Document Sample


                      MISSOULA, MONTANA

                  SCHOOL YEAR: 2010/2011

Hellgate Elementary          Page 1        August 1, 2010
                        SUBSTITUTE HANDBOOK
                            Revised: August 2010
                      Dr. Douglas Reisig, Superintendent
                            Hellgate Elementary
                              2385 Flynn lane
                             Missoula, Montana
                               (406) 728-5626
The Board of Trustees for Hellgate Elementary shall endeavor to ensure for employees
and students, freedom from discrimination of race color, religion, gender, national origin,
age, disability, or marital status. No employee of the school district shall engage in
discriminatory practices while representing the school district. This handbook is not
intended, nor inferred, to be a contract. It is however, intended to give you, a Hellgate
Elementary substitute, a working knowledge of what Hellgate Elementary stands for and
an overview of organizational operations and expectations.

Dear Substitute:

On behalf of the Board of Trustees for Hellgate Elementary and administration, I
welcome you to our school district.

As a substitute teacher in our district, I consider you to be an important and integral part
of our educational team. You are joining an outstanding professional and support staff for
the purpose of nurturing the intellectual, physical, and emotional development of our
students. I greatly appreciate your willingness to work with our students and teachers and
acknowledge the challenging nature of this task. Introduce yourself to your fellow
teaching colleagues and feel comfortable in your surroundings. You are valued among us.

This handbook is designed to provide you with important information and guidelines.
Every day of the school year is important. The material contained within these pages will
help you succeed in making the most of every day.

Our goal is to work together to provide Hellgate Elementary students with the best
possible education. I wish you a successful, productive and rewarding school year.

Douglas Reisig, Ed. D.
Superintendent of Schools

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           Target Curriculum Area Goal Statements
Reading:               All students will increase their comprehension and application of
                       informational reading material.
Problem Solving:       Students will demonstrate the ability to apply critical thinking
                       skills to solve problems.
Mathematics:           All students will increase their comprehension and application of
                       mathematical concepts and applications.

                          School Board Members
      Chair                                                        Tom McLaughlin
      Vice Chair                                                   Diane Beck
      Trustee                                                      Rich Thornock
      Trustee                                                      Robin Hall
      Trustee                                                      Will Deschamps
      Trustee                                                      Sharon Bingham
      Trustee                                                      Paula Sheridan

                          District Administration
                            Dr. Douglas Reisig, Superintendent
                   Dr. Bruce Whitehead, Principal Hellgate Elementary
                   Mrs. Candy Johnson, Principal Hellgate Elementary
                 Ms. Nancy Singleton, Principal, Hellgate Middle School
               Mr. Steve Harris, Assistant Principal, Hellgate Middle School
                      Dr. Sally Woodruff, Director Special Education
                           Mrs. Gayle Mohl, Business Manager
                         Mrs. Julie Leister, Food Service Director
                        Mr. Bruce Parks, Maintenance Supervisor
                                     Phone: 728-5626
                                     Fax: 728-5636

Hellgate Elementary                       Page 3                           August 1, 2010
         Vision Statement (Hellgate Elementary)
                      “Come Grow With Us”

   Hellgate Elementary School is a community of learners

    joined together in a welcoming and safe environment,

  unified in its commitment to education and inspiring all

                      students today and tomorrow.

      Excellence: Every Way! Every day! Every where!

             Core Beliefs (Hellgate Elementary)

   1. Everyone in the community is responsible for creating a safe
      environment for lifelong learning.

   2. All students can learn and be successful.

   3. High expectations generate high success.

   4. Diversity is recognized as a strength and a valuable resource.

   5. Celebrations of efforts encourage risk taking and growth.

   6. Caring and trusting relationships enhance learning.

   7. All individuals within our community are treated with dignity
      and respect.

Hellgate Elementary              Page 4                  August 1, 2010
1. Familiarize yourself with all school sites at which you may substitute teach.
   ALWAYS check in at the building office upon arriving at the school site.

2. Respond affirmatively to calls from schools requesting substitute teacher service
   unless illness or an emergency hinders you.

3. Dress professionally, setting a good example for the students.

4. Report promptly to the main office when you arrive at the school. Familiarize
   yourself with routine procedures such as class schedules, lunch times, referring
   students to the office, etc.

5. Familiarize yourself with fire and emergency weather drills procedures. Account for
   all students during these drills.

6. Assume all the responsibilities of the regular classroom teacher including his/her
   special duties. A substitute teacher is not employed simply to maintain order. The
   substitute teacher is expected to remain at the school site for the entire length of
   the teacher day.

