Staff Handbook 2012-2013

John Dewey High School 21k540

Staff Handbook 2012-2013

Policies and Regulations

September 2012, Dear Colleagues, The JDHS Handbook outlines key responsibilities for members of our teaching community as well as with all the Chancellors Regulation. It is important that you know and implement school procedures and the Chancellors Regulations. You should pay particular attention to the following regulations which have been excerpted for you in the staff handbook and which are attached hereto: Regulation A 420 A 420 A A 443 A 750 C 105 C 600-650 Summary Topic Corporal Punishment Verbal Abuse Disruptive and violent students Reports of Suspected Child Abuse Procedures in Case of Arrest Attendance and Timekeeping Law Refresher

I have received a copy of the above referenced regulations and have read the staff handbook and understand my obligations as outlined therein.

Kathleen Elvin, Principal IA I further understand that this acknowledgement is being placed in my permanent school file.

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Professional Responsibilities Tracking Progress 1. 2. Teachers should keep parents updated on students academic progress throughout the year. Teachers must make parents aware of any issues so they can help. Teachers should keep students and family members aware of their academic progress by completing and mailing periodic informal Student Progress Reports (located in staff handbook) for particularly at-risk students. Report cards will be distributed at the end of each marking period.

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4. Teachers are responsible for sending out Promotion in Doubt Notices (generated by the school guidance staff each marking period) to keep parents informed. Report cards grades should never come as a surprise. 1. 2. 3. 4. The adults at John Dewey support public education that provides personal, social, emotional, moral, and intellectual safe haven for every student. Our school values the voice of all stakeholders to promote the highest quality education in a high functioning environment. John Dewey school professionals see themselves as student advocates and subject area specialists. Committed to the social, emotional and academic growth of all students. A curriculum is developed so as to reflect an organic connection to the schools mission, seamless articulation, and rigorous college prep standards. Curricula is collegially developed and published in curriculum maps shared by teachers and departments. In order to nurture a self-reflective group of adult learners and providers, the staff will meet during curricular 6 to address advisory, grade, and departmental issues. Our predominant style of pedagogy is teacher as coach or guide, and student as worker, taking full responsibility to become a lifelong learner. This is fostered by the workshop model and the schools standardsbased grading system. John Dewey is a balanced learning school that uses inquiry, problem solving, performance based assessments as well as all mandated standardized assessments to best prepare students for college entry and lifelong independent learning. John Dewey believes in Parents as Partners as an essential element for securing successful outcomes for all of our students. John Dewey has a dress code because of our core belief that it will enhance our students chances for success. Every adult has the professional responsibility for enforcing the uniform dress code.

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10. John Dewey staff recognizes that our students need close, caring, child advocates with high expectations for student achievement. 11. All staff members are expected to model for the students by assuming a leadership position in the school. 12. As a public institute, we are subject to public scrutiny. As such, our practices must be transparent and open to scrutiny, further adding to the responsibility of every staff member. General Professional Responsibilities 1. 2. 3. 4. Dress professionally. Follow schedule and be on time for classes and duties. Create, maintain, and update bulletin boards monthly. Follow curriculum and prepare daily lessons. 3

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Support students by addressing their needs and concerns. Communicate with parents for any student in academic danger with a plan for support. Contact parents of students absent more than one time per month. Make sure advisors know about their at-risk students. Take attendance at the start of each period.

10. Complete formal progress reports/report cards six times a year plus report cards. 11. Check DOE e-mail, mailbox, and office boards daily. 12. Monitor students in the hallways during class changes. This aids school-wide behavior management by supervising students and assisting with smooth and speedy transitions. 13. The bells are a signal for the teacher, not the students. Students should not dismiss themselves, but are to wait for their teachers signals. 14. Teachers should allow the last minutes of class for clean-up and summary. This means that your summary must be completed before the last minute of class. 15. Teachers are to step into the hall to monitor students as they move to the next class. 16. Teachers near stairways should check the flow of traffic there. 17. Teachers near restrooms should check those areas between classes. 18. Teachers should review IEPs (Individualized Education Plans) of special needs students. Students may be entitled to certain modifications in class assignments and assessments; teachers are expected to utilize the strategies suggested, and keep copies of modified assignments, etc. 19. Bring all relevant student work, grades, notes or curricular materials to meetings. Materials should be kept in an organized fashion so they can be referred to in the future. 20. Keep daily records of class attendance, homework, behavior, etc. for each class. DOCUMENT EVERYTHING! 21. If you would like to take school equipment out of the building for school purposes, you must complete a Request to Borrow School Equipment Form and submit it to supervisor 22. A Request for Repair Form must be submitted to a supervisor if you would like any custodial work done in your classroom. Expectations 1. 2. 3. 4. 5. Advocate and support academic performance through ARIS, skedula, tutoring, counseling, etc. Monitor attendance and punctuality, recognize excellence and create incentives or consequences for negative patterns. Communicate with families. Develop a regular time for phone calls with families. This includes calling home on the day of student absences. Develop relationships with students to let them know that you believe in and support their success. Keeping staff members/administrators informed of student issues. Assist the grade team leader and main office in managing advisees paperwork.

Parking- the parking lot on the Ave X side of the Dewey campus is available to the staff as a courtesy, space permitting. Fill out form, provide make, model, year and license plate of cars you expect to park in the lot. Tags-ID cards. All teachers are to enter and leave the building through the main entrance (scanning). Due to deliveries, teachers are not permitted to park in the loading dock area. 4

Classroom Environment Because the important work of instruction takes place in the classroom, it must be a clean and orderly space that reflects the subject taught there and is clean, welcoming and well organized. We make every effort to limit the number of different rooms that teachers use so they have the opportunity to spend most of the day in one room that they can make their own. The following are school wide expectations for teacher responsibility in managing the physical space: 1. 2. 3. All surfaces must be clean and clutter free. Check your classroom at the start and end of each period; engage the students in maintaining a clean and orderly room. Students should have assigned desks; enforce school expectation that no one writes on the desk. Cabinets and file drawers should be organized and stocked with supplies needed for the classes that are taught there. If you have stored anything in file drawers or cabinets, be sure it is labeled with your name and the contents. Use a sign the size of a business card in the upper right hand corner. We are continuing to dispose of broken cabinets and unidentified materials, so protect your things by labeling them. Do not use cellophane tape, electricians tape, glue or any adhesive other than blue painters tape on walls, doors, cabinets. Do not use any adhesive, including painters tape, on windows. Class sets of books must be numbered and have a system for distribution and collection so that each student receives the same book each time it is used. The room must be well lighted, even when using technology. Shades must be up and at an even height. The teacher is the manager of the space; students are not permitted to operate the windows or the shades. If a shade does not function properly, fill out a form for the custodian to repair. Do not tie knots in the cord. Food and beverages (except water) are not permitted to be consumed in the classroom during class time. Exceptions may be made for lunchtime or after school meetings or tutoring provided that: the house director is aware and all trash is disposed of in trash bags (available from the custodian). Classrooms should not have refrigerators, toaster ovens, microwaves, hot plates, coffee pots or other food preparation appliances (except culinary rooms). Do not leave valuable school property or personal possessions unsecured. Proper management of property is a professional responsibility. Cover bulletin boards with attractive paper and samples of student work including the assignment and grading rubric. Post classroom goals for student achievement. Do let your house director or the custodian know (form in main office), if you need classroom repairs.

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Student Lateness and Absence 1. 2. Students who are not in class before the first bell rings will be marked late. Multiple tardies must be addressed with student conferences and progressive discipline.

Staff Handbook 2012-2013 Chancellors Memorandum on sexual misconduct, sexual harassment, and discrimination.
Sexual Misconduct 1. Every employee and officer of the Department of Education has an affirmative obligation to immediately report to the Special Commissioner of Investigation for the New York City School District (212) 510 1400, any information concerning sexual misconduct involving students by Dept. of Education Officers, employees or others connected with school programs or services, such as volunteers. This obligation extends to sexual misconduct on and off school premises; moreover, employees and officers are required to make this report regardless of the source of the information whether it comes from a student, parent, or staff member. The knowing failure of an employee or officer to report sexual misconduct may result in disciplinary action including removal from employment or office. Any employee or officer who knowingly and intentionally makes a false report of sexual misconduct may be subject to disciplinary action including removal from office or employment.

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Sexual Harassment: Student to Student 1. 2. Student to student sexual harassment is conduct and/or communication by a student directed against another student. Sexually harassing behavior may take many forms, including but not limited to engaging in physical conduct of a sexual nature, making sexual comments, displaying or distributing sexually oriented pictures, making obscene gestures, pressuring for sexual activity, spreading rumors of a sexual nature and engaging in sexually violent or coercive behavior. Concerns regarding these matters should be directed to the principal.

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Discrimination/Harassmentin Learning or the Workplace 1. It is unlawful to discriminate on the basis of race, color, creed, religion, national origin, alienage, citizenship status, gender, age, marital status, disability, prior record or arrest or conviction and sexual orientation. ALL DEPARTMENT OF EDUCATION EMPLOYEES AND STUDENTS ARE TO ENJOY A WORKING/LEARNING ENVIRONMENT FREE OF DISCRIMINATION, HARASSMENT, RETALIATION AND/OR INTIMIDATION. A-420. Corporal Punishment 1. 2. Corporal punishment is any act of physical force upon a pupil for the purpose of punishing that pupil. Such term shall not mean the use of reasonable force to protect oneself from physical injury; to protect another pupil or teacher from injury; to protect the property of school or of others; or to restrain or remove a pupil whose behavior is interfering with the orderly exercise and performance of school functions; or if that pupil has refused to comply with a request to refrain from further disruptive acts. No corporal punishment shall be inflicted in any of the public schools, nor punishment of any kind tended to cause excessive fear or physical or mental distress. Violation of this bylaw constitutes grounds for dismissal. 6

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All allegations of corporal punishment by Department of Education employees must be reported immediately to the proper authorities. At the time of the communication the supervisor will be advised as to how the investigation is to proceed from those authorities.

