École Bishop Savaryn School Staff Handbook 2017-2018
TABLE OF CONTENTS Mission & Vision 2 Vision / Beliefs / Logo / Motto Staff Responsibilities 3 Role of the Administrator Principal Role 3 Assistant Principal Role 6 Teacher Role 7 Twelve Standards of Teaching Practice 7 Teacher Expectations at École Bishop Savaryn School 9 School Plan for Continuous Growth 11 Professional Growth Plan 11 Committees and Extra-Curricular Assignments 11 Supervision Policy & Procedures 12 Playground Rules 13 Staff Replacement Procedures 14 Personal Leave Days 15 Instructional Information 16 Reporting Periods 16 Homework Policy 17 Fieldtrips – Authorization / Documentation / Permission Forms 18 Discipline / Effective Behaviour Supports / Student Expectations 21 Instructional Minutes & Timetables Operations & Procedures Hours of Operation 23 School Prayer 24 Bulletin Boards 24 Buddy Classrooms 24 School Attendance 25 Communication 26 Learning Commons / Library 29 Technology 29 Teacher Supplies / Resources 30 Keys & Security System 30 Staff Parking 31 Printing 31 Workroom 31 Volunteers 31 Evacuations / Fire Drills / Lockdown Procedures 32 Accident – Procedures 32 Telephone / Cell Phone Usage 32 Lunchroom Policy / Expectations 33 Budget & Accounting Procedures 34
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Mission & Vision Welcome to École Bishop Savaryn School! The administration team at École Bishop Savaryn School is committed to working together with all stakeholders to provide the best possible educational programs for our students. We hope the information in this handbook will be helpful as we strive to “become the best we can be.” The general guidelines written in this handbook serve to ensure consistency of expectations and practices. Your staff handbook, updated whenever necessary, will be housed in our VIRTUAL OFFICE, accessible from any internet connection.
VISION STATEMENT “As a Christ-Centered French/English dual track Learning Community, working in collaboration with our parish and community, we will strive towards Faith, Learning, Peace and Joy.” BELIEF STATEMENT We believe in: • Honoring human potential • Affirming the worth and dignity of each child • Helping children to discover their gifts • Nurturing the learning capabilities of each child • Providing opportunities for all children to experience success • Assisting children in developing skills for lifelong learning • Celebrating the best in everyone • Enhancing the spiritual growth of the staff and children
SCHOOL LOGO Our school logo reflects the education of the whole child. The many dimensions of education are represented by the puzzle pieces, with Christ as our central figure. The words “faith, learning, peace, joy” summarize our goals for Bishop Savaryn School.
SCHOOL MOTTO “FAITH, LEARNING, PEACE and JOY” Our school motto speaks to our primary focus here at École Bishop Savaryn School. We work hard to live out and share our faith in community with others. In addition, we ensure that programming, staff training, and student activities are focused on learning. We strive for peace and in so doing we use teachable moments to have students reflect on a belief that Christ is our model as we all learn to live together. We teach the 7 Habits of Happy Kids by Steven Covey. We are proud to say that “LEADERS grow here…as disciples of Jesus”. -2-
STAFF RESPONSIBILITIES
Role of the Administrator: ATA In the Association's view, the role of the administrator is to facilitate teaching and learning by acting as ▪ an educational leader who helps develop, promote and maintain a shared vision for the school community; ▪
an instructional leader who supports and ensures high quality teaching;
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a decision maker who is responsible for establishing a collaborative decision-making model for the school;
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a manager who is responsible for organizing and operating the school to ensure a safe, effective and efficient learning environment;
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an advocate who promotes the school and public education in the community; and
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a colleague who works with teachers to provide an educational culture conducive to student learning and professional growth.
Role of the Principal: School Act, Section 20 Section 20 of the School Act states a principal of a school must a) provide instructional leadership in the school; b) ensure that the instruction provided by the teachers employed in the school is consistent with the courses of study and education programs prescribed, approved or authorized pursuant to this Act; c) evaluate or provide for the evaluation of programs offered in the school; (c.1) ensure that students in the school have the opportunity to meet the standards of education set by the Minister; d) direct the management of the school; e) maintain order and discipline in the school and on the school grounds and during activities sponsored or approved by the board; f) promote co-operation between the school and the community that it serves; g) supervise the evaluation and advancement of students; h) evaluate the teachers employed in the school; i) subject to any applicable collective agreement and the principal's contract of employment, carry out those duties that are assigned to the principal by the board in accordance with the regulations and the requirements of the school council and the board.
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Role of the Principal: Administrative Regulation 201.1 In addition to carrying out those duties prescribed under section 20 of the School Act a principal in the Edmonton Catholic Separate School District No. 7 must demonstrate through daily actions that he/she works in a collegial manner and exemplifies the qualities that are necessary to fulfill the following expectations: • • •
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religious leadership, instructional leadership, and managerial leadership
Religious Leadership Based on Gospel values, and the teachings of Jesus Christ, religious leadership is demonstrated by modeling and setting direction in a Christ-centered culture through prayer, celebrations, symbols, social justice and art. As the religious leader of the school, the principal ▪ strives to permeate all aspects of life in the school with the religious dimension in order that the growth of the school as a Catholic community be fostered;
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supervises the religious education courses offered at all grade levels; and
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encourages teachers to integrate Catholic teaching into the curriculum both in the content and method of instruction.
Instructional Leadership Instructional leadership is the art of creating an environment that supports the pursuit of excellence in the teaching-learning process by encouraging best classroom practices. Instructional leadership is facilitated through the supervision, evaluation and professional growth of all staff members. As the instructional leader, the principal ▪ provides leadership in implementing goals and objectives of the Edmonton Catholic Separate School District No. 7 and Alberta Education to meet the needs of the community; ▪ coordinates, facilitates, oversees, and evaluates the instructional program within the school; and ▪ supervises and evaluates all staff members in the school and encourages their professional development.
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3.
Managerial Leadership Managerial leadership is a holistic approach that facilitates the smooth operation of a positive learning environment through the effective and efficient stewardship of resources within the parameters established by the district and Alberta Education, and in the spirit of our Catholic faith. As a managerial leader, the principal â–Ş performs those duties required by law, by board policy, by administrative policies and regulations, and as assigned by the superintendent; â–Ş organizes staff and delegates duties and responsibilities, following appropriate consultation, with the aim to achieve the best possible education for students; and â–Ş guides the school towards achieving its goals through good decision planning, open communication, and effective decision-making.
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Role of the Assistant Principal: Administrative Regulation 201.2
The assistant principals are directly responsible to the principal for performance of assigned duties and responsibilities. Such duties and responsibilities are established through consultation and are to be written and retained within the school. The assistant principal in the Edmonton Catholic Separate School District No. 7 participates in the administration of the school. As a member of an administrative team, the assistant principal demonstrates through actions that he/she works in a professional manner and exemplifies qualities necessary to fulfill the following expectations: • religious and moral leader • educational leader • manager 1.
As a religious and moral leader of the school, the assistant principal
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a. strives to permeate all aspects of life in the school with the religious dimension in order that the growth of the school as a Catholic community be fostered; b. supervises the religious education courses offered at all grade levels; and c. encourages teachers to integrate Catholic teaching into the curriculum both in the content and method of instruction. As an educational leader, the assistant principal a. provides supportive leadership required to achieve the goals and objectives of the Edmonton Catholic Separate School District No. 7 and Alberta Education within a specific community; b. participates in coordinating, facilitating, overseeing, and evaluating the instructional program within the school; and c. participates in the supervision and evaluation of staff members and encourages their professional development.
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As an effective manager, the assistant principal a. performs those duties assigned by the principal; b. participates in the organization of staff and in those decisions related to the delegation of duties and responsibilities to staff; and c. shares in the responsibility of directing the school toward achieving its goal through good planning, open communication and effective decision making.
4.
In the absence of the •
the assistant principal shall assume the principal's role.
