• Meeting our Mission

Substitute Training 2024-2025

• While you wait…

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• What are your concerns? Questions?

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• Follow-up

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• Principals were made aware of discipline issues. Remember it is appropriate to call the office and possible send students out of the room if they misbehave.
• Key Cards- We do not provide key cards to substitutes. You check them out at the front desk
• PCSD email accounts- You will each get a pcsd.org email.
• Computers access available to substitutes- A new system will be used for this. You will check out a computer and have access to programs.
• Emergency messages- Since you have an pcsd.org email, we will use that for emergency messages unless you tell us differently.

• The Goals

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• Develop a collaborative and cohesive cohort of substitutes
• Familiarize substitutes with essential district policies, protocols, and practices

• Unfinished Learning

• Staff Changes This Year

*K- Angela Magee

• 1st-Rhonda Heim
• 1st- Rebekah Saddler
• 1st- Starla Mobley
• 1st- Brooke Latos
• 2nd- Mike Anderson (PC)
• 4th- Rose Goeres
• 4th- Ciara Caniglia
• 1st and 4th Sped- Tiffany McCarthy
• ES Media- Kari Coplen (PC)
• 5th ELA- Ginnifer Murray

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• 5th Science- Amber Younker
• 8th Science- Rose Stuczynski
• MS Band- Tyler Long
• HS Band- Hunter Holoubek
• HS Art- Jaden Estes-Carlson
• HS English- Jenna Schambach
• HS Business- Liz LaSure
• HS PE- Nick Stein
• HS CTE- Max Yarnell
• HS Counselor: Jeremy Woodworth
• HS Counselor- Jolene Boesch
• HS Jag: Doug White, Sarah Wilcox

• Staff Changes This Year

• HS Dean of Students- Kevin Tilson (PC)
• HS PE: Jill Eggert
• PECC- Kendra Knapp
• PECC- Mackenzie Hageman
• PECC- Tracey Grasso
• PECC Social Worker- Liz Davis
• PECC Home Visitor- Amy Gordon (PC)
• PECC B-5 Sped, etc.- Melissa Hoffart

Title Change: Troy Niehus- Assistant Principal

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• Other Changes This Year

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• Middle School has a new schedule.
• The schedule includes Early Releases every other Wednesday.
• New programs:
• Really Great Reading PreK
• Studies Weekly K-4
• My Perspectives 6-12
• Fastbridge Assessment- K-2

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• Other Changes This Year

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• Middle School has strengthened behavior expectations
• The district is piloting CharacterStrong.
• There is a new cell phone policy.
• No phones out in classrooms, during passing periods
• No earpods in classrooms, during passing periods
• At lunch, can use phones, one earpod out

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• Other Changes This Year

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• The district is piloting CharacterStrong.

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• Change in Program Access

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Computers and ClassLink

• Pick up a computer at the building office.
• Sign in with your email username and password
• You will have access to district programs through the dashboard.
• Log out of the computer and return it at the end of the day.

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• Science of Reading

• Science of Reading

• Safe Schools Training

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• Safe Schools Training
• You will get paid for Safe School Training if you work at least 5 days each semester.

• From Tami Petri

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• Certification
• It is up to you to monitor your certification status.
• If your sub certificate is expiring, it's up to you to renew and get a copy to Tami for a signature.
• You will automatically drop off AESOP if you have an expired certificate.
• It can take awhile before a certificate is processed.

tpetri@pcsd.org

• Code of Ethics

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Ethical Behavior in the Classroom

• Commitment to the Profession: Do not discriminate…; Shall not sexually harass students...
• Commitment to the Student: …protect students from conditions that interfere with the learning process or are harmful to learning or to health and safety.