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A-420. Verbal Abuse 1. Verbal punishment of students is prohibited. Disruptive behavior by students must never be punished by the use of verbal abuse. Verbal abuse is language that tend to cause fear or physical or mental distress; words denoting racial, ethnic, religious, gender, disability, or sexual orientation; threatens physical harm, or belittles or subjects students to ridicule. All allegations of verbal abuse by Department of Education employees must be reported immediately to the proper authorities. At the time of the communication the supervisor will be advised as to how the investigation is to proceed from those authorities.

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Chancellor Regulation A-443. Disruptive and violent students/Removal of students from classroom by teacher. Preface: Familiarize yourself with John Dewey Code of Conduct and the Chancellors Citywide Code of Conduct as well as the NYC DOE statements of Parents and Students Rights and Responsibilities. Although the following is the law, we generally strive to deal with discipline through education, prevention, and intervention. 1 A substantially disruptive* or violent** student may be removed from the classroom by the teacher when the student engages in behavior that is substantially disruptive to the educational process or substantially interferes with a teachers authority over the classroom. The teacher is to consult the DOE Discipline Code for behavior infractions subject to teacher removal. Prior to the removal of the student, the teacher must provide the student with an explanation of the basis for the removal and allow the student to present her version of the events. The teacher must inform the principal/designee of the student removal and must submit a completed Student Removal Form (A-443-located in staff handbook) by the end of the school day. The students teacher must provide classwork and homework during the removal period. Students must be permitted to take or make up any examinations administered during the removal period. The student is removed only from the class of the teacher requesting the removal.

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*Disruptive students are defined as those who are substantially disruptive of the educational process or who substantially interfere with a teachers authority in a classroom. **Violent students are defined as those who commit acts of violence against any school employee; who commit acts of violence on school property against any student or other person lawfully on school grounds; possess on school property a gun, knife, incendiary bomb, or other dangerous instrument capable of causing physical injury or death; threaten, on school property, to use any instrument that appears capable of causing physical injury or death; knowingly and intentionally damage or destroy the personal property of any person lawfully on school property; or knowingly or intentionally damage or destroy school property. 1. In the instance when the students presence in the classroom poses a continuing danger and presents an ongoing threat of disruption to the academic process, the student may be immediately removed. The teacher is to provide such notification to the student and the opportunity to be heard within one school day of the removal. 7

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The teacher is to ensure that the removed student is escorted from the room by: in the instance of a disruptive student a Principal and in the instance of a violent student a school safety officer. A removed student may not be placed in a hallway or sent unescorted to an office as a result of misbehavior.

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The principal/designee will confer with the teacher to review the circumstances leading to the removal and determine the professional, pedagogical and classroom management criteria and standards that were used in deciding that removal was to be imposed. At the time of this conference, all supporting documentation is to be presented to the principal/designee, such as: 3.1 Witness statements 3.1.1 Must include the date and time of the statement collection, the persons name, class, description of the incident, and signature of the witness. Additionally, the receiving teacher must sign each witness statement and note the date and time. 3.2 Anecdotal records. 3.2.1 Teachers logs, guidance referrals, SBST supports, parental communications, family conference notes, Student Intervention Forms, Advisory Alerts, etc. are part of the record. 4. The principal/designee, in consultation with the teacher, will determine if the period of removal will result in the student being removed from the classroom for a single period or for the entire day, for a total of up to four days. 4.1 In determining the number of days, consideration must be given to the students age, maturity, previous disciplinary record, and the circumstances surrounding the incident. If applicable, the students IEP, behavioral intervention plan, or 504-accommodation plan is to be considered. 4.2 For students with disabilities, the principal shall determine the number of days exclusion from the students current educational program in order to determine additional IDEA requirements. 5. The determination to set aside a student removal may be made at any point following notification to the Principal/designee of the removal. In no event shall the determination be made later than the third school day following the removal. A student removal shall be set aside if the Principal/designee determines that: 5.1 The facts do not support a conclusion that the student committed the act or that the act substantially disrupted the class or substantially interfered with the teachers authority over the classroom. 5.2 The removal violates the law. 5.3 The behavior warrants a suspension and a suspension will be imposed. 6. Upon a parents request, a conference must be held within two (2) school days of the students removal. 6.1 The principal/designee shall provide an explanation of the basis of the removal and allow the student/parent to present her version of the events. 6.2 Where deemed appropriate by the principal/designee, the teacher and other staff will participate in the conference to discuss the incident and to recommend appropriate intervention strategies. 7. The principal/designee must track the number of days and the number of removals for each student utilizing the ATS system. 8. After any teacher removes a student from any classroom three times during a semester, a principals suspension must be sought if the student engages in subsequent behavior that would otherwise result in a removal. Principal suspension decisions will be determined in accordance with Board mandates and cannot exceed an aggregate of ten (10) school days in a school year. 9. Student removals and suspensions must be recorded through the OORS including student removed, teacher requesting removal, infraction, length of removal. A-750. Reporting School Related Crimes Committed by Students and Suspected Child Abuse 1. In all cases where school staff has been provided with information or an allegation that a school related crime which poses a danger to students, staff, or the school community has been committed by a student, they shall immediately notify the principal or her designee. The principal/designee shall notify the police, the ranking Division of School Safety representative in the building, both superintendents, and the students parent/guardian. In all cases where school staff have a reasonable suspicion that a student is a victim of child abuse, maltreatment, or neglect by a parent, a person responsible for the childs care, or a person regularly 8

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or continually found in the childs household, school staff must immediately report the suspicion to the principal/designee. 3. An immediate report must be made to the New York Central State Register for Child Abuse and Maltreatment (1-800-635-1522). If a childs abuse is by a person other than an individual specified above, the principal shall contact the students parent and the police. Compliance with the procedures set forth is mandatory. The knowing and failure to comply with these procedures may result in the disciplinary action including dismissal from employment. All Department of Education employees are MANDATED REPORTERS. The knowing failure to comply with these procedures may result in disciplinary action including dismissal from employment.

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C-105. Procedures in Case of Arrest 1. It is your responsibility as a Department of Education employee to immediately notify the principal and notify the Office of Personnel Investigations (718-935-2471) in writing if you have been arrested. It is mandatory that you comply with this request. Failure to disclose an arrest can result in adverse employment consequences including the termination of employment.

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Reminder: Law Refresher

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No child may ever be used to render personal service for a teacher (e.g. a child may not be sent to the store). No business enterprise may be conducted on school property and staff members may make no unauthorized collections. Children may not as a disciplinary measure be denied lunch, be placed in the hall, be told to stay home, be sent home without proper authorization, or have personal property destroyed or thrown away. (Parents must be provided with an opportunity to retrieve such property). No personal mail may be posted at school expense. DOE computers are to be used for DOE purposes only. Computer use can be audited. It is best to use home computers for personal purposes and avoid any DOE complications. The purpose of access to or use of the Internet through Department of Education connections or equipment is solely educational; therefore, anyone who utilizes the DOEs connection must foster that purpose by using Internet resources only for educational purposes and in an appropriate and legal manner. No drug or medication is to be administered by a teacher or an unauthorized staff member. No instructional machine or piece of equipment (e.g., computers, musical instruments, videos, etc.) may ever be removed or borrowed from the school without submitting the Request for Borrowing School Equipment Form (see Appendix A. Forms) to Talana. Funds may not be solicited from children without authorization from the principal. A staff member leaving the school building from other than the main entrance may not provide access to any person from outside. Please insure that the door is secured by slamming it shut (alert school safety if the elevator is being used by unauthorized people-students should not use elevator without adult supervision).

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10. No child may be sent home during the course of the day without administrative authorization and parental contact. 9

11. No parent may pick up a student from class without office authorization. If the person picking up a student is not listed on her Blue Card the student MAY NOT LEAVE THE BUILDING. 12. Teachers are prohibited from tutoring students in their own school and the siblings of those students for a fee. 13. Second jobs must be done on your own time. 14. Waivers are available, depending on circumstances. Call the DOE Ethics Office 718 935 5300 for information. 15. You may not use your official DOE position, confidential information, or DOE personnel or equipment to perform any outside job. 16. DOE employees are restricted from accepting gifts with a value of $50 or more from any person or firm doing business with the City of New York. 17. Student gifts are to be a minimal value (e.g. a Worlds Greatest Teacher mug). 18. DOE employees are prohibited from engaging in post-employment business with the Department of Education for one year. 19. Superiors and subordinates are prohibited from having any kind of financial relationship. 20. Being a public servant does not diminish your right to engage in political activity. a. All activities must be performed on your own time. b. You may not use DOE letterhead, equipment, or personnel. 21. You may not coerce or induce fellow employees to participate or contribute by threat of their job or by promise of a raise or promotion. C600-650 Attendance and Timekeeping Attendance 1. Regular attendance is a staff members professional responsibility and personal obligation. It is understood that illness and personal business will cause occasional absences. All appointments should be scheduled during vacation, or on weekends. If this is not possible, apply for approval of personal business. School hours are from 8:13 am to 3:03 pm Monday- Friday. Staff members are required to move their cards on arrival and sign them at the end of the month. The book will be located on the secretarys desk in the main office. The secretary will remove cards at 8:15 am. Teachers who arrive after will be required to punch in using a time card located by the time clock. Cumulative lateness will be calculated and will result in a salary deduction. Teachers are required to notify the school (718 373 5400 X 1053) of an absence before 6:30am with the following info: 6. 7. Name, reason for absence, expected return. Class periods and room to be covered. Directions for classwork during your absence. NB only calls to the school # are official.

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Excessive absences (over 5 days per term or 10 days per year) may result in a U rating. Personal business absences (two out of three may now be used to care for an ill family member) are included in this number. If you know you are going to be absent ahead of time be sure your lessons and instructions are given to your house director and the AM coordinator. Work with your grade team to cover all of your classes and to follow up when you return. 10

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Absences in excess of the 10 self-treated days must be documented by a medical note. Patterns of excessive teacher absence are disruptive to the school program, place a burden on colleagues, and are injurious to students education.

