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CYT’s Mission Statement

CYT is dedicated to developing character in children and adults through training in the arts and by producing wholesome family entertainment, all of which reflect Judeo-Christian values.

CYT’s Values and Objectives
  • Placing the maximum worth on people and treating each individual with repect and significance.

  • Developing character values in individuals including commitment, discipline, self-esteem, confidence, and integrity.

  • Supporting the family unit through the direct involvement of each family member’s talents,interests, and abilities.

  • Providing a quality product without compromising a wholesome environment.

  • Being a godly role model promoting the awareness of a higher accountability.

1. Introduction

Thank you for agreeing to teach for CYT. Being a CYT Teacher is both a privilege and a challenge. You will be working with parents and students of various ages and backgrounds who have one basic thing in common – they want to be involved in children’s theater and they want to have fun while doing it.

This manual covers all of your teaching responsibilities throughout a CYT Session. It is CYT’s belief that an enthusiastic, positive, well-organized teacher who has a love for theater and a love for children will be able to make a difference in the lives of children and families in our community. Thus, the following information will help you prepare for that challenge.

Because CYT is a “culture” unto itself, many procedures and forms contained in this manual are very specific and are required of all CYT teachers, no matter where one is located across the country. Therefore, we ask that you follow this guide as closely as possible, adhering to timeframes and completing the forms as directed.

We welcome you into the CYT family and we want you to know that your time, effort and expertise are greatly appreciated!

A CYT Teacher’s Philosophy

By incorporating CYT’s Values and Objectives into everything he or she does, the CYT teacher strives to build character in students. Pre-planning, organizing, and communicating with the Artistic Coordinator and the Area Coordinator are major steps in reaching this goal. A conscious focus on the students as individuals must be of highest priority at all times, with the content of class instruction designed to meet their needs. A spirit of servanthood is an essential trait of any CYT teacher.

A CYT Class

Parents send their children and youth to CYT classes to learn! They expect that at the end of a CYT Session their students will come away with a new or improved skill in the area of emphasis. Therefore, a CYT class must be structured in such a way as to progressively teach a skill or skills during the entire CYT Session, relying on review and practice throughout. Although the final culmination of class instruction is a quality Showcase performance, insuring that each student has the opportunity to learn the basic elements of the class is essential.

2. Job Overview

Basic Function:

To train and instruct students in specified area of competence in such a way as to promote the development of character, self-esteem, and confidence.

  • Must understand CYT's Mission Statement and Values and Objectives and be willing to incorporate them when performing job-related tasks.

  • Must have theater experience and/or education pertaining to class being taught.

  • Must show evidence of ability to use appropriate and effective methods of instruction.
Immediate Supervisors:
Area Coordinator

Receive Direction From:
Artistic Director, Area Coordinator

Give Direction To:
Teacher Assistant

Backed Up By:
Area Coordinator

Operational Tasks:
  • Maintain a current application and updated employee information as requested by the Managing Director.

  • Plan a syllabus for the class, which meets the CYT Curriculum standards, and submit by email to the Area Coordinator no later than two weeks before classes begin, or as soon after employment as possible.

  • Maintain regular attendance.

  • Arrive to class at least 15 minutes early each week; do not leave class until all students have left.

  • Instruct students in designated area of competence, as contracted.

  • Read weekly Teacher Notes and communicate CYT business to students.

  • Support all CYT-related activities, including ticket contests and fundraisers.

  • Plan and direct a quality Showcase of class accomplishments.

  • Be a positive role model for all students at all times.

  • Perform other tasks as outlined in the Teacher Manual.
. . . in other words . . . A Great CYT Teacher . . .
  • Starts on time with a BANG!
    Always start on time and do something that the kids will not want to miss.

  • Has too-oo much to cover!
    Always be overly prepared and have too many activities to accomplish in one class period. Make sure the activities have a purpose and relate to theater arts. No Heads Up Seven Up!

  • Knows everyone by name!
    By the end of the second week, call every student by his or her first name.

