The mission of our agency is to empower central Ohio school districts and their students to achieve more. With your help, we can be a strong resource to our partner school districts.

Welcome

Did you know: Students will experience approximately 1 year of substitute coverage in their 12 years of schooling

AESOP

AESOP is a Web-based, automated absence management and substitute procurement system.

Aesop web address http://www.frontlinek12.com

Video tutorial link https://help.frontlinek12.com/Sub/Videos/SubTraini ngVideo/SubTrainingVideo.html

A phone call from Aesop

https://help.frontlinek12.com/Sub/Videos/AesopCa llVideo/AesopCallVideo.html

Be Proactive- Jobulator

You may want to look into Jobulator , an official app for smart phones and desktops that will notify you of jobs that you are qualified and available for. • Watch the video: http://help.frontlinek12.com/Aesop/knowledgeba se/can-substitutes-access-aesop-on-a-mobile phone/ • You can find out more information about Jobulator and sign up for a 30-day free trial at www.jobulator.com

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• If you have more questions, you email [email protected]

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Districts Served

The Shared Services Center – Council of Governments’ substitute teachers serve the following Big Walnut Local Schools Buckeye Valley Local Schools Canal Winchester Local Schools Delaware City Schools Delaware Area Career Center Dublin City Schools Educational Service Center of Central Ohio Fairbanks Local Schools Gahanna Jefferson City Schools Grandview City Schools Groveport Madison Local Schools Hamilton Local Schools Hilliard City Schools Licking Heights Local Schools Marysville Exempted Village Schools New Albany-Plain Local Schools Olentangy Local Schools The Metro Early College High School Tolles Career and Technical Center Upper Arlington City Schools Westerville City Schools Whitehall City Schools Worthington City Schools

Districts Served

Payroll

These districts arrange their own substitute payment: • Buckeye Valley • Canal Winchester • Fairbanks Local • Gahanna Jefferson • Grandview Heights • Olentangy Local-classified only • Whitehall City Schools • You will need to provide the same payroll information for the districts above when you substitute in the district the first time.

• Direct Deposit Authorization and Voided Check • Tax Forms (Federal, State, City and School District) • SERS and STRS Forms • Social Security Windfall form • I-9 and Copies of ID 8

Types of Substitute Teaching Licenses

OHIO TEACHING LICENSE:

You can substitute in any classroom short-term and in your licensure area long term (long term=more than 5 consecutive days) There are two types of substitute teaching licenses: long-term and short-term.

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

• Short-Term Sub. Teaching License for those with an earned bachelor’s degree in a subject that is not taught in the public school system (psychology, theology, international business, etc.). Restriction on short-term license: not able to fill in same subbing assignment for more than five consecutive school days.

About ESC Classrooms The ESC of Central Ohio operates 64 classrooms in School Districts throughout Central Ohio for students with disabilities. You can select these schools by selecting

ESC of Central Ohio

on your preference sheet.

About ESCCO Classrooms

Types of classrooms: • Cross Categorical – special education classrooms for students with varying needs and levels of disability • STACK – classrooms specifically designed to the learning needs of students on the autism spectrum • Hearing Impaired – for students with varying levels of hearing ability • Emotionally Disturbed – for students with demonstrated social and emotional problems.

• Community-Based Transition – designed to help students learn life and career skills and transition to be more independent post-high school • Also offer STACK, HI and CC preschool classrooms

BEFORE YOU BEGIN...

• Be Prepared: As time allows, you may want to assemble some teaching materials relevant for sub assignment (worksheet, activity, etc.) in case no lesson plan or instruction is provided.

Sample web addresses

: – http://mrt.tripod.com

– http://www.teacheroz.com

• • • • • First Impressions: Dress professionally for the position you are substituting for Arrive 10-15 minutes before your assignment begins Introduce yourself to building secretary and principal if possible Upon arriving to the classroom, introduce yourself to your teaching colleagues in your area.

The principal may do a 3-5 minute walk through in your classroom sometime during your assignment.

•Avoid being alone with a student.

•Never touch or grab a student.

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

SOCIAL NETWORKING

• BE CAUTIOUS ABOUT “FRIENDING” STUDENTS and PARENTS of Students. Same thing goes for texting and releasing your personal phone # or email address.

• KEY RULE OF THUMB: “Think about the unintended consequences” • COACHES WILL OFTEN SET UP A SEPARATE SITE FROM THEIR PERSONAL ACCOUNTS AND HAVE THEIR TEAM CAPTAIN(S) CONTACT THE TEAM FOR ROUTINE MESSAGES

HANDLING THE UNEXPECTED

– Review the procedures, /CONFIDENTIALITY – student attendance procedure, bus passes, etc – Safety, Fire & Tornado drills – Also check the schedule for the following: • ASSEMBLIES, SPECIAL EVENT SCHEDULES • STUDENTS WHO MAY BE AUTHORIZED TO LEAVE CLASS FOR TUTORING • LUNCH SCHEDULES • SPECIAL DRESS DAYS

THE CLASSROOM the beginning...

