FINAL TEACHER HANDBOOK 07-08 for planner

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TABLE OF CONTENTS

TABLE OF CONTENTS .........................................................................................................................................................2

VISION AND MISSION STATEMENT.............................................................................................................................6

DAVINCI ACADEMY VISION STATEMENT: .................................................................................................................6 DAVINCI ACADEMY MISSION STATEMENT: ..............................................................................................................6 MOTTO:..................................................................................................................................................................................6 COLORS: ................................................................................................................................................................................6 MASCOT: ...............................................................................................................................................................................6

DESIRED RESULTS FOR STUDENT LEARNING (DRSL’S) ........................................................................................6

COLLABORATION: .............................................................................................................................................................6 COMMUNICATION: ...........................................................................................................................................................6 CITIZENSHIP: .......................................................................................................................................................................6 CONTEMPLATION:.............................................................................................................................................................6

ACTION PLAN GOALS.........................................................................................................................................................7

ADMINISTRATION AND ORGANIZATIONAL STRUCTURE................................................................................10

ORGANIZATION: ..............................................................................................................................................................10

IT AND TECHNOLOGY......................................................................................................................................................11

TECHNOLOGY:..................................................................................................................................................................11 DASA PORTAL SITE ..........................................................................................................................................................11 COMPUTER LAB USAGE:.................................................................................................................................................11 Your e‐mail address is ........................................................................................................................................................12

THE FACULTY AT DASA...................................................................................................................................................12

FACULTY TEAMS: .............................................................................................................................................................12 Departments‐......................................................................................................................................................................12 Curriculum Teams‐ ............................................................................................................................................................12 Faculty Caucus‐ .................................................................................................................................................................12

PROFESSIONAL DEVELOPMENT:.................................................................................................................................13 Description of Professional Development at DaVinci ........................................................................................................13 In‐Service Presentations‐ ...................................................................................................................................................13 Additional Opportunities‐..................................................................................................................................................13 Retreat‐ ...............................................................................................................................................................................13 New Teacher Orientation‐..................................................................................................................................................14

CODE OF PROFESSIONAL ETHICS:...............................................................................................................................14 COMMITMENT TO THE STUDENT: ..............................................................................................................................14 COMMITMENT TO THE COMMUNITY: .......................................................................................................................15

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COMMITMENT TO THE PROFESSION:.........................................................................................................................15

EXPECTATIONS FOR DAVINCI FACULTY AND STAFF..........................................................................................16

TEACHER’S CERTIFICATES AND QUALIFICATIONS:..............................................................................................16 BOARD POLICIES: .............................................................................................................................................................16 STAFF ACCESS TO NETWORKED INFORMATION RESOURCES: ..........................................................................16 WORK HOURS:...................................................................................................................................................................17 SICK DAYS:..........................................................................................................................................................................17 KEYS: ....................................................................................................................................................................................17 WEEKLY BULLETIN: .........................................................................................................................................................17 FACULTY MEETINGS: ......................................................................................................................................................17 BOARD COMMITTEES:.....................................................................................................................................................17 DRESS: ..................................................................................................................................................................................17 HEALTH AND CLEANLINESS:.......................................................................................................................................18 ASSEMBLIES: ......................................................................................................................................................................18 PREPARATION PERIODS:................................................................................................................................................18 DUTIES: ................................................................................................................................................................................18 CLUBS AND ORGANIZATIONS: ....................................................................................................................................18 SPECIAL ACTIVITIES: .......................................................................................................................................................18 PARENT/TEACHER CONFERENCES: ...........................................................................................................................19 QUALITY TEACHING DAYS: ..........................................................................................................................................19 EVALUATION PROCESS: .................................................................................................................................................19 FORMAL EVALUATIONS: ...............................................................................................................................................19 INFORMAL EVALUATIONS:...........................................................................................................................................19 SELF EVALUATIONS: .......................................................................................................................................................19 STUDENT EVALUATIONS:..............................................................................................................................................19 EMPLOYMENT AGREEMENTS: .....................................................................................................................................19 LESSON PLANS: .................................................................................................................................................................20 SUBSTITUTE/EMERGENCY LESSON PLANS:..............................................................................................................20 CURRICULUM MAPS AND SYLLABI: ...........................................................................................................................20 SCOPE AND SEQUENCE: .................................................................................................................................................21 RUBRICS: .............................................................................................................................................................................21 HOMEROOM/ADVISORY PERIOD: ...............................................................................................................................21 LUNCH:................................................................................................................................................................................21

PROJECT BASED LEARNING...........................................................................................................................................22

ADULT MENTORS:............................................................................................................................................................22 EXTENDED PBL OPPORTUNITIES:................................................................................................................................22 2007‐2008 EXTENDED PBL CALENDAR: .......................................................................................................................23 FIELD TRIPS: .......................................................................................................................................................................23 Type One‐ ...........................................................................................................................................................................23 Type Two‐...........................................................................................................................................................................23

RESPONSIBILITIES TO STUDENTS...............................................................................................................................23

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BEHAVIOR & ACADEMIC STANDARDS:.....................................................................................................................23 ERRANDS: ...........................................................................................................................................................................23 GRADE BOOKS/RECORD KEEPING/ELECTRONIC GRADING:..............................................................................24 TARDINESS: ........................................................................................................................................................................24 ATTENDANCE: ..................................................................................................................................................................24 ID BADGES: .........................................................................................................................................................................25 CHEATING:.........................................................................................................................................................................25 HALL PASSES: ....................................................................................................................................................................25 SUPERVISION:....................................................................................................................................................................25 DISCIPLINE: ........................................................................................................................................................................25 Corporal Punishment‐ ........................................................................................................................................................25 Contact With the Parents‐..................................................................................................................................................25 Teacher‐Parent Conference.................................................................................................................................................26 In School Suspension‐ ........................................................................................................................................................26 Saturday School‐ ................................................................................................................................................................26 Suspension‐ ........................................................................................................................................................................26 Expulsion‐ ..........................................................................................................................................................................26

REFERRAL FOR SERVICES PROCESSES .......................................................................................................................26

SPECIAL EDUCATION REFERRAL PROCESS:.............................................................................................................26 Pre‐Referral And Referral‐ .................................................................................................................................................26 Evaluation‐ .........................................................................................................................................................................27 Disability Determination‐ ..................................................................................................................................................27 Development of the Individualized Education Plan (IEP)‐ ................................................................................................27 Placement‐ ..........................................................................................................................................................................27 Re‐Evaluation and Exiting Special Education‐..................................................................................................................27 Special Education Summary‐ .............................................................................................................................................28

COUNSELING CENTER REFERRAL PROCESS: ...........................................................................................................28 HEALTH OFFICE REFERRALS: .......................................................................................................................................28 PROCEDURES WITH STATE AGENCIES: .....................................................................................................................28 REPORTING SUSPECTED CHILD ABUSE: ....................................................................................................................28

INFORMATION, POLICIES AND PROCEDURES .......................................................................................................29

TEACHER ABSENCE PROCEDURES:.............................................................................................................................29 TEACHER WEB PORTAL:.................................................................................................................................................29 COMMUNICATION POLICY:..........................................................................................................................................29 SAFETY POLICY: ................................................................................................................................................................29 EMERGENCY POLICY:......................................................................................................................................................29 Warning Method‐...............................................................................................................................................................30 General Emergency Instructions‐ ......................................................................................................................................30 Emergency Drills‐ ..............................................................................................................................................................30

AMERICAN DISABILITIES ACT:.....................................................................................................................................30 SEXUAL HARASSMENT:..................................................................................................................................................30

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DRUG‐FREE WORKPLACE: .............................................................................................................................................30 MULTIPURPOSE ROOM USAGE/COMPUTER ROOM USAGE:................................................................................30 AUDIOVISUAL/CLASSROOM EQUIPMENT PROCEDURES: ...................................................................................30 TEXTBOOKS: .......................................................................................................................................................................30 VISITORS:.............................................................................................................................................................................31 CONTROVERSIAL GUEST SPEAKER POLICY: ............................................................................................................31 MOVIES IN THE CLASSROOM:.......................................................................................................................................31 FUNDRAISING: ..................................................................................................................................................................32 RECEIVING FUNDS:..........................................................................................................................................................32 PURCHASES FROM SCHOOL FUNDS:..........................................................................................................................32 PURCHASE ORDER REQUESTS:.....................................................................................................................................32 TEACHER FACULTY ROOM: ..........................................................................................................................................32 TEACHER BOXES:..............................................................................................................................................................32 E‐MAIL: ................................................................................................................................................................................32 VOICE MAIL:.......................................................................................................................................................................33 ANNOUNCEMENTS: ........................................................................................................................................................33 WEBSITE: .............................................................................................................................................................................33 PAYROLL POLICIES: .........................................................................................................................................................33 LIABILITY INSURANCE ON BUILDING AND GROUNDS:.......................................................................................33 LIABILITY INSURANCE ON PERSONNEL: ..................................................................................................................33

ADDITIONS HONOR CODE......................................................................................................................................................................35

OPENING STATEMENT: ..................................................................................................................................................35 STUDENT RESPONSIBILITIES:........................................................................................................................................36 FACULTY RESPONSIBILITIES:........................................................................................................................................36 CONSEQUENCES OF CHEATING AND PLAGIARIZING: ........................................................................................36 First Offense‐......................................................................................................................................................................36 Second Offense‐ ..................................................................................................................................................................36 Third Offense‐ ....................................................................................................................................................................37

ACADEMIC SCHOOL YEAR CALENDAR.....................................................................................................................38

IMPORTANT DATES ..........................................................................................................................................................39

DASA BELL SCHEDULE .....................................................................................................................................................40

SCHOOL MAP.......................................................................................................................................................................41

CONFIDENTIALITY AGREEMENT.................................................................................................................................42

WAGE SCALE........................................................................................................................................................................43

COMMUNICATION POLICY............................................................................................................................................44

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VISION AND MISSION STATEMENT

DAVINCI ACADEMY VISION STATEMENT: Inspiring individual potential in a safe and supportive environment. DAVINCI ACADEMY MISSION STATEMENT: DaVinci Academy of Science and the Arts (DASA) will provide rigorous and diverse, project‐oriented curriculum that will result in students who have the critical thinking, self‐assurance and creative problem solving skills needed for the pursuit of higher education or career goals. DASA will provide a safe and supportive environment where diversity and individuality are welcome, and motivation to become high‐achieving, socially responsible citizens is encouraged through activities inside and outside the school.

Students, families and educators work together as a team, with support from the community, to prepare DaVinci students for success in today’s more global, complex society.

MOTTO: “To make known the World…” COLORS: Hunter Green, Ultramarine Blue, Gold

MASCOT: Dragons

DESIRED RESULTS FOR STUDENT LEARNING (DRSL’s)

COLLABORATION: A foundation of the school, as represented in the mission, is that learning is a social activity, involving students, families and educators working together as a team, with support from the community. Collaborative based learning will result in students who have skills to learn from others and work effectively with others for a common goal. Collaborating will help me develop the necessary skills to learn from others and work effectively with others for a common goal.

COMMUNICATION: Central to collaboration are skills for communication. DaVinci promotes open and multidirectional communicative processes in which all stake holders are respected and valued. An emphasis on communication will result in students who have skills to effectively work in groups by articulating their own and appreciating others’ ideas. Communicating effectively will teach me to articulate my ideas and appreciate the ideas of others.

CITIZENSHIP: The DaVinci mission is to create a supportive environment where diversity and individuality are welcome. Citizenship plays into this by expecting and promoting civic responsibility inside and outside the school. Promoting citizenship will result in students who act in ethical, responsible, and civically minded ways. Contributing to my community and acting in an ethical and responsible way will help me become a good citizen.

CONTEMPLATION: DaVinci’s mission is to promote critical thinking and problem solving skills in students. Encouraging contemplation will result in students’ use of these skills to reflect on, analyze, and evaluate their own processes of thinking. Contemplating my own ideas and processes of thinking will allow me to form opinions based on and supported by my own analyses, evaluations, and reflections.

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ACTION PLAN GOALS

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ADMINISTRATION AND ORGANIZATIONAL STRUCTURE

ORGANIZATION: To its advantage, DaVinci is led by both a supportive administration and a hands‐on board. Having both allows a closely directed and focused approach from individuals with a vested interest in DaVinci’s success. The board directly oversees the school administration and represents members of our school community including parents and community members from both the business sector and the education sector of Ogden. As a small school, it is necessary for faculty members to wear many hats. District positions are filled by teacher specialists. DaVinci participates in state meetings, trainings, and in fulfilling roles that are typically filled at a district level.