10. A pedagogue who is absent for illness may not travel for any reason to any place outside of the New York City metropolitan area without the written approval of the Superintendent. 11. Under no circumstances are teachers to make vacation plans that begin early on a Friday workday or end late on a Monday workday. Such patterns will be closely examined and will be reviewed for rating purposes. Unforeseen emergencies are exceptions. 12. It is the policy of the Department of Education that no one is to be excused for personal business on the day prior to or following any holiday or vacation. 13. If you know in advance you will not be present on a specific day, put in a written request to the payroll secretary and work with your grade team to cover your classes. 14. Cumulative Absence Reserve (C.A.R.): No matter how many days you have accumulated in your CAR, you may only use up to 10 self-treated sick days each school year. You must sign your CAR each time you are absent. It is maintained by Jean Silva or Maryann Hancock. 15. Medical Certified Sick Days: You may bring in a doctors note for any absence. However, you MUST bring in a th doctors note upon your 11 day of absence and for any absences thereafter. Doctors notes must be brought in to the payroll secretary. Failure to bring in a doctors note will result in a salary deduction for those absences. Doctors note does not excuse the absence. 16. Certain absences are excused by the Department of Education. These days of non-attendance must be properly documented. They include: Death in the family (1-4 days depending on relationship). Attendance at a funeral (1 day). Graduation of self, spouse, parent, or child (junior high school and above). Appearance for jury duty. Extraordinary transportation delay. 17. Form OP201 (this form is located in the main office) must be completed for all non-attendance and submitted Ms Silva. 18. Teacher absence days are now taken directly out of the school budget. Everyday a staff member is absent reduces the amount of monies we have to spend for other items including instructional supplies and books. 19. Teacher perfect attendance is encouraged and celebrated! Perfect Attendance means no days absent including excused absences. This goes for students as well!!! Procedures 1. 2. 3. 4. 5. 6. 7. 8. All regularly assigned teachers are to have time card. Teachers are to report to the location of their designated assignment every period, except lunch. All members of the staff are required to be in the school building during regular school hours, except designated lunch hour. If a teacher leaves before the end of the school day because of illness or a personal emergency, s/he must get permission from the principal/designee and indicate the time of departure by clocking out. The time clock must be used for all hourly employees, per diem substitute teachers, and all per session pedagogues and all per session activities. Timecards are legal documents. Be sure yours is accurate. Do not move another persons card or sign for them/ Staff members leaving the building during school hours for official business are required to complete an OP201/OP221 (Secretary has this form in the main office). You must clock out and back in. Staff members who work a per session activity must CLOCK IN and OUT on their per session timecard and note activity on timecard. Per session payroll will not be processed unless all paperwork is complete including attendance record and supervisor sign off. 11

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Fractional absence commencing after the start of the school day is computed on the basis of service time lost.

10. If space is available, staff may park in the lot entered through Ave X. Your car must be registered with AP. Post name clearly in windshield

Note: If a teacher has excessive absences/lateness, the principal may take the following actions: Probationary teachers: consideration of discontinuance of service or denial of completion of probation Tenured teachers: unsatisfactory end of term rating or changes of unauthorized absence from duty. Timekeeping The Department of Education mandates that Payroll/Timekeeping Controls be in effect. The schools plan must include a method for recording actual time served by staff members; certification by either the principal or her designee of time served; and a method for determining who is absent or late so as to arrange for coverage, emergency communications, etc. Lateness The official school hours are 8:13 AM- 3:03 PM Monday through Friday. Plus 2 scheduled 40 minute st rd conferences the 1 and 3 Monday of each month. 1. Teachers should arrive at school early enough to be prepared to start class at 8:15 AM. Staff members who have a combination of three lateness risk a pay deduction and a requirement to clock in. Failure follow school directions may result in a letter to file and/or an unsatisfactory rating. Minutes of lateness which total between 3 hours/20 minutes and one day will result in one day being deducted from the Cumulative Absence Record and will result in deduction of pay. All instances of lateness count toward ratings. Excess lateness and/or absence will result in a rating of unsatisfactory in a teachers Annual Performance Rating.

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Personal Business Day 1. Professional staff is allotted up to 3 personal days. Teachers must put in a request in writing to principals secretary at least five school days in advance for approval and make plans with their grade team to cover classes. Days off for personal business (two of the three days may be used for the care of an ill family member) are intended to be used only for personal business that cannot be conducted other than on a school day or during school hours. Excessive absences (over 10 days) may result in a U rating. Personal business absences are included in this number.

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4. Religious absences must be submitted for the principals approval ten business days prior to the date requested.

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Emergency Lesson Plans 1. Submit at least 3 Emergency Lesson Plans to AM coordinator and your house director by September 18 . The plans should relate to your content area and should be adaptable for use at any time during the year. The directions should be easy for students and substitute to understand and the activities easy to complete without your instruction. Train your students to submit work with proper heading. Include copies of class rosters and seating charts in absentee plans. It is the responsibility of the teacher to replenish the required number of lesson plans as needed.
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Coverage Assignment 1. If a teacher is aware of his/her absence ahead of time, a lesson plan that is easy to teach, relevant to the material being studied and content specific must be left in his/her Substitute Binder which is located in the main office. Sufficient copies should be made for all classes and students should understand that they are expected to complete their assignment and cooperate with the substitute/visiting teacher at all times. It is a good idea to choose student helpers in advance to assist substitute/visiting teachers. It is the covering teachers responsibility to his/her colleague to implement any lesson plans that are left in place for the students. The budget for coverages comes directly out of our school-operating budget from textbook monies, from instructional materials monies, and from per session monies. We must be smart and frugal in the use of our coverage assignments. Remember every teacher must perform one coverage per term without additional compensation. In the event of an emergency, teachers may be required to teach additional classes.

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Substitute Teachers 1. 2. 3. 4. 5. 6. 7. Substitute teachers pick up their Substitute Binder and attendance forms in the main office prior to official school start, sign in, and punch a timecard. Substitute teachers work 5 periods per day plus professional period. Substitute teachers are to convey the absent teachers lesson and enforce all school rules. There is to be no card playing or other non-educational activities. Substitute teachers may not authorize a student to leave the room except to use bathroom pass according to school guidelines. Substitute teachers are not to dismiss students prior to the closing bell. Substitute teachers must punch in and out every day. Whenever a substitute teacher (per diem sub or regular staff coverage) is assigned to teach the class of an absent teacher, a full period learning experience is to be presented to the entire class. 8. If the absent teachers lesson plans are not available, the covering teacher is to present a basic lesson in his/her own area of specialty which would benefit the children in any class or grade. For example, a viable current events lesson, a health lesson on nutrition, a math problem utilizing basic computational skills, a foreign language dialogue, a writing assignment, etc. Students are not to be excused to serve as a monitor for other staff members during such periods unless prior arrangement has been made between two teachers. 13

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10. Teachers assigned to cover a class are expected to meet the class at their regularly scheduled room. The class may not be taken to the covering teachers classroom or to another area of the building. 11. All attendance policies are to be followed during a coverage period.

Preparation Periods 1. Preparation periods are to be used for unassigned professional work.

2. This time shall be used for professional, job-related work. Teachers are expected to utilize their professional preparation time in such a manner as to enable them to further their professional work for the purpose of their greater classroom effectiveness, be available for parents, observation feedback, common planning time, etc. Staff Meetings We will hold staff meetings on the first and third Monday of the month from 3:20 to 4 PM. Meetings may be departmental, whole staff or small group. Attendance and punctuality at these meetings is crucial to developing a school team that is strong, collaborative, well informed, and cohesive. 1. 2. 3. 4. Do not schedule after school activities on meeting days. Submit prior request to principals secretary if unable to attend a meeting. When absent, see principals secretary to sign for a copy of the minutes and handouts upon your return to work. Staff is reminded not to register for any course on meeting/on conference days as attendance at faculty conferences is a professional responsibility and contractual obligation. Grade team meetings will address school policies, credit accumulation and interventions.

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Inquiry Team Meetings 1. 2. All teachers are members of inquiry teams. Each house will establish criteria for inquiry teams.

Norm/Rules for Team Meeting 1. 2. 3. 4. 5. 6. Be on time, respect the agenda, complete and submit exit tickets for burning issues in order to end on time. Be considerate and respectful of others opinions and understand their points of view. Be constructive in your warm and cool feedback and offer solutions. Be models of behavior that we expect from students. Lead by example. (For example, greet each other and the students) Be timely and specific in your communication, and respond in a timely fashion. Be consistent, both individually and universally.

Grade Team Grade Teams collaborate and plan for the growth and development of all their students. Communication between families and teachers is critical for the success of the student. Grade teachers will work together to develop a letter outlining: 1. Materials/supply lists. 14

2. 3. 4. 5. 6.

Grading criteria. Behavior, homework, and make-up work policies. Upcoming activities and events. Contact information. Other important information.

New Teachers All staff should see the payroll secretary upon their arrival in the building. In order to facilitate payroll processing, the following forms must be filled out: 1. Health Insurance Application. You are covered from your first day of work. Applications must be submitted within 30 days of your starting date. Dependents may be covered; documentation must be submitted for dependents. Form OP85: Notifies Central Board of name, address, payroll tax deductions, etc. Staff Emergency Contact Form: Information kept in the main office for notification in the case of an emergency. Application for Salary Differentials: Salary credit for courses, masters degree, etc. Application for Salary Step Placement: Salary credit for prior work experience. Pay Dates: Paychecks/pay stubs are distributed twice monthly, on the 1 and the 16 of each month; if these dates fall on a Saturday, payday will be on the Friday before; if it falls on a Sunday, payday will be on Monday. The payroll secretary will distribute checks/stubs until 2:00 pm. They must be signed for. After 2:00pm they will be locked in the payroll secretarys office. Direct Deposit: All staff members may enroll in direct deposit. The enrollment period is from November to March. It takes several days for this to go into effect. A form can be picked up from the payroll secretary. New teachers will be buddied with a senior staff member and are encouraged to participate in intervisitations. New teachers eligible for mentoring will be mentored by a teacher on staff.
st th

2. 3. 4. 5. 6.

7. 8. 9.

