Certificated Handbook - Chula Vista Elementary School District

Chula Vista Elementary School District
Human Resources Services and Support
84 East “J” Street
Chula Vista, CA 91910
(619) 425-9600
SUBSTITUTE TEACHERS’
HANDBOOK
General Information
SubDesk
(619) 425-9062
ESSC.SubDesk@cvesd.org
SubFinder and Absence Reporting System
(619) 426-6500
To access WebConnect go to: www.cvesd.org
Click on “SubFinder WebConnect” in the Quick Links
Or direct link: https://subfinder.cvesd.org/webconnect
(Revised 12/12)
Board of Education
Marissa A. Bejarano • Larry Cunningham • Douglas E. Luffborough, III
Pamela B. Smith • Glendora M. Tremper
Superintendent
Francisco Escobedo, Ed.D.
EQUAL OPPORTUNITY EMPLOYER
The Chula Vista Elementary School District is committed to providing equal educational, contracting, and employment opportunity to all in strict compliance with all
applicable State and Federal laws and regulations. The District office that monitors compliance in the Human Resources Services and Support Office, 84 East J
Street, Chula Vista, CA 91910, phone (619) 425-9600, ext. 1340. Any individual who believes he/she has been a victim of unlawful discrimination in employment,
contracting, or in an educational program may file a formal complaint with the District's Human Resources Office.

DISTRICT ADMINISTRATION
Francisco Escobedo, Ed.D.
Superintendent
Sandra Villegas-Zúñiga
Assistant Superintendent
Human Resources Services & Support
Oscar Esquivel
Assistant Superintendent
Business Services & Support
John M. Nelson III, Ed.D.
Assistant Superintendent
Instructional Services & Support
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OUR SHARED VALUES
EQUALITY
EQUITY
We believe each child is an individual of great worth entitled to develop to his or her full potential. All
children can and will learn and deserve equal access to a quality education.
We believe there is no significant difference in educational outcomes based on race, gender, or
economic status. Solutions, resources, programs, services, and support are applied in a manner
which develops the full potential of each child.
ACCOUNTABILITY
We value and recognize individuals who assume responsibility for and demonstrate commitment and
dedication to serving the interests of all children.
ETHICAL RESPONSIBILITY
DIVERSITY
TEAMWORK
INNOVATION
We value each individual who practices, teaches, and serves as a role model of dignity, respect,
honesty, integrity, and trust.
We seek, encourage, and respect each individual’s contributions and value a multicultural perspective.
We believe that families are the primary role models for our children. We are committed to teamwork
and collaborations to provide maximum services for students, staff, and community. This partnership
among families, community, and schools is the foundation of our children’s educational success.
We are committed to challenging the status quo and embracing a technological world.
EXCELLENCE
We are committed to high standards of performance throughout the District and continuously seek and
utilize new knowledge and skills.
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OUR SHARED VISION
The Chula Vista Elementary School District is committed to providing a successful, safe, challenging, and
nurturing educational experience, while promoting the job and importance of learning for all children.
Our children are high-achieving innovative thinkers. They are multi-literate, self-reliant, and confident. They
have a lifelong love of learning and are socially responsible citizens. The District takes pride in developing
each child’s full potential, while recognizing his or her uniqueness.
We value and find strength in our diversity. Learning is meaningful and relevant, connected with each child’s
individual needs, ethics, culture, and experiences and is linked with the world outside the classroom.
Families, staff, and our entire community are full partners actively working in a collaborative manner for the
benefit of each child’s education. Together we have an investment in our District’s Vision and believe a child’s
success equals our success. We ensure an environment in which everyone is valued and treated with dignity
and respect. Everyone assumes responsibility for the success of the school community.
The entire educational community accepts the challenge of change and is motivated to acquire skills and
values for a rapidly changing world. We create dynamic learning experiences by supporting and encouraging
excellent teaching and the educational growth of family and staff.
The Chula Vista Elementary School District community is dedicated to instilling hope for the future so that
today’s children will share their vision with future generations.
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INTRODUCTION
Welcome
The Chula Vista Elementary School District would like to take this opportunity to welcome you to our district.
We are pleased that you have accepted a substitute teaching position with our district and we would like to
assist you in making it a pleasant and rewarding educational experience for you and the children with whom
you will be working.
