AMA Montessori Handbook
Introduction
Purpose of This Handbook
To provide service of professional quality to the community, < > School must have sound personnel practices through which these services are most effectively offered.
To prompt sound working conditions within the School, staff members must work under conditions of employment that are conducive to the maintenance of high-quality work. The conditions established through this policy statement should be mutually understood and accepted by the staff and administration, and should be periodically revised.
This handbook, however, is subordinate to the collective bargaining agreement provisions existent between < > School and < union name, if applicable >.
Mission Statement
< Insert your school’s mission statement. >
History of < > School
< Insert a brief history of your school, including founding date, founders, grade levels, location changes and expansion details if applicable, and any other details that you would like to share. >
Philosophy of < > School
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< > School Employee Handbook <Insert Year> 5 < Insert your school’s philosophy. >
Key Philosophical Messages That Make Montessori Unique
• Deep respect for children as individuals
• Multiage classes allow teachers to develop close and long-term relationships with their students, allow them to know each other's learning style well, and encourage older students to become role models, mentors, and leaders to younger students.
• Integrated curriculum is carefully structured and connects subjects within programs (e.g., history and cultural arts to maximize the opportunity for learning and builds from program to program to progress from concrete to abstract learning).
• Independence is nurtured and leads to children becoming purposeful, motivated, and confident in their own abilities.
• Peace and conflict resolution are taught daily and children learn to be a part of a warm, respectful, and supportive community.
• The child creates, in a very real sense, the adult that is to be, through his/her experiences, interactions, and environments. Character development is a central focus of the AMS Montessori curriculum.
• Hands-on learning is central to the curriculum in all programs and leads to children being engaged rather than passive with their work.
• The environments are responsibly and carefully prepared with multisensory, sequential, and self-correcting materials to support self-directed learning.
• Teachers and children and teachers and parents work together as a warm and supportive community.
• Self-expression is nurtured in all children. Children experience art, music, poetry, theater, writing, and other forms of creative arts with confidence and passion.
Montessori in the 21st Century. The American Montessori Society. 2003.
Desired Learner Outcomes Common to Montessori Education
Dr. Maria Montessori, an Italian physician and educator, developed a method of teaching based on her scientific observations of young children's behavior. Her first "Children's House" was established in Rome in 1907. She found children learned best in a homelike
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< > School Employee Handbook <Insert Year> 6 environment filled with developmentally appropriate materials that provide experiences, which contribute to the growth of self-motivated, independent learners.
Dr. Montessori carried her message across the globe, including the United States in 1912. Dr. Nancy Rambusch established the American Montessori Society in 1960. Montessori education in the United States appeals to those who embrace it because of its outcomes for students. The American parents who originally chose Montessori education matched their views of child rearing. They saw their children as moral beings, which over time would become the socially responsible people Montessori had envisioned. And they saw their children becoming confident, competent learners.
The outcomes we aspire to teach are lifelong developments. The original American Montessori agenda of learner outcomes are as follows.
Independence: Is the child able to choose his or her own work, apply energy to that work, complete it to a personal criterion of completion, take and return the work to the place it is customarily kept, in such a way that another child will be able to find the work ready to do? Is the child able to seek help? Is the child able to locate resources to continue the self-chosen task without necessarily involving the teacher?
Confidence and Competence: Are the child’s self-perceived successes far more numerous than his or her self-perceived failures? Is the child capable of self-correcting work, upon observation, reflection, or discussion? Can the child manage the available array of “stuff” with a clear sense of purpose?
Autonomy: Can the child accept or reject inclusion in another child’s work or work group with equanimity?
Intrinsic Motivation: Is the child drawn to continue working for the apparent pure pleasure of so doing? Does the child, once having achieved a particular competence, move on to revel in mastery by showing others?
Ability to Handle External Authority: Is the child able to accept the “ground rules” of the group as appropriate in his or her dealing with other children? Is the child, distant from the teacher, able to function as if the teacher were nearby?
Social Responsibility: Independent and autonomous persons are always a part of a group and must attain independence and autonomy through participation in group activity. The loss of these qualities by one of a group is a loss for all. Do students attain independence and autonomy and, at the same time, develop social responsibility?
Academic Preparation: In Montessori education, children learn to learn by learning. Academic preparation entails activation and cultivation of inherent powers and processes through which the learner becomes a supplier of meanings or of things-meaningfully- known. Academic skills are essential to learning and knowing, not the aim of learning and knowing. Do students acquire academic skills and apply them in learning to learn?