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IT AND TECHNOLOGY

TECHNOLOGY: The mission of the DaVinci Academy Technology Department is to establish an appropriate level of technology in the school system to be used as a primary resource by all staff, administration and students. The DaVinci Academy Technology Committee believes that the successful integration of technology to assist and facilitate research, instruction and administrative use is of such importance that the failure to accomplish this mission will lead to a serious deficiency in student learning and in the management of the public schools. In an effort to provide the best possible educational experience and to minimize negative economic impact, a strong commitment by all staff to the use of technology is critical. At DaVinci Academy, the learning community will be technologically literate life‐long learners. Learners will be able to interact successfully in a technological environment to achieve their personal, education, and career goals. They will skillfully use technology to access, retrieve, and use information school‐wide, community‐wide, nationally, and internationally. The primary purpose of the integration of technology is to improve student learning.

DASA PORTAL SITE: The “DASA Portal Site” is a cross platform, cross collaboration site that is for the Administration Staff and Faculty. It can be found at http://dasaportal.davinciacademy.org. The site requires secure authentication via user name and password. The DASA Portal site functions as the main on‐line repository for information such as policies, best practices, teaching tips and tutorials. It also functions as a repository for contact information and calendar items that span the entire school year, and as a multi‐team on‐line, forums / blogs collaboration portal for all faculty departments, faculty teams and administration items. The portal site also functions as an on‐line forms repository for most of the schools needs such as forms for requesting time off, filling out and processing department, faculty and administration material needs (i.e. wish lists) and many other on‐line form items. Employees are set up to publish content to the portal or to be a basic user.

COMPUTER LAB USAGE: Priority use of lab computer equipment is for academic rather than recreational purposes. If a student is asked to relinquish recreational use for academic, the student’s compliance is expected and appreciated.

Computing at DASA is a community enterprise serving academic, administrative and research needs. Please conserve resources by carefully managing your e‐mail, data, web files, and printing.

Users will respect copyright, privacy and integrity, anti‐discrimination and other appropriate laws as well as the security and proper functioning of the campus network. Users will not use computing resources to slander or libel, harass or assault.

All students that use the computer labs need to have a waiver signed by their guardians and brought back to the school. Students will not be allowed to use the computers under any circumstances if this waiver is not signed and returned.

Teachers or staff are not allowed to send students to the labs unless the teachers or staff accompanies the student(s) and supervise the student(s) while they are in the labs. There is no exception to this rule.

Do not send students to the labs unless prior arrangements have been made. Teachers are responsible to schedule the labs for a period that is not in session or come in early in the morning or in the evening after classes are taught.

Please make yourselves aware and read our school’s policies concerning our computers, data, voice and internet services, digital equipment, personal digital equipment, the faculty network and the student network, software and hardware.

If you have a class that uses the computer labs for internet research please look ahead on the student network to check if any of the websites will be blocked. Then please let the DASA IT manager know of it so he/she can unblock those sites in advanced and not the day of your lessons.

All students need logins or passwords to access the computers. Teachers are responsible for making sure all students in their classes have access to the computers prior to scheduling the lab.

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Please take care of the Computer Labs as if they were your own rooms. Please no food, snacks or drinks of any kind are permitted.

Please do not attempt to fix any of the computer equipment that gets temporarily broken because of accidents or mishandles. Please do not under any circumstances let the students try to fix, open up the computer cases or fidget with the internet and its switches in any way. Please notify the DASA IT Manager of any breakage or problems with a computer.

UNDER NO CIRCUMSTANCES should a student be on a faculty or staff computer at any time!

Failure to observe lab policies and directions from staff regarding proper lab use may result in restriction or revocation of computer access, or in termination, academic probation, or prosecution under federal or state law.

Remember, YOU ARE RESPONSIBLE FOR EVERYTHING THAT IS ON YOUR COMPUTER, please be responsible!

Your e‐mail address is ________________________________________________________________________________________. The DASA IT Manager will supply you with a password to access the e‐mail system via the internet. You can access your email from outside the school through http://mail.davinciacademy.org. When sending mail to other faculty and staff, attachments must be sent in .rtf or .pdf format or in the body of the email itself. This can be accomplished under the “Save As” command in your word processing program.

THE FACULTY AT DASA

FACULTY TEAMS: As a teacher at DaVinci, we strive to collaborate effectively with all stake holders. Teachers are expected to assist with this collaboration in their respective committees including Grade Level Teams, Departments (Math & Science or Humanities), Focus Group/Accreditation, Board Committee, and Student Activity/Recruitment.

Departments‐ DaVinci currently has two departments: the Math, Science & Technology Department and the Humanities Department.

Curriculum Teams‐ There are four curriculum teams grouped by grade level. Although some teachers may teach several grade levels, each teacher is assigned to only one group. Each team is responsible for meeting together to discuss cross‐curricular alignment, PBL possibilities, and any concerns, issues, or resource needs. Additionally, these groups may be tasked with projects or discussions that may be difficult to accomplish in larger groups. Meeting minutes are recorded. Team Leaders are elected by the team. Team leaders make up the Faculty Caucus and after seeking advisement from the Administration, any Team Leader may call a caucus meeting to discuss the best form of redress for professional issues proving difficult to resolve through regular channels.

Faculty Caucus‐ This group is made up of the cross‐curricular team leaders and one appointed speaker from the faculty. The group meets as needed to discuss the direction of issues, concerns, or needs of the faculty as they arise. The group must ensure that faculty related issues are kept confidential (i.e. no student or parent involvement is necessary) and that issues are presented professionally through the proper channels of communication with sufficient documentation as to the progress of resolution. If all appropriate avenues have been exhausted and parties agree to disagree, with sufficient documentation in place, a representative of the Faculty Caucus may approach the Board Secretary to request audience at a board meeting.

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PROFESSIONAL DEVELOPMENT: Instructors at the DaVinci Academy are held to high standards in their instructional practices. As our mission statement stresses our commitment to project based instruction, rigorous curriculum, critical thinking, and creative problem solving, as well as our interest in helping all students achieve these goals, successful instructors at our institution must be dedicated to their own professional development.

The Professional Development Committee along with the help of Administration will finalize a professional development plan that suits the specific needs of our faculty and our collective instructional focuses each spring for the following school year. Information to assist with the development of this plan will be collected through surveys, open discussions, and an administrative assessment of teacher evaluations.

We are committed to helping teachers succeed in our environment.

• Professional In‐service will be held monthly during regular contract hours. Attendance is mandatory. • Professional development opportunities will be offered to all teachers free of cost as topics arise. Attendance is

generally optional, but is in the best interest of the teacher, the students and the school. • Teachers will have the opportunity to attend off campus conferences and trainings within a departmental budget,

which will be set no later than July for the forthcoming year. Attendance at off‐campus trainings must be approved by the appropriate department head and signed off by administration. A substitute must be arranged through the office.

• The annual budget makes available tuition reimbursement for teacher training or certification deemed beneficial to the institution by administration. Additionally, it also sets aside funds to purchase materials for the Professional Development Library. Suggestions are welcome in the suggestion box.

Description of Professional Development at DaVinci‐ Professional Development Library—DaVinci Academy will develop a professional development reference library which will feature a selection of pedagogical books, professional journals, and bi‐weekly article features as well as visual displays of professional development opportunities (including conferences, workshops and calls for papers) and monthly topics of interest. Materials from displays and past featured articles will be backlogged in a “special topics and shared materials” binder along with any lesson plans teachers want to contribute. This “library” is located in the faculty room. This library will be updated regularly and materials will be chosen based on faculty suggestions and professional development topics as directed by administration and the professional development committee. Teachers are encouraged to outline the resources for continued development of excellent teaching at DASA.

In‐Service Presentations‐ Once a month, the faculty at DaVinci will be required to attend an hour long in‐service. These trainings will feature guest speakers as well as teachers teaching teachers. A list of planned topics will be given to each teacher at the beginning of each school year.

Additional Opportunities‐ New teacher and additional training opportunities will be offered over the summer and/or in the evenings during the school year as necessary. These trainings will cover topics that may not apply to all teachers, such as SIS training and classroom management. They may be topics which require more than one hour of instruction.

Retreat‐ This event is provided to teachers as a welcome back each school year. It involves a series of trainings and a review of policies. The main purpose of this retreat is to set the tone of team building for the year to come and to welcome new faculty members. This retreat is to take place off‐campus (in a professional setting) and guest speakers may be invited as funding allows. Team building activities (like bowling, or hiking, or other games) are included as are lunches and snacks. Attendance of all faculty is mandatory as part of the year’s teaching expectations.

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New Teacher Orientation‐ This orientation is offered prior to the Retreat and is focused on bringing new members of our instructional community up to speed on issues which existing teachers may not need an extended review of. It will cover benefits, policies, and the basic structure of the school day as well as the instructional philosophies of the DaVinci Academy. Teachers will also be instructed on proper usage of the copy center, assigned their committee duties, and issued keys and parking permits as necessary. Attendance is mandatory as part of new teacher expectations.

Teachers are responsible for ensuring their training points are recorded in CACTUS accurately and in a timely manner. The professional development committee will keep an attendance record on file in the “special topics and shared materials” binder in the professional development library.

CODE OF PROFESSIONAL ETHICS: We teach more by what we do and how we do it than by what we say. We are role models wherever and whenever we interact with students. We should not ask students to do what we ourselves are unwilling to do. If we expect students to be punctual to class, to dress properly to submit assignments on time, to attend assemblies and to care about the physical appearances of the building and grounds, then we must set the same standard for ourselves.

Mutual support and loyalty are fundamental to a good faculty. While we have a formal discipline structure, the initial responsibility for support and enforcement of the school’s standards and procedures rests with each member of the faculty.

We, as educators, are in the public eye more than ever and must continually strive to live up to high professional standards. The very important job of public relations belongs to every staff member. People’s opinions of school are often based on experiences with staff members – either positive or negative. Our relationships with students, other members of the school community, and the community at large are vital factors upon which people’s opinions are based.

If the job we do reflects sincere convictions that our mission is vital, and if we are unfailingly courteous to others, we will help foster respect for our school. Experience has shown that excellent instruction, a positive learning environment, frequent communication with parents, and community awareness go a long way toward the establishment of positive home and school relations.

COMMITMENT TO THE STUDENT: The educator strives to help each student realize his or her potential as a worthy and effective member of society. The educator therefore works to stimulate the spirit of inquiry, the acquisition of knowledge and understanding, and the thoughtful formulation of worthy goals.

In fulfilling our obligations to the student, we:

• Deal justly and considerately with each student. • Encourage the student to study carrying points of view and respect his right to form his own judgment. • Withhold confidential information about a student or his home unless we deem that its release serves professional

purposes, benefits the student, or is required by law. • Make discreet use of available information about the student. • Conduct conferences with or concerning students in an appropriate place and manner. • Refrain from commenting unprofessionally about a student or his home. • Avoid exploiting our professional relationship with any student. • Tutor only in accordance with officially approved policies. • Inform appropriate individuals and agencies of the student’s educational needs and assist in providing an

understanding of his educational experiences. • Seek constantly to improve facilities and opportunities. • Shall make reasonable effort to protect the student from conditions harmful to learning or to health and safely.

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• Shall not intentionally expose the student to embarrassment or disparagement. • Shall not discriminate any student on the basis of race, color, creed, sex, national origin, marital status, political or

religious beliefs, family, social or cultural background, or sexual orientation.

COMMITMENT TO THE COMMUNITY: We believe that patriotism in its highest form requires dedication to the principles of our democratic heritage. We share with all other citizens the responsibility for the development of sound public policy. As educators, we are particularly accountable for participating in the development of educational programs and policies and for interpreting them to the public.

In fulfilling our obligations to the community we:

• Share the responsibility for improving the educational opportunities for all. • Recognize that each educational institution may have a person authorized to interpret its official policies. • Acknowledge the right and responsibility of the public to participate in the formulation of educational policy. • Evaluate through appropriate professional procedures conditions within a district of institution of learning, make

known serious deficiencies, and take any action deemed necessary and proper. • Use educational facilities for intended purposes consistent with applicable policy, law, and regulation. • Assume full political and citizenship responsibilities, but refrain from exploiting the institutional privileges of our

professional positions to promote political candidates or partisan activities. • Protect the educational program against undesirable infringement.

COMMITMENT TO THE PROFESSION: The education profession is vested by the public with a trust and responsibility requiring the highest ideals of professional service. In the belief that the quality of the services of the education profession directly influences the nation and its citizens, the educator shall exert every effort to raise professional judgment, to achieve conditions that attract persons worthy of the trust to careers in education, and to assist in preventing the practice of the profession by unqualified persons.

In fulfilling our obligations to the profession, we:

• Shall not in an application for a professional position deliberately make a false statement or fail to disclose a material fact related to competency and qualifications.