You are a vital part of our school system. It would be difficult for us to operate our schools on a satisfactory
basis without personnel such as yourself providing continuity of instruction during absences of our regular
certificated staff. We feel confident that you will do everything possible to meet the high standards of today’s
education.
Your service with our district is greatly appreciated and while you are serving as a staff member, we hope that
you will enjoy our hospitality and make appropriate use of the facilities we have for serving the staff and
children of our district.
The School Secretary, Principal and staff members all stand ready to aid you in meeting your professional
responsibilities.
Again, welcome to the Chula Vista Elementary School District. We are glad you are here.
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Assignments: The SubFinder System will contact substitute teachers for assignments on an as-needed basis
with normal contacts being made during the following times:
1. 5:00 a.m. – 8:00 a.m. or until assignments are filled
2. 5:00 p.m. – 9:30 p.m. (Monday – Friday)
3. 5:00 p.m. – 9:30 p.m. (Weekends & Holidays)
You may only accept assignments in one of the following ways in order to be paid as a substitute:
1. SubFinder System calls you or you call the SubFinder System
2. SubDesk Staff
3. School office staff or employees may pre-arrange you to sub at their school site IF they enter
the absence in the SubFinder System and give you the job number
4. Accept jobs online through WebConnect
If any employee asks you to work for them, remind them to call the SubFinder System and request or
pre-arrange you by your substitute request ID number. You will be paid for what’s in SubFinder, not
for what someone tells you.
We try to place our substitutes in positions where the substitute has expressed a preference for a particular
assignment; however, this is not always possible. We hope that you will help us to meet the educational needs
of our children when we are unable to meet your request.
Log: Keep a log of the dates you work, where you work, the time you work, the job number and the name of
the person you are replacing. Your time sheets will be sent AUTOMATICALLY to Payroll, but if you find an
error do not hesitate to call the SubDesk so we can resolve the error.
To cancel an assignment: If for any reason you have accepted an assignment and find that you are unable
to report for work, please contact the SubFinder System immediately and cancel yourself out of the assignment
and make yourself unavailable for work. If you have accepted an assignment and are not able to complete the
assignment, please contact the SubDesk as early as possible and let them know that you are not able to
complete your assignment.
To Report an absence: If you are in a long-term assignment you may report your absence for a day or two.
Call the SubFinder and Absence Reporting System and Press # 4 from the main menu to report an absence.
SubFinder will ask you for information as to when you will be absent. Do not hang up until you get your new
job number or the absence will not be reported properly.
Unavailable & Do Not Disturb Range: If you know in advance that you will not be available for any
assignment for any duration of time, please notify the SubFinder System and put in an unavailable date range.
If you are unavailable for work longer than 30 days, please notify the SubDesk.
Check in at the office: All substitutes MUST sign-in with the secretary in the school office every day prior to
the assignment. All substitutes need to sign out when you leave campus at the end of the day. The school will
inform you about room assignments, keys, yard duty schedule and other information pertaining to the regular
teacher’s duties.
Workday: A full workday under usual circumstances shall be the same as for the regular staff member. The
substitute shall report for work the times the SubFinder System tells you to. You need to report on time and
CANNOT LEAVE EARLY. If you receive a late call or an emergency arises, let the SubDesk know so the
school can be informed. Always call the SubDesk, not the school. If you arrive more than 10 minutes late and
another sub has been secured you will need to leave and not be paid for your time UNLESS you have notified
the SubDesk.
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All materials including room key, must be returned to the school office before you leave at the end of the
school day. Do not forget to sign out when you leave.
Assignments in error: We hope we do not assign you where there is not a vacancy, but if it happens and we
are unable to reassign you to another school site, you will receive one half day pay to compensate you for your
travel time and you may leave the school site and go home. Be sure the SubDesk knows the situation before
you leave the school site.
Evaluations/Warnings: The site administrator may evaluate your services and the evaluation or warning will
be forwarded to Human Resources for placement in your personnel file (samples provided on pages 16-19).
These evaluations or warnings will be of assistance for district employment purposes if you seek contracted
employment in our district.
A site administrator may submit an evaluation of your services as a substitute at any time or a warning for poor
performance, no-show or tardy. However, after you have served in the same assignment for a minimum of
three days, you may request that an evaluation of your services to the Human Resources Department.
You may be assured that a negative evaluation/warning will not become a part of your personnel file without
your knowledge and opportunity to respond to the evaluation/warning. Do not hesitate to remind the
administrator if you serve three or more days in the same assignment and have not received and evaluation.