• Greet students at the door---it will relieve the element of surprise and help set the tone for the day. • Take attendance (be sure to ask what the procedure is for recording school attendance) • Introduce yourself as soon as the class begins and tell them that it is your job to make sure that their teacher’s lesson plans are covered for the day • Clearly articulate in writing and verbally your expectations for the class period. Today, we will...

• It’s OK to verbally tell your students what your expectations of behavior are-- but don’t tell them a bunch of “don’ts” • If there’s no seating chart, make one. Have students write their name on the seating chart so that the teacher can see where his/her students sat

the Middle...

• Follow the teacher’s lesson plans as closely as possible.

• If there are no lesson plans, or they are not complete, you don’t need to advertise that to your class. • Use physical proximity and “work the room” • Present your lesson into “attention-keeping” time frames (10-12 minutes is ideal) • Most lessons consist of the introduction of the objective the introduction of the new information, and review/practice of that new information

the End

• Perfect timing is hardly ever perfect...

• Good classes end with some sort of assessment • Always collect the Teacher’s assignments, unless you’ve been specifically directed not to do so. Where possible, review each student’s work before class is over and note their progress to their teacher • Review the objective you stated early in the class-- talk about what you’ve accomplished • What questions/concerns/confusion do the students have?

NOTE TO THE TEACHER

• Include all student attendance records • Divide the day into portions and tell the teacher specifically what you accomplished (or didn’t) in each portion • Recognize students who were cooperative and helpful. Let the teacher know specifically incidents that might have occurred.

• Leave your contact information so the teacher can contact you with questions or when she/he wants you to sub again!

Check Out at the end of the day

• Be sure to fulfill all of the check out procedures with your building.

• Sign out—return school/classroom keys 22

• SUBSTITUTE TEACHING MEANS THINKING ABOUT CLASSROOM MANAGEMENT!

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Helpful Hints about Classroom Management...

• Typical substitute teacher scenarios: – Non-aggressive teachers – Hostile teachers – Assertive teachers • Non-Aggressive teachers will often take a passive approach; seem wishy-washy, unable to articulate expectation; allow more aggressive students to run the class • Hostile teachers respond in a manner that exacerbates problems; controlling; negative; sarcastic; classroom management may become a battleground

Assertive Teacher

• Confident • Clearly articulates expectations • Treats students with respect • Proactive • Is consistent and firm • Uses an appropriate sense of humor • Builds trust • Speaks respectfully to students • Non-reactive • Body Language (eye contact, carriage, facial expressions)

Classroom Management

• Use proximity as a classroom management tool – move about the room • “With-itness”--have it! be it!

• Have a classroom “toolkit” ready for anything • Return the classroom to the way it was at the start of the class. • Collect all distributed materials (calculators, journals, lab equipment, etc.) before the class ends.

• Discourage students from lining up at the door.

More helpful hints

• Praise in public; criticize in private • Seven habits to avoid: • Criticizing • Blaming • Complaining • Nagging • Threatening---especially, if you don’t follow-through • Punishing • Rewarding---when it becomes “expected” for doing what is required

Pushing Buttons...

• Verbal arguments---you’re never going to come out the winner; don’t enter the game.

• Say, “I understand , but.....” • Example, “I understand that Mrs. Jones doesn’t normally give spelling tests on Wednesdays, but her lesson plans tell me I have to do this. I’m sure she’ll take care of it when she gets back.”

Your Toolkit

• Extra Pens, Pencils, Paper • Calculator • Binder with maps, information about schools, sample activities and lesson plans you’ve prepared • Puzzles, games, esp. word games • Tissues; highlighters; post-it notes; bandaids; hand sanitizer • Other suggestions

SAMPLE ACTIVITIES

• EXIT SLIP • KWL • WORD SCRAMBLES/PUZZLES • THREE-QUESTION QUIZ • JOURNAL ENTRIES • GRAPHIC ORGANIZERS • PAIR-SHARE • PICK A QUOTE CIRCLES • TWO-COLUMN JOURNALING

Best to Avoid these Options

• MOVIE DAY! While this might seem like a good idea ; 24 students in a dark room for forty or fifty minutes is a recipe for disaster!- Stop film every 5-8 minutes and discuss, write about it, share something, ask questions • INDEPENDENT READING DAY! Again, a prolonged silent activity invites trouble. Use a reading organizer like double-entry journal or guided reading questions • GIVE STUDENTS A “FREE” DAY! Ahh! Try to give the students something that relates to their curriculum. Leave assessment for teacher.

