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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.
The Division of Human Capital has created this Handbook to:
• Clarify processes;
• Describe expectations; and
• Introduce best practices for Substitute Teachers which will enable you to succeed in our
schools.
Ultimately, our goal is to provide you with on-going support, so that you can help our schools
achieve the shared goal of improved learning outcomes for our students. On behalf of the
City of New York, the Department of Education, parents and students, we appreciate your
interest and thank you for your commitment to applying your expertise and skills to the
position of Substitute Teacher.
Peter Ianniello, PhD
Executive Director
Office of HR School Support, Division of Human Capital
3
 TABLE OF CONTENTS

Page No.

Letter from the Executive Director, HR School Support………………………………………….………3

Supporting New York City Public Schools …………………………………………………….…………...5

General Responsibilities of a Substitute Teacher…………………………………………..….………..…6

SubCentral/SmartFindExpress System………………………………………………………………………9
• System Overview……………………………………………………………………...……………………..9
• Registration for SubCentral……………………………………………………………………….……...11

Code of Ethics………………………………………………………………………………………...…………14

Course Credit Requirements for Uncertified Substitute Teachers…………………………….............16

.
Full-Time Employment Opportunities……………………………………………………………………….18

Regulations of the Chancellor and Other DOE Policies………………………………………………….19

Overview of the School Day…………………………………………………………………………………..21

End of Day Reflections…………………………………………………………………………………………24

Unsatisfactory Performance………………………………………………………………………………….25

Employee Information: Payroll and Benefits………………………………………………………………27

Appendices………………………………………………………………………………………………………29
• Hints for Success………………………………………………………………………………………..…30
• Icebreakers ………………………………………………………………………………………………….31
• Contacts and Links…………………………………………………………………………...……………36
• Professional Resources…………………………………………………………………………………..39
• Additional Readings……………………………………………………………………………………….41
• City and State Contacts and Links……………………………………………………………………...41
• Chancellor’s Regulations and Related Resources……………………………………………………42
• Substitute Teacher Assignment Tracking Form………………………………………………………43
• SubCentral Tracking Form………………………………………………………………………………..44

NOTES………………………………………………………………………………………………….48

SubCentral Help Desk – (718) 935 – 4401

SubCentral/SmartFindExpress Automated Dial-In (718) 935 – 6740
Web Page: http://subcentral.eschoolsolutions.com

SubCentral Help Desk E-Mail: SubCentral@schools.nyc.gov

4
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 GENERAL RESPONSIBILITIES of a SUBSTITUTE TEACHER

SubCentral Training: SmartFindExpress System

• Quick Reference Guides are included in the Substitute Teacher orientation package, guiding you
through the SubCentral process on a step-by-step basis. Copies may also be obtained at
http://schools.nyc.gov/Offices/DHR/SubTeachers.html or by contacting the SubCentral Office.
Additional details for use of the SubCentral System can be found on page 44 of this Handbook.

Punctuality
• You need to report for duty before the official start of the school day.
• It is recommended that you arrive at school at least one (1) hour before the start of school in order to
prepare the Classroom Teacher’s plan for the day.
• Schools have different starting times. Therefore, you must be sure to make note of the time given in
the assignment information, to know when to report.

A Directory of the various neighborhoods supported by the NYCDOE can be found on your SubCentral
System home page (after log-in) at https://subcentral.eschoolsolutions.com/. The two-page document
contains a map of districts and a listing of neighborhoods.

The beginning and ending times for Substitute Teachers will vary from school to school.
• You must be certain to listen carefully to the start times provided by SubCentral.
• You should call your assigned school the day before (unless the job offer was received on the morning
of the assignment) to verify the start time and obtain directions to the school, if needed. Additional
information about the school may be found on the NYCDOE school’s website. Consult online
resources, e.g., https://www.google.com/maps for exact locations and/or directions for various modes
of travel.
• You can also call the Metropolitan Transit Authority (MTA) at (718) 330-1234 or visit them online at
http://www.MTA.info Directions can be obtained at https://www.google.com/maps or through other
online resources.

Work Hours
Substitute Teachers’ work day is fixed at six (6) hours and fifty (50) minutes, inclusive of lunch, Monday
through Friday, regardless of a school’s professional development or parent engagement schedule. You
may not leave the building before you have completed a full six (6) hour and fifty (50) minute work day,
even if students have been dismissed.

Substitute Teacher Schedule/6th Period Coverage

• You are required to cover the schedule of the absent Teacher. In general, the regular schedule of
any Teacher includes five (5) periods of teaching, one (1) lunch, one (1) preparation period and one
(1) Professional Activity Assignment. If you work a 6th period (i.e., during the Preparation Period or
Professional Activity Assignment) you are entitled to additional payment for that coverage period.

Extended Day for Professional Development

• If you work on days when a school day includes Professional Development, Parent Engagement
and/or Other Professional Activities, you are required to remain at the school for these professional
development opportunities.
• You are expected to attend professional development session/s, during the extra 30-minutes when
students are not in attendance.

6
• Substitute Teachers, who are assigned on non-Professional Development Days, will use this time
preparing an account for the Classroom Teacher being covered; lesson planning for the following
day; reflecting on your day; returning and organizing classroom materials; reviewing records for
accuracy; meeting with colleagues to obtain feedback; and/ or performing other
classroom/instructional administrative tasks which might be assigned to you.

Change of Substitute Assignment

• On occasion, you may report to a school and upon arrival, you are advised that your original
SubCentral assignment has changed. These changes are entirely at the discretion of the School
Administration. You are required to accept the re-assignment and do the best job you can do when
faced with this situation.

Photo ID
• You are required to have an official NYCDOE Photo ID, with you at all times, to present upon request.
• You may obtain NYCDOE Photo ID cards at 65 Court Street - Room 102.
• You will not be issued your NYCDOE employee ID card until fingerprinting requirements have been
met; they have been processed through the Substitute Application Processing Unit; and have been
approved to serve in NYC Public Schools.
• Should you resign, or are terminated, you must surrender your NYCDOE Photo ID to the NYCDOE
SubCentral unit at 65 Court Street - 5th Floor.

Fire Drill
• You are required to request, from the school's School Secretary, general information about fire drill
procedures and specific information for their assigned classroom(s).
• Check near the front door of your assigned classroom for the fire drill procedure chart.

Parking
Throughout the city, finding an appropriate parking space, especially around a school, is often very
difficult.
• You are strongly encouraged to use public transportation, whenever possible, to avoid difficulties in
finding parking spaces.
• If you prefer to drive, you must allow sufficient time to find an appropriate parking space. You may
not park in designated school parking areas.

Important Questions for Substitute Teachers to Ask Upon Arrival

• Are there unique classroom or schoolwide practices to be followed such as “Stop and Read”,
homeroom protocols, or Special Announcements?
• Who are the best staff members to consult if I encounter challenges during instruction?
• What are the procedures for issuing student passes, admitting latecomers and granting permission
to leave class?
• What are the procedures for school dismissal and fire drills?
• What are the procedures for school attendance?
• Do I have students with medical issues and/or special education Individualized Education Programs
(IEP)?
• Do I have additional duties such as cafeteria, attendance, homeroom, or playground?
• Are there special events scheduled for the day or week, such as a school performance, Dress for
Success, fire drills, etc.?
• Will any students be picked up for additional services (guidance, speech, ESL, etc.)?

7
Mandatory Use of NYCDOE-Issued E-Mail Address
• It is important for you to check your NYCDOE email on a regular basis. All system-generated
correspondence related to your employment with the Department of Education is sent via e-mail.
• Effective June 2016, only NYCDOE email is used for correspondence.
• If you do not have a DOE email, or do not remember your information, please contact the DOE Help
Desk at (718) 935-5100.