7. Maintain CONFIDENTIALITY with all student records and information.

   classroom teacher when dealing with students, parents, and school staff.

9. Review and follow the lesson plans furnished by the regular teacher, to include, but
   not limited to, the following:
   a) Secure materials and equipment necessary to complete the lesson plans.
   b) Start class promptly after the bell and be prepared in advance for emergencies by
       having plans for alternative activities. Contact the principal or designee if lesson
       plans are not available.
   c) Correct all assignments given during the course of the school day.

10. Keep all students in your classroom under supervision at all times. NEVER LEAVE

11. Observe the principles of good classroom control and management. If a problem
    occurs that you are unable to manage, contact the principal or designee immediately
    for assistance. DO NOT create situations that encourage students to challenge your

12. Leave the classroom in "proper" order. You are legally responsible for the pupils,
    equipment, and materials.

Hellgate Elementary                       Page 5                            August 1, 2010
13. Prepare a written account summarizing classroom activities, assignments, and any
    comments for the regular teacher.

14. Accurately report class and homeroom attendance according to the procedures at the
    assigned school.

15. Notify the school administration immediately should an accident, illness or discipline
    problems occur.

16. If in doubt about anything – ASK! Always check with the administrator(s) of
    your assigned school whenever you have questions.

Substitute teachers interact with a variety of school personnel. The ability to
communicate positively and effectively with school personnel affects the quality of
instruction students receives.

Many exceptional student education classes and primary grade classes utilize the services
of paraprofessionals. Most paraprofessionals demonstrate knowledge and skill regarding
student instruction in their assigned areas. They know the daily routines, schedules,
classroom rules, and most importantly, the students. They are often the best source of
information and assistance when substituting in these classes.

Some paraprofessionals prefer to take the teacher's role and ask that the substitute teacher
assist them in the management of the class. Other paraprofessionals prefer to continue
their usual role in assisting the substitute teacher. To avoid misunderstandings in this
unique situation, it is recommended that you discuss teaching responsibilities with the
paraprofessional or the school administrator prior to the beginning of class.

Implement the teacher's plans as fully and completely as possible. The closer you can
follow the teacher’s schedule and lesson plans the better it will be for the students and the
regular teacher when he/she returns.

If you feel the need to modify the lesson, contact the principal or his designee to
implement an alternative lesson. Many substitutes prepare alternative lessons in
anticipation of this situation. Examples include math practice activities, reading materials
of high interest/low vocabulary, topics for creative writing activities, crossword puzzles,
road map activities, and educational games.

Hellgate Elementary                        Page 6                            August 1, 2010

1. An effective substitute teacher strives to create a climate in which success is
   expected, academics are emphasized, and the environment is orderly.

2. As a substitute teacher, it is essential to understand and practice good classroom
   discipline and management. This is necessary before any classroom learning can
   occur. Good classroom control can be the best prevention of major classroom

3. Often a class will "test" a substitute teacher. Students may try to gain status by
   upsetting class routines. Your response to these situations is crucial. TEACHER
   SELF-CONTROL IS A MUST! You must begin by establishing order during the
   first minute of the first period of the day. Your responses must be calm, firm yet fair,
   and tempered with good humor. You can prevent many problems with a combination
   of planning, awareness, and sensitivity.

4. To assist you in maintaining discipline, the following guidelines are recommended.
   Study and implement them appropriately in your specific substitute teaching

5. Before entering the classroom, ask the school administrator for information on the
   "school's discipline plan" and other information on any special discipline policies or
   procedures followed at this school.

6. Always insist that students address all teachers and adults by their titles: Mr., Mrs.,
   Ms., etc.

7. Remember that you are an adult leader and therefore not a "pal" to these students.

8. Set clear limits/standards/rules for the students and then be CONSISTENT in
   enforcing them.

9. Use peer social pressure to encourage good behavior. Do not punish the group for the
   misbehavior of one.

10. Expect students to behave well and PRAISE STUDENTS for their good behavior.

11. As you speak, CIRCULATE in the classroom to monitor activity and to target
    possible trouble spots.

12. Use your voice, eyes, and other nonverbal communication.

13. GO TO THE STUDENTS when they request help. This avoids confusion and
    unnecessary commotion.

Hellgate Elementary                        Page 7                            August 1, 2010
14. Pause and wait, if necessary, for attention and silence before speaking. Avoid
    SARCASM, which is destructive; SHOUTING, which can indicate a loss of control;
    and any kind of CORPORAL punishment - NEVER TOUCH A STUDENT IN
15. As a substitute, please do not promise the students something that might not be
    feasible or make statements in which a student would feel threatened.

