COURSE TITLE:
NO. OF CREDITS:
3 QUARTER CREDITS
[semester equivalent = 2.00 credits]
| WA CLOCK HRS: OREGON PDUs: PENNSYLVANIA ACT 48: |
30 30 30 |
INSTRUCTOR:
Shaila Bora
kharisma.bora@gmail.com
COURSE DESCRIPTION:
Uncover insider information to support your role as a top-notch substitute teacher, one who is in demand by administrators, teachers and of course, students. Whether just starting out or a veteran, you will tap into whimsical ways, helpful hints, and proven practices to use on any subbing assignment. Investigate effective strategies and collect carefully chosen activities and ideas that activate learning. By the conclusion of this course you will be able to enjoy and manage any K-12 class, in any situation, with the confidence and polished sureness of a master teacher.
LEARNING OUTCOMES: Upon completion of this course, participants will have:
COURSE REQUIREMENTS:
Completion of all specified assignments is required for issuance of hours or credit. The Heritage Institute does not award partial credit.
HOURS EARNED:
Completing the basic assignments (Section A. Information Acquisition) for this course automatically earns participants their choice of CEUs (Continuing Education Units), Washington State Clock Hours, Oregon PDUs, or Pennsylvania ACT 48 Hours. The Heritage Institute offers CEUs and is an approved provider of Washington State Clock Hours, Oregon PDUs, and Pennsylvania ACT 48 Hours.
UNIVERSITY QUARTER CREDIT INFORMATION
REQUIREMENTS FOR UNIVERSITY QUARTER CREDIT
Continuing Education Quarter credits are awarded by Antioch University Seattle (AUS). AUS requires 75% or better for credit at the 400 level and 85% or better to issue credit at the 500 level. These criteria refer both to the amount and quality of work submitted.
CREDIT/NO CREDIT (No Letter Grades or Numeric Equivalents on Transcripts)
Antioch University Seattle (AUS) Continuing Education Quarter credit is offered on a Credit/No Credit basis; neither letter grades nor numeric equivalents are on a transcript. 400 level credit is equal to a "C" or better, 500 level credit is equal to a "B" or better. This information is on the back of the transcript.
AUS Continuing Education quarter credits may or may not be accepted into degree programs. Prior to registering, determine with your district personnel, department head, or state education office the acceptability of these credits for your purpose.
ADDITIONAL COURSE INFORMATION
REQUIRED TEXT
None. All reading is online.
MATERIALS FEE
Material costs will depend on the book you select from the Bibliography OR one of your own choosing which addresses substitute- teaching strengths and issues.
ASSIGNMENTS REQUIRED FOR HOURS OR UNIVERSITY QUARTER CREDIT
A. INFORMATION ACQUISITION
Assignments done in a course forum will show responses from all educators who have or are taking the course independently. Feel free to read and respond to others' comments.
Group participants can only view and respond to their group members in the Forum.
Assignment #1: Spaces Called Home
Pick your own textbook!
From the Bibliography choose a text to read or with prior approval from the instructor, select a book of your own interest .
Post your response.
Assignment #2: Setting the Stage & the Curtain Call
Watch the following video on YouTube: School of Rock 2003 Trailer https://www.youtube.com/watch?v=4AeUHwkIJzU
Think about learning environments at the beginning of the day (elementary) or the onset of a lesson (secondary.) Imagine how you might ease students into learning. Develop any grade level entry routine for your subbing self.
In 1-2 pages describe your substitute entry routine. If you have a dismissal routine, describe that too.
Remember: Things that start well tend to end well, and things that end well, end well!
Post your response.
Assignment #3: Collecting on Site.
As substitute teachers we sometimes find ourselves in unfamiliar or unpredictable situations that call for improvisation. To navigate these rolling waters, it's a good idea to collect items and ideas of interest that will enable and assist you to respond appropriately in a wide variety of circumstances.
Look around both inside & outside of school and online. Collect ideas and items to inspire and support spontaneous scenarios as a substitute teacher. Stay relaxed with a prepared ready response at hand!
Submit five (5) pics of favorites from your collection & write a one-paragraph description to accompany each one.
Post your response.
Assignment #4: Stocking Your Suitcase.
Assemble your list of favorite activities & tasks including supporting materials. For your own reference be sure to cite your source for online finds.
Post your response.
Assignment #5: Rigorous Reconnaissance.
Learn about the school before your first subbing assignment there. Perform Rigorous Reconnaissance. Visit the school’s Homepage and familiarize yourself with information about the school and community as well as insight into what's expected of students and teachers.
When working at the physical space, do a dry run. Figure out the timing of your commute. Arriving early is the sure way to start a day in the best possible way.
Learn the names of the school secretary and custodian, some of the administrators, the people in the tech dept. and if possible non-teaching support staff.
Get a physical lay of the place you will be working at so that you can confidently navigate locations. Familiarize yourself with the school building and grounds. Get the map of the campus and building(s.) Ask where resource classes are held. Locate the attendance office, bathrooms, the gym, the cafeteria, the media center,
the nurse's office and the faculty lounge. Note where they are in relation to your classroom.
