Nelson County Public Schools

Substitute Teacher Training

THANK-YOU FOR YOUR INTEREST IN SUBSTITUTING FOR NELSON COUNTY PUBLIC SCHOOLS.

Your contributions allow us to continue the education process even when one of our valued staff members has to be out of work. We couldn’t be successful without you!!!

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In order to be approved as a substitute employee in our division, you must:

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• Complete this on-line training program and submit the necessary certificates of successful completion to the Personnel Office.

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• Meet individually with the building principal or assistant principal of the school in which you wish to substitute. After receiving their recommendation, we will submit your name to the School Board to be placed on our Approved Substitute List.

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• Come by the Central Office for employment paperwork and a background investigation.

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• Provide proof that you are free from tuberculosis.

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• Most importantly, you must care about kids and want to make a positive different in their lives.

• On any given day, approximately 274,000 substitute teachers serve in this country's classrooms. By the time a student graduates from high school, that person will have spent the equivalent of a full year being taught by a substitute.

Topics to be covered today

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• Professionalism and the substitute teacher

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• Legal aspects of being a substitute teacher

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• Classroom management & discipline

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• The daily routine

Professionalism

• One of the most important aspects of becoming an effective substitute teacher is how you view and portray yourself to students, staff and the community. Above all, you need to consider yourself a professional. Remember, students will encounter substitutes on a regular basis, and for that reason alone you are a very important part of the educational process.

Professionalism

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• As a foundation of professionalism, the National Education Association (NEA) adopted the Code of Ethics of the Education Profession. It is based on the following principles:

Code of Ethics

Professionalism

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1. Commitment to the Student

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• The educator strives to help each student realize his or her potential as a worthy and effective member of society. The educator therefore works to stimulate the spirit of inquiry, the acquisition of knowledge and understanding, and the thoughtful formulation of worthy goals.

Professionalism

2. Commitment to the Profession

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• The education profession is vested by the public with a trust and responsibility requiring the highest ideals of professional service.

Professionalism�Your actions speak so loudly, I can hear your words.

"I didn't always follow this advice, and even at age twenty-seven I was being asked on dates by high school boys. I was also informed by a school secretary that there were teachers who did not want me to sub in their classrooms because of the way that I dressed!" -Experienced substitute

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Students and other staff will respect you more if you exercise good judgment in how you dress.

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Your appearance contributes to creating a good first impression from the moment you walk into a school building--and every time thereafter. ��The following tips should be helpful:

Professionalism

Dress in a manner that sets you apart from students and enhances a businesslike atmosphere in the classroom.

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• First impressions are important, and, like it or not, the way you dress will make a difference in how you are treated by students and staff. You may find that many teachers dress very casually, but you need to remember that they already have a relationship with their students. They are not making a first impression, and they are not attempting to gain control of a new classroom. As a substitute teacher, you are making a first impression virtually every day.

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Professionalism

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• It is especially important for younger-looking substitute teachers to dress a bit more conservatively. ��This helps establish you as the authority figure in the classroom. Students will look at you as a teacher and not as a peer (and hopefully treat you as such). As you can imagine, this is especially important when you are subbing at the middle school or high school level.

Dress comfortably so you can move around the classroom and building with ease.

• Women will want to avoid high heels, short skirts, low-cut tops and severely tight attire. ��Professional-looking pantsuits are usually appropriate. Men may want to wear khaki or dress pants, a button-down or polo shirt, and comfortable shoes. ��In most cases, jeans, t-shirts and sandals are not a good idea for any substitute. Regional differences and job assignment may influence your style of attire.

General rules of conduct

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• Rule #1.

You are to be attentive and present for the benefit of all students in the classroom. ��The most crucial reason you are in the classroom is to ensure safety. ��To accomplish that, your attention must be focused on the students at all times.

This means:

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• Do not give an assignment then sit down to read the newspaper or play on the computer.
• Do not walk out of the classroom.
• Do not make personal calls.

Professionalism

• Rule #2. �Never use the Internet at school to surf inappropriate web sites! ��This may sound obvious, but it happens.

Professionalism

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• Rule #3· �Do not gossip about classes or students. ��This rule applies whether you are in the teachers' lounge at school or anywhere else. It is all right to ask advice about how to deal with certain students or classes, but don't let the conversation develop into one of complaining, ridiculing or spreading innuendoes about students or staff.

Professionalism

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• Rule #4.

Keep your political, religious, and social beliefs to yourself. ��You are there to teach, not to proclaim your opinions or convert students to your way of thinking. By sticking to the teacher's lesson plans, you should be able to avoid these situations. If you find yourself in a class where students ask about your beliefs, be respectful of their inquiries but stick to the lesson at hand.

Professionalism

• Rule #5.

Be friendly, positive and enthusiastic. ��Although you are not there to become friends with students, you do need to be pleasant with them and demonstrate an interest in their assignment. Children are very quick to pick up on your overall attitude, and you want them to be at least cooperative if not deeply engaged.

EXERCISING PROFESSIONAL JUDGMENT �INTERACTION WITH STUDENTS

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• Maintain a professional barrier between you and students. You are the adult, the teacher, and the professional; act like the expert - not like another one of the "kids."

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• Keep the classroom door open when talking with students.

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• Avoid any behavior that could be misinterpreted when interacting with students.

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• Avoid leaving your students unsupervised.

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• Use verbal praise and reinforcement.

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• Avoid losing your temper and avoid corporal punishment.

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• Chaperon only school-sponsored functions. Do NOT socialize with students.

EXERCISING PROFESSIONAL JUDGMENT �INTERACTION WITH STUDENTS

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• Do NOT take children home with you or transport them in your car alone or without prior administrative approval.

