Punctuality & Check-In

1. • Arrive early (suggested to arrive at least 10–15 minutes before your assignment) to review materials and settle in.

   • Bring a valid photo ID—substitutes do not receive permanent LCPS badges.

   • Sign in at the front office, pick up your substitute badge, and receive any last-minute details or updates.

   • If you think you will be late to your assignment, be sure to call the school to notify them. Arriving late or leaving early without approval can result in a pay adjustment. Substitutes are hourly employees who are only paid for time worked. 

   • Ask to speak to the school's technology support staff (IFT or DES) if you need help with the laptop you are given or if you need assistance accessing the provided software. 
     
     
     

Verification & Daily Preparation

1. • Keep your SmartFind Express confirmation email handy in case staff ask for your job number.

   • Adhere to the hours specified in SmartFind Express (often a 7.5-hour workday, including a 30-minute unpaid lunch)

   • Understand that daily substitutes do not have a scheduled planning period; you may be assigned elsewhere in the building during gaps.

   • Substitutes working at the elementary level may be asked to sub in other areas when students are at specials (music, art, PE, etc).

   • Remain flexible: last-minute changes or reassignments occasionally occur based on school needs.

Review & Gather Materials

• Before students arrive, read the absent teacher’s plan in full. Confirm all required materials (worksheets, textbooks, manipulatives, technology) are available. 

• If anything is missing or unclear, contact the front office or department lead straightaway for clarification or additional supplies.
  
  

Classroom Layout & Safety

• Locate classroom resources: supply cabinets, emergency exits, first-aid kits, and student workstations.

• Note posted procedures (fire drill routes, lockdown instructions, etc.) and be prepared to follow them without hesitation.

• If provided with a seating chart, please adhere to it. 

Technology & Resources

• Use only approved technology (interactive whiteboards, projectors, district-issued computers) for instructional purposes.

• Report any technical issues immediately to the front office so they can be addressed before instruction begins.

Greeting & Establishing Presence

• Stand at the door, smile, and introduce yourself: “Good morning, I’m Mr./Ms. [Last Name], your substitute teacher today.”

• Speak in a calm, confident tone to set a positive, respectful atmosphere from the first moment.
  
  

Following the Teacher’s Plan

• • Deliver activities in the exact sequence and pacing outlined in the lesson plan. Do not edit or deviate from what is provided. Lesson plans are created based on approved curriculum guidelines.

  • If the plan specifies differentiated strategies or accommodations (IEP/504, ELL), implement them consistently.

Classroom Routines & Expectations

• • Reinforce any posted classroom rules (e.g., “Raise your hand before speaking,” “Respect others’ space”). If no rules are visible, introduce 3–4 universal guidelines, such as: 

    • “Follow directions quickly.” 

    • “Keep hands and feet to yourself.” 

    • “Use respectful language.”

  • Explain daily routines:

    • How to enter and exit the room.

    • Where to submit assignments

    • What quiet activities students may do when they finish early.

  • Follow the school’s timetable for morning routines, transitions, lunch, recess, and dismissal.

  • Incorporate administrative instructions (e.g., fire drills, assemblies) exactly as directed.

Active Supervision

• Circulate throughout the room instead of remaining behind a desk. Proximity deters off-task behavior and ensures you can assist students quickly.

• Monitor all areas of the classroom, hallway (if supervising transitions), and any designated common spaces (cafeteria, playground).
  
  

Maintaining Safety

• Never leave students unsupervised. If you must step away, arrange for another staff member to cover temporarily.

• Use the telephone in each classroom to call the office for assistance.

• Be aware of each student’s health or safety needs:

  • If a student is ill or injured, send them to the nurse immediately or have someone escort them.

  • In the event of a serious accident, do not move the student—send another adult to fetch the nurse or an administrator.

  • Do not withhold restroom or nurse visits for any reason.
    
    

Providing Student Support

• Follow any posted IEP/504 or ELL accommodations to ensure all learners can participate fully.

• Use positive reinforcement to encourage on-task behavior and participation (verbal praise, stickers or tokens if available).

• Learn and use student names whenever possible—addressing a student directly fosters respect and rapport.