Social Media
All Occasional Per Diem Substitute Teachers are required to read the NYCDOE’s Social Media guidelines
(https://infohub.nyced.org/reports-and-policies/policies/social-media-guidelines-for-doe-staff) and adhere
to our professional standards of conduct. In an increasingly digital world, we seek to provide our students
with the opportunities that multi-media learning can provide. As we challenge our students with new
methods of learning, we will ensure that these tools are used responsibly and serve to enrich the learning
environment in our schools. It is important for school-based and NYCDOE staff to use these tools in a way
that protects the privacy and safety of our students, their families and employees.
NYCDOE employees should not use their employee (NYCDOE) email address for social media activities
and employees should not communicate with students, who are currently enrolled in NYCDOE schools,
on social media sites. Personal telephone numbers and email addresses should never be given to
students.

8
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)
LOCATIONS AND CLASSIFICATIONS ON THE SUBSTITUTE’S PROFILE

At the time of staffing, all Substitute Teachers are assigned Locations, i.e., Community School Districts
(CSDs) and/or Boroughs, that correspond to the location of the Nominating School and their residence.
You are also assigned the Common Branches Classification, Subject Area and additional Classifications
that correspond to your Teacher Certification area and/or degree(s). You can review the Locations and
Classifications attached to your Profile by signing into the SubCentral System. The Locations and
Classifications assigned to you will limit the scope of the jobs you will be considered for by the SubCentral
System. Therefore, it is imperative that you compare the Number, Location, Grade Level, etc., of schools
in the assigned District(s) with the number of job offers you received from the System. If the number
and/or scope of offers received are inadequate, you may request changes to the Locations and
Classifications in your profile by emailing subcentral@schools.nyc.gov from your DOE-issued email
address. Requests for changes are considered by SubCentral staff based upon the supply and demand
for Substitutes in each Community School District and the school system as a whole.

• Limitations to Location Changes

Typically, a Substitute is not granted more than 10 Community School Districts or 2 Boroughs.
However, if it is determined that you are not accepting assignments in particular Districts, the
SubCentral Office may remove those Districts from your profile.

• Limitations to Classification Changes

Except for the areas of “Health and Physical Education” and “Technology and Human Sciences”, both
of which require NYS certification, there is no limit to the scope or number of classifications which
can be granted to you. However, based upon poor performance in a specific subject area, a
classification(s) may be removed from your profile. On the other-hand, you may request that a
classification be removed from your profile.

Record of Assignments /Jobs in SubCentral

You are expected to make every effort to ensure that all the days you have worked, or your future
confirmed assignment dates, are reflected in SubCentral. The easiest way to fulfill this requirement is to
review your Substitute Calendar (accessed by signing into SubCentral and clicking on the Review
Assignments tab) and ensure that all your assignments are reflected. If you find an assignment missing,
it would be because a school contacted you directly, but failed to record the confirmed assignment in
SubCentral. Try to rectify the situation by requesting that the school record it in SubCentral. If the school
still fails to record it, you must immediately inform the SubCentral Office by telephone or email. Until
such time that your assignment is recorded in SubCentral, you will continue to receive calls from the
system for assignments for the same days. You MUST NOT make yourself Unavailable to avoid these
calls. The Unavailable feature must be used only if you are unavailable to work as a Substitute Teacher.
Therefore, you must not work as a Substitute Teacher at any school on a date reflected on your
SubCentral calendar as “Unavailable”.

10
 REGISTRATION for SUBCENTRAL

All Registrants
• You must register with the SubCentral System, in order to be called for Substitute Teacher
assignments, even if you are providing Substitute Teacher service in one school or in a long-term
substitute assignment.
• You must have a working telephone that accepts calls from the SubCentral System.
• If you have not registered for SubCentral you WILL NOT BE CALLED and you WILL NOT BE
OFFERED any automated job assignments.
• The Access ID and Password PIN (Personal Identification Number) are used for all interactions with
the System and should never be shared with or used by anyone else.
• You must manage your profile, appropriately and responsibly.
• You are able to manage your availability in the system and schools have the ability to pre-arrange
assignments for you.
• You must maintain an up-to-date schedule in the SubCentral System, indicating your availability for
a minimum of two (2) days per week.
• You are expected to respond to job offers and be available to work on the days that you indicated are
available for assignments.
• If you are not available to work, it is your responsibility to update the SubCentral System by entering
your unavailability date(s).

Not registering with the Sub Central System, or not managing your profile responsibly, may lead
to disciplinary action including suspension and/or termination.

One-Time Registration
• You will receive a NYCDOE File Number, located in a congratulatory email to be received once you
are staffed as a Substitute Teacher and approved to serve in the New York City Public Schools. This
File Number is permanent. You will need this number to register with the SubCentral System and to
create a Personal Identification Number (PIN/Password). These numbers must be memorized, as
they will be used regularly throughout the employee's career with the Department of Education.
• In order to access SubCentral, you must first register, via telephone, at (718) 935-6740 and follow
the instructions below:
- Listen carefully to the telephone prompts.
- When the automated system asks for the Access ID, you must type in your File Number, followed
by the star (*) key. Do not enter any leading zeros.
- When the automated system asks for the PIN (Personal Identification Number) you must type in
your File Number, again, followed by the star (*) key. Do not enter any leading zeros.
- You will then be prompted to record your name and review/update the information listed for you
in the System.
- Towards the end of the call, you will be prompted to enter a new PIN (numbers only and must be
between 6 and 9 digits in length) followed by the star (*) key. The System will playback the number
entered and you will be required to confirm the information. You may then end the call.

NOTE: Once you have registered in SubCentral, you do not need to do so again. Your File Number
will remain the same for the duration of your employment with the NYCDOE. However, you can
change your PIN yourself, at any time.

11
Accepting a Job
Whenever possible, you should use the SubCentral system to accept jobs offered. These jobs can also
be accepted through the internet or via telephone.

Viewing Available Jobs via the Internet

Choose the Available Jobs link to view and accept assignments.
To view and accept jobs:
• You must agree to work at the assignment location, as posted
• You must be available to work all days and times of the job, as posted

Follow these steps:

• Select the date range for your search entering in the dates with forward slashes (MM/DD/YYYY) or
using the calendar icon. NOTE: Leaving dates blank will return all data
• Press the Search button to display the list of jobs
• Press the Details link to view the job details. Review the specifics and choose one of the following:
- Select the Accept Job button. A job number will be assigned to you if the job has been
successfully assigned to you. Please record this Job Number.
- Select the Decline Job button. Select a reason for decline from the drop-down list, then select
the Decline Job button.
- Select the Return to List button to return to the job listing.

Responding to a Job Offer via the Telephone

To Hear the Job Offer:
• PRESS 1 to Hear the Job Offer
• PRESS 9 to Exit and hang-up

1. If you pressed 1 to Hear the Job Offer:

o PRESS 1 to Hear the Job Description
o PRESS 2 to Decline the Job (without hearing the description). Enter your Decline reason
followed by the star (*) key or wait for a list of reasons

2. If you pressed 1 to Hear the Job Description:

PRESS 1 to Accept this Job.
Record the Job Number. You are successfully assigned to the job.
o PRESS 1 to Hear the Job Number, again
o PRESS 2 to Repeat the Job description
o PRESS 2 to repeat the Job Description, again
o PRESS 3 to Decline the job. Enter the decline reason from page 1 followed by the star (*) key or
wait for a list of reasons
- PRESS 1 to Accept
- PRESS 2 to Re-enter
- PRESS 9 to Exit and repeat this step

• Once you have accepted an assignment, you should make a personal note of the date, time,
location, job number, special instructions and other information pertinent to the assignment. A
sample log is located in the APPENDIX on Page 43. Also, for your convenience, the Quick Reference
Card is located in the APPENDIX on Page 44.
• If the System calls and offers a late assignment, contact the school to ensure that your services as a
Substitute Teacher are still required for the day.