Students Policy/Contracts The policies/contracts listed below are distributed to every student in various ways during orientation and Curriculum Night information sessions. 1. 2. 3. 4. 5. 6. 7. 8. 9. Student Rights and Responsibilities Course Description- each course Homework Policy Standards Based Grading Policy Parent Communication Standardized Assessments. Academic Intervention Services Academic Honesty/Cheating Cell phone Policy

10. School Dress Policy 11. Internet Usage Policy 15

12. Classroom/Bathroom Pass Policy 13. Book Policy Student Attendance: Students are expected to have 98% attendance and 99% punctuality. 1. All students swipe in using their student identification card, which they should have with them at all times. 2. 3. 4. 5. 6. 7. Teachers collect attendance sheets from main office each morning before class begins. Attendance sheets are official documents. It is imperative that they are accurate at all times. Teachers take attendance using a No. 2 pencil but sign their name in pen at the top of the attendance sheet. If a student is late and misses 1st period class, attendance will be updated in the main office. Teachers should note date and time of late arriving students. Students returning to school after an absence must give note to attendance coordinator in their house. Student absence decreases learning time. Absenteeism and lateness affect the entire school community. Encourage students to be present every day. Hold them accountable especially before and after holidays and on conference days. Teachers must call absent students and keep an anecdotal log of the conversation. We emphasize the importance of being at school every day and we celebrate Perfect/Good/Improved attendance at Awards Ceremonies with certificates, words and notes of encouragement to students and parent/guardians, phone calls home, and Perfect Attendance postings.

8. 9.

10. The Dewey Attendance Plan explains procedures for excessive absenteeism and tardiness. Our goal is not to punish, but to determine what is keeping a student from obtaining Perfect Attendance and to then devise a plan to help students and parents improve attendance. After School Program 1. The Extended School Academy offers student activities that enrich curriculum areas included in the school program, opportunities to develop their skills and interests and credit recovery programs as well as advanced programs such as College Now. If you are interested in starting an enrichment program please speak to your house supervisor or the principal. If a staff member plans on having an after-school activity it is important that he/she too have good attendance. Being prepared and present is how we model responsibility, commitment and dedication. Activity meeting calendar will be posted weekly and monthly.

2. 3.

Student Lunch 1. 2. 3. 4. 5. 6. 7. Designated staff supervises students in the cafeteria for the full period. STUDENTS ARE NOT PERMITTED TO LEAVE THE CAFETERIA. Students must be monitored at all times for both safety and discipline reasons. At the end of each lunch period students will be dismissed from the cafeteria and walk quietly to class. On tutoring days, student lunch will be provided in classrooms for scheduled students. Teacher presence in the hallway is essential to keeping order in the hallways and preventing discipline issues. There is to be no horse playing or rough or boisterous play. This includes but is not limited to pushing, shoving, jumping on each other, choking, pulling hair, pinching, kicking, tripping, etc... Students may not sit on each others laps. There is to be no cursing or inappropriate language. 16

8.

No electronic devise are permitted in school.

School Transportation 1. 2. The main office will distribute MetroCards for eligible students at the beginning and middle of the school year. Replacement Metro Cards will be distributed ONLY during after school in the main office by office staff.

Visitors 1. 2. 3. 4. All visitors to the school must sign the registry book at the front entrance; the security safety officer will issue a pass and the visitor will be directed to the appropriate meeting place. The main office should be notified immediately if an unauthorized person is present in the building. Parents may not show up to classrooms unescorted. The schedule and classroom instruction should not be interrupted for conferences with parents; make arrangements to confer during planning periods or before/after school hours. If you want/need to bring a visitor to school during work hours please check with your supervisor.

Photocopies Intro: All students are expected to maintain notebooks that are monitored by the teacher. Important handouts should be stapled or taped into the notebooks. Worksheets should be limited to text rich materials that students need to retain. In order to maintain functioning copy machines and materials, copies will be made by office staff unless there is an emergency. Please follow the policy below to ensure that everyone in our community benefits from our resources. 1. Only distribute handouts of resources that students need. Those include news articles or documents not available elsewhere. Use class texts whenever possible. Do not hand out charts or worksheets that students can easily create in their notebooks. All teachers will receive a Copy Request folder. Copy requests and all originals should be submitted to the designated inbox in the main office in the copy request folder. Copies will be returned to teachers mailboxes within 48 hours. Please plan accordingly. If you need to make copies that have not been pre-arranged, you may use the emergency copy code provided to you. This code supplies you with a limited amount of copiesfive times your total student rosterso it should be used judiciously.

2. 3. 4. 5.

Emergency Procedures 1. Our Safety Coordinator is Eric Shapiro. 2. 3. 4. 5. If you are interested in being a member of the Safety Committee speak to the safety coordinator. Occasionally, support staff will present safety procedures during PD sessions throughout the year so staff is familiar and comfortable with the procedures and able to review them with students. Be sure to have your class rosters with you during emergency procedures. During a fire drill, escort your class in an orderly manner to the designated exit and take attendance when students have fully exited the building. Students must remain silent and alert to listen for directions.

17

Inclement Weather Procedure 1. 2. 3. 4. Check the news or the NYC DOE Website for school closures. In case of a delayed opening designated by the Chancellor as a 2-hour delay, teachers and students should report to school at 10:00am. Students will be admitted to the building beginning at 10:00 AM. If students arrive earlier they will be admitted and escorted to the cafeteria. Dismissal will be at the regular time.

Accident and Assaults In accordance to General Circular #6 of 1970-1, all teachers assaulted or injured in an accident while in the performance of duty must report the incident to the principal immediately. The principal is required to report to the Superintendent all cases of assault and accident suffered by teachers in connection with their employment. The teacher must provide a written statement that describes the incident. A school safety report must also be filed. If a student is injured at school: 1. Report it to Ms. Brovakos immediately. 2. 3. 4. 5. Contact parent/guardian as soon as possible. Complete the Dewey, Brooklyn Occurrence/ Accident Report. It can be obtained from the front office. All occurrence/accidents are reported by the principal online through the Online Occurrences Reporting System (OORS) from The Office of School Intervention and Development. Remember: It is GOOD PRACTICE to report an incident no matter how small you might think it is than to later find out you should have reported something because a student was seriously hurt.

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Tools for Managing Student Behavior At an initial confrontation, a teacher needs to view the conflict as a time to explain what action was inappropriate, and what behavior is expected next time. Allowing the student a chance to speak allows for a balance of power necessary in a trust relationship. This does not mean acceptance of an inappropriate act. A trust relationship means hearing another person and communicating clearly what the standards of behavior are, and discussing how what happened was stepping over the line. In addition, when the teacher models non-confrontational dialogue, it helps to de-escalate the conflict from shoulds to needs. Using I statements changes the confrontational focus and avoids accusations. For example, if a teacher says, I saw you leave the class without permission three times today. Our rule states every student needs to have permission to leave the room. This clearly states what the teacher experienced and how it was inappropriate. Another example includes feeling statements. Sometimes students do things that make us feel bad as people. Students need to be aware when they say hurtful things. We need to help the student empathize with our point of view. A teacher once shared a story about a student who kept burping in her class during serious discussions. It made me crazy. At first I would confront the student in front of the class, saying it was rude and showing my anger. When I realized my anger was only adding to the situation, I chose to speak to the student privately. I began with I feel upset when you burp in my class. At first the student was laughing at me. Because my tone was serious and quiet, he began to listen. I continued by saying, Imagine how you might feel if someone embarrassed you in the middle of the basketball court with everyone watching. After the empathy was established, the burping episode dissipated. THUSthe initial link in the chain of command is with the teacher involved and we have modeled how we expect students to respond to conflict among their peers. Step one: Begin in the Classroom

What to do the first time a student behaves inappropriately. 1. 2. 3. 4. 5. Find time to speak to the student privately. Use I statements to express what happened and (if appropriate), how it made you feel as a teacher. Establish clearly what rule has been broken and (if appropriate) establish a place of empathy. Ask the student how she will change her behavior. Let students know the consequences. For example, you might speak to her advisor next time it happens.

Step two: Use the Grade and House Teams When a problem begins to escalate, and the teacher feels like the student is not taking him/her seriously, it is time to involve the student advisor. The person who is supposed to know the student best, informed of any interesting developments with his/her advisees. In addition, the advisor can act as an effective mediator in a conflict between teacher and student. If a problem persists with student behavior, there are several next steps. A. Teacher conferences with student and the behavior persists: Tell the student immediately after the event that youll be speaking to her advisor. Then explain the situation to the advisor and ask the advisor to speak to the student. Frequently the mere act of having others publicly confront them on their transgressions prompts more appropriate behavior by students.

19

DO: 1. 2. 3. 4. 5. Explain the behavior clearly and specifically to the advisor

e.g. Walking out of the class without permission Monday and Tuesday

Describe actions youve taken

e.g. Had an informal conference after school on Monday

Discuss what you want the advisor to do

e.g. talk to the student about the rule

Follow-up with the advisor and then with the student

e.g. Are we clear on the rules now, Sarah? No more leaving the class without permission, right?

DOCUMENT EVERYTHING. Advisor and grade team to monitor behavior patterns. The documentation will be critical if the behavior persists and it is time to involve the family (see Step Three below).

B. If the behavior persists or transforms and is equally problematic: Keeping the conversation going lets a student know there are consequences for her actions. The more you call a student on the behavior, the more they know that there are clear lines they cannot step over. It actually creates a safe classroom environment. DO: 1. 2. Speak to the student.
Explain you are arranging a conference with her advisor

Arrange the conference.

Let the advisor know what youd like to see happen ahead of time. Do you want the advisor to be a mediator? The students advocate? Your advocate?

3. 4. 5.

Explain the problem again (see Part A).

Which rules were broken, what actions were taken, etc

Discuss the behavior (not the student) and why it is not appropriate. Perhaps some special signals between the
student and teacher need to be arranged.

Finally, consequences need to be discussed.

e.g. a call home perhaps as well as a family conference if things dont change. Consequences should be explained as school policy and procedures; they should not be used as threats.

Step Three: Involve the Family when the Problem Persists If the problem behavior persists, the documentation becomes critical. This documentation will be used as evidence of inappropriate behavior and will assist in identifying patterns. Continue to document everything (see Step One above). 1. Keep anecdotal records about past and present history of the issue and Be sure to record the incident in any personal logs you might keep.
Every time the student persists, tell her you will be writing that down. Sometimes the actual documenting process alone can stop the behavior. Be specific about date, time and place.

