2013-14 Faculty Handbook

The Lovett School Faculty Handbook 2013–14 Revised July 2013

William S. Peebles IV, Headmaster

The Lovett School 4075 Paces Ferry Road, N.W. Atlanta, Georgia 30327-3009 (404) 262-3032 www.lovett.org

The Lovett School admits students of any race, color, gender, religion, sexual orientation, and national or ethnic origin to all the rights, privileges, programs, and activities generally accorded or made available to students at the school. The Lovett School does not discriminate on the basis of race, color, gender, religion, sexual orientation, and national or ethnic origin in administration of its educational policies, employment practices, admission policies, scholarship and loan programs, and athletics or other school-administered programs.

The Lovett School Mission The Lovett School is a community that seeks to develop young men and women of honor, faith, and wisdom with the character and intellect to thrive in college and in life.

Founded in 1926 by Eva Edwards Lovett, we continue today as an Atlanta independent school serving children in Kindergarten through Grade 12. With an emphasis on the whole child, we provide integrated experiences in academics, arts, athletics, and service through an education grounded in learning, character, and community.

Learning Lovett faculty and staff inspire our students to love learning. We help them discover how to think critically, communicate effectively, engage creatively, and collaborate purposefully. We create opportunities for them to grow in all dimensions—intellectual, emotional, physical, aesthetic, moral, and spiritual.

Character Lovett teaches the qualities of servant leadership and sound character—honesty, respect, responsibility, compassion, courage, and integrity. We celebrate the uniqueness of each individual within an intentionally inclusive, diverse, and welcoming environment. We honor God in an atmosphere that is rooted in Judeo-Christian beliefs and is further enriched by a variety of religious traditions.

Community Lovett is a dedicated community of students and teachers, joined by loyal parents, staff, alumni, trustees, and friends. We are committed—with shared purposes and principles— to improving our school, our city, our society, our environment, and our world.

Approved by The Lovett School Board of Trustees, 2012

The Lovett School Character Pledge We, who are members of the Lovett community, seek to live lives of good character.

We believe that good character grows from daily acts of honesty, respect, responsibility, and compassion. We pledge ourselves to develop these ideals with courage and integrity, striving to do what is right at all times.

Table of Contents All Faculty ................................... 4 Professional ............................................... 4 Accreditation .......................................... 4 Certification ............................................ 4 Evaluation ............................................... 4 Hours ......................................................... 4 Professional Development .................. 5 Leaves of Absence ................................. 6 Parent-Teacher Relationships ............. 6 Security ..................................................... 6 Substitutes .............................................. 6 Summer Employment ........................... 7 Organizational ....................................... 8 Activity Sponsors/Supplements ...... 8 Calendar Items ....................................... 8 Chapel and Assemblies ....................... 8 Confidentiality ....................................... 8 Facilities ................................................... 9 Field Trips and Travel ......................... 1 0 Publications .......................................... 1 2 Service Projects and Fundraising .... 1 2 Supervision ............................................ 1 2 Academics & Instruction ...................... 1 4 Academic Difficulty ........................... 1 4 Academic Resource Center ............... 1 5 Counseling ............................................. 1 7 Homework ............................................. 1 7 The Learning Atmosphere ................. 1 8 Library .................................................... 1 9 Re-Enrollment ....................................... 2 0 Student Injuries ................................... 2 0 Student Support/ Grade Level Teams .............................. 2 0 Student-Teacher Relationships ........ 2 1 Tutoring .................................................. 2 1

Lower School ............................. 23 Supervision ............................................ 2 3 Instructional Procedures ................... 2 4 Working with Parents and Colleagues ..................................... 2 7 Middle School ............................ 29 Discipline Policies ............................... 2 9 Supervision ............................................ 2 9 Instructional Procedures ................... 3 0 Upper School ............................. 35 Supervision ............................................. 3 5 Advisor Program ................................. 3 5 Movies ..................................................... 3 6 Instructional Procedures ....................... 3 7 Assignments .......................................... 3 7 Backing Up Grades ............................. 3 7 Class Lists and Schedules ................ 3 7 Comments .............................................. 3 7 Grading ................................................... 3 9 Multiple Assessments ........................ 4 0 Testing Devices ..................................... 4 0 Policies ..................................................... 4 2 Attendance ............................................ 4 2 The Lovett Honor Code ..................... 4 4 Ineligibility ............................................ 4 7

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All Faculty All faculty should make themselves familiar with the general personnel policies and practices of the school as outlined in The Lovett School Employee Handbook, as well as those that pertain to students in the Parent/Student Handbook. Faculty who coach should also familiarize themselves with the Athletics Handbook.

Professional ACCREDITATION As an accredited member of both the Southern Association of Independent Schools (SAIS) and the Southern Association of Colleges and Schools (SACS), The Lovett School undergoes a self-study and evaluation, including a visit by an outside committee representing SAIS and SACS, once every five years. We completed our most recent selfstudy for this dual accreditation in 2010–11.

CERTIFICATION State certification is not a requirement of Lovett teachers. To meet the standards of the school’s accrediting bodies, SAIS and SACS, Lovett requires that teachers have a bachelor’s degree from an accredited institution with a major (or 24 semester hours) in the field they teach for the majority of the day.

All faculty earn six semester hours of professional development credit during each five years of employment. Activities for which credits are awarded include attendance or participation in professional meetings or conferences, travel related to the faculty member’s field of work, attendance at Lovett workshops or seminars, and course work at a college or university. Requests for credit must be submitted to the academic dean within a year of the activity. The request form is available on the Lovett website.

Each teacher must have on file in the Human Resources Office copies of his official transcript, any teaching certificates, transcripts of additional college course work, and a Lovett faculty application.

FACULTY EVALUATION AND DEVELOPMENT (FED) All teaching faculty who have been at Lovett more than one year participate in the Faculty Evaluation and Development (FED) program.

HOURS Teachers are expected to be on duty by 7:45 AM (Lower School teachers by 7:30 am) and are expected to remain 45 minutes after dismissal. Tuesday afternoons should be kept clear for faculty meetings. There will not be a meeting every week, and an attempt will be made to limit them to Tuesdays. Faculty meetings will normally end no later than 4:30 PM. The meetings at the close of certain marking periods may be more lengthy.

The school regards teaching as one’s primary obligation and would be concerned about other employment that would interfere with this responsibility.

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PROFESSIONAL DEVELOPMENT Faculty Enrichment and Support Team (FEAST) FEAST is a faculty committee composed of representatives from each division of the school with a goal of promoting ongoing learning and well-being among faculty.

FEAST sponsors two faculty forums each year in which faculty share their expertise and learning with colleagues. FEAST maintains an active liaison with the school’s administrative staff to ensure that teacher activities are mutually supportive of the whole school’s work.

Grants for Summer Curriculum Work The school supports groups of teachers working on new or ongoing curriculum projects during the summer months. This opportunity is designed to facilitate the gathering of groups of teachers who are unable to find concentrated time during the school year for such work, especially across department or school division lines. It is not designed for individual teachers to work on existing or new courses.

Interested groups of teachers first submit a proposal to the principal of their division for initial approval. These proposals are then sent to the academic dean for review by the principals group. All proposals must include the information listed below: 1.

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A general description of what is to be done during the scheduled time frame Names of the participants, specific dates of work (if possible) Specific goals for the curriculum work An indication of how many students the project will touch An indication of how many classes or disciplines are involved

A stipend of $60/day is paid to teachers participating in such approved summer curriculum work.

Study Groups Lovett provides and supports many opportunities for the professional development of its faculty. Included among these are professional conferences, summer study and travel, continuing education, and study groups. Study groups, as the name implies, involve groups of faculty engaging in research and design work on a chosen area of focus with the intent to transform teaching and learning within the school. Few professional development opportunities are more stimulating than gathering with colleagues within or across divisions in a deliberate effort to discuss a topic of interest.

Special Funding Opportunities Several opportunities exist for faculty to submit proposals requesting funding for professional development. These include Loveday $1,000 Innovative Grants (application through the Georgia Independent School Association [GISA] in mid- to late-October), Loveday Summer Study Grants (application through GISA in early March), Lovett Summer Study and Travel Grants (application may be submitted either in February or April), and Lovett Summer Curriculum Grants (application deadline in mid-April).

Information about each of these opportunities, along with follow-up reminders, is given to faculty throughout the year.

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LEAVES OF ABSENCE Employee requests for leaves of absence will be handled on a case-by-case basis by the headmaster. Any such leaves will be at the sole discretion of the headmaster.

PARENT/TEACHER RELATIONSHIPS 1.

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At no time will we dismiss any parent concern lightly.

The most effective form of marketing for independent schools is word-of-mouth advertising by satisfied parents.

Communications will be returned as soon as possible. Teachers should check voicemail and e-mail at least once in the morning and once in the afternoon.

No promises, such as “I’ll be in touch with you after he takes the test,” go unfulfilled.

There are times when a parent’s concern will become extreme. In such cases, teachers should feel free to consult with a principal or the headmaster.

Lovett has a number of students who are the children of faculty and staff members.

These parents deserve the same professional courtesies and consideration given to other parents. Children of faculty deserve the same consideration and treatment accorded their classmates. As examples of this consideration, teachers should not unnecessarily conference with faculty parents about trivial concerns, nor should teachers rely on the parent’s presence on campus to maintain the child’s standard of behavior. The parents of these children should follow the same channels of communication as is expected of all parents in making inquiries or expressing concerns.

SECURITY All who work on campus need to wear our ID badge at all times.

All campus visitors–including parents, vendors, and other guests–need to sign in upon entering a campus building during the school day. Visitors may sign in at a central checkin point in the Fuqua Center lobby (in front of the pond), in the Athletic Office, or at the offices of any of the three school divisions–Lower, Middle, and Upper. All visitors will be issued temporary badges identifying them as registered guests on campus. If you are expecting any guests on campus, please let them know of this procedure. Even if your guests’ visit to campus involves a location other than the three schools, Athletics Office, or the Fuqua Center, they still need to register at one of these locations.

SUBSTITUTES Middle and Upper School; see Lower School section for LS procedures Whenever possible the teacher will be present to teach. Because absences do occur, however, each teacher will have a file of emergency lesson plans; class rosters; a list of students having extended time on in-class writing assignments, quizzes, tests, and exams; and a list of routine duties in a place accessible to substitutes and administrators.

Non-emergency absence The teacher will procure a substitute from the list provided by the coordinator of substitute teaching. This list is available on Google Docs and is distributed in printed

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form each semester. The teacher will give the name of his/her substitute to the coordinator of substitute teaching in advance of the date of absence. The day’s work, an updated class roster, a seating chart, and directions for any additional duties will be left in the teacher’s mailbox or in another designated place.

Emergency absence The teacher will make every attempt to procure a substitute from the list provided and notify the designated administrator of his/her division and/or the coordinator of substitute teaching by 6:30 am. If a substitute cannot be found by 6:30 am, the teacher will notify the designated administrator and the coordinator of substitute teaching. It is in this circumstance that the teacher’s emergency lesson plans, class rosters, and list of routine duties are most important.