12
Canceling a Job
• Once you have accepted a job, it is critical that you either fulfill the commitment or cancel the job in a
timely manner.
• If, after accepting a job, you need to cancel that job, you must do so at least 2 (two) hours prior
to the start of the job. Cancellation can be done using the SubCentral IVR system and following
the prompts to cancel the job.
• If you must cancel a job less than two (2) hours before the job starts, you must telephone the school
directly.
• Failure to cancel a job in a timely manner may result in a Principal excluding you from working at their
school in the future. Repeated failure to cancel will result in your being restricted from working
anywhere in the school system.

Failure to Report to a Job

• If you accept an assignment from SubCentral or a school that pre-arranges a job for you and you fail
to appear for that job, you may face disciplinary action. It is important that you review assignments
in SubCentral on a daily basis.

Should you have a question regarding your eligibility to work, call the SubCentral Help Desk at
(718) 935-4401, starting at 6:00 AM, Monday through Friday.

13
 CODE of ETHICS

A “Code of Ethics” defines and describes acceptable practices. The Code for Substitute Teachers
examines specific responsibilities of the Substitute Teacher, as well as the relationships that must be
maintained with students, parents, teachers, school and the community at-large.

Confidentiality is one of the most critical and important aspects of your job. It is your legal
responsibility to observe the rights of both students and parents in regards to data privacy. You will
have access to personal information about students and their families, including:

• Anecdotal behavior from within classrooms and other school settings; and
• Family circumstances and family relationships

Accepting Responsibility
• Recognize that the Classroom Teacher has the ultimate responsibility for the delivery of
instruction and classroom management; follow the directions prescribed by that Teacher.
• Communicate progress or concerns about students to parents, only when directed to do so by a
School Administrator.
• Refer concerns expressed by parents, students and/or others, to a School Administrator.

Relationships with Students and Parents

• Discuss a student’s progress, limitations and/or educational program only with the School
Administration and in an appropriate setting.
• Discuss school problems and confidential matters only with designated personnel.
• Refrain from engaging in discriminatory practices, based on a student’s disability, race, gender,
cultural background and/or religion.
• Respect the dignity, privacy and individuality of all students, parents and staff members.
• Present yourself as a positive adult role model.

Relationship with the School Administration

• Recognize the School Administration as Supervisory.
• Establish communication and a positive relationship with the School Administration.
• Discuss concerns about the teaching methods directly with the School Administration.
• Utilize the appropriate grievance procedures when problems cannot be resolved.

Relationship with the School

• Accept responsibility for improving your skills.
• Know school policies and procedures.
• Represent the School District in a positive manner.

Adapted from: Supervising ParaEducators in School Settings: A Team Approach, edited by Anna Lou Pickett and Kent Gerlach,
2009, Pro-Ed, Inc.

14
Do Not Use (DNU) Policy
At the end of each day, schools have the right to determine whether an individual Substitute Teacher
should not be assigned back to that school. There could be many reasons for this, including poor attitude,
inability to work in the specific educational environment and types of behaviors (erratic, aggressive,
argumentative, etc.). Failing to appear for an assignment, or unexcused lateness to an assignment, will
automatically disqualify you from future assignments at that school.

In order to ensure that our schools are getting the best Substitute Teachers, each time a complaint is
registered against you, the information is placed in your record. This allows the SubCentral Unit to track
your performance at assignments and allows the SubCentral team to maintain details contained within
your profile.

• The SubCentral Team monitors, regularly, your performance and sends letters to you, via standard
mail and/or NYCDOE email, each time a school reports an issue with your work ethic, quality or
performance, or if you fail to report to an assignment.
• The SubCentral Office will then conduct a conference with you and your Union Representative, with
the hope of improving the reported behavior and reaching mutual agreements regarding your
continued employment. Areas for discussion may include ineffective classroom management,
unprofessional demeanor or behavior.
• Additional training may be recommended to improve your overall performance and enhance your
quality of employment. Continuous lateness to an assignment and allegations that may violate any
of the Chancellor's Regulations will be carefully monitored.
• If there is no improvement and/or if you continue to receive negative performance reports, you may
be suspended or terminated, as well as being blocked from obtaining future employment within the
NYCDOE.

Nominating School
In some cases, the Nominating School may report a Substitute Teacher for Unsatisfactory or less than
par performance. In these cases, you may be terminated, since the Nominating School was the school
that endorsed your initial employment.

Required Days of Service

• You are required to work at least 20 days during the school year to be considered for renewal. Failing
to complete twenty days of service will result in termination.

Jury Duty
Substitute Teachers who get called for Jury Duty are not paid by the NYCDOE for that time.

15
 Course Credit Requirements for Uncertified Substitute Teachers Who Work More Than
Forty (40) Days in a School Year
Substitute Teachers who work more than forty (40) days in a school year MUST complete six (6) credits
in Teacher Education (known as the “pedagogical core”) in order to maintain eligibility for the following
school year. The “pedagogical core” includes courses designed to provide Teachers with the knowledge,
skills and methodologies needed to be effective and successful in the field of education. This requirement
is in effect until the Uncertified Substitute Teacher acquires twenty-one (21) credits in Teacher Education
OR obtains Teacher Certification. NOTE: Once that plateau has been reached, no additional credits are
required, however, all renewal requirements must be met. Requirements are subject to change, year-to-
year.
How do I earn these credits?
All coursework must be earned at an institution of higher education, with an approved Teacher Education
Program leading to Teacher Certification in the state in which the college is located. NOTE: For
institutions in New York State, view the Inventory of Registered Programs and search Teacher Education
programs. For institutions outside of New York State, consult that college or university’s catalog or that
State’s Education Department for verification.
Can I earn credit for education courses taken in the past?
Teacher Education courses taken in the past, at an accredited 4-year college or university, may count
toward your overall twenty-one (21) education credits requirement, however, these courses will not be
credited to you for the current year. You MUST complete six (6) education credits for the current school
year.
Coursework submitted for “Pedagogical Core” credits, taken at a community college or another college
that does not offer approved Teacher Certification programs, will be credited only if it is accepted in
transfer to an institution with an approved Teacher Education program and leads to Teacher Certification
in the state in which that college is located. Such coursework MUST be submitted on official transcripts
of both colleges attended.
How do I submit proof of the credits I have earned or have taken in the past?
All credits earned MUST be submitted on an official transcript. It is suggested that you submit an official
student copy of your transcript. You should request that this transcript be given to you in a sealed
envelope and you should submit the sealed envelope, in person, to 65 Court Street, 5th Floor.
Are there examinations I can take to earn credits?
There are examinations available to earn credits quickly, however, you should not take an examination
in the same or similar content area, as you will not receive duplicate credit, if you have already completed
an examination in the same content area.
May I take an after-school professional development or continuing education course to satisfy
these credit requirements?
After-school professional development courses sponsored by the United Federation of Teachers (UFT)
or other professional development courses, continuing education courses and/or seminars, do not count
toward the fulfillment of the education credit requirement.
Will I receive credit for student teaching, a practicum(s) and/or a seminar(s)?
Although you may receive college/university credit for your participation in these opportunities, they do
not satisfy your education credit requirement for renewal.
How do I submit the education credits that I have successfully completed?
Uncertified Substitute Teachers must submit an official transcript to the NYCDOE / Office of Substitute
Application Processing located at 65 Court Street / Room 505, Brooklyn, NY 11201. Upon receipt, the
transcript will be evaluated to determine if the education courses completed are acceptable and/or earned
credits.
Where can I view the education credits that have been reviewed and accepted by the NYCDOE?
Uncertified Substitute Teachers can view an up-to-date listing of the Education courses reviewed and
credits accepted by accessing the link http://dhrnycaps.nycenet.edu/RA/ . After signing in, click on the
“Substitute Education Credit Summary” link on the left-hand side of the screen and follow the on-screen
instructions.