2.
3.

Ask advisor to call home to schedule a family conference. Conference with the advisor about the desired outcomes.
What is the exact behavior that is inappropriate? What do you need the student to do differently? How can you help the student attain this change?

4. 5. 6. 7.

Ask if this behavior connects to any other classes. If so, ask members of your grade team to be present. Bring all anecdotal evidence to the family conference plus recommendations for desired behavior. Advisor should ask for parental help. Discuss future plans.
Teacher could make more anecdotes on a daily/weekly basis. Advisor could collect and call home.

Discuss future consequences. 20

Step Four: Involve the Advisor when the Problem continues to Persist At this point, if the problem behavior persists, it is important to have a pre-conference with the dean. 1. 2. 3. 4. Continue to keep anecdotal records about past and present history of the issue and record the incident. Consider whether additional services might be needed for the student. Come up with a plan for the conference. Set a common time for the family conference. Discuss everything that has happened thus far. Create clear consequences as well as exact deadlines for change in behavior.

Supplies 1. If a teacher knows that he/she will need materials/supplies ahead of time, complete a Supply Request Form (everyday supplies/materials) or Request to Order Form. Both types of forms are located in your staff handbook and at the main office. From time to time, teachers may have to lay out money for school related expenses. Before doing so discuss with a supervisor. To be reimbursed, staff members must submit a Request for Expenditure/Reimbursement Form (located in staff handbook) to supervisor. Receipts must be attached to this form in order for staff members to be reimbursed. This form is available in the main office and in your staff handbook. Be sure to use a Tax Exempt Form (located in back of staff handbook) when making school purchases. You cannot be reimbursed for taxes paid. This form is available in the main office. DO not use it for non school related costs. Teachers running programs during the After-School Academy will earn per session or be paid through Sports and Arts. A Per Session Form is located in your staff handbook. Identify activities on your timecard with corresponding dates and attach attendance sheets. Timesheets should reflect the hours of the assignment that you worked, not the time on the time card. New Visions Fund for Teachers: Provides travel grants from $5000-$15000 to teachers who have a minimum of 3 years teaching experience including the current teaching year.

2.

3.

4.

5.

Orderly School Procedures Arrival and Dismissal Students enter 7:30 AM through the front entrance. Students entering early will go to cafeteria, eat breakfast before class. Students may not bring cell Phones and other electronic devices to school If seen, it will be confiscated and can be retrieved at a later time. Gym The phys ed teacher will supervise students in the hallway on way to phys ed downstairs at the end of the period and pick up the second group. Food, Gum, Drink NO! (except water) in the classroom. Sunflower seeds are banned.

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Parent/Family Communication At John Dewey, we believe that Parents are Partners. Advisors are the liaison between parents and the school. However, classroom teachers must also make regular contact throughout the school year. Several of the commutations can be through Skedula and the rest be by phone. Parent/Student Conferences Teachers encourage two STUDENT LED conferences with parents of their students over the course of the year. Be sure to keep a record of the following information: 1. List of parents who attend (date and time) to document contact. 2. Issues discussed, strategies discussed, goals set 3. Things for you to do, reminders for follow-up

Helpful tips/guidelines for successful conferences: Make sure that bulletin boards are in excellent condition and are up to date. Prepare a course description, class policies, and upcoming assignments. Clean up classrooms, desks, files, etc. Have a welcome sign, sign-in forms, volunteer sign-ups, and copies of your grading, rules, etc. Set up a display, including books, student work, notebooks, etc. Keep your grade book, attendance records, and student folders handy. Have materials to keep younger siblings occupied (crayons and paper). Provide handouts with Tips for Parents, etc. for parents who are waiting to meet with you. Make arrangements to have a translator, if necessary. Be prepared to discuss modifications youre making for special needs and ELL students. Begin and end conferences on a positive note. Be patient, calm, respectful, and professional at all times. If youre uncomfortable with a parent, arrange to have another teacher attend the conference with you. Set a time limit of about four minutes, unless no one is waiting. Additional meetings can be scheduled. If you have negative comments, make suggestions for improvement.

Trips and Events NYC is our extended campus; trips will enhance the academic experience for our students. Students will take trips in content area classes and as a whole school. General Guideline Plan activities that are age, cost and content appropriate. Activities should relate to curriculum. Before leaving, discuss concepts, objectives to be studied and as a class, list questions to be answered by trip or event. Discuss appropriate conduct. Provide materials to engage students during the trip (scavenger hunts, graphic organizers, etc.) Plan classroom activities before and after the event that support the educational purpose. Share informational materials and stories to get students interested. 22

All events and trips must receive approval from the principal, regarding the calendar, content, location, and educational purpose. Check the school calendar before arranging dates/times. Coordinate events with other teachers and grade levels. Use the Request Form when planning your event and trip.

Field Trips All students must have written permission to attend any trip that is outside of the immediate community. NYC approved trip slips (located in your staff handbook) and transportation forms are available in the main office. Be sure to secure adequate supervision for the trip. Plan coverage (if any). According to Chancellors Regulations, all in city trips requires a minimum of two chaperones for the first 30 students and one chaperone for each additional student. At the beginning of the semester (if possible), John Dewey HS will send home a calendar of trips/events to the parents/guardians of their advisory students.

DISCIPLINE Restitution: A Coaching Approach to Discipline by Kathleen Cushman Safety, orders and respect are the bedrock of high functioning communities and school. At Dewey, our goal is to train student to engage productively with the school community. When problems arise, our objective is growth and restitution, not simply punishment. Asking "Why did you do that?" or "How many times do I have to tell you not to do that?" only directs attention to student behavior problems, makes them defensive, and encourages them to produce excuses for their failure, says Norma True Spurlock, a counselor at the University of Florida's P. K. Yonge Developmental Research School. Instead, she helps teachers use a more positive system of restitution, which focuses on solutions, recognizing the student's need to belong. "All behavior reflects a student's values," she says. "It's chosen, purposeful, and internally motivated." She recommends asking this sequence of questions: 1. What do we believe about . . . [respecting others? respecting property? being on time and on task? being where we're supposed to be?] This ties the student's behavior to the shared values the school holds, and reminds him to do the right thing because it's right, not to avoid pain. What problems did you cause for others? (Looks at the consequences of one's actions.) What can you do to fix this? (Focuses on the solution; restores any damage caused. Offers options: fix; replace; do something for the class; pay back with money, time, labor, etc.) You had a reason for doing this. What did you need? (Recognizes that behavior is purposeful and internally motivated.) Can you think of a way to do this that won't cause anyone else a problem? (Focuses on the solution.) You're not the only one who has ever made a mistake. Do you want to be the kind of person who fixes his or her mistakes? (Recognizes that behavior is chosen and can be changed.) What can you do to fix this? What part are you willing to do? (Focuses on a positive solution that requires time, energy, and effort from the offender; restores self-esteem; builds relationships. "I'm sorry" is not enough.) Do you think this is a place where people care about you? (Emphasizes need to belong.) Will you think about it? (Emphasizes student's choice.)

2. 3. 4. 5. 6. 7. 8. 9.

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Discipline, Safety and Welfare- Codes of Conduct Key Principles Refer to the Chancellors Citywide Code of Conduct and the Discipline Code (see below). It is critical that the adults in the school are fair and consistent in the application of rules and that disciplinary measures have a learning outcome. Discipline should be a tool for teaching not for punishing. 1. Structure your classroom management so that you can teach and your students can learn. Routine brings order. First impressions are important be structured and clear on the first day of school. Be consistent in all classroom rules. It is unprofessional and counterproductive to make threats to students such as: you are going to be suspended; you are going to be left back; you are not to return to this class; your sister was a better student, etc. Positive reinforcement is the key to increasing good behavior. Consequences must be fair and consistently meted out every time a rule is broken. You must maintain an anecdotal record for professional reference. Do not touch your students when disciplining them. Do not put yourself or the student in a vulnerable situation: keep the door ajar when holding a private conference with a student. Model punctuality, preparedness, and a respectful demeanor. The first period teacher is to be at his/her scheduled assignment, have the classroom door open, and be ready to admit students promptly. Teacher to teacher classroom visits and teacher to teacher telephone calls are to be professional in nature. Dismiss your students promptly at the end of a period out of respect for the next period teacher and your students. Wrap up instruction before the bell rings.

2. 3. 4. 5. 6. 7. 8. 9.

10. Teachers are to stand in the hallway during passing and actively supervise traffic to ensure the safe and orderly movement of students who are to be encouraged to move quickly and directly to their next class. 11. Students who are participants in after school activities must report directly to the activity. Students participating in after school activities may not leave the building and re-enter, except with prior approval. 12. Teachers must never leave students unattended in a classroom; therefore, teachers must lock their classroom doors and turn off the lights behind them when they leave the room. 13. Closets and files are to be locked. Handbags, cell phones, and all valuables are to be kept under lock and key. 14. In case of emergency/incident, dial the main office. Discipline Code Students Rights and Responsibilities With nurturing and support, students will respond to a quality education in an environment that is conducive to learning and community building. Towards this end, students have rights and responsibilities. Students have the right to know what appropriate behavior is. Students have the right to know they are safe. Students have the right to treated respectfully and justly. Students have the right to be in an environment that is mindful and respectful of cultural diversity. Students have the right and responsibility to know and understand the consequences of their behavior. Students have the responsibility to attend school regularly and punctually. Students have the responsibility to meet the deadlines for class work and homework. Students have the responsibility to respect the property of the school and others. Students have the responsibility to follow directions of school faculty in keeping with school rules. Students have the responsibility to respect themselves and others concerning their cultural diversity. 24

Students have the responsibility to observe the dress code. Students have the responsibility to use appropriate language when communicating with others.

Parents Rights and Responsibilities Parents play a vital role in their childs education and development. Parents also have rights and responsibilities. Parents have the right to know the expectations, programs, attendance, and discipline policies of the school. Parents have the right to know and understand the instructional program of the school. Parents have the right to know the progress their child is making in a timely manner. Parents have the right to visit their childs teachers and other school personnel with an appointment. Parents have the right to be treated with courtesy and respect by the school community. Parents have the responsibility to send their children to school in proper dress code. Parents have the responsibility to attend Parent-Teacher-Student Conferences. Parents have the responsibility to support their children in completion of homework and projects in a timely manner.