In each of the above cases, the coordinator of substitute teaching or the designated administrator will see that each substitute (1) knows the sequence and location of classes, (2) is comfortable with any additional duties he/she is responsible for during the day, and (3) has located the lesson plans and rosters provided by the teacher.

General procedures 1.

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Teachers will complete the absence form and give it to the principal for signature and forwarding to the Business Office.

Each substitute will sign in daily on the sheet provided in each school office.

The teacher will inform the substitute of any additional duties to be covered: attendance, announcements, chapel, assembly, lunch supervision, etc.

A designee of the principal will check in on the classes as often as possible.

The substitute will complete and return the “How Was Your Day” form to the school office.

The coordinator of substitute teaching will regularly update and print the list of substitutes.

Teachers will notify the coordinator of substitute teaching as soon as they discover a substitute who no longer wishes to serve.

SUMMER EMPLOYMENT Summer programs provide employment opportunities for a limited number of teachers.

The courses and programs offered and the number of students enrolled usually determine the staff needs.

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Organizational ACTIVITY SPONSORS/SUPPLEMENTS Teachers are asked to sponsor student activities or clubs. The sponsor attends and approves all meetings, actively guiding and supervising students engaged in the activity.

All major decisions must go through the sponsor and, in some cases, must be referred to the principal. All activities that involve the solicitation of goods, services, and/or money must be approved in advance by the Lovett administrative staff. No student publication should go to press without the approval of at least one of the following: the principal, faculty sponsor, or a representative from the Communications Office. Sponsors are to make policies known to students at the beginning of the year.

For faculty who are not sponsors, it means a great deal to students, even if they never tell us, to see teachers at dances, ball games, plays, and other school activities. You are encouraged to attend such functions whenever possible.

Lovett pays supplements to those teachers employed to direct school-sponsored programs that are outside the normal limits of regular school duties.

CALENDAR ITEMS The Community Relations Office maintains the official master calendar and coordinates the preliminary construction of the calendar and the dissemination of coming dates to various groups.

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When submitting an item for the calendar, be certain to include the exact time and location, as well as the sponsor’s name.

One should not simply jot an item onto the calendar and assume it is all clear.

Be certain that it is approved by the appropriate administrator.

The administrative staff will coordinate the calendar and make final clearance for events.

Lead time is essential. Please place calendar items in consideration as early as possible.

We will adhere to our planned dates unless it becomes unwise to do so.

The flexibility to change dates as situations change is simple common sense; however, changes will not be made casually.

CHAPEL AND ASSEMBLIES All teachers are expected to attend chapel and assemblies unless they have a school assignment during the period or it has been arranged through the administration.

CONFIDENTIALITY It is inappropriate to discuss the affairs of individual students or teachers with others.

Many times someone is harmed by an off-hand piece of gossip or idle talk. A teacher, likewise, should always avoid making comparisons between students in a class.

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Teachers should be cautious when contacted by attorneys concerning parental divorces or child custody disputes; the appropriate school principal should be consulted.

Salary information is a personal matter between the school and individual teachers and should be guarded with strict confidentiality.

FACILITIES Scheduling When a teacher wishes to schedule an activity in a school-wide facility, he should: l.

Make the reservation as far in advance as possible.

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Make the reservation through the following offices: a. b. c. d. e. f. g. h. i.

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The chaplain for the Alston Memorial Chapel.

The Athletics Office for any athletics facility.

The Fine Arts Office for any fine arts facility.

The Upper School librarian for the Vasser Woolley Library; the Lower School librarian for the Dorothy Floyd Library.

The Headmaster’s Office for the board room.

The Upper School administrative assistant for the Upper School conference room (skybox).

The Upper School assistant principal for Upper School classrooms.

The Middle School Office for all Middle School areas.

The Business Office for all others.

Make an appointment with the chief financial officer to reserve a facility if the event is a non-Lovett event. Outside groups must be approved through the appropriate administrator and the administrative staff.

Supervision We must all be aware of these areas. No person who is responsible for the success and appearance of a certain area appreciates others using that area without permission.

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Lower, Middle, and Upper School Offices are places of business and the files, desks, and equipment are not for general use.

The library is under the direct supervision of the librarian who sets the procedures and grants the permission for its use.

Art rooms are under the supervision of the respective art teachers. No use of these rooms or materials should be made without clear arrangements with those teachers.

Music rooms are under the supervision of the respective music teachers. No use of those rooms, equipment, or materials should be made without clear arrangements with one of the music teachers.

The kitchen area is out of bounds for all of us unless we have specific business to conduct there.

The use and care of the gym, the swimming pool, and playing fields are under the direction of the director of athletics, who must be consulted about their use.

The Alston Memorial Chapel is under the supervision of the chaplain. Any events requiring the use of the chapel must be cleared through the Chaplain’s Office. All work orders for the chapel must be approved by the Chaplain’s Office.

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8.

Scheduling of fine arts facilities for classes, rehearsals, performances, and private lessons, including the Hendrix-Chenault Theater, Woodward (Black Box) Theater, and Applied Lessons Suite, should be scheduled with and approved by the Fine Arts Office. When the theater is scheduled, Lovett’s technical director or a designate is required to oversee the coordination and implementation of all technical needs for the event.

Appearance The appearance of our school is important. Please report repairs and upkeep needs promptly. Instill a sense of pride in the students with regard to the picking up of trash and care of the buildings. Please report lack of student responsibility in this area at once. Office and reception areas should be attractive and tidy. Never put tape on a painted surface.

Should any faculty member become aware of deficiencies or dangerous situations existing on campus (such as playground equipment needing repair, broken steps, etc.), the faculty member should report these immediately to the principal or director of plant operations.

FIELD TRIPS AND TRAVEL The Lovett School encourages field trips for its students. The school views travel as an important component of the total school program. Teachers may arrange day field trips for currently enrolled students with the permission of the principal and, when appropriate, the director of athletics or fine arts. Extended trips involving one or more overnight stays must be approved by the administrative staff. In the interest of safety for the students and for liability purposes for the school, it is necessary that signed parental permission forms be secured for each student prior to a trip. These forms are available through the principal’s office and they can also be downloaded from the Lovett website.

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Costs: Students may be assessed for transportation and other costs of off-campus trips.

School Vehicle Transportation: School vehicles are scheduled through the Physical Plant Office and should be scheduled in advance. Faculty driving school vehicles must have an appropriate driver’s license (class C commercial) and be cleared through the Human Resources Office. It is the responsibility of each driver to report mechanical deficiencies promptly to the Physical Plant Office. Drivers are responsible for seeing that vehicles are clean following each trip. See the Employee Handbook for more information, including details on bus manifests.

Cell Phones: The school has cell phones that may be taken on trips.

First Aid Kits: The school has first aid kits available for check out from the infirmary.

Day Field Trip Procedure To request a special event off campus, a Lovett employee must fill out the Request for Special Event Off Campus Form and return it to the appropriate school office. If the request is approved, participating students will then receive two forms: an information

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sheet for the parents and students to keep, and a Field Trip Permission Form that must be completed and returned to the Lovett employee before the trip occurs. The permission forms should be taken on the trip with the students and Lovett employee in case there is an emergency. The Request for Special Event Off Campus Form must be submitted at least 10 days prior to the date of event. There should be one chaperone per 10 students, and a trip involving Lovett students must have a Lovett employee in charge. If a Lovett vehicle is used for transportation, the Physical Plant Office must be contacted one week in advance. If there is a need for an outside vehicle, check with the appropriate office for assistance. If there is a charge for the trip, be mindful that all students may not be able to afford such a charge. Please contact the appropriate office for assistance in suggesting avenues for necessary funding. If there are classes missed or lunch missed, the appropriate assistant principal and the food services director should be notified in writing two weeks prior to the event.

Planning School-Sponsored Travel of more than One Day Trip proposals must be submitted to the administrative staff using the appropriate tentative approval document prepared by the business office controller and available on the Lovett website. Tentative approval for domestic travel must be obtained at least three months prior to departure and, for international travel, at least six months prior to departure.

Final approval forms, available from the assistant headmaster and the Lovett website, must be completed and returned to the assitant headmaster no later than two weeks prior to departure. Final approval will be authorized by the assistant headmaster, the business office controller, and the headmaster.

All procedures and policies for domestic and international travel can be found in The Lovett School Domestic and International Extended Travel Policies and Procedures document, which is available on the Lovett website. It is imperative that these policies and procedures are followed as stated and that all paperwork, including consent forms, is completed and submitted as indicated in this document.

Additional School-Sponsored Travel Guidelines: Teachers planning extended travel should keep in mind the following: 1.

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Extended travel should coincide with school vacations and not intrude on the school year. Any exceptions must be approved in writing.

In publicizing trip offerings, no pressure should be placed upon students or their families to participate; no student, for instance, should be made to feel obliged to go so the trip will “make.”

At least a 10:1 student/chaperone ratio is recommended.

All participants intending to make the trip are to be approved by the principal with a particular eye to behavior problems.

Absences for school field trips are excused. Make-up work will be as specified in the Parent/Student Handbook.

It is understood that Lovett’s standards of appearance and behavior are to be upheld by all trip participants.

Notification of the trip should be communicated to the food services director and to any teacher whose classes will be missed.

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Non-School Trips The Lovett School Board of Trustees cannot accept responsibility for trips that are not endorsed by the school. Such trips are not to be planned during school hours, and the facilities of the school should not be used in planning such trips.

Even when Lovett students are not involved, employees should exercise caution in participating in non-Lovett sponsored activities. In such situations, employees may not represent or give the impression of representing Lovett in any advertisements, literature, or other promotions.

Chaperone Guidelines 1.

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Chaperones should not drink in the presence of students.

Chaperones who are “off duty” may drink responsibly. On any given day, at least one chaperone should refrain totally from alcohol and be “on duty.” Chaperones who are not “on duty” may drink in moderation (at, or after dinner, for example), recognizing that they may have to assist the “on-duty” chaperone(s) at any time.

When students are under the care of “host families,” it is permissible for chaperones, who may be staying with relatives, friends, or other host families, to drink.

Adults who are not Lovett employees, and who accompany a Lovett trip as chaperones, are expected to abide by the same rules as faculty chaperones.

Adults who are not Lovett employees and who accompany a Lovett trip as non-chaperones are not subject to these rules. However, it is appropriate to ask non-chaperones not to drink at the same table with students and to drink in moderation, if they choose to imbibe.

It would be cumbersome and artificial to have separate rules for chaperones visiting their native land and chaperones who are citizens of the nation that is being visited.

Therefore, all chaperones must abide by the same set of guidelines.

PUBLICATIONS The faculty sponsor is accountable for what is published. Students should be reminded that fees from all students finance our publications, and students should try to represent them accordingly. Principles of good journalism should always be followed. No student publication should go to press without the approval of at least one of the following: the principal, faculty sponsor, or a representative from the Communications Office. Sponsors are to make policies known to students at the beginning of the year.