16
Examinations Eligible for Coursework Credit
The New York City Department of Education has approved several examinations to satisfy the education
credit requirement of those Substitute Teachers who have worked more than forty (40) days in a school
year. Proof of “passing” examination results can serve as credits in lieu of some college/university
coursework, up to a maximum of twelve (12) approved credits.

1.) Developmental/Psychology Examinations NOTE: Only one of the following (A, B or C) is

acceptable:
A) CLEP Exam: Introduction to Educational Psychology – 3 Credits
http://clep.collegeboard.org/exam
B) CLEP Exam: Human Growth and Development – 3 Credits
http://clep.collegeboard.org/exam
C) DANTES (DSST) Exam: Life Span Developmental Psychology – 3 Credits
https://getcollegecredit.com/testprep/#courses

2.) DANTES – DSST: Foundations of Education – 3 Credits

https://getcollegecredit.com/testprep/#courses

3.) Excelsior College: Literacy Instruction in the Elementary School (EDUX310) T – 6 Credits
https://www.excelsior.edu/exams/literacy-instruction-in-the-elementary-school

Coursework Resources
In addition to traditional four (4) year college course credits, professional education courses sponsored
by the organizations below will be accepted, provided there is no duplication and they are accredited
courses leading to Teacher Certification.

1.) United Federation of Teachers (UFT) – Teacher Center

TEL: 212.475.3737
WEBSITE: http://uft.org/teaching/uft-teacher-center

2.) Center for Integrated Teacher Ed (CITE)

TOLL FREE: 1.877.922.2483 or 718.923.9333
WEBSITE: http://citeonline.com/

3.) The SUNY (State University of New York) Learning Network

http://navigator.suny.edu/

4.) New York State United Teachers (NYSUT)

http://www.nysut.org

New York State Certification Workshop

• The NYCDOE Office of HR School Support offers “The Road to New York State Certification
Workshop.” NOTE: This workshop is non-credit bearing.
• The two (2) hour workshop provides an overview of New York State certification requirements, various
pathways to meet those requirements, inter-state reciprocity, foreign credentials evaluation and
alternative certification programs.
• In addition, counselors discuss employment procedures, scholarship programs and opportunities
available for individuals seeking to become Certified Teachers. A brief question and answer period
follows each presentation.
• Visit: http://www.TeachNYC.net Click on: “Getting Certified” at the bottom of the screen under
“Resources.” Click on the link “Road to Certification Workshops” for dates, locations and registration
information.
17
 FULL - TIME EMPLOYMENT OPPORTUNITIES

New York City Teaching Fellows

Should you wish to become a Certified Teacher through an alternative certification pathway, you may be
eligible for the NYC Teaching Fellows Program which provides:
• A subsidized Master’s Degree program.
• A regular teacher’s salary and benefits.
• Ongoing support at the school level.
• A network of like-minded professionals committed to educational excellence for New York City
students

For application and qualifications visit: http://www.nycteachingfellows.org

EngageNY
EngageNY.org, developed and maintained by the New York State Education Department (NYSED) is
dedicated to providing educators across New York State with real-time, professional learning tools and
resources that support educators in reaching the State’s vision for a college and career ready education
for all students.
What you will find on EngageNY.org:
• Common Core Standards, curriculum and instructional resources, bilingual resources, performance
tasks and assessment guidelines and materials developed by NYSED and its partners
• Teacher/Leader Effectiveness materials, such as: leading and planning for APPR; various Student
Learning Objectives (SLOs) and Growth Reporting System resources; and information on the Value
Added Measure (VAM)
• Data Driven Instruction and Inquiry resources, including: calendars; case studies; planning templates;
implementation materials; and sample assessments, to improve student learning throughout the year
• Video Library featuring Common Core teaching, information on the instructional shifts and highlights from
NYSED's Network Team Institutes
• Professional Development materials designed to support everything from school leaders and teachers to
district-wide training
• Resources for Parents and Families designed to build understanding of the New York State education
reform initiatives and how the changes help children
The Future of EngageNY.org
As reform priorities grow and evolve over time, EngageNY.org will grow and evolve, too – so that you always
have the resources you need to ensure success in your school. Please reach out via the link
www.EngageNY.org for the most current materials and resources available. If you have questions, write to
engageny@nysed.gov

Adapted from: New York State Education Department, 2018

18
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*)
• Chancellor’s Regulation A-420 (Corporal Punishment)
Defines and prohibits the use of corporal punishment against students
• Chancellor’s Regulation A-421 (Verbal Abuse)
Defines and prohibits the verbal abuse of students
• Chancellor’s Regulation A-640 (Filming and Videotaping Students)
Defines the parameters under which students may be filmed. Subsection I is related directly to staff
filming students
• Chancellor’s Regulation A-750 (Child Abuse)
Outlines the New York State mandate for reporting possible Child Abuse
• Chancellor’s Regulation A-820 (Confidentiality and Release of Student Records)
Outlines the confidentiality access and sharing of student records
• Chancellor’s Regulation A-830 (Anti-Discrimination Policy and Procedures for Filing Internal
Complaints of Discrimination)
Establishes the NYCDOE’s Anti-discrimination policy and provides employees with the internal review
process for employees
• Chancellor’s Regulation A-832 (Student to Student Discrimination, Harassment and
Bullying)
Establishes the procedure for filing, investigating and resolution of complaints of student to student,
bias-based harassment, intimidation and/or bullying

It is the policy of the NYCDOE to provide educational and employment opportunities without regard
to race, color, religion, creed, ethnicity, national origin, alienage, citizenship status, age, marital
status, partnership status, disability, sexual orientation, gender (sex), military status, prior record of
arrest or conviction, except as permitted by law, predisposing genetic characteristics, or status as a
victim of domestic violence, sexual offenses and stalking, and to maintain an environment free of
harassment on any of the above-noted grounds, including sexual harassment or retaliation.

All NYCDOE employees are required to maintain an environment free from discrimination and
unlawful harassment based upon any of the above-referenced protected classes.

Inquiries concerning this Regulation should be directed to:

The Office of Equal Opportunity

65 Court Street, Suite 1102
Brooklyn, NY 11201
(718) 935 – 3320 or (877) EdCivil
Email: AskOEO@schools.nyc.gov
Website: http://schools.nyc.gov/oeo

20
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Strategies for Promoting Positive Behavior

• Ensure you have a “Do Now” assignment available to the students when they walk into the classroom.
• Focus on instruction, immediately
• Familiarize yourself with the lesson plan(s) for the day
• State your expectations clearly and simply
• Introduce, in as precise a manner as you can, the goal of the lesson and what you want students to
do and understand
• Use your strengths/skills to motivate students – be positive and encouraging
• Walk around the classroom to assess students’ understanding and provide support – make sure they
know you can see and hear everything that goes on in the room
• Acknowledge and reinforce appropriate behavior with positive verbal reinforcement.
• Use time limits to maintain the structure of the lesson
• Encourage students to participate fully with assigned responsibilities, such as keeping time, or other
engaging behaviors
• Use the names of students whenever possible
• Assess continually to ensure understanding – ask students to reinterpret instructions or key ideas
• Please use positive feedback: verbal praise, a nod, a smile, a ‘thumbs up’, etc.

Suggestions and Exemplary Practices

• Learn the names of students quickly, if possible.