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• Code of Ethics

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Ethical Behavior in the Classroom

Preventative Strategies

• When you enter the classroom, enter with authority and hold student accountable for appropriate behavior.
• If you know students outside of the classroom, ensure they see you as a teacher.
• “When I am at the school, I am Mr/Mrs…

• Code of Ethics

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Ethical Behavior in the Classroom

Strategies -Inappropriate Content

• Refrain from discussing anything that directly or indirectly relates to body parts, sex, etc.
• If a situation arises, make one generic comment and then move on or call the office.
• “That is inappropriate.” Then move to your desk, start the lesson, start writing on the board.
• “That is inappropriate.” Then call the office and talk to them. Do not let the student get you involved in a back-and-forth conversation.
• Do Not get into a long conversation or debate about inappropriate topics or behavior.

• Code of Ethics

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Ethical Behavior in the Classroom

Strategies: Supportive Comments

• Use positive statements with students. Be honest, but put a positive spin on the topic.
• “You are working hard on this! Let me know if you have any questions.”
• “Please sit down so I can hear your answers better. I appreciate what you have to say.”

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• Code of Ethics

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Ethical Behavior in the Classroom

Strategies: Disrespectful Comments

• Refrain from commenting in too much detail on topics/situations that may be hurtful.
• If a student makes a hurtful comment to another student…
• Say, “That is not a respectful comment.”
• Then say something positive to the other student and move on.

• Target Questions

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• What is our mission?
• What are our the subject area goals?
• What are the major domains of the instructional model and how does the model/framework guide learning and teaching?
• What supports are available?
• How can I use Aesop?

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• The Mission

• Working in together to achieve academic achievement, respectful behavior, and career readiness in a safe environment

• The Goals

Subject Area Goals 2024-2025

• Language Arts: The students will develop, strengthen, and refine comprehension skills through purposeful reading and reflection –with emphasis on main idea/details and vocabulary –as a foundation for further development of higher level thinking skills.
•  Math: The students will develop, strengthen and refine problem solving skills while developing conceptual understanding and fluent computation strategies supported by literacy infused curriculum.

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• The Framework

• The Framework

• Non-Negotiables

• Substitute Evaluation of Teacher- Online

• Teacher Evaluation of Substitute-Online

• Safe Schools Training

• Monthly training
• Paid for your time
• Must work 5 days per semester to get paid
• Emails with registration information and reminders

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• Safety Training

What: You will take ALICAP Safe Schools online courses. The titles and minutes suggested for these courses are listed on the back of this announcement. Dr. Hasty asks that you complete all courses.

• We are going above and beyond in our efforts to support you as a substitute!

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• You will take ALICAP Safe Schools online courses. The titles and minutes suggested for these courses are listed on the back of this announcement. Dr. Hasty asks that you complete all courses if you sub in our district.

• Safety Training

What: You will take ALICAP Safe Schools online courses. The titles and minutes suggested for these courses are listed on the back of this announcement. Dr. Hasty asks that you complete all courses.

• We have put your email into the system. The system will send you an email with login information, etc. The email will come from Plattsmouth Community Schools and have the subject: SafeSchools Online Training.  

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• You will also be getting emails letting you know of the monthly requirements. There are also reminders.

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• You can complete the training modules anywhere that has internet connection. If getting a connection is an issue, let Dr. Larson know. 

• Safety Training

What: You will take ALICAP Safe Schools online courses. The titles and minutes suggested for these courses are listed on the back of this announcement. Dr. Hasty asks that you complete all courses.

• You will get paid for this SafeSchools training according to the amount of time noted in the system on how long the course should take.  We will be calculating pay at the end of June each year. The rate of pay is $16.25 an hour.

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• Buildings are having safety trainings and we are working to get you the information. Please take the time to talk to the principals in the building about any safety questions you may have.

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• Safety Training

What: You will take ALICAP Safe Schools online courses. The titles and minutes suggested for these courses are listed on the back of this announcement. Dr. Hasty asks that you complete all courses.

• Frontline/AESOP Training

To find these videos:

1) Click on the question mark

2) Click on Help Resources

3) Select Frontline Support

You should see Substitute Help on the left.

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• Frontline/AESOP Training

It is highly recommended that new substitutes watch the following FRONTLINE/AESOP training videos.

