Lincoln Public Schools

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ACADEMIC MATTERS

Purpose and Goals of Academic Achievement

The Lincoln Public Schools Board of Education is committed to providing a quality education for all Lincoln Public Schools students consistent with the school’s mission statement. Effective, quality instruction by substitute teachers is an essential means of meeting the District’s mission of providing a quality education.

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Teaching to Student Understanding to Assure Learning

Each substitute teacher is responsible for teaching in a manner to meet the mission of the District and to assure student understanding and learning of the principles and concepts to be presented to students within the curriculum adopted by the District.

State and federal laws and regulations have been enacted which require that students with certain needs be provided instruction and services consistent with those special needs. Examples include students who have been verified as in need of special education (“special education students”), students with other disabilities which impact the educational program (“504 students”), and limited English proficient students (“LEP or ELL students”). The District’s policy is to comply with the state and federal laws and regulations in all respects. Substitute teachers assigned to work with special education, 504, or LEP/ELL students are required to provide instruction and services consistent with legal requirements and the requirements of Board policy and regulation.

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Instruction in the Curriculum

Substitute teachers shall instruct students in the curriculum, including the use of curriculum materials adopted and implemented by the Board of Education and as directed by the administration.

The school library is a valuable resource for substitute teachers wanting to enhance the curriculum. The media specialist is available to collaborate with substitute teachers for designing lessons and activities using media materials. Resources include books, audio visual materials, magazines, newspapers, online computer resources, and maps.

Outside resources are materials other than those on the approved curriculum material lists and materials not directly available from the school library. Outside resources may include speakers, books, audio visual materials, magazines, newspapers, and online computer resources. Prior to assigning a substitute teacher to use with students, the regular classroom teacher shall review the outside resources to insure that the outside resources support district curriculum and fulfill district criteria for the selection of curriculum materials. The regular classroom teacher should confirm that outside speakers understand that their information should be conveyed at an age-appropriate level. The regular classroom teacher should view the entirety of videos or film clips to assure that it does not include nudity, sexual content, or profanity, and that it does not include violence or offensive or vulgar messages not consistent with the school’s mission or not appropriate for the students who are to be shown the video or film clip.

If a substitute teacher has any question about the appropriateness of the outside resources, he/she should  discuss these concerns with the Principal.

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Educational Equity and Multicultural Education

Lincoln Public Schools is committed to the concept of educational equity for students, staff and patrons of the Lincoln Public Schools. Substitute teachers are responsible for continuing the implementing educational equity. In all programs conducted by the school district, the dignity and worth of all human beings will be recognized. Such recognition shall be extended regardless of a person's economic status, race, ethnic background, culture, religion, sex, sexual orientation, age or mental, physical or linguistic ability.

Lincoln Public Schools is committed to multicultural education. The Lincoln Board of Education Board policy defines “multicultural education” as the identification, selection and infusion of specific knowledge, skills and attitudes for the purpose of:

• affirming the culture, history and contributions that shall include but not be limited to African Americans, Asian Americans, Hispanic Americans and Native Americans; and
• challenging and eliminating racism, prejudice, bigotry, discrimination and stereotyping based on race; and
• valuing multiple cultural perspectives; and
• providing all students with opportunities to "see themselves" in the educational environment in positive ways and on a continuing basis.

To promote and support multicultural education within Lincoln Public Schools, substitute teachers are responsible for assisting create opportunities for all students to achieve academically and socially in an educational environment in which all students and staff understand and respect the racial and cultural diversity and interdependence of members of our society.

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Q4AB Worksheet

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Sample Multicultural Lesson Plan

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Four Approaches to Integrating Multicultural Content Into the Curriculum

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Religious Instruction and Holidays

The Lincoln Public Schools has a specific set of guidelines concerning Religious Holidays. All activities included in the instructional program should be inclusive and pluralistic - that is all students should be able to feel included and comfortable. The guidelines include the following:

• The role that diverse religious traditions have played in the historical development of our society should be recognized.
• A school program or student performance should not be a forum for religious worship - all school programs should serve an educational purpose.
• Student participation in any program, or performance (e.g., music) which may involve religious materials which a student may find personally objectionable should be voluntary.
• Persons who are authorities on a particular culture or religion may serve as resources in the classroom.
• Religious symbols may be used as teaching aids when used objectively to teach about a religious heritage.
• Christmas trees, Santa Claus, and Easter eggs and bunnies are considered to be secular, seasonal symbols and may be displayed provided they do not disrupt the instructional program for students.
• Holiday parties may be held as long as they do not become religious observances, as long as all children can be included or positive alternatives provided for those who choose not to participate.
• In ceremonial functions, opening and closing remarks are used instead of invocations and benedictions.
• Because baccalaureate is a traditionally religious service, it is sponsored by a community group rather than by the school district.