•
where one assistant principal is designated as first assistant, the first assistant shall assume the principal's role.
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Role of the Teacher: School Act, Section 18 Section 18 of the School Act states a teacher while providing instruction or supervision must a) provide instruction competently to students; b) teach the courses of study and education programs that are prescribed, approved or authorized pursuant to this Act; c) promote goals and standards applicable to the provision of education adopted or approved pursuant to this Act; d) encourage and foster learning in students; e) regularly evaluate students and periodically report the results of the evaluation to the students, the students' parents and the board; f) maintain, under the direction of the principal, order and discipline among the students while they are in the school or on the school grounds and while they are attending or participating in activities sponsored or approved by the board; g) subject to any applicable collective agreement and the teacher's contract of employment, carry out those duties that are assigned to the teacher by the principal or the board.
Role of the Teacher: Administrative Regulation 201.3 In addition to the role prescribed in Section 18 of the School Act, a teacher shall fulfill the expectations that follow. 1. A teacher shall perform those professional duties assigned by the principal. Such duties will be assigned following consultation with the teacher concerned. 2. Responsibilities in classroom instruction include a) striving to integrate Catholic teaching into the curriculum both in the content and method of instruction; b) diagnosing learning needs of students; c) prescribing and preparing education programs for students in accordance with those needs; d) implementing education programs; e) evaluating programs continuously; f)
keeping systematic records and submitting information and reports to parents and administration; and
g) maintaining such classroom order as is necessary to promote a healthy learning climate.
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3. Responsibilities as a staff member include a) striving to permeate all aspects of life in the school with the religious dimension; b) carrying out general supervision of students; c) participating at staff meetings; d) supporting the approved co-curricular activities of the school; e) cooperating with other staff members in the best interests of the students; and f)
exhibiting a professional attitude and responsibility in his/her contacts with colleagues, students, parents and the general public.
Twelve Standards of Teaching Practice 1. Teachers provide a Catholic education which inspires and prepares students to learn, to work, to live fully, and to serve God in one another 2. Teachers understand the context of teaching. 3. Teachers understand the legislated, moral, and ethical frameworks within which they work. 4. Teachers understand the subject disciplines they teach. 5. Teachers know there are many approaches to teaching and learning. 6. Teachers engage in a range of planning activities. 7. Teachers create and maintain environments conducive to learning. 8. Teachers translate curriculum content and objectives into meaningful learning activities. 9. Teachers apply a variety of technologies to meet students’ learning needs. 10. Teachers gather and use information about students’ learning needs and progress. 11. Teachers establish and maintain partnerships among school, home, and community, and within their own schools. 12. Teachers are career-long learners.
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Teacher Expectations at École Bishop Savaryn School As part of their professional responsibilities, teachers are expected to: ▪
Conduct themselves in a professional manner.
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Maintain confidentiality for students and staff.
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Arrive and be available 15 minutes before the first bell (8:05 am) and stay at least 15 minutes after school (3:15 pm).
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Be present in the hallways especially during transition times. ➢ ➢
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Greet students as they enter the school. Be proactive – BE VISIBLE!
Attend the weekly staff / PD meetings. ➢ ➢
Thursday afternoons from 1:00 and 3:00 pm (see YEARLY PD PLAN). Teachers are expected to attend a brief informal STAND UP staff meeting every Wednesday afternoon at 3:103:30 pm in the Staff Room.
✓ It will begin with prayer followed by a running agenda – ALL CAN CONTRIBUTE TO THE AGENDA. ▪
Make every effort to schedule medical, dental and personal appointments outside of school hours and Thursday afternoons. Note: School hours include Thursday afternoon staff meetings.
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Do their part and take a fair share of committee work and extracurricular activities for the school throughout the year.
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Promote excellence and quality education within our school. ➢
Problems that arise need to be resolved openly and honestly.
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Solutions must always be based on what will be best for the students. Be part of the solution.
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Know board and government curriculum expectations and specific subject curriculum responsibilities, including year plans, unit plans and lesson plans.
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Complete an annual Professional Growth Plan that identifies individual focus areas for professional development and curriculum implementation.
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Complete an annual Professional Growth Plan. ➢ Identify individual focus areas for professional development and curriculum implementation.
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Complete student evaluation / assessment in a timely fashion and maintain accurate student records.
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▪
Maintain regular communication with parents ➢ Regular communication maintains student dignity! ➢ Communicate clearly. According to the 7Cs of communication, messages should be: 1. 2. 3. 4. 5. 6. 7.
Clear Concise Concrete Correct Coherent Complete Courteous
➢ A “no surprise” approach means regular teacher contact for both the positive as well as for improving performance. ➢ It is strongly suggested that teachers contact each of their student’s parents at least once each term to reinforce our “co-operative partnership”. This can be done through: ✓ ✓ ✓ ✓ ▪
phone calls personal note class newsletter agenda notes (do not use these for private student information)
Meet established timelines ➢ forms, report card marks, etc.
▪
Dress professionally ➢ Clothing should be neat and clean. ➢ Casual dress (jeans, yoga pants, track suit, etc.) is permitted only on Fridays.
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SCHOOL PLAN FOR CONTINUOUS GROWTH / PROFESSIONAL GROWTH PLAN Early in the new school year, we will discuss and establish specific school goals for continuous growth, in line with the district goals. Staff professional development such as in-services, workshops, and activities are expected to be linked directly or indirectly to our school goals. In addition, staff professional growth plans (PGPs) should be linked to district goals and school goals. As lifelong learners, staff members are expected to prepare their personal PGP for the school year by November 30th. Each PGP must have a maximum of three goals as outlined on the template (see Appendix). Throughout the year there will be scheduled meeting times to review staff PGPs.
Sample Professional Growth Plans Sample 3.1: Teacher Plan Outlining Goals, Sub-goals, Strategies and Measures Sample 3.2: Teacher Plan Outlining Goals and Related Resources, Strategies, Timelines, Indicators of Success and Outcomes Sample 3.3: School Leader Plan and Reflections Sample 3.4: School Leader Plan with Outcome Measures Following are several templates that can be used to develop a professional growth plan. Choose the one that best suits your needs while incorporating the components of a good plan. ·
Template 3.1: Annual Professional Growth Plan Incorporating Reflection
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Template 3.2: A Professional Growth Plan Incorporating the STP Process
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Template 3.3: Annual Professional Growth Plan Framework
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Template 3.4: Professional Growth Plan Framework Using the 5 W’s
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Template 3.5: Concept Map/Fishbone
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Template 3.6: A Professional Growth Plan Developed with a Community of Learners
COMMITTEES & EXTRACURRICULAR ASSIGNMENTS – A SHARED RESPONSIBILITY Each staff member will be encouraged to join in several committees to work on throughout the school year. Committees will be based on the needs of the school and the priorities set by the staff. Each committee is invited to choose a facilitator who will be responsible for calling meetings (time and place), setting timelines and communicating with the administrator. Input and involvement of all staff is an important part of the team process. Staff is encouraged to plan activities well in advance and communicate to other staff members no less than one week in advance of the activity as to what will be happening, expectations, etc. - 11 -
SUPERVISION POLICY & PROCEDURES Staff supervision of the outdoor area begins at 8:05 am and is provided for 15 minutes prior to the start of school in the morning. Students are to refrain from using the playground first thing in the morning and after school, unless supervised by a parent. Supervision of students is only provided during the morning, noon and recess breaks. Following dismissal, students are expected to go directly home. Students are not to wait in the park at the end of the day, as there is no supervisor on duty and it is not recommended for obvious safety reasons.