�Basics

Substitute Basic Training Video

Substitute Advanced Training Video

Popular Questions for Substitutes

Call Options

A Phone Call from Absence Management

• Reminder

• PCS Substitute Website

• Trauma

• Understanding Trauma

• Trauma

• Understanding Trauma

• Trauma

• Understanding Trauma

• Support Resources

• Substitute Website under Human Services on District Webpage
• Professional Development Library at District Office
• Safety Training Videos
• Director of Instructional Resources

• Planning and Preparation

Domain 1: Planning and Preparation

I. What will I do to ensure my lesson is based on current content knowledge and knowledge of my students?�1a) Demonstrate Knowledge of Content and Pedagogy

• a. Reflect understanding of prerequisite relationships and development among topics and concepts
• b. Demonstrate knowledge and implementation of reading, writing and thinking as methods of delivery
• c. Include varied best practice strategies

1b) Demonstrate Knowledge of Students

• a. Align objectives to build a deeper understanding of content and differentiate as needed by students
• b. Develop understanding and learning process through student interest and needs

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• Planning and Preparation

Domain 1: Planning and Preparation

II. What will I do to ensure I have planned clear and coherent lessons that focus on and assess instructional outcomes? �1c) Set Instructional Outcomes

• a. Use objectives that set high expectations for success on standards and reflect student need

1d) Design Coherent Instruction

• a. Provide clear, relevant instruction and activities using effective instructional grouping and resources

1e) Assess Student Learning (formative and summative)

• a. Use formative assessment to intentionally meet the needs of diverse learners
• b. Design assessments that align to standards and reflect best practices in assessment
• c. Involve students in self-assessment

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• Clear Targets

• Clear
• Observable
• Measurable
• Used Consistently by teacher and students
• Guide instruction
• Check for understanding

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• Classroom Environment

Domain 2: Classroom Environment

III. What will I do to establish and maintain effective relationships with students and between students?

2a) Create an Environment of Respect and Rapport

• a. Use verbal and nonverbal behaviors to reflect appreciation
• b. Make connections through instruction and personal interactions

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IV. What will I do to communicate high expectations, the importance of the content, and develop responsible learners who raise questions, accept challenges, are persistent, and find solutions?

2b) Establish a Culture for Learning

• a. Utilize words and phrases that cultivate resiliency and a growth mindset
• b. Collaborate on learning activities requiring responsibility for high quality work and initiating improvements

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• Classroom Environment

Domain 2: Classroom Environment

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V. What will I do to establish and maintain classroom rules and procedures? �2c) Manage Classroom Procedures

• a. Establish efficient routines where students assume responsibility for maximizing instructional time

2d) Manage Student Behavior

• a. Embed clear standards of conduct that are actively and respectfully monitored by teacher and students
• b. Use both preventative and responsive procedures to respectfully impact conduct

2e) Organize Physical Space

• a. Provide a classroom arrangement that is safe and accessible to all students

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• Multi-Cultural Understanding

Domain 2: Classroom Environment

• Community Culture
• Small town
• Historical Community
• Civic Engagement is highly valued
• Families trust school (for the most part)
• Culture of Poverty
• Ruby Paine- training embedded in all we do
• Ethnic Diversity
• English Language Learners classes for students and teachers

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• Culture of Poverty

Domain 2: Culture of Poverty

• Poverty is relative.
• Poverty occurs in all races and in all countries.
• Economic class is a continuous line, not a clear-cut distinction.
• Generational poverty and situational poverty are different.
• Payne’s work is based on patterns. All patterns have exceptions.
• An individual brings with him/her the hidden rules of the class in which he/she was raised.

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And…

• Culture of Poverty

Domain 2: Culture of Poverty

• Schools and businesses operate from middle class norms and use the hidden rules of the middle class.
• For our students to be successful, we have to understand their hidden rules and teach them the rules that will make them successful.
• We must teach them these skills and provide support and practice.
• Education and relationships help children move out of poverty.
• Four reasons on leaves poverty are: It’s too painful to stay, a vision or a goal, a key relationship, or a special talent or skill.