SERVICE PROJECTS AND FUNDRAISING Faculty, staff, and employees who are interested in publicizing or soliciting donations and volunteers should contact the director of service learning for a copy of the Guidelines for Service Projects and Fundraising.

SUPERVISION The whole faculty shares a joint responsibility for the behavior and appearance of the student body. Dining room behavior, hall noise, abuse of property, discourtesy, promptness, and the like are things about which we all need to be aware. If a student is

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not responsive to your corrections, then the principal or the headmaster needs to know immediately.

Teachers and assistant teachers who have playground duty are reminded to take an active role in the supervision of students. In the event of an accident on the playground, an accident report must be filed in the office as soon as possible.

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Academics & Instruction ACADEMIC DIFFICULTY One of the real tests of our professionalism and our commitment to the philosophy of the school is how we deal with students who are having academic trouble. Teachers are expected to exert every reasonable effort to get help to such students and to see that the parents, the students, the advisors, and the Student Support/Grade Level Teams are kept abreast of progress. A teacher who sees a student struggling academically should take steps to involve all of these people in a careful, thoughtful process of evaluating and recommending for the future. Parents rightly resent being caught by surprise; therefore, advance warning of “danger” situations is essential.

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In the Lower School, parents are to be made aware of a failing grade on any test or major project. Faculty in the Middle and Upper Schools will communicate with parents at designated marking periods and at any time a student experiences a significant drop in academic performance.

If outside testing is recommended, it is Lovett’s responsibility to see that the tester receives complete information about the child’s problems and that the recommendations from the tester are implemented when appropriate.

Recommendations for outside testing should be made only by the Student Support/Grade Level Teams and approved by the principal.

Frequent conferences with parents are invaluable. This regular exchange of information often diffuses parents’ anxieties and helps them be supportive of our efforts.

Academic tutoring is not a magic cure and should not be held out to parents as such. Tutoring should not be viewed as a permanent arrangement for any child.

The school’s recommendation that a student withdraw should be made only by the appropriate principal and not until every possibility has been exhausted.

Often, legitimate parental complaints revolve around not being informed of student progress. In the Lower School when decisions have been made to retain students, the difficulty often is not that they were held back, but that parents were not given enough advance notice. Similarly, in the other levels of the school, parents have felt in some cases that a failure took them by surprise. Students simply do not always share the news of poor work with parents and, in some cases, may prevent the passage of such news. We as teachers are responsible for keeping parents informed.

The decision to retain a student in the present grade must be based on a lack of development or some specific area of weakness that can be bolstered. The decision should not be based on a lack of potential since that would simply postpone the inevitable for a year or two. Teachers should never make the suggestion to parents to retain a child unless the principal is directly involved in the conference. Parents should be aware of the decision, and the plans to tell the student should be carefully thought out.

Each academic division of the school has devised a process for reviewing periodically the progress of each student. The importance of this undertaking cannot be overemphasized. The close involvement of the principal and key teachers in honest discussion of and productive plans for individual students is what we seek.

Any review of student progress rests on the assumption that the classroom teacher knows where each student is and communicates accurately when danger signs appear.

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ACADEMIC RESOURCE CENTER The Academic Resource Center (ARC) is an optional academic support program for students in Grades K–12 who may, or may not, have diagnosed learning differences. In close concert with teachers and parents, the Academic Resource Center program may involve any of the following: Learning Styles Program Learning styles assessments benefit students, teachers, and parents by showing how to reinforce new and difficult information. The profile pinpoints the best environment for each learner, the sociological needs of the learner, the physiological needs involving movement, time of day and intake of food, as well as the emotional and psychological make-up of the learner. Students in Grades 3, 6, and 9 and students entering new beyond these grades receive an individual learning styles profile. Workshops led by the learning styles specialist are presented for students, faculty, and parents to help them understand and apply inventory results to all learning experiences.

Tutoring Program Students who are experiencing academic difficulties can be approved to receive one-onone tutoring through the optional Tutoring Program in the Academic Resource Center.

The student may or may not have a diagnosed learning difference to use this service.

The on-campus tutoring is provided by screened professional tutors, and the program is fee-based and is billed through the Business Office on a monthly basis.

1. In the Lower School, tutoring contracts are issued after approval is received from the Student Support Team (SST).

2. In the Middle and Upper Schools, all requests for tutoring must be supported by the classroom teacher, Student Support Team, or Grade Level Team, and designated administrators. The student should be attending tutorial with the classroom teacher at least twice per month prior to tutoring and must continue to do so.

3. To arrange tutoring for Middle and Upper School students, parents should contact the ARC Coordinator of Services. When the appropriate support for the request has been obtained, the coordinator will issue a contract for services and a tutor will be assigned.

Learning Specialist Program Learning Specialists in the ARC support students having diagnosed learning differences.

These optional, fee-based services are offered by contract and are billed through the Business Office. All learning specialists are teachers who have specific degrees or training in working with learning differences.

In order to be considered for the services of a learning specialist, a student must have current (no older than three years), complete psycho-educational testing by a licensed psychologist on file with the school. Lovett reserves the right to further evaluate the need for a learning specialist based on the student’s classroom performance and academic progress. If it is determined by ARC personnel that a student qualifies for the services of a Learning Specialist, everything possible is done to place that student with one. If a

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Learning Specialist is unavailable, parents can opt to have their child served by an appropriate tutor. Please note that ARC tutors do not necessarily have specific training or degrees in learning differences. (Only students having current psychoeducational testing on file with the school can receive tutor support without going through the process outlined in the section addressing ARC’s Tutoring Program.)

The Learning Specialist Program focuses on the overall academic progress of students.

This includes teaching specific learning strategies and techniques, communicating with the student’s teachers regarding areas needing support, and arranging classroom accommodations. It is strongly recommended that students working with a Learning Specialist continue to attend tutorials with his classroom teacher(s). Students in the Learning Specialist Program have been accepted to Lovett through the standard admission process and must complete all graduation requirements.

Psycho-Educational Testing For his protection, a teacher should never recommend psycho-educational testing to parents. Exceptions to this are made in the Lower School when, together, the Student Support Team and teacher determine that this information is best communicated to the parents by the teacher. In the Middle School and Upper School, concerns regarding a student’s learning progress should be brought to the attention of the Student Support Team or Grade Level Team. The team will decide whether or not a recommendation for psycho-educational testing is warranted and how this information will be communicated to the parent.

Clinician forms associated with psycho-educational testing are distributed, collected, and mailed directly to the clinician by Gayle Greenwood in the Lower School, Kathy Kalnin in the Middle School, and Rebecca McGee in the Upper School. Teachers should not accept clinician forms from parents or students, nor should completed forms be returned to parents or students. Should a parent or student bring forms to you, please refer him or her to the appropriate division person listed above.

Classroom, In-School Testing, Exam, and ERB Accommodations At the beginning of each year, the Academic Resource Center (ARC) provides teachers with a notebook containing confidential information regarding their students’ specific learning diagnoses, and the classroom and/or testing accommodations for which students qualify. It is imperative that teachers familiarize themselves with this material. Learning specialists in each division are available to answer questions regarding this information and ways in which teachers can support learning differences in the classroom.

Based on recommendations made by a licensed psychologist in a current psychoeducational report, in addition to a demonstrated need, students can qualify for time and a half or double time on classroom tests and semester exams. For quizzes lasting no longer than 20 minutes, students can be given 10 extra minutes at the teacher’s discretion. For quizzes lasting longer than 20 minutes, students receive time and a half or double time as indicated on the extended time list provided to teachers at the beginning of each semester. If extra time is granted, it is the student’s responsibility to get any notes missed while completing the quiz.

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Due to the amount of time needed to process first time psycho-educational testing, the report must be received by the ARC at least three weeks prior to the beginning of ERBs (Lower School, Middle School) and/or semester exams (Middle School, Upper School) before accommodations will be considered or granted.

Medication At no time should a faculty member recommend medication to parents. Concerns should be brought to the attention of the head of the ARC and the division principal.

PSAT/NMSQT, SAT, SAT SUBJECT TESTS, AP, and ACT Accommodations Please note that having testing accommodations at Lovett does not guarantee that a student will be granted the same accommodations on the PSAT/NMSQT, SAT, SAT Subject Tests, AP, or ACT. Students must request accommodations on these tests through a formal application process. ARC personnel will assist parents with this process at the end of their student’s freshman year for the PSAT/NMSQT, SAT, SAT Subject Tests, and AP, and at the beginning of their student’s junior year for the ACT. In order to be considered for an accommodation by the testing agency, the student should have used the requested accommodation at school for at least four months.

COUNSELING Parents and students sometimes invite teachers into extremely sensitive areas of their personal lives. We need to remind ourselves that, even though we care deeply and are flattered by such calls for help, we are not trained counselors. Our best service can often be that of referral to a Lovett counselor or chaplain, or to an outside professional service.

HOMEWORK Homework is regularly assigned to all students in Grades 1–12. Assignments should be thoughtful and helpful. Busy work should be avoided. Homework loads will be monitored periodically.

It is imperative that parents understand their roles completely. Parents should not be asked to help with homework except in extreme cases. In many cases, they may be asked to provide support by checking over assignments to see that they have been done neatly and thoroughly. Homework may not be faxed to the school without prior approval by the principal. Teachers need to discuss with students the ethical issue of getting help from other students and the lending or borrowing of homework.

In the Lower School, weekend homework will be make-up work and/or project work only. Children are expected to read nightly and complete assigned homework. During the last trimester, fifth grade may, on occasion, be given tests on Monday. No homework will be assigned over holiday breaks.

Middle School students should plan to have approximately 30 minutes of homework per subject each night. There should never be more than two tests, or a test and a project due on any given day. The advisor must be an advocate for the student if it appears that this policy has not been followed.

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Upper School students should expect to spend an average of 2–3 hours a week on homework for each course, honors or regular.

When a student has more than two long-range assignments, tests, or assessments lasting more than half the period occurring in one day, the student may request from teachers an extension of the deadline so that no more than two occur on the same day. The request must be made prior to the day the multiple assessments are due.

No homework is assigned over the fall, winter, and spring breaks. In the Middle and Upper School, homework may be assigned over other breaks, including Thanksgiving and Easter, unless otherwise specified by a school principal. Weekly assignment bulletins can be helpful, and teachers are encouraged to use them. In the Upper School, teachers are required to give students bi-weekly assignment sheets or detailed semester syllabi.

THE LEARNING ATMOSPHERE The most effective teachers demonstrate knowledge of subject matter and a love of learning, generate excitement in learning, respond in a supportive manner to different learning styles and ability levels, and foster an effective learning environment.

1.

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3.

4.

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The most successful classroom climate seems to be composed of a combination of good planning, fair discipline, courtesy, respect, encouragement, genuine love, and a certain informality. It is important that in this atmosphere we consistently expect each student’s best work.

Set good “mechanics” and “ground rules” at the beginning of the school year.