16. Use a positive approach and be prepared. Keep activities moving and students
    working. Always have some additional activities planned.

17. If you are having problems in maintaining classroom discipline, consult one of the
    school's administrators. If a green slip or detention is believed to be warranted, please
    check with the building administrator prior to writing such a discipline referral.


1. Arrive in class at least 15 minutes before the students
   a. Check lesson plans. If lesson plans appear to be incomplete or you do not
      understand them, contact the principal or designee.
   b. Gather materials for the lesson(s)

2. Write on the board:
   a. Your name (Mr., Mrs., Miss, Ms.)
   b. Date
   c. Student assignments

3. Welcome students to class
   a. Greet students with a smile
   b. Always stand if possible

4. Start class as soon as bell rings
   a. Introduce yourself with a smile
   b. Check attendance and lunch count
   c. Explain class assignments:
       i.      Implement the teacher's lesson plan as fully and completely as possible
       ii.     If you must modify a lesson, modify it as little as possible
       iii.    Praise and encourage students
       iv.     Circulate around the classroom and smile whenever possible
       v.      Watch for raised hands; go to the student(s) instead of having them come
               to you
       vi.     Collect assignments with a smile
       vii.    Dismiss quietly
       viii. Straighten the room

Hellgate Elementary                        Page 8                            August 1, 2010
5. Write the teacher a note explaining the day's events
   a. Identify helpful students
   b. Identify both completed and not completed assignments/lesson plans
   c. Identify student(s) who became ill or hurt and send them to the office and/or
      clinic with the required paperwork!

1. Sign in at the main office.

2. Collect room keys.

3. Get directions to your classroom and a school maps if available. Check for special
   "school policies" for handling disruptive or ill students.

4. Check the teacher's mailbox.

5. Locate the class rolls or grade book.

6. Locate the lesson plans.

7. Get information from school staff about the bell schedule and any special activities
   for the day.

8. Get special information about your assignment, such as schedules for exceptional

9. Get daily or weekly schedule as needed.

10. Locate instructional and student materials.

11. Write your name on the chalkboard.

12. Check attendance using the assigned school record-keeping procedure and make a
    head count to ensure accuracy. Many substitutes find that checking and/or using a
    seating chart is especially helpful.

13. Encourage the students to leave the room in an orderly condition at the end of the

14. Return all materials to the proper location.

15. At the end of the scheduled workday, return keys and/or other materials, and check
    out through the main office. The normal scheduled workday is 8:00 am until 4:00 pm.

Hellgate Elementary                        Page 9                          August 1, 2010

Hellgate Elementary does not conduct formal evaluations of substitute teachers but a
substitute teacher’s performance report may be submitted at any time by a principal or the
principal's designee. When a substitute teacher's performance is reported to be
unsatisfactory, the Superintendent will arrange a conference with the substitute teacher to
discuss his/her job performance.

A substitute may be removed from the approved substitute teacher list for an excessive
number of refusals to accept teaching assignments, for not reporting for an accepted
assignment, or for an excessive number of cancellations.

NOTE: Substitute teachers are employed on a day-to-day basis by the school board.
There is no contractual agreement for employment between a substitute and the school
board beyond the day's assignment for which he/she is called and for which he/she
agrees to work. Also, there is no guarantee that you will be selected as a substitute
simply because you indicated a desire to be a substitute at Hellgate Elementary.

A substitute will immediately be removed from the District's authorized substitute list for
any incident involving insubordination, gross misconduct, physical or verbal abuse of
students or others, and/or for accusations resulting in a criminal investigation. As a
substitute, you will be given an opportunity to meet with the Superintendent to review the


Substitute teachers frequently serve students with learning challenges of varying severity.
Below are brief descriptions of each type of students to help you understand their needs:

Educable Mentally Handicapped (EMH) students have overall lower intellectual
abilities. They often learn at a slower rate and need more concrete examples.

Speech/Language/Hearing Impaired (SLH) students exhibit problems in voicing
speech sounds correctly, stuttering, or other disfluent speech. They may have difficulty
using words correctly or in understanding the communications of others.

Visually Impaired (VI) students are unable to see objects and images at normal
distances, making special assistance necessary.

Hearing Impaired (HI) students are unable to hear sounds at normal volume from
normal distances, making special assistance necessary.

Specific Learning Disabilities (SLD) students are performing academically below their
intellectual abilities.

Hellgate Elementary                      Page 10                           August 1, 2010
Emotionally Handicapped (EH) students are performing below their abilities due to
inappropriate behavior.

Physically Impaired (PI) students have difficulties that affect motor movement, making
special assistance necessary.

