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MIDLAND INDEPENDENT SCHOOL DISTRICT SUBSTITUTE ORIENTATION

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Title: MIDLAND INDEPENDENT SCHOOL DISTRICT SUBSTITUTE ORIENTATION


1
MIDLAND INDEPENDENT SCHOOL DISTRICT SUBSTITUTE
ORIENTATION
  • 2015-2016

2
KWL ACTIVITY
  • Good Morning,
  • Welcome to Substitute Orientation!
  • As an opening activity we would like for you to
    begin on the KWL Chart by filling in the first
    two columns of the chart with as many comments as
    possible.

3
AGENDA
  • 830 845 Welcome (Irene Garcia)
  • 845 900 Payroll (Meta Jones)
  • 900 915 Benefits (Veronica Fritschen)
  • 915 930 Health Wellness (Imo Jean
    Douglas)
  • 930 945 District Policy (Leah Robertson)
  • 1000 1100 Safety (Chief Colburn)
  • 1230 1130 Handbook (Irene Garcia)
  • 130 230 Classroom Management (Irene Kim)
  • 230 300 AESOP (Kim Brown)

4
I CAME (by Linda Helbach)
  • When your child had a temp of 103,
  • When you worked in the yard and fell out of a
    tree,
  • When your folks came to town and you couldnt
    break free,
  • When you were scheduled for surgery, remember..
    I came.
  • When you had jury duty, and you had to go,
  • When you had a traffic ticket and you had to
    show.
  • When you had that knee pain that was starting to
    grow
  • When you had a meeting cause test scores were
    low, remember.. I came.
  • When you were in need of a mental health day
  • When you were on your last nerve with the kids
    that day
  • When you had to go, you simply couldnt stay.
  • I had other plans, but you called anyway
    so I came.
  • Im often forgotten, Im an unknown name.
  • My work and my style may not be the same
  • Some glorious title I might never claim.
  • But I want you to remember, when you
    called I came.

5
PAYROLL Meta Jones (Substitute Handbook Page 5)
  • Phone (432) 240 - 1943
  • Meta Jones Director of Payroll
  • Email meta.jones_at_midlandisd.net
  • Rosemary Camacho Payroll Clerk
  • Email rosemary.camacho_at_midlandisd.net

6
Absence From Duty Form
  • Must have complete substitute information and
    signature in order for substitute to receive
    payment

7
Pay Rates
8
Payroll Schedule
9
Record Keeping
  • Suggestion
  • Keep a calendar of when and where you
    substitute, as well as the AESOP confirmation
    number for each assignment. This will help you
    keep track of your days and ensure accurate
    payment.
  • It is important to sign in/out of the office,
    failure to sign the Absence from Duty Form and
    proper acceptance of jobs on AESOP will result in
    a loss of pay.

10
Health Insurance in Texas Schools
  • The Affordability Care Act has mandated that
    employees who qualify for health care coverage be
    given the opportunity to enroll in the District
    Health Care Plan
  • In order to qualify for the MISD Health care plan
    as a part time employee, you must average 30
    hours per week or 130 hours per month.
  • Midland ISD utilizes a 12 month look back period
    for qualifying part times employees for the
    health program.

11
Health Insurance in Texas Schools (Cont.)
  • Once an employee has been deemed to satisfy
    coverage requirements The District will offer
    health care coverage at the employee level of
    100 for the sustainability period, which is the
    next 12 months. Part time employees must
    continually maintain or exceed the 30 hours per
    week or 130 per month for each look back period
    to maintain eligibility.
  • Part time employees may waive their eligibility
    of coverage if they choose to do so.

12
BENEFITS Veronica Fritschen
  • Phone (432) 240 - 1952
  • Email veronica.fritschen_at_midlandisd.net

457
13
Benefits
This form is mandatory - because you do not
contribute to TRS or Social Security as a
substitute, 7.50 per cent of your pay will be
placed in this account. TRS Retirees are exempt
from contributing to this account.
Beneficiary Social Security Number is required
Signatures and complete information is needed in
order to be processed.
14
HEALTH WELLNESS Imo Jean Douglas (Substitute
Handbook Page 30-31)
  • Phone (432) 240 - 1524
  • Email imojean.douglas_at_midlandisd.net