• Issuing Classroom Passes: Before you begin, ask in the General Office what the school rules are
for issuing an Official Hall Pass and document each occurrence.
• Promoting Constructive Discussion: Establish and remind class of protocol that will guide
discussion among students. Rewards and incentives should prove effective since many schools
incorporate class participation as part of a student’s overall grade.
• Differentiated Instruction: Students have different learning styles and levels. Each lesson should
accommodate the needs of all students.
• Be friendly but remain professional: Some students get confused about the fine line between a
teacher/mentor and a buddy. You can be professional and friendly at the same time. Students are
less likely to act out if they think you genuinely like the role you are playing for the da.
• Remain flexible: A day in a typical school may have interruptions.
• Assess your personal style: Determine if there are distracting aspects to your delivery of instruction
such as the manner in which you dress, how you choose to interact with your students, the rate at
which you speak and/or present instruction, etc.
• Accept responsibilities: You occupy the most effective level in the chain of command. You are
expected to meet the challenges that come your way without overreacting.

22
Completing Administrative Tasks

In an effective classroom, students should not only know what they are doing, they should also
know why and how.
- Harry Wong

You will be required to maintain and at times share student information. As a result, you are expected to
maintain proper documentation such as: student absences, lateness or other information asked of you in
the plans of the absent Teacher. You may want to use a copy of the attendance sheet to record student
performance and student anecdotes. Be mindful that your records, in general, should have at least a
name with an ID number, a time and a location.

The maintenance of records is necessary; however, it should not overshadow the instruction process.
For example, Teachers will use brief periods between classes to complete attendance records such as:

• Daily Attendance Forms

• Subject Attendance Scan Sheets
• Delaney Cards

Issuing Passes, Admitting Latecomers and Granting Permission to Leave Class

• Always ask for documentation if students are being admitted to or pulled out of class
• If you are issuing permission to allow students to leave class, be mindful that your records, in general,
should have at least a first and last name, ID number, time, and a location

23
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 UNSATISFACTORY PERFORMANCE

It is the policy, of the NYCDOE, to provide you with an opportunity to work as much as needed and
contribute to our shared goal of improved student achievement. Occasionally, a school will find the
services of a Substitute Teacher less than satisfactory. This could happen for a number of reasons:
lateness; failure to report to an assignment; insubordination; and/or the inability to follow procedures,
among other reasons. Additionally, Substitute Teachers who exhibit poor classroom management skills,
ineffective or non-existent lesson planning, poor communication skills (oral and/or written) and other
performance-based concerns, will be reported to the SubCentral Office at 65 Court Street - 5th Floor.

If you exhibit unsatisfactory performance at a school while working as a Substitute Teacher, the school
has the option of submitting a request to the SubCentral Office to not utilize your services in the future.
The SubCentral Office will notify you, in writing via email, of any requests received. Once the SubCentral
Office receives a request from a school, a progressive discipline process is initiated which includes one
or more of the following in ascending order: warning letter(s), disciplinary conference(s), suspension(s)
and/or termination of service. If applicable, documentation will be kept on file in the SubCentral Office,
the Office of Personnel Investigation and in your record/file.

Should you exhibit poor classroom management, lack of planning or other instructional issues, you may
be given additional training in the form of an online training program. This program will provide you with
strategies and techniques that are most useful in the classroom. It offers suggestions and insights into
student learning along with best practices for creating and maintaining a positive, well managed, learning
environment. Completion of the online training program will not only result in greater knowledge and
understanding of the principles of learning, but also strengthen the foundation upon which effective
instruction is built. Training is assigned at the discretion of the NYC DOE Division of Human Capital.

While it is our overall goal to support and assist you, sometimes these efforts are not successful. The
NYCDOE will initiate termination procedures for Substitute Teachers whose performance does not
improve as a result of these efforts.

Grievances
• The New York City Department of Education recognizes the United Federation of Teachers (UFT) as
the exclusive bargaining representative for all Substitute Teachers.
• The Department of Education provides you, the Substitute Teacher, the opportunity to discuss
incidents or events which may lead to disciplinary action.
• In all disciplinary matters at the Central level, only you and Representatives from the UFT are
permitted to attend disciplinary conference, grievance hearings or ratings appeals. Outside counsel
or other representation is not permitted.
• Union representation is recommended if complaints could result in your being permanently excluded
from assignment as a day-to-day Substitute Teacher.

Evaluations and End of Year Ratings

• Principals are required to rate Substitute Teachers who work ten (10) days or more in a school
assignment.
• Principals have the option of rating Substitute Teachers who work less than ten (10) days in their
respective schools.
• Ratings are given at the end of the school year.

25
Evaluations and End of Year Ratings (continued)

• If you receive an end of year rating of Unsatisfactory, Developing or Ineffective, you will be ineligible
to work as a Per Diem Substitute Teacher going forward.
• Should you be terminated for unsatisfactory or ineffective service, you may appeal the termination
through a hearing through The Office of Appeals and Review. A full explanation of the process is
explained in Chancellor’s Regulation C-31, found at:

https://cdn-blob-prd.azureedge.net/prd-pws/docs/default-source/default-document-library/c-31-
english.pdf

26
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Per Diem Teacher Renewal Process
• Beginning every January, the Renewal Requirements for the upcoming school year may be
accessed by visiting the following website:
https://infohub.nyced.org/nyc-doe-roles/school-staff/substitutes
NOTE: You must sign in utilizing your DOE User Name and Password to view the Renewal
Requirements.
• As part of the renewal process, you must renew your intent to work the following year, online.
You will be notified of the instructions to access the online system, in June, via email. The
instructions will also be posted on your SubCentral home page.
• Renewal of service is contingent upon you meeting all renewal requirements by the deadline,
receiving satisfactory ratings and being in good standing (as determined by the Office of
Personnel Investigations).

Vacation, Holidays and Sick Leave

• Substitute Teachers, except those on long-term assignments, are not entitled to vacation days,
sick days or payment for holidays.
• A Substitute Teacher who covers the same absent Classroom Teacher for 30 or more consecutive
days, without interruption, is considered a Long-Term Per Diem Substitute Teacher with a
corresponding payroll status of “Z”, ONLY for the duration of that assignment.
• A Substitute Teacher on Z-status earns one sick day, for every 20 days of service. The use of a
sick day requires that medical documentation be submitted to the payroll secretary of the school.
Unused sick days are accumulated throughout the Substitute Teacher’s career and if hired full-
time, would transfer to the full-time Teacher Sick Leave Bank. Unused sick days will not be paid
out, if the Substitute Teacher does not get hired as a full-time Teacher.
• A substitute on Z-status for 60 full days will earn 3 vacation days; an additional vacation day will
be added for every 20 days worked thereafter, up to a maximum of nine (9) days. These days
are paid out at the end of the school year, in a lump sum.
• Substitute Teachers on Z-status are paid at a higher rate, for the period that they remain on that
status. NOTE: The Substitute Teacher will lose Z-status and the higher rate corresponding
privileges, if there is a break to the consecutive days of service.

28
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")
 HINTS FOR SUCCESS

A Substitute Teacher's leadership of the class is defined by his/her classroom skills and management
strategies. Hints for Success provide some guiding principles that have been proven to be effective and
may assist you in having a successful experience:

• Be prepared to receive a call for an assignment. You may be called any morning to provide Substitute
Teacher service. Preplan to meet your family needs.

• Arrive at school early; report to the office; pick-up a Substitute Teacher's folder, if available. Read it
carefully, as it will guide you through the school's daily routines and emergency procedures.

• Go to your classroom. Hopefully, there will be a lesson plan for the day. Carefully read instructions
and/or rules left by the person you are covering. Examine the room. Locate the materials you will
need for the day.

• Write your name on the board.

• Learn the names of your students, from a seating chart, if available. If not, walk around the classroom
and identify the names of students often posted on their desks. This will help in building rapport.

• Once the students are in the classroom, begin immediately and in an organized manner. Review
expectations and class rules, if age and disability appropriate. Introduce an "Icebreaker".