• Shall not misrepresent her/his professional qualifications. • Shall not assist any entry into the profession of a person known to be unqualified in respect to character, education,

or other relevant attributes. • Shall not knowingly make a false statement concerning the qualifications of a candidate for a professional position. • Shall not assist a non‐educator in the unauthorized practice of teaching. • Shall not disclose information about colleagues obtained in the course of professional service unless disclosure serves

a compelling professional purpose or is required by law. • Shall not knowingly make false of malicious statements about a colleague. • Shall not accept any gratuity, gift or favor that might impair or appear to influence professional decisions or action. • Shall keep the trust under which confidential information is exchanged. • Make appropriate use of time granted for professional purposes. • Abide by all state policies. • Adhere to the conditions of a contract or to the terms of an appointment until either has been terminated legally or by

mutual consent. • Give prompt notice of any change in availability of service, in status of applications, or in change of position. • Engage in no outside employment that will impair the effectiveness of our professional service. • Keep confidential all employment agreements and compensation packages.

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• Shall not condemn, vilify, denounce or defame the school or anyone employed by the school.

Differences will arise among staff members. When they do, they need to be handled with good will and forthrightness. Please remember not to be critical of another staff member in the presence of students, parents, or members of the community, and to discuss any differences in private. With regard to students, it is inappropriate to criticize one in front of others or to make comparisons between classes. Additionally, promoting a culture of citizenship as professionals and as a faculty team, we cannot and should not speak negatively or subversively about any member of that team. This would not only be detrimental to our institution and the professional environment our school needs to uphold, but it would not be a good example for our students.

EXPECTATIONS FOR DAVINCI FACULTY AND STAFF

TEACHER’S CERTIFICATES AND QUALIFICATIONS: Each teacher must file with the Financial and Operations Manager a valid Utah State Teaching License before receiving any salary or an ARL Individual Development Plan as approved by the principal.

BOARD POLICIES: Teachers should become familiar with the general charter and board policies of DaVinci Academy. A copy of the original is available for teachers to review.

STAFF ACCESS TO NETWORKED INFORMATION RESOURCES: School computers, networks, and internet access are provided to support the educational mission of the school. They are to be used primarily for school‐related purposes. Incidental personal use of school computers must not interfere with the employee’s job performance, must not violate any of the rules contained in this policy or the Student Acceptable Use Policy and must not damage the school’s hardware, software or computer communications systems. You are responsible for anything that is on your computer. Network Administrators can and will review files and communications to maintain system integrity and to ensure that staff members are using the system responsibly. Employees should not expect a right to privacy with regard to data stored on district servers. The following behaviors are not permitted on district networks:

• Sharing confidential information on students or others. • Harassing, insulting or attacking others, sending or displaying offensive messages or pictures and using obscene

language. • Assisting a campaign for election of any person to any office or for the promotion of, or opposition to, any ballot

proposition. • Engaging in practices that threaten the network (e.g.; loading files that may introduce a virus, loading non‐district

approved software; failure to safeguard your password, and leaving a logged on computer unattended). • Violating copyright laws. • Using others’ passwords when not authorized to do so. • Trespassing in others’ folders, documents, or files. • Intentionally wasting limited resources (e.g. district storage space, employee time, etc.) • Using school computers for advertising or solicitation purposes. • Employing the network for personal gain. • Representing personal views as those of the school district. Employees are reminded that any e‐mail sent from a

school computer contains the address identification of the school district. This is analogous to an employee using school letterhead.

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The Network Supervisor will report inappropriate behaviors to the employee’s supervisor who will take appropriate disciplinary action. Any other reports of inappropriate behavior, violations, or complaints will be routed to the employee’s supervisor for appropriate action. Violations may result in disciplinary action or possible recommendation for termination. When applicable, law enforcement agencies may be involved.

WORK HOURS: Work hours for staff are from 7:30 AM to 3:30 PM on Monday for department meetings, and 7:50 to 3:30 Tuesday through Fridays. Teachers are expected to be in the school and available during work hours. Everyone is expected to be on time to school and remain until the end of the workday. No employee is authorized to leave campus during the work hours without the prior approval from the Administration. Simple notification by a note placed in the box of the administration is not sufficient notification. Effort should be made to conduct business and schedule medical appointments after work hours.

SICK DAYS: Teachers are given 5 days of sick leave and 3 days of personal leave per year. In addition, the school will set aside 20 days in a DASA Community Emergency Leave Bank to be used when staff and faculty unanticipated emergencies come up during the year. Teachers can also opt to donate any of their unused sick leave days to that Emergency Leave Bank during the year or at the end of the year. These Community Emergency Leave days will be dispersed on a case‐by‐case and need basis. This allows you to help out your fellow teachers in anticipation that they will want to help you out if you are ever in the situation that you need additional sick days.

KEYS: Every teacher will be issued two keys at the beginning of the school year, one to the front door and one to their classroom. You are responsible for your school keys. Do not leave them on a desk or shelf. They should be kept with you at all times. At no time are keys to be given to students or personnel who have not been pre‐authorized. If a key is lost or stolen it needs to be immediately reported to the Director. Any charges that occur from lost or stolen keys will be the responsibility of the faculty member.

WEEKLY BULLETIN: It is the intention of the DASA Administration to post a weekly bulletin. Every attempt will be made to post the weekly bulletin on Friday of the preceding week. All student activities, faculty meetings, field trips, lunch menu, project based learning calendar events, birth days, dates of teacher absences, dates of the students who have In‐Lunch Detention, any school club meetings and other important events will be listed in the bulletin. Any information to be listed on the bulletin needs to be turned in by 10:00 AM on Thursday of the preceding week.

FACULTY MEETINGS: The purpose of the staff meeting is to inform the faculty and staff of important developments in the school program and to permit large group discussion of important issues. Personal appointments must be avoided on all staff meeting days. The faculty and staff meeting schedule is as follows:

1st Tuesday Minimum Day from 1:30 to 3:30 for Accreditation/Strategic Planning Full Faculty Meeting

Even Date Mondays from 7:30 to 8:20 for Team Meetings

Odd Date Mondays from 7:30 to 8:20 for Department Meetings

BOARD COMMITTEES: The Board of Directors has established the following committees: Strategic Planning; Facilities, Finance & Operations; Public Relations & Marketing; Curriculum & Instruction; Personnel & Policy; and Partnerships & Mentoring. Teachers are encouraged to join and attend committee meetings.

DRESS: The Board of Directors believes that teachers are role models for the students with whom they come in contact with during and after school hours. Instructional personnel are encouraged to present a professional impression in their dress and appearance and to project an acceptable role‐model image for their students. This policy is not intended to usurp any

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individual’s rights to dress as he or she pleases. However, in light of the nature of dealing with young formative persons in the school setting, discretion and common sense call for an avoidance of any extreme that would interfere with the normal educational process. It is often advisable to maintain some degree of difference between the clothing of teachers and that of students.

HEALTH AND CLEANLINESS: Pride in our surroundings is a vital component of good citizenship. Students and staff, not just custodians and administration, should make every effort to keep DaVinci clean and beautiful. Paper, gum, candy and other litter should be picked up and deposited in the nearest trash container. Students who make an extra effort to assist in keeping our school clean should be rewarded, verbally, or with other special recognition for their efforts. Staff is requested to make an active effort to encourage students to “pick up litter” and assist in keeping our school clean. Faculty members are responsible for their assigned room(s). The room should be supervised at all times to assure that it is well taken care of. In case of damage to room or furnishings, this should be reported immediately to the building custodian.

ASSEMBLIES: Assembly programs are an important part of the overall school program. In order to facilitate the scheduling of assembly programs, sponsor teachers should submit a request, in writing, to the director at least two weeks in advance of the proposed program. Included in the request should be the following: Date and time of the program; description of the program; and the suggested audience. Periodically, assemblies will be held for specified groups of students. Teachers are expected to attend when their students are assigned to the assembly. Teachers will accompany their students to the assembly area, assist in seating, then remain in the area where your presence will be most effective. This is a privilege extended to the students, which may be revoked because of poor behavior.

PREPARATION PERIODS: The preparation period(s) should be used as a work period, for collaborative work with other teachers, for getting the room in order, filing and checking materials, guidance activities, group meetings, and various other details necessary to good teaching. This is an excellent time during which grades in the SIS system should be up‐dated. It is not to be considered a “free” time period. At times throughout the year, teachers may be asked to cover another teacher’s classes. By being asked to do this, remember that you may need this some time throughout the year as well.

DUTIES: All faculty members assume some non‐academic duties and responsibilities. The school views these responsibilities as essential to its mission. Through these duties we get to know students in a different light and on different turf. We also become acquainted with students who are not in our classes. Often, the relationships established while working in nonacademic areas are deep and long lasting and certainly important in the student’s development. As some duties are the expectation of the DASA teacher, others requiring additional time may be given stipends based on funding and administrative approval.

CLUBS AND ORGANIZATIONS: Clubs and organizations are vital to a school. All faculty are expected to maintain at least one club or organization to promote student support. All professional staff is asked to cooperate and support other club advisors and student representatives, especially with the request for chaperoning events. The club approval process should be followed. (See Faculty Portal)

SPECIAL ACTIVITIES: As a member of the faculty, you are expected to sponsor co‐curricular activities, chaperone school events, and help maintain a good school environment. Traffic control and proper school conduct is as much your responsibility as that of the administration. Staff wishing to schedule activities should submit them to administration at least three weeks prior to the suggested date. Events requiring chaperoning assignments should be scheduled six weeks prior. All after school and evening activities must have specific permission to use the building. If any money is to be collected the advisor will be responsible for giving individual receipts and for all money brought in. All money and receipts will be secured and turned into the Financial and Operations Manager the next school day.

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PARENT/TEACHER CONFERENCES: Parent‐Teacher communication is essential to a student’s educational development and performance. Teachers should have face‐to‐face contact with each parent at least three times a year! To assist teachers with this essential expectation, three‐times a year school‐wide Parent Teacher conferences (see calendar for dates) will be held. Conferences are important to public relations and all teachers are expected to be professional and courteous to parents and students. Teachers are expected to be present for these conferences from 1:00 PM to 7:00 PM.

QUALITY TEACHING DAYS: Quality Teaching days are regular work days for Teachers. These days will be used for activities that support the school, department/grade level and individual professional development activities as outlined by DaVinci’s School Improvement Plan. Activities scheduled for Quality Teaching days shall focus on improving classroom instruction and student learning, and may include: grading and collaboration, data gathering, data organization, data analysis, accreditation activities, and other research based activities which support student achievement and the School Improvement Plan.

EVALUATION PROCESS: DaVinci Academy strives to maintain a faculty composed of the highest quality professional educators because we believe that “the whole is only as strong as its parts”. With this in mind, it is our goal to use the evaluation process to identify strengths and weaknesses and to design areas for growth from which we can create professional development opportunities that will benefit individual teachers and through them, the institution.

FORMAL EVALUATIONS: Each teacher will receive a minimum of 2 formal evaluations by a member of Administration. These may last anywhere from 30‐50 minutes and will be scheduled in advance. Fall evaluations will be scheduled at the Faculty Retreat in August and spring evaluations will be scheduled by March. Formal Evaluation Rubrics are available via the Faculty Portal and should be reviewed prior to any scheduled evaluation. One weeks’ formal lesson plans and up‐to‐date years curriculum map (templates for both available via the Faculty Portal) are to be made available to the Administration on the day of evaluation.

INFORMAL EVALUATIONS: Several times each trimester teachers will be evaluated informally by administration or other faculty members. This is not intended to be intimidating, but to help us build a community environment in which everyone is respected for their strengths and students see academic interaction between professionals. In this collaborative spirit, teachers are encouraged to invite others to join their class for a particular lesson or to “pop‐in” on another class to visit. Informal evaluations may not be scheduled in advance. Likewise teachers are encouraged to learn from each other by making frequent classroom visits throughout the school year but in a non‐disruptive manner.

SELF EVALUATIONS: At the end of Fall‐IN, Winterim, and Spring‐OUT, each instructor is required to submit a Self‐Evaluation form (available via the Faculty Portal) to his/her Team Leader to be filed in the office. This gives each teacher an opportunity to comment on their own perceived strengths and weakness in writing and to evaluate the overall success of these days.

STUDENT EVALUATIONS: At the end of Fall‐IN, Winterim, and Spring‐OUT, each instructor is required to submit a packet of Student Evaluations (available via the Faculty Portal) to his/her team leader. This information will be recorded in spread sheet form. The spread sheet will be kept on file and the original forms returned to the teacher to help facilitate future lesson planning.