Severely Emotionally Disturbed (SED) students often exhibit combinations of
characteristics that may include limited communication, limited motor coordination and
development, frequent inappropriate behavior, deficient self-help skills and deficient
social skills.

Gifted students may exhibit superior intellectual ability in general, superior academic
aptitude in a particular area such as science, math, etc., and/or creative thinking, with
many areas of interest. Gifted students may display leadership, be talented in the arts, or
have superior psychomotor dexterity.


1. Generally what constitutes good teaching practice for the regular classroom is good
   teaching practice for exceptional students as well.

2. Determine what the student can successfully do and provide activities at their
   functioning levels.

3. Set clear objectives and expectations of what you want the students to do next.

4. Build upon the student’s strengths in order to offer opportunities for students to be
   successful at their levels and to minimize the frustration that leads to discipline

5. Select materials that minimize the students handicapping conditions. For example,
   use large print for visually handicapped students.

6. Emphasize your awareness of the students who are performing correctly and reinforce
   successful performance.

7. Provide sufficient practice to be sure the new skill is learned.

8. Provide opportunities to use the newly learned skill in real-life situations

•   Students can create a story about things that interest them.
•   Students can write spelling words in ABC order.

Hellgate Elementary                       Page 11                            August 1, 2010
•   Students can complete ten math problems you place on the board.
•   Students can draw and describe a new invention of their own.
•   Students can practice handwriting by copying spelling words.
•   Students can write poems.
•   Students can listen to stories read by you.
•   Students can listen to tapes found in the media center.
•   Students can take a nature walk.
•   Students can do reinforcement math from the back of their math book.
•   Students can draw their own creatures.
•   Students can think of imaginative ending for incomplete sentences.
•   Students make and decorate a calendar.
•   Students can use their spelling words in a story.
•   Students can calculate mental math problems read by you. (8 + 7 + 6 = ___)
•   Students can unscramble their spelling words. (example: balet = table)
•   Students can calculate math word problems.
•   Students use wall/book map for geography review.
•   Students can view appropriate filmstrip from media center.

•   Students can create a story about an assigned topic.
•   Students can draw and describe a new invention of their own.
•   Students can write poems. (Books available on types of poems.)
•   Students can listen as you read literature, then summarize it.
•   Students can write a newspaper article. (Give them a choice of topics.)
•   Students can draw a map of their school/city/state.
•   Students can write about the best teacher they have ever had.
•   Students can correct sentences, stories, etc. that you have written on the board.
•   Students can create/solve a word puzzle.
•   Students can do reinforcement math from the back of their math book.
•   Students can write about the future.
•   Students can listen to tapes found in the media center.
•   Students can think of imaginative endings for incomplete sentences.
•   Students can express in pantomime, different ways to do things.
•   Students can write compositions on items you have brought to class.
•   Students can design a travel poster for their favorite vacation spot.
•   Students can form 2 teams and compete to answer geography questions. (State
    capitals, state abbreviations, mountain ranges, etc.)
•   Students can list as many words as they can form from letters in school name.
    (example: Campbell = bell, camp, cab, cap, ball, lamb, etc.)

•   Students can write stories about something that has had significance in their lives.
•   Students can read the newspaper and analyze what they have read.

Hellgate Elementary                       Page 12                            August 1, 2010
•   Students can draw and describe a new invention of their own.
•   Students can create a crossword puzzle from vocabulary words.
•   Students can write an essay on a place they have visited or would like to visit.
•   Students can finish a poem that you have started.
•   Students can draw posters to illustrate what they are learning.
•   Students can listen to tapes found in the media center.
•   Students can think of imaginative endings for incomplete sentences.
•   Students can create an educational brochure or booklet on a range of topics.
•   Students can express in pantomime different ways to do things.
•   Students can answer questions about geographical details using maps.
•   Students can try to answer Trivial Pursuit questions.
•   Students can listen and analyze a selection read by you.
•   Students can complete analogies. (grass: green as banana: _____)
•   Students can complete various sequences. (1, 5, 2, 10, 3, _____)
•   Students can create a time line of their life including major events.
•   Students can create an advertisement for designated product.

Mrs. Dana Schatz, special education secretary, will be responsible for obtaining substitute
employees for the 2010/2011 school year.

The need for substitute employees is indeed variable and hard to predict. As such,
substitute employees may be called anytime from 6:00 a.m. until 9:00 pm in the evening.

The morning call outs are for that day only! The evening call outs are for the next day
and/or future job assignments.