Classrooms in which teachers establish appropriate boundaries and then build on the successes of students are generally more effective than those that dwell on mistakes. Encouragement is the key element of a healthy atmosphere. When students know their teachers are aware of how well or how poorly they are doing, they will try harder.

Thorough planning and follow-through are essential. Students should expect from teachers the same conscientious preparation that we expect from them. It is particularly important that papers, tests, and projects are returned to students in a reasonable amount of time.

Corporal punishment is absolutely forbidden.

If you have done all that you can to provide good management and worthwhile classes and a student is still inattentive, disruptive, or uncooperative, we suggest the following: a. Arrange to see the student privately and make clear to him precisely what he is doing wrong and exactly what you expect of him. b. If the problem continues, discuss the problem with the student’s parents and advisor, using the counselor as an additional resource if necessary. c. As a last resort, the student should be sent to the dean or assistant principal’s office. If it is impossible for the teacher to accompany the student, send a clear description of the problem in writing since a student’s perception of the problem is sometimes biased. Administrators are eager to help but should be used only in extreme cases, as teachers who rely too heavily on others to maintain discipline undercut their own authority and become less effective.

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LIBRARY The Vasser Woolley Memorial Library (Middle and Upper Schools) The Vasser Woolley Memorial Library supports the students, faculty, and staff of The Lovett School by providing access to materials that meet the educational, informational, and recreational needs of the community. The library offers the Lovett community the opportunity and resources they need to explore their own areas of interest, encouraging the development of a lifelong love of learning.

Currently the library’s collection consists of more than 34,000 items, including videos, DVDs, CDs, and ebooks. The library uses TLC’s Library Solution program for its online catalog and automated circulation system. Access to the catalog is available 24 hours a day via the library’s website. Members of the Lovett community are also able to access the more than 20 online databases to which the school subscribes through this site. These include encyclopedias, periodical databases, art resources, and more.

The upper floor of the Vasser Woolley Memorial Library is home to the library’s fiction collection, several small-group study rooms, an audiovisual classroom, and the school’s archives. On the lower level of the library are the reference, non-fiction, fine arts, and AV collections, as well as 18 computers (Mac and PC) for general use. In addition, the library is part of the wireless network in the building, allowing users with laptops to access the school’s network anywhere in the facility.

Material Checkout, Overdues, and Lost Items Faculty may check out books for the length of a semester. Items may be renewed once without bringing them into the library, but any subsequent renewal will be done only if the book is brought to the circulation desk. The library staff may recall books requested by students or other faculty. All library users are expected to pay for lost or damaged items.

Class Visits Faculty may sign up to bring classes to the library. The library staff will be happy to assist by introducing students to resources related to their assignment, creating bibliographies and web pages, and offering individualized instruction. Copies of any handouts are appreciated, as they will aid the library staff in preparing for the visits. Temporary reserve collections may also be set up for the duration of the assignment.

The Dorothy H. Floyd Library (Lower School) The Dorothy H. Floyd Library, which serves the Lower School, houses more than 36,000 books, including ebooks, and audiovisual items. The library subscribes to 27 periodicals and provides a wide variety of audiovisual equipment for students and faculty.

Kindergarten through fifth grade classes come to the library weekly. Stories and library skills instruction are part of the curriculum for each grade. In addition, it is expected that every Lower School student will spend some time each week in the library. The facility is designed to permit a variety of simultaneous activities; teachers may allow individuals or small groups to come independently or they may bring whole classes.

The Lower School also has a web-based materials catalog and students receive

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instruction in its use. Lower School students may access K–5 electronic databases subscribed to the library via the homepage.

Faculty are welcomed and may check out books for themselves or their children.

Book Circulation All books are due as indicated by the date stamped in the book. Students may check out or renew books for three weeks at a time. If necessary, teachers may arrange for longer periods for special projects. The number of books a student may have at a single time is set by the classroom teacher. Teachers may check out books for extended periods and may place books on reserve. After a reasonable amount of time, teachers, parents, and students will be asked to return books requested by another.

Overdue and Lost Books All library users are expected to pay for lost or damaged books and audiovisual materials. Overdue notices are sent to the classroom on a regular basis as reminders to the students. When a student’s name has been on the overdue list for more than a month, his parents will be notified. Fines are not charged for late books.

RE-ENROLLMENT Before re-enrollment contracts are mailed, the principals will alert the director of admission and the business manager to any student who should not receive a contract or whose contract should be held for a period of time. When a marginal student is invited to return, the principal should confer with the family and put the results of the conference in a memorandum to the parents with a copy in the student’s folder.

STUDENT INJURIES Please report all student injuries in writing to the headmaster. Prompt reporting is important. Be especially cautious of head and neck injuries. Take no chances of moving a suspected head injury. The nurse and principal should be called in for any injury in which there is suspicion of a broken bone, a need for stitches, a broken tooth, eye damage, or other serious injury.

The nurse contacts the parents immediately. If they cannot be reached and the child needs quick attention, an official of the school should accompany the child to the emergency room. While the child is en route, it is imperative that someone stay by the school phone to take messages and that someone attempt to reach the parents. Each principal’s office is equipped with an EpiPen in case one is needed in an emergency.

The infirmary closes at 3:30 PM, at which time the athletics trainer is generally available for emergencies until 6:00 PM.

STUDENT SUPPORT/GRADE LEVEL TEAMS Student Support Teams (SST) exist in the Lower and Middle Schools for the purpose of reviewing student progress. The teams consist of the counselor, an Academic Resource Center representative, a principal or assistant principal, and other personnel as assigned by the principals.

A Grade Level Team (GLT) exists for each grade, 9–12, in the Upper School. Each team

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consists of a grade level coordinator (GLC), school counselor, an Academic Resource Center representative, or one of the deans of students. Each team monitors the progress of the students in their respective grade, in coordination with the students’ advisors, and suggests strategies for those who need assistance.

STUDENT-TEACHER RELATIONSHIPS 1.

2.

3.

4.

5.

Treat and speak about the child as you would like your own child to be treated.

A sincere word of encouragement means to a child what it means to you.

Please take an interest in the overall progress of each child, to include his cocurricular activity. A teacher who cares how a student is doing in athletics or the arts will be able to teach that student more effectively in the classroom.

Sarcasm, yelling, and other verbal abuse do not accomplish worthwhile long-term results. Good disciplinarians raise their voices on selected occasions only.

Being overly familiar and socializing with students goes against professional ethics.

Effective teachers always maintain a proper adult-student relationship by setting moral examples and by avoiding compromising situations.

TUTORING Tutorial period All teachers should observe the sanctity of the tutorial period: 2:00–2:20 PM in Kindergarten, 3:00–3:30 PM in Grades 1–5, 3:05–3:30 pm in Grades 6–8, and 3:05–3:35 pm in Grades 9–12. Those who are coaching should remember that tutorial obligations take precedence over athletics commitments. No club meeting, rehearsal, audition, or athletics practice will occur before the end of tutorial. In extreme cases, a teacher may keep a student beyond 3:30–3:35 pm and then release the student to an activity with a note. A student in need of help should not be able to say, “I can never find my teacher during tutorial.” Students can and should request help; teachers can and should require students needing help to attend tutorial sessions. In the case of Lower and Middle School students, parents will need a day’s notice. No fee is ever involved for this type of tutoring.

Outside Tutoring Most Lovett tutoring is provided by the classroom teacher during tutorial or by the Academic Resource Center. From time to time, outside tutoring may be advisable. The following guidelines apply to any Lovett faculty member seeking to tutor outside the ARC. 1.

2.

3.

4.

5.

Under no circumstances does a Lovett teacher receive payment for tutoring any of his current students.

Faculty will not be permitted to tutor Lovett students for pay if there is potential for conflict-of-interest.

Before making arrangements to tutor, a faculty member must notify his division principal, his department head, and the teacher(s) of the student to be tutored.

Tutoring for pay outside the Academic Resource Center program is not allowed between the school hours of 7:00 am–4:00 pm.

All fees and payments are handled by the individual tutor.

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6.

7.

8.

A faculty member working with a Lovett student must keep in close touch with the teacher(s) of that student.

The decision on the part of a school that charges tuition to recommend for-pay tutoring is not to be taken lightly. School recommendations for tutoring must be approved by a member of the appropriate division’s administrative team.

In all cases, the school’s position is that the classroom teacher is the primary agent in the learning process and is the only resource necessary in the great majority of cases. Carefully planned instruction in the classroom, personalized attention in tutorial sessions, and ongoing communication with parents are essential keys to student success.

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Lower School SUPERVISION Student Behavior It is important that each teacher and teaching assistant become thoroughly familiar with the rules that govern hall, restrooms, playground, dining room, chapel, and assembly behavior. Students should be corrected when they are breaking a rule, regardless of the class to which they are assigned. Resource teachers will handle discipline within their classrooms, as do lead teachers.

Courtesy and respect are expected from all Lovett students at all times. Greeting people upon meeting, opening the door, responding when spoken to, and remembering to say “please” and “thank you” are signs of courtesy that need to be consistently reinforced by all teachers.

The Honor Code and Character Pledge should be applied thoroughly, as appropriate, to each grade level; they must be upheld and enforced throughout the Lower School.

Dining Hall The lead and teaching assistants are expected to provide supervision of students on their grade level during the 30-minute lunch. Lead teachers are responsible for training the teaching assistants and for sharing duty on the rotation decided upon by the grade level.

Other staff members will also be on duty in the dining room but cannot assume the entire responsibility. Persons on duty should be moving about and visible.

Arrival and Departure It is expected that every teacher will take arrival and departure duty as scheduled.

No teacher will be exempt, but teachers may exchange times or duties with other teachers. If a teacher is unable to report for duty, he is responsible for arranging for a substitute. Schedules are available in the office.

School Uniform It is every teacher’s responsibility to learn thoroughly the uniform code for Lower School boys and girls. All violations should be brought to the attention of the student and, if necessary, the office. Uniform infraction slips are to be sent home for parent signature in cases of frequent uniform infractions. Please refer to the Parent/Student Handbook for the current uniform code.

Substitute Teachers Because absences can and do occur, each lead teacher will have a file of emergency lesson plans, class rosters, and a list of routine duties in a place accessible to substitutes and administrators. It is the responsibility of the lead teacher to notify the designated Lower School administrator of any absence, either in advance of or on the morning of that absence.

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It is the responsibility of the Lower School co-teacher to serve as the substitute, during the co-teacher’ contracted hours, when his or her lead teacher is away from school. This is the policy either for a planned or an unplanned absence. However, in the unusual event that the co-teacher will also be absent, the lead teacher will make every attempt to procure a substitute from the list provided by the coordinator of substitute teaching.

This list is available on Google Docs and is distributed in printed form each semester.

In the case when the co-teacher is not available, the coordinator of substitute teaching or the designated administrator will see that the substitute (1) knows the sequence and location of classes, (2) is comfortable with any additional duties he/she is responsible for during the day, and (3) has located the lesson plans and rosters provided by the teacher.

General Procedures 1.