General Information Students are not to be outside without a supervisor present. Staff on supervision are expected to: a) be at designated location on time b) wear an orange supervision vest c) walk around d) carry a cell phone e) be proactive
a) All staff members are legally responsible to be at their designated supervision post on time and as indicated on the most current supervision schedule provided by administration.
b) Staff is expected to follow the supervision schedule or make alternate arrangements to have their supervision covered. Please let administration know if you have made a switch to your supervision time.
c) Staff must include, as part of their replacement teacher’s lesson plans, their designated supervision time as well as have a copy of the supervision schedule available for their substitute teacher as a reference during their absence.
d) Students should not be left unsupervised during class time except in an emergency, in which case the classroom buddy system should then be used. NOTE: Students must not be left unsupervised during gym classes for any reason. If assistance is required contact the office immediately.
e) Students are to play in the assigned areas and are not to play in front of the school, in the parking lot, in the courtyard, at the bike racks, on the fence, on or around the tool shed, nor near the Out of School Care building located on the West side of the school. No climbing on backstops. All soccer and football games are to be played away from the school. The paved area on the east side of the school is for skipping and hopscotch type games. Games that require throwing or kicking of balls are not to be played in this area.
f)
The supervising teacher must be informed if any balls go on the street and make an appropriate/safe decision to retrieve it.
g) Inform the custodian of any balls landing on the roof - they will be retrieved at a later time. h) Each classroom will receive play equipment for recess at the beginning of the school year. Please see assistant principal for additional equipment as needed.
i)
At recess, noon and after school dismissal, all teachers must see that their students are outside before going to the staff room. Each teacher is responsible for the class they taught just before the break. Washroom breaks should be provided for students during class time. Send students in pairs and record, in a log book, the time out and in.
j)
Attend to supervision duties outside the class promptly at specified times. Supervise the grounds as well as the entrance/ exits.
k) Please do not leave your supervision area until all students are lined up. Please ask a colleague in a nearby classroom to monitor your class until you arrive.
l)
Each teacher is responsible for the class they will teach immediately after the break. Please meet the students promptly when the bell rings after a break.
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SUPERVISION SCHEDULE The assistant principal will make the supervision schedule. It can be found in the Virtual Office. SUPPORT STAFF —
Support staff will be expected to participate in supervision to support all students. Attention will be given to necessary lunch/breaks for each EA.
PLAYGROUND RULES • Playground schedule is to be followed by all students (designated playing areas
to be discussed as a staff). • STUDENTS ARE NOT PERMITTED TO PLAY ON THE PLAYGROUND AT THE END OF
THE DAY. ➢
There is no supervision at this location after school
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The school assumes no responsibility for children at the playground at the end of the day.
➢
Children can play at the playground only with parental supervision.
• Children may play appropriately and safely on playground equipment during
their designated recess according to the playground schedule. • PUT ALL GARBAGE IN THE GARBAGE BINS. • SHOES ARE TO BE WORN AT ALL TIMES. • REPORT ANY UNSAFE EQUIPMENT to the supervising teacher, homeroom teacher or the office. Injuries: In the case of serious injury: ▪ ▪ ▪ ▪ ▪ ▪
contact the office via cell phone do not move the injured student stay with the student send a student to the office to get assistance fill out an accident form office will contact parents and arrange for transportation as required
In the case of minor injury: ▪ ▪
remain on supervision send the injured student to the office with another student
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STAFF REPLACEMENT PROCEDURES ALL absences are to be recorded in AESOP by ALL staff.
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It is your responsibility to record your absences using AESOP @ www.aesoponline.com or by telephone (1-800-942-3767).
• • •
Please e-mail or text principal immediately if you are going to be away at short notice.
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Help desk hours are 7:30 a.m. – 12:30 pm (780-441-6060).
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If you cancel an assignment, please phone the replacement teacher; the computer will NOT phone to inform them of the cancellation.
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Pre-arrange replacement teachers by phoning them directly to confirm they are available
Send your lesson plans to administration and admin support, even if you have left them at school. As per article 6.5 of our collective agreement, teachers shall attempt to schedule medical or dental treatments so as to minimize disruption to the instructional program. Please schedule medical appointments for either early morning or afternoon to avoid full day absences which are disruptive to the instructional program. If there has been a change in a teaching assignment, please ensure that the correct teaching assignment is displayed in AESOP.
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Include your parking stall number for your replacement teacher in the “Notes to Substitute” section
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The computer will not phone for a replacement teacher after 12:00 pm for the current day. If an emergency arises after this time, please get assistance from office staff.
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If your absence is due to a school-based activity and the school is to pay for a replacement teacher, please enter the reason code “84” and enter information in Administrator’s Notes. ➢
In order for the school to be reimbursed for district planned PD, YOU MUST fill out the attendance form at the session.
REPLACEMENT TEACHERS – PROCEDURES To assist substitute teachers, the office will provide a Replacement Teacher Binder containing the following: a) Hours of Operation b) School Map c) Staff List d) Supervision Schedule e) Playground and Lunch Room Rules f) Relevant Guidelines and Notations g) Crisis Management Plan (Fire drill / Emergency / Lockdown procedures) Teachers will be responsible to provide the additional information to the substitute teacher: a) Detailed lesson plans must be left for the replacement teacher. When emailing your lesson plan, send to b) c) d) e) f) g)
both principal and assistant principal. Leave an up-to-date seating plan and/or name cards on the student’s desks. Leave a copy of a daily class timetable showing length of periods and room number. Student roster should be readily available to complete manual attendance. Clearly identify any supervision you may have (time, area and procedures). Class routines for assembly, dismissal, etc. As per our school Pandemic Plan, please ensure you exchange 5 days of emergency plans with your Buddy Teacher should you be away unexpectedly.
Substitute teachers are asked to check in at the office upon arrival and receive a nametag and keys. Please note that substitute teachers are to follow your daily schedule including supervision and preps.
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Teacher Personal Leave Days: All ECSD staff now have access to three teacher personal leave days. Two of those personal leave days are at the cost of a substitute and one is at no cost to the teacher. The personal days allowed by the ATA contract do not require permission. Please ensure correct coding in AESOP. Use your FREE personal day first (code 50) *(if applicable) and then use the other two days (code 51 - cost of sub). There has been some confusion concerning how and when teacher personal leave days can be used. ECSD’s Human Resources, in consultation with the ATA, has prepared the information below to help you better understand how your teacher personal leave days can be used.
1. Effective September 1st, 2015, and per Article 6.2 (e) (i), teachers will be granted one (1) additional personal leave day, at no cost to the teacher: ▪
While the letter of understanding, on page 33 of the ATA Collective Agreement, aims to provides clarity concerning this additional day, please note the “free” day would only be denied in very limited circumstances; specifically, when a substitute is required, and cannot be secured.
2. Current provisions for the other two (2) teacher personal leave days, at the cost of a substitute, remain in place:
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We strongly encourage teachers, as a courtesy, to discuss their prospective usage of these days with their principal, well in-advance, including confirmation that they have secured a substitute, as necessary.
3. The addition of the third day in September 2015, bring with it the following restriction(s) concerning consecutive use: ▪
A third personal leave day cannot be used consecutively with a teacher’s other two (2) personal leave days, to create an unbroken, three (3) day period of time away from work. This rule applies even if there is a natural (holiday) break during these 3 days. Example:
Remembrance Day is on a Wednesday. A teacher could take 2 personal days on the Tuesday before and the Thursday after Remembrance Day. They could not, however, additionally take a third day on either the Monday or Friday.
4. Regardless of which day will be used, teachers should be advised that it is incumbent upon them to secure a substitute as soon as possible, to ensure their request can be accommodated. This above scenario, in and around holidays and other breaks, when an acute shortage of available substitutes may exist, is what was contemplated when the language in the letter of understanding on page 33 of the ATA Collective Agreement was developed and agreed upon at the bargaining table. You are encouraged to contact your Employee Relations Advisor should you have any questions regarding this message.
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Instructional Information REPORTING PERIODS The students’ progress is formally reported to parents three times a year in the form of an electronic report card. Home/school conferences, Demonstration of Learning, report cards and student portfolios are used to promote good communication between parents and teachers in the reporting of student progress. Report cards are prepared from the records maintained by teachers. The process is based on the principle that assessment of the academic performance of students is an on-going process. Teachers assess students by using: • • • • • •
classroom participation students’ oral and written work test results quality of assignments produced homework completion notebook organization
Dates for report card due dates and distribution as well as Demonstration of Learning dates can be found in the Virtual Office.