EMPLOYMENT AGREEMENTS: DaVinci renews Employment Agreements annually to ensure that our staff is constantly meeting or exceeding DaVinci’s already high standards. DaVinci’s Board of Directors maintains a Personnel sub‐committee comprised of board members and administration for the purpose of reviewing teacher evaluation materials, preparing Employment Agreements, and extending those agreements for the forthcoming school year each spring.

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In preparation for employment renewal, teachers at DaVinci should expect several formal and informal evaluations each trimester, compile curriculum maps and course syllabi, complete self‐evaluations, provide PBL planning forms and student evaluations from all extended PBL opportunities, and keep lesson plans on file.

LESSON PLANS: DaVinci Academy prefers teachers use our quick lesson planning template to help us maintain a consistent means of recording daily progress and to provide an easy means of assistance for substitutes and visitors. This form is available via the Faculty Portal in a general form, but as each course has different USOE standards and objectives, teachers must add the appropriate check list. The quality of subject offerings and of teaching skills is influenced by day‐to‐day classroom instruction. Effective lessons are conducted as the result of purposeful, collaborative planning directed toward reaching identified objectives/standards (DRSL’s). The means of achieving the desired outcome is the lesson. The plan describes how the instruction is to be carried out. Lessons should be linked clearly to the school wide DRSL’s, state core standards and objectives, and the teacher’s own enduring understandings. These components are mandated:

• Objective/standard of the lesson stating what the learner is expected to know or understand (State standards for the lesson must be written out completely).

• Specific equipment/materials needed for the lesson. • Description of content, procedures, activities, and assessment. • Relationship to the school DRSL’s and Enduring Understandings. • Prepare daily lesson plans. Place these on your desk. Visitors may look for these when visiting/observing your room.

SUBSTITUTE/EMERGENCY LESSON PLANS: Each faculty member will be expected to provide and update a substitute folder. This folder should be completed with information provided by the office at the beginning of each year. Materials placed in the folder should enable an individual to come into the classroom and function efficiently. This folder should be updated after each use or when changes in schedules necessitate updating. The folder should contain the following:

• Emergency phone number to contact you during absence. • Class rosters. • Blank attendance sheet available from SIS for each class period. The substitute should then turn in this sheet to the

office. • Seating charts to enable the substitute to know the students. • List of duties and expectations, their location, and the time involved. • Daily class schedule to include: department chair, courses taught, times and rooms used. • 5 emergency lesson plans – ones that are not dated by course content, but could be used if teacher is unable to

prepare a lesson plan. • Fire drill instructions. • ISS Referral forms. • Information concerning the location of the Emergency Procedures pamphlet. • The name of at least one VERY reliable student from each class to assist the substitute if necessary. • A copy of your classroom rules and regulations. • A list of students with Health problems/concerns and students who are receiving resource or tutoring. • A list of “helpers” for teacher and students!

CURRICULUM MAPS AND SYLLABI: All teachers are expected and required to present an up‐to‐date curriculum map and Syllabus (examples available via Faculty Portal) for each course they teach to their Department Head prior to the first day of school in August. It is expected that these maps have been finalized at the end of the previous school year by all members of the department. Updates to these documents will be requested at the beginning of subsequent trimesters. These new maps should be available for all members of the departments and the Administration before the beginning of the next

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school year. Any deviation from these maps during the school year must be OK’d by the Dept. Chairperson and all course teachers following the map for that course. The Administration should be notified of these changes.

SCOPE AND SEQUENCE: All teachers are expected to have a scope and sequence for every course being taught. As the year progresses, any changes to these Scope and Sequences should be noted and eventually given to the Dean of Students to be changed in the computer. All updates should be completed every year in June. Teachers who are designing new courses may take that semester or year to write the formal Scope and Sequence as they go. A preliminary outline of the Scope and Sequence and map should be presented at the beginning of the course to the Dept. Chairperson and Administration.

RUBRICS: Rubrics provide students with expectations about what will be assessed as well as standards that need to be met. They help develop consistency in grading across departments, courses, and instructors. They are a valuable tool to help show parents what is and is not being accomplished by their child. All teachers are expected to use a Rubric for all projects, papers and labs. Rubrics for other activities (ie: class participation, notebooks, homework assignments, etc.) are highly encouraged by the Administration. Sample Rubrics are available in the faculty room. Teachers are encouraged to contribute to these samples as they write them and use them.

HOMEROOM/ADVISORY PERIOD: Teachers at DaVinci will fill several equally important roles. Most will be advisors to about 25 students. Advisory teachers possess positive self‐concepts: are flexible and open; respect the dignity and worth of the individual; are able to communicate with students; and they interact constructively with students, teachers, parents and administrators. All students assigned in the teacher’s first period class will be their advisory students. The first ten minutes of first period should be dedicated to the several duties that are required from advisory students. These duties include but are not limited to:

• Advisory teachers should carefully track student attendance and comply with the attendance policy. • Advisory teachers should enforce student dress code and the school policies. Teachers will review/discuss with

students the issues as directed by the administration. • Advisory teachers should have records of the student’s educational plan, graduation plan and actively work with

students to accomplish goals, including the 15 hour community service plans of each student.

CHAPERONES: All school‐sponsored evening activities should be chaperoned by faculty/staff members and parents.

Faculty and staff are expected to chaperone events. The director will coordinate chaperone assignments. Teachers will be assigned their evening duties and are responsible for arranging a substitute in case they are unable to attend due to emergencies. In the event of a substitution the teacher is responsible to inform the director of who the substitute will be.

LUNCH: Lunch is available to all faculty and staff for purchase through the school’s lunch service. Check with the Food Services Coordinator for ordering in advance and faculty costs.

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PROJECT BASED LEARNING

As a small school DaVinci has a unique ability to facilitate Project Based Learning (PBL). Teachers are expected to incorporate PBL in their classrooms frequently, at both independent and collaborative levels. Lessons should show a solid understanding of theory and practice as well as DaVinci’s particular expectations for PBL (which can be accessed via the faculty portal in PowerPoint form). Teachers may access standardized planning forms via the faculty portal as well, and must submit these planning forms at least three times a year, for Fall IN, Winterim, and Spring OUT plans (see below for schedule). Because of the complex nature of PBL lesson planning activities and projects are often confused. “Hands‐on” does not always imply a project. For example, students may be creating a diagram in 3‐D form, but if sculpture is not central to the curriculum at hand, even though it is a great learning experience, it is an activity not a project. As part of DaVinci’s definition of PBL, this distinction is made clear by using the following evaluation criteria:

• Learning objectives must be explicit for students • Objectives must be central to curriculum • Project activities must utilize new skills • Learning context must be similar to real‐world application context • Project must be focused on well‐developed “Driving Questions” • Instruction must provide multiple points of assessment • Instruction must be flexible to allow students to explore various paths to the objective • Project must be largely student autonomous • Students must produce a product of measurable quality

ADULT MENTORS: It is not required, but strongly suggested that projects utilize at least one adult mentor from the professional world.

EXTENDED PBL OPPORTUNITIES: Fall IN, Winterim, Spring OUT: DaVinci offers students opportunities to extend their classroom learning near the end of each trimester: Fall In, Winterim, and Spring Out. During these extended opportunities, teachers are responsible for developing PBL lesson plans that extend some aspect of their curriculum using the standardized PBL Planning Form available via the Faculty Portal. Regular classes are canceled on a Thursday and Friday to facilitate a minimum 2 day lesson plan that meets all of the above criteria. While teachers are encouraged to collaborate on these extended projects, each teacher is responsible for a maximum of 25 students and a minimum of 10. If less than 10 sign up the project will be canceled.

• Each teacher must plan a project for each of the three extended opportunities • Each teacher must submit an official Planning Form to his/her Team Leader by the date indicated below • Each teacher must coordinate transportation by public transit or by contacting the Volunteer Coordinator to arrange

for parent drivers (teacher must be a passenger). • Costs must be approved by Administration via Team Leader, and must be paid by students to the front office. • Students must fill out a Project Evaluation Form at the end of the project (available via Faculty Portal). • Teacher must submit self‐evaluation of lesson (also available via the Faculty Portal) and samples of products

(electronically—photos or text) to Team Leader. These will be filed in personnel files and may be used in the evaluation process.

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2007‐2008 EXTENDED PBL CALENDAR: Opportunity Date Planning form

due to team leader

Cost and Transportation

Approval received from Team Leader

Final rolls available by

Student/Lesson Evaluation/Reflection Due to Team Leader

Fall IN October 18th and 19th

September 18th (team meeting 7:30 am)

October 2nd (team meeting 7:30 am)

October 15th (e‐mail and boxes)

October 26th

Winterim February 14th and 15th

January 8th (team meeting 7:30 am)

January 22nd (team meeting 7:30 am)

February 11th (e‐mail and boxes)

February 22nd

Spring OUT May 15th and 16th April 8th (team meeting 7:30 am)

April 22nd (team meeting 7:30 am)

May 13th (e‐mail and boxes)

May 23rd

FIELD TRIPS: Field trips are divided into two types. For trips of either type, you must complete and turn in an activity form to the office, get administrative approval, and notify all faculty who would be disrupted by a loss of students. This must be done as far in advance as practical, so that teachers may modify their plans accordingly. You should also notify/remind the Lunch Manager if the lunch count will be affected or if lunch will need to be provided at a different time. Faculty should also be aware that the school bears the financial responsibility of those students who are on fee waiver if it is a school sponsored activity or event.

Type One‐ Requires general parent approval. A general permission slip was completed in each student’s application allowing them to participate in on or off‐campus activities. These are activities that take place during the regularly scheduled academic day and that are part of the DaVinci curriculum.

Type Two‐ Requires specific parent permission and includes all trips that extend beyond our regular academic day or any trip that the DaVinci faculty believes that parent/guardian should have additional information or opportunity to review prior to the trip. These specific permission slips should be administered to the parent via the student.

RESPONSIBILITIES TO STUDENTS BEHAVIOR & ACADEMIC STANDARDS: DaVinci Academy believes that the faculty has the responsibility to make clear what standards of student behavior are required by the teacher and requests that rules must be posted in the classroom in a clear and visible manner. In addition; it is reasonable to assume that students have the right to know a teacher’s grading procedure, seating instructions, teacher policy for making up work, etc. This must be done in the form of a class syllabus and delivered to each student in the beginning week of classroom instruction. Please give a written copy of class guidelines or disclosures and then discuss it with the students. These guidelines and disclosures should cover the following: What students will learn; how you will be teaching what students will learn; how you will be evaluating what the students have learned; make up work policy; materials needed for class; seating instructions; safety practices; and discipline practices in the classroom environment.

ERRANDS: Faculty members will not send students off‐campus on errands. The student may not check out of school to run an errand for a teacher. The teacher can be held liable for injury to a student while on an errand. Teachers will not loan

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their personal vehicles to students to use for school or personal business. Teachers and their insurance company may be held liable for injury or damages that occur.

GRADE BOOKS/RECORD KEEPING/ELECTRONIC GRADING: Grades are perhaps the single item that causes the most problems to students, parents, and teachers. They represent an evaluation of what a student has accomplished at a given time, in a given place, and for a given person. Students must be made aware of the standards of expectations at the beginning of the semester. Students that do not meet the standards set for the class will not receive a passing grade in the class. Teachers are to contact parents by phone or email if a student is in danger of failing her/his class. Teachers must schedule a student failure conference for special education students who are failing and inform the special education Director. Grades assigned to students for performance in a course shall reflect only the extent to which a student has achieved the expressed academic objectives of the course. Teachers should not use school work as a disciplinary tool. Students who leave early during the year should be given the grade earned at the time of withdrawal. This is to be recorded on the withdrawal sheet that the student will bring to each teacher. Teachers are responsible for WEEKLY updates to the grade book SIS system. Parents need to be able to utilize this system and trust that the grades are reflected accurately. Posting on this system is required; parents want and need to know what is happening in your class. A SIS grade book manual will be available in the office after the program is updated in the summer. Teachers are also required to enter in grades manually in a grade book or print out of SIS for the teacher’s records. Grade books are to be kept with the teacher for three years or if the teacher is not returning for the next school year it is to be given to the Director. Failing notices are to be given to parents at least two weeks prior to the end of the trimester. Teachers are required to fill the failing notices out and file them alphabetically in the front office by the following dates: October 26th, February 2nd, and May 9th. Midterm grades are to be entered in SIS by Friday at 3:00 PM of midterm week. Final grades are to be entered in SIS by the end of the school day on “quality teaching days”.

Teachers should not use school work (sentences, themes, reports, etc.) as a disciplinary tool. School work should be enjoyable and not associated in any manner as being disagreeable or unpleasant. Withholding the privilege of doing school work or assigning extra work as punishment is a very unprofessional act.