  • Shows personal interest in every student!
    Ask students questions about themselves, their families, their interests, etc. Ask lots of questions. Notice when a student is absent; make phone call to follow up.

  • Stands Up!
    Never sit down. Stay on your feet and show alertness, readiness, and energy.

  • Is a Leader!
    You’re the boss, the leader, the one who is in control. Make sure you stay on task and lead with authority. If you don’t know the answer, admit it and then find out! Maintain a professional distance from your students. Remember: You are the teacher and they are the students, even when you’re not teaching!

  • Is “Plugged In”!
    Enthusiasm is contagious! Keep personal problems personal. When you walk into the classroom you are the greatest actor of all and must be energetic and on fire!

  • Is Positive!
    Give students lots of positive feedback - personal, behavior, and performance feedback! Teach, mentor, and believe in every student! Be honest and encouraging at all times!

  • Goes for the Gold!
    Expect excellence for and from your class. Have high goals and expect students to achieve them. Don’t settle for mediocrity.

  • Has Fun!
    If you’re having fun, so will your students. Make sure all students learn something about theater, make lots of friends, and have fun!

  • Touches a Life!
    Ask God to use you in the lives of you students. Pray for them. You have a greater impact than you think you have. CYT students look up to you - they are searching for a hero. Be one!

3. Financial Compensation

General Policy

CYT Teachers are paid according to completed time cards, which must be submitted to their respective Area Coordinator. Area Coordinators will then submit hours to the CYT Office. Teachers will receive paychecks bi-weekly.

Time cards that are turned in late to the Area coordinator will be deferred to the next Staff pay period.

Paychecks will not be issued without a current Application for Employment, teacher contract, W-4 form, signed Policies of Conduct and Child Abuse Reporting document, employment eligibility verification and session class syllabus on file. In addition, a CYT teacher will not be paid for any time taught during which the CYT Office does not have an approved syllabus on file.


Federal, State, FICA and SDI taxes will be deducted from all paychecks. These percentages vary from year to year and new figures can be obtained from the Office.

Time Cards

Time cards will be included in the Teacher Folder. Indicate the hours worked in the appropriate space. Also indicate the substitute’s name, in case of absence. If substitute is not a current teacher, he/she must submit necessary employment forms in order to be paid. Paychecks cannot be issued without a time card turned in to the Area Coordinator.

Pay Scale

Teachers receive an hourly wage.

Note: It is typical business practice not to discuss pay with colleagues due to possible extenuating circumstances.

4. Before Your CYT Class Starts

Attend Teacher Training

Every year CYT holds Teacher Training Workshops for all teachers. These mandatory training sessions give CYT teachers an opportunity to meet other teachers, receive advanced training, share ideas, and receive information and materials for the upcoming year. All teachers are required to attend these important workshops. You will be notified by the CYT Office of the schedule of training workshops you are required to attend.

Your Area Coordinator will have an introductory meeting with all the area teachers before classes begin. At this time you will be provided with pertinent information regarding the upcoming session: facility issues, procedures, new policies, calendar items, the session theme, etc.

Complete Employment Forms

All teachers are required to fill out a current Application For Employment, a CYT Teacher Contract, an Staff Code of Conduct and Child Abuse Reporting document, a W-4 form and an Employment Eligibility Form (I-9). Paychecks will be held if these forms are not completed and submitted to the Office or Area Coordinator on time. All new information must be updated immediately.

Explore Curriculum Guides

CYT is in the process of creating curriculum guides for all courses taught. The following is a list of guides currently available to teachers: Outlines (syllabi) for other specialty classes may also be available, but have not yet been put into official format. Contact your Area Coordinator for more information.

Submit Syllabus and Lesson Plans

CYT Teachers are required to write a class syllabus, which meets the CYT curriculum standards, and turn it into the CYT Office no later than two weeks before class begins, or as soon after employment as possible. Syllabi must be submitted by email, in Word format. A CYT teacher will not be paid for any time taught during which the CYT Office does not have an approved syllabus on file. A Welcome Letter to the parents is also required. Upon approval, the Office will provide copies for you to distribute First Class Day. The syllabus will include an outline of all major topics and activities to be covered during the 10-week course and should be created so it can also be used to give to parents on the first class day. Teachers must also prepare a weekly lesson plan, a copy of which will remain in the Teacher Folder in case of teacher absence. (See Sample Class Schedule, Syllabus and Lesson Plan).

