Substitute Teacher Handbook (2014 – 2015)
!"#$%&&'(( )*+(( (( ,-%,./.-.0(.0"1!02,!! ! #03(4&2'(1/.4($05"2.60#.(&7(0$-1"./&#( $898:8*;(*)(!<=>;(1>?8@>A(( &))8BC(*)(!2(,BD**A(,<??*+@(E(,<F1C;@+>A( !"#$%&'(#)('**(+#"(,#-.%%'+#/%%0#"12# 3'%%4.56+#78#99:19# ;<9=>#?@"#A#2219# ,((BCDDEF,%%.EG65FGH%I# # # ## /*IG#1!J:19?# Office of HR School Support Peter Ianniello, PhD., Executive Director Pamela Conroy, Deputy Executive Director 2 Dear Colleague: Welcome to the exciting challenge of becoming a Substitute Teacher with the New York City Department of Education (NYCDOE). You have chosen a path that will be challenging but also highly rewarding. In addition, you are taking on a role that is being shaped to meet the increasing rigor and expectations required by New York City Public Schools. The New York City public school system is our nation’s largest: over 1.1 million registered students; more than 1,800 schools in operation, citywide; 80,000 Teachers and Teacher- related positions, assisted by over 23,000 Paraprofessionals, all of whom share the goal of improving outcomes for students. The role of a Substitute Teacher has evolved from being merely a coverage person, to one that provides quality classroom instruction in an on-going basis. You are an integral part of the student learning process. The same high standards and accountability expected from permanently assigned Teachers, are also expected from you. The following understandings and expectations should guide you as you take on assignments: • Continuation of student learning, along a continuum established by the permanent Teachers and school leaders, as your primary focus; • Establishment of your professional presence and exuding self-confidence in your role; and • Demonstration of effective instruction, consistent with school norms and classroom management.
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