15
Clinic Referral Slip
  • Valid Reasons for Sending a Student to the
    clinic
  • Vomiting (not just spitting up phlegm)
  • Bleeding
  • Animal bite
  • Not feeling well persist beyond 45-60 min. or
    is extremely sudden and severe
  • Symptoms of infection in any area redness,
    heat, pain, swelling, pus
  • Earache (Never put cotton, tissue or anything IN
    the ear)
  • Undiagnosed rash
  • Exhibits problems related to chronic illness
    (asthma, diabetes, migraines, allergic reactions)
    accompany student, if indicated
  • Sore throat

When sending a student to the clinic Teachers
needs to send each student with a Clinic Referral
Slip, indicating the primary complaint and the
time the student left the classroom to go to the
clinic. In case of emergencies, the nurse may
need to come to the site and make an assessment.
16
Health Wellness
  • Valid Reasons for Sending a Student to the
    clinic (cont.)
  • Injury to head, eyes, face, ears
  • Bone/joint injury student should not bear
    weight, bend or move extremity until assessed)
  • Signs of allergic reaction hives, itching,
    swelling of mouth/lips, hoarseness, abdominal
    pain, nausea, vomiting, dizziness or wheezing
  • Suspected head lice
  • Nosebleed student should pinch own nose closed,
    breathe through mouth, be accompanied to clinic
  • Splinters the site will be cleaned and covered,
    if it is embedded
  • Reasons to call nurse to site
  • Loss of consciousness
  • Seizures
  • Serious falls or accidents that involve head,
    neck, spinal or upper leg injury
  • DO NOT MOVE STUDENT, SEND FOR NURSE. WHEN THE
    NURSE ARRIVES, AN ASSESSMENT WILL BE DONE TO
    DETERMINE IF 911 SHOULD BE CALLED.

17
Health Wellness
  • Bloodborne Pathogens are microorganisms such as
    viruses or bacteria that are carried in blood and
    can cause disease in people.
  • Bloodborne Pathogens can be transmitted through
    contact with infected human blood and other
    potentially infectious body fluids
  • Infected body fluids can transmit the
    pathogens(s) through
  • Accidental puncture from contaminated needles,
    broken glass or other sharps
  • Broken or damaged skin (open sores, cuts,
    abrasions, acne, blisters)
  • Mucous membranes of the mouth, eyes, or nose
  • Bloodborne Pathogens may include
  • Hepatitis C
  • Hepatitis B
  • Human Immunodeficiency Virus

18
Health Wellness
  • If you are exposed
  • Wash the exposed area thoroughly with
    non-abrasive, anti-bacterial soap and running
    water.
  • If blood has splashed in the eye or mucous
    membrane, flush the affected area with running
    water for at least 15 minutes.
  • Report the exposure to your supervisor as soon as
    possible. Fill out an exposure report form.
  • ALWAYS WEAR GLOVES
  • IN ALL EMERGENCY SITUATIONS INVOLVING BLOOD OR
    POTENTIALLY INFECTIOUS MATERIALS TO TRY TO
    MINIMIZE YOUR EXPOSURE. REMOVE GLOVES INSIDE OUT
    AND DISPOSE OF THEM. WASH HANDS THROUGHOULY WITH
    SOAP AND RUNNING WATER FOR AT LEAST 15 SECONDS.

If you are latex sensitive or have a student
with a latex allergy, please notify health
services. Vinyl gloves are available.
19
District Policy Leah Robertson - School Attorney
240-1022 leah.robertson_at_midlandisd.net
  • Professionalism
  • FERPA
  • What is an educational record?
  • Who can have it?
  • Discipline
  • Inappropriate relationships

20
SAFETY
  • Substitute Handbook pages 27-29
  • Chief David Colburn
  • Phone 967-3901
  • Email david.colburn_at_midlandisd.net
  • Or
  • Lieutenant Kevin Brunner
  • Phone 967-3900
  • Email kevin.brunner_at_midlandisd.net

21
It Wont Happen Here !!!!!
22
Emergency Response Plan
23
Then vs. now
  • Do we care ?
  • Have we learned anything ?
  • Deliberate Indifference
  • Any action vs. no action

24
Is it complicated ?
  • Does everyone have to participate ?

25
Flipchart
  • In every room
  • Staff and students understand its purpose
  • Class participation in construction of
  • emergency kit. Make it fun and meaningful.