Design a universal template to contain any school’s vital information. Put it in a file in your suitcase.
Post your response.
Assignment #6: Best Practice Techniques
As a basis for creating a well-managed learning environment, read about and review best practice teaching tricks, anecdotal tales and downright disasters of the substitute teaching trade. Go to Amazon. In the search box type Substitute Teaching. Choose three (3) Look Inside books to review on these topics.
Create an Annotated Bibliography of three (3)books.
For each book reviewed add your personal recommendation featuring your favorite tip for subs.
Submit both the Annotated Bibliography and your tip recommendations. ( I may ask permission from you to share a tip with other course participants by adding your book review to the Bibliography!)
Post your response.
ADDITIONAL ASSIGNMENTS REQUIRED FOR UNIVERSITY QUARTER CREDIT
B. LEARNING APPLICATION
In this section, you will apply your learning to your professional situation. This course assumes that most participants are classroom teachers who have access to students. If you do not have a classroom available to you, please contact the instructor for course modifications. Assignments done in a course forum will show responses from all educators who have or are taking the course independently. Feel free to read and respond to others' comments. Group participants can only view and respond to their group members in the Forum.
Assignment #7: A Day As A Sub
Try out a strategy, technique or protocol from the text you chose in Assignment #1. Reflect on the results of your trial.
In a 1-2 page report, describe the strategy/technique/protocol, analyze the outcomes and document your new learning with specifics.
Post your response.
Assignment #8: Visitation & Observation
Visit and observe a classroom either online or in person, where another substitute teacher is teaching. Afterward discuss with a focus on anything of interest: for example, tricks of the trade, management styles and routines, new adaptations, failures, successes, empathic communication, entry & exit routines.
In a 1-2 page paper summarize your curious conversation and any new learning that enriches your substitute-teaching repertoire.
Post your response.
Assignment #9: Lesson Development.
Complete one(1) of the following assignment options:
Assignment #A:
OR
Assignment #B:
Use this option if you do not have a classroom available.
Post your response.
Assignment #10: 500 level only
In addition to the 400 level assignments, complete one (1) of the following assignment options:
Option A)
Confrontational & Oppositional Students
Read at least 3 articles or studies on ways a substitute teacher might support confrontational & oppositional students. What does the research say about how to hold students accountable and keep them focused on task and motivated to learn on a day when their teacher is absent? How successfully have you interacted on these occasions?
Compose a 1-page guide for substitute teachers, a guide with helpful tips for when students break down and just don’t want to cooperate anymore.
OR
Option B) Visual Walk Around
Walk into any classroom when teachers and students are away and take a visual walk around.
Ask yourself: What draws me in? Is this a space where I would want to learn? What sparks my interest here? How is the furniture arranged? Where is the teacher’s desk located? Is there additional softer lighting? What color are the walls? Can I relax in the beauty of it all? Are there spaces that clearly define areas of the room for different activities? Are there private nooks for individual reflection? Does this space have that family feel? Does the space feel static or dynamic? What makes me smile, surprises me or takes my breath away? What is exhibited on the walls? What do the bulletin boards display? What features could be changed and rearranged to create a culture of thinking where everyone is energized, engaged,and empowered? How is this space connected to nature and the world at large? Does the space feel authentic or ordered out of a catalogue or copied from a television soundstage? What are my additional observations about the physical space?
In 1-2 pages describe and discuss:
a) what we can tell about the learning that is happening in this classroom?
b) what we can predict about the individual learners who inhabit this space?
c) suggestions concerning how you as a sub will make best use of the learning environment to support learner collaboration and to boost individual and group creativity.
OR
Option C)
Movie Models
Watch a movie from the Video Section of the Bibliography.
In a review narrate a couple of vignettes that speak to and inspire the teacher in you.
Describe how your learning from the movie can support or enhance your role as substitute teacher.
Post your response.
C. INTEGRATION PAPER
Assignment #11: (Required for 400 and 500 level)
SELF REFLECTION & INTEGRATION PAPER
(Please do not write this paper until you've completed all of your other assignments)
Write a 400-500 word Integration Paper answering these 5 questions:
INSTRUCTOR COMMENTS ON YOUR WORK:
Instructors will comment on each assignment. If you do not hear from the instructor within a few days of posting your assignment, please get in touch with them immediately.
QUALIFICATIONS FOR TEACHING THIS COURSE:
Shaila Bora, M.A. is currently working toward her PH.D. in Philosophy. Courses offered by Shaila are designed to tap into the creative potential and intuitive knowledge that each of us carries within. Through light touch supervision, we will open a dialogue that encourages experimentation with new techniques, and ways of being and doing that are already latent and waiting to be called forth. Nurturing this unique artistic spirit entails reflecting on and acting from your own experiences, observations, suggestions, questions, relationships, and perhaps a gentle nudge from a supportive someone else. So go ahead and choose the adventure that commands your thoughts and liberates your energy. Are you ready to try something new now? Come on, jump in, and let the magic happen.
BIBLIOGRAPHY
SUBSTITUTE’S SUITCASE: For Online, Hybrid or Brick & Mortar Classrooms!