Teachers Rights and Responsibilities The teachers have the right to a safe working environment that is conducive to teaching, learning, and professional growth. Teachers have the right to be respected and supported by students, parents, colleagues, and administration. Teachers have the right to opportunities for professional growth and development. Teachers have the right to appropriate behavior and high academic standards of students and the responsibility to set and enforce expectations in their classes. Teachers have the responsibility to maintain ongoing communication with parents. Teachers have the responsibility to serve as positive role models.

Appropriate Behavior at JDHS At Dewey, we are committed to building a mutually respectful community of learners. Therefore, it is expected that students will behave in a manner conducive to theirs and other students learning throughout the school day. Students are expected to participate in classroom activities, complete homework, and take advantage of the educational opportunities offered by the school. Students are expected to be mindful of others while moving between classes. Students should walk and talk in the hallways so as not to disturb students and teachers at work. (Yelling and running in the hallway is unacceptable.) Students are expected to leave their classrooms tidy at the end of the class and the lunchroom at the end of the lunch. Students are expected to be considerate of custodial staff. Each of us, students and staff alike, are responsible for keeping halls, stairways, and rooms neat. Students are expected to be helpful to any visitors to our school. Students are expected to be careful not to offend others in their choice of words and use of language. Students are expected to treat office staff and with respect and patience. 25

Students are expected to dress appropriately. Students are expected to disagree be appropriate in voicing disagreements. Students are expected to practice leadership in their modeling of appropriate behavior for others students. Students are expected to maintain the schools standard of appropriate behavior on trips and while participating in other school related activities outside of the building.

Inappropriate Behavior at JDHS Certain behaviors are unacceptable, both in the school and while representing the school in other settings. The following behaviors will result in immediate action on the part of the principal according to the Chancellors Code of Conduct, including possible principals suspension or superintendents suspension. (See appendix A). Using force against or inflicting injury on school personnel or fellow students (fighting). Possession of a weapon. (warrants mandatory superintendent suspension) Possession of narcotic substances. Theft Vandalism

The following behaviors will be dealt with according to the schools ladder of referral: Teacher, Advisor, Guidance Counselor/Assistant Principal, and Principal. Behaving in a manner which disrupts the educational process (such as excessive talking in class). Cutting or leaving class or school without permission of school personnel. Being late for class or school functions. Bringing or unauthorized use of electronic devices including but not limited to: cell phones, beepers, walkmans, game boys, CD players, ipods, etc.) Engaging in scholastic dishonesty: cheating or plagiarizing. No cheating or violating testing regulations on state exams may disqualify the score in addition to disciplinary action. Being out of dress code. Using profane or obscene language or gestures. Lying or giving false information to school personnel. Using racial, ethic, religious, or sexual slurs. Having food outside of the cafeteria unless authorized. Refusal to engage in classroom activities.

In School Suspension Program Protocol In-School Suspension (ISS) is designed to be an alternative learning environment. The following protocol is intended to maintain the educational atmosphere. 1. 2. 3. Students who fail to correct behavior, despite progressive discipline, will be given In-School Suspension (ISS) for a number of days to be determined by the principal according to the Chancellors Discpline Code. Students will report to a designated room to serve their suspension during the school day for the duration of their suspension. High school students may be assigned to before or after school suspension. Students will be placed in this program based on the standards set forth in the Department of Education of the City of New York Discipline Code. 26

4. 5. 6. 7. 8. 9.

Students identified for this component will be provided with a more structured and restricted learning environment in an altered classroom setting. The dean will notify parents/guardians by telephone and in writing of their childs placement in this program. Students placed in the program will receive instruction consistent with current class placement and will be provided with on-going assignments. Subject teachers will provide current classroom and homework assignments. Students are expected to be prepared to work on unit projects as assignment. Teachers should make time to check in with students in ISS to assist with assignments, directions, etc. Lunch will be made available to each student within the self-contained setting.

10. Students will be placed in the program for a maximum of five days at a time. 11. If students must be separated due to an altercation, an application will be made to the district superintendencies for a seat/seats at the District Suspension Centers. 12. Teacher coverage of the ISS Center will be provided, budget permitting. 13. Students must participate in a dean/guidance return to class plan. In School Suspension Assignment 1. 2. Students will serve from a one-day to a five-day suspension. Students waiting pre-suspension conferences cannot return to class until a parent/guardian meets with the principal. Teachers can also request ISS for repeated offenders provided that they have appropriate documentation including: Behavior Logs Discipline Referrals and Grade Team and Advisory interventions Evidence of Home Contact Evidence of Interventions Once it is determined that ISS is required, a copy of the Notification of Suspension Letter will be sent to the students home, and additional copies will be given to the student, the in-school supervisor, the students advisor for placement in the students Advisory Binder/Folder. Teachers will receive a list of students who will be placed in ISS from the deans office. Teachers are responsible for submitting assignments to the deans mailbox to assure that they can be picked up by the ISS Supervisor before the start of the in-house suspension day. If a test is scheduled, the test should be provided in a sealed envelope marked with the students name, the period it is to be given, and any specific instructions (i.e. this is an open-book test, student may use calculator, etc.). ISS begins the morning following notification unless the infraction warrants an immediate removal in which case work is needed for the remainder of current school day. Teachers are encouraged to stop by the ISS Center to check on their students progress and to see if she has any questions regarding the assignments.

3.

4. 5. 6.

7. 8.

In School Suspension Policies 1. 2. 3. The ISS Center will never be left unsupervised. Students are to arrive at their scheduled time. Students must come to ISS prepared with all of their class materials, including notebooks, relevant texts, paper, and writing utensils. Students will not be permitted to return to their classes during the day.

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4.

Students are expected to come with the previous nights homework completed and ready for collection. Homework assignments will be collected at the start of each day and put in the students file to be reviewed by the advisor on the final day of suspension. Students will be seated in assigned seats. Students must be working during all periods while in suspension. Students may not socialize with other students in the ISS Center. Students who are not assigned to the room may not enter during the day without a referral or explicit pass. The door is monitored by the room supervisor. Students should not open and close the door when someone knocks; only the supervisor will do this. Teachers wishing to speak to students may do so, but must do so outside of the ISS Center.

5. 6. 7. 8.

9.

10. The supervisor of the ISS Center should hold all conversations with individual students privately so other students can continue to work. 11. Only one student may be out of the room at any given time and must have a pass. Students may not leave the ISS Center during class changes or within ten minutes of class changes. 12. All school rules, including no profanity or gum chewing, must be followed. 13. Food may only be eaten during the lunch period. 14. The ISS schedule must be followed (located in staff handbook). 15. Students are expected to remain quiet during the time between classes. They may stand up to stretch, but must remain beside their desks. Students are to be seated immediately when the next period begins. 16. Assignments will be given and must be completed to the best of the students ability. Assignments are intended to be thought provoking and educational. A copy of the completed essay and each letter will be kept in the ISS Center until the suspension is served and all completed materials are submitted to the advisor. 17. Students will submit their completed folder of work to their advisors at the end of their ISS. This material will be reviewed. 18. Class work will be collected at the end of suspension time and put in the students folder to be reviewed by the advisor on the final day of suspension. 19. The ISS Center will be left clean at the end of the day. Chairs should be put back on the desks. Chairs and tables should be straight and organized. 20. Students may not participate in school sports or other activities during suspensions. In School Suspension Schedule Parent/Guardian-Student-Advisor Meeting This is the period where parent(s)/guardian(s), student, and advisor sit down and discuss what will occur during In-School Suspension and school expectations. The students attendance, behavioral and academic performance will be reviewed. It is a time to set goals and make plans to improve behavior. The parent(s)/guardian(s) and advisor will also add how they will support this student in becoming a positive presence in our school. This document will become the students Conduct Contract. It will be signed by all three parties at the end of the inschool suspension. Period 1: Organization Period This is a period to organize notebooks and other materials. A checklist will be provided to assist students with this task. Students should also review which assignments need completion. ISS is a good time to catch up on outstanding assignments and get oneself ready to rejoin the class. It is also a good time to develop organizational strategies such as where to record homework assignments. Students may work on class work for that day.

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Period 2: Work period Students are expected to do class-related work during this period. For those students who are missing assignments, this is a period to complete them. Students may also work on assignments that are being given in class on that day. Completed assignments, including essays and class work, will need to be submitted at the end of each day. This time will be devoted to unfinished work. For example, a student might need to edit the first draft of her essay, complete a practice test for a class, or finalize an organizational checklist. The center supervisor will review each students folder to assure that she is completing the required work. Period 3: Reflection Students will be given a reflection sheet to answer individually. The reflection focuses on setting a goal to assist with improving the behavior. Period 4: Lunch Students must work independently during this time on class assignments for the day during this give-back period. Periods 6, 7, and 8: Work periods Students are expected to do class-related work during this period. For those students who are missing assignments, this is a period to complete them. Students may also work on assignments that are being given in class on that day. Completed assignments, including essays and class work, will need to be submitted at the end of each day. This time will be devoted to unfinished work. For example, a student might need to edit the first draft of her essay, complete a practice test for a class, or finalize an organizational checklist. The center supervisor will review each students folder to assure that she has completed the required work. In School Suspension Fulfillment 1. 2. Students who have met the requirements of ISS may meet with the ISS Supervisor and ask him/her to sign the InSchool Suspension Completion Letter. Once that letter has been signed, the supervisor will coordinate a conference with the students advisor and parents before the student returns to her classes. The signed In-School Suspension Completion Letter will be given to the principal who will sign and certify that the student is able to return to class. Teachers will be notified via JumpRope that the student has met the requirements to return to class.