TARDINESS: Students who are tardy to HOMEROOM and FIRST PERIOD class should not be allowed into class without a pass from the main office. Classes begin with the bell each period. Teachers should begin their teaching immediately. Teachers should expect students to be on time for classes. Consistent tardiness should not be accepted. Teacher detentions should be the first attempt to correct the situation but chronic tardiness should be sent to the office.

ATTENDANCE: DaVinci Academy believes that attendance is a vital component to a student’s educational success. Our attendance philosophy is based on concepts to prepare our students and citizens. Students are expected to attend school 90% of the time. Teachers are responsible for taking attendance at the beginning of class. Students who are tardy should be marked accordingly. Attendance should be entered into SIS as well as the teacher’s grade book before the first five minutes of class. Students who arrive to class after attendance has been entered should be sent to the office to get a tardy note. The office assistant will then readjust their attendance in SIS. It is very important that the office have an accurate and consistent view of attendance as well as the parents since they can view their student’s attendance on SIS. If you are having difficulties getting into SIS please report your attendance via phone within the first five minutes to the front office as well as entering it into SIS as soon as the system allows. Teachers will intervene with students on the 3rd and 6th absence in any given class. Advisors will also track student attendance and will work directly with students and parents to address attendance concerns. On the 3rd absence, interventions will include, at a minimum, either verbal or written notification to the student regarding the number of absences the student has accumulated, and also include parental notification and/or conference. On the 6th absence, teachers will notify the parent either directly by phone, email, letter, or via the student. Teachers will document each intervention with parents. Other possible interventions by teachers during this time period could include ISS, community service, truancy citations, tracking, etc. Truancy court referrals can also be considered at this point. On the 7th absence, a letter will be sent home notifying the parent or guardian that the student has been placed on attendance probation. The student remains on probation for the remainder of the term. While on probation, advisors, teachers, counselors, administrators and

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parents will work with the student to improve his/her attendance and grades. The teacher or advisor may refer the student to the administration for an attendance review at any time during the probationary period if the teacher/advisor feels that the student is not improving in these areas. On the 13th absence in any given class, the administration will hold an attendance review meeting with the student, parents and possibly teachers, advisor and counselor. On a case by case basis, students could be dismissed from school until the meeting is held. Teachers should review the entire attendance policy located in the front office.

ID BADGES: It is the policy of DASA that all persons within the school building have a DaVinci Academy ID card visible on their person at all times. It is the responsibility of the teacher to verify at the beginning of each period that each person in their class has their DASA ID card. All students found without their ID card should be sent to the office immediately to rent or purchase a new card.

CHEATING: Cheating is a serious offense. DaVinci Academy of Science and the Arts has an HONOR CODE and teachers are expected to know and follow the procedures in the code. The code is printed in full in the additions section of this Faculty Handbook.

HALL PASSES: Hall passes are included in the back of each Student Planner. Teachers are responsible for signing the students’ official hall pass and noting the time for all students they excuse during their class period. Students need a pass if they are not directly accompanied by a teacher. Unless there is a great need, teachers should not allow students to leave the classroom to go to their lockers, use the telephone, etc. Students need to view class time as important work sessions they cannot afford to miss and ones for which they come with all necessary materials – books, pen, pencil, paper, homework, etc. If there is a need, students that do not return in a timely manner back to class should be referred to ISS for truancy. Students who are not on the teacher’s official class roster should not be admitted into their classroom and conversely, teachers should not allow students to leave their class for the purpose of going to another class.

SUPERVISION: Teachers are responsible for maintaining discipline and order in their classrooms and in the corridor. Mutual respect is to be displayed at all times. All children are to be supervised at all times. Teachers are to escort their classes at ALL times. If any teacher has an emergency and must leave his/her class for a short period of time, he/she may have an adjacent teacher supervise his/her class. The office must be informed of teachers’ absences from the classroom at all times.

DISCIPLINE: Each member of the faculty and staff is responsible for helping to maintain wholesome and effective pupil control in the school. If we truly value discipline and an orderly environment, then we will not ignore inappropriate student behavior. High expectations for student behavior must be clearly communicated to all students by all staff and faculty members. Each member of the faculty should strive to handle classroom situations in a manner that will promote teaching and learning. Faculty members should endeavor to develop in each individual those characteristics that enable him/her to maintain desirable self‐discipline. A faculty member who develops strong discipline procedures and handles his/her own discipline problems is apt to experience a better learning environment in the classroom. All staff is expected to support and encourage a healthy, safe school climate. Sometimes a situation may occur that is extreme enough to warrant requesting a student to leave a classroom, (possibility of endangering someone, uncontrolled anger, blatant disrespect, stated intent to disregard classroom rules), but we need to strive to limit these occurrences by using the methods of discipline outlined below.

Corporal Punishment‐ The State of Utah prohibits the use of corporal punishment. Do not under any circumstances shake, slap, or otherwise handle any student.

Contact With the Parents‐ Sending a note home or making a phone call to the parent may often serve as a deterrent to future occurrences of the same type of problem. Be sure you give the parent complete information, seek cooperation, and ask for assistance. Do not threaten. Try to find some positive comments to make regarding the student. Parents will tend to help if the school shows that the best interest of the child is at heart. Your letter or note

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to the parent should be returned to you signed. Phone calls and letters sent home should be documented for your records. CONTACT WITH THE PARENTS IS THE MOST IMPORTANT, MOST EFFECTIVE, MOST BENEFICIAL METHOD OF DISCIPLINE WE HAVE!

Teacher‐Parent Conference‐ Should the first parent contact and effort to correct the student’s behavior not show the desired results, then the teacher should schedule a conference with the parents. This may involve the teacher, the parents, and other staff members. Teachers should keep a record of each conference and report them to the ISS Coordinator.

In School Suspension‐ Teachers are to make every effort to resolve discipline problems in their classes. After their efforts, including parental contacts, have proven to be unsuccessful, In School Suspension (ISS) is available for extreme circumstances. If the disruptive behavior is not extreme, hold the student in class until a convenient time when you can complete a referral form (including contacting a guardian) to send with the student to the ISS office. If the behavior is disruptive the student may be sent with a referral form and parental contact made after school or during the teachers preparation period. Teachers are responsible for providing homework and class work assignments for students assigned to ISS. This information is to be emailed or delivered to the ISS supervisor upon student arrival.

Saturday School‐ Saturday school is operated one weekend a month (see calendar) at DASA from 9:00 AM until 12:00 AM to provide a support to both teacher and student for making up homework and to instill a sense of responsibility to the academic culture of DASA. Students are assigned to Saturday school for academic support of class work or assignments missed during the month and must have work to do during this time. Teachers will assign detention slips for failure to do homework during that month. Teachers will need to provide explicit instructions with the assignment the student is making up for the class. Students not following the rules will be asked to leave and the time served that day will not count.

Suspension‐ A student may be suspended from school by the Administration for conduct that impairs the academic or social environment of the school or for activities deemed harmful to others.

Expulsion‐ The decision to permanently remove a student from a class will be determined by an administrator or Expulsion Committee.

REFERRAL FOR SERVICES PROCESSES

SPECIAL EDUCATION REFERRAL PROCESS: Special Education means specially designed instruction, at no cost to the parents or guardians, to meet the unique needs of a student with a disability. The Special Education process may appear to be an overwhelming maze of forms, initials, new terms, rights, people, programs, etc. Generally, once you become somewhat familiar with the process, the reason behind things becomes more clear. The processes exist to ensure parental involvement and to ensure that students with disabilities receive an equal opportunity to an appropriate education.

Pre‐Referral And Referral‐ Some disabilities are obvious. Others take a more trained eye to catch. Generally, people that spend a lot of time with a child begin to recognize problems. Teachers and parents are the people that most often recognize that ʺsomething is not quite rightʺ with a child. At some point a parent or teacher might suspect that the child is experiencing a disability. A teacher of such a student may make a written Referral to Special Education. The parent will be informed that a referral has been made. Teachers are not the only ones that can do this, anyone who has an interest in the welfare of the student can make a referral, including parents. Once the referral is

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received on a student, the assigned Special Educator reviews the referral. The Special Educator looks for a record of Pre‐Referral Interventions. Pre‐Referral Interventions are those things that the teacher and/or parent has tried with the student to remedy the concern. These can include things such as moving the student to a different place in the room, changing teachers, holding parent/teacher conferences, setting‐up incentives for student work, etc. Experience has shown that some problems can be remedied through fairly simple approaches done in the home or classroom.

Evaluation‐ If the Pre‐Referral Interventions prove to be ineffective, the next step may be to go ahead with an evaluation to determine if the learning problem is caused by a disability. The written consent of the parent is required before an evaluation can occur. Consent is obtained through a “Permission to Test” form which lists several areas where assessments will be done. The evaluation may consist of a series of written tests, classroom observations, and/or questionnaires that are completed by parents and teachers. The evaluation is conducted by school staff who are trained do the assessments and interpret the results. The evaluation process generally takes about three to four weeks from the time that permission is received.

Disability Determination‐ Once the evaluation is complete, the parent and the school staff who participated in the evaluation will come together and determine if the results indicate that a disability exists as defined by state regulations.

Development of the Individualized Education Plan (IEP)‐ Every student that is eligible to receive special education has an Individualized Education Plan (IEP). This plan must be developed before the student can receive special education services. The IEP is developed by the IEP team which consists of the parent, student, special education teacher, regular education teacher, the Principal (or their representative), and others who may provide services to the student such as a speech therapist or counselor. The IEP team lists some of the studentʹs strengths and weaknesses on an IEP form and then develops a series of goals for the student that capitalizes on the strengths to overcome the weaknesses.

Placement‐ The arrangement of services needed to accomplish the goals on the IEP and where they are to be delivered is referred to as the placement. Depending on the needs of the student, a placement could range from merely being monitored in their regular classes by the regular and special educator, to being a full‐time student in a special education classroom. Services might also include such things as speech therapy or physical therapy. The placement is usually determined at the IEP development meeting. A meeting to discuss and/or revise the IEP and the placement can be called by any member of the IEP team at any time. At a minimum, the IEP team must meet and review and/or revise the IEP annually. In addition, it is important to note that changes to the IEP and/or the placement must be done with the parentʹs consent.

Re‐Evaluation and Exiting Special Education‐ Every student with an IEP must be re‐evaluated at least every three years. The purpose of the re‐evaluation is to determine if the student still qualifies for special education services. There are several other situations that would cause the termination of special education services, these are:

• The student achieves all his/her IEP goals and the IEP team determines that services are no longer needed, • The student graduates from high school with a diploma, • The parent requests that services be discontinued, or • The student reaches age 22. As a qualified student with a disability, special education services can continue

until age 22.

In all cases, the parent is involved in the decision to end special education services.

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Special Education Summary‐ It is important to note that Special Education is a federal program, meaning that it is available in every district in every state in the country. The basic processes described above will not vary much from district to district or from state to state.

While it can appear overwhelming, the processes associated with Special Education have just one purpose: To ensure that students with disabilities get an appropriate education. This can only be accomplished through the teamwork of parents and professionals.

COUNSELING CENTER REFERRAL PROCESS: The Counseling Center offers a variety of services to students including the following:

• Academic Advisement • Financial aid and scholarship opportunities • Career and College interests • Personal issues • Class scheduling • Information of available student programs outside school • GED • Testing • Students may be referred to the counseling center by the following: • School Directors • Faculty Member • Parent • Or by self referral

Students are encouraged to contact the counseling center for any of the above situations. Each student is encouraged to become familiar with his/her counselor. Self‐referral is as simple as coming to the Counseling Center and requesting a meeting. One may not be able to see a counselor immediately, but a counselor will complete a timely follow‐up contact.

HEALTH OFFICE REFERRALS: Students are to be sent to the office for health reasons when they are sick or need to take prescribed medications. Students are not to self‐medicate with either prescription or non‐prescription medications.

PROCEDURES WITH STATE AGENCIES: The Department of Child and Family Services must identify themselves with an ID and a copy of the ID should be made. Employees of the school are not required to notify a parent/guardian when an employee of the Department talks with a student. An employee is not required to be in meetings between the student and the Department employee. A Department of Child and Family Services employee shall not remove a student from campus without a court order signed by a judge. Police officers must identify themselves with an ID or badge. If the officer is not in uniform, a copy of the ID will be made. During an investigation the student may be interviewed by law enforcement agencies without notifying parents and without parents being present. However, every effort will be made to contact the parent regarding the ongoing investigation. Law enforcement officers may arrest a student and remove the student from campus without parent permission. Every effort should be made to contact the parents and make them aware of the situation.

