composure. b. Responsibility for the direction, control, or planning of a learning activity. c. Professional interaction with students. d. The ability to make generalizations, evaluate and make decisions based on external information. (e.g. the classroom is getting loud, students are finished with their assignment therefore the sub should give additional assignments). 2. Pleasing and appropriate voice 3. Correct grammar 4. Clear communication of ideas
29
Task Analysis
Attitudes 1. Professional Attitude; substitute teachers are not “babysitters.” 2. Genuine interest in students and people. 3. Enthusiasm for learning and teaching. 4. Sensitivity in working with others. Task Analysis References DESIGNER/SUBJECT MATTER EXPERT: Angela Christopher SUBJECT MATTER EXPERT: Harvey Witherington, Supervisor of Career Technical Education Tipton County Schools. (2008). Substitute Teacher Handbook. Tipton County, TN. Tipton County Schools. (2009). Substitute Teacher Rating Scale. Tipton County TN.
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Instructional Objectives Purpose
Instructional objectives identify the knowledge and skills necessary to solve a performance problem. The instructional objectives serve to organize the instruction, guide the learner and provide a framework to evaluate the learning. The following objectives are necessary to accomplish the goals of the substitute orientation unit. The content and performance for each objective are categorized according to Merrill’s expanded performance‐content matrix model (Merrill (1983), as cited in MRK p. 121) and are followed by the initial strategy, generative strategy and test items.
31
Instructional Objectives
TERMS AND VOCABULARY FOR SUBSTITUTE TEACHERS
OBJECTIVE 1
Given a list of substitute teaching terms, the learner will match the terms with the correct definitions. Performance Classification Fact
Recall X
Application
INITIAL PRESENTATION: Each term and definition will be presented as it becomes relevant to the content. Text and visual examples such as graphics and video will be utilized where appropriate.
Concept Principle/Rule
CLASSIFICATION: Fact PERFORMANCE: Recall
Procedure
GENERATIVE STRATEGY: (Recall/Review) The learner will be presented with
Interpersonal Skill Attitude
repetition of terms and definitions throughout the introduction of the unit. The learner will also have opportunities for mental practice, e.g. “Which term describes a substitute teacher who fills a two month appointment for a teacher on maternity leave?” After a three second wait time, the learner would be presented with the correct answer (Interim Substitute).
TEST ITEMS: Read through the following list of terms and match the term with the correct definition.
TERM
ANSWER DEFINITION
Substitute teacher Day to day substitute
f e
a. b.
Interim substitute Certificated Substitute
d a
c. d.
Principal Substitute List
b g
e. f.
g
A licensed teacher employed as a substitute teacher. The educator who has chief administrative authority for a school. He or she reports to the director of schools. The general daily schedule left by the classroom teacher for the substitute. The substitute teacher fills in for an extended absence such as a teacher on maternity leave. A short‐term substitute teacher requested one day at a time. A person hired as a temporary teacher to teach and manage a school class when the usual teacher is unavailable; e.g., because of illness, personal leave, or other reasons. Names and contact information of approved substitutes eligible for work in district schools.
Read through the next list of classroom terms and match the term with the correct definition.
TERM
ANSWER DEFINITION
Classroom Management
d
a.
Classroom Rules
c
b.
Classroom Procedures Corporal Punishment
h g
c. d.
Lesson Plan
a
e.
Substitute Guide Transitions
b e
f. g.
h.
An outline of goals/objectives and learning activities and assessments designed to help students achieve those goals. A collection of information and plans provided by the regular classroom teacher in the event that a substitute is necessary. The guide (folder or notebook) should be available in plain site. General expectations for student behavior. The process of making sure that a classroom runs smoothly; activities are well planned and organized, supplies are ready, rules/procedures/consequences are established and disruptive behavior is prevented. Switching from one activity to another. Transitions, if not carefully planned can be an opportunity for disruption and loss of instructional time. Maps of students’ assigned seats. The intentional infliction of physical pain as a method of changing behavior. Examples include spanking and painful body postures. Methods for completing particular activities or specific daily routines.
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Instructional Objectives
TCS POLICY AND PROCEDURES
OBJECTIVE 2
Given three substitute teacher application scenarios, the learner will choose the applicant eligible for hire. Performance Classification
Recall
Application
Fact
through text, audio and screen captures of the employment application.