Please note that it is very important to choose material that will be age-appropriate and nonoffensive. This especially applies to selection of music for dance classes. CYT is expected to provide a wholesome environment to its students, so err on the conservative side in choosing suitable material. In addition, please avoid topics that could be controversial (e.g. Halloween) or might make non-Christian families uncomfortable.

Utilize Resource Materials

The CYT Office has an extensive library available to teachers. Books and manuals on all aspects of theater arts can be borrowed, including: drama, mime, clowning, puppetry and much more. The Office also has copies of music and scripts from many different shows as well as comprehensive song books from many shows. A copy machine is also available to CYT teachers. The office keeps several sizes and colors of paper in stock. If you would like to use any of these materials, check with your Area Coordinator or call the Office directly. Note: All reimbursements must be approved by your Area Coordinator before expenditure.

Prepare Teacher Assistants and Accompanist

Classes exceeding 17 students may be appointed a teacher Assistant to help with the smooth operation of the class. An Assistant can carry out a number of responsibilities: take class roll, supervise before class and during break, make phone calls to absent students, clean up after class, teach small portions of the class, or any other duties deemed helpful, see Guidelines for Teacher Assistants. Contact your Assistant before the beginning of class to discuss weekly plans and procedures. Assistants are assigned by the Area Coordinator depending on class size and needs, and are required to attend all Session classes and Showcase. Teachers may request a preferred Assistant, but the ultimate decision is the Area Coordinator’s. (Note: Please keep in mind that you are the Master Teacher, and the instruction and training you provide your Assistant will support him/her in future teaching endeavors.) Teachers with Assistants must complete an Evaluation Form for the Assistant at the end of the Session.

CYT may hire an Accompanist for appropriate classes such as Voice, Audition Workshop, Musical Theater, etc. Your Area Coordinator will contact you about your class needs.

Become Familiar with Tuition and Dress Policies

Teachers may receive one free tuition per class taught, which can be used in any CYT Area where teaching. Tuition is to be used only for children of the teacher and is non-transferable. Please register your child(ren) prior to the First Class Day to make sure class space is available and to avoid being preoccupied with your own children on First Class Day. Tuition of other children cannot be deducted from pay checks.

CYT teachers are expected to dress modestly and appropriately in a way that promotes a healthy environment and eliminates distractions. Undergarments, midriffs and chests must be covered at all times.

Locate Teacher Folders

Teachers will have a “Teacher Folder,” which must be picked up before each class and returned at the end of each class to the Area Coordinator. It will contain the following information:
  • Teacher Notes: Teachers must read the notes prior to class each day. They will contain vital information for teachers and students, including details about auditions, T-shirts, backstage and ushering opportunities, Showcase, etc. Your Area Coordinator may send you Teacher Notes by email before the class day.

  • Student Notes: Students may receive notes from time to time to take home to parents. Notes should always be passed out at the end of class.

  • Roll Sheets: A temporary roll sheet will be given to each teacher on the first day of class and a finalized list by the third week of class. Roll must be taken each week. An extra roll sheet will be provided so teacher may contact the students or parents at home, if necessary.

5. First Class Day

Welcome and Orient Students and Parents

The First Class Day is much different from any other class day. All students, parents and teachers are required to meet together for a brief orientation (approximately 30 minutes) before classes start. At this time the following items will be discussed:
  • Welcome by Area Coordinator and Artistic Coordinator

  • CYT guidelines

  • Site requirements

  • Auditions

  • Production Information

  • Introduction of teachers

  • Students dismissed with teachers - parents stay for further information
Teachers are asked to arrive at least 15 minutes early on the First Class Day to arrange classroom and greet students and parents.