HOMEWORK POLICY Homework is an extension of the students’ daily activities. The amount of time each student will spend doing homework may vary according to grade, ability, subject and work habits. Daily home reading and practice of basic math facts is an essential part of every child’s routine! At the “Meet the Staff” evening, teachers can encourage parents to help their child by: ▪
Checking the agenda book DAILY as soon as they arrive home.
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Deciding upon a regular homework time and a quiet work space for their child to complete work.
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Ensuring, DAILY, that their child’s homework is finished and then signing his/her agenda book.
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Teaching their child effective organizational skills (organizing supplies, homework schedule, project due dates, etc.).
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Taking an interest in their child’s learning.
There are few things more rewarding for a child than to have an "audience" for reading and discussing what was read. The support of parents will have a major impact on student attitudes towards homework. If you have questions about the assignments your child is bringing home, please talk to the teacher.
Homework Guidelines for Teachers Things to remember when assigning homework: • • • • • • •
Must have definite educational value (i.e. home reading and practice basic math facts) Students should thoroughly understand what they are being asked to do. Depends on references that are readily available. Use discretion when assigning homework prior to holidays. “Practice and drill” will not be graded for reporting purposes. Assignments targeting application, analysis and synthesis may be graded for reporting purposes. Never assigned as punishment.
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FIELDTRIP AUTHORIZATION/ DOCUMENTATION All fieldtrips must have a curricular focus. ➢ All fieldtrips must be authorized through the principal prior to planning, or discussing it publicly with students or parents. Please ensure that you give your tentative list of field trips for the year to the principal by mid-September. Field trip approvals must be submitted in advance of booking busses and paying for entries. A reminder that field trip costs for parents should not exceed $50 for the year per student except for extenuating circumstances that have been discussed and approved of by the principal (e.g.; camp, specialty schools, etc.). It is expected that you share your plan for field trips and costs with parents at the September “Meet the Staff” evening. School Council financial support for out of school field trip expenses will be pursued by administration. To be approved, the district fieldtrip policy must be adhered to in its entirety. The lead teacher: • Plans and organizes the fieldtrip ➢ ➢ ➢ ➢ ➢ • • • •
Completes and submits the fieldtrip form using the ECSD Fieldtrip Form Creator The assistant principal reviews the form Reviewed forms are given to the principal for signing Originals go into the “Fieldtrip Binder” in the office Lead teacher receives a copy of the form to send to Printing Services i. Distributes forms to students for parent/guardian consent
Asks Administrative Assistant to make transportation (bussing) arrangements Adds the fieldtrip to the Master Staff Calendar on our portal site Ensures they have First Aid Kits, any student medication and all permission forms with them on the fieldtrip. Ensures that, following the field trip, all necessary forms (including accident reports) are placed in the provided envelope and given to the secretary. Note:
No child may be taken on a field trip without written parent consent being obtained. Parental permission forms need to be completed and returned to the school.
It is expected that the homeroom teacher will be in attendance for all fieldtrips. Should the homeroom teacher be absent due to illness, the principal must be informed and will decide if the field trip should be cancelled. Before leaving on a fieldtrip, the classroom teacher: • MUST provide the office with a class list indicating student attendance • MUST provide the office with a list parent volunteers in attendance Note:
ALL parents attending fieldtrips must have completed the Volunteer Information form as per our Volunteer Policy. It is the teacher’s responsibility to ensure you communicate this to your parents and ensure the proper information has been filled out. Parents attending field trips as supervisors are not to bring younger children on the field trips. Please communicate this at the “Meet the Staff” evening.
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Fieldtrips – Student Expectations Fieldtrips are an extension of the school day. As such, student expectations as outlined within our conduct policy apply and are to be followed. Student participation in fieldtrips is subject to the child’s daily behavior during regular school hours. Both student academic and behavioral efforts are all considerations for participation in such activities. Should a student be at risk of losing fieldtrip privileges, parents must have ample warning and the child must have opportunities to redeem him or herself. If parent permission forms have not been returned on the day of the field trip, teachers are responsible for having the students call from the classroom phone (under teacher supervision). This will eliminate line ups in the office to use the phone. Teachers should have all student phone numbers in their Crisis Management Binders or through PowerSchool. Follow up for those unable to pay or not wishing their child to attend the field trip should be done by the teacher before the date of the field trip.
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DISCIPLINE / EFFECTIVE BEHAVIOUR SUPPORTS / STUDENT EXPECTATIONS SCHOOL DISCIPLINE The school’s philosophy on discipline is based on a positive proactive approach which promotes and encourages appropriate student behavior. Total staff ownership of this philosophy is reflected by teachers being responsible for using effective teaching strategies and classroom management skills to minimize and deal with discipline problems. With this philosophy in mind, it is our desire to create, through our Student Conduct Policy, an environment that is welcoming, caring respectful and safe for all who work, learn and visit our school. The school’s philosophy also focuses on the understanding that students must constantly make decisions as to whether they will contribute positively or negatively within the school setting. Our philosophy reflects the belief that given support, students will make decisions that will help promote a happy and healthy school environment. It is our belief that close, ongoing communication between home, school and parish is essential to this Development. We are a Catholic community attempting to follow Christ’s word - “Love one another as I have loved you,” or “Do unto others as you would have them do unto you.” When children set themselves apart from our Christian community by inappropriate behaviors, a progressive discipline method will be employed. Our conduct strategies emphasize: a) b)
the development of self-discipline through understanding the process of natural and logical consequences for one’s actions, and the right of all members of all members of a school community to safety, dignity, and respect.
Specifically, the Alberta Human Rights Act (AHRA) refers to any conduct that serves to deny or discriminate against any person or class of persons regarding any goods, services, accommodation or facilities that are customarily available to the public is forbidden if the denial or discrimination is based on race, colour, ancestry, place of origin, religious beliefs, gender (including pregnancy, sexual harassment and gender identity), physical disability, mental disability, marital status, family status source of income or sexual orientation. (www.albertahumanrights.ab.ca/services.asp). Communication with parents will be a highlight of this procedure. Home and school will work cooperatively together to establish and maintain a school environment that is welcoming, caring respectful and safe. The Student Code of Conduct Policy is developed by our school community, based on input from students, parents and school staff. It is annually reviewed and revised if necessary with staff at the opening meeting in September as well as presented to the School Council for their feedback and input. It is printed in the Student Handbook at the front of the Student Agenda as well as posted on the School Website. In conclusion, the Edmonton Catholic School District is a Catholic/Christian community, that is inspired by and committed to the following values: Dignity and Respect, Honesty, Loyalty, Fairness and Personal and Communal Growth. It is our belief at École Bishop Savaryn that our Student Code of Conduct Policy reflects these core values and mission statement as an inclusive Catholic/Christian community. The following outlines the possible consequences of misbehaviors that occur within the school building, during the school day or by electronic means.
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MINOR MISCONDUCT Minor misconduct will be handled “on the spot” by a staff member stopping the students and reminding them of the school wide expectation. Unacceptable behaviour will be identified and students will be encouraged to display acceptable behaviour. Some examples of minor misconducts are: ➢ ➢ ➢
running in the hallways making excessive noise in the building playing in non-designated areas
Use of Different Intervention and Preventative Strategies: Each teacher will have their own unique classroom behaviour plan that will: ➢ ➢ ➢ ➢
teach students new and/or desired behaviours allow teachers to recognize and reward desired behaviours consistently apply consequences for inappropriate behaviour instruct students in using the 7 Habits of Happy Kids to grow into positive leaders, as disciples of Jesus.