Teachers will complete the absence form and give it to the administrative assistant for the principal’s signature and forwarding to the Business Office.

2.

When the substitute is someone other than the co-teacher: •

The substitute will sign in daily on the sheet provided in the LS school office.

•

The lead teacher will inform the substitute of any additional duties to be covered: attendance, announcements, chapel, assembly, lunch supervision, etc.

•

A designee of the principal will check in on the classes as often as possible.

3.

The coordinator of substitute teaching will regularly update and print the list of substitutes.

4.

Teachers will notify the coordinator of substitute teaching as soon as they discover a substitute who no longer wishes to serve. .

INSTRUCTIONAL PROCEDURES Assigning Homework and Classwork All work assigned to students shall be appropriate for their level of achievement. While practice is important, too much drill at one time is overwhelming for slower students and monotonous for more able ones.

Other than long-term projects, homework and tests are not assigned in the Lower School over the weekends. During the third trimester, fifth grade may on occasion be given tests on Mondays. No assignments are to be made during Fall Holidays, Thanksgiving Holidays, Winter Holidays, Spring Holidays, or Easter Holidays.

It is expected that each student will progress at his own rate. Appropriate activities will be planned for enrichment or remediation as the student’s abilities and skills dictate. No child should be forced to move ahead or stay behind just because the majority of the class is doing so.

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Grading Homework and Tests When homework has been assigned, students rightfully expect that the teacher will review and promptly return the work with appropriate, constructive comments. In some cases, homework may be credited as “complete” or “not complete,” rather than graded. Major assignments and all tests will be promptly graded, discussed, and returned to students. These may be sent home for a parent signature and returned to school for filing. All grades falling in the “C–,” “N,” or “U” range are to be sent home for a parent signature.

Grading Scales Grades for Grades 1–5 are based on classroom performance, homework, daily quizzes, written assignments, effort, attitude, and teacher-made and textbook skills inventories.

Grading Procedures Representative classwork and tests should be shared with parents as a means of explaining the child’s performance and grades. These will be collected and stapled regularly and sent home for a parent signature, or sent as the need arises. Regardless of the system used, parents should not be “surprised” by a progress report or a low grade, and teachers should have evidence in the student’s file that communication to the home did take place.

In order to minimize the expectation of receiving the highest grades on report cards, teachers should make use of other symbols and comments on daily work and homework.

It is best to reserve grades for larger assignments, tests, and projects.

The overuse of the highest marks should be carefully avoided by all teachers. A satisfactory grade will suffice if the student is putting forth true effort. Although we will be educating some parents on this point, we must remain firm if the grading system is to have any validity at Lovett. Teachers will be expected to be consistent with their colleagues in the assignment and distribution of grades to students.

Report Cards Parents will have access to report cards online at the end of each of the three grading periods. Progress reports are sent every six weeks on an as needed basis or whenever students experience unusual academic or behavioral difficulty (Grades 1–5). If a student is in danger of failing at any time during the term, the parents are to be notified. A personal comment is a necessary supplement to the letter grade, thus indicating that the teacher has some personal knowledge of and concern for the student.

In particular, if the student is doing poorly, the comment should explain the teacher’s opinion of the reason for the poor work and should also explain what is being done to help the student improve. l.

2.

The comment should support and explain the grade, and give ways in which the teacher will assist the student’s improvement if the grade is a low mark.

A teacher should have another faculty member proofread his comments to ensure that the meaning is clear. Effective form, punctuation, grammar, and spelling are important.

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Tutorials Tutorials are a time for students to make up missed work, to ask questions, and to receive individual explanation, enrichment, or extra help. It is the responsibility of every teacher to hold tutorials each week on Monday, Wednesday, and Thursday until 3:30 PM. Students in need of tutorial assistance should be required by the teacher to attend tutorials as needed. Third grade orchestra students are required to attend tutorial one day per week.

Enrichment/Applied Lessons All enrichment activities and applied lessons (e.g., strings, band, chorus, art, intramurals, etc.) will be scheduled after 2:45 PM for students in Grades 2–5. Fine arts enrichment and intramurals will be offered two days per week. Students may register for fine arts enrichment and applied lessons at the beginning of each semester.

Make-Up Work Books and assignments for students who are absent from school should be sent to the office by 2:30 PM if requested by the parent by 10:00 AM. Students who are absent for several days should be expected to remain for tutorials until they are caught up with their assignments.

Permanent Records Student folders are permanent records that are filed by grade level and homeroom in the Lower School Office. These folders are to be checked out using schoolwide procedures, and they are to be reviewed in the office. Teachers are expected to become familiar with key information in their students’ folders during the early weeks of the first trimester.

Class Records The possible need in the future for original records necessitates that teachers maintain accurate, legible records of each student’s progress in the class record book provided by the school. Although no set procedures can be established for the varying courses and lessons, the original record should be kept in such form that the principal, or someone else familiar with the subject, may reasonably interpret the course of a student’s progress should any emergency situation arise when the instructor is not available. Accurate attendance records should also appear in the class record book. All grades kept on a computer must be backed up weekly.

Parent-Teacher Conference Regularly scheduled parent-teacher conferences are held three times a year in the Lower School. A parent or teacher may request and mutually schedule additional parent-teacher conferences. The conference may also include the student, counselor, tutor, or principal.

The instructor should complete and file a report of the conference in the student’s permanent record. Forms are available in the office. While being honest in an evaluation, a teacher should be positive and constructive in his remarks. Papers, homework, and

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other documents should be available at the conference to substantiate comments. Phone conference reports should be completed and placed in the student’s permanent record.

Chapel Chapel services are held each G-Day morning from 8:15–9:00 AM for Kindergarten–Grade 5 in the Alston Memorial Chapel. The chaplains and individual classes will be responsible for the service on a rotating basis throughout the year. Chaplains will work with individual teachers in planning chapel services.

WORKING WITH PARENTS AND COLLEAGUES Faculty Relations It is important that each of us be able to communicate honestly, but with sensitivity, our concerns to each other.

Comparisons are often made of our faculty by parents and community persons. We should not allow these comparisons to create competition among us. We are outstanding in many different ways, and we should be supportive of each other.

If a parent complains to you about another teacher, you should insist that the parent talk with your colleague. Check later to see whether the teacher was contacted.

Parent Relations The teacher who is secure in his technique and is genuinely concerned with each child’s welfare need not have great difficulty with parents, provided he is firm and consistent about the things which are important to him. The Lovett School encourages congenial and caring relationships between teachers and parents; however, those relationships should not be allowed to interfere with professional and ethical standards, nor create a conflict of interest.

Personal and professional roles are healthiest when they are not confused or mingled.

Let this be your guide for sharing school information with parents: “If it doesn’t help the image of the school, don’t say it.” When we hurt the school’s image, even in a seemingly minor way, we are hurting ourselves.

Office Procedures The Lower School Office telephones are for office use only, unless a call comes in for a teacher on one of those lines. Teachers may use the telephones in other locations. If a sensitive call needs to be made to a parent, please use one of the phones in the Faculty Resource Center or ask for the use of a telephone that will give privacy.

The administrative assistants’ computers and desks may not be used by faculty during school hours. The computers in the Faculty Resource Center are available during school hours.

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Sign In/Sign Out When you leave campus for any reason during the day, you will sign out on the form in the office. If you return within the same day, you must then sign back in. This procedure applies anytime you arrive after 7:30 AM or leave before 3:30 PM on a school day.

Messages Each teacher is encouraged to pick up his own mail and messages from the mail boxes in the main office. If you receive a telephone call, it will be forwarded to your voicemail.

Each teacher must check his voicemail and e-mail every morning and every afternoon.

Homework messages will be left in the lead teacher’s mailbox.

Teachers who work in other schools should remember to check their Lower School mailboxes once each day. This system prevents needless and distracting interruptions during class.

Housekeeping Notes We have an excellent custodial and maintenance staff, but it is our responsibility to be tidy as well. It is the responsibility of the faculty to keep the Faculty Resource Center neat and clean.

If faculty notice items that need to be replaced or repaired, or dangerous situations existing on campus, they should report these immediately to the principal so that the appropriate work orders can be forwarded to the director of plant operations.

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Middle School DISCIPLINE POLICIES Beliefs: 1.

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3.

4.

Good classroom management is based on trust, respect, consistency, and optimism.

It is important for the entire faculty to be consistent with all aspects of our discipline policy.

After all means available to the teacher have been exhausted, including parent contact, discipline matters should be referred to the deans of students.

In most cases, parent involvement, as agreed upon by the teacher and administration, should be strategy-invoked prior to administrative intervention.

Such contact should be initiated by the teacher.

Procedures: 1.

2.

3.

4.

5.

6.

Everyday discipline matters should be dealt with by the classroom teacher.

Recurring discipline problems with the same student should be referred to the deans of students.

The dean of students will contact all the student’s teachers to help discover any behavior pattern of the student.

The dean of students will work with the classroom teachers and parents to help modify the student’s negative behavior. All intervention strategies will be documented by the dean of students.

If all the above interventions fail, the principal will become involved.

Serious discipline matters should be referred directly to the deans of students.

School Uniform It is every teacher’s responsibility to learn and enforce the dress code for Middle School students. Violations should be referred to the dean of students.

SUPERVISION Every faculty member is expected to assist in the supervision of Middle School students.

Teachers should be in their classrooms or offices by 7:45 AM each morning. Throughout the day, all faculty members should take an active part in the supervision of students in the hallways, especially during class changes.

Advisors will be asked to assist in lunch supervision. All faculty members are asked to attend and to supervise students during chapel and assembly programs.

Periodically, teachers will be asked to participate in activities that require a time commitment outside of the normal teaching day. Dances, overnight trips, and committee meetings are examples of such activities. Every effort will be made to distribute these responsibilities among the entire faculty.

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Advisors At the beginning of the year, a student is assigned to an advisory. The responsibilities of the advisor are as follows: Conduct homeroom each morning beginning at 8:00 AM. Report attendance to the office each morning.

Read the daily bulletin during the homeroom period.

Check student uniforms daily for violations.

Accompany students to chapel and assembly programs and take roll.

Help monitor the academic and social progress of advisees.

Act as an advocate for advisees.

Be responsible for implementing activities associated with the Middle School advisory program.

9. Conduct parent/student/advisor conferences as scheduled.

10. Act as a liaison between home and school.

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Other duties deemed appropriate by the principal may be assigned to faculty advisors.

Codes and Core Values Every faculty member is expected to know and to help the students understand and follow the Code. Early in the academic year, teachers will make clear to students how the Honor Code applies to classes. Throughout the year, teachers will help students gain a clear understanding of how the Code apply to homework, projects, quizzes, tests, and assessments. In the Middle School, the principal is charged with the implementation of the Honor Code.

INSTRUCTIONAL PROCEDURES Instructional time with students should be a time when the teacher is actively engaged with the students in the learning process. teachers should never leave their students unattended.

Numerous teaching strategies, keeping in mind 1:1 laptop and single gender instruction, should be employed to hold the interest and to allow for the high energy level of the adolescent learner.