Review Audition Procedures

Auditions are generally held the first weekend of the Session. CYT requests that teachers cover important audition skills during the First Class Day. Students who audition are required to sing a song, perform a monologue, or otherwise showcase their talent in one minute or less.. Cold readings may be included during callbacks. Teachers should spend at least 15 minutes covering auditions, even if your specific class doesn’t deal with this subject. (i.e., Make-up, Gymnastics, etc). Our Gang students do not audition for the production. All students 8 years and older should be encouraged to audition. (NOTE: If auditions were held before classes began, teachers should take some time to discuss how the auditions went with students.).

Give the following tips on auditioning:
  • Stand up tall and look right into the Directors’ eyes.

  • SMILE! It shows confidence and poise.

  • Use your face to express what you are singing/saying and to let the Directors know you understand the words.

  • Sing/speak clearly and project your voice.

  • Use natural, easy body movements as you perform.

  • Continue with your audition, even if you make a mistake. SMILE!
Teachers may perform (or have other students perform) several mock auditions. Students should be instructed to look for what the person auditioning is doing to make it a successful audition and/or what she/he could do to improve the audition. A brief discussion of each mock audition, encouraging all students to participate in differentiating a successful audition from an unsuccessful one, is recommended.

Emphasize Behavior Guidelines and Dress Code

Please reiterate to your students the following guidelines and any specific facility requirements (i.e., no food in classrooms):
  • CYT is a privilege and only good behavior is allowed. Respect for teachers, staff, and parents is expected at all times.

  • Honoring language and actions must be used at all times. Name calling, profanity, and/or inappropriate actions will not be tolerated.

  • CYT expects student conduct to be respectful to property; therefore, any damage to property will be repaired or replaced by the student.

  • CYT expects purity of self in relationships with others and one’s own body; therefore, drugs, alcohol, and smoking are strictly prohibited. Overt physical contact between students is not appropriate at CYT activities.

  • CYT expects students to dress modestly and appropriately, in a way that promotes a healthy environment and eliminates distractions. Overly tight or revealing clothing is not acceptable. Midriffs must be covered, even when arms are raised or when seated. Undergarments are not to be visible or exposed at any time.

  • CYT expects all students to do their best and to support others in doing their best.

  • CYT students who are cast in a CYT production are required to attend their CYT classes for the entire 10-week session, including Showcase on the last day of class.

6. Weekly Class Procedures

Prepare for Medical Emergencies

There are three basic types of injuries that may occur during CYT activities. The Area Coordinator should be made aware of any type of injury to a student.
  1. Minor injury, such as scrapes or cuts that are not bleeding profusely, bruises, etc. These can be treated using the CYT first aid kit available from the Area Coordinator. Make sure the parent is notified at the end of class about any injuries.

  2. Secondary injury, including broken bones, profuse bleeding, dizziness from head injury. The Area Coordinator must be contacted immediately, who will then contact the parent to discuss treatment (i.e., whether to take the child to a specific medical facility or to wait for parent to arrive). Although a child may be in a lot of pain with an injury of this type, an immediate trip to the emergency room is not necessarily warranted. Often, insurance will not pay for emergency room care unless the situation is life threatening, or there may be specific guidelines for emergency room treatment.

  3. Life threatening injury, including unconsciousness, profuse bleeding that does not stop after 15 minutes of applied pressure or causes unconsciousness or severe dizziness. The Area Coordinator must be contacted immediately (you may need to send another student). 911 must be called to request an ambulance to take the child to the nearest medical facility.
NOTE: Taking the child to a medical facility without contacting a parent is the last resort, unless the situation is life-threatening. If a parent is unreachable, and the situation is not lifethreatening, the Area Coordinator has a medical release form with the necessary information and will be responsible for making decisions based on the type of injury.