Hellgate Elementary                       Page 13                           August 1, 2010
                             Hellgate Elementary


Hellgate Elementary (the “District”) offers a 403(b) plan for all employees of the District.
Employees are eligible to participate as described below:

A 403(b) plan is a tax-deferred retirement program that permits an employee to reduce his or her
compensation on a pre-tax and/or after-tax basis and have the contribution deposited into a 403(b)
account that the employee sets up with a 403(b) vendor. Amounts deposited into a 403(b)
account and any earnings on those contributions are generally not taxed until the employee makes
a withdrawal from his or her 403(b) account following separation from service with the District,
unless contributions are made on an after-tax basis.
The District maintains a list of approved 403(b) vendors and appropriate contact information for
each vendor. A copy of this list is available from the district office. Employees should contact
each vendor for information about the 403(b) products and services it offers.

To enroll in the 403(b) plan, an employee must complete a salary reduction agreement (SRA) and
the vendor’s application to open an account. The SRA will only apply to amounts earned after
enrolling in the plan. This contribution will continue unless it is modified or revoked in the
future. The District has established policies that enable you to increase or decrease your
contribution, stop your contribution, or change from one authorized 403(b) vendor to another.

Employees may get the necessary enrollment forms from Ms. Gayle Mohl, Hellgate Elementary
District Clerk/Business Manager in the district office. Additional enrollment and/or policy
information on 403(b) plan rules can be obtained by visiting the following website: (click on the “employee” link).

Annual contributions to the 403(b) plan are limited per IRS regulations. Below are the
regulations for the 2010/2011 calendar year.
                     Basic Elective          Age 50+                                  Total
                     Contribution           Catch-Up           15 Years of       Contribution
     Year                Limit            Contribution           Service              Limit
     2010               $15,500               $5,000              $3,000             $23,500

Disclosure to employees: The District has no liability for any employee’s election to participate
in the 403(b) plan, choice of 403(b) vendor(s), or expected tax consequences resulting from
participating in the 403(b) plan. The District does not provide tax, legal or investment advice and
recommends that employees seek advice from professionals who specialize in these areas.

The district has also implemented a 457 program. Please contact the district
Administration office if interested in participating.

Hellgate Elementary                          Page 14                               August 1, 2010
Respect for confidentiality is one of the most critical and important aspects of a certified
staff position, paraprofessional's position, any other classified employee position, or
school volunteer position. Students and parents have a legal and ethical right to
individual, as well as, data privacy. Below are guidelines to consider when working or
volunteering within the school system.

    1. Consider, as a general rule, putting yourself in the student's and parent's position:
       What information would you want discussed with others regarding your child? In
       what settings, and with whom?

    2. Never use other students' names or share information regarding their programs
       with parents during staffings, discussions, or conferences.

    3. Information regarding specific students and programs should remain confidential
       and should not be shared in lunchrooms, staff rooms, or in the community.

    4. Certified staff, paraprofessionals, all other classified employees, and/or
       volunteers should question school policies only through the proper
       school-designated channels, generally beginning with their direct supervisor or, if
       necessary, the principal of the building.

    5. Certified staff and paraprofessionals (as needed), and at times building
       secretaries, but not any other classified employees or volunteers, should have
       access to special education records in order to be most effective in their jobs.
       Since the information is confidential, paraprofessionals and building secretaries
       must first discuss with their supervisor(s) the district's procedures for review.

    6. Paraprofessionals, all other classified employees, and/or volunteers need to
       support the teacher’s techniques, materials, and methods, especially in the
       presence of students, parents, and other assistants. Questions should be directed
       to the specific teacher privately.

    7. When having conversations or writing confidential information regarding a
       student or a family be aware of those around you who may be within
       hearing/reading distance. Look for a more private place within the school

    8. Remember, when working within special education, Title I, and/or with a child
       under a 504 Plan, any Individual Education Plan (IEP) is a legal document
       developed by a team based on a student’s need with goals and objectives in areas
       of service. When necessary, and only on a need to know basis, a teacher may
       review the content of said plans with the para-professional, any other classified
       employees, and/or volunteer. Confidentiality is the guideline.

I have read and been instructed on confidentiality.

            Signed:                                            Date:

Hellgate Elementary                           Page 15                               August 1, 2010

  ** I verify that I have received and read the mentioned policies and I
  accept full responsibility for familiarizing myself with the policies and

  Staff Handbook
  Safety Policy Handbook
  Policy #3225 – Sexual Harassment/Intimidation Policy for Students and Employees
  Policy #5255 - Tobacco Free Policy
  Policy #5226 – Employee Drug and Alcohol Offenses Drug-Free Work Place
  403 B/ 457 Participation Information

Substitute Employee’s Name (print)                     Date


Hellgate Elementary                   Page 16                        August 1, 2010

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