REPORTING SUSPECTED CHILD ABUSE: When any staff member suspects any form of abuse it shall be reported immediately to a building guidance counselor. After reviewing the information with the staff member, the guidance counselor shall report all information to the Director. With all due diligence, the guidance counselor shall report the suspected abuse case to the appropriate personnel at the Department of Child and Family Services. Within 48 hours of the report being filed with DCFS, the guidance counselor shall file a brief written report/summary with the Director. It is both State and Federal law that we must file a report with DCFS if we even suspect that abuse has taken place. We also must be mindful that

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abuse can take many forms: physically, sexually, psychologically, and emotionally. It is our primary purpose to protect those most at risk of being subjected to these kinds of abuse of our students.

INFORMATION, POLICIES AND PROCEDURES

TEACHER ABSENCE PROCEDURES: To request a substitute for a future date(s) please fill out the “Teacher Leave Request” form in the office and have the Director sign it. After the Director has given approval make arrangements for a substitute and turn in the completed form to the front office. Substitutes contact information can be found in the front office or on the back of the “Teacher Leave Request” form. When a teacher has an unexpected absence and needs a substitute, all efforts should be made to contact the Director by 9p.m. the night previous or at least by 7:30 the morning of the absence. The absent teacher must call the school by 1:30 p.m. the day of the absence and indicate if he/she will return the following day. Each teacher is requested to make every effort to come to school each day. No substitute can handle your class or accomplish the task of instruction as well as you can. With the limitation on the available substitutes, it is very important that you place your request early. Excessive absences and tardiness may result in suspension, the lowering of job performance rating, and the lack of opportunity for extra employment and job promotion.

TEACHER WEB PORTAL: This year we are trying to utilize our staff web portal at http://dasaportal.davinciacademy.org. This will greatly improve our communication as a staff and help everyone to have access to important documents. We will provide teachers with their ID and passwords in the beginning of the school year to be able to access this portal. All forms mentioned in this document are available on the staff portal.

COMMUNICATION POLICY: Teachers are central in the democratic process and open communication policy at DaVinci. The best line of communication for a teacher to express a suggestion, complaint, comment or concern is to talk directly to the department head or administrator responsible for the issue. Beyond talking directly to the responsible administrator who is responsible for the issue, a teacher can also discuss his or her suggestion, complaint, comment, or concern with the Faculty Caucus and have that body support their issue. If the issue is accepted by the Faculty Caucus, then a representative of the body may request time from the Board Secretary to directly address the Board. Contracts must remain private communication between the teacher and the principal. Disputes can be reported directly or anonymously (by way of the Ombudsman) to members of the Executive Committee. A teacher perspective on school issues should be kept distinct from those of parents and students, and teachers should NOT marshal students or parents in support of their issue. A more descriptive and detailed communication policy is included in the board policies found in the front office. (The full Communication Policy is attached at the back of this handbook).

SAFETY POLICY: The safety and health of our employees and students are primary considerations in the operation of our school. The School Board is committed to provide a safe and healthy environment in all our school buildings and operations.

In addition, we expect our supervisors to take a personal interest in the prevention of accidents and to provide the type of leadership in administering our safety programs to which supervisors and other employees will respond positively.

Safety involves personal attitude. We ask for the continual support of all our employees to ensure their well being as well as that of our students.

EMERGENCY POLICY: ALL TEACHERS ARE REQUIRED TO READ THE SCHOOL SAFETY AND EMERGENCY GUIDE AND FOLLOW THE INSTRUCTIONS!!!

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Warning Method‐ The public address system will indicate a safety alert. Messengers will be employed in event of complete power failure.

General Emergency Instructions‐ During an emergency all personnel must take cover in an area away from glass. The take cover area should be in a place where there is at least one story above. This excludes such places as the gyms, cafeteria, etc. It is important that students move and remain as a group and that teachers follow and remain with them. Before leaving your classroom, see that all window shades are drawn and close your door. Teachers should have a roll or record of the students in their care during an emergency. A count of all students should be made when reaching a safe destination. Return to your classroom following a warning only after you have been notified from the office that it is safe to do so. Students will be released by an announcement if students are to be released because damage has occurred.

In any other emergency, you will be contacted and given directions as appropriate. If you are told that it is an emergency lock down, you should gather your students, and any strays in your immediate vicinity, into your room, lock and close the door, and wait for further instruction.

Emergency Drills‐ The school will conduct several fire drills and one earthquake drill during the school year. You are responsible to see that all members of your classes know and understand the fire and earthquake regulations. Specific drill instructions for your room are to be posted at all times. Discuss the directions with each class. If the designated areas are crowded or blocked, keep your group together and go to another area which meets safety qualifications.

AMERICAN DISABILITIES ACT: DaVinci Academy is in an ongoing process to be in complete compliance with the American Disabilities Act. DaVinci Academy is an equal opportunity employer and does not discriminate on the basis of race, national origin, religion, age, sex, marital status or handicap in compliance with Federal and State Laws.

SEXUAL HARASSMENT: Sexual harassment of employees or students is strictly forbidden by DaVinci Academy. If sexual harassment is reported, it will be dealt with in a professional manner.

DRUG‐FREE WORKPLACE: DaVinci Academy is a drug‐free workplace. The Board of Education policy and state law prohibits the use of alcoholic or tobacco products in school buildings, on school grounds, or at school activities. Violation of this policy is grounds for termination.

MULTIPURPOSE ROOM USAGE/COMPUTER ROOM USAGE: Teachers who wish to use the common’s area or computer lab for classroom use should schedule it with the Director so that he/she may indicate on the weekly bulletin as appropriate. Staff who are signed up on the calendar are considered first for usage.

AUDIOVISUAL/CLASSROOM EQUIPMENT PROCEDURES: Audiovisual/classroom equipment may be checked out from the media center on a daily basis, first come‐first served. Please report needed repairs so they may be completed in a timely manner. Audiovisual equipment should be reserved as far in advance as possible. Waiting until the last minute may result in a delay or inability to use certain equipment. Equipment should be returned to the media center at the end of each school day so that others may use it. Please utilize the weekly bulletin form if you are using the equipment for a long period of time so other teachers can accommodate their schedules. Teachers will be responsible for all equipment checked out in their name. Fines will be assessed.

TEXTBOOKS: Textbooks should be checked out from the media center to each individual student, or to the teacher in the case of a classroom set. This facilitates tracking and responsibility for lost or damaged books. Fines will be assessed.

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VISITORS: ONLY DASA TEACHERS, STUDENTS, AND STAFF ARE ALLOWED IN THE BUILDING DURING THE SCHOOL DAY. All visitors should check into the office and the office will decide where in the building they may be allowed. The office should always be notified of any guest speakers for classes. Guest speakers should always sign in at the office and a student or teacher from that class should be in the office to greet them and take them to the appropriate classroom. Teachers are always encouraged to approach any visitor in the building and ask if assistance is needed. Teachers are also encouraged to come to the office to check that the visitor has been authorized to be in the building.

CONTROVERSIAL GUEST SPEAKER POLICY: A public school, by definition, is public and should reflect the wide variety of interests and ideas in the community it serves. In a pluralistic society, this means that different life styles and opposing ideas will compete for power and prestige. If the school has any claim to being a place where living ideas can be presented in a rational atmosphere, where evidence for and against can be weighed and argued, it follows that the school should not hide from controversial topics and personalities. The school should try to present the issues to the students so that they can become conscious of the alternatives available, and make the most informed possible choices on the issues that are pertinent to their lives.

In planning the discussion of a controversial issue, teachers should consider the following six guidelines set forth in the N.E.A. publication ʺControversial Issues in the Classroomʺ:

• Is the study beyond the maturity level of the pupils? • Is the issue of interest to the students? • Is the issue significant and timely for the course and the grade level? • Is the issue one which the teacher feels he/she can handle successfully from a personal standpoint? • Is the issue one which will clash with community customs and attitudes? • Is the issue one for which there is adequate time to justify its presentation?

To provide the atmosphere conducive to an objective presentation of current issues, the following procedures are recommended:

• The teacher must inform the director in writing a minimum of two days before the speaker is to appear. In exceptional cases, this time limit may be waived by the director. If there is any question, it shall be referred to a speaker committee of teachers.

• Teachers should be reasonably responsible for the speakers who appear in their classrooms, and for what they say. • It is extremely important that teachers structure the presentation of controversial issues so that argument and

evidence for both sides are presented and weighed. What is perhaps most important is to teach the students to distinguish between emotional rhetoric and rational argument. The controversial speaker provides the living idea that the students can evaluate for ʺtruthʺ content.

• Consider videos and movies the same as a guest speaker. Non PG rated, or other potentially controversial material, should be handled by the procedures outlined above.

MOVIES IN THE CLASSROOM: Occasionally a teacher may wish to supplement lessons with commercial films or movies. When the film is in direct correlation to the class curriculum, it will be allowed under the following conditions:

• The educational purpose and objective is clearly defined. • The film falls within the rating guidelines of the state (no rating above a PG). Clips of PG‐13 movies with

Department Head approval and parent permission slips are allowed. • Use of the film does not violate copyright principles. • Use of movies to replace teaching is not appropriate.

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FUNDRAISING: Fund raising by school organizations is a common and often necessary activity. A “Fundraising Notification Form” for each fundraising activity, donor solicitation, or grant application must be submitted to and approved by the Director. The approved “Fundraising Notification Form” will then be forwarded to the Finance Committee six weeks prior to the event. The Finance Committee will keep a log of all fundraising activity. A “Post Fundraising Notification Form” will be completed after the activity and turned into the Finance Committee. Written documentation needs to accompany all donations, contributions, and funds raised. Please check with the business manager and the director before negotiating any plans, contributions, donations, or other financial matters. All public relations need to be carefully coordinated, the director and the business manager are responsible for these matters.

RECEIVING FUNDS: No moneys should be accepted inside the classroom unless it is an after school activity. Always use thorough documentation with moneys received or paid out. For any collection over one dollar, a receipt must be issued. Other collections (amounts less than one dollar) must be totaled and one receipt issued. Receipt books are available in the main office. If for any reason a receipt is voided, the original must be marked void and stapled to the carbon copy in the receipt book. Money collected by the advisors shall not be deposited in the teacherʹs personal account and then transferred to the school account by personal check. After school moneys should be carefully tracked and notes accurately made out and given to the business manager. The deposit envelope must contain the following:

• Name of Organization • Advisor • Receipt numbers • Purpose of funds

Also, itemize all currency, list all check numbers, and separate coins. Dollar bills should face the same direction, and placed in order by denomination. Advisors shall never leave money in their desks. No one shall keep school money overnight without express permission from the director or the business manager. Advisors should, therefore, deposit money daily.

PURCHASES FROM SCHOOL FUNDS: Purchases from school funds may be made only after approval of a purchase order by the business manager. No purchases are to be made for school materials without this approval. This includes all classroom materials. Staff making purchases without proper authorization will be responsible for the cost of the purchase. Staff will need to make sure that all orders be made using our tax‐exempt number as we do not reimburse for taxes.

PURCHASE ORDER REQUESTS: Purchase order requests are to be made out as a the teacher request to director and are to include a complete description of the article wanted, the price, location available, and where the funds will be withdrawn from. After receiving approval and ordering, the teacher will check the merchandise against the packing slip, sign and date packing slip, and mark packing slip received. Finally, give packing slip to the business manager.

TEACHER FACULTY ROOM: Teachers and staffers are requested to help in maintaining the inventory and the equipment in the teacher workroom. Whenever you find any item that is in short supply or any non‐functioning equipment, notify the administrative assistant. Broken equipment will be repaired as soon as possible. The lounges are for the convenience of teachers. Students are not allowed to be in the Faculty Room for any reason at any time. Lounge privileges should not be misused or abused. Vending machines in the lounge are for teacher use ONLY.

TEACHER BOXES: Each teacher has been assigned a box in the teacher workroom/lounge. Staff members are asked to check their boxes at least twice each day: once upon arrival to school in the morning, and once upon departure from the building. Notices placed in post office boxes on a given day are assumed to be picked up by that teacher before the end of that day. Teachers will be notified of any emergency calls immediately. Please do not leave any valuables in a post office box.

E‐MAIL: Each teacher has been assigned an e‐mail account. Please check it at least twice per day.

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VOICE MAIL: All teachers are assigned a voice mail number. All teachers should check their voice mail at least morning and afternoon. Voice mail messages from parents should be responded to as soon as possible.

ANNOUNCEMENTS: Announcements will be made on a daily basis. All announcements must be in the announcement box no later than 3:30 p.m. the day previous to the announcement.

WEBSITE: The school maintains a web site which can be found at www.davinciacademy.org. The site contains links to the staff portal, the calendar, this handbook, the Student Handbook and other items of interest.