You will receive a copy of all evaluations/warnings from the Sub Desk if you do not receive a copy from the
school site.
Work Injury: Most California workers are protected in the event of job-related injuries and illness by workers’
compensation, which is paid for by the District. If you are injured or become ill as a result of your job, this
coverage pays for medical care, necessary rehabilitation services, income in case you are disabled and can’t
work, or death benefits to your dependents.
If you would prefer to be treated by your doctor in the event of any job-related injury, notify the district in
WRITING by providing the name of your personal physician or chiropractor who has treated you in the past
and who keeps your medical records. After 30 days have passed following the date of your injury or date you
reported your injury, you may see a doctor of your choice but must give the district’s workers’ compensation
administrator the doctor’s name and address. Should you desire to be treated by your personal physician
please request an “Employee Notification of Personal Physician” or an “Employee Notification of Personal
Chiropractor” form from the Human Resources Department prior to sustaining an injury.
Always IMMEDIATELY notify your supervisor of any work-related injury or illness. The Risk Manager will notify
the claims administrator. You may be eligible for workers’ compensation benefits, but first the work-related
injury or illness must be reported. Only then can the system begin to work for you.
In addition, be sure to notify the SubDesk of your injury.
Maternity: Substitute teachers are covered by the same rules that apply to regular employees regarding
maternity. Expectant mothers may continue to substitute prior to delivery as long as able with their doctor’s
permission. Return to service may be as soon after delivery as your doctor approves.
Food Service: There are cafeterias at all school sites where your lunch may be purchased. Please feel free
to join the other staff members at lunchtime. All school sites have refrigerators and microwaves. If you choose
to bring your lunch, feel free to store or prepare your lunch.
Credential: It is your responsibility to have a valid California teaching credential or permit authorizing the type
of service you are performing. The District is not authorized to employ anyone in a position requiring
certification unless the employee holds a valid California Credential or permit.
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Your credential must be registered with the San Diego County Office of Education and a copy forwarded to the
SubDesk in order to ensure compensation for services rendered.
Tuberculosis Test: Verification of a skin test against tuberculosis taken within the last four years is required
prior to employment and must be filed in your personnel file at the District office. Those who have a history of
a positive skin test must present a certificate from a health provider stating that they are free of communicable
diseases.
Retired Teachers: State law provides that retired teachers may serve as substitutes and earn a limited salary
July 1 st – June 30 th . It is the responsibility of the individual retired teacher serving as a substitute not to exceed
the limited amount. No retirement deductions are made from the amount earned.
Retired teachers applying for substitute work must pass a physical examination as prescribed by the State
Department of Education. This health clearance must be secured upon employment before working.
Ethics: As a substitute teacher you are expected to maintain the same ethical standards as a contracted
teacher.
Change in name, address, phone or marital status: Please notify the SubDesk immediately of any change
in your name, address, phone number, or marital status.
If your phone number is just a temporary change you may do this yourself in the SubFinder System.
Cell Phones: If your number in SubFinder is a cell phone number, be sure your cell phone is on during the
call out times EVEN if you already have an assignment. There may be changes in the assignment or there
may be a cancellation.
Applying for Positions: All positions must be applied for online at www.cvesd.org. Substitutes must be on
the employable list to apply for positions.
Medicare Coverage: President Reagan signed into law PL272 mandating Medicare coverage for all new
employees hired on or after April 1, 1986. This includes employees who are not now covered by Social
Security. If there are any questions, please call the Payroll Department at (619) 425-9600 ext 1395.
Exposure to Childhood Diseases: Working with school age children may expose staff to various childhood
diseases. Some of these diseases may cause birth defects and/or fetal death if contracted by the mother
during pregnancy. If you are considering becoming pregnant, you may want to discuss your susceptibility to
these diseases with your doctor.
The diseases that may be reason for concern as listed by the California Teratogen Information Service are:
1. Cytomegalovirus (CMV)
2. Rubella
3. Varicella (Chicken Pox)
4. Rubella (Measles)
5. Roseola
6. Fifth Disease
7. Mumps
In any case if you arrive at a school site and are told of a disease at that site, you may leave if it is a possible
concern for you. Be sure to call the SubDesk before you leave the school site.