MAJOR MISCONDUCT Major misconduct is behaviour that interferes with the orderly functioning of the school, and threatens the safety and/or dignity of students or staff. Parents are notified of all major misconduct infractions. Major misconduct includes the following: ➢ ➢ ➢ ➢ ➢ ➢
defiance of authority, willful disobedience hitting, rough housing, tripping, throwing objects, fighting, spitting abusive language/gestures (swearing) emotional abuse (put-downs) willful destruction of property/stealing bullying behavior (physical, verbal, social, cyber) within the school, during the day, or by electronic means. NOTE:
Bullying* is unwanted, aggressive behavior that involves a real or perceived power imbalance. The behavior is repeated, or has the potential to be repeated, over time.
PEER CONFLICT, MEAN BEHAVIOUR AND BULLYING What’s the difference? Social Responsibility & Diversity Team – Vancouver School District #39
Peer Conflict
Mean Behaviour
It’s a natural part of growing up. Children disagree and can’t solve their own problems. They become so frustrated that they say mean things or act out physically by hitting, kicking or trying to hurt.
Children may try out behaviours to assert themselves – sometimes saying or doing mean things – such as making fun of others, using a hurtful name, taking something without permission, leaving a child out, or “budging” in line.
If it’s peer conflict you will be aware that these children:
If it is mean behavior, usually:
usually choose to play or hang out together; have equal power (similar age, size, social status, etc.); are equally upset; are both interested in the outcome; and will be able to work things out with adult help (after calming down).
Adults can respond by helping the children talk it out, and see each other’s perspective. This is often referred to as “conflict resolution”.
it is not planned and seems to happen spontaneously or by chance; it may be aimed at any child nearby; the child being mean may feel badly when an adult points out the harm they’ve caused.
When adults see mean behaviour they should not ignore it. Adults should respond quickly, firmly and respectfully to stop the behavior, to let kids know that their actions are hurtful and to re-direct children to more positive behaviour.
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Bullying Bullying is serious behavior that has three key features – all three must be present for the situation to be considered bullying: Power imbalance -- One child clearly has power over the other(s), which may be due to age, size, social status, and so on. Intention to harm -- The purpose of the behaviour is to harm or hurt other(s) – it’s clearly not accidental. Repeated over time -- continues over time, and gets worse with repetition. There is a real or implied threat that the behaviour will not stop, and in fact will become even more serious.
The effect on the child who is being bullied is increased fear, apprehension, and distress. Adults must address the bullying behaviour and ensure the safety of the student who has been targeted.
The following discipline measures may be enacted at the discretion of the administration, depending on the age, maturity and circumstances of the individual child avoiding a ‘one size fits all’ approach: Out of class time-out •
Student will be asked to leave the classroom and go to a supervised location
In-school Suspension (In accordance with Section 24 of the School Act) • • • •
Student is not included in their regular classroom for a set amount of time. Student is placed in a supervised working area. Student misbehaving during their suspension will be sent home. May require a meeting with student and parents before returning to the classroom.
Out of School Suspension (In accordance with Section 24 of the School Act) • • •
One to five days at home Student will lose extra-curricular privileges for the duration of the suspension. Meeting with student and parents before returning to the classroom.
Based on the individual needs of students, a continuum of supports will be provided to students impacted by inappropriate behaviour as well as for students who engage in inappropriate behaviour. Students whose behavior continues to be harmful to themselves or others may be referred for additional support/therapy from trained staff (Educational Assistants) as well as Emotional Behavioural Specialists in the school or in outside agencies. Those impacted by the ongoing unacceptable behaviour of other students may be referred for support/therapy from Emotional Behavioural Specialists as well. PARENTS WILL BE NOTIFIED BY PHONE CALL AND IN WRITING WHEN THE STUDENT RECEIVES AN IN SCHOOL OR OUT OF SCHOOL SUSPENSION. Responsibilities of Students: • • • •
•
Respect yourself and the rights of others in the school. Attend school regularly and punctually. Be ready to learn. Make sure your conduct contributes to a welcoming, caring, respectful, and safe learning environment that respects the diversity and fosters a sense of belonging in the school. Refrain from, report and refuse to tolerate bullying or bullying behaviour, even if it happens outside the school or school hours or electronically. You are encouraged to verbally report any bullying to an adult in the school that you trust. This ensures that the unacceptable behaviour stops immediately and that the safety of all students is restored. If you need support telling an adult at school you can talk to a parent, relative, coach, mentor, or friend and have them help you report bullying to the school. Be accountable for your behaviour to your teachers.
Responsibilities of Parents: • •
Pay attention to how you talk about other children and the school in front of your child. Model kindness. Take responsibility for your mistakes. Model peaceful problem solving when you have a conflict.
Report any problems at school to the teacher as soon as you can. Problems are easier to solve when they haven’t been going on for a long time. The best place to start is with your child’s teacher. If you are not satisfied with the results the next step would be to make an appointment with the principal.
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Instructional Minutes & Timetables Timetables are guides that should be flexible enough to meet classroom and school organizational needs. Teachers are encouraged to integrate subject area concepts wherever it creates an appropriate purpose for learning. It is recommended that content areas be integrated into a Literacy block. Note:
Information and Communication Technology (ICT) is a core program of studies that must be infused into English Language Arts/French Language Arts, Mathematics, Science and Social Studies at all grade levels.
All staff is asked to submit a final copy of their personal teacher timetable, as well as their students’ homeroom timetable. Staff is asked to ensure that they follow the Alberta Education recommended minutes of instruction as laid out in the Elementary Program /Instructional Time, of this handbook. Please submit timetables by the Meet the Staff evening.
Timetable guidelines… Grade 1 & 2 - English Language Programming RECOMMENDED TIME ALLOCATION FOR ELEMENTARY SUBJECTS % per week – English Language Program GRADE 1 Subject
%
Minutes
Possibilities for Integration
English Language Arts Mathematics Social Studies Science Religion Includes prayer time and celebrations Health/Life Skills/Phys Ed Art & Music
30 15 11 11
429 215 157 157
Teachers are encouraged to integrate their instruction in Language Arts, Social Studies, Science, Math, Religion, Health and Physical Education where appropriate.
10
143
14 10
200 143
TOTAL
100
Possible options are: • ELA + Social Studies – 40% • •
or Mathematics + Science – 26% or ELA + Health and Life Skills + Physical Education – 43%
Grade 3 to 6 – English Language Programming RECOMMENDED TIME ALLOCATION FOR ELEMENTARY SUBJECTS % per week – English Language Program GRADE 1 Subject
%
Minutes
Possibilities for Integration
English Language Arts Mathematics Social Studies Science Religion Includes prayer time and celebrations Health/Life Skills/Phys Ed Art & Music Second Languages
25 15 10 10
358 215 143 143
Teachers are encouraged to integrate their instruction in Language Arts, Social Studies, Science, Math, Religion, Health and Physical Education where appropriate.
10
143
10 10 10
143 143 143
TOTAL
100
Possible options are: • ELA + Social Studies – 40% • •
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or Mathematics + Science – 26% or ELA + Health and Life Skills + Physical Education – 43%
Grade 1 – French Immersion Programming RECOMMENDED TIME ALLOCATION FOR ELEMENTARY SUBJECTS % per week – French Immersion Program GRADE 1 Matière/Sujet
%
Minutes
Possibilities for Integration
French Language Arts Mathématiques Études Sociales Sciences Religion (Integré) Santé et Éducation Physique Beaux-Arts Program Priority
28 15 11 11 10 14 10 2
400 215 157 157 143 200 143 29
Teachers are encouraged to integrate their instruction in Language Arts, Social Studies, Science, Math, Religion, Health and Physical Education where appropriate. Possible options are: • FLA + Social Studies – 40% •
TOTAL
100
•
or Mathematics + Science – 26% or FLA + Health and Life Skills + Physical Education – 43%
Grade 1 (Fr. Imm.): ➢ ➢ ➢ ➢ ➢
Total French instruction time must be 90-95% or 1337 to 1411 minutes per week Grey areas indicate subjects taught in English Should be a maximum of 25% which is 371 minutes per week Prayer times and celebrations are counted in the religion minutes Library time is skills learning/evaluation opportunity which is counted within the subject area you are working on
Grade 2 to 6 – French Immersion Programming RECOMMENDED TIME ALLOCATION FOR ELEMENTARY SUBJECTS % per week – French Immersion Program GRADE 2 to 6 Matière/Sujet
%
Minutes
Possibilities for Integration
French Language Arts English Language Arts Mathématiques Études Sociales Sciences Religion (Integré) Santé et Éducation Physique Beaux-Arts Program Priority
20 15 15 10 10 10 10 10 2
286 215 215 143 143 143 143 143 29
Teachers are encouraged to integrate their instruction in Language Arts, Social Studies, Science, Math, Religion, Health and Physical Education where appropriate.