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RESOURCES YOU MIGHT BE ABLE TO USE

• A three-ring binder • Schools’ information (maps, phone numbers, secretaries’ names; start/end times; misc. info) • Sample activities/games/puzzles divided by subject and level (K-3 language arts) • Copies of paperwork (confirmation #, school address and phone number)

Substitute Teacher Performance

• With the best interest of the students served in our districts: - Administrators reserve the right to exclude substitutes from classrooms, schools or entire districts - Substitutes excluded from two buildings in the same district are excluded from the entire district - Substitutes excluded from two district within the SSC-COG consortium are excluded from all SSC-COG AESOP districts - Nature of performance issue(s) may exclude a substitute immediately from an entire district or the SSC-COG AESOP consortium

Substitute Performance Issues

I. References: Substitute Teacher Performance Addendum – SSC-COG Substitute Employee Handbook II. Performance Issues – This listing is not inclusive.

- Classroom control/management issues - Failure to provide supervision to students at all times - Inappropriate comments/language to students, staff or parents - Being physically or verbally abusive towards students - Failure to follow lesson plans as provided - Not arriving to assigned duties on time - Failure to show for an assignment or to provide timely cancellation - Not arriving to assigned duties on time - Failure to show up for an assignment or provide timely cancellation Cancellation of an assignment after the district’s cut-off time - Late arrival for an assignment, leaving an assignment early

II. Performance Issues Continued • Use of tobacco products or electronic cigarettes in or on school facilities or grounds • Dismissing students early from a class period or at the end of the school day • • Unprofessional dress, unprofessional attitude Inappropriate and unauthorized use of school resources including but not limited to computers, phones • Being under the influence of alcohol or drugs • The SSC-Council of Governments reserves the right to remove any substitute employee from the AESOP system at any time, at its sole discretion. Violation of the above examples of performance issues could result in exclusion from the SSC-COG immediately and for the future.

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If you need to cancel a job that you accepted on AESOP, who do you contact?

A. AESOP (1.800.94AESOP) B. Email [email protected]

C. School Secretary (see Substitute Employee Handbook for contact data) 36

Where can you find the payroll schedule that includes the dates you are paid?

A. Call AESOP B. Consult your Substitute Employee Handbook p. 17 .

C. Email [email protected]

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D. Call the School Secretary.

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If your paycheck is incorrect, who do you contact?

A. Email [email protected]

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B. AESOP C. The ESC Payroll Department [email protected]

D. School Secretary 38

Where is the Job Description for Substitutes?

A. You must request a copy of it from ESC.

B. Each school has a copy. Ask the school secretary C. Consult the Substitute Employee Handbook.

D. There is no job description 39

I want to substitute for the next school year. What do I do?

A. Email [email protected]

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B. Check the ESC website ( www.escco.org/subs ) for updates and announcements.

C. Read the announcements that appear when you log onto AESOP to search for jobs.

D. Call AESOP.

E. A or D F. B or C 40

I wanted to accept a job but clicked the

Reject

button. How do I “bring back” the job so I can accept it?

A. Email [email protected]

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B. Call AESOP C. Once a job is rejected it cannot be “brought back”. Scream in agony and look for another job.

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I think I should be seeing more jobs on AESOP. What do I do?

A. Check your AESOP home page for scheduled jobs and non-work days. AESOP will not post jobs on the days that you are unable to work.

B. Call the schools that you most want to serve so the secretary can assign you to unfilled jobs.

C. Call AESOP.

D. A and B.

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How will I be notified that I’m active in AESOP and may log onto the system?

A. You will receive phone calls from AESOP.

B. You will receive an email from the ESC HR Department which provides your ID, PIN and an introduction to AESOP.

C. You will receive a letter through the mail giving you logon information.

D. A school secretary will contact you welcoming you to the school.

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What kind of classes can you teach if you hold a short term / general education substitute license?

A. All classes regardless of subject or grade.

B. All classes regardless of subject or grade level, but only in a non-teaching position.

C. All classes regardless of subject or grade, but only for a maximum of five consecutive days.

D. Grades K-6 only.

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I want to add a district to AESOP. I click on the “Add a district” button and nothing happens. Do I … A. Email [email protected]

B. Call AESOP C. Call the School Secretary D. Leave feedback for a completed job and include a request for the district to be added to my profile.

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So, when will I be able to substitute?

• When we have your complete employment file which includes: – Current valid teaching or substitute teaching license (short or long term) or educational aide license from ODE – Proof of completion of the annual BBP course – Signed copy of the Handbook acknowledgement page – District preference form – All appropriate fiscal and STRS/SERS forms

We owe our students the best possible educational experience everyday. As a substitute teacher you are an instrumental part of the learning experience. If you need to complete your background check you may do that now. Thank you for coming.