Running head: INSTRUCTIONAL PLAN AND PRESENTATION

Instructional Plan and Presentation

Randy Shelton
CUR/516
February 1, 2016
Fran Fulcher

INSTRUCTIONAL PLAN AND PRESENTATION

Instructional Plan and Presentation

PHASE I
The course I would like to implement would be called Substitute Teacher Preparation
(STP). This course will train the instructor on how to prepare their classroom for a substitute
teacher. This includes the students.
In the course, we will show the teacher which tools to make available for the students,
and also which rules to be enforced. The audience I would concentrate on would be the
instructors. In my experience as an instructor, I witnessed or experienced too many times where
the proper tools were not left to teach the class. Also, the proper discipline procedures were not
explained to the class and substitute. Instructors should leave the substitute well prepared.
It should take one day to teach the course. It will be presented in two parts. The first
being, what tools and instructions to leave for the substitute, and the second part will focus on
keeping the students in-line as far as their behavior is concerned.
The goals for the course are:
A. The instructor will feel secure leaving the students with a substitute.
B. The substitute will receive a positive evaluation.
C. The substitute will have a desire to return to the school.
D. The students will behave, and learn to the best of their ability.

INSTRUCTIONAL PLAN AND PRESENTATION

PHASE II
As said previously, I would like to call my course Substitute Training Preparation (STP).
In the course, I will train the Instructor to prepare the class and the students for the substitute in
his or her absence. As a substitute teacher myself, I have witnessed times when myself or other
substitutes come into the classroom and the class is not prepared. The proper tools arent
available, there are no lesson plans, and the students arent aware that there would be a
substitute. This leads to disaster. The sub is stuck not knowing what to do, and in most cases the
students take advantage of this, and exploit the substitute.
The goals for the course are:
A. The instructor will feel secure leaving the students with a substitute- If the instructor
returns and his or her goals are not met, they wont ask the substitute back and in some
cases, they will request that the substitute is banned from the school. In many cases, it
not the substitutes fault. He or she didnt have the right support or tools to carry-out the
instructors objectives. It is my goal to train the instructor to contribute to a positive
outcome to the best of their ability.
B. The substitute receives a positive evaluation- It is my goal to train the teacher how to
write clear and precise lesson plans, so that the substitute can understand and carry them
out. The instructor will also learn how to gauge how much of the outcome was the
students fault and how much was the substitutes fault. I will also inform the instructors
that their evaluation of a substitute shouldnt be based on solely what the students say.
They should also look at what state the room was left in. Question the higher achieving,
trusted students, and what the substitute has reported.

INSTRUCTIONAL PLAN AND PRESENTATION

C. The substitute should have a desire to return to the school- It is my objective to train
the instructors to ask for their substitutes contact information so that if there is a positive
outcome, they can and should invite the sub back. Also, they instructor should ask the
substitute if they want to come back.
D. The students will behave and learn to the best of their ability- The instructors will be
trained to set goals and standards for student behavior in the instructors absence. If there
is a negative report, there should be consequences. Good behavior should also be
rewarded to motivate the students to do well the next time.
In the course, my objective is to encourage the instructors to use critical thinking when
they are planning for a substitute. They should also utilize critical thinking when evaluating the
substitute upon their return. Sometimes the substitute is getting a bad evaluation because the
instructor is not properly analyzing the outcome, and who contributed to the outcome. The
instructors should weigh all factors before submitting their evaluation.
The strategies I will use in my instruction will be lecture, role playing, and examples
from my personal teaching experiences I have gone through. I will utilize all technology
available to instruct the teachers. This will allow the teachers who arent familiar with some
technology to learn how to use them. Included will be computers, laptops, overhead projectors,
DVD players, and worksheets.