26
(No Transcript)
27
4 commands
  1. Lockdown
  2. Shelter in Place
  3. Building Evacuation
  4. Site Evacuation

28
Lockdown
  • Event outside or off campus that has potential to
    come on campus or in building
  • Actions taken

29
Shelter in Place
  • Event taking place on campus or in building
  • Shooter or Weather
  • Actions taken

30
Building Evacuation
  • Event that requires occupants to leave but remain
  • on campus
  • Event stabilized
  • Chemical leak or spill
  • Action taken

31
Site Evacuation
  • Required for the safety of all.
  • Event has expanded to surrounding areas
  • Action taken

32
Who Trains ?
  • All first responders
  • Staff teachers, custodians, food service, etc..
  • Students what if teacher is hurt ?
  • Learning from past events
  • Poor communication separate systems
  • Length of event
  • Entry protocol

33
Where Do You Train ?
  • Where the event is likely to occur
  • Make it realistic
  • Real time
  • Scenarios should be a surprise to responders
  • Debrief should be constructive, not a gotcha
  • Drill, drill, drill !

34
When Seconds Count
  • Everyone has a role to play
  • Know what to expect from first responders
  • Know what to expect from the school
  • Limiting injuries and fatalities
  • KNOWLEDGE IS POWER !!!!

35
Additional Resources
  • Raptor
  • Sex offender database
  • Visitor tracking
  • Crisis event who is on campus
  • Rapid Responder
  • First responder locations
  • Critical data for first responders
  • Prepared vs. chaos

36
Questions ?
37
Safety Video
38
DIRECTOR OF SUPPORT STAFF SERVICES Irene Garcia
  • Phone (432) 240 - 1801
  • Email irene.garcia_at_midlandisd.net

39
SUBSTITUTES ARE IMPORTANT!
  • We value and appreciate you-our substitutes.
  • Students and our schools benefit when
  • substitutes are well trained when they
  • enter the classroom and actively
  • instruct.
  • Substitute teaching, just as full-time
  • teaching, comes with many
  • responsibilities.
  • SCHOOL SAFETY- First and foremost-
  • You assist the district in keeping all
  • students safe.

40
Substitute Handbook and Expectations
Substitute Handbook Page 4
41
Handbook (cont.)
  • Regarding Assignments (pg 5)
  • Long-Term Substitutes (pg 6)
  • Conference Period (pg 7)
  • Fingerprinting (pg 7)
  • Security Badges (pg 7)
  • Dress Code (pg 8)

42
Professional Ethics (pg 8)
  • One of the most important aspects of becoming an
    effective substitute teacher is how you view and
    portray yourself to students, staff and the
    community. Above all, you need to consider
    yourself a professional. Remember, students will
    encounter substitutes on a regular basis, and for
    that reason alone you are a very important part
    of the educational process.

43
Physical Contact (pg 15)
  • Maintain appropriate distance while working with
    students.
  • Do not assume that it is okay to touch, pat, put
    a hand on a students shoulder.
  • Inappropriate or overly aggressive physical
    contact is grounds for immediate dismissal.
  • Avoid being alone in a classroom with one or two
    students Keep door open at all times when
    working with few students
  • Do not attempt to break up a fight Your
    responsibility is to report the fight and get
    assistance

44
Handbook (cont.)
  • Confidentiality (pg 19)
  • Technology Resources (pg 20-24)
  • Personal Use of Electronic Media (pg 24)
  • Use of Electronic Media with Students (pg 25-26)
  • Substitute Discipline Management Plan (pg 34)
  • Unavailability and Resignation (pg 35-36)

45
Other tidbits
  • NEVER leave the class unattended.
  • Keep personal opinions to yourself.
  • Never criticize the teacher, the lesson plans,
    campus, or the administrator.
  • You are expected to perform the duties of the
    teacher while in their role.
  • You are the adult in the room we are paying you
    to be the adult and to supervise students at all
    times while following the teachers lesson
    plans!!
  • DO NOT, FOR ANY REASON, PUT YOUR HANDS ON
    STUDENTS!!!!

46
Daily Routine
  • First Come, First Serve
  • Calls may begin as early as 600 a.m.
  • If a principal calls you to work after you have
    agreed to work for another campus, be sure to
    inform the calling campus designee of the prior
    commitment.
  • It is important to return a campus phone call
  • Three unsuccessful attempts may result in
    inactivation on AESOP.
  • Arrive on time -
  • Times may vary for campus staff, Clerical Staff,
    Bus Monitors, Teacher Assistant, etc.