Review Disciplinary Guidelines

"You can say what you like, hear what you like, and believe what you like. But the facts are these: for most teachers, discipline is their biggest headache. Nothing else comes close. Inability to control students is the biggest cause of teacher failure. Nothing else comes close. Good control techniques - positive, productive, punitive - are the most difficult skills for teachers to learn. Nothing else comes close. In short, discipline is the teacher's toughest problem, and it makes or breaks most teachers." (Taken from Schooling, Teaching, and Learning American Education by C. M. Charles, David K. Gast, Richard E. Servey, and Houston M. Burnside, The C. V. Mosby Company, St. Louis, 1978).

The reality of the need for discipline is not limited to school or home and is not exempt from fun, after-school activities such as Christian Youth Theater. The truth is, some kids are “angels,” some are “bullies,” and most fluctuate between good and bad behavior. Problems worsen when a teacher is unprepared, or ill-prepared, to handle discipline problems.

No discipline plan works all the time for every situation. Over the period of ten weeks in CYT, a good teacher will find him/herself changing strategies more than once. The point is: Be prepared, listen carefully, and solve problems as they occur!

One way to combat behavior problems is to avoid boredom. Understanding students generally and specifically, and knowing about characteristics of the age levels being taught will help tremendously in the ability to be an effective disciplinarian.

ATTENTION SPAN. The amount of time a student will participate in any one activity will depend greatly upon his/her attention span. Generally speaking, younger students have shorter attention spans and older students can concentrate on one activity longer. However, with a particular class subject, "on-task" time may also vary.
  • Our Gang students (ages 6-7) have attention spans of 3-5 minutes. Games and activities need to flow rapidly and vary greatly (i.e., sitting, standing, moving around the classroom).

  • Students ages 8-10 will concentrate 8-10 minutes on a given activity. Students will be able to perform songs, dances, skits or short poems and work together on their own in groups for short, supervised periods of time.

  • Ages 11-13 will be able to focus for 10-13 minutes, allowing for increased individual and group work as well as more difficult material.

  • Students ages 13 and above have attention spans of up to 15 minutes, perhaps longer if it is a mature class. Material presented to this age group, however, must still be level-appropriate in order to keep interest for any amount of time.
Remember: Students have been sitting in school all day. They want to move in CYT!

LEVEL OF DEVELOPMENT. There are four basic levels of development in students: physical, social, mental, and moral/spiritual. Understanding which level of development your students are at will help you to select appropriate activities for your group.
  • Ages 6-10. Physical activity is important. Stimulating the senses of touch, taste, smell, hearing, and seeing will give the best results.

    • Touch. Use props! Activities centered around objects will work well and stimulate the imagination. Another activity might include having students move in one large group, demonstrating the different areas of the stage.

    • Taste/Smell. Use the imagination to "taste" or “smell” things that aren't really there. This can promote facial and body expression. Have students pretend they are tasting something sour (or smelling a rotten egg) and react with their faces and bodies. This can be a warm-up for almost any theater class.

    • Hearing. Have students listen quietly to outdoor noises, to each other's stories, and to you for stimulation. Have dance students close their eyes and listen to the music, trying to concentrate on and identify a particular instrument or rhythm in the song.

    • Seeing. Use visual aids and demonstrations by yourself, others, or guests to stimulate creativity and imagination. Many "problem" students will respond in a positive way to demonstrating an exceptional skill to others in the class.

  • Junior High. The social aspect is most important to this age group, which is probably the main reason why this age group has received its labels. But, if the social is made a part of the curriculum, then Junior Highers can be a lot of fun. Be sure to include partner and group activities, where students are allowed to interact with each other. Take turns being leaders and followers (directors and actors). Assume that this age group will automatically be difficult to control in the area of talking, so adjust your tolerance level accordingly. That is not to say that freedom of speech should always be allowed. Be sure that students know they will have time to talk to each other, but certain activities require attention without talking. Saying "be quiet" to this age group ten times has little effect. Stimulating them with your words and actions, and maintaining an appropriate social environment will assist you in discipline and teaching.

  • High School. Mental development is stressed in this age group above the other two elements, but don't forget to incorporate them as well. Lecture is still not the best method for stimulating imagination and involvement. The students will be able to handle more complex materials for a longer period of time. Challenge their minds with difficult music, dialects, and sophisticated monologues, and discuss the background and significance of the pieces you choose.

