Certificated Handbook - Chula Vista Elementary School District

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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. Page 9
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. Page 10
Page 1 and 2: Chula Vista Elementary School Distr
Page 3 and 4: OUR SHARED VALUES EQUALITY EQUITY W
Page 5 and 6: INTRODUCTION Welcome The Chula Vist
Page 7 and 8: All materials including room key, m
Page 9: Working Conditions at the School Si
Page 13 and 14: 1. Dress the part - A professional
Page 15 and 16: 50 Opportunities to Say “You’re

Certificated Handbook - Chula Vista Elementary School District

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