For information concerning these diseases, call the California Teratogen Information Service at U.C.S.D. at
760-294-6084. If you have any questions please contact the Human Resources Department.
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Working Conditions at the School Site: Substitutes are responsible for maintaining attendance records for
their class in accordance with the directions given by the school principal. The record of pupil attendance is
very important and must be absolutely accurate.
Teachers take playground duty as scheduled by the principal. Each school has its own regulations regarding
play areas, so you should check in the teacher’s plan book or with the principal.
In the supervision of children, you should report any situation that may be dangerous or detrimental to the
health and welfare of the children (strangers on the playground, defective equipment, student behavior,
weapons, animals, drugs, etc). Your report should be made immediately to the principal. Your constant
moving presence among the children in the classroom or on the playground will help to insure proper behavior.
Avoid standing or sitting in one place. Your supervisory responsibilities continue until you are relieved or at the
school days end.
Fire drills are conducted at each school and your principal should apprise you of such drills he/she conducts.
Should you experience a fire drill, the aide or a responsible student may lead the class to a safe location via
the customary exit route or an alternate one if usual exit route is blocked. You must make certain that all pupils
have left the room before you. You must then close the classroom door behind you as you leave. As a safety
precaution pupils must maintain complete silence during the drill and you must take roll when safety is
reached; should a pupil be missing after roll call has been taken, notify the principal immediately.
Earthquake and other disaster drills are likely to be conducted while you are substituting, however, in the event
that such an incident should occur, give the command, “DUCK AND COVER”, as pupils have been trained to
take appropriate action on command. It is imperative that you become acquainted with all safety procedures at
your assigned site.
Please try to remain aware of physical conditions in the classroom (heat, light, air). In addition, we like to
maintain clean, attractive and well-kept classrooms at all times.
Retirement Systems: Federal legislation mandated Social Security coverage for all employees on January 1,
1992 unless they are covered by another retirement system, such as STRS or PARS.
On December 17, 1991 the Board of Education approved the Public Agency Retirement System (PARS) for
eligible employees.
You have a choice. You may either join State Teachers Retirement System (STRS) or PARS. STRS will
deduct 8% from your check and PARS will deduct 3.75% from your check.
Following is a brief description of the two retirement plans. If you do not make a choice you will automatically
be placed in PARS.
STATE TEACHERS RETIREMENT SYSTEM (STRS)
Teachers and other certificated employees of California Public Schools, kindergarten through community
college, are eligible to be members of STRS. Once you become a member, your membership will stay in
effect unless you terminate employment and receive a refund of the contributions in your account. If you are
no longer teaching but leave your contributions on deposit with STRS, you become an inactive member.
While a member of STRS you contribute 8% of your gross pay to the retirement fund. Your employer and the
State of California also contribute to the fund. The money in the fund is then invested to make your future
retirement income possible.
STRS operates as a “defined benefit plan”. This means that your retirement benefits are guaranteed by law.
The benefit formula is based on age, years of service and on average final salary.
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You are required to become a member of STRS on the first day of the pay period following the month you
render your 101 st day of service within one school year in the State of California. This membership is
mandatory under state law and cannot be waived by you or the school district.
PUBLIC AGENCY RETIREMENT SYSTEM (PARS)
A federal law, the Omnibus Budget Reconciliation Act of 1990 (OBRA 90) mandates that public sector
employees who are not members of their employer's existing retirement system as of January 1, 1992 be
covered by Social Security or an alternative plan.
If you enroll in an alternative plan called the Public Agency Retirement System (PARS), PARS satisfies federal
requirements and provides employees with substantial cost savings compared to Social Security. Social
Security requires that the equivalent of 12.4% of your salary be contributed each month, however, PARS
requires only a 7.5% contribution to your retirement account. Your contribution is 3.75% and your employer’s
contribution is 3.75%.
This is only a general description of what you can expect as a participant in PARS. The plan document
contains a more detailed description and your employer has a copy, which you may read. If this description
says something different from the plan document, the plan document will be followed, not this description.
Mailbox: Each teacher in every school has a box in the office. In most schools you will find attendance
information, dated material and other pertinent information. Please take only those items when substituting
one or two days. The regular teacher will pick up the remaining items upon returning to school.