  • All Ages: Moral development is in progress. Most students are still developing a good conscience, which comes from everyday choices to do right or wrong. As their teacher, you are responsible for modeling good choices and appropriate behavior .
Level of Learning. Be aware that there may be students of various age, experience, and ability levels in your class. Write out a checklist of various levels of objectives for your class. While taking roll the first day of class, briefly interview each student, discerning his or her strengths and abilities. Perhaps a particular student is not ready for your class level, or maybe the student should be in a more advanced class. Make a log of the responses so the class can be placed into groups accordingly.

The Key to Discipline - Have a Plan!
Some of the biggest discipline problems are the result of teachers who are not prepared. Kids are smart! They know when a teacher has a plan, is comfortable with the plan, and is comfortable with them. Although there are many specific discipline plans, the “RIP” Plan of Discipline offers some helpful suggestions for teachers of CYT classes.

The "RIP" Plan of Discipline
Madison, Becker, and Thomas (1968) suggest a strategy for "behavior modification"; that is, altering bad behavior into desired behavior. Their "RIP" method stands for: “Rules-Ignore- Praise."

RULES. This is the foundation for the plan. Both teacher and students must know exactly what the expectations and levels of tolerance are for the class. A few simple rules, preferably written on an eye-appealing chart and brought to class each week, are all that are needed.

For example: ~ Simple Rules to Live By ~
  • Be courteous. Raise your hand whenever you want to talk; be quiet while the teacher or others are talking, and always keep your hands to yourself.

  • Be prepared. Bring the materials you need to class, and an attitude to succeed.
One of the major downfalls, particularly in CYT, is that on the first day of class students usually seem so calm and well-behaved, and emphasizing behavior rules seems so unnecessary. However, preventive, positive action is essential on the first day of class. Students are very curious about how their teacher will teach the class and handle discipline. Starting the session off on a firm, but loving note is the best way to avoid discipline problems in the future.

Having students give examples of proper behavior to evaluate whether or not they have understood the class rules is a good idea. Posting the rules or giving a hand-out may also help.

A "behavior contract" may be necessary or appropriate for older students. A simple statement verifying their understanding of the rules and willingness to abide by them may be signed by them and you. This "puts in writing" the students' commitment to an atmosphere of learning.

IGNORE. Ignoring behavior that violates the established rules may be the most difficult part of the "RIP" method. In fact, you may find that "RRP" works better - "Rules-Removal- Praise." Asking the student to leave the classroom for a specified period of time may be appropriate and necessary in extreme cases, but ignoring a smaller problem should be the first line of attack. This allows the student an opportunity to turn inappropriate behavior around and provides an instance for praise. For example, only call on students who raise their hands and ignore those who speak out without raising their hands. Also, give praise to those who are following the rules, while ignoring those who are not.

Sometimes, simply stating the student's name with a brief glance and silent pause is enough to combat misbehavior. For example, "Troy, please," is all it might take to disrupt inappropriate behavior.

Also, a general reminder to the class as a whole may provide an opportunity to exemplify good behavior. For example, "The class rule regarding talking is being broken."

PRAISE. Praise is the KEY to controlling behavior. Strategies of praise vary greatly as follows:
  • Verbal reinforcers: "Wow!”, "Good job!", "Excellent singing!"

  • Non-verbal reinforcers: Smiling, nodding, pat on the back Concrete reinforcers: Food treats, toys or play materials, tokens (points, coupons, etc.), certificates (achievement, recognition, improvement)

  • Activity reinforcers: Playing a game, holding the door for break, going first, etc.

    There are two distinctive forms for reinforcement: positive and negative. Positive reinforcement implies that behavior will result in something that will make the student feel good about what he/she has done. Negative reinforcement is not punitive, but simply the removal of something that causes misbehavior, resulting in changed or positive behavior (separating two students who incessantly talk, switching partners, etc.).
    The idea behind reinforcement, in general, is to catch students being good. Initiating a plan for concrete reinforcement should include the following:

  • A clear understanding of behaviors that will be reinforced - being on time, remaining quiet during other's performances, having a positive attitude, etc.