TEACHING AND LEARNING

Teaching Experience John Dewey HS, Brooklyn is dedicated to helping students experience authentic learning, what is important for life career, citizenship, and personal fulfillment. Dewey students are doing the learning, which means that they are cognitively engaged and required to produce evidence of their thinking. It is the role of the teacher to facilitate this process. Units end in rigorous performance tasks that demonstrate students mastery of the standards for the unit. John Dewey HS Seeks to: 1. 2. 3. 4. 5. Cultivate a culture of inquiry, reflection and collaboration, where students think critically and communicate clearly. Create a nurturing student-centered environment where students learn through relevant, real-world experiences. Recognize the interconnections of subject matter across academic disciplines. Cultivate a technology-rich environment that effectively integrates educational technology into classroom instruction. Build a connected community of learners, composed of parents, student, teachers and the community at large. 29

6.

Address the academic, physical and emotional needs of our students, so they are able to develop a sense of well-being, self-discovery, and a respect for and appreciation of their own culture and those of their classmates. Develop excellent readers, writers, and problem-solvers. Helps students connect with or deepen their personal and academic interests through career oriented programs. Explore a sense of broad array of career and college opportunities beginning in ninth grade.

7. 8.

9.

Instructional Methods In order to succeed, students need to know what is expected of them. In coordination with the admin team, teachers will formulate criteria with students before a task is assigned so that expectations are clear and teacher assessment objective. Students will never be expected to know something or to be able to do something that has not explicitly been taught to them, however, once they are taught, they will be held accountable for their skills and knowledge. Teachers will employ a range of instructional methods in heterogeneous classes. All instruction will be driven by the idea of Understanding by Design (Grant Wiggins and Jay McTighe) and Differentiated Instruction (McTighe, Tomlinson) and meet the instructional qualities in Davidsons Framework for Teaching. We will continually ask ourselves what do I want my students to know, what do I want my students to be able to do and what do I want my students to think about? The answers to these questions will drive our lesson, unit and course planning. We are committed to being a community of reflective practitioners who continually ask ourselves if our students have learned what we wanted them to, how we know that this learning has happened for every child, and, if it hasnt, how we will support this student until they are successful. Education must be fun and relevant if students are to become life-long learners. We will employ methodology such as interdisciplinary project-based learning, small group instruction, differentiated instruction and assessments, individualized selfpaced learning, and inquiry-based problem solving to make sure that our students are engaged and active in their own learning. Teacher Planning At John Dewey HS, we provide a wide range of intellectually challenging academic experiences designed to promote the development of students who are well prepared and highly motivated to pursue positions of leadership. We encourage our students to ask questions of themselves when they approach problems or receive new information. 1. 2. 3. 4. 5. 6. Why should my students know/understand this? Are my purposes transparent? Are my expectations high and clear? Have I considered my interests and the interests, abilities and needs of my students? Am I looking at the bigger picture and all available data (interdisciplinary connections, real world applications)? Does the way I developed this lesson reflect my values (active learning, collaboration)? How will I know during each lesson whether each student has mastered the concept?

Effective Planning Teachers are expected to develop standards-based Curriculum Maps using the Common Core Learning Standards and other New York State content standards through a backwards planning approach (Understanding by Design). Each unit should include differentiated learning experiences that lead to a rigorous performance task. Students 30

must be given multiple opportunities to demonstrate mastery of the standards for that unit. A Curriculum Map template and Sample Lesson Plan are included in Appendix C. Curriculum Mapping: Understanding by Design All courses at John Dewey HS must have a curriculum map posted onlinme. The map will outline the scope and sequence of the course. This will support inter-disciplinary planning and it will also help to make sure that the skills and content that we are teaching our students build from year-to-year. This Curriculum Map should directly follow the New York Scope and Sequence for your course. Each year, and in each course, there should be approximately six to eight units. Refer to Appendix C for planning templates. Intervention In order to ensure that we meet our goal of college readiness and success for all students, it is critical that students progress in their learning and accumulation of credits. To support growth and achievement for every student: Teachers are required to keep records of attendance, homework and assessment information digitally, and in any personal logs. Advisors are required to check on the progress of their advisees daily. All staff members must communicate student progress to families. Grade teams will create and monitor a list of students failing one or more classes (by advisory). The teams will design appropriate intervention to get student on track. All staff will meet soon after each progress report to develop two lists: 1) borderline students these students need to work hard during the next six weeks to receive a passing grade in their courses 2) students definitely failing these students and their families will meet with teacher, advisors, grade teams to develop a plan for credit recovery and future improved academic success. Teachers should use the Monitoring Progress sheet (located in the Appendix) to communicate needs for Interventions with AIS teachers.

Academic Intervention Teachers may use the informal Student Progress Report (located in staff handbook) template to send good news and concerns home to families. Any student who earns a grade lower than 70 in two or more subjects will be placed on academic probation and a Promotion in Doubt letter (generated by the school social worker) should be sent home via the P.A.P. folder. A meeting will be held with the student, advisor, teacher(s) involved, and family member(s), and a plan will be developed to address the students needs and support her academically. Academic Intervention Services will be scheduled for students as their programs allow based on assessment data and report cards each marking period. Academic Intervention Service providers should use this data to develop clear plans for skill development and assessment. They should communicate with the Data Specialist regarding student needs for services.

Academic Probations If a student fails one or more classes, a conference will be held with the teacher, the advisor, and the students family first. Grade team members, APS, leaders and the principal will attend future meetings with family and student if necessary. This team will develop a plan that will help the student make up the lost credit, including the completion of an exit project and appropriate intervention services. If the student does not improve, she will be referred to the grade team and Special Education Coordinator to establish a pre-referral plan for Special Education Services. 31

PROFESSIONAL GROWTH
When teachers succeed, students succeed. Effective teaching is crucial to student success, and the administrative staff and staff developers will give direct and actionable feedback to teachers to improve teacher practice and student achievement. Individual Goal Setting One of the core values of effective instruction is that people learn when they have a reason to learn. In keeping with that belief, teachers will work with the principal to develop individualized learning plans and professional goals for the year. Mini-observations and informal observations will center on areas of growth as they have been defined between the teacher, the APs and the principal using the Charlotte Danielson rubric for teacher effectiveness. A teacher portfolio binder will serve as part of the teachers file and is the official record of his/her growth as a pedagogue. Over the course of the year, the teacher and the APs and principal will meet to articulate goals for the teachers development. The evidence of that teachers learning will be documented in the binder. Untenured teachers can use this binder as part of their tenure portfolio. The following discussions/activities will be the basis for all formal observations. Mini and Formal Observations School leaders will conduct frequent observations. Approximately one observation per month per teacher (minimum of six per year) in the form of two formal full-period observations and four to seven partial-period observations will be conducted. School leaders will deliver quality feedback that is direct and actionable. They will also communicate evaluation ratings and evidence to teachers and direct teachers to professional development aligned with feedback. Together with school leaders, the teaching staff will norm to excellence as they develop a shared anchor of what effective practice looks like and they will work to refine their ability to accurately rate instructional performance and support growth. Intervisitations As selfreflective professionals interested in advancing their craft, all teachers are expected to engage in collegial intervisitations to develop partners in practice. 1. Each teacher should observe at least twice: A class the same as or similar to those they are teaching. A class of a different discipline. Each observation should include: A pre-observation discussion to schedule the observation and to decide what the focus of the observation will be. The observation itself, which will be recorded, note taking, or the filling out of a template. A post observation discussion to answer questions such as Did you think of trying? What if? Did you notice? Why did you How do you know? etc.

2.

3. Each teacher will submit an intervisitation feedback form to AP with names, dates, and times of the st observations by November 1 of the current school year. Professional Learning Community
rarely does a single person have enough knowledge or experience to understand everything that goes on in a process. Therefore, major gains in quality and productivity most often result from teams-a group of people pooling their skills, talents, and knowledge (Peter Scholtes, 1992).

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School wide professional responsibilities. Grade teams, advisory and departmental meetings and school wide PD sessions will take place on a rotating basis, but will remain flexible to reflect school/staff/student needs. A full staff or department meeting (contractual) will take place on every other Monday. They will meet to discuss and develop policies such as homework, grading, discipline, note taking, Kid-Talk as well as school-wide rubrics, student work, interventions, celebrations, trips, etc. House programs are designed to maximize student progress and to provide opportunities for grade team, departmental meetings and tutoring sessions with students. Monday- whole house meeting/grade team. Tuesday- Small group tutoring or student meetings. Wednesday- department meetings. Thursday- small group tutoring Friday- Common planning time with co-teachers and teachers of same subject. Common Planning Time Teachers who talk about their planning and their practice demonstrate qualities of reflective and collaborative practitioners who are better able to serve the needs of their students. Teachers at John Dewey HS are expected to discuss student issues and plan interdisciplinary and rigorous curricula to refine their performance tasks and daily lessons.

Document everything!!! All Teams should have an up-to-date binder with Agendas Attendance Minutes Articles, documentation, protocols, etc. Suggestions for Menu Topics Kid-Talk Academic intervention Behavior I. Advisory Lesson plan development with Advisory group. II. Curriculum Planning Inter-disciplinary planning Intra-disciplinary planning Development of shared rubric, strategies, procedures, protocols III. School wide Planning Big issue planning (field trips, etc) Community Meetings IV. Conferences Parent conferences Student conferences V. Reflection Data analysis Debrief of intervisitations Looking at student work Problems/damage control

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Routine / Expectation
Teacher Standing at the Door: Where should the teacher be as students enter class?

School, Class, Grade

What does it look like?

Teacher stands at door of classroom and greets (brief comment or acknowledgement) students as they enter

Why do we do it?
Individual communication with students sets a positive tone for the class. Additionally, teachers can check in with specific students as they enter and can get a feel for how the class/students are doing. The first few minutes of class set the tone for the rest of the period. Students must know what to expect and be prepared to work hard. Additionally, the Do Now should be used by the teacher to monitor student understanding. When a teacher does not insist that 100% of students do what is asked of them, it sends the message that the teacher does not expect all students to follow directions. Students need to be engaged in learning, create their own meaning, express their thoughts, and clarify misunderstandings.

How will we know?

We will see all teachers at their door at the beginning of every class.

School

Do Now: What will students do at the beginning of class?