PAYROLL POLICIES: Upon signing a contract the employee should fill out the appropriate forms with the Financial and Operations Manager. Payroll is monthly, spread through a twelve month period. DASA contributes a 3% match only to a 401k plan. To set up this program please contact the Financial and Operations Manager. DaVinci Academy offers medical, dental and voluntary life coverage through Educators Mutual and Jefferson Pilot. DASA will pay 80% of the health plan offered to employees and 100% of Life Coverage to all full time employees. You may obtain additional information regarding the benefit coverage through the Financial and Operations Manager.

LIABILITY INSURANCE ON BUILDING AND GROUNDS: DASA carries liability insurance against injuries that might occur in the buildings or on the school grounds as a protection if the school is at fault. Although such injuries should be reported, the only recourse injured persons have is through settlement with the insurance company (through Utah State Risk Management) or through the courts.

LIABILITY INSURANCE ON PERSONNEL: DASA carries insurance on all school personnel to protect them against any lawsuit which might arise from any lawful action taken by an employee while performing his/her regular duties. An instructor is covered if they have followed School Policy.

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ADDITIONS

HONOR CODE......................................................................................................................................................................35

OPENING STATEMENT: ..................................................................................................................................................35 STUDENT RESPONSIBILITIES:........................................................................................................................................36 FACULTY RESPONSIBILITIES:........................................................................................................................................36 CONSEQUENCES OF CHEATING AND PLAGIARIZING: ........................................................................................36 First Offense‐......................................................................................................................................................................36 Second Offense‐ ..................................................................................................................................................................36 Third Offense‐ ....................................................................................................................................................................37

ACADEMIC SCHOOL YEAR CALENDAR.....................................................................................................................38

IMPORTANT DATES ..........................................................................................................................................................39

DASA BELL SCHEDULE .....................................................................................................................................................40

SCHOOL MAP.......................................................................................................................................................................41

CONFIDENTIALITY AGREEMENT.................................................................................................................................42

WAGE SCALE........................................................................................................................................................................43

COMMUNICATION POLICY............................................................................................................................................44

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HONOR CODE OPENING STATEMENT: DaVinci’s Honor code focuses on three pillars: RESPECT, RESPONSIBILITY and INTEGRITY. Students, faculty and staff having RESPECT, RESPONSIBILITY and INTEGRITY will demonstrate it through honesty, equality, accountability, excellence, self‐control, courage, fairness, trust, loyalty, caring, humor, civility, justice, and tolerance. Honorable conduct is expected of all students, faculty and staff at all times.

Intellectual honesty on the part of all members of the DASA community is basic to the individual growth and development throughout one’s academic career. When academic dishonesty occurs, the teaching and learning environment is seriously undermined and student growth and development is impeded.

In an academic community, one critical outcome of intellectual dishonesty is that the teacher is prevented from knowing the truth with respect to the student’s level of mastery of the curriculum. Further facilitation of learning and accurate evaluation of student achievement is thereby jeopardized.

DaVinci believes that education fosters critical thinking, develops personal integrity and accountability, promotes self‐esteem and respect for others, and stimulates students’ desire for lifelong learning. Learning and scholarship depend on an atmosphere of trust based on a code of academic integrity. Cheating, plagiarism, and dishonesty violate this code and defeat the purposes of learning. These practices place the value of grades over learning and run counter to DaVinci’s philosophy and practice of promoting academic excellence.

For these reasons, any form of intellectual dishonesty is prohibited and will not be tolerated. DASA faculty and students must report all instances of academic dishonesty to the Administration.

Cheating includes, but is not limited to, the following examples:

• Taking, stealing, and/or using an assignment from someone else and submitting it as one’s own. • Allowing another to take and/or use an assignment to submit as his/her own. • Looking at another’s test or essay with or without his/her consent for the purpose of duplicating that work and

submitting it as one’s own. • Representing as one’s own the work or words of a parent, sibling, friend, or anyone else. • Discussing a test or quiz with students who have not completed the assignment. • Unauthorized use of teacher test materials, answer sheets, computer files, or grading programs. • Using any type of crib notes or “cheat sheets” on your person, an object, or programmed within graphing calculators,

palm pilots, or other electronic devices without teacher approval.

Plagiarism includes, but is not limited to, the following acts when performed without giving credit:

• Directly quoting or paraphrasing all or part of another’s written or spoken words without notice or documentation within the body of a work.

• Presenting an idea, theory or formula originated by another person as the original work of the person submitting that work.

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• Purchasing or receiving in any other manner a term paper or other assignment that is the work of another person and submitting that assignment as the student’s own work.

• Repeating information, such as statistics or demographics, which is not common knowledge and which was originally compiled by another person.

While it is expected that a student who is engaged in writing will utilize information from sources other than personal experience, appropriate acknowledgment of such sources is required.

STUDENT RESPONSIBILITIES: Every student has the responsibility and obligation to assist in protecting the integrity of the learning process and the diplomas which this school grants by:

• Not participating, either directly or indirectly, in cheating or plagiarism. • Actively discouraging cheating or plagiarism by others. • Reporting all instances of which a student has knowledge.

It is important that students and instructors work together to achieve an academic environment that is fair to all students; thus, it is essential that a student report to the course instructor in a timely manner any known incidents of cheating/plagiarism. A person who knowingly assists another person in cheating or plagiarism is as guilty as the person receiving help.

FACULTY RESPONSIBILITIES: Each faculty member has a responsibility to assist in protecting the integrity of the diplomas which this school grants by:

• Informing students of the cheating/plagiarism policy and of any specific interpretation of that policy particular to a

given course. • Actively discouraging cheating or plagiarism. • Reporting any alleged violation of the Honor Code of which the teacher is aware.

CONSEQUENCES OF CHEATING AND PLAGIARIZING: Those students who choose to admit their infractions within the designated grace period (24 hours for self‐reporting from time assignment is handed in) will not face any disciplinary action. However, the aforementioned students will receive a grade of 0% for the assignment.

Those who unintentionally violate the provisions of the honor code (improper citations, etc.) will be asked to redo the assignment on which they violate the honor code, and the grade earned will be averaged with a grade of 0%.

First Offense‐

• Automatic zero for the assignment in question with no opportunity to make up that work in any way, including extra credit.

• A disciplinary referral form will be completed by the teacher and will be placed in the student’s file. • The student will submit a letter of apology to the administration, the teacher of the class in which the

infraction occurred, and any other party they may have violated. • Detention may be assigned by the teacher and/or administrator. • Sponsors and advisors of all extracurricular activities with which the student is involved will be notified.

Second Offense‐

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• Automatic zero for the assignment in question with no opportunity to make up that work in any way, including extra credit.

• A disciplinary referral form will be completed by the teacher and will be placed in the student’s file. • The student will submit a letter of apology to the administration, the teacher of the class in which the

infraction occurred, and any other party they may have violated. • Detention may be assigned by the teacher and/or administrator. • Teacher will exercise his discretion in assigning academic consequences according to the severity of the

incident, such as lowering the student’s grade.

Third Offense‐

• Consequences as listed above. • Suspension from school for a period of time determined by the school administrator.

When a teacher has reason to believe that cheating has occurred, the following steps will be taken:

• The teacher will investigate the matter including speaking to the student directly. • The teachers will conference either by phone or in person with the parents regarding the situation. • The teacher will inform the school administration of the situation. • The student/parents will have 3 school days from the time of the infraction to formally appeal the teacher’s decision

to the school administration for review and decision. • The student/parents will then have 5 additional school days to formally appeal to the Academic Integrity Committee

if they do not agree with the decision made by the school administration. • The Academic Integrity Committee will be comprised of the Dean, guidance counselor, and two classroom teachers

each representing a different academic department. One of these teachers will be the student’s advisor unless the advisor is the initiator in the process.

• The committee will review the appeal and will either affirm or reject the decision.

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2007‐2008 ACADEMIC SCHOOL YEAR CALENDAR

M T W TH F M T W TH F M T W TH F

2 3 4 5 6 1 2 39 10 11 12 13 6 7 8 9 10 3 4 5 6 7

16 17 18 19 20 13 14 15 16 17 10 11 12 13 1423 24 25 26 27 20 21 22 23 24 17 18 19 20 2130 31 32 33 34 27 28 29 30 31 24 25 26 27 28


1 2 3 4 5 1 2 3 4 5 6 78 9 10 11 12 5 6 7 8 9 10 11 12 13 14

15 16 17 18 19 12 13 14 15 16 17 18 19 20 2122 23 24 25 26 19 20 21 22 23 24 25 26 27 2829 30 31 26 27 28 29 30 31


1 2 3 4 1 3 4 5 6 77 8 9 10 11 4 5 6 7 8 10 11 12 13 14

14 15 16 17 18 11 12 13 14 15 17 18 19 20 2121 22 23 24 25 18 19 20 21 22 24 25 26 27 2828 29 30 31 25 26 27 28 29 31


1 2 3 4 1 2 2 3 4 5 67 8 9 10 11 5 6 7 8 9 9 10 11 12 13

14 15 16 17 18 12 13 14 15 16 16 17 18 19 2021 22 23 24 25 19 20 21 22 23 23 24 25 26 2728 29 30 26 27 28 29 30 30

JULY SEPTEMBER

NOVEMBER

FEBRUARY

APRIL

MARCH

MAY

JANUARY

JUNE

AUGUST

OCTOBER DECEMBER

Minimum Days

First Day of Trimester

Parent Teacher Conferences

No School

Fall IN, Winterim, Spring OUT

Trimesters Days

1 08/20-11/14 60

2 11/15-02/27 60

3 02/28-05/30 60

Total 180

IMPORTANT DATES

August 6th‐9th Student Orientation August 20th First Day of School August 22nd Back to School Night September 3rd Labor Day (NO SCHOOL) September 4th Minimum Day (Students released @ 12:15) September 20th Parent Teacher Conferences (1p.m.‐7p.m.) October 2nd Minimum Day (Students released @ 12:15) October 18th‐19th Fall IN October 29th‐30th NO SCHOOL November 6th Minimum Day (Students released @ 12:15) November 14th Quality Teaching Day (NO SCHOOL) November 14th End of Trimester November 15th Beginning of Second Trimester November 21st‐23rd Thanksgiving Break (NO SCHOOL) December 4th Minimum Day (Students released @ 12:15) Dec. 24th‐ Jan. 4th Winter Break (NO SCHOOL) January 8th Minimum Day (Students released @ 12:15) January 21st Martin Luther King Day (NO SCHOOL) January 24th Parent Teacher Conferences (1p.m.‐7p.m.) February 5th Minimum Day (Students released @ 12:15) February 14th‐15th Winterim February 18th Presidents Day (NO SCHOOL) February 27th Quality Teaching Day (NO SCHOOL) February 27th End of Trimester February 28th Beginning of Third Trimester March 4th Minimum Day (Students released @ 12:15) March 27th Parent Teacher Conferences (1p.m.‐7p.m.) April 1st Minimum Day (Students released @ 12:15) April 7th‐April 11 Spring Break (NO SCHOOL) May 6th Minimum Day (Students released @ 12:15) May 15th‐16th Spring OUT May 26th Memorial Day (NO SCHOOL) May 29th Last Day of School May 30th Quality Teaching Day (NO SCHOOL)

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DASA BELL SCHEDULE

FIRST BELL 8:15 TARDY BELL 8:20

PERIOD REGULAR SCHEDULE

ASSEMBLY SCHEDULE

MINIMUM DAY SCHEDULE

ANNOUNCEMENTS/ HOMEROOM

DUTIES 8:20-8:35 8:20-8:35 8:20-8:22

1ST 8:35-9:30 8:35-9:25 8:22-8:50

2ND 9:35-10:30 9:30-10:20 8:55-9:25

3RD 10:35-11:30 10:20-11:15 9:30-10:00

LUNCH 11:30-12:00 11:15-11:45 OPTIONAL/AFTER SCHOOL

ASSEMBLY X 11:45-12:15 X

4TH 12:05-1:00 12:20-1:10 10:05-10:35

5TH 1:05-2:00 1:15-2:05 10:40-11:10

11:15-11:45 6TH 2:05-3:00 2:10-3:00 OPT. LUNCH: 11:45-

12:20

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SCHOOL MAP

North

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801.409.0700 2033 GRANT AVENUE OGDEN UT 84401

CONFIDENTIALITY AGREEMENT As an employee of DaVinci Academy of Science and the Arts (DASA), I, the

undersigned, understand that I will routinely be handling documents that contain sensitive and confidential information. I understand that the student, staff, and faculty records of this school are kept to enhance student care and that the trust of all DASA’s students, parents, staff and faculty is vested in me to hold this information in confidence and not to disclose any information from these records.