  • An immediate display of the "reward" - reward the appropriate behavior as soon as it occurs rather than waiting until the end of class to say who behaved (and implying who did not). This will help to motivate the misbehaving students as well. (Note: Remember not to ignore the student who is "always good." He/she needs to be noticed, too.)
The three essential keys to avoiding disciplinary problems are:
  • Know your students. Make it a commitment to learn a little about each of your students as soon as possible. Memorize their names and give them personal recognition each week.

  • Have a plan. Be prepared every week with a well thought out lesson plan. Over prepare! It’s better to have too much for the students to do, than too little. “Fight misbehavior . . . combat boredom!”

  • Follow through immediately. Be consistent. Be fair. Be ready with your positive and negative reinforcements.
Above all, remember that CYT is all about building character, making friends to last a lifetime, having fun, and learning about theater along the way. And, YOU, the teacher, hold the keys to making that happen!

Follow Through with Disciplinary Procedures

On the occasion that a behavioral problem arises in the classroom, the following disciplinary procedures should be used. These should be done sequentially in relation to the first, second, etc., violation of set rules:
  1. Talk with the individual student about his/her misbehavior. This must be done in private, not in front of the class. The student should be taken aside or out of the classroom and instructed about specific behavior.

  2. Notify the Area Coordinator. The Area Coordinator will talk with the student, taking him or her temporarily out of class, and will record the misbehavior. A responsible student should be sent to get the Area Coordinator so the problem student can be escorted from class.

  3. Call the parent and explain the misbehavior of the student. Do this immediately following an offense. Be sure to document when you originally spoke with the student and specifically describe the misbehavior to parents. Document the parent contact as well.

  4. Notify the Artistic Director. If inappropriate behavior continues, the Artistic Director will evaluate the situation as recorded by both the teacher and the Area Coordinator, and will determine the necessary consequences. The student and parents will be notified by the Artistic Director, and possible expulsion from the class may result.
Note: The student should also be made aware that his/her behavior may have an effect on future participation in CYT.

Provide a Break

There is a ten-minute break each week, midway through the class period, for students to use the bathroom facilities, get a drink, etc. Teachers and assistants are required to supervise this break time. It is best that teachers ask all students to bring valuables with them to the break area, to stay in this area, and to follow any special requirements of the facility. Teachers should follow students to break and lead them back to the classroom promptly. Our Gang teachers may want to break with their students earlier, or in a different location on campus. Break is a good opportunity to get to know students better and for them to make friends with their classmates. The teacher should look for opportunities to encourage this.

Track Student Attendance

If a student is absent two weeks in a row, notify the Area Coordinator to see if that student has dropped or changed classes. If not, call the parents and express your concern regarding absences and let them know that you hope the student will return the following week. Let your Area Coordinator know if the parent gives you reasons for not coming to class that pertain to the CYT program.

Support the Ticket Contest

All CYT students are encouraged to sell tickets to the CYT productions. Those cast in a production may have a mandatory ticket sales requirement. During the second or third week of class, the Area Coordinator will come to class and explain the Ticket Contest to students. The Ticket Contest is vital to the success of each production, and CYT needs the help of every teacher to motivate students to sell tickets to family and friends. All Ticket Contest forms should be placed in the Teacher Folder each week. (Note: Complimentary tickets are on a space available basis only; instruct students to turn in complimentary orders on the ticket contest form, marked appropriately.)

Use Your Comp Show Tickets

Each student in CYT receives a free ticket to see all current CYT productions. CYT teachers receive these same benefits. Teachers are strongly encouraged to take advantage of this opportunity. Students are thrilled to see their teachers at CYT productions.

Welcome Parent Observations

Parents may occasionally visit class by arrangement with the Area Coordinator. Teachers must make parents feel welcome at all times! Open communication builds trust and confidence both ways, so teachers are encouraged to introduce themselves and answer questions parents may have.