Concept Principle/Rule Procedure
Interpersonal Skill Attitude
CLASSIFICATION: Rule PERFORMANCE: Application INITIAL PRESENTATION: Employment requirements will be presented
X
GENERATIVE STRATEGY: (Integration/generate example) The learner will be presented with characteristics of qualified and unqualified substitute applicants (age & education). Given a list of characteristics, the learner will generate an example of an eligible applicant by clicking and dragging examples to a “qualified” category. When the practice question is completed correctly, the examples will build a visual graphic (ideal sub).
TEST ITEM Read the following three scenarios and choose the person who is eligible for hire as a TCS substitute teacher. o Jessica
Jessica is 19 years old and expects to finish the requirements for a GED later this year. She has always wanted to become a teacher and she wants to take teacher education classes at the local community college. To gain experience working with children, she has applied to work as a substitute teacher.
Jason
After finishing high school, Jason attended two years at a Junior College. While in his early twenties, Jason worked at a local restaurant. The restaurant recently closed and Jason is unemployed. Having helped out at home with his younger brothers and sisters, Jason thinks he might succeed as a substitute teacher.
o Mae Mae is 42 years old and loves children. She has worked in a daycare, her church nursery and volunteers as a Girl Scout leader. Although Mae quit high school at 17, she is smart and great with kids. Mae has been looking for part‐time work and her family has suggested that she apply to work as a substitute teacher. ANSWER Jason is over the age of 18 and he also has the necessary high school diploma/GED requirement.
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Instructional Objectives
OBJECTIVE 3
Given a scenario and a statement about adding, changing, or removing contact information from the substitute list, the learner will label the statement as true/false. Performance Classification
Recall
Application
Fact
substitute list and procedures.
Principle/Rule
Interpersonal Skill Attitude
INITIAL PRESENTATION: The learner will be presented with a description of the
Concept
Procedure
CLASSIFICATION: Procedure PERFORMANCE: Application
X
GENERATIVE STRATEGY: (Integration/paraphrase) Provided with examples and a procedural question, the learner will mentally paraphrase the procedures and/or rational for adding, changing or removing contact information from the substitute list. Example: “ James is employed as a substitute teacher and he recently purchased a new home. He will be moving from his apartment in two weeks. It is important for James to contact TCS to change his address because…” After a wait time of 3‐5 seconds, the learner will be presented with a correct response.
TEST ITEMS: Read the scenarios below and mark the following statements as true or false.
A.
After completing an application and an interview, you have been hired as a substitute teacher. Your name and contact information (address, phone number, school preferences) will be included on the updated substitute list at the next principals’ meeting. True o False ANSWER: True Approved names are added automatically and the updated substitute list is distributed at the monthly principals’ meeting.
B.
C.
As a substitute for Tipton County, you have recently moved to a new apartment and your telephone number has changed. Since school administrators telephone to schedule substitutes, you will need to contact the TCS central office to change your phone number only. o True False ANSWER: False It is important to keep all contact information current. The central office mails letters and paychecks to the address provided in your contact information. Your address should be current. Michael has been a substitute for one year. He has recently been reprimanded for unprofessional behavior and dress. The principal of ABC School informed Michael that he would no longer work as a substitute at ABC School. Michael is unconcerned. Michael can continue subbing at the other schools in the district. The principals at the other schools will not be aware of the incident at ABC School. o True False ANSWER: False The ABC principal may contact the central office and notify personnel of the problem with Michael. Substitute names may be removed from the approved list for sub‐par performance.
D.
You have been a substitute for five years and you have recently accepted a full time job. To have your name removed from the substitute list you must contact the central office. True o False ANSWER: True Contact information is removed at the request of the substitute.
34
Instructional Objectives
OBJECTIVE 4
Given multiple‐choice or true/false items, the learner will identify components for the following: pay rate, work hours, and dress code.
Performance Classification Fact Concept Principle/Rule Procedure
Interpersonal Skill Attitude
Recall X
Application
CLASSIFICATION: Fact PERFORMANCE: Recall
INITIAL PRESENTATION: Job requirements will be presented through text, audio, and photos.
GENERATIVE STRATEGY: (Recall/rehearsal) The learner will be presented with fill‐in‐the blank questions. After a 3‐5 second wait time, the blanks will fill in with the correct answers. Example: “After working subbing for one month, John should have received ____ paychecks, for $_____ per day, mailed to __________________.”