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• Do NOT make telephone calls or write notes of a personal nature to students.

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• Respect students and their cultural backgrounds.

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• Use only proper humor (avoid sexual and racial jokes or humor).

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• Be confidential (what you hear at school stays at school).

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• Avoid criticizing others.

Legal Aspects

• An overall consideration when substitute teaching is your legal responsibility in the classroom and school. ��The following are some legal responsibilities you should be aware of. An understanding of these responsibilities will require some questioning on your part as to specific school/district policies.

Legal Aspects

• Supervision Of Students - The substitute teacher who has physical control of a classroom has a duty to keep these children safe and orderly. ��In many states, a teacher acts in loco parent’s - in the place of a parent - and is allowed to use his/ her judgment in a manner similar to a parent. The standard is the reasonable use of professional judgment for the safety and orderly education of students.

Legal Aspects

• Due Care And Caution - A teacher is required to exercise due care and caution for the safety of the students in his/her charge. Essentially, this means acting reasonably and with safety in mind, being able to explain circumstances and your actions, as well as following school safety policies and procedures.

Legal Aspects

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• Release Of Children - Due to possible restraints on who may have custody of a child, children should not be allowed to leave the building during the school day without express consent from the office.

Legal Aspects

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• Administering Medication - Medication should only be administered by the school nurse or other appropriate health personnel, not the classroom or substitute teacher. If you know of medication requirements of a student, the health professional should be notified.

Legal Aspects

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• Confidentiality - It is unprofessional and against the law in many states to disclose confidential information about your students. Generally, a substitute teacher should avoid comments about individual students that convey private information: grades, medical conditions, learning or discipline problems, etc.

Legal Aspects

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• Anecdotal Records - Maintaining notes on particular incidents in the classroom can protect you in problematic situations. If you feel that your actions might be questioned, note the date and time, the individuals involved, the choices for action considered, and the actions taken.

Legal Aspects

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• Discipline Policies -The state of Virginia does not allow for the use of corporal punishment.

Legal Aspects

• When sending a student to the principal due to discipline matters, the substitute teacher maintains the duties of supervision and due care for both the individual child and the remainder of the class.

Legal Aspects

• Proper action may be detailed in the school policy or may require your independent sound judgment. Possible actions include having another child accompany the child, sending a child to bring someone from the office to intervene, or having another teacher watch your class while you take the child to the office.

Legal Aspects

• Dangerous Situations - A substitute teacher is responsible for making sure the learning environment is safe.

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This includes things such as the arrangement of desks so as not to block exits and proper supervision during the use of potentially dangerous classroom equipment.

Legal Aspects

• A teacher must also consider the potential for problems in certain kinds of classes. Planned activities in a physical education, science, shop, or home economics class may be uncomfortable for the substitute teacher. In such cases, the substitute teacher may choose to do an alternative activity which they feel they can conduct safely.

Legal Aspects

• The purpose of child abuse reporting legislation is to protect the best interests of children, offer protective services to prevent harm to children, stabilize the home environment, preserve family life whenever possible, and encourage cooperation among the states in dealing with the problem of child abuse.

Legal Aspects

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• Any school employee (including a substitute teacher) who knows or reasonably believes that a child has been neglected, or physically or sexually abused, should immediately notify the building principal.

Legal Aspects

• What is sexual harassment?

Definition: Unwelcome sexual advances, requests for sexual favors, and other verbal or physical conduct of a sexual nature when: ��1. submission to such conduct is made, either explicitly or implicitly, a term or condition of a person's employment or a student's academic success

Legal Aspects sexual harassment continued...

• 2. submission to or rejection of such conduct by an individual is used as the basis for employment or academic decisions affecting such individuals

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• 3. such conduct unreasonably interferes with an individual's work or academic performance or creates an intimidating, hostile, or offensive working, or learning, environment

Legal Aspects sexual harassment continued...

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• What are some examples of verbal, non-verbal, and physical sexual harassment?
• The following are behaviors which could be viewed as sexual harassment when they are unwelcome:

Legal Aspects sexual harassment continued...Verbal

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• whistling or making cat calls at someone

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• making sexual comments about a person's clothing or body

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• telling sexual jokes or stories

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• referring to an adult woman or man as a hunk, doll, babe, or honey

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• spreading rumors about a person's personal sex life

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• repeatedly "asking out" a person who is not interested

Legal Aspects sexual harassment continued... Non-verbal

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• paying unwanted attention to someone (staring, following)

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• making facial expressions (winking, throwing kisses, licking)

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• making lewd gestures

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• giving gifts of a sexual nature

Legal Aspects sexual harassment continued...

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• Physical
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• hanging around, standing close, or brushing up against a person, touching a person's clothing, hair, or body
• touching oneself in a sexual manner around another person, hugging, kissing, patting, stroking, massaging

Classroom Management

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• Here are ten techniques that you can use in your classroom that will help you achieve effective group management and control. ��They have been adapted from an article called: “A Primer on Classroom Discipline: Principles Old and New” by Thomas R. McDaniel, Phi Delta Kappan, September 1986.

Classroom Management

• 1. Focusing��Be sure you have the attention of everyone in your classroom before you start your lesson. Don’t attempt to teach over the chatter of students who are not paying attention.

Classroom Management

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• Inexperienced teachers sometimes think that by beginning their lesson, the class will settle down. The children will see that things are underway now and it is time to go to work. Sometimes this works, but the children are also going to think that you are willing to compete with them, that you don’t mind talking while they talk, or that you are willing to speak louder so that they can finish their conversation even after you have started the lesson. They get the idea that you accept their inattention and that it is permissible to talk while you are presenting a lesson.