• Carry out the Teacher's lesson plans to the best of your ability.

• Be over-prepared. If students complete their assignments in less time than expected, have activities
that you have prepared available, for example: conversation topics/questions for guided group
discussions or for students to complete in pairs.

• Leave a brief summary of the day and what was accomplished.

• Leave the classroom in good order: desks, work tables and/or learning centers organized; papers
neatly stacked; shades adjusted; etc.

Adapted from: Prince George County Public Schools/Substitute Teacher Handbook (2014 – 2015)

30
 ICEBREAKERS

Student Engagement Icebreakers

"Icebreakers" will help you promote a well-balanced, caring environment, while helping students get to
know each other, better, as well as you. This will also help you to create a foundation of understanding
and respect in the classroom. Icebreakers encourage friendships and will help students, Teachers and
Paraprofessionals learn each other's names.

Instead of coming on "too strong" focus on approachability. Substitutes need to be intriguing, familiar
and safe, especially in order to win over the disruptive student. A great way for Substitutes to achieve
this is to tell stories…about themselves! Substitutes need to allow students to get to know them.

To give students more power, enhance personal narratives with images: become photojournalists. In
anticipation of receiving an assignment, create a "Picture File". Take pictures of interesting happenings
and be prepared to share them with your class. Contemporary children and youth are comfortable
sharing and reading trivia; details about their daily existence. Think about what students post on social
media.

You might think it odd to announce to your class what you may have prepared for dinner and display
images for impact, but your students won't. They'll embrace it. Bond with students by sharing your life
and in the process, watch classroom management improve and evidence of new learning. NOTE: When
sharing personal stories, always be sensitive to your students and adjust contents appropriate to
specialized populations; e.g., students with disabilities; students in temporary housing (STH) etc.

Excerpted and adapted from: "Sharing the Connections That Students Value" (March 4, 2016) https://www.edutopia.org/blog/sharing-
connections-that-students-value-penny-and-james-sturtevant

31
 ICEBREAKER: Who Am I?

NAME: _____________________________________ DATE: _______________________

The following questions are about you: who you are and what you like. Think about the people you know
and who know you; the skills and abilities you have; and the dreams you have. Take time to think about
your answers. Discuss them with a partner. The responses are yours, but the people around you may
have some important information to give you. Be prepared to discuss your answers in a group meeting.

I am good at:

__________________________________________________________________________________

__________________________________________________________________________________

I am not so good at:

__________________________________________________________________________________

__________________________________________________________________________________

I like doing these things:

__________________________________________________________________________________

__________________________________________________________________________________

I learn best when:

__________________________________________________________________________________

__________________________________________________________________________________

These are the ways I have already become independent:

__________________________________________________________________________________

__________________________________________________________________________________

I would like people to know that:

__________________________________________________________________________________

__________________________________________________________________________________

Before I finish high school, I would like to learn these things:

__________________________________________________________________________________

__________________________________________________________________________________

Adapted from: Raising Special Kids, Phoenix, AZ (2001)

32
 ICEBREAKER: Preferences Map

NAME: _____________________________________ DATE: ____________________

*******************************************************************************************************
Draw a picture(s) of things you enjoy

****************************************************************************************************
Draw picture(s) of things that make you upset or frustrated

33
 ICEBREAKER: How Can Self-Determination Help Me?

NAME: _____________________________________ DATE: _______________________

Name an experience you had when you were not in control; when someone else had control
over something that was important to you.

___________________________________________________________________________

___________________________________________________________________________

How did it feel NOT to be in control?

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

Some feelings we might have when we are not in control:

- Powerless - Frustrated - Incompetent - Depressed

- Angry - Belligerent - Helpless - Sad

Name an experience you had when you were in control over something that was important to
you:

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

Some feelings we might have when we are in control:

- Powerful - Motivated - Excited - A little scared

- Responsible - Energized - Happy - Confident

Think of self-determination as being in charge of your own life.

Adapted from: "Self-Determination: A Critical Educational Outcome for Children and Youth with Disabilities" by Brian Abery. (1999)

34
 ICEBREAKERS FOR SUBSTITUTE TEACHERS
Icebreakers for Substitute Teachers
(http://www.teachervision.com/icebreaker/resource/6063.html)
Some curriculum-based resources for Substitute Kits that you can preview for future use:
• The Five Senses (Kindergarten)
This Substitute Kit explores the five senses.
• A Visit to the Zoo (Grades 1 - 2)
This Substitute Kit encourages students to explore the world of animals.
• An Ocean Adventure (Grades 3 - 4)
This Substitute kit explores oceanography topics through a series of cross-curricular activities.
• A Day in Space (Grades 5 - 6)
This Substitute Kit encourages students to learn about outer space.
• Poetry Jam! (Grades 7 - 8)
This Substitute Kit assists students write and appreciate poetry.
• Seeing the World (Grades 7 - 8)
This Substitute Kit focuses on the development of Geography skills.
• What's in the News? (Grades 7 - 8)
This Substitute Kit teaches grammar by having students use a newspaper.
• Postcards Icebreaker ( All Grades)
Holidays provide themes and seasonal topics that can be explored in an educational way.
Below are some examples for your information, review and appropriate follow-up:

MONTH HOLIDAY
January New Year's Day (January 1)
January Martin Luther King, Jr. Birthday (January 15)
January / February Lunar New Year (A.K.A: Chinese New Year)
February Black History Month
February Ground Hog Day (February 2)
February Valentine's Day (February 14)
February President's Day (3rd Monday in February)
March International Women's Day ( March 8)
March St. Patrick's Day (March 17)
March / April Easter ( 1st Sunday after first full moon after Equinox)
April National Poetry Month
April April Fool's Day (April 1)
April Passover (15th Day of Nissan/1st Mo on Jewish Calendar)
April Earth Day (April 22)
May May Day (May 1)
May Cinco de Mayo (May 5)
May Mother's Day (2nd Sunday in May)
May Memorial Day (Last Monday in May)
June Flag Day (June 14)
June Father's Day (3rd Sunday in June)
June and rotating months Eid al-Adha (last day of Hajj) and Eid al-Fitr (based on Hijri)
July Independence Day (July 4)
September Labor Day (1st Monday in September)
October Columbus Day (2nd Monday in October)
October Halloween (October 31)
November / December Hanukkah (25th Day of Kislev on Jewish calendar)
November Veteran's Day (November 11)
November Thanksgiving (4th Thursday in November)
November / December Hanukkah (25th Day of Kislev on Jewish calendar)
December Christmas (December 25)
December Kwanzaa (December 26)

35
 CONTACTS AND LINKS

Important NYCDOE - Contacts and Links

• SubCentral - http://schools.nyc.gov/Offices/DHR/SubTeachers.htm
• SubCentral Help Desk - (718) 935-4401
• SubCentral E-Mail address –subcentral@schools.nyc.gov
• SubCentral/SmartFindExpress Dial-In (718) 935-6740
• SubCentral Web Page - http://subcentral.eschoolsolutions.com/
• New York City Department of Education - http://schools.nyc.gov/
• Chancellor’s Regulations - http://schools.nyc.gov/school-life/policies-for-all/chancellors-
regulations
• Citywide Standards of Discipline and Intervention Measures (The Discipline Code) -
http://schools.nyc.gov/RulesPolicies/DisciplineCode/default.htm

Important NYSED - Contact and Links

• New York State Education Department - http://www.highered.nysed.gov/tcert/
• Teaching Assistant (Paraprofessional) Exams - http://www.nystce.nesinc.com
• Child Abuse Identification Workshop - http://www.highered.nysed.gov/tcert/certificate/ca.html
• School Violence Prevention and Intervention Workshop -
http://www.highered.nysed.gov/tcert/certificate/save.html
• Teachers Exams - http://www.nystce.nesinc.com/
• NYSED Learning Standards - http://www.nysed.gov/curriculum-instruction/