TEST ITEMS Choose the correct response for the following questions:
= ANSWERS
1. Substitutes working on a day‐to‐day basis are paid _________ per day. o $40.00 o $50.00 $60.00 o $100.00 2. Pay checks are mailed o weekly bi‐monthly o once per month o per assignment 3. Substitutes work the same hours and schedule as the certified staff at the assigned school. True o False 4. Upon arriving to the assigned school, the substitute should first o locate the assigned classroom. check in with the principal or school secretary. o talk with other teachers to find out why the o walk through the entire school in order to get a regular teacher is absent. feel for the building. 5. A Substitute’s appearance should be professional; to serve as a role model for students. True o False
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OBJECTIVE 5
Instructional Objectives
Given a scenario and multiple‐choice answers, the learner will interpret a problem and choose to locate the needed information the Substitute Teaching Guide.
CLASSIFICATION: Principle PERFORMANCE: Application
Performance Classification
Recall
Application
Fact
INITIAL PRESENTATION: Components of the Substitute Teaching Guide will be presented with examples, explanations and rational.
Concept Principle/Rule
X
GENERATIVE STRATEGY: (Organization/categorize) The learner will
Procedure
be presented with an icon of a “Sub Guide Folder” and a list of text. Using the mouse, the learner will grab text items that belong in the sub guide and drop the items on the Sub Guide icon.
Interpersonal Skill Attitude
TEST ITEM
Today is your first day as a substitute teacher. You have arrived early and signed in at the front office. The school secretary escorted you to your assigned classroom and left. As you glance at your watch, you realize that the students will arrive in 20 minutes. You find a note to you and the day’s assignments on the teacher’s desk but there are no schedules, procedures, or seat assignments with the note. Where should you look the information first? o The main office o The classroom next door o The items are unnecessary for one day; you shouldn’t The substitute teacher guide/folder spend time looking.
OBJECTIVE 6
The learner will classify statements about instruction, student attendance, grades, homework, discipline, money collection, and departure as true/false. Performance Classification
Recall
Fact
Principle/Rule
Interpersonal Skill
Attitude
1.
INITIAL PRESENTATION: Daily substitute responsibilities will be presented through examples in text, audio and graphics.
Concept
Procedure
Application
CLASSIFICATION: Procedures PERFORMANCE: Recall
X
GENERATIVE STRATEGY: (Elaboration/sentence elaborations) Presented with a scenario, the learner will mentally elaborate “why” the procedure is necessary. Example: A student does not return to class from P.E. The substitute should report the absence to the office immediately because… “
A student does not return to your class after lunch. You should report the absence to the office immediately.
o False 2. If required to collect money, you should always inquire about the proper procedure. True o False Each school has its own procedure for collecting money for instances of school pictures, yearbook sales, etc. Monies should also be turned into the office immediately. 3. The substitute is encouraged to record student grades in the grade book for the regular teacher. o True False
True
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4.
Day‐to‐day substitutes should only assign homework planned by the regular classroom teacher. True o False 5. The substitute should consult with the school principal, department head/team leader before beginning any activity or procedure that strays from the regular teacher’s plans. True o False 6. It is the substitutes responsibility to maintain appropriate control of students assigned to him/her at all times. True o False 7. When a student directly disobeys the substitute, it is permissible to issue corporal punishment with a witness present. o True False
OBJECTIVE 7
Given scenarios (photos, text or video) the learner will classify substitute behavior as acceptable or unacceptable. Performance Classification
Recall
Application
Fact
INITIAL PRESENTATION: Unacceptable behaviors will be described through text and photos.
Concept Principle/Rule
CLASSIFICATION: Principle PERFORMANCE: Application
X
Procedure
GENERATIVE STRATEGY: (Organization/categorize) The learner will be shown photos or video of acceptable and unacceptable
Interpersonal Skill Attitude
substitute behaviors. The learner will drag and drop photos into the appropriate pile. Star = appropriate, trashcan = inappropriate.
1.
Ms. Macklin has been assigned to an elementary classroom. She is pleased that the students are well behaved and are working quietly on the assignments left by their regular classroom teacher. While the students work, she takes a few minutes to check her cell phone and personal email.
Unacceptable rd Mr. Jones has low blood sugar and needs to snack regularly. Before reporting to his 3 grade assignment, he eats a healthy rd breakfast and takes along a few snack crackers and grapes. During planning time, the 3 graders go to the music room and Mr. Jones eats the crackers and grapes in the regular classroom. He puts the snack away before picking up the students from music. Acceptable o Unacceptable th 3. Mrs. Christians is substituting for a 9 grade English class. One student continually mocks her statements and Mrs. Christians is begins to get frustrated. She walks out of the room and down the hall to calm her nerves. She returns five minute later to find most of the students working quietly. The troublesome student snickers and Mrs. Christiansen retaliates with a sarcastic joke directed toward the student. She has him stand and mocks him so that he might see what it feels like to be ridiculed. When he still does not comply, Mrs. Christiansen takes him by the arm and pulls him to the principal’s office. o Acceptable Unacceptable 2.
o
Acceptable
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Instructional Objectives
OBJECTIVE 8 A) Provided with two examples and one non‐example, the learner will correctly identify instances of sexual harassment of students.