Classroom Management

• The focusing technique means that you will demand their attention before you begin. It means that you will wait and not start until everyone has settled down. Experienced teachers know that silence on their part is very effective. They will punctuate their waiting by extending it 3 to 5 seconds after the classroom is completely quiet. Then they begin their lesson using a quieter voice than normal.��A soft spoken teacher often has a calmer, quieter classroom than one with a stronger voice. Her students sit still in order to hear what she says.

Classroom Management

• 2. Direct Instruction�Uncertainty increases the level of excitement in the classroom. The technique of direct instruction is to begin each class by telling the students exactly what will be happening. The teacher outlines what he and the students will be doing this period. He may set time limits for some tasks.

Classroom Management

• 3. Monitoring�The key to this principle is to circulate. Get up and get around the room. While your students are working, make the rounds. Check on their progress.

An effective teacher will make a pass through the whole room about two minutes after the students have started a written assignment. She checks that each student has started, that the children are on the correct page, and that everyone has put their names on their papers. The delay is important. She wants her students to have a problem or two finished so she can check that answers are correctly labeled or in complete sentences. She provides individualized instruction as needed.

Classroom Management

• Students who are not yet quite on task will be quick to get going as they see her approach. Those that were distracted or slow to get started can be nudged along. ��The teacher does not interrupt the class or try to make general announcements unless she notices that several students have difficulty with the same thing. The teacher uses a quiet voice and her students appreciate her personal and positive attention.

Classroom Management

• 4. Modeling�McDaniel tells us of a saying that goes “Values are caught, not taught.” Teachers who are courteous, prompt, enthusiastic, in control, patient and organized provide examples for their students through their own behavior. The “do as I say, not as I do” teachers send mixed messages that confuse students and invite misbehavior. �If you want students to use quiet voices in your classroom while they work, you too will use a quiet, but assertive voice as you move through the room helping youngsters.

Classroom Management

• 5. Non-Verbal Cuing�A standard item in the classroom of the 1950’s was the clerk’s bell. A shiny nickel bell sat on the teacher’s desk. With one tap of the button on top he had everyone’s attention. Teachers have shown a lot of ingenuity over the years in making use of non-verbal cues in the classroom. Some flip light switches. Others keep clickers in their pockets.

Non-verbal cues can also be facial expressions, body posture and hand signals. Care should be given in choosing the types of cues you use in your classroom. Take time to explain what you want the students to do when you use your cues.

Classroom Management

• 6. Low-Profile Intervention��Most students are sent to the principal’s office as a result of confrontational escalation. The teacher has called them on a lesser offense, but in the moments that follow, the student and the teacher are swept up in a verbal maelstrom. Much of this can be avoided when the teacher’s intervention is quiet and calm.

Classroom Management

• An effective teacher will take care that the student is not rewarded for misbehavior by becoming the focus of attention. She monitors the activity in her classroom, moving around the room. She anticipates problems before they occur. Her approach to a misbehaving student is inconspicuous. Others in the class are not distracted.

Classroom Management

• While lecturing to her class this teacher makes effective use of name-dropping. If she sees a student talking or off task, she simply drops the youngster’s name into her dialogue in a natural way. “And you see, David, we carry the one to the tens column.” David hears his name and is drawn back on task. The rest of the class doesn’t seem to notice.

Classroom Management

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• 7. Assertive Discipline�This is traditional limit setting authoritarianism. When executed as presented by Lee Canter (who has made this form a discipline one of the most widely known and practiced) it will include a good mix of praise. This is high profile discipline. The teacher is the boss and no child has the right to interfere with the learning of any student. Clear rules are laid out and consistently enforced.

Classroom Management

• 8. Assertive I-Messages�A component of Assertive Discipline, these I-Messages are statements that the teacher uses when confronting a student who is misbehaving. They are intended to be clear descriptions of what the student is suppose to do. The teacher who makes good use of this technique will focus the child’s attention first and foremost on the behavior he wants, not on the misbehavior. “I want you to...” or “I need you to...” or “I expect you to...”

Classroom Management

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• The inexperienced teacher may incorrectly try “I want you to stop...” only to discover that this usually triggers confrontation and denial. The focus is on the misbehavior and the student is quick to retort: “I wasn’t doing anything!” or “It wasn’t my fault...” or “Since when is there a rule against...” and escalation has begun.

Classroom Management

• 9. Humanistic I-Messages�These I-messages are expressions of our feelings. Thomas Gordon, creator of Teacher Effectiveness Training (TET), tells us to structure these messages in three parts. First, include a description of the child’s behavior. “When you talk while I talk...” Second, relate the effect this behavior has on the teacher. “...I have to stop my teaching...” And third, let the student know the feeling that it generates in the teacher. “...which frustrates me.”

Classroom Management

• A teacher, distracted by a student who was constantly talking while he tried to teach, once made this powerful expression of feelings: “I cannot imagine what I have done to you that I do not deserve the respect from you that I get from the others in this class. If I have been rude to you or inconsiderate in any way, please let me know. I feel as though I have somehow offended you and now you are unwilling to show me respect.” The student did not talk during his lectures again for many weeks.

Classroom Management

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• 10. Positive Discipline�Use classroom rules that describe the behaviors you want instead of listing things the students cannot do. Instead of “no-running in the room,” use “move through the building in an orderly manner.” Instead of “no fighting,“ use “settle conflicts appropriately.” Instead of “no gum chewing,” use “leave gum at home.” Refer to your rules as expectations. Let your students know this is how you expect them to behave in your classroom.

Classroom Management

• Make ample use of praise. When you see good behavior, acknowledge it. This can be done verbally, of course, but it doesn’t have to be. A nod, a smile or a “thumbs up” will reinforce the behavior.