Important PROFESSIONAL ORGANIZATIONS - Contacts and Links

• National Resource Center for Paraeducators - http://www.nrcpara.org
• Council for Exceptional Children - http://www.cec.sped.org
• National Center for Learning Disabilities – http://www.ncld.org
• United Federation of Teachers (UFT) - http://www.uft.org
• National Education Association of the United States (NEA) - http://www.nea.org
• Association for Supervision and Curriculum Development (ASCD) - www.ascd.org
• National Council of Teachers of English (NCTE) - http://www.ncte.org
• National Council of Teachers of Mathematics (NCTM) – http://www.nctm.org
• National Science Teachers Association (NSTA) - http://www.nsta.org
• National Council for the Social Studies - http://www.socialstudies.org
• STEM Education Coalition (Science/Technology/Engineering/Mathematics) -
http://stemedcoalition.org/
• National Alliance of Black School Educators (NABSE) – http://www.nabse.org
• TESOL International Association (Teaching English to Speakers of Other Languages) –
http://www.tesol.org
• International Reading Association (IRA) – https://www.literacyworldwide.org/
NOTE: Internet addresses active at the time of publication

36
 CONTACTS AND LINKS (cont’d)

(Resources for engaging students; managing classrooms; and planning lessons)

NOTE: Internet addresses active at the time of publication

ORGANIZATION ADDRESS DESCRIPTION

• National Library of Virtual http://nlvm.usu.edu/en/nav/vlibrary.html Computer-based Math games
Manipulations
• Wordsmyth http://www.wordsmyth.net Online dictionary/thesaurus
• Google Earth https://www.google.com/earth/ Geography; map generator
• EDSITEment http://www.edsitement.neh.gov Offers resources in the areas of
literature/language arts; foreign
languages; art/culture; history/social
studies
• Education on Science https://science.education.nih.gov/ Resource for Science education
• Smithsonian Kids http://www.si.edu/kids Virtual tours of exhibitions; connect
w/experts in the field; lesson plans
• Figment https://www.getunderlined.com/create/ Share writings; receive comments
and encouragement from other
writers; best for middle schoolers
• Scholastic http://www.scholastic.com/stacks Reviews of books posted by young
readers; get recommendations
• Scholastic http://www.scholastic.com/bookwizard Guidelines for leveling classroom
libraries and resources for books
• Crayola http://www.crayola.com/educators Activities for every grade level
• Scholastic http://www.scholastic.com/teachers/daily- Activities to start the day;
starter whiteboard compatible
• Smarttech http://www.Exchange.Smarttech.com Ready-made, interactive whiteboard
lessons; guide on how to create
lessons for whiteboards
• Promethean Planet http://www.prometheanplanet.com Teacher tips and practical advice
for integrated use of whiteboards;
graphics
• Teacher Tube http://www.teachertube.com Source for instructional videos
• Glogster http://www.edu.glogster.com Resource for making digital posters
containing pictures, text, video, links
and animation
• Powtoon http://www.powtoon.com Resource for creating short,
animated clips to accompany
student-generated scripts
• Tolerance http://www.tolerance.org Teacher blog addressing difficult to
teach topics w/in an educational
setting. Includes supporting
teacher-to-teacher activities and
materials
• Annenberg Foundation http://www.learner.org PD video series; presents
challenging subject-specific topics
that teachers must address in their
classrooms
• Scholastic https://www.scholastic.com/teachers/lessons Veteran teachers share
-and-ideas/ experiences and knowledge

37
 CONTACTS AND LINKS (cont’d)

ORGANIZATION ADDRESS DESCRIPTION

• EDUTOPIA (George Lucas
Educational Foundation)
• Ask A Technology Teacher
• Education World
• Teacher Vision
• Catapult Learning
https://www.edutopia.org/
http://askatechteacher.com/
http://www.educationworld.com
https://www.teachervision.com
http://catapultlearning.com/
A great resource that
provides tools for increasing
student engagement
A group of technology
teachers who run an award-
winning resource blog where
they provide free materials,
advice, lesson plans,
conversation and website
reviews
An online resource to find
high-quality and in-depth
original content: lesson
plans, printables,
worksheets; updated daily
Cross-curricular resources
by theme
Dedicated to improving the
academic performance for
at-risk and struggling
students, including potential
dropouts and those with
learning and emotional
disabilities

NOTE: Internet addresses active at the time of publication

38
 PROFESSIONAL RESOURCES

We can, whenever and wherever we choose, successfully teach all children whose
schooling is of interest to us. We already know more than we need to do that. Whether or not
we do it must finally depend on how we feel about the fact that we haven't so far.

Dr. Ronald Edmonds

Effective Schools
Harvard University

TYPE TITLE AUTHOR DESCRIPTION

Book Concept-Based Curriculum and H. Lynn Erickson (2014) How to bring content and process
Instruction Corwin Press Publishers together in the classroom

Article "Mindful Classroom Management
& the Power of Patience"
Article 16 Inspirational Quotes from
Children's Literature
Dr. Azi Jankovic Patience, faith, respect, praise and
(03/02/2016) relationships are very important, not
only in everyday life, but in the
classroom
Kimberly EHart Student motivation through the use
(11/28/2015) of children's literature

Article Principal of the Week: Shawn Rux Katie Honan (2016) Far Rockaway Principal looks to
and / MS 53Q bring pride back through Art and
Video and Music
YouTube: "MOTIVATE" / MS 53
Book Visible Learning for Teachers John Hattie (12/17/2011) Collection of evidence-based
research into what actually works
in schools to improve learning
Books Habits of Mind Art Costa (2009) How to transform schools into
learning communities
Books Too numerous to mention Fisher & Frey Improving student achievement and
and (Includes Leveled Series for schools through literacy
Articles Common Core) development (K – 12)

Book Content Counts! Developing
Literacy Skills
Book Understanding by Design, 2nd
Edition
Book Developing Readers in the
Academic Disciplines
Book Classroom Strategies for
Interactive Learning
Jennifer L. Alteri (2011) Developing discipline-based literacy
Internat'l Reading Assoc skills
(K – 6)
Wiggins & McTighe (2005) The authors have put together a text
that demonstrates what best
practice in the design of learning
looks like, for creating more
engaging and effective learning
(K - Univ)
Doug Buehl (2011) Strategies to improve learning and
literacy skills
Doug Buehl (2008) Strategies for developing students to
become purposeful thinkers and
readers through scaffolding
comprehension skills