Assertive Discipline: The maintenance of good order and a desirable learning environment in the classroom
is one of the most important responsibilities of the substitute. A positive attitude, sense of humor, courtesy and
respect for others will do much to increase the effectiveness and status of the substitute teacher. If a student
should become too difficult a problem, the substitute should be familiar with the discipline plan for that
classroom. The school site administrator is also available for help.
Classroom Routines: Substitutes should be sure to understand the attendance and accounting procedures
used in the school where they are assigned. Rooms should be maintained and left in good order. Keys are
issued to substitutes in the morning, and doors should be locked whenever the room is left unattended.
Substitutes must walk with students to and from the playground. Keys should not be given to a student, and
students should not be left alone in the classroom. Students are not permitted to leave campus without
administrative approval.
Supervision Duties: Particular attention should be directed to the supervision duties for which the regular
teacher is responsible. If the instructions are not clear as to supervision responsibility, check with the school
office to clarify. It is important to be on time to all duties assigned to you.
School Records: School records are confidential and should be treated in a professional manner. Individual
students, teacher or school situations should not be discussed at other schools or with people other than the
administrator or teacher in that particular school.
Student Illness or Accident: Substitutes should always be aware of and concerned with the safety and
welfare of their students. Become familiar with the school’s emergency procedures and the location of the
nurse’s office in case of student illness or injury. If a student is too ill to go alone, send someone with him/her,
or call the office and ask for help. A substitute must promptly report any accident, which is called to their
attention, giving exact details and names of witnesses. The official form for such reports is available in the
school office and must be completed the day the accident occurs. School clerical staff assistance is available.
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Discipline: You are encouraged to take a positive approach to the problem of discipline. In this way both the
teacher and student understand expectations and consequences. The goal we have for children is selfdiscipline
and positive behavior. If pupils are working on worthwhile projects and you are pleasant and firm,
discipline problems will not usually develop.
You will find it useful to follow the example of successful teachers in matters of student discipline. The
following are some of the procedures that they use:
1. Be fair, firm and consistent.
2. Do not “group punish”.
3. Call attention to good behavior rather than misbehavior.
4. Praise in public; reprimand in private.
5. Sarcasm or other embarrassing methods have no place in the teacher’s relationship with pupils.
6. Set up reasonable standards and stick to them.
7. Have a sense or humor.
Instructional Information: One of the most practical ways for you to learn more about your job is to observe
a regular teacher. This would be especially helpful if you have not had experience with the instructional
program of the Chula Vista Elementary School District. Arrangement for teacher observation may be made in
advance by contacting the principal.
The following services are furnished by the Educational Service & Support Department:
1. Consultation with Coordinator, District Librarian or Special Teachers.
2. Help in various educational services special areas (art, music, and audio-visual aids).
3. Exhibits of different types of displays, which might be used in the classroom.
Resource Specialist Program (RSP): This program provides for students who are in need of special
instruction so they can make reasonable academic progress. These students are enrolled for the majority of
their school day in a regular classroom and are assigned for a portion of their school day to the Resource
Room for this extra assistance. The Resource Specialist Teacher (RSP) and his/her classroom teacher
provide an individualized educational program to meet the unique needs of each child.
The Resource Specialist works with students on remediation of student deficiencies in reading readiness,
language, math skills, auditory and visual perception. The student’s regular classroom teacher and Resource
Specialist Teacher coordinate their program in order to provide an academic program especially developed to
meet the individual student’s needs.
Special Day Classes: Students with a physical, social or emotional problems serious enough to cause a
learning handicap that prevents them from successfully working in a regular classroom are provided Special
Day Classes (SDC). Students deemed eligible for this program are provided for in these self-contained
classrooms. Class size is kept small.
Expectations: Both administrators and permanent teachers appreciate having a substitute teacher who
arrives early, follows lesson plans and has good leadership skills. An ideal substitute is also creative in
presenting new material to the class, knows how to handle behavior problems and makes certain they are
familiar with the regular procedures of the classroom teacher. Since every teacher is unique and every teacher
has different expectations, a substitute teacher needs to be flexible.
Regardless of whether or not you are a certified teacher, you can still become an expert in substitute teaching
by focusing on new techniques, ideas, activities and suggestions.
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Classroom Management: Teachers anticipate a substitute will be capable of maintaining the same kind of
order and discipline which they themselves use daily. This is often difficult when a substitute has not had the
opportunity to establish rapport and routines with students during those first weeks of school. Classroom
teachers have the first few weeks of each school year to establish routines that work. This handbook provides
you with some ideas on how to bring your own routines and successful practices to each classroom.