Special Education

• What are the needs of the special education students in your classroom?

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• Leaving the class

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• Other needs/accommodations

Discipline Practices

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• 1. Treat all pupils with fairness, impartiality, and responsible fairness.

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• 2. Be alert -- spot potential behavior problems in the early stages and take action before the situation gets out of hand.

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• 3. Remember that some pupils will test a substitute teacher to determine what behavior limits are. Teachers must take a firm stand when the limits are reached.

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• 4. Stress to students that they must assume some responsibility for their own actions.

Discipline Practices

• 5. If possible, try to speak privately with pupils who cause problems. This may be done in the school �corridor or quietly at the teachers desk.

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• 6. Try to avoid reaching an impasse with a student and allow him or her to save face if possible.

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• 7. Seek administrative assistance when necessary but do not lean too heavily on the principal to �handle discipline problems. When you call in the principal or send a student to the office, you are �asking someone outside your classroom to discipline a student for behavior inside your classroom.

Discipline Practices

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• 8. Watch attention spans. It is important to know when to change activities, speed up or slow down.

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• 9. Do not leave the class unattended unless there is a real emergency.

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• 10. Sometimes pupils will encourage certain activities or procedures which vary from regular teacher's routine. If such a situation arises, be pleasant but firm as to how things are going to be done that day. Try to adhere as closely as possible to regular teacher's normal routine.

The Daily Routine

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• First of all, arrive on time, which probably means at least one-half hour before the first class is scheduled to begin. You should check in with the principal or secretary and sign in on the sign-in sheet that is available at many schools.

The Daily Routine

• Second, always dress professionally. A Phoenix teacher says, "I dress to the 'T' as a substitute teacher. The kids hold the door for me. One on each side! That's pretty scary and wonderful that they are influenced so easily by appearance. My daughter's been on her job for only two weeks and she says they hold the door for her, also."

The Daily Routine

• Third, follow the teacher's lesson plan as given to you. Most all teachers are responsible and want their students to learn. You are expected to carry on with the academic program

The Daily Routine

Prior to Entering the Classroom

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• Report to the administration office.
• Obtain any keys that might be necessary.

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• Ask about student passes and special procedures.

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• Ask if there will be any extra duties associated with the permanent teacher's assignment.
• Ask about any special school-wide activities planned for the day.

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• Find out how to refer a student to the office.

The Daily Routine Prior to Entering the Classroom

• Find out how to report students who are tardy or absent.
• Find the locations of restrooms and the teachers' lounge.

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• Ask the names of the teachers on both sides of your classroom and if possible, introduce yourself to them.

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• Ask if any students have medical problems.

The Daily Routine

In the Classroom Before School

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• Enter the classroom with confidence.
• Write your name (as you wish to be addressed by the students) on the board.

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• Review the expectations, or rules, if any are posted.

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• Locate the school evacuation map.

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• Read through the lesson plans left by the permanent teacher.

The Daily Routine In the Classroom Before School

• Locate the books, papers, and materials which will be needed throughout the day.
• Study the seating charts. If you can't find any, get ready to make your own.
• When the bell rings, stand in the doorway and greet students as they enter the classroom.

The Daily Routine

Throughout the Day

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• Greet the students at the door and get them involved in a learning activity immediately.

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• Carry out the lesson plans and assigned duties to the best of your ability.

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• Improvise using the materials in in the classroom to fill extra time, enhance activities, or supplement sketchy lesson plans as needed.
• Be fair and carry out the rewards and consequences you establish.

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• Be positive and respectful in your interactions with students and school personnel.

The Daily Routine

At the End of Each Class Period

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• Make sure that all classroom sets are accounted for.

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• Challenge students to recall projects and topics they have studied that day.

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• Remind students of homework.

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• Have students straighten and clean the area around their desks.

The Daily Routine

At the End of the Day:

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• Write a brief report about your day and leave it for the permanent teacher.

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• Neatly organize the papers turned in by the students.

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• Close windows, turn off lights and equipment, and make sure the room is in good order before you lock the door.

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• Turn in keys and any money collected at the office.
• Check to see if you will be needed again the next day.
• Jot down a few notes to yourself about what was accomplished, how things went, and ways to improve.

Summary

Substitute Teachers are expected to:

• Be professional

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• Be aware of the legal aspects of the job

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• Develop proper classroom management techniques

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• Follow a daily routine

Bloodborne Pathogens (BBP)

This module is designed to serve as the required basic bloodborne pathogens refresher training for employees and to meet the requirements of the Occupational Safety and Health Administration’s (OSHA’s) Bloodborne Pathogen Standard, 29 CFR 1910.1030. A basic understanding of bloodborne pathogens, transmission modes, protection methods, reporting procedures, and other pertinent information is provided in this module.

Bloodborne Pathogens (BBP) (continued)

A copy of the Nelson County Public Schools BBP Exposure Control Policy is available online (www.nelson.k12.va.us), in each school’s main office, in each new employee orientation manual, upon request from the safety supervisor, and from the Bloodborne Pathogens Coordinator.