B) Given true/false questions, the learner will indicate the school district has a no‐tolerance policy for sexual harassment and maintains privacy for alleged victims.
Performance Classification
Recall
Application
Fact
CLASSIFICATION: Principle PERFORMANCE: Application
INITIAL PRESENTATION: Policy (STU 745) will be presented through definition
Concept Principle/Rule
X
and examples. Procedures for victim report and investigation will also be presented.
Procedure
GENERATIVE STRATEGY: (Elaborative/generate mental images) The learner
Interpersonal Skill Attitude
will be given a sexual harassment scenario(s) and asked to think about why it is/is not an example of sexual harassment. After 3‐5 second wait time, a text‐based rational will be displayed.
TEST ITEMS Read the scenarios below. Mark the behaviors that could indicate sexual harassment as “Yes” and mark those that do not suggest sexual harassment as “No.”
1.
Sarah notices that the cute substitute teacher in her Algebra class is staring at her. When she looks up, the teacher looks away. When Sara raises her hand, he does not call on her. Yes
No William is uncomfortable when his science teacher gives him hugs him for correct answers. He doesn’t notice her hugging other students. The teacher stands by him and puts her hand on his shoulder often. She seems nice enough… maybe lonely. One day, she offered to give him a ride home after soccer practice. She told William that accepting the ride would give him extra credit in science.
o 2.
3.
Yes
o
No Shonda gives her English teacher her email address. After several days of friendly emails, the teacher sends a provocative joke to the student. The email was sent after school hours.
Yes
o
No
4.
The district has a no tolerance policy for sexual harassment. True o False 5. If a claim of sexual harassment is reported to the proper authorities, the district will investigate all circumstances including the nature and context of the incident.
6.
o
True
o
False
The school district will maintain the confidentiality of the person who reports sexual harassment behavior.
True
False
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Instructional Objectives
OBJECTIVE 9
Given a child abuse scenario and multiple‐choice responses, the learner will choose the response that corresponds to “report evidence of abuse or neglect to the principal immediately.” Performance Classification
Recall
Application
Fact
CLASSIFICATION: Rule PERFORMANCE: Recall
INITIAL PRESENTATION: The learner will be presented with factual signs of child abuse and neglect (Board Policy 6,409).
Concept Principle/Rule
X
Procedure
GENERATIVE STRATEGY: (Organization/categorize) The learner will
be provided with a list and three categories: signs of physical abuse, signs of emotional abuse, signs of neglect. The learner will use the mouse to grab example text and drag it to the appropriate category.
Interpersonal Skill
Attitude
TEST ITEM
Ms. Smith is a regular substitute at XYZ Middle School. She subs for so many teachers that she knows most of the children by name. Ms. Smith notices that Tommy, a 7th grader, is withdrawn and has few friends. She becomes concerned when she notices that Tommy is jumpy around adults, is quick to anger and wears long sleeves and long pants on hot days. Should Ms. Smith… o Continue to observe Tommy over the next few weeks? o Call Tommy’s parent/guardian that afternoon? Immediately inform the school principal of her observations? o Notify the police?
TEACHING AND CLASSROOM MANAGEMENT
OBJECTIVE 10
Given choices, the learner will categorize statements as classroom rules or procedures. Provided with a scenario, the learner will also select appropriate procedures. Performance Classification
Recall
Application
Fact Concept Principle/Rule Procedure
Interpersonal Skill Attitude
X
CLASSIFICATION: Concept PERFORMANCE: Application INITIAL PRESENTATION: Examples and non‐examples of rules and procedures will be presented via text and graphics/video. Rational will also be provided.
GENERATIVE STRATEGY: (Organization/categorize) Given examples of classroom rules and procedures, the learner will categorize each example and will be asked to mentally reflect on the rational for each. Upon completion of practice, rational will be provided.
39
Instructional Objectives
TEST ITEMS Classify each statement as a rule or procedure. Place a check in the appropriate category. Rule Procedure Keep your hands, feet and objects to yourself. Be on time. Sharpen pencils before the bell rings. Place completed class work in the “To Grade” basket. Be prepared. Throw away all trash before or after class. Be Polite. Read the scenario.