Establish your Rules: One of the most repeated requests to substitute teachers from permanent teachers is
“to be positive and assertive in taking control of the class, immediately!”
1. Inform students of the type of reward system that will be used, then make sure students are
rewarded in front of the class when they do something right.
2. Set a management goal for the class to reach, then reward them in a specific way for reaching
the goal.
3. Set the rules, first those of the teacher’s, the schools and lastly yours…always be sure you
know the rules, so you can have students adhere to them.
Many experienced and successful substitute teachers bring a variety of rewards with them and have their own
system of using them.
The main concern of the classroom teacher for a substitute is to establish and maintain an orderly and
productive day. If the students are disorderly in the halls, classroom, or an assembly, the teacher feels it to be
a reflection on not just the substitute but on the teacher as well.
Lesson Plans: It is the policy of the school district that the weekly lesson plans of the regular teacher be
followed as closely as possible. If lesson plans are not available, the substitute should seek assistance of the
principal and be prepared with a plan that is appropriate and educationally sound.
Follow the Lesson Plans: Teachers spend an extensive amount of time writing lesson plans for their
substitute to follow. Teachers feel it is very important that their outlined plan is followed. Not knowing the
substitute and their level of experience, explains why teachers feel quite strongly about having things ready for
their class.
On the other hand, you may enter a classroom where you are unable to locate lesson plans or necessary
materials. Whatever the challenge may be for that particular day, your best approach is to act quickly, quietly,
calmly and with confidence. Be sure to have some items in your “Bag of Tricks” that can help you.
Most teachers, however, take time to leave detailed plans that should be followed. One substitute teacher lists
the agenda prepared by the teacher and tells the class, “If there is time after we get the required work done, I
have brought some fun activities for the class.” Not surprisingly, this particular substitute teacher is called
upon often because the regular teacher can guarantee the work will get done and that students will have fun at
the same time.
Substitute Reports: The classroom teacher is interested in your accomplishment during his/her absence. A
brief written summary of your work with the class and any problems encountered would be greatly appreciated.
Teachers have high expectations of others who come into their classroom. We have shared with you some of
the expectations that might be asked of you as you enter this rewarding experience. You are a valued and
important part of our district. Teachers appreciate having a substitute come into their classroom that is caring
and capable by being prepared, poised and professional.
Professionalism: Substitute teachers are expected to maintain the same professional and ethical standards
as the permanent teachers. Professionalism is an area that is very important for the substitute teacher who
wants to excel and enjoy their chosen profession. Here are some key points to consider:
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1. Dress the part – A professional substitute teacher wears attire that is appropriate for an
educational setting.
2. Be Positive – Permanent teachers care about the students in their class. They know each
student’s individual strengths and weaknesses, and will want to see those areas handled
appropriately. They anticipate the substitute teacher will appreciate the good in all students by
bringing out the best in them.
When a substitute teacher uses good judgment, avoids criticism, and adapts to circumstances
in a positive way, the substitute becomes a good role model for both the children in the
classroom and other staff members.
3. Respect the Students – Treating the students as individuals is important. Talk “one-on-one”
with students that are misbehaving and do not blame the entire class, punishing the group for
the misdeeds of a few. It is best to reprimand in private and reward in public.
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Use of Rented Movies & Home Record Cable/Broadcast Programs
The side use of rented movies or home recorded cable and broadcast programming has created a potential
area of concern. The use of non-approved videotapes in the classroom opens many avenues for parental
complaints or possible lawsuits.
Since the law of recorded television programming or rental movies could result in embarrassment of pupils,
complaints of parents, or possible lawsuits, the following guidelines are suggested.
1. Instructional material not presently owned by the district should be approved by the school site
administrator. Every effort should be made to protect students from the use of inappropriate
instructional material.
2. The utmost care should be taken in use of instructional material. Consideration should be given to
whether the materials enhance the curriculum, and whether the employee is knowledgeable about the
materials and their potential effect on students.
3. Students must not be exposed to PG13, PG, R, or X-rated films or video recordings.
4. Fair use guidelines allow teachers to record broadcast television programs that are relevant to teaching
objectives. The program may be used once within 10 consecutive school days of recording date and
then erased.
5. Rented videos cannot be shown for recreation or entertainment. Rented videos can only be used as
part of face-to-face teaching activities.