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How to contact the Bloodborne Pathogens Coordinator…

Shannon Irvin

Assistant Superintendent for Administration

Nelson County Public Schools Administrative Offices

84 Courthouse Square, P O Box 276

Lovingston, Va. 22949

Phone: 434-263-7100

Fax: 434-263-7115

Email: sirvin@nelson.k12.va.us

Other ways to get assistance…

Safety Supervisor

David Johnson

Transportation Supervisor

Email: djohnson@nelson.k12.va.us

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Mr. Tim Rutherford

Maintenance Supervisor

Email: trutherford@nelson.k12.va.us

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Medical Care

Blue Ridge Medical

4038 Thomas Nelson Highway

Arrington, Va. 22922

(434) 263-4000

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School Nurses

Available at each school site

Ms Sara Tomlin

Nelson County High School

Email: stomlin@nelson.k12.va.us

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Ms. Peggy Swan

Nelson Middle School

Email: pswan@nelson.k12.va.us

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Ms. Cindy Lachance

Rockfish River Elementary

Email: clachance@nelson.k12.va.us

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Ms. Diane Rasile

Tye River Elementary

Email: drasile@nelson.k12.va.us

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Bloodborne Diseases Overview

Bloodborne Pathogens are pathogenic microorganisms that are present in human blood and other potentially infectious materials (OPIM) and can cause disease in humans. These pathogens include, but are not limited to, hepatitis B virus (HBV), hepatitis C virus (HCV), and human immunodeficiency virus (HIV). “Hepatitis” means “inflammation of the liver”.

Hepatitis B virus (HBV) Sources:

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Hepatitis Foundation International

http://www.hepfi.org/living/liv_abc.html#basics_hep_B

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Centers for Disease Control and Prevention

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http://www.cdc.gov/ncidod/diseases/hepatitis/b/faqb.htm

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http://www.cdc.gov/ncidod/diseases/hepatitis/b/fact.htm

What is Hepatitis B?

• Hepatitis B is an inflammatory liver disease caused by the hepatitis B virus.

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• Hepatitis B virus results in liver cell damage that can lead to scarring of the liver (cirrhosis) and increased risk of liver cancer in some people.
• It is 100 times more infectious than HIV, has no cure, and can be fatal.

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• In a dried state, HBV may remain viable on surfaces for up to 1 week and maybe longer.

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• It is the only bloodborne disease with a vaccine available for protection.

Transmission

HBV is transmitted primarily through “blood to blood” contact, by accidental needle sticks or other contaminated sharps injuries, sexual contact, mucous membrane contact, and through open cuts. Risk most often occurs in unprotected direct or indirect contact with infected blood. It is not transmitted by casual contact.

Symptoms

Many people with newly acquired hepatitis B have no symptoms at all or they may be very mild and flu-like – loss of appetite, possible stomach pain, nausea, fatigue, muscle or joint aches, mild fever, possibly jaundice (yellowish tinge to the skin), and darkened urine.

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Symptoms may not become noticeable for 1-9 months, after exposure.

Disease Outcome

• Acute infection: 95% of infected adults develop antibodies and recover spontaneously within six months. Upon recovery, they develop immunity to the virus and they are not infectious to others.

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• Chronic infection: 5% of infected adults become carriers of the virus, are chronically infected, and can infect others. The HBV virus remains in blood and body fluids – they may or may not show outward signs or symptoms.

Preventing HBV Infection�Things you can do:

• Get the HBV vaccinations - vaccination provides protection for more than 15 years, and possibly a lifetime. HBV booster shots are not recommended.

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• Wear gloves and other personal protective equipment when cleaning up blood and other potentially infectious materials.

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• Cover any broken skin and rashes with bandages.

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• Clean up any blood spills with an EPA-registered tuberculocidal disinfectant.

Hepatitis C virus (HCV)

• Sources: Hepatitis Foundation International
• http://www.hepfi.org/living/liv_abc.html#basics_hep_C

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• Centers for Disease Control and Prevention

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• http://www.cdc.gov/ncidod/diseases/hepatitis/c/faq.htm
• http://www.cdc.gov/ncidod/diseases/hepatitis/c/fact.htm

What Is Hepatitis C?

• Hepatitis C virus (HCV) causes inflammation of the liver.

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• Many infected individuals show no signs or symptoms.

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• Hepatitis C is a slow-progressing disease that may take 10-40 years to cause serious liver damage in some people.

Transmission

• Injection drug use is the primary risk for HCV infection (60% of new cases).

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• The hepatitis C virus is found mainly in blood.

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• HCV is not spread through kissing or casual contact.

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• HCV may be transmitted by using razors, needles, toothbrushes, nail files, a barber's scissors, tattooing equipment, body piercing or acupuncture needles if these items are contaminated by blood of an infected person.

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• HCV may be transmitted by accidental needle sticks – needles contaminated with HCV-positive blood.

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• HCV is not able to reproduce outside the human body.

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• HCV is rarely spread through sexual contact.

Symptoms

• Most people who are infected with the HCV do not have symptoms and are leading normal lives.

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• If symptoms are present, they may be very mild and flu-like – nausea, fatigue, loss of appetite, fever, headaches, and abdominal pain.

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• Most people do not have jaundice although jaundice can sometimes occur along with dark urine.

Preventing HCV Infection

• There is no vaccine to prevent HCV. Vaccines for Hepatitis A and B do not provide immunity against hepatitis C.

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• Avoid handling anything that may have the blood of an infected person on it.

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• Handle needles and sharps with extreme caution – never recap, bend, or shear needles or separate the needle from syringe. Use sharps containers for disposal.

Human Immunodeficiency virus (HIV)

Source: Centers for Disease Control and Prevention (CDC)

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http://www.cdc.gov/hiv/

What is HIV?

• HIV (human immunodeficiency virus) is the virus that causes AIDS. AIDS stands for Acquired Immunodeficiency Syndrome. Acquired means that the disease is not hereditary but develops after birth from contact with a disease causing agent (in this case, HIV). Immunodeficiency means that the disease is characterized by a weakening of the immune system. Syndrome refers to a group of symptoms that collectively indicate or characterize a disease. In the case of AIDS this can include the development of certain infections and/or cancers, as well as a decrease in the number of certain cells in a person’s immune system.