39
 PROFESSIONAL RESOURCES (cont’d)

TYPE TITLE AUTHOR DESCRIPTION

Book Energizers! 88 Quick Movement Susan L. Roser (2009) Encourages playful moving, laughing,
Activities That Refresh and chanting or singing to promote more
and Refocus productive learning (K – 6)
Book Energizing Brain Breaks David Sladkey (2013) Activities to help students remain
sharp and alert, re-energized for the
next learning task
Book Someday Eileen Spinelli (2007) Poetic words and collages depicting
dreams of tomorrow, while living
today (K – 4)
Book Best Practices in Literacy Lesley M. Morrow (2011) Evidence-based teacher resource
Instruction, 4th Ed. (PreK – 8)
Book Comprehension Instruction / Cathy Collins Block (2008) Presents theory and practice on how
Research-Based Best Practices we comprehend text and how to best
foster the development of
comprehension in students.
Book Comprehension Connections: Tanny McGregor (2007) A guide to developing
Bridges to Strategic Reading children's
ability to fully understand
texts by
making the comprehension
process achievable,
accessible and
incremental
Book Pump Up the Volume – Laureen Reynolds (2008) Practical strategies to build
Vocabulary students
oral (listening and speaking)
vocabulary words they
understand
and use when they speak
(K – 3)
Book Gay Su Pinell and Irene Expert guides to the teaching
Fountas of
Too numerous to mention phonics and spelling in the
reading/ writing classroom
(K – 3)
Book Interventions for All Yvette Zgonc (2010) Phonological Awareness
(K-2)
Book Words Their Way, 6th Ed. Donald R. Bear, et al Hands-on approach to word
(2015) study that illustrates how to
integrate and teach children
phonics, vocabulary and
spelling skills (K – 6)
Book Phonics A – Z, 2nd Ed. Wiley Blevins (2006) Phonics instruction (K – 2)
Book Preventing Reading Difficulties National Research Council Reading research
(1998)
Book The Fluent Reader, 2nd Ed. Timothy V. Rasinski (2010) Strategies for building word
recognition, fluency and
comprehension (6 up)
Book The Balanced Leadership Tim Waters Actions and behaviors
Framework, McRel affecting student
achievement
Book Math Their Way Mary Baratta-Lorton (1995) Activity-centered math
curriculum
40
 ADDITIONAL READINGS
• Bosch, Karen (2006) Planning Classroom Management – A Five Step Process to Creating
a Positive Learning Environment. California: Corwin Press.
• Breaux, Elizabeth (2005) Classroom Management Simplified New York: Eye on Education.
• Brookhart, Susan (2010) Assess Higher-Order Thinking Skills in Your Classroom Virginia: ASCD.
• Covey, Stephen R. (1989) The 7 Habits of Highly Effective People ISBN 0743269513.
• Daniels, Aubrey C. (2000) Bringing Out the Best in People, How to Apply the Astonishing Power of
Positive Reinforcement McGraw-Hill, Inc. ISBN 0071364099
• Glasgow, Neal and Hicks, Cathy (2003) What Successful Teachers Do California: Corwin Press.
• Levin, James and Nolan, James F. (2000) Classroom Instruction That Works: 100 Problems Allyn
and Bacon ISBN 0205482955.
• Marzano, R., Pickering, D. & Pollock, J. (2001) Classroom Instruction That Works: Research-based
Strategies for Increasing Student Achievement Alexandria, Va.: ASCD ISBN 0131195035.
• McMillan, Mary (1992) Lifesavers for Substitutes Good Apple, Inc. ISBN 0866536783.
• Rutherford, Paula (2002) Why Didn’t I Learn This in College? Just Ask Publications ISBN
0966333616.
• Smith, Rick (2004) Conscious Classroom Management – Unlocking the Secrets of Great Teaching
California: Conscious Teaching Publications.
• Spencer, Karla (2006) Best Lesson Plan Websites for Educators California: Mary D. Smith.
• Sprick, Randall S. and Howard, Lisa M. (1995) The Teacher’s Encyclopedia of Behavior
Management – 100 Problems/ 500 Plans for Grades K-9 Sopris West, 1140 Boston Avenue,
Longmont CO 80501, ISBN 1570350310.,
• Stronge, James H. (2002) Qualities of Effective Teachers Virginia: ASCD
• Wong, Harry K. and Wong, Rosemary Trippi (1991) The First Days of School – How to be an Effective
Teacher Harry K. Wong Publications, 1030 W. Maude Ave. Ste 501 Sunnyvale, CA 94086, ISBN
0962936006..
• Proven Behavior Management Skills and Teaching Strategies – Substitute Teacher Utah: The
Substitute Teaching Institute, 2009.
• Effective Methods of Facilitating Substitute Teacher Training – Grades K-12 Sub Trainer Manual.
Utah: The Substitute Teaching Institute, 2005.

CITY AND STATE CONTACTS AND LINKS

• SubCentral Help Desk – (718) 935-4401
• SubCentral E-Mail address – SubCentral@schools.nyc.gov
• SubCentral/SmartFindress Dial-In (718)935-6740
• SubCentral Web Page – https://subcentral.eschoolsolutions.com
• UFT – http://www.uft.org
• New York City Department of Education- http://schools.nyc.gov/
• NYCDOE – Division of Human Capital – https://www.schools.nyc.gov/employees/
• New York State Education Department – http://www.nysed.gov
• NYS Exams – http://www.nystce.nesinc.com/
• Child Abuse Identification/School Violence Prevention and Intervention Workshops –
http://www.highered.nysed.gov/tcert/certificate/ca.html
http://www.highered.nysed.gov/tcert/certificate/save.html

41
 CHANCELLOR’S REGULATIONS AND RELATED RESOURCES

• Chancellor’s Regulations - All Chancellor’s Regulations

https://www.schools.nyc.gov/school-life/policies-for-all/chancellors-regulations
• C-105
https://schools.nyc.gov/docs/default-source/default-document-library/c-105-english
• A-420
https://www.schools.nyc.gov/docs/default-source/default-document-library/a-420-english
• A-421
https://www.schools.nyc.gov/docs/default-source/default-document-library/a-421-(10-30-
14)a2cd7d365694e10843741b8bd83dfb0
• Citywide Standards of Discipline and Intervention Measures (The Discipline Code) http://schools.nyc.gov/
Type “discipline code” in SEARCH bar
Association for Supervision and Curriculum Development (ASCD) – https://www.ascd.org
NOTE: Internet addresses active at the time of publication

42
It is important that Substitutes keep daily records of their assignments. The information below is a sample of what
should be used.
SUBSTITUTE TEACHER ASSIGNMENT TRACKING FORM

KEEPING TRACK OF JOBS / PAY

DATE WORKED TIME/DATE JOB JOB NUMBER SCHOOL FULL TIME DATE PAID
ACCEPTED NAME/CODE TEACHER NAME

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"$
AVAILABLE JOBS
Choose the Available Jobs link to view and accept assignments
To view and accept jobs:
• You must be available to work all days and times of the job
• You have specified that you will work at the location

Follow these steps:

• Select the date range for your search entering in the dates with forward slashes (MM/DD/YYYY)
or using the calendar icon. Leaving dates blank will return all data.
• Press the Search button to display the list of jobs
• Press the Details link to view the job details. Review the specifics and choose one of the
following:
° Select the Accept Job button. A job number will be assigned to you if the job has been
successfully assigned to you. Please record this Job Number.
° Select the Decline Job button. Select a reason for decline from the drop-down list, then
select the Decline Job button
° Select the Return to List button to return to the job listing

REVIEW ASSIGNMENTS
Choose the Review Assignments link to review past, present and future assignments or to cancel
an assignment.

Follow these steps:

• Select format for Assignment display. List or Calendar view
• Search for assignments
• Press the Search button to display the list of assigned jobs
• Choose the Job Number link to view job details
• Select the Return to List button to review other jobs assigned to you
• Select the Cancel Assignment button to cancel your assignment. Enter a reason for canceling
from the pull down list. Wait for the “Job was cancelled successfully” notification. You cannot
cancel an assignment within 1 hour of the start time.
• An assignment may contain file attachments. To view or download a file attachment, click on the
file name.

SIGN OUT AND WEB BROWSER INFORMATION

At any time during the session, the Sign Out link can be selected to end the session and disconnect
from SmartFindExpress. Selecting the browser's back button or going to another site on the Internet
does not disconnect the session from SmartFindExpress.

To ensure security and privacy of information, use the Sign Out link to disconnect from
SmartFindExpress, and close the web browser when you finish with your session.

You can click the Help link to access Help Guides and How-to videos.

Important Note: Do NOT use the browser's BACK button to navigate to screens. Instead, use the
navigation buttons, such as “Return to List” and “Continue”, which are located at the bottom of
SmartFindExpress screens.

47
 NOTES

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48
 NOTES

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49
Division of Human Capital
HR School Support

52