Mr. Brown has subbed in classes where the students just “seem to know what to do.” He has been in other classrooms where things feel chaotic. Today is one of the chaotic days… The students entered the room and most sat in their desks. They immediately began talking to each other while Mr. Brown called the roll and several students left their seats to sharpen pencils. Mr. Brown had to repeatedly ask students to quiet down while took attendance. Students rummaged through backpacks and continued to get up and sharpen pencils while Mr. Brown gave directions for the assignment. Mr. Brown was firm and the students were respectful when he asked them to sit and pay attention. While passing out papers, several students interrupted the substitute for directions. Eventually the students settled and got to work. The rest of the hour was uneventful until the bell rang to change classes. Many students jumped out of their seats, pushing desks around as they clamored toward the exit. You have learned that classrooms run smoothly when there are procedures. Although Mr. Brown is a substitute, he could teach a few procedures that would make instruction more pleasant and behavior more manageable.
Mr. Brown wants to make sure that the next class has fewer interruptions. Read through the statements below and place a check next to procedures that Mr. Brown should establish for the next class.
How to enter the classroom. How and when to sharpen pencils. How to take a test.
How to ask the teacher a question. How to exit the classroom.
40
Instructional Objectives
OBJECTIVE 11
Offered several scenarios, the learner will identify appropriate classroom control. Given the same scenarios, the learner will select teacher behaviors that prevented management problems. Performance Classification
Recall
Application
Fact Concept
X
Principle/Rule
X
Procedure
CLASSIFICATION: Concept, Rule PERFORMANCE: Application INITIAL PRESENTATION: Present the learner with examples of classroom control. Preventative management will be presented as an essential component to classroom control; examples will be provided.
GENERATIVE STRATEGY: (Organization/categorize) Given examples and non‐
Interpersonal Skill Attitude
examples of classroom control, the learner will categorize the examples as appropriate teacher control or lack of control. The learner will be asked to think about the non‐examples and mentally define preventative strategies that could have aided in maintaining classroom control.
TEST ITEMS
Ms. Gregory: Ms. Gregory stands at the door to welcome elementary students into the room. Students put away their belongings and look to the white board for morning work. They take out their journals and begin the assignment as the teacher takes attendance (circulating around the room). One student begins to talk to another student and the teacher moves to stand by the student. The student returns to his work quickly. As the teacher notices students finishing their work and taking out books, she asks the class to line up for the restroom. Ms. Gregory reminds students to line up in number order and to keep their hands at their sides. As the class exits, the teacher makes eye contact with a student who tries to talk with the person behind him. Ms. Jones:
Ms Jones stands at the door as students enter the 8th grade classroom. As students enter, Ms. Jones begins talking with another teacher outside the door. The students go into the room and complete the bell work in 3 minutes. Once finished the students talk with each other. Ms. Jones finishes her conversation and comes into the room. When she hears the noise she reminds students to do the bell work. She finds her roll book and starts calling names. Students keep talking and one boy throws paper wads across the aisle. Ms. Jones shushes the class. She gives an assignment in a loud, firm voice so that the class can hear her instructions over the students who continue to talk.
Which teacher has appropriate classroom control?
Ms. Gregory
o
Ms. Jones
Which behavior management techniques worked to maintain classroom control?
o
Saying “Shh” o Raising the volume of the teacher’s voice Moving to stand near a misbehaving student o
Making eye contact o o
Standing outside the door
Asking another teacher for help Having classroom procedures
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Instructional Objectives
OBJECTIVE 12
Given a scenario recounting the need for professional growth, the learner will identify strategies for skill development. Performance Classification
Recall
Application
Fact Concept
X
Principle/Rule
INITIAL PRESENTATION: Present definition and examples of professional growth/skill development.
GENERATIVE STRATEGY: (Integration/generate examples) Given a
Procedure
CLASSIFICATION: Concept PERFORMANCE: Application
statement about professional development, the learner will be asked to mentally generate examples of professional development for substitutes. After a 3‐5 second wait time, examples will be displayed.
Interpersonal Skill Attitude
TEST ITEM
Ms. Schwartz has been a substitute for two months and is having trouble managing student behavior.
What can Ms. Schwartz do to improve her skills? Check all that apply. o
Give it time, the students will begin acting better on their own.
Search the Internet for effective behavior strategies for substitute teachers.