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• AIDS weakens the body’s immune system so that it cannot fight other deadly diseases. AIDS is a fatal disease. There is no cure and no vaccine for AIDS.

Transmission

• The HIV virus will not survive long outside of the human body. HIV particles are reduced by 90-99% within several hours upon drying.

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• Employees providing first aid or medical care involving fresh blood are at-risk.

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• Transmission may occur through accidental needle-sticks, sexual contact, open cuts, or mucous membranes of the eyes or inside of the nose.

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• Biting is not a common way of transmitting HIV; however, severe trauma with extensive tissue tearing and damage and presence of blood would be of concern.

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• Saliva, tears, and sweat - HIV has been found in saliva and tears in very low quantities from some AIDS patients. However, finding a small amount of HIV in a body fluid does not necessarily mean that HIV can be transmitted by that body fluid. HIV has not been recovered from the sweat of HIV-infected persons. Contact with saliva, tears, or sweat has never been shown to result in transmission of HIV.

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• HIV is not spread by causal contact.

Symptoms

• Many people who are infected with HIV do not have any symptoms at all for many years. Symptoms include:

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• rapid weight loss; dry cough; recurring fever or profuse night sweats; profound and unexplained fatigue; swollen lymph glands in the armpits, groin, or neck; diarrhea that lasts for more than a week; and white spots or unusual blemishes on the tongue, in the mouth, or in the throat.

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• pneumonia; red, brown, pink, or purplish blotches on or under the skin or inside the mouth, nose, or eyelids; and memory loss, depression, and other neurological disorders.

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Prevention of Bloodborne Diseases

• Gloves should be worn during contact with blood or other body fluids that could possibly contain visible blood, such as urine, feces, or vomit.

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• Cuts, sores, or breaks on exposed skin should be covered with bandages.

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• Hands and other parts of the body should be washed immediately after contact with blood or other body fluids, and surfaces soiled with blood should be disinfected appropriately.

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• Needles and other sharp instruments should be handled very carefully and according to recommendations for health-care settings. Never re-cap or bend needles. Dispose of needles in puncture-proof sharps containers.

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• Clean up any blood spills with an EPA-registered tuberculocidal disinfectant.

Hepatitis A virus (HAV)

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• Source: Centers for Disease Control and Prevention

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• http://www.cdc.gov/ncidod/diseases/hepatitis/a/faqa.htm

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• http://www.cdc.gov/ncidod/diseases/hepatitis/a/fact.htm

Hepatitis A virus (HAV) is not a bloodborne pathogen.

• HAV is found in the stool (feces) of persons with hepatitis A.

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• HAV is usually spread from person to person by putting something in the mouth (even though it may look clean) that has been contaminated with the stool of a person with hepatitis A. This is called “fecal-oral” transmission.

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• There is no chronic (long-term) infection.

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• Once you have had hepatitis A you cannot get it again.

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• There is a vaccine available for protection – advised if traveling to certain regions.

Modes of Transmission

It is important to know how bloodborne diseases are transmitted so that you may take protective measures when providing first aid or cleaning up blood. Bloodborne pathogens are spread through infected human blood and other potentially infectious materials (OPIM) such as semen, vaginal secretions, cerebrospinal fluid, synovial fluid, pleural fluid, pericardial fluid, peritoneal fluid, amniotic fluid, saliva in dental procedures, any body fluid that is visibly contaminated with blood. In situations where it is difficult or impossible to differentiate between body fluids – they are considered potentially infectious.

Basics of Infections

All of these factors must be present for a potential exposure to occur:

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• The infected source must have an infectious agent in the blood or other potentially infectious material.

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• An entry site must be present.

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• A potential route of transmission must be present – such as a contaminated sharp object.

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• An unprotected, susceptible person is contaminated through non-intact skin.

Exposure Control Plan

To prevent occupational exposure to bloodborne pathogens and to protect you, Nelson County Public Schools has made School Crisis, Emergency Management, and Medical Emergency Response Plan (Policy EB) available to you. A copy is kept in the main office at each school, is available on the school website (District Information, Policy Manual), and is placed in the new employee orientation manual.

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The School Crisis Policy addresses: employee responsibilities, exposure determination, safe work practices and engineering controls, personal protective equipment, housekeeping, communication of hazards to employees, the Hepatitis B vaccination, post-exposure follow-up, and record keeping and surveillance.

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How am I exposed at work?

Anytime there is “blood-to-blood” contact with infected blood or other potentially infectious materials, there is potential for transmission.

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• Direct transmission - Infected blood enters your bloodstream through an open cut, abrasion, sore, acne, damaged or broken skin such as blisters or sunburn, mucous membranes of the eyes, nose, or mouth

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• Indirect transmission - touch contaminated object or surface and transfer the infection to your mouth, eyes, nose, or open skin

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• Accidental injury - accidentally injure yourself with a contaminated sharp object such as broken glass, sharp metal, needle, or knife.

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Employee Protection Methods

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Never underestimate the dangers of bloodborne pathogens. Always practice “Universal Precautions” - treat all blood/body fluid as if it is infected.

Personal Protective Equipment (PPE)

Rules:

• Always protect yourself first before becoming exposed to blood or body fluids and have a barrier between you and the potentially infectious material.
• Always have PPE readily available and wear in exposure situations.
• Remove PPE that is torn, punctured, or of poor quality.
• Replace torn or punctured PPE.
• Put contaminated PPE in plastic-lined containers with the biohazard label.

Personal Protective Equipment (PPE)continued

Gloves:

• Should be of water impervious materials such as latex or rubber

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• Cover any open cuts or sores on your hands with bandages before gloving.

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• Latex-free gloves are available for those with latex allergies.