47
Daily Routine (cont.)
  • Prior to Entering the Classroom
  • Check-in at the campus office
  • Obtain any keys that might be necessary
  • Ask about special procedures and schedules
  • Extra duties associated with the assignment
    lunch, after school, etc.
  • School-wide events planned for the day-
    assemblies, field trips, etc.
  • Attendance procedures
  • Student medical concerns
  • Find out how to refer a student to the office.

48
Daily Routine (cont.)
  • In the Classroom Prior to Students Arrival
  • Write your name on the board (Mr. Smith)
  • Review any posted expectations and rules
  • Review evacuation maps and any emergency data
  • Read through the lesson plans
  • Locate books and materials which will be needed
    throughout the day.
  • Study the seating charts. If you cant find any,
    get ready to make your own.
  • Greet students with confidence as they enter the
    classroom.

49
Daily Routine (cont.)
  • Throughout the Day
  • Carry out the lesson plans and assigned duties to
    the best of your ability.
  • Be positive and respectful in your interactions
    with students and school personnel.

50
Daily Routine (cont.)
  • At the end of each class period or day
  • Account for all classroom materials
  • Have students straighten and clean the area
    around their desk.
  • Remind students of homework
  • Write a brief report of your day and leave it for
    the classroom teacher
  • Neatly organize the papers turned in by the
    students.
  • Close windows and turn off lights and equipment.
  • Make sure the room is in good order before you
    lock the door.
  • Turn in keys to the office.

51
What is Sexual Harassment? (Substitute Handbook
pg 15)
52
EEOCs Definition
  • Unwelcome sexual advances, requests for sexual
    favors, and other verbal or physical conduct of a
    sexual nature when
  • 1. Submission to or rejection of the conduct is
    used as the basis for
  • employment decisions affecting the victim,
    or
  • 2. The conduct has the purpose or effect of
    unreasonably interfering
  • with the victims work performance or
    creating an intimidating,
  • hostile, or offensive working environment,
    or
  • 3. Submission to such conduct is made either
    explicitly or implicitly
  • a term or condition of an individuals
    employment.

53
Quid Pro Quo
  • (Something for Something) occurs when a benefit
    (for example, a promotion, good evaluation, or
    better work assignment) is conditioned upon the
    receipt of sexual favors or the employee is
    punished for rejecting the behavior. In the case
    of students, the teacher may give a better grade,
    better assignment or preferential treatment in
    exchange for a date, a kiss, or other sexual
    encounter.

54
Why do we Need to Know?
  • Preventing and remedying sexual harassment is the
    key to insuring a nondiscriminatory, safe
    environment in which students can learn and
    employees can work productively.
  • Sexual Harassment is against the LAW There are
    civil and criminal penalties.
  • It can cost you your job.
  • It impacts not only you, but also your family,
    friends, and coworkers.

55
Sexual Harassment vs. Flirting
  • Feels good
  • Is based on equality
  • Is reciprocal
  • Is a compliment
  • May include positive touching
  • Is flattering
  • Makes you feel happy
  • Is legal
  • Feels bad
  • Is power based
  • Is one sided
  • Is degrading
  • May include negative touching
  • Is demeaning
  • Makes you feel sad/angry
  • Is illegal

56
Handling Sexual Harassment
  • If someone comes to you with a complaint, take
    it seriously. Listen and sympathize, but dont
    judge.
  • If you are the complaining party, report it to
    your supervisor.
  • Discourage the sexual harasser from continuing in
    their behavior by making it clear the behavior is
    NOT welcome or wanted.
  • Respond to the concerns. Separate the parties if
    necessary and issue directives to stay away if
    appropriate.
  • Document the complaint. Get it in writing and
    with enough details (who, what, when, where, how
    and why) to enable an investigator to conduct a
    fair and thorough investigation.
  • Follow up on the complaint. Check to make sure
    there has been contact between the investigator
    and complainant.

57
It Is an Obligation
  • Do not allow sexist, stereotyped or sexual
    remarks.
  • Be a role model. As an educational leader, set
    the tone as to what behavior will be tolerated.
  • Dont join in crude and rude sexually harassing
    behavior.