Homework should be meaningful and designed to reinforce concepts covered in class.

Homework assignments should be limited to 30 minutes each night in each subject. No homework should be assigned to students over fall, winter, or spring breaks, and no projects should be due following a holiday period.

Students rightfully expect that the teacher will review and promptly return, within the department guidelines, all work with appropriate, constructive comments. This allows the student to receive feedback necessary to make improvements in future assignments.

Coordination of Assignments Teacher teams will coordinate a schedule for homework, tests, quizzes, and projects in order not to overwhelm the students. Adherence to this schedule helps students learn to pace themselves.

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Assessments 1.

2.

3.

Quiz: A quiz is a short (lasting 20 minutes or less) announced or unannounced diagnostic tool used to check concepts within a unit of work. Extended time does not apply.

Test: A test acts as a diagnostic tool and may cover from one to several units of work. Several tests may be given in the course of a semester.

Semester Assessments: An assessment in each of the four, core, academic subjects is given at the end of each semester to Middle School students to evaluate a mastering of material taught throughout the semester. In the sixth grade, assessments count 10 percent. In the seventh grade, assessments count 15 percent. In the eighth grade, assessments count 20 percent. In the seventh and and eighth grades, students will also take a language assessment.

Assignment of Grades for Academic Performance Evaluation of student academic performance will be communicated by means of numerical grades on mid-semester and semester report cards. The grade equivalents for these numerical grades are as follows: 97–100 = A+ 93–96 = A 90–92 = A87–89 = B+ 83–86 = B 80–82 = B77–79 = C+ 73–76 = C 70–72 = CBelow 70 = F 1.

2.

3.

Absences, due to illness or conduct that needs improvement, should not automatically lower an academic mark.

At each marking period, for every student with an average of 73 or below, the teacher will send a progress report with a comment home. Copies will be made by the classroom teacher for alternate parents. If a student receives a failing grade at the marking period, the teacher must contact the parents.

A grade of “I” (incomplete) must be changed within 10 days of the end of a semester.

In a yearlong subject, an “F” for fall semester may be changed to a 70 only at the discretion of the teacher and with the approval of the principal after the student has met specific contract requirements for the spring semester.

Any failing grade (“F”) in a subject taken during the school year must be made up in Lovett summer school before promotion to the next grade.

At the end of each marking period, grade distributions for each discipline will be computed for all grade levels. This information will be shared with the head of each department who will discuss the information with each member of the department. It is important for the faculty to be consistent in grading within and among the various departments.

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Assignment of Grades for Conduct Evaluation of student conduct performance will be expressed by the use of four symbols represented by the following: E = Exemplary S = Satisfactory N = Needs Improvement U = Unsatisfactory Teacher Comments In providing information for parents, a personal comment is a necessary supplement to the letter grade to indicate that the teacher has some personal knowledge of and concern for the student. Teachers will submit professionally written diagnostic comments on all of their students for the January parent conferences. The teachers must also provide a diagnostic comment on each deficient student (73 or below) for the mid-semester and semester reports. If the student’s progress is unsatisfactory, the teacher’s comment should reflect the reason and indicate what assistance is being offered the student.

1.

2.

3.

The comment should support and explain the grade.

A teacher should proofread his comments to ensure that the meaning is clear through effective form, punctuation, grammar, and spelling.

Sarcasm and gross exaggeration do not lend themselves to clear interpretation when read out of context by parents.

Tutorials l.

2.

3.

All classroom teachers in the Middle School should be available to work with students from 3:05–3:45 PM, Monday, Wednesday, and Thursday, unless excused in advance by the department head and principal. Tutorials are a time for students to ask questions, work on homework, and to receive individual explanations, enrichment, or extra help. Tutorials should not be considered by students or parents as an in-depth remediation program. Teachers should inform students well in advance of scheduled faculty meetings, curricular meetings, etc., which may prohibit teacher attendance.

Afternoon athletics or fine arts practices, meetings, etc., should begin no earlier than 4:00 PM, unless authorized by the principal.

Teachers who find that they cannot fulfill the normal faculty tutorial times because of off-campus athletics, fine arts, or extracurricular activities should work out with the department head an alternate tutorial time.

Class Records The possible later need for original records necessitates that teachers maintain accurate, legible records of each student’s progress in the electronic grade book. Although no set procedures can be established for the varying courses and lessons, the original record should be kept in such form that the principal, or someone else familiar with the subject, may reasonably interpret the course of a student’s progress should any emergency

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situation arise when the instructor is not available. Final mid-semester and semester grades must be recorded in the teacher’s grade book. Accurate attendance records are filed in the principal’s office at the end of the school year. Grade books should contain the teacher’s name, the academic year, and the course names.

Attendance Students must be in school ALL DAY—8:00 am to 3:00 pm—on the days preceding and following an official school holiday. These dates are marked in the school calendar as unexcused; there will be disciplinary and academic consequences for leaving early, arriving late, or missing the day. Any exceptions are based on the procedure under “Request for Approved Absence.”

Absence Due to Religious Observance The Lovett School is committed to creating and maintaining an environment that welcomes and applauds the diversity among its students. With this diversity comes the need to be aware and respectful of our students’ religious beliefs, traditions, and celebrations that may, upon occasion, interfere with school attendance and/or preparation for tests, assessments, homework, or other assignments.

When a Middle School student is absent due to religious observances, the approval for an excused absence is automatic. However, notification must be made in writing or in person to the appropriate dean of students at least five calendar days prior to the requested date of absence.

Similarly, if a student is in school but that student’s observance will interfere with preparation for tests, assessments, homework, or other assignments, the student must notify the dean at least five calendar days in advance. The student is guaranteed two days to make up work for every day affected by the religious observance.

Lovett will share with our faculty each semester a general list of major holidays and other key dates that have the potential to impact a number of our students. Lovett will endeavor not to schedule required events and activities on these dates.

Test and Homework Make-Up After an excused absence, a student normally has one day for each day excused to make up missed work or tests. When an absence is predetermined, the student is expected to do the majority of his work ahead of the planned absence (or he may be asked to complete work during the period of his absence). The student is expected to return to school prepared for normal classroom work and prepared to take assigned tests unless prior arrangements are made.

Upon returning from a prolonged absence, a student should work with the deans of students and the advisor to outline a plan for making up missed work.

Make-up Responsibilities after an Excused Absence Make-up work is the student’s responsibility. After an excused absence, a student will normally have one day for each day excused to make up missed work. The teacher will offer reasonable support and has discretionary power to extend the make-up schedule beyond the regulation time. In cases of extended illness, the student may enlist the aid of

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the advisor or deans of students in setting up a make-up schedule. If an absence is predetermined, the student is expected to do the majority of the work ahead of time, or complete the work during the absence period. The student is expected to return to school prepared for normal classroom work and prepared to take assigned tests unless prior arrangements are made. In case of a planned student absence of more than two days, the student’s parents may contact the advisor or deans of students for assistance in scheduling make-up work. Repeated absence on review or test days may result in a conference with a dean of students.

Parent-Teacher Conferences A parent or teacher may request and mutually schedule a parent-teacher conference.

When appropriate, the conference should also include the student and/or the advisor. If the advisor is not present, a written report should be sent to the advisor.

While being honest in an evaluation, a teacher should be positive and constructive in his remarks. Papers, homework, and other documented evidence should be available at the conference to substantiate comments.

Sign In/Sign Out When you leave campus for any reason during the day, you will sign out on the form in the faculty room. If you return within the same day, you must then sign back in. This procedure applies anytime you arrive after 7:45 AM or leave before 3:45 PM on a school day.

Field Trips Field trip proposals must be submitted to the Middle School Council for approval at least two weeks in advance of the trip date. If a field trip is being sponsored by a specific discipline, the proposal should be approved through the department head.

Movies Movies shown to students should have a valid point of instruction. Movies with a rating other than G or PG must be approved in advance by the principal.

Class Coverage Teachers should be in the room during a teaching period. If it is necessary for another teacher to cover a class, approval in advance by the department head, dean of faculty, or principal is required.

Chapel and Assemblies All teachers will attend chapel and assemblies unless other arrangements are approved by the principal. Advisors will escort their students to these places and help them enter quietly, use proper etiquette, and take attendance.

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Upper School Supervision ADVISOR PROGRAM The primary purpose of the advisor program is to provide every student with a professional mentor who will (1) supervise academic progress; (2) monitor social development and behavior; (3) provide an attentive, responsible audience for students’ questions and concerns; and (4) alert the school and/or parents when serious academic or personal concerns arise.

An Upper School advisor should be: An academic advisor who: 1. attends carefully and promptly to all communication—written or verbal—about advisees’ performance or behavior; 2. offers private counsel, support, and guidance during times of academic or personal difficulty; 3. directs discussion of advisees at grade-level meetings; 4. counsels advisees as they devise their program of study, ensuring the fulfillment of graduation requirements and designing an appropriately challenging schedule; 5. helps advisees to learn about how they learn; and 6. assists, as needed, with advisees’ management of time and responsibilities.

A counselor who: 1. takes a proprietary interest in the welfare of every advisee; 2. knows about the significant activities of every advisee; 3. helps each advisee to find a meaningful niche in the school; and 4. carefully monitors advisees new to the school.

A student advocate who: 1. accompanies any advisee called before the Discipline Council or Honor Council; 2. provides advice or assistance to advisees’ teachers as needed; and 3. acts as a liaison between advisee and faculty or administration when difficulties arise beyond a student’s ability to cope.

A school advocate who: 1. educates advisees about school policies and procedures and insists on adherence to these policies and procedures; and 2. keeps informed about, support, and get involved in grade-level activities, such as class meetings, and school activities, such as homecoming.

A conferee who: 1. directs professional discussion of advisees at periodic meetings with grade-level advisors; 2. holds private conferences with each advisee at least two times per semester, to review performance; 3. conducts parent/advisee/advisor conferences in the fall and spring; and 4. arranges other parent and/or teacher conferences as needed.

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A manager of other duties who: 1. attends to daily duties, such as attendance, uniforms, bulletin, messages, etc.; 2. oversees advisor group in chapels and assemblies; 3. supervises advisor group clean-up duties at lunch and after school; 4. maintains a folder on each advisee, including comments, report cards, official correspondence, schedule, registration information, other pertinent paper; and 5. completes an end-of-the-year report on each advisee.

In addition, A Grade 9 advisor: 1. participates in orientation; 2. participates in SING; 3. educates advisees about life in the Upper School; 4. monitors advisees’ adjustment to the Upper School; and 5. offers careful instruction and guidance about time management and study skills.

A Grade 10 advisor: 1. contributes to discussions about the re-enrollment of advisees experiencing serious difficulties; 2. chaperones the Homecoming Street Dance; and 3. participates in RAFT. A Grade 11 advisor: 1. oversees advisees’ initiation into the college counseling process, beginning officially in January; and 2. attends Prom in the spring.