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• Inspect gloves for tears or punctures before putting them on. If a glove is damaged, don’t use it. Wear 2 pairs if gloves are of flimsy, thin material.

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• Remove contaminated gloves carefully – never touch the outside of the gloves with any bare skin.
• Dispose of contaminated gloves in such a way that no one else will come in contact with them.

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• Put contaminated gloves in a plastic-lined container with the biohazard label.

Personal Protective Equipment (PPE)continued

Goggles and face shields:

• Should be worn with there is a risk or splashing or splattering of contaminated fluids.

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• Splashing could occur while cleaning up a blood or while providing medical assistance or first aid.

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• A face shield provides extra protection to the face and will protect the nose and mouth.

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Aprons and shoe covers:

• May be worn to protect your clothing and shoes

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• Keeps blood or other contaminated fluids from soaking through to your skin

Personal Protective Equipment (PPE)continued

Resuscitation devices – use for Cardiopulmonary Resuscitation (CPR). Never perform mouth-to-mouth CPR.

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Blood spill clean-up kits – available for classrooms and on buses

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If you’re in a situation where you don’t have the standard PPE, improvise! Use a plastic bag, towel, or other barrier to avoid direct contact.

How do I get PPE items?

• All personal protective equipment (PPE) items are stocked in each school health room and custodial closet.

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• PPE items may be ordered by school custodial staff or school nurse.

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• Gloves are available in each school health room and custodian’s closet.

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• Other PPE items are kept in the first aid kit located in the health room.

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• Notify a school administrator, school nurse, custodian, BBP Coordinator or safety supervisor, if you need personal protective equipment items.

Hygiene Practices

Handwashing

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• Handwashing is one of the most important practices used to prevent the spread of all bloodborne pathogens and other infections.

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• Thoroughly wash hands and other exposed skin as soon as possible following an exposure incident.

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• Thoroughly wash hands as soon as possible after removing gloves and PPE.

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• Use non-abrasive, antibacterial soap - harsh abrasive soaps may damage skin and open fragile sores or scabs.

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• When handwashing facilities aren’t readily available, use antiseptic cleansers in conjunction with clean cloth/paper towels or antiseptic towelettes and wash hands with non-abrasive, antibacterial soap and running water as soon as feasible.

Hygiene Practices continued

In areas of likely exposure:

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• Never eat, drink, smoke, apply cosmetics/lip balm, handle contact lenses, or put food or drink in refrigerators, freezers, shelves, cabinets, or on counter tops where blood or potentially infectious materials are present.

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• Minimize blood splashing and splattering in emergency situations.

Clean-up & Decontamination

An EPA-registered tuberculocidal disinfectant solution (e.g. Sanimaster IV, Zorbacide, Lysol) must be used to clean and decontaminate surfaces and work areas that come in contact with blood or other potentially infectious materials. Call a custodian to clean up and decontaminate such areas in the schools.

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If you are cleaning up a spill of blood, carefully cover the spill with paper towels or cloths – then carefully pour the cleansing solution – and leave it for 10 minutes to kill any bloodborne pathogens.

Clean-up & Decontamination (continued)

• Use this method when cleaning contaminated equipment, first aid boxes, and other items. Remember to decontaminate any mops, sponges, pails, etc. that were used in the clean up process.
• Although not recommended in the school setting, a solution of household bleach diluted between 1:10 and 1:100 with water is effective for decontamination. The standard recommendation is to use at least ¼ cup bleach per one gallon of water. Bleach is ineffective if not mixed properly, has a very short shelf life, must be used within 24 hours after mixing, lacks the ability to cleanse, is relatively toxic, is very corrosive to metals, and damages many materials.

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Bleach is a hazardous chemical and is caustic!

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To determine if a cleaning solution is EPA-registered: Read the label!

How to dispose of waste contaminated with blood/body fluids

• Wear gloves.

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• Place contaminated items in a leak proof bag.

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• Remove gloves using proper method – never let bare skin touch contaminated gloves.

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• Place securely fastened bag in a plastic lined trash container.

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• Label the container or bag with biohazard label as appropriate.

Red Bags – generally not necessary

• Red bags are only to be used for regulated medical waste.

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• Regulated medical waste in North Carolina:
• 20 ml. of blood or more in a container, such as a suction container
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• contaminated items that would release blood or other potentially infectious materials in a liquid or semi-liquid state if compressed
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• items that are caked with dried blood or other potentially infectious materials, and are capable of releasing these materials during handling

Red Bags – generally not necessary (continued)

• Red bags are not to be placed in regular trash cans and shall not go to a landfill.

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• For clean-up and disposal of regulated waste, notify the Blood borne Pathogens Coordinator, Safety Supervisor, or school administrator.

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• A biohazard pick-up company must be called for proper disposal.

Contaminated clothing�http://www.cdc.gov/ncidod/hip/STERILE/laundry.htm

Although soiled clothing may harbor large numbers of pathogenic microorganisms, the risk of actual disease transmission is negligible. Rather than rigid rules and regulations, common-sense hygienic practices are recommended.

• Wear gloves and other appropriate protective apparel.

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• Handle soiled items as little as possible and with minimal agitation to prevent gross microbial contamination of the air and of others.

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• Place soiled items in a plastic leak proof bag.

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• Place a biohazard label on the bag as appropriate.

Contaminated Sharps

“Contaminated Sharps” means any contaminated object that can penetrate the skin including, but not limited to, needles, scalpels, and broken glass.

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• Use a brush and dustpan or tongs to pick up broken glass and other sharp objects. Never directly use your hands.

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• Place the items in a closable, leak proof, puncture resistant container with a biohazard label attached.