58
Report It ------
  • Make your own personal record of the date, the
    names and what happened.
  • When someone tells you something that happened to
    them, take it seriously and encourage them to
    report it.
  • Its not just harassment its also personal
    safety.
  • Report it to the principal, assistant principal
    or Director of Support Staff Services.

59
Reporting Cases of Child Abuse/Neglect
(Substitute Handbook pg 16-18)
  • The purpose of child abuse reporting legislation
    is to protect the best interests of children,
    offer protective services to prevent harm to
    children, stabilize the home environment,
    preserve family life whenever possible, and
    encourage cooperation among the states in dealing
    with the problem of child abuse.
  • A school employee (including a substitute
    teacher) who knows or reasonably believes that a
    child has been neglected, or physically or
    sexually abused, is obligated by law to report it
    to.
  • Class A misdemeanor if child abuse is suspected
    but not reported.

60
Warning Signs of Abuse and Maltreatment
61
Warning Signs of Abuse and Maltreatment (cont.)
62
Protocol to assist a student who may be at risk
  • Listen
  • Take what the student says seriously
  • Assure the student that help is available and you
    are going to see that they get help.
  • Do not leave the child alone.
  • Escort the student to the counselor, Principal,
    or AP
  • If you feel that a child has been abused make a
    report to CPS. Counselors or administrators can
    assist you if needed.

63
Four Corners Agree Strongly Agree
Disagree Strongly Disagree
  • Children behave because you are the teacher
  • Children are born good or bad (genes)
  • Children are a product of their environment
    (physical)
  • Behavior is learned
  • Punishment stops a behavior
  • Punishment changes a behavior

64
CHAMPS
  • What the CHAMPS approach IS
  • A guide to the decisions teachers can make to
    build and implement a proactive and positive
    approach to classroom management
  • A process of continuous improvement
  • A common language among staff
  • An acronym

65
CHAMPS
  • C Conversation Can students talk to each other
    during this activity or transition?
  • H Help How do students get their questions
    answered? How do they get your attention?
  • A Activity What is the task or objective?
    What is the expected end product?
  • M Movement Can students move about? (E.g., are
    they allowed to get up to sharpen a pencil?
  • P Participation What does the expected student
    behavior look and sound like? How do students
    show they are fully participating?
  • S Success

66
CHAMPS
  • There is one absolute rule within the CHAMPS
    approach students should be treated with
    dignity and respect. Belittling or ridicule has
    no place in the effective teachers repertoire of
    behavior support practices.

67
What works ?
  • We do not control student behavior but we do
    control the 5 variable that impact it (STOIC)
  • SStructure for success
  • TTeach expectations
  • OObserve student behavior
  • IInteract positively with students
  • CCorrect fluently (calmly, consistently,
  • respectfully, briefly, and immediately)

68
Treating the Behavior
  • The Band-Aid Approach

69
Who are your CLIENTS?
70
Classroom Management Plan
71
CHAMPS Classroom Act.
72
Conversation
  • Voice Levels
  • 0 silent
  • 1 soft whisper (no vibration)
  • 2 quiet partner talk (vibration)
  • 3 presentation/outside voice

73
S.L.A.N.T.
  • S-sit up
  • L-lean forward
  • A-activate your brain (prior knowledge)
  • N-nod to show that you are listening
  • T-track the tracker

74
CHAMPS Transition
75
Campus/Sample Hallway Chart
MISD C.H.A.M.P.S MISD C.H.A.M.P.S MISD C.H.A.M.P.S MISD C.H.A.M.P.S MISD C.H.A.M.P.S MISD C.H.A.M.P.S MISD C.H.A.M.P.S

  Conversation Help Activity Movement Participation Success
Cafeteria Talk in your seat, not your feet! Voice Level is at 0-2 Raise your hand! Have lunch with your grade level! Stay seated unless you have permission to move! Eat your lunch and be reasponsible for yourself! Have agreat lunch!
Gym Use the appropriate voice level according to Coach's instruction! Raise your hand! Help others if you are a designated leader! Perform the activity or exercise Coach has assigned! Exercise or perform in your designated area! Everyone is importand and expected to participate in all activities! Enjoy a good healthy workout by being a good sport!
Library Voice level is at 0-1 unless otherwise indicated! Raise your hand or approach the circulation dest! Read, listen to stories being read or check out new books! Please remain in your seat unless otherwise indicated by Librarian or teacher! Take pride in your library! Read all that you can and return all books on time. Dive into a good book and have an incredible journey!
Computer Lab Voice level is at 0-1 unless otherwise indicated! Raise your hand! Perform assignment or test given by your teacher! Stay seated unless you have permission to move! Remember comoputer use policies! Log off when asked to do so! Log onto a great education!
Hallways Voice level at 0! Raise your hand! Transition to next activity! Walk stay to the right! Keep up with your class. Move quickly! Walk the walk and be safe!
Outside You may use your outside voice! Find your teacher or another adult! Perform the class activity or assignment! Move according to your teacher! Have fun and compete, but be respectful! Take turns and share!
76
Corrective Behaviors
  • Corrective Behavior
  • Transitioning