TOTAL
100
Possible options are: • FLA + Social Studies – 40% • •
or Mathematics + Science – 26% or FLA + Health and Life Skills + Physical Education – 43%
Grades 2-6 (Fr. Imm.): ➢ ➢ ➢ ➢
Total French instruction time must be more than 75% which is 1114 minutes per week Grey areas indicate subjects taught in English, which should be a maximum of 25% which is 371 minutes per week. Library time is skills learning/evaluation opportunity which is counted within the subject area you are working on Prayer times and celebrations are counted in the religion minutes
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Operations & Procedures Hours of Operations – September 2017 HOURS OF OPERATION - GRADES 1 TO 6 First Bell
Start Time
Lunch Recess
Lunch Time
Dismissal
Mon/Tue/Wed/Fri
8:20 am
8:25 am
12:00 – 12:20 pm
12:20 – 12:40 pm
2:59 pm
Thurs
8:20 am
8:25 am
11:53 am
Morning Recess 10:15 – 10:30 am Afternoon Learning Break 5 minutes designated by the teacher (2:00 – 2:05 pm)
HOURS OF OPERATION – 100 VOICES and KINDERGARTEN 100 Voices & Kindergarten – AM Mon/Tues/Wed/Fri
First Bell
Dismissal
8:20 am
11:20 am
100 Voices & Kindergarten - PM Mon/Tues/Wed/Fri
First Bell
Dismissal
12:02 pm
3:02 pm
SCHOOL PRAYER Staff members are expected to be faith models. Teachers are expected to engage their home room classes in meaningful daily morning prayer, prayer before meals, at the beginning of the afternoon and a prayer at the end of the day. As a school community, each morning students and/or staff lead the whole school in prayer. Each homeroom teacher is responsible for maintaining a religion table in their classroom (cloths, advent wreaths, bibles, crosses are available for all classes…see Chaplain / AP).
SCHOOL BULLETIN BOARDS Each class has access to bulletin boards outside their classrooms to display student work, leadership and curriculum focus throughout the school year. Every effort to change it monthly is recommended.
BUDDY CLASSROOMS With supervision and safety of students being paramount, teachers are expected to set up arrangements with a nearby teacher to cover the class should a situation arise that require you to leave your classroom for a few minutes. If necessary, contact the office to have someone sent to help monitor the class.
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SCHOOL ATTENDANCE Our school uses PowerSchool to log student attendance using the following coding legend –
TEACHER CODES
EXPLANATION
AU
Absence Unverified (when teacher does not know the reason)
EA
Excused Absence (with reason indicated from parent)
LT
Late
AP
Appointment
OFFICE CODES
EXPLANATION
IS
In school suspension
OS
Out of school suspension
VAC
Vacation
•
Late Students – Students who are not in their assigned homerooms by the end of BBC will be considered late. Students arriving after attendance has been completed on the computer, must go to the office to have their agenda book signed (or after BBC).
•
When teachers are experiencing problems with tardiness or attendance, please speak to the administration.
•
School Doors - All school doors are locked; this helps us to ensure maximum safety of our students.
•
Attendance - All attendance must be logged into the computer by no later than 8:35 am and 12:50 pm
Attendance, as indicated in the Alberta School Act Section 13 & 14, is the legal obligation of parents. Students are expected to be at school unless ill or at appointments. Regular and prompt attendance is essential in achieving maximum potential in school. As parents and teachers, we have a responsibility to encourage and monitor these factors. Students arriving after attendance has been completed on PowerSchool, must go to the office to have their agenda book signed. Students who are not in their assigned homerooms by the end of BBC will be considered late. Students who are late must obtain a late slip from the office before entering class. Students leaving must sign out at the office. Punctuality is a learned life skill that prepares them for the realities of the workplace as adults. Parents are asked to assist us in teaching the value of being punctual by ensuring that children arrive not only on time, but that they be unpacked and in their homeroom prior to morning announcements / BBC to get maximum use of instructional time. To develop independence and foster personal responsibility among the children, parents are requested to say goodbye to their children at their outside entrance door and have their child proceed to their classroom with their classmates. Students will be met at their entrance by their homeroom teacher.
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COMMUNICATION Open and positive communication between the home and the school is one of the most important contributions we can make for the educational development of our children. By working together, we help all students achieve their academic best. A MONTHLY NEWSLETTER will be posted on the last Friday of each month. A one page message with the month’s calendar will be sent home with the youngest child, or only child in each family. You are encouraged to access the entire newsletter electronically on our school website or through your personal email. The newsletter is the primary source of information regarding our school’s events. Please take special note of the calendar; we suggest that you post it on your refrigerator for easy reference. In addition, special announcements, notices and reminders regarding upcoming events will be posted regularly on our outdoor sign. Online communication is also supported through our school website located at www.bishopsavaryn.ecsd.net. Our website is updated regularly and includes general information, monthly calendars of events, school newsletters, classroom information and educational links for student, parent, and staff learning. You may also receive a FRIDAY UPDATE via telephone or email. The Kanga Pack is a reusable, sturdy envelope designed to be used each year by your child as they progress through the grades at École Bishop Savaryn School. Each grade has its own special color. This is our way of being more environmentally friendly. We ask each child to purchase a KANGA PACK (formerly known as Friday Envelope) labeled with your child’s name. Every Friday, your child is encouraged to bring home this Kanga Pack regardless of whether there are any communications - this promotes a good habit, ensures consistency and eliminates confusion for students and parents). Parents are asked to read the contents of the Kanga Pack each weekend and return any forms requiring completion. All “Kanga Packs” must come back each Monday. If a child loses or damages his/her Kanga Pack, a replacement may be purchased. Protocol for Communication: The district has a protocol for addressing classroom and school concerns. All parties must recognize and respect the protocol, and more specifically the principle of “first contact.” This means that the person who has the concern has a responsibility to begin communication directly with those persons with whom they have the concern. On the basis of the principle of “first contact” parents must address concerns directly to teachers, before raising these concerns with the school administration or Catholic Education Services staff, when their concerns be about their child’s teacher, program, and/or program support. Likewise, if a parent has a concern about the school administration, the parent is expected to address that concern with school administration first, before raising these concerns with the Superintendent of Schools. If the ruling of the school principal is unacceptable, the complainant may address his/her concern(s) to the Superintendent of Schools by calling School Operations Services at 780.425.7429 or via email. The call or letter must outline the nature of the original complaint, the steps that have been taken and in what way the decision of the school principal is unacceptable. Upon receipt of such a letter or call, the Superintendent will direct the correspondence to the appropriate department for resolution. Should there be a concern involving another child at the school, please involve your child’s teacher or an administrator rather than approaching the other child or their parents. Likewise, if a parent has a concern about the school administration, the parent is expected to deal with that concern with school administration first, before raising these concerns with the Superintendent of Schools. If the ruling of the school principal is unacceptable, the complainant may address his/her concern(s) to the Superintendent of Schools by calling School Operations Services at 780-425-7429 or via email. The call or letter must outline the nature of the original complaint, the steps that have been taken and in what way the decision of the school principal is unacceptable. Upon receipt of such a letter or call, the Superintendent will direct the correspondence to the appropriate department for resolution.