INSTRUCTIONAL PLAN AND PRESENTATION

Phase III

In the substitute teacher preparation course, the class will take place over a two day
period. Each session will be eight hours with a one hour lunch break. All teachers would be
required to take the course therefore, each teacher will get an informational packet explaining the
course and its contents.
In order for this to take place, each teacher will use two of their resource days which
mean it will be a paid training course. The class would be held at each school site in each district.
We would train a designated person to implement the train at each school site so that they can be
help simultaneously.
All material for the training would be provided by our company and the cost would be
including in the cost of the entire course. If there are any special accommodations needed we
will share in the cost to provide them.
In order to show that the class is needed I will show the statistics on how many
substitutes are lost, how many schools are short of substitutes due to the desire not to return to
the site, and also the sites reputation?
By giving examples of what happen when you dont properly prepare for a substitute the
teachers as well as the school sites will understand the need for the course as explained
previously. We will present scenarios to them to see what happens as well as documented proof.
The classes will consist of:
A. Films
B. Role playing
C. Class set-up examples

INSTRUCTIONAL PLAN AND PRESENTATION

D. Complete instructions on how to implement the preparations

Phase IV

INSTRUCTIONAL PLAN AND PRESENTATION

The criteria for the goals are to reduce the loss of substitutes (subs) and for the students to
behave better in the absence of their teacher. Most of the students, especially the older students,
are aware that based on what they say, they will determine how the substitute is evaluated.
Negative evaluations can cause a substitute to lose their job. Most teachers base their
evaluations on what the students says. In a lot of cases the students say negative things about the
sub in order to deflect form their bad behavior.
It is our goal to take the evaluation out of the hands of the students and place it back in
the hands of the teachers, and the results of what was completed and how the classroom was left.
In a lot of cases, because the sub wasnt left with the proper tools or instructions, their hands are
tied and theyre stuck implementing emergency lesson plans.
We also will introduce a new evaluation that is fair to all parties involved. As it stands
most school sites and or district dont even have one. If so they are only presented in the case of
a negative evaluation. The new evaluation the sub will know how they are evaluated, and will
receive a copy of the evaluation after the assignment is completed.
Evaluation Overview
Establishing a criteria on which the substitute will be graded.

What areas will the criteria covered?

Constructing Standards. How well should they performing

Measuring Performance and Comparing with Standards.
Synthesizing and Integrating Evidence into a Judgment of Worth.

What is its merit, worth, or value?

Recommendations.

INSTRUCTIONAL PLAN AND PRESENTATION

Preskill and Torres (1999) offer a definition that focuses on evaluative activities
specifically conducted within organizations for the purpose of organizational learning and
change for all individuals involved.
Overall the evaluation will help determine the strengths and weaknesses of the Substitute.
It will also provide feedback of the areas on where improvement may be needed. They will
provide information on the decision on if the substitute will be asked to return. The sub will have
the option to respond and also make the decision regarding if they would like to return.

Conclusion

It has been our experience as educators, that if the teacher doesnt properly prepare for
the substitute, he or she will return to a disaster. We are posing that if you leave the proper tools
and instruction for the substitute you will come back happy with the results.
We would like to help you learn the proper way to prepare for the day you are out. We
are confident that this will allow you to retain not only good substitutes but encourage other
substitutes to come work for you.
We would like the schools, teachers, and the substitutes to walk away satisfied with the
assignment. This course is very valuable, and will give your insight on getting the best work out
of everyone, including the students. When students notice a substitute struggling some of them
will take advantage. We would like the substitute to feel confident in their assignment which will
encourage them into wanting to come back. Also, the schools and teacher wont have the fear of
teacher absences when needed. This course and the implementation of what you learn from it,
will provide you with a positive outcome 98% of the time.

INSTRUCTIONAL PLAN AND PRESENTATION

References:
American Evaluation Association. (2003). Scientifically based evaluation methods. Fairhaven,
MA: Author. Retrieved April 1, 2004, from http://www.eval.org/doestatement.htm
Cronbach, L. J., Ambron, S. R., Dornbusch, S. M., Hess, R. D., Hornik, R. C., Phillips, D. C., et
al. (1980). Toward reform of program evaluation. San Francisco: Jossey-Bass.
Preskill, H., & Torres, R. T. (1999). Evaluative inquiry for learning in organizations. Thousand
Oaks, CA: Sage