77
Essentials of Classroom Management
CRITICAL DOS AND DONTS
  • DO be aware that your presence creates ease
  • DO develop a file of filler activities
  • DO greet students at the door
  • DO get the students attention before you speak
    to the class
  • DO guard teacher editions of textbooks and answer
    keys to assignments
  • DO lock the classroom door whenever you the leave
    the room.
  • DO present a professional appearance
  • DO maintain your composure and confidence

78
Essentials of Classroom Management
CRITICAL DOS AND DONTS (CONT.)
  • DO NOT let the students know that their teacher
    left poor plans
  • DO NOT use the teachers future lesson plans
  • DO NOT act defensive
  • DO NOT make up due dates
  • DO NOT correct student work unless specifically
    instructed to do so
  • DO NOT write in the gradebook
  • DO NOT be overly sensitive to unintentional
    slights

79
Essentials of Classroom Management
PRINCIPLES OF BEHAVIOR MANAGEMENT
  • COMMUNICATE with students
  • Develop rules
  • Clarify procedures
  • Enforce the rules
  • ORCHESTRATE student behavior during and between
    activities.
  • CIRCULATE throughout the classroom
  • MOTIVATE students to follow the rules and use
    their time productively
  • CORRECT student misbehavior when it occurs.

80
Essentials of Classroom Management
DEALING WITH PREDICTABLE EVENTS
  • That Is Not How Our Teacher Does It
  • Changing Seats
  • Class Clown
  • Class out of Control

81
WHAT HAVE WE LEARNED?
82
SUBSTITUTE MANAGEMENT CLERK Kim Brown
  • Phone (432) 240 - 1804
  • Email kimberly.brown_at_midlandisd.net

83
Processes
  • 1. Applicant applies
  • 2. Application is activated
  • 3. Sub. attends orientations
  • 4. All attendees will be uploaded to TEA to see
    who needs to be fingerprinted.
  • Attendees will be contacted to come in for
    fingerprinting and/or turn in their sub
  • packets
  • You MUST have official transcripts in order to
    substitute teach.
  • If you are going to sub as a clerk or teacher
    assistant a copy of your high school diploma or
    GED is all that is necessary.
  • You must have your driver license, social
    security card and a voided check or direct
    deposit form from your bank to accompany your
    payroll information.
  • If you are going to be fingerprinted, you will
    also need to bring a check or money order to pay
    for fingerprinting. The cost of fingerprinting
    will be given to you at the time the appointment
    is made. NOTE You can be reimbursed for
    fingerprinting after substituting 20 days within
    the current school year by emailing
    kimberly.brown_at_midlandisd.net to let her know
    that you have completed the required 20 days.
    Criminal History check will be sent off and the
    results received will determine whether a sub is
    activated in AESOP or not.
  • Sub will be entered into AESOP and ITTCS systems
    and AESOP Welcome Letter will be sent to
    applicants personal email address. This will
    serve as a reminder to the
  • applicant that paperwork has been sent to
    payroll.
  • Payroll will then set applicant up on payroll and
    send notification to sub clerk to contact
    applicant to come in to be set up on time clock
    and obtain substitute badge.
  • Applicant will be set up on time clock, obtain
    badge and be activated in AESOP to begin
    receiving phone calls for jobs.
  • YOU ARE NOW AN EMPLOYEE OF MIDLAND ISD!!

84
Necessary Documents
  • The Personnel Office must have the following
    information/documents prior to adding you to the
    active substitute list
  • Completed New Hire Substitute Packet
  • Document validating I-9 form
  • (drivers license, social security card)
  • High School Diploma/GED (Copy) and Official
    Transcripts
  • Voided Check

85
Questions and Answers
  • for your attendance.
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