Seek suggestions from experienced substitutes and teachers.
Keep trying strategies to find ones that work for her.
o
She shouldn’t worry about it; students never behave for the substitute.
PROFESSIONALISM & QUALITY
OBJECTIVE 13
Given three photos, the learner will discriminate between photos of professional and unprofessional dress. The learner will also label scenarios as examples of professional and unprofessional behaviors, appearances and attitudes.
Performance Classification
Recall
Application
Fact Concept Principle/Rule Procedure
Interpersonal Skill Attitude
X
CLASSIFICATION: Concept PERFORMANCE: Application
INITIAL PRESENTATION: Professional behaviors will be presented with examples and non‐examples (text and graphics).
GENERATIVE STRATEGY: (Organization/categorize) Given 6‐7 unlabeled photos of persons wearing professional and unprofessional attire, engaged in professional/unprofessional behavior, and two categories, the learner will drag each photo to the appropriate category.
42
Instructional Objectives
TEST ITEMS Select the photo that best represents a professional appearance for a female working with students.
o
Photo 1: Female in lounge pants, messy ponytail, no make‐up, t‐shirt
Photo 2: Female in slacks, buttoned blouse, well groomed hair, neat
Photo 3: Female in short skirt, tight blouse, make‐up, neat hair
Select the photo that best represents a professional appearance for a male working with students.
o
Photo 1: Male in jeans, un‐tucked dress shirt, a little wrinkled, soda in hand
o
Photo 2: Male in suit talking on cell phone (in classroom)
Photo 3: Male in slacks, collared shirt, neat, smiling
Read the scenarios below and label each as professional or unprofessional.
The substitute is:
Professional Flexible, changes plans when necessary and does not complain. She speaks in a clear, pleasant voice. She seems happy. Interested in the home lives of students, parents and teachers. She often asks neighbor teachers about student’s parents employment, housing, cars, etc. Known as the “fun sub.” He brings movies and shows them instead of teaching the lesson left by the teacher. Listed as available for all schools but he often turns down assignments because he is tired. Organized and detailed. He leaves a written record of the behavior and assignments for each class he teaches.
Unprofessional
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Instructional Sequence Outline
The instruction will be sequenced according to the learner’s familiarity with the content and concepts. The three sequencing schemes proposed by Posner and Srike (1976) will be used to organize and sequence the instructional material. The sequencing schemes appear as follows:
I. II. III. IV.
Learning‐Related Sequencing will be used to introduce the general job expectations and vocabulary for substitute teachers. Concept‐Related Sequencing will be used to organize the content associated with the substitute teacher guide. World‐Related Sequencing will define the daily responsibilities of a substitute teacher in a.m. to p.m. order. Concept‐Related Sequencing will guide the remainder of the seven instructional objectives because they are primarily concept driven.
SEQUENCING SCHEMES
44
Instructional Sequence
45
Pre‐Instructional Strategy Overview
The instructional unit will be introduced using the overview below. The overview is casual and friendly in tone and is meant to welcome the learner. Although completion of the unit may be a requirement for newly hired substitutes, the introduction should read as an invitation to learn more about the substitute role and job expectations. The overview states the rational for content and it provides a brief description of learning topics. An overview was selected as the pre‐instructional strategy because of the casual nature of the introduction. The learner should feel confident that the material to come is relevant and within their capabilities. Pretests, objectives and advanced organizers where not selected because the learner would need prior knowledge in order to be comfortable with the content.
Congratulations! You are participating in this training as part of the hiring process for substitute teachers. You are well on your way to becoming a qualified and knowledgeable substitute!
You may have been asking yourself, “What will I need to know and do when a school calls me for my first assignment?” We have taken away the guesswork and asked school principals what they are looking for in a quality substitute teacher. Our principals have identified the following characteristics as important to the success of substitute:
1.
Knowledge of district and school procedures
2.
Appropriate teaching and behavior management strategies
3.
Professional dress, communication, and attitude
After completing this unit, you will understand the job requirements, daily responsibilities, and important terminology for working in the field of education. You will also be familiar with resources that are available to help you in and out of the classroom. Finally, you will be aware of important policy and expectations about the safety of students, managing student behavior, and professionalism.
As a substitute teacher you will have daily opportunities to touch the lives of children. Perhaps you will also choose inspire, motivate and encourage…
Let’s get ready for your new job!
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Appendix A
Appendix A
Survey Instrument
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Appendix A
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Appendix B
Appendix B
Substitute Teacher List (example format)
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