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• Never reach into a trash container or push trash down with hands or feet

Contaminated Sharps (continued)

• Use a properly labeled sharps container for needles.

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• Never recap, bend, break, or shear needles.

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• Wear gloves!

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• Replace sharps containers when full – never overfill.

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• Sharps containers are stocked in the health room of each school.

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• To dispose of filled sharps container, contact the Maintenance Facility Office.

Contaminated sports items and equipment

Use an EPA-registered tuberculocidal disinfectant solution to clean and decontaminate sports items and equipment that has come in contact with blood and other potentially infectious materials. Follow the clean up and decontamination guidelines.

Biohazard Warning Labels

Place a warning label on containers used to dispose of items containing blood or other potentially infectious materials. Labels may be obtained from the BBP Coordinator, safety supervisor, or school nurse. The label is orange or orange-red background with a universal symbol in a contrasting color:

Emergency Procedures

In an emergency situation involving blood or potentially infectious materials, always use “Universal Precautions” and minimize your exposure by wearing gloves and other appropriate personal protective equipment items such as goggles and other barrier devices. For mouth-to-mouth resuscitation, use pocket masks. For student accidents, complete an Accident Form.

Occupational Exposures

“Occupational exposure” is defined as any reasonably anticipated skin, eye, mucous membrane, or contact with blood or other potentially infectious materials that may result from the performance of an employee’s duties. “Good Samaritan” acts, an employee’s rendering assistance to accident victims, and other exposures that cannot be anticipated, do not constitute occupational exposure. Examples of occupational exposure incidents: blood from one person entering non-intact skin of another person, sharps incidents, human bites.

What to do if exposed

• Wash the exposed area with non-abrasive, antibacterial soap and running water.

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• Flush exposed eye or mucous membrane with running water for at least 15 minutes.

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• Immediately report the exposure to your supervisor and BBP Coordinator.

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• Complete an Exposure Report Form.

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• Take the completed form to First Care for a post-exposure medical evaluation – you may request blood testing and/or the Hepatitis B vaccination if you have not already received it.

Hepatitis B Vaccinations

The 3-shot Hepatitis B vaccination series is offered at no cost for employees working in at-risk positions unless already vaccinated, antibody testing reveals immunity, or the vaccine is medically contraindicated. These vaccinations are also offered to employees, regardless of “at-risk” status, as part of the staff wellness program. Contact the school nurse about this program.

At-risk positions

“At-risk employees” means employees identified as being at risk for occupational exposure to blood and other potentially infectious materials. Employees listed in at-risk job categories are those who because of their usual duties might be exposed to blood or other potentially infectious fluids as an integral part of performing occupational tasks. Therefore, it is reasonable to anticipate that exposure may occur.

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The list may not be all-inclusive for at-risk exposure determination. Employees not included in the list, who believe they are at risk for occupational exposure to blood and other potentially infectious materials, may request an Exposure Determination Questionnaire from a school nurse, supervisor or the School Crisis Coordinator.

Examples of at-risk positions

Coaches

First Responders

Custodians

Health Occupations Instructors

Pre-K Teachers/Teacher Assistants

School Administrators

(if responsible for discipline)

Athletic Trainers

School Office Personnel – if responsible for first aid

Exceptional Children Teachers, Teacher Assistants, and Bus Drivers of some Developmentally Delayed or Special Needs Children – e.g. perform invasive procedures or work regularly with an aggressive student who may cause harm (such as biting) to self or others.

Exposure Determination Questionnaire

• The Exposure Determination Questionnaire is used to identify at-risk employees.

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• This questionnaire is completed by every new employee during orientation and by any existing employee that moves into an at-risk job category.

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• Additionally, any employee who thinks his or her occupational exposure status has changed may request and complete this questionnaire at any time during the course of employment and submit the completed questionnaire to the School Safety Coordinator. This tool is especially beneficial if exposure determination is questionable.

Other Communicable Diseases Policies

• Communicable Diseases Policy for Students
• Communicable Diseases Policy for Employees

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Play it safe!

Use universal precautions - protect yourself!

Occupational Exposure to Blood borne Pathogens: Flow Chart

Blood borne Pathogens Exposure incident occurs

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Employee reports incident to Supervisor/Principal & BBP Coordinator Employee & Supervisor complete BBP Exposure Report Form 

Employee directed to First Care – takes:

1) BBP Exposure Report

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2) Copy of Employee’s Job Description

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3) Source identity and HBV/HIV status – if known

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4) Employee’s HBV status & other relevant medical information

5) Document events on OSHA 200 & 101 – if applicable 

First Care

1) Evaluates exposure incident

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2) Arranges for testing of exposed employee and source identity, if not already known

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3) Notifies employee of results of all testing

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4) Provides counseling

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5) Provides post-exposure prophylaxis, if medically indicated

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6) Evaluates reported illnesses

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7) Items above are Confidential

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8) Sends a written opinion to BBP Coordinator: documentation that employee was informed of evaluation results and the need for any further follow-up and whether HBV vaccine was received

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BBP Coordinator/Standards Committee

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1) Reviews BBP Exposure Report

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2) Reviews medical recommendations

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3) Reviews supervisor’s report

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4) Recommends prevention strategies

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5) Provides copy of medical written opinion to employee within15 days of completed evaluation 

Employee receives copy of medical written opinion & follows medical recommendations.

BBP Quiz - BBP Training and Quiz Verification complete, print, email, and return to school nurse). Click here

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Substitute Teacher Application – complete, print and email form. Click here

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You must complete all of the above!

We appreciate your participation in this training. Please contact the School Board Office at (434) 263-7100 should you have any questions relative to the substitute teacher list.

New Substitutes Only - Physicians Certificate - Click here... 

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