School

Students complete a Do Now that takes 3-4 minutes and is based on the previous days learning. Students complete the Do Now silently. These should be collected, scored, and returned to students the next day. When a teacher asks his/her class to do something (get quiet, work silently, write down a problem), 100% of students will do what was asked of them. Students respond promptly to teacher requests. Students do the thinking and the work in the classroom. Teachers ask students to clarify their answers, share thoughts with a partner, work independently, etc. The teacher does not spend the class period standing in front of the classroom talking at the students. Teachers use a variety of methods to involve all students in the class (cold calling, group discussions, thumbs up, etc.)

All students will be completing a silent Do Now during the first 3-4 minutes of class.

100%: What percentage of students should follow a teacher's instruction or request?

School

100% of students follow teacher directions. Teachers insist that students follow directions and teachers follow up with students who refuse.

Heavy Lifting: Who does the majority of the work in the classroom?

School

Students will frequently be speaking about academic material. Teachers will ask students to explain thinking to the class. Teachers will facilitate discussion instead of "sharing wisdom."

Ask / Answer Questions: What is the appropriate way to ask and answer questions? When should students be asking and answering?

School

All students need to participate in every class. Teachers use the strategies to monitor understanding and revise the plan When students call out, it stops other students from thinking and allows the vocal students to dominate classroom discussion. Additionally, students need to learn how to truly listen to one another. A student with his/her head down is not prepared to learn. Sleep is the next step after a head is put down.

Teachers will have a system for cold calling on students and/or including all students in the lesson.

Raising Hands: When should students raise their hands and when can students call out answers?

School

Heads Up: How should students sit while in class?

School

Students raise their hands to answer questions unless the teacher specifically asks students to call out answers. The teacher should not repeat the student answer or fill in the gaps. Instead, the teacher should push for clarification. Students should be sitting up and have their heads up at all times.

We will see students raising their hands. We will also see teachers addressing students who call out and not accepting answers from students who call out.

All students will have their heads up during class.

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No Opt Outs: What will happen when a student doesn't know the answer or doesn't give an answer?

School

Agenda and Aim/Objective on board

School

Bell to Bell Teaching: How will students exit the classroom?

School

Student Conversation: How will students speak to one another? How will students speak to adults?

School

"I don't know" is not an acceptable answer. If a student does not know the answer to a question, the teacher should encourage him/her to at least answer part of the question, or the teacher should ask the question in a different way. If the student still does not have an answer, the student must then listen to the answers of others. The teacher will cycle back to the student and ask the same question of the student again. An aim or objective should be written on the board in the classroom. An agenda specific to the lesson should be posted on the board. The teacher should also post the essential question and enduring understanding. The bell lets the teacher know that class is over; it does not give students permission to leave. Students should remain seated and working until the teacher signals the lesson is over. Aside from a rare emergency, no students should be dismissed before the bell rings. Students engage with teacher and each other in a respectful manner that is appropriate for a learning environment.

All students are responsible for learning, and it violates the learning community for an individual student to decide that he or she does not want to participate. If a student needs more time, he or she can listen to the responses of other student to help him/her be ready to answer.

We will see teachers cycling back to students who did not have an answer or asking them a more scaffolded question. We will see students giving a strong answer. (If not, we will see teachers following up with the student after class.)

Students should know what to expect throughout a class period and the teacher should communicate to the students what they will know and be able to do. Every minute of class time is precious. If students are dismissed early or allowed to line up at the door, it sends the message that the teacher does not value class time.

We will see agendas and aims or objectives on the board in every classroom.

All students will be in their seats and focused until the teacher dismisses them.

Student Preparation for Class: What should students bring to class?

All students should have 2 pens and 2 pencils and all teacher required supplies. School

Student communication should be consistent with our core values. How students communicate should be aligned to our core values and sets the tone for a productive classroom. Students need to be prepared to learn and complete classwork. It wastes class time when students ask for pens/pencils or other supplies.

Students will be speaking with appropriate language and tone of voice and showing respect at all times.

All students will have necessary supplies. Teachers will consistently follow up with students who are unprepared.

Entering the Class: How will students enter the classroom? Call to Attention: How will the teacher quickly get the attention of the whole class? Student Noise Expectations: What should it sound like in your classroom? Are there different times for different noise levels? If so, how will students know?

Class

Class

Class

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Independent Work: What should independent work look like? Sound like? Pass out/in Papers: How will the teacher and students pass papers? Getting Supplies: How will students get daily supplies in the classroom (independent reading books, binders,etc.)? Writing Homework Down: Where is homework posted? Where should students write down the homework? In what form? Classroom Binder: All teachers must create an organizational system. How should students keep their classroom materials organized? How will teachers hold students accountable for organization? Classroom Computers: What procedures are in place for students to use classroom computers? Classroom Supplies: Teachers are responsible for all school supplies. How will teachers keep track of classroom supplies(calculators, books,etc.)? Make up Work: How will students get assignments for days that they miss? When are these assignments due? Student Materials / Desk Set-up: What materials should be on a student's desk to start the class?

Class

Class

Class

Grade

Grade

Class

Class

Grade

Class

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Class to Class Transitions

Routine / Expectation School, Class, Grade What does it look like? 1. Students should only use the bathroom if it is an emergency. 2. No students can use the bathroom during the first or last 10 minutes of a class period. 3. Students should not use the bathroom during first period (they can use it at home or before first period begins). 4. No student can use the bathroom without an official bathroom pass (If a teacher loses his bathroom pass, he/she needs to get a new one). All late students must be allowed to enter class. Students are never sent to get a pass to prove why they are late. Teachers should not keep students after the bell. If a teacher keeps a student late, he/she needs to provide the student with a pass. Though it is tempting for teachers to use students to drop off notes, make copies, etc., the school has a no student errands policy (unless there is an emergency). No Student Errands: Where should students be at all times? Why don't we have student errands? Why do we do it? Class time is valuable. Students often use the bathroom as an excuse to miss class. Students need an official bathroom pass so staff members can clearly see if a student has permission to be in the hallway. How will we know? 1. No students will use the bathroom during the first or last ten minutes of class. 2. All students will have an official bathroom pass when in the hallway.

Bathroom Policy: When should students use the bathroom?

School

Late Students: What does a teacher do when a student arrives late to class without a pass?

School

School

If students are late, they have already missed valuable class time. Sending a student to get a pass only wastes more valuable class time. Teachers should follow up with late students and assign consequences as necessary. 1) Student time is best spent in class, and we want to maximize that time, 2) By reducing hall traffic (no errands, bathrooms only in emergencies), we create a more structured and scholarly environment; the clear message is that you are here to learn and need to be in class, 3) Students sometimes take advantage of unsupervised errand time, and 4) At many schools, students are often sent to do errands to places in the school that should be adultonly (staff room, copy machine, etc.)

All late students will be accepted into class.

We won't see students running errands. We will see students in class.

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Teacher Expectations Routine / Expectation School, Class, Grade What does it look like? 1. All teachers are required to have a written lesson plan for every lesson. 2. Teachers are encouraged to post lesson plans on the school website. 3. Lessons should be kept electronically and in a binder. 4. Teachers of the same grade and subject should be teaching similar content. Unit Plans should be created using the (Understanding by Design style). Unit plans should be shared with grade teams and kept in a binder. Lesson Plans should include assessments, engagement, questioning, and activities to promote learning for each student. Note: A PowerPoint presentation is not a lesson plan. Teachers should enter a minimum of 3 grades per week. Grades should be aligned to learning expectations and accurately monitor student learning. Teachers schedule field trips with students and attend events. Requests for funding and a detailed plan should be made in advance and approved. All students should be included in field trips. Every effort should be made to minimize disruption for other classes. Why do we do it? We want to have an organized record of all of our lessons in order to refer to them from year to year and to continually reflect on our practice. This system is not setup to "check" on teachers. It is to foster collaboration between staff and organization of instructional resources.

How will we know?

When teachers or school leaders go to the shared folders, they should see all the unit and lesson plans created by all teachers. Teachers will feel that the shared folders are a strong resource.

Lesson & Unit Plan Documentation: How are lesson plans documented?

School

Unit Plan Format: How should unit plans be created?

School

The Understanding by Design template forces teachers to think about the essential questions and enduring understandings that encourage student thinking and create a cohesive unit.

Teachers will share unit plans with their unit plan reviewers (see below).

The more detailed a lesson plan, the better prepared a teacher will be to teach an effective lesson.

Teachers will have daily lesson plans in their classrooms.

Lesson Plan Format: How should unit plans be created?

School

Grade Books: How should grade books be kept?

Students need multiple grades and frequent and consistent feedback on their progress in order to know how they are doing.

Teacher gradebooks will be accurate and up to date.

School

Time spent out of the traditional classroom helps teachers build relationships with students.

Field Trips and School Events: Teachers are expected to take students on field trips and to attend school events.

Teachers and students will spend time together in nontraditional classroom settings.

School

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School Clubs: How do I start a club?

School

Cleanliness of Teacher Classrooms

School

Staff Workroom/Common Space

School

Videos in Class / Sacredness of Class Time: When should videos be shown?

School

All teachers are encouraged to start a club. Requests for funding and a detailed plan should be made in advance and approved. All classrooms should be kept neat and orderly. Papers should be in folders or on shelves. The staff room should be kept clean at all times. No food should be left out and food should not be left in the refrigerator for multiple days. Students should never be in the staff workroom. Staff should work out a plan for keeping the room clean. Class time is incredibly valuable. A movie should not be shown for an entire class period. It is not a good use of class time to show the movie of a book a class read during reading or writing class. (This may be an excellent after-school bonus activity).

Clubs allow time for teachers and students to build relationships outside of the typical environment. Additionally, clubs expose students to activities and ideas that they may have never had the chance to encounter. Students deserve to work in a clean and orderly environment.

A variety of clubs will be offered after school.

All classrooms will be kept clean.

Rats and roaches thrive in dirty environments.

The teacher room will be clean and tidy.

Video can be every effective. When videos are used, they should be used as short (1-7 min) clips. It is ok if more than one clip is shown per class period.

Students will not watch videos for an entire class period (unless they are in a film class).

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APPENDIX A 2010-2011 Academic Calendar Include time slots for interview assessments and practice Regents in the spring.

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