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Internal Communication: 1. Week at a Glance: Each Monday morning staff is asked to read their “Week at a Glance� on the Virtual Office. Staff is asked to ensure that all fieldtrips and major classroom activities or guests be noted on the Master Staff Calendar, located in the staffroom, and on the portal calendar, as it will provide the most up to date information related to events going on around the school. 2. Mailboxes:
Each staff member has a mailbox to receive personal mail from Central Office, Administration or other staff members. Please check your mailbox daily, and clear it at least weekly. 3. Email: All staff are expected to check their email at least twice daily as it is the fastest, most timely method in which to keep staff informed on current matters in a manner that ensures that all receive accurate information that is accessible to those to whom it pertains. 4. Workroom and Staffroom Bulletin Boards: Please refer to these bulletin boards for information on staff committees, Professional Development opportunities and from various staff local associations. 5. School Newsletter: A school monthly newsletter and calendar is posted on the website and emailed to parents at the beginning of each month. Hardcopies will be printed if requested and copies are available in the office for staff, as a reference. 6. Bishop’s Breakfast Club/P.A. System: Morning announcements begin at 8:25 AM on your classroom smartboard ( access ICON on desktop) . It is important that all classes listen attentively to these announcements as it begins with Morning Prayer. No school wide announcements will be made throughout the day except for emergencies using the P.A. system in the office. 7. Staff Communication Fan-Out Plan: This is available on the virtual office to be used by all staff in the event that there is important or confidential information of an urgent nature which must be shared. If necessary, please ensure that this info is available to you always (copy at home). This information is confidential and it is to be used only for the purposes in which it is intended.
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External Communication: 1. Parent Letters: All communications going out to parents or students is to be first approved by the administration (sent electronically). A copy is to be left with the office staff to be placed in the Communication Binder. All communications should be sent on school letterhead. 2. Verbal Notices: Notice of special guests in the classroom must be communicated to the Principal prior to the scheduled visit. Please include on WAAG any guests to the school, special classroom events, or any other occasions that are happening the week of the visit/event. Special guest nametags will be given to any visitors. 3. Website: School information, calendars, newsletters, School Council matters, and student/teacher learning resources are available on our website. The address to the web site is http://www.bishopsavaryn.ecsd.net/ 4. Curriculum Bulletins: Please check the Alberta Learning website on a regular basis to ensure that you are up to date regarding and changes and highlights. A copy of this document should be given to the parents on the Meet the Staff evening. 5. S.C. Minutes: Minutes of the School Council meeting will be made available to all staff, parents and students via the school website. 6. “The Spotlight”: This Communications & Marketing publication goes out periodically and can be accessed through myecsd. It is a great way to feature class and school activities for the district. If staff wish to highlight learning at Bishop Savaryn in the “Spotlight”, please inform administration. 7. Emails with parents: This is at the teachers’ discretion. It is recommended that you keep it formal (avoid casual conversation, first names, etc.) and CC administration if you have any concerns. Public Relations: 1. Teachers should consult with the administration if there is a need for press coverage, external publicity, etc. Under no circumstances are staff to comment to media personnel related to any matters pertaining the school. Media people should always be directed to the principal, who will then consult with the District’s Media Relations personnel.
.
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LEARNING COMMONS / LIBRARY The Library /Learning Commons is the heart or living room of the school and houses a rich collection of resources to support learning for students and staff. These resources provide opportunities for learning through a variety of materials. All learning resources are accessible on our L4U system. Listed below are some guidelines to help ensure that the library remains functional for all students. 1. The classroom teacher will help to ensure that students are using their time efficiently while in the Library. Teachers are to accompany their students to the Library. It is important that the noise level the learning commons be kept at a comfortable level to ensure that an atmosphere conducive to learning, reading, studying and research is achieved for all. 2. All books used by a class should be properly re-shelved before a class leaves. Please have the students use the large bookmark sticks to help them indicate where the books belong. 3. The book loan period for students is one week, after which time the book may be renewed if a student wishes. Students can check out two books at a time, unless a teacher makes a special request on their behalf. Students in the French immersion program can sign out a French book and an English book. 4. Students are expected to pay for lost or damaged books. Regular reminders regarding outstanding accounts or overdue books will be given regularly by the librarian. 5. All teachers are asked to train 2-4 very responsible children on how to scan in books. This will help the classroom teacher if the librarian is not available during your library time. 6. There is no limit on books checked out by teachers, but again we solicit your cooperation in returning them as soon as you have finished with them so that others may use them. 7. Any requests regarding the purchase of books to help complement classroom instruction are to be directed to an administrator. 8. For any materials that you require related to curriculum guides and instruction manuals, please inform our librarian and she will provide you with the required materials. Guided Reading resources are located in the English Book Room and the French Book Room. It is very important that all staff members follow the proper procedures to sign out the books and return them as soon as they are done using them.
Technology 1. Technology equipment is kept in homerooms on a permanent basis including an IPOD, IPAD, camera, docu-camera, RED CAT / Front Row system, digital picture frame. 2. Class sets of Laptops and IPADs are housed in specific classrooms and managed by classroom teachers. See Tech Mentor or Admin for further information. 3. Damaged equipment must be brought to the attention of the Tech mentor or principal. 4. Any new equipment must be added to your classroom inventory.
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TEACHER SUPPLIES / RESOURCES Administrative Support staff will provide you with necessary supplies. Please do not send students to the office for supplies (i.e. tape, pens, pencils, staplers, etc.). Any requests or needs related to the purchasing of resources approved by Alberta Education will be accessed through Learning Resource Distribution. All inquiries are to be directed to the assistant principal. Final decisions related to the purchasing of teacher and student resources rests with the administration.
KEYS AND SECURITY SYSTEM 1. All staff members have two building keys: the outdoor entry key and the classroom entry key. Should you require any other keys or replacements, please see the principal. 2. File cabinet keys should also be in your possession and your purse/valuables should be locked in your filing cabinet throughout the day. Staff are asked to ensure that their classroom door be closed and locked when you leave your room. 3. The general office area is accessible after hours to the Administration, the custodial staff and the head secretary who have the master key to the office. If you require access to anything in the office area, you are asked to do it during regular school hours. 4. Listed below are the hours when you do not have to notify Telsco Security. You simply disarm the system and write in the log in book. • •
6:00 a.m. – 11:30 p.m. (School Days) 6:00 a.m. – 6:00 p.m. (Weekends and Holidays)
All other times require that you call in and provide Telsco Security the school’s code number (753). •
If you must enter the building outside the established times above when the alarm is set, use the following procedure upon entering the building: a. Disarm the alarm using your 4-digit alarm code,
b. Write in the Log-in Binder, located below the alarm system, following the format set out on the log sheet.
c. Call Telsco Security at (780-424-6971) and give the school code (753) d. Give your name, home phone number and position at the school. e. Indicate how soon you will get there (within 15 minutes), and how long you anticipate being at the school.
f. •
If you are alone in the school, we advise that you carry the “work alone pendant” which can be found in the custodian’s office.
Upon leaving the building, use the following procedure: a. Finish completing the Log-in Binder. b. Return the “work alone pendant” c. Re-arm the alarm using your 4-digit alarm code.
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STAFF PARKING All staff parking is assigned (see Virtual Office). If you are absent, please communicate which parking stall number can be used by your replacement teacher/ EA.
PRINTING 1. Staff members are reminded that printing is to be done in the staff workroom. Copy codes have been set up for you. 2. Please remember to let front office staff know if there is a malfunction of the copier (e.g.; replacing toner, fixing jams, etc.). 3. The use of Printing Services is strongly encouraged. Plan ahead so that you are able to comply with this request. 4. Printing makes up a major portion of our operating costs. Please examine your program delivery methods to determine if copying individual sheets/booklets for students is the most effective way of presenting material or practice (curriculum/learner outcomes being met). For example, it makes more sense to have students purchase practice books of lined paper rather than run off countless pages of lined paper for students. Note:
Use of work sheets (busy work) is not an effective teaching practice. All printing requisitions need to be approved so please don’t hesitate to come and see administration if you have any questions about photocopying materials.