A Grade 12 advisor: 1. supports, encourages, and counsels advisees as they negotiate the challenges of the college counseling process; and 2. encourages seniors to finish their year with style and grace.

MOVIES Movies with an “R” rating should not be shown to our students at any time (including, but not limited to, class, after school, or trips away from campus), unless approved by the principal.

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Instructional Procedures ASSIGNMENTS No homework is assigned over the following holiday periods: Fall, Winter, or Spring Holidays. Homework may be assigned over other breaks, including Easter and Thanksgiving.

No more than one night’s assignment can be given over other breaks, and no papers or tests should be due the day after a break.

When homework is appropriate, parents and students rightfully expect that the teacher will review and promptly return the work with appropriate, constructive comments.

Teachers should also promptly grade, return, and discuss tests and compositions with their students.

BACKING UP GRADES Faculty are required to back up their grades at the end of each marking period, before and after exams, and after any major data entry. They are also encouraged to regularly back up any documents or files that they are storing on their computer desktop and that would be difficult to recreate.

Faculty should choose one of the following options for backing up grades: 1. Back up to the school server 2. Back up to a second computer or external hard drive (not a flash drive) 3. Use a web-based grade book, such as WebAssign 4. Store a photocopy of a paper grade book in a location other than where the teacher keeps his primary grade book

CLASS LISTS AND SCHEDULES Class lists arranged by teacher, class, and period will be distributed to teachers prior to the arrival of students. The student is not officially enrolled in a class until the student’s name appears on that list or on a schedule change form signed by the registrar.

On the first day of classes, the teacher should check the schedule of any student who does not appear on the class list to be sure the student is in the proper class or section.

Inconsistencies between the student’s schedule and the class list should be reported to the registrar.

The academic schedule of late enrollees will be processed as soon as possible.

For ready reference, student schedules are available online in the Upper School Office.

COMMENTS In providing information for parents, a personal comment is a necessary supplement to the numerical grade to indicate that the teacher has some personal knowledge of and concern for the student. Every teacher will, therefore, submit a diagnostic comment for each student for the parent conferences. The teacher will also provide a diagnostic

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comment at the end of each marking period for any student with an N in conduct or grades below the set minimums. If the student is doing poorly, the comment should indicate the teacher’s opinion as to the reason for the poor work, what is being done to help the student improve, and what the student alone can do to improve. In addition, teachers may use the comment card for positive comments acknowledging recent progress.

1.

2.

3.

A teacher should proofread comments to ensure that the meaning is clear and the punctuation, grammar, and spelling are correct.

Comments are reviewed by the student’s advisor or GLC and revised when necessary.

Sarcasm and exaggeration on comments do not lend themselves to clear interpretation when read out of context by parents.

Suggestions for Writing Comments for Comment Cards It is very important to “personalize” each comment card with facts about the student.

If you can recall any anecdotes, that is very helpful.

If the student is in academic trouble, try to diagnose the student’s problem and prescribe a course of corrective action. Give reasons for unsatisfactory progress, recall earlier efforts by the teacher and student to improve the student’s standing, and give recommendations for improvement.

Listed below are suggested topics to cover on comment cards. They apply equally to “progress” or to “deficiency” reports.

A.

B.

C.

D.

Ability 1. Aptitude in subject 2. Foundation in subject Attitude 1. Attendance and punctuality a. To class b. To tutorial 2. Preparation for class a. Work turned in on time/late/not at all b. Tests taken in active or passive manner c. Independent thought applied to work 3. Motivation/general approach to studies or subject area Performance 1. Test scores (cite scores) 2. Themes and other compositions 3. Note-taking skills during class 4. Written homework 5. Daily reading assignments 6. General study habits 7. Attention or participation in class/interference or distractions in class 8. Significant contribution to the class Recommendations 1. Continued good work 2. Increased class participation/attention

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3.

4.

5.

6.

7.

8.

More effort on ____________ (specify) More serious approach to _________________ (specify) Better written work (organization of thought or mechanics) Increased or more consistent daily preparation Tutorial (suggest days and specific areas of weakness) Parent/teacher conference or phone call (suggest a time)

The Lovett Parent/Student Handbook contains important information regarding computation of weighted and unweighted averages, class rank, Headmaster’s List, Scholars List, and eligibility for extracurricular activities. Please be familiar with that information.

All information relating to graduation requirements, course selection, and course changes can be found on the Upper School Academics page of the website, under the Departments and Curriculum heading. It is very important that each teacher know this material, as classroom teachers and advisors are often asked to counsel students and parents on scheduling.

GRADING Grades for Academic Performance Evaluation of student academic performance will be communicated by means of numerical grades on mid-semester and semester report cards. The letter grade equivalents for these numerical grades are as follows: 97–100 = A+ 93–96 = A 90–92 = A87–89 = B+ 83–86 = B 80–82 = B77–79 = C+ 73–76 = C 70–72 = CBelow 70 = F 1.

2.

3.

Reasonable absences or poor behavior should not automatically lower an academic mark.

At the end of the first and fourth marking periods of each semester, teachers will write a comment for any student whose grade is below 70. At the end of the second marking period, teachers will write comments for all students. At the end of the third marking period of each semester, teachers will write a comment for any student whose grade is 75 or below.

A grade of “Inc” (incomplete) must be changed within 10 school days of the reporting date or it will become an “F” unless the classroom teacher makes a request for continuance. If a student fails your class and qualifies for a retake of the final exam, report the students’s grades as an incomplete (“Inc”) until the exam has been retaken and his final grade has been determined.

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4.

In computing a student’s academic average, failing grades of 60–69 will count at face value; grades below 60 will register as 60.

In any year-long subject, an “F” for first semester may be changed to a 70. Such a change is not automatic and requires the following for the teacher to consider doing so: 1.

2.

The student must complete the second semester by meeting specific requirements set earlier by the teacher and discussed with the student. A contract, written by the teacher and approved by the department chair, stating specifics of this agreement should be signed by the teacher, student, parent, advisor, and dean of academic affairs.

This change may be done only at the discretion of the teacher and with the approval of the dean of academic affairs. If the above change is approved, the student will receive full credit (one unit) for the year-long course.

Grades for Citizenship Evaluation of student citizenship performance will be expressed by use of two symbols representing the following: S–Satisfactory N–Needs improvement A citizenship grade of “N” serves as a signal to students and parents that immediate attention needs to be drawn toward improving student citizenship. An “N” places students in Directed Study and prevents them from earning Headmaster’s List or Upper School Scholars status. The “N” also prevents seniors from enjoying senior privileges until mid-semester or the end of term, whichever occurs first. An “N” also may contribute to an overall unsatisfactory citizenship grade for a student, which could result in the loss of certain privileges. Teachers may not give an N in conduct for tardies or academic issues. The grade of N should be reserved for behavioral issues.

Before giving an N at the marking period, a teacher must communicate with the student, parent, advisor, and dean in order to give the student an opportunity to improve his or her behavior. When an N is given at the marking period, the grade must be accompanied by an explanatory comment.

MULTIPLE ASSESSMENTS When a student has more than two two long-range assignments, tests, or assessments lasting more than half the period, the student may request from teachers an extension of the deadlines so that no more than two occur on the same day. The advisor will assist in these requests that, made at least one day prior to the due dates, will be honored. The teacher who assigned the test or assessment last should grant the extension.

TESTING DEVICES l.

2.

Quiz: A quiz is a short announced or unannounced diagnostic tool.

Major Test: A major test covers from one to several units of work in greater depth.

Several major tests may be given in the course of a semester; they usually last an entire period.

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3.

4.

Exam: An exam is a cumulative test of performance and retention given at the end of a semester. Weighted more than any other single testing device, an examination may count up to 25 percent of a student’s semester average. Take-home exams are permitted only in rare situations and must be approved by department heads.

During the last two class periods before final exams, no major assessments (tests, papers, projects, etc.) are allowed. Fall semester Group 1 courses will end with a written, cumulative exam, as opposed to an alternative assessment. In very rare cases, the principal may approve a fall semester alternative assessment. In the spring, Group 1 courses may conclude with either an exam or an alternative assessment.

Alternative Assessment: An alternative to a traditional written test or exam, an alternative asseessment may be given during or at the end of a semester. Teachers may choose to assess a student’s knowledge and performance though presentations, debates, dramatic performances, or other creative activities. Often cumulative in nature, an alternative assessment may count up to 25 percent of a student’s grade.

Teachers giving alternative assessments in lieu of a final exam should coordinate with the Upper School vice principal for operations to have the alternative assessment due/presented during the exam period.

Outside extra credit projects are allowed only if all teachers of a course offer similar opportunities that are equally available to all students in the course.

Copies of course syllabi, tests, exams, and major handouts to students should be submitted to the department head as requested.

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Policies ATTENDANCE Lovett students are required to attend all classes unless excused by a dean of students, assistant principal, or the principal. The attendance administrator will verify any reported absences. The school maintains records of all absences and partial absences and has the right to make a note of this information on a student’s official transcript.

An absence is defined as missing more than two class periods a day. A partial absence is defined as missing two or less class periods a day. The school record will reflect all absences: excused, unexcused, partial, school-sponsored trips, and approved.

Students must be in school ALL DAY—8:00 am to 3:00 pm—on the days preceding and following an official school holiday. These dates are marked in the school calendar as unexcused; there will be disciplinary and academic consequences for leaving early, arriving late, or missing the day. Any exceptions are based on the procedure under “Request for Approved Absence.”

Ineligibility In order to be eligible for after-school activities, a student must be in school by 9:15 am and remain until 3:00 pm. The only way a student may be reinstated is with a note from a medical doctor, because of a funeral, or for an EXCEPTIONAL absence approved IN ADVANCE by the dean of students. Absences for drivers’ permits and licenses will not be seen as exceptions.

Illness 1.

2.

3.

The Attendance Office will begin following up on unreported absences after the first period of the day.

A student may not leave school for illness without first seeing the nurse. The nurse will contact a parent/guardian and send the student with a note to sign out from the Attendance Office.

Students must sign in or out at the Attendance Office when arriving late or departing early from school.

Except in the case of an emergency, a student must have permission from the teacher if leaving class to see the nurse, counselor, Upper School Office, etc. If a student is absent without permission, all missed work will receive a zero.

Late Arrival/Early Dismissal With late arrival, the student must first sign in at the Attendance Office. The student will be given a note to enter class.

1.

2.

3.

Arrival after 9:15 am means that the student is INELIGIBLE for all after-school activities. See section on Ineligibility for details.

Arrival before two periods have ended will be a partial absence.

Arrival after two periods have ended will be a full absence.

With early dismissal, the student must sign out at the Attendance Office before 10:00 am, regardless of planned departure time. The student will receive a note to be

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released from class. Leaving campus without first signing out in the Attendance Office will be seen as breaking bounds and the student will receive a disciplinary response.

1.

2.

3.

4.

Being away for less than two periods will be recorded as a partial absence.

Being away for two periods or more will be recorded as a full absence.

Leaving school at anytime after 9:15 am means that a student is INELIGIBLE for all after school activities. See section on Ineligibility for details.