6. Staff cannot use recorded programs that have been aired on subscription/pay channels (i.e., HBO,
ShowTime, Disney, etc) unless authorization has been received in writing from the subscribing agency.
7. Staff needs to conform to the United States copyright laws and guidelines and district policies regarding
the use of copyrighted materials.
8. Staff needs to conform to present policies, education codes, and federal guidelines when utilizing family
life materials.
9. Teachers may use purchased or rented videotapes (e.g., feature films) as part of a systematic course
of instruction. Such use shall be face-to-face instruction and must take place in a classroom or similar
area devoted to instruction. Only lawfully made videotapes may be used. Teachers cannot use rented
or purchased videotapes where a written contract specifically prohibits such use in a classroom or faceto-face
teaching situation.
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50 Opportunities to Say “You’re Terrific”
Praise Students for:
1. Entering the classroom quietly 26. Good effort on a long-term project
2. Putting away coat and backpack 27. Sharing
3. Cooperating while teacher takes attendance 28. Being sensitive to others’ feelings
4. Returning permission slips/school forms 29. Learning a new skill
on time
30. Returning borrowed books and
5. Transitioning into an activity materials
6. Following directions 31. Appropriate use of school property
7. Saying “please” and “thank you” 32. Showing enthusiasm
8. Listening attentively 33. Being responsible for a classroom job
9. Helping a classmate 34. Offering help without being asked
10. Lining up 35. Not wasting paper and supplies
11. Handing in homework 36. Staying on task
12. Being a good audience at an assembly 37. Telling the truth
13. Beginning work right away 38. Accepting a new challenge
14. Asking questions when unsure 39. Behaving when a guest is in the room
15. Good behavior during a test 40. Reading at home
16. Participating in a class discussion 41. Participating in school functions
17. Walking appropriately in the halls 42. Demonstrating a positive attitude
18. Working cooperatively with a partner 43. Giving one’s best effort
19. Good behavior during a field trip 44. Returning to the classroom quietly
20. Cleaning up 45. Participation in a group activity
21. Good effort on an assignment 46. Remaining calm during a problem
situation
22. Assisting a new student
47. Showing creativity
23. Sharing school experiences with parents
48. Keeping busy when work is finished
24. Making up missed assignments
49. Taking turns
25. Making a new friend
50. Working cooperatively with an aide or
volunteer
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Substitute Check List
Prior to entering the class:
1. Dress neat, clean and appropriately for the teaching assignment.
2. Enter the school enthusiastically and serious about your role.
3. Arrive at the school at least 20 minutes prior to the beginning of class.
4. Be sure to take along your sense of humor, your bag of tricks and a snack for yourself.
5. Smile, be cheerful, be on time.
6. Sign in at the office to let them know you have arrived.
7. Ask about student passes, playground rules, bus duty and lunch procedures.
8. Ask if there will be any special duties associated with the regular teacher’s assignment.
9. Find out how to refer a student to the office.
10. Obtain any keys that might be necessary.
11. Find the locations of restrooms and the teachers’ lounge.
12. Check teacher’s mailbox.
13. Ask regarding emergency procedures.
In the classroom:
1. Enter the classroom with confidence; the first impression can take you a long way.
2. If lesson plans are provided, follow them.
3. Look for the fire alarm and know the proper drill directions.
4. If money needs to be collected, record the amount, the name of the pupil and the purpose for the
collection on a sheet and turn it in to the office at the end of the school day.
5. Check to see if all the books, handouts and papers are close at hand or in the classroom.
6. Check seating chart.
7. Write your name and today’s date on the board.
8. Record attendance and do a head count.
9. Ask if any children have medical problems that you need to be aware of.
10. Ask the names of the teachers on both sides of your classroom and introduce yourself to them.
11. Secure class rolls or teacher’s grade book.
End of the day:
1. If a teacher has classroom materials such as calculators that are used by the students, be sure to have
them all returned before the entire class leaves.
2. Remind students of homework.
3. Have students clean their desk and the area around their desk.
4. Leave the desk, books and classroom in good order.
5. Turn in any moneys collected.
6. Leave a report for the teacher on lessons covered and students’ behavior.
7. Return teacher’s materials, plan book and grade book to the office or leave in the classroom.
8. Close windows, turn off lights and lock door.
9. Check out with the office personnel and turn in your key.
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