5. Printing requisitions are available at the office or online through the portal. Go to Department / Facilities / Printing Services to download a printing requisitions.
WORKROOM We have a laminator and a letter / shape cutter in the staff workroom – be sure to ask for training prior to using the laminator and cutter to avoid serious damage to the machines. Students are not to be in the workroom without a supervisor. Please do not send students to the photocopier to collect any printing.
VOLUNTEERS At École Bishop Savaryn School we recognize and celebrate that each member of our school community contributes towards the education of the whole child. As such, volunteers are encouraged to share their gifts and talents in helping to support the school. Volunteers can help in a multitude of ways from classroom help, hot lunch days, library assistance, to helping with school-wide events. Support is appreciated in all areas. Requests for volunteers will be made by individual teachers and office personnel through letters or the school newsletter. Edmonton Catholic Schools’ Administrative Regulation #135 now requires that all volunteers fill out a Volunteer Registration Form on a yearly basis. This document will be kept on file at the school for two years, and then destroyed. Volunteer Registration Forms can be picked up from the office. Overnight events, such as the Grade Six camping trip, will require volunteers to also complete a Criminal Record Check and a Child Welfare Check. There will be no cost to parents for this service. The Grade Six teachers will contact volunteer parents for this event with more details. As one of the safety measures at École Bishop Savaryn School, we ask that all visitors and volunteers sign in at the office and pick up a visitor tag identifying them as a volunteer/visitor. - 31 -
EVACUATION / FIRE DRILLS / LOCKDOWN PROCEDURES Please be sure to refer to Crisis Management Plan Binder, indicating directions and the location of each fire exit within the school. In addition, please see the list that indicates the designated fire exit for your homeroom. In case of a SCHOOL EVACUATION, each classroom has been supplied with a large mesh bag in which hoodies and sweaters will be stored for evacuation purposes. Should there ever be a need to evacuate the school, in cold weather, the teacher will ensure that the bag is brought outside so that students can have an additional layer of clothing while out in the cold. Please communicate with your parents this option of sending a “spare” hoody or sweater to school for their child.
ACCIDENTS – PROCEDURES All staff is to report any unsafe conditions to the custodian and/or administration immediately. •
If an accident should occur: ➢ ➢
Do not move the student if it is a potentially serious injury. (e.g. falling off the playground equipment and landing on his/her back) Remain with the student and send someone to the office for FIRST AID ASSISTANCE, or call for help.
•
The office will contact the parents and arrange for transportation as required.
•
After the accident, the teacher on supervision must fill out an accident report (forms are available from the office staff).
Ice packs are available in the office for minor injuries. You can have a supply of Band-Aids for your classroom for minor paper cuts, scrapes etc., which can be replenished through the office.
TRANSPORTATION Due to the language program (French Immersion), many of our students are bussed to/from school. Should there be behavioral concerns; the bus driver will complete a bus infraction outlining the specific concerns. In those circumstances where the child has received multiple bus infraction notices, the child will face suspension of bus transportation for a period of time. Students must show their bus pass prior to boarding the bus. Students are expected to board the bus within 5 minutes of dismissal and may be left behind if tardy. Students are to sit in their assigned seat.
TELEPHONE / CELL PHONE USAGE Cell phones are not to be used by students during school hours (within the school or playground area) unless directed by the teacher. Students requiring the use of a cell phone for safety purposes to and from school will turn in their cell phone to the teacher each morning and collect it at the end of the day. Students are welcome to use the office phone for emergencies or illness with their teacher’s permission. Arrangements for after school activities are to be made at home prior to students’ arrival at school. Parents are asked not to call their children during the day, except in the case of an emergency. Students needing to use the phone, must receive written permission from their teacher, in the agenda book or permission from office staff.
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LUNCHROOM POLICY/EXPECTATIONS • •
Students will eat lunch in their homeroom or go home for lunch (notify the office). Supervisors: ➢ ➢
Two staff members rotate through the hallways (portables, east wing and north wing of the school) Two appointed Grade five students per classroom. Grade six students will act as subs only.
Guidelines: CLASSROOM MONITORS: 1. 2. 3. 4. 5.
Place the garbage can by the door. Check to see if any smaller children need help getting undressed before entering the classroom. Answer raised hands and assist with thermos tops, etc. If there is a problem, report it immediately to the supervising adult who comes to your room. Prior to the end of lunch please ensure that all the children have cleaned up their desk area (help grade ones wipe up crumbs and spills). 6. At the bell, prior to returning to your classroom, see that all children have disposed of their garbage in the garbage pail and put lunch kits away. All juice containers are to be placed into the designated juice pails. Do not leave the classroom until the teacher arrives. LUNCH PROCEDURES: ➢ Sit in your own desk to eat your lunch. ➢ Raise your hand to speak to the supervisor or to get assistance. ➢ Talk in a normal voice to neighbours only. ➢ Any one person at a time may use the washroom; monitor should accompany them. ➢ Clean your desktop after eating. ➢ Find something to do at your desk when finished eating. ➢ At the bell, put your garbage in the garbage pail by the door. Put your lunch kits away. Get a drink, and use the facilities if required. ➢ If participating in intramurals it is expected that the children do not enter the gym until the supervising teacher has arrived. Once in the gym you cannot leave unless given permission by the supervising teacher. ➢ All students staying for lunch are expected to cooperate with the student supervisors and/or adult supervisors, failure to do so may result in the possibility of having their lunch privileges suspended. LUNCHTIME CLEAN UP/RECYCLING PROCEDURE 1. PAIL AND WATER • If there is a spill on a desk in the classroom, a student monitor will clean up the spill • Major spills on the floor are to be reported to the adult supervisor who will then have the custodian or an adult wipe them up. 2. GARBAGE AND RECYCLING • Students are encouraged to bring their lunches to school in recyclable containers. Garbage will be sent home for parents to dispose of. • Juice boxes go in recycle pail (with no straws). - 33 -
BUDGET & ACCOUNTING PROCEDURES There are Revenues and Expenditures. In the category of Expenditures, there are two basic types: 1. Centralized Expenditures – school wide operations 2. Decentralized Expenditures - classroom based operations specific to staff. All classroom sites are allocated funds from the school budget in the following three areas: a. Professional Development – to be discussed and determined by staff b. Classroom Supplies - $200 per class All other requests for monies will be submitted to Admin. Budget requests will be reviewed and prioritized according to their alignment with either the school goals, or your professional goals, as stated within your Professional Growth Plan. Request for Reimbursement: •
Only purchases pre-approved by principal or through the budget process will be reimbursed.
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When submitting receipts for reimbursements, glue receipts onto a blank letter size white sheet; beside each receipt indicate what the charge is for, put your name on the sheet and submit to secretary.
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Reimbursements must exceed $50.00 – you may wish to accumulate your receipts and send them to the office quarterly.
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Please allow 1 to 2 weeks for processing.
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Reimbursements will be directly deposited into your bank account.
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You must use cash or debit for purchases. Credit Card receipts will not be reimbursed.
Cash Sent Down to the Office: •
Each classroom is responsible for all their own income and expenses in relation to field trips.
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The “Class Money Reconciliation” form must be completed on the computer, with a class list attached stating details of each child’s payment (i.e.: cash, cheque #). The secretary will verify the amount and keep the information in a binder.
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Please do not hand in any money until the whole class has paid up, unless it is a substantial amount, which you cannot lock up.
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If you have a large amount of money that needs to be deposited, please submit that amount to the office by
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AM recess on Thursday. Brink’s pick-up is early Friday morning.
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When booking a field trip, please ask to be invoiced at the time of booking. If there is a problem with the billing procedure, please contact the secretary.
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