A student must sign back in at the Attendance Office upon returning to campus.

Approved Absence Requests When a student will not be in school due to college visits or a family obligation, the following procedure must be followed to allow the absence to be approved.

1.

2.

3.

4.

The request must be made in writing to the dean of students at least five calendar days prior to the requested date of absence.

The student will receive a form to take to each teacher for signature and documentation about work completion. Teachers cannot give approval for missing class without this form.

The student returns the COMPLETED form to the Attendance Office prior to departure.

Failure to follow this procedure will cause the absence to be unapproved and the student will receive academic penalties in all courses. The student must still submit all work and make up any missed assessments, but all work will receive a grade 10 points below the lowest in the class (to a 60 percent), or the actual grade, whichever is the lowest. If the student does not follow the procedure, the student MAY NOT do the work ahead of time for credit.

Absence Due to Religious Observance The Lovett School is committed to creating and maintaining an environment that welcomes and applauds the diversity among its students. With this diversity comes the need to be aware and respectful of our students’ religious beliefs, traditions, and celebrations that may, upon occasion, interfere with school attendance and/or preparation for tests, assessments, homework, or other assignments.

When an Upper School student is absent due to religious observances, the approval for an excused absence is automatic. However, notification must be made in writing or in person to the appropriate dean of students at least five calendar days prior to the requested date of absence.

Similarly, if a student is in school but that student’s observance will interfere with preparation for tests, assessments, homework, or other assignments, the student must notify the dean at least five calendar days in advance. The student is guaranteed two days to make up work for every day affected by the religious observance.

Lovett will share with our faculty each semester a general list of major holidays and other key dates that have the potential to impact a number of our students. Lovett will endeavor not to schedule required events and activities on these dates.

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School Trips, Field Trips, or Team Trips 1.

2.

3.

Trips count as an absence on school records.

Sponsors/coaches will announce the trip at least five days in advance and post a roster.

Students must communicate with teachers prior to leaving or they are liable for academic consequences.

Excessive Absences 1.

2.

A student who is absent 15 percent or more of a semester will be liable to a notation on his official transcript and could place his position at Lovett at risk for the following semester. The 15 percent figure is a combination of full and partial absences: fall semester, eight days; spring semester, nine days (eight for seniors).

The grade level team will review the absences and determine whether a student will be eligible to return the following semester, or, in the case of spring semester senior, whether the student may participate in graduation.

Make Up Work Absence of One Day: 1. If the absence occurs on a day of a scheduled assessment or the due date of a written assignment, the student must complete the work on the day of return, whether or not the class meets on that day.

2. If the absence occurs during the last class before a test is taken or a written assignment is due, the student has one day to make up the work whether or not the class meets on that day.

Absence of Many Days: 1. The student should be in touch with teachers through e-mail and/or phone.

2. The student has a period of time equal to the number of days absent to make up work, regardless of whether the class meets on those days.

Tardiness To school: 1. For any arrival after 8:00 am, a student MUST sign in at the Attendance Office.

To class: 1. If held by another teacher or a school-related activity, students should come to the Attendance Office and sign in. The student will receive a note for entry into class.

2. If arriving to class after the bell, individual teachers will announce their consequences for class tardiness. Consequences may include an impact on an academic grade, a detention, or whatever response the teacher deems appropriate.

THE LOVETT HONOR CODE Consistent with Lovett’s goal of developing a culture of integrity, the community has established an Honor Code.

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The Honor Code: A Lovett student will not lie.

A Lovett student will not steal.

A Lovett student will not cheat.

A Lovett student will not plagiarize.

In General Maintenance of the Honor Code at Lovett involves active support from each faculty member throughout the year.

1.

2.

3.

4.

5.

Each classroom should have a copy of the Honor Code. Early in the academic year, make very clear to your students how the code applies to your classes. Clarify what student work is to be “pledged.” If homework may be done in consultation with others, tell the students so; if not, ask for the pledge and check for copying.

When the opportunity arises during the year, take class time to discuss matters of honor. Remember, however, that you are calling attention to the principles of honor, not to a specific case which might be current. You do not want simply to be feeding a “rumor mill” among students.

Do not assume that pre-college students are mature enough to operate without supervision, especially in an atmosphere where “good grades” are so important.

Take precautions to eliminate the temptation to cheat on all assessments. a. See that there is as much space as possible between desks during testing situations. b. Ask students to use a cover sheet when appropriate. c. Monitor the students carefully during the test. d. Ask the student to write out and sign the Honor Pledge on each assessment.

Help students to think ahead and anticipate what they will do when the temptation to break the Honor Code arises.

Science and math teachers should note the following policy regarding the use of calculators, which have memory, during tests and exams:

The graphing calculator and laptop computers are powerful tools that make it possible for students to analyze functions and sets of data, complete complex computations, and take notes. However, running programs and retrieving stored information when such actions contradict guidelines for assignments or assessments is a clear violation of the Honor Code. Any questions regarding appropriate use of a graphing calculator or a laptop computer should be directed to individual teachers.

An Infraction of the Honor Code If you as a faculty member witness an infraction of the Honor Code, or if an infraction is reported to you, the following guidelines apply. Remember that in dealing with students in honor cases, you are calling attention to their responsibilities under the code; you are educating, not accusing or prosecuting. Remember also that the case needs to be resolved as quickly as possible for the benefit of all concerned.

1.

2.

An offense that does not relate to your classroom or extracurricular activity may be reported directly to one of the deans.

An infraction that does relate to your classroom or extracurricular activity should be checked out by you to determine the nature and seriousness of the infraction.

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a.

3.

4.

5.

First get the facts straight with any witnesses, speaking in confidence and at a time that would not call attention to your conversation. If the conversations are complex and extended, take brief notes and date the notes. b. Impress upon each student with whom you speak the seriousness of your conversation and of the Code. At the conclusion of your conversation, caution each student against discussing the matter with other students. c. Then speak directly to the student involved. Again, try to find an occasion to speak privately with the student. Tell the student the seriousness of your question; then ask directly about the infraction: “Did you or did you not do it?”

• If the student admits to the offense, allow the student to explain extenuating circumstances, and ask if the student knew that the action constituted an Honor Code infraction.

• If the student disclaims the charge, ask the student to explain how the action might have been seen by others as an Honor Code infraction.

If, after your conversation, you determine that an infraction has not occurred, try to clear up any misunderstandings involved and let the matter end.

If you determine that there has been an infraction of the Code, or if you remain in a quandary about the student’s culpability, you should report the incident to one of the deans. Each incident involving an infraction must be reported because it may relate to other incidents in the student’s history. According to the seriousness of the case, one of the deans, in consultation with a faculty advisor to the Honor Council, will decide about the further disposition of the case.

When it is determined that an honor violation may have occurred, has occurred, or when there is need of advice from the Council regarding an infraction, the Council will be called to session as soon as possible. The student and parent(s) will be notified by a dean of the time and place of the meeting. A dean will also notify any additional parties who need to (or are requested to) be present.

Advisor’s Role in Honor Violations The student appearing before the Honor Council is strongly encouraged to bring his advisor or another faculty member with him to serve as an advocate. The adult’s role is to support the student in a very tense time and to help all parties to understand the proceedings and the issues.

1.

2.

3.

Before the meeting, the advisor/advocate should reinforce to the student the importance of truthfulness and completeness of testimony.

During the meeting, the advisor/advocate will have a chance to clarify questions or answers that may not seem clear.

At the end of the questioning, both the student and the advisor/advocate will have a chance to make a final comment. The advisor/advocate will then leave the meeting with the student. In each case that it hears, the Council makes a recommendation to the principal, who, in consultation with the headmaster, makes the final decision.

The student, parent(s), advisor/advocate, and any other teachers involved are then notified. To bring the process to conclusion, a written account of the school’s final decision is sent to the student and his/her parents, to the student’s advisor, the headmaster, the principal, one of the deans, the individual who reported the infraction, and the director of college counseling.

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INELIGIBILITY Grade Review and Ineligibility Process See the Parent/Student Handbook for specific ineligibility criteria. If a student is declared ineligible, he may not participate in extracurricular activities including athletics and artistic performances (unless such performances are an academic requirement). Faculty are responsible for making sure that ineligible students are not participating in events that they oversee. The process for determining and communicating ineligibility is as follows: 1.

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At the end of each mid-semester and semester grading period, each Upper School grade level coordinator (GLC) will receive an “F, N List.”

GLCs highlight the students who are ineligible in their grade according to the standards of the Parent/Student Handbook.

The Grade Level Teams (GLT) review the list and develop a response and/or strategy for each student on the list. They compile a brief summary of their responses and strategies. The principal and each GLC receive a copy of this summary.

If the student is ineligible, the GLC recommends to the principal whether or not an appeal of status should be granted.

If the GLT recommends meetings, it should specify who is responsible for calling and running each meeting, who should attend, and the goal of each meeting.

Whoever is responsible for the meeting should write a brief summary of key points and give copies of the summary to the GLC and others who need to be informed.

The GLT can recommend that grade level teachers’ meetings be held, if they believe it is necessary.

The principal’s administrative assistant communicates the ineligibility list to the entire Upper School faculty and to the athletics director, Upper School academic dean, and director of fine arts. This communication should reinforce what is in the Faculty Handbook about the consequences and meaning of ineligibility.

Advisors are responsible for informing advisees who are ineligible, and their parents, within two days after receiving the ineligibility list. Advisors inform GLCs when these communications have been completed.

The principal hears and acts on ineligibility appeals. He is responsible for communicating these decisions to faculty who need to know.

The registrar gives a copy of her grade list to the GLC, Academic Resource Center director, and others so they can verify the ineligibility list.

Advisors have an ongoing responsibility to monitor students on the list, make sure strategies are being implemented, and communicate with parents. Advisors should e-mail the appropriate GLCs and keep them informed about student progress.

Timetable Beginning of Fall Semester As mandated by the GHSA, students who did not pass five courses the previous spring semester will be ineligible to participate in extracurricular activities (including preseason practices) from the beginning of the school year through the end of the first semester.

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Faculty Handbook

Fall Mid-semester The Tuesday after mid-semester comments are due, the GLCs will compile the ineligibility list and transmit it to the appropriate parties previously noted. Advisors then inform students and parents. Students have until Friday of that week to file an appeal with the principal as noted in the Parent/Student Handbook. As of the following Monday, ineligibility goes into effect for students participating in sports, the arts, and all other extracurricular activities.

Beginning of Spring Semester Ineligibility will go into effect as soon as we are able to compile the ineligibility list.

Practically speaking, this may be a day or two after the semester begins.

Spring Mid-semester The Tuesday after mid-semester comments are due, the GLCs will compile the ineligibility list and transmit it to the appropriate parties previously noted. Advisors then inform students and parents. Students have until Friday of that week to file an appeal with the principal as noted in the Parent/Student Handbook. As of the following Monday, ineligibility goes into effect for students in sports, the arts, and all other extracurricular activities.

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