Building Rapport

• Show genuine interest in students: “I see you’ve finished your reading—what book are you on?” “How did you solve that math problem?”

• Acknowledging small achievements (e.g., “I love how hard you are working”) makes students feel valued.
  
  

Offering Clear, Concise Instructions

• Break tasks into simple steps:

  1. “Open your textbook to page 52.”

  2. “Read the first paragraph aloud.”

  3. “Underline any unfamiliar words.”

• Check for understanding: “What’s our first step?”

• Use nonverbal cues (thumbs-up, nods) to reinforce comprehension and positive behavior without interrupting the flow of instruction.
  
  

Staying Fully Present

• Avoid distractions—keep personal belongings (phones, newspapers, e-readers) out of sight and silenced.

• Silence/turn off all cell phones, tablets, and personal electronic devices before starting the workday. It is only acceptable to use phones/devices on breaks. 

• Be approachable: allow students to ask questions and address concerns promptly and respectfully.

Implementing the Established Behavior Plan

• Follow the teacher’s specific behavior plan (e.g., token systems, point sheets).

• Use positive reinforcement to acknowledge desired behaviors: “I appreciate how Sofia organized her materials so quickly.”

• For minor infractions, use a calm, three-step approach:

  • Nonverbal Cue: Eye contact or quietly standing near the student to redirect attention.

  • Private Reminder: “Michael, remember our rule about raising your hand.”

  • Consequence if Needed: “You’ll work at this desk for two minutes until you’re ready to follow directions.”
    
    

Maintaining Dignity & Fairness

• Never reprimand a student loudly in front of peers. Pull them aside for a private conversation when possible.

• Be consistent: if you say a certain action will have a consequence, follow through. Inconsistency invites boundary testing.

• Treat every student with equal respect—avoid favoritism or harsher reactions for certain individuals.
  
  

Documenting Serious Incidents

• If a behavior violates school policy (bullying, physical aggression, defiance), follow the school’s reporting protocol:

  • Record date, time, description of the incident, actions taken, and any witnesses.

  • Submit documentation to the front office or returning teacher before you leave.

Professional Appearance & Behavior

• Dress in a professional manner appropriate for the assignment (business casual or as specified by the school). Please refer to policy.

• Act respectfully at all times, using age-appropriate language and refraining from any disciplinary physical contact. Call an administrator for assistance when needed.
  
  

Confidentiality & Boundaries

• Maintain strict confidentiality regarding student information, staff discussions, and any sensitive school matters.

• Establish and uphold appropriate boundaries with students and staff—avoid sharing personal details or forming inappropriate relationships.
  
  

Interactions & Student Welfare

• Never give students money, food, drink, or medicine, nor purchase items on their behalf.

• Use respectful, non-physical methods to manage behavior and support a positive learning environment.

• Keep all conversations school-appropriate--avoid discussing sensitive topics (politics, religion) that could compromise neutrality.
  
  

Building & Policy Compliance

• Do not leave the building during the school day without notifying front office staff and following district procedures for exiting campus.

• Adhere to all LCPS policies, including technology, safety, and attendance protocols.
  
  

Administrative Oversight & Consequences

• School administrators have full authority over substitute assignments and may remove a substitute if expectations are not met.

• When possible, administrators will provide guidance or feedback before removal.

• Serious or repeated violations may prompt the Human Resources and Talent Development Specialist to revoke system access and terminate employment.

Ensuring a Smooth Transition

• Collect and organize student work according to the teacher’s instructions—label any incomplete assignments.

• Return all consumables and resources to their designated spots (textbooks, markers, art supplies).

• Reset technology (shut down computers, power off projectors) per the school’s standard procedures.
  
  

Report & Feedback for the Returning Teacher

• Leave a concise note detailing: Attendance and tardy students, any behavior incidents and how they were addressed, lesson completion status (which activities were finished, which remain), any technical issues or resource shortages encountered.
  
  

Signing Out & Departure

• Return to the front office to sign out and hand in your substitute badge.

• Confirm any final details with office staff (e.g., next assignment reminders).

• Ensure you leave the classroom in the same—or better—condition than you found it (chairs tucked, supplies organized).