By signing this statement, I hereby agree to conform to these policies and procedures. I understand that both Federal and State laws apply to some incidences of release of information and that violation of DASA’s policies and departmental procedures may also be a violation of these laws. I accept complete responsibility for my own actions and I understand that if at any time I violate these guidelines, I am liable to immediate termination as an employee of DASA.. I further understand that I am liable for any claim or legal action brought as a result of a breach of this agreement.

I, the undersigned, and DASA enter into an agreement prohibiting the disclosure of all information of student data and/or student educational records, unless requested by said entity and following the proper procedure as outlined in the Board of Education Policy 103 and 401.

I fully understand and agree to be bound by these regulations in perpetuity (as long as I live), and recognize that any unauthorized disclosure of this information is a federal criminal offense.

I fully understand and agree that this agreement does not supersede or amend other agreements between the undersigned and DASA, but constitutes a complementary agreement to show emphasis and importance of these policies and guidelines between the undersigned and to clients of DASA.

Executed this ______ day ________, 2007. Signature _____________________________________ Date ________________ Signature _____________________________________ Date ________________ Jessie Kidd, Interim Chief Executive Officer DaVinci Academy of Science and the Arts

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WAGE SCALE FOR TEACHERS FOR

DAVINCI ACADEMY OF SCIENCE AND THE ARTS 2007‐2008

BA/BS BA/BS MA/MS MA/MS PhD

Year of Teaching

Cert Benefits % of chosen plan

Cert +30sem

Benefits % of chosen plan


Cert +30sem

Benefits % of chosen plan


1 30,000 80 31,000 80 33,000 80 34,000 80 36,000 80

2 30,500 80 31,500 80 33,500 80 34,500 80 36,500 80

3 31,000 80 32,000 80 34,000 80 35,000 80 37,000 80

4 31,500 80 32,500 80 34,500 80 35,500 80 37,500 80

5 32,000 80 33,000 80 35,000 80 36,000 80 38,000 80

6 32,500 80 33,500 80 35,500 80 36,500 80 38,500 80

7 33,000 80 34,000 80 36,000 80 37,000 80 39,000 80

8 33,500 80 34,500 80 36,500 80 37,500 80 39,500 80

9 34,000 80 35,000 80 37,000 80 38,000 80 40,000 80

10 34,500 80 35,500 80 37,500 80 38,500 80 40,500 80

11 35,000 80 36,000 80 38,000 80 39,000 80 41,000 80

12 35,500 80 36,500 80 38,500 80 39,500 80 41,500 80

13 36,000 80 37,000 80 39,000 80 40,000 80 42,000 80

14 36,500 80 37,500 80 39,500 80 40,500 80 42,500 80

*This benefit package also includes Life Insurance and 3% match of 401K.

**In addition to said yearly wage, the Utah State Legislature has allocated extra funds for Charter School teachers. This compensation is over and above said teacher’s yearly salary and will be somewhere between $1,400 and $2,400 per year, depending on the finalized numbers from the state.

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COMMUNICATION POLICY Effective Date: 1 Nov 2006 Revision Date:

Communication at the DaVinci Academy: A Roadmap to Having a Voice that is Heard

1. INTRODUCTION 1.1 The purpose of this document is to outline a set of procedures for members of the DaVinci community to communicate in such a way as to have impact on the policies, procedures, and practices at the DaVinci Academy. 1.2 As a school based on democratic principles, DaVinci Academy is committed to keeping lines of communication open for all members of its community (students, parents, teachers, staff, administrators, and board members). However, for such communication to be effective, the communicator must appreciate that there are already existing lines of responsibility and decision‐making in the school. Effective communication respects and leverages those lines of responsibility and decision‐making. 1.3 The lines of responsibility and decision‐making at DaVinci are outlined below (Table 1). 1.4 State law requires that charter schools follow particular policies and procedures, which is the responsibility of the Board of Directors to uphold (C 15). 1.5 The Board is also responsible to uphold, modify, and revise (as it sees fit) all other internally‐driven policies and procedures as specified in the DaVinci Charter (C) and Board Policies (BP). 1.6 The Board has hired one employee, a Principal, who is charged with implementing the board‐approved policies and procedures by creating practices consistent with those policies and procedures. These practices include all aspects of school functioning, many of which are documented in the Teacher and Staff Handbook (TSH) and Student Handbook (SH). 1.7 The Board of Directors directly and through the activities of the Executive Committee (Chair, Vice President, Secretary, and Treasurer) is the responsible body who supervises and evaluates the job performance of its employee. 1.8 The Principal, with input from others, is the responsible administrator who supervises and evaluates the job performance of staff, teachers, and volunteers. 1.9 The Faculty Caucus, PTSO, and Student Government are entities with no direct line of responsibility or decision making in the school, but each may communicate as an organization with the Board regarding school policies, procedures, and practices (see section 3 below). 1.10 As a democratic institution based on open communication, each member of the DaVinci community is free to communicate with the board, principal, and teachers and can communicate with appropriate and recognized organizations in the school: Faculty Caucus (teachers), PTSO (parents), and Student Government (students).

45

TTaabbllee 11:: OOrrggaanniizzaattiioonnaall CChhaarrtt ooff DDaaVViinnccii AAccaaddeemmyy ((bboolldd lliinneess rreepprreesseenntt ddiirreecctt lliinneess ooff rreessppoonnssiibbiilliittyy,, ddootttteedd lliinneess rreepprreesseenntt lliinneess ooff ccoommmmuunniiccaattiioonn))

2. ISSUES AND MECHANISMS OF COMMUNICATION 2.1 A parent, teacher, or student (or groups of these constituents) may have suggestions, complaints, comments or ideas about the school, its function, structure, curriculum, practices, etc. These forms of communication may address one or more of three issues: Legal, School PPP (Policy/Procedures/Practices), or Contracts (see Figure 2). There are differences in how communication regarding each of these issues should proceed.

2.1a Communication about issues in which the school is or may be a plaintiff or defendant in on‐going or potential legal proceedings may not be appropriate for public discussion. Issues addressing the school in actual or potential legal proceedings should be directed to the Ombudsman (BP 502) or to the Chair of the Board of Directors.

2.1b Issues addressing school policies, procedures, and practices may take the form of suggestions, complaints, comments or concerns. The most effective way to voice these issues in order to have impact is to follow a bottom‐up communication procedure (see 2.3, C 10).

2.1c Faculty and staff contract issues also involve legally protected rights to privacy and thus can not be discussed publicly with parties not directly referred to in the contract. However, standard features of the contracts and evaluation criteria for those awarded contracts are public and available in Teacher and Staff Handbooks and on the DaVinci Academy web site.

State Charter School Policies

DaVinci Board of Directors

Executive Director

Faculty Caucus, PTSO, and

Student Government

Chair & Executive Committee of the Board of Directors

Teachers, Staff, Volunteers

Bona Fide members of the

DaVinci Community

Dean

46

TTaabbllee 22:: CCoommmmuunniiccaattiioonn IIssssuueess aatt tthhee DDaaVViinnccii AAccaaddeemmyy

2.2 Members of the DaVinci community wishing to communicate anonymously may do so through the Ombudsman (BP 502). The ombudsman may pursue Legal‐ or School PPP‐based (but not Contract‐based) communication in the name of a bona fide community member and may pursue such communication until its resolution within the school without being required to reveal the name of the communicator. 2.3 All communication which can be heard in public should proceed in a bottom‐up manner (C 10). Suggestions, complaints, comments or concerns must be discussed first with the responsible teacher, staff or administrator, before going to the Board or other bodies.

2.3a An unsatisfactory airing of a suggestion, complaint, comment, or concern from the perspective of the communicator may not necessarily reflect a failure to be heard. Any of the following may result in the perception of being unheard.

2.3ai The teacher, administrator or staff person who was presumed to be responsible was not the appropriate person for the communication. As a result, a communicator may be directed to another responsible teacher, administrator or staff person. A communicator should talk to the Ombudsman or Principal for help in determining the responsible teacher, administrator, or staff person. 2.3aii The responsible person disagrees with or rejects the communicator’s suggestion, complaint, comment, or concern. Being heard does not mean being agreed with. A communicator may press the issue further up the school’s hierarchy (Principal, Board of Directors) after documenting the details of the initial communication (see 2.4) 2.3aiii Although the responsible person agrees with or accepts your suggestion, complaint, comment, or concern, there are established policies, procedures, or practices which are inconsistent with it. A communicator may press the issue with the support of the responsible person further up the school’s hierarchy (Principal, Board of Directors) after documenting the details of the initial communication (see 2.4).

Communication Issues

Legal‐based: Communication concerning the school’s involvement in on‐going or potential civil or criminal proceedings.

School PPP‐based: Communication addressing complaints, concerns, comments, and suggestions about the school.

Contract‐based: Communication about the nature or status of teacher, staff or administrator contracts

47

2.4 The results of communication should be documented by a letter or an email from the communicator to the parties involved specifying the time, date and topic of the communication. Such documentation should be acknowledged by the responsible teacher, administrator, or staff to whom it was addressed. 2.5 The communicator has the following responsibilities in the process of making himself or herself heard:

2.5a Find the initial responsible teacher, administrator, or staff to talk to. 2.5b Summarize each conversation and its consequence in a letter or an e‐mail and have those summaries confirmed by each responsible teacher, administrator, or staff.

2.6 The responsible teacher, administrator or staff has the following responsibilities:

2.6a Be open to communication from any bona fide community member and treat the communicator with respect. 2.6b Be as clear as possible about your reaction to the communication. 2.6c Readily acknowledge summaries of the communication in a timely manner, including writing your own summary if you and the communicator cannot agree on a summary.

2.7 The top level of the bottom‐up communication process is the Board of Directors, which should be treated as the final group to receive a community member’s communication. A bona fide community member can always make a short presentation at the end of any board meeting. However, to have the board discuss a suggestion, complaint, comment, or concern from a community member, the person must have it placed on the agenda by the Secretary of the Board of Directors. Only the Secretary can introduce a community member’s suggestion, complaint, comment, or concern as either an agenda item or as new Board business.

2.7a In introducing a community member’s communication, the Secretary is assuring the other board members that the commentary is relevant and that a paper trail exists about the community member’s communication with responsible teachers, administrators, or staff. 2.7b Regardless of whether or not the Secretary agrees with the community member’s communication, the Secretary will present it so that the Board may be informed of the issue. 27.c Only the Ombudsman, or the communicator, or a person representing the communicator (representative of the PTSO, Faculty Caucus, or Student Government) may communicate the issue directly to the board at a board meeting.

3. LINES OF COMMUNICATION 3.1 Although any bona fide member of the DaVinci community is entitled to offer suggestions, complaints, comments or concerns regarding policies, procedures, and practices at the school, the most effective line of communication may differ depending on one’s role as a parent, teacher, student, or board member. 3.2 Students: As part of their education, students in the school should feel encouraged to involve themselves in its governance. 3.3 Beyond talking to the teacher, administrator, or staff directly responsible for the issue, a student can also discuss his or her suggestion, complaint, comment or concern with the Student Government and have that body support the issue. If the

48

issue is accepted by Student Government, then a representative of the body may request time from the Board Secretary to address the Board about the issue. 3.4 Students who are suspended or expelled from school may also appeal to the Board of Directors (C, BP). 3.5 Parents: Many parents choose a charter school for their children in order to be involved in school governance. 3.6 Beyond talking directly to the teacher, administrator, or staff responsible for the issue, a parent can also discuss his or her suggestion, complaint, comment, or concern with the PTSO and have that body support the issue. If the issue is accepted by the PTSO, then a representative of the body may request time from the Board Secretary to address the Board. 3.7 However, parental perspective on governance should be kept distinct from the students’ and teachers’ perspectives, and parents should NOT marshal students or teachers in support of a parent issue. 3.8 Teachers: Teachers are central in the democratic process and open communication policy at DaVinci. 3.9 The best line of communication for a teacher to express a suggestion, complaint, comment or concern is to talk directly to the department head or administrator responsible for the issue. 3.10 Beyond talking directly to the responsible administrator who is responsible for the issue, a teacher can also discuss his or her suggestion, complaint, comment, or concern with the Faculty Caucus and have that body support their issue. If the issue is accepted by the Faculty Caucus, then a representative of the body may request time from the Board Secretary to directly address the Board. 3.11 As noted in 2.1c above, contracts must remain private communication between the teacher and the principal. Disputes can be reported directly or anonymously (by way of the Ombudsman) to members of the Executive Committee. 3.12 A teacher perspective on school issues should be kept distinct from those of parents and students, and teachers should NOT marshal students or parents in support of their issue.

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