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• Instruction

Domain 3: Instruction

VI. What will I do to help students effectively interact with new knowledge?

• 1. Identify critical information that students must understand
• 2. Preview new content by making connections to prior learning, real life experience, and student interest
• 3. Chunk content providing modeling and exemplars when appropriate
• 4. Process new information using well designed and thoughtfully guided learning tasks
• 5. Elaborate on new information anticipating misunderstandings and integrating new knowledge with existing knowledge
• 6. Record and represent knowledge
• 7. Reflect on learning and consolidate understanding
• 8. Scaffold instruction allowing for differentiation
• 9. Stimulate effective discussion
• 10. Use nonfiction writing for clarification of ideas

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• Instruction

Domain 3: Instruction

VII. What will I do to help students practice and deepen their understanding of new knowledge?

• 1. Independently practice and rehearse knowledge, skills, strategies, and processes
• 2. Use homework effectively
• 3. Examine similarities and differences
• 4. Use reflection and feedback to exam errors in reasoning
• 5. Make adjustments to learning tasks to clarify misconceptions and address incomplete understandings
• 6. Revise knowledge based on incomplete understandings
• 7. Summarize learning and articulate connections

VIII. What will I do to help students explore new application related to new knowledge?

• 1. Engage students in cognitively complex tasks involving exploring application to new problems and situations
• 2. Provide resources and guidance

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• Engage

Domain 3: Instruction

IX. What will I do to meaningfully, thoughtfully, and consistently engage students in differentiated, collaborative, and independent learning?

3a) Communicate With Students

• a. Communicate standards, objectives, and content clearly
• b. Use vocabulary appropriate but challenging for students’ age and development

3b) Use Questioning and Discussion Techniques

• a. Prepare discussion techniques that result in authentic text/content based investigations
• b. Use a variety of low-and high-level open-ended, text/ content and task dependent questions to challenge understandings

3g) Create a Digital Learning Environment

• a. Use digital media for communication and working collaboratively; to gather, evaluate, and use information; to conduct research; to solve problems; and or to create original works.

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• Engagement Levels

Domain 3: Engagement Levels

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Engagement — Students find the work interesting, meaningful, and challenging.

• Strategic Compliance — Students pay attention but they are not committed. They learn but the learning is not profound because it has no personal meaning or significance.
• Ritual Compliance — There is no commitment to the work and students pay minimal attention. The learning that occurs is low level and superficial.
• Retreatism — The student does not pay attention or participate but does not engage in any form of disruptive behavior.
• Rebellion — The student’s attention is diverted, and he or she may disrupt or otherwise cause problems. Cheating may spin off of rebellion.

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• Block Scheduling

Domain 3: Block Scheduling

Suggestions:

• Use the entire period
• Focus learning on beginning and end of lesson with process time in the middle
• Chunk, practice, review
• 3-5 new pieces of information
• Process/use/ apply the information
• Review consistently

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• Taking Responsibility

Domain 3: Instruction

XI. What will I do to take responsibility for student learning by using lesson-based formative assessments to make thoughtful adjustments to instruction?

3e) Demonstrate Flexibility and Responsiveness

• a. Adjust lessons/learning activities to consistently enhance learning
• b. Persist in seeking effective approaches for learning
• c. Address misunderstandings or understanding beyond expectations through differentiation
• d. Allow for student choice to adapt or enhance own learning

• Differentiating Opportunities

Domain 3: Instruction

• Elementary School (30 minutes a day- embedded in math and reading time)

POPS place

• Middle School

Guided Study Hall

Blue Devil Academy

Saturday school

Tutoring

• High School (daily)

Edgenuity/Dual Credit courses

Summer math program

Academic support during advisory

• Any Questions?

• Contact Dr. Cherie Larson at:
• 402-296-3361 or
• clarson@pcsd.org

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• Thank you!

What Do You Make?