Prepare for Substitute Teachers

A substitute teacher lesson plan for each week must be available in your Teacher Folder from the first day of class. Specific handouts or other materials to complete a full lesson must also be included. (Note: If teaching voice or dance, a tape of songs must also be included.) Teachers are responsible for arranging for a qualified substitute from the current teacher list. If one cannot be arranged from that list, the Area Coordinator may have other suggestions. The Area Coordinator must be informed of all absences or late arrivals, as well as who the substitute teacher will be.

Arrange for Guest Speakers

Sometimes it may be appropriate to invite a guest lecturer who is a professional in an area that is covered in class (i.e., makeup artist, stunt person, etc). Although it is preferred that the guest speaker volunteer his or her time, payment of a gratuity can be arranged through the Area Coordinator and CYT Office ahead of time. A minimum of two weeks advance request is needed for approval. Teachers must be present at all times while the guest speaker is in the classroom.

7. Showcase Information

Each CYT class will be required to display a sample of what they learned throughout the Session at the Showcase, held the last day of class. You will be given information on the Session theme, if any, by the Artistic Coordinator before the session begins. A detailed outline of your class Showcase performance must be provided to the Artistic Coordinator for approval by week 5. The Area Coordinator and Artistic Coordinator will give specific instructions pertaining to Showcase in your Area that are not addressed in the following:


Allow all students to participate in Showcase. Whether in one scene or several, all student talent must be represented in the Showcase. Students should receive relatively equal time on stage in full view of the audience. Remember: This is an opportunity for many children to perform on stage who were not cast in the production or who did not audition. In fact, priority should be given to these students when choosing lead parts for the Showcase performance. Their “on stage” performance is important to them and their parents, and it exemplifies what CYT is all about.

Make the Showcase a sampling of all material covered. Keep the length of your class performance to the designated 5-8 minute time frame. It is best to do three or four smaller segments, instead of one long performance. You may wish to include a sample of your weekly class activities (warm ups, roll-call activities, game) to give parents an idea of what their students have been doing during the session. The Showcase, however, should consist mainly of a “polished” performance of theater skills students have learned.

Make the Showcase interesting. Use lively dialogue and/or music and keep the pace exciting. Drama classes must use one or more microphones. Arrange with the Artistic Coordinator. Use your best material. It is essential that students like what they are doing and that they do what they are best at. If students enjoy what they are doing, the audience will also enjoy it.

Introduce yourself before your class begins to perform. Give a brief description of your class objectives and activities. Your Artistic Coordinator will let you know how you are to incorporate this into your Showcase presentation.

Remain with students until all classes have performed. Make sure that your students use their best “audience skills” at all times. Greet your students’ parents at the end of Showcase.

Showcase Information Sheet

Teachers will be given a Showcase Information Sheet on the fifth class day. Please fill out the sheet completely and return it no later than the seventh week of classes. This is a very important paper as the Showcase program will be composed of information from this sheet. Be sure each class member’s name is listed correctly.

8. Evaluations

Assistant Evaluations

Teachers with assistants will fill out an Evaluation Form at the end of each Session. This evaluation is useful in determining the skills and abilities of each assistant and whether or not he or she will be re-hired. See Assistant Evaluation Form.

Class and Show Evaluations

At Showcase, parents are asked to evaluate the class their child attended. Copies of pertinent class evaluations will be sent to teachers. CYT staff will also observe Area Showcases and submit a written evaluation to the Artistic Director.See Showcase Evaluation Form.

Teacher Evaluations

Your class may be observed occasionally by the Artistic Coordinator and/or the Area Coordinator. Written evaluations will be submitted by one or both to the office, where they will be kept on file. Copies of evaluations will be sent to the teacher and a copy kept on file at the CYT office. See Teacher Evaluation Form.

9. Resources

Download PDFs

Teacher Contract (SAMPLE)
Staff Code of Conduct
Child Abuse Reporting Guidelines
Application For Employment
Background Check (SAMPLE)