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< > School Employee Handbook <Insert Year> 7 Spiritual Awareness: Montessori views the child as a spiritual embryo. Implications are conveyed by the metaphor. All humans are spiritual beings as well as physical beings. They have spiritual health as well as physical health. Montessori sees no need to establish whether or not the source of spirit is theological and does not offer theological explanation. The spiritual embryo simply thrives on spiritual investment. The investment can be theological, humane, or a combination of the two. What are the spiritual outcomes of school experience?
Citizens of the World: All children are part of both a world political system and a world ecological system. Both systems have their constitutions and all must learn to live by the letter and spirit of their laws. As a naturalist, Montessori knew about the laws of mind and of nature and understood the consequences of disobeying either of them. What are the citizenship outcomes of school experience? Are the children acquiring civic virtue? Are they acquiring dispositions to understand the natural world, to cherish it, and to live harmoniously within it?
SOME IMPORTANT ASPECTS OF THE MONTESSORI METHOD
1. It is based on years of patient observation and study of children by Dr. Maria Montessori, who was a scientist uniquely educated and qualified for this task. She was a medical doctor, a student of psychology, and a professor of anthropology, a science that is concerned with man in a unique way. She worked out her methods and developed the materials by letting the children show her what worked and what did not work. It is not a "franchise" or "patented" operation. It is in the public domain. There are responsible organizations (such as the American Montessori Society) that operate on behalf of its proper development in this country.
2. It has proved itself of universal application. Within a single generation, it has been tried successfully with children of many nations. Climate, nationality, social rank, or type of civilization make no difference to its successful application. India, France, Holland, England, Burma, Mexico, Panama, Colombia, Canada, Italy, and the United States have many well-developed Montessori schools.
3. It has revealed the small child as a lover of order and of intellectual work, spontaneously chosen and carried out with profound joy, capable of concentration and eager to learn for the joy of learning.
4. It is based upon the child's imperious need to learn by doing activities, which develop his faculties at each stage in his mental growth. These stages are called "sensitive periods," and he more readily absorbs knowledge during those periods. While the method offers the child a maximum of spontaneity, it enables him to reach an even higher level of scholastic attainment than under other systems.
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< > School Employee Handbook <Insert Year> 8 5. Though it does away with the necessity of coercion by means of rewards and punishments, it achieves a higher discipline. It is an active discipline, which originates within the child and is achieved through concentration on work, which he has chosen. Children with extremely active and curious minds are stimulated and utilize their intellectual energies constructively.
6. It is based on a profound respect for the child's personality and removes from him the preponderate influence of the adult, thus leaving him room to grow in biological independence. The child is allowed a large measure of liberty (not license) and he learns to handle it with responsibility.
7. It enables the teacher to deal with each child individually in each subject and thus guide him according to his individual requirements. Each child works at his own pace, hence the quick child is not held back by the slow, nor is the latter, in trying to keep up with the former, obliged to flounder along hopelessly out of his depth. Each stone in the mental edifice is "well and truly laid" before the next is added.
8. It does away with pressure and its trail of challenges. More than this, at every turn it presents endless opportunities among the children for mutual help, which is joyfully given and gratefully received. Since the child works from his own free choice, without pressure and coercion, he is freed from strain, feeling inferior, and other experiences, which are apt to be the unconscious cause of mental disturbances in later life.
9. The Montessori method develops the whole personality of the child, not merely his intellectual faculties but also his powers of deliberation, initiative, and independent choice, with their emotional complements. By living as a free member in a real social community, the child is trained in those fundamental social qualities, which form the basis of good citizenship.
10. Below is a partial list of Montessori publications available from Amazon.com or from a bookstore.
E. Mortimer Standing, The Montessori Method: A Revolution in Education Rita Kramer, Maria Montessori: A Biography
Angeline Lillard, The Science Behind the Genius
Paula Polk and L. L. Jessen, Montessori from the Start
Nancy McCormick Rambusch, Learning How to Learn: An American Approach to Montessori’s Writings
Dr. Maria Montessori, The Montessori Method
Dr. Maria Montessori, Dr. Montessori's Own Handbook
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< > School Employee Handbook <Insert Year> 9 Dr. Maria Montessori, The Advanced Montessori Method, I & II
Dr. Maria Montessori, The Absorbent Mind
Dr. Maria Montessori, To Educate the Human Potential Dr. Maria Montessori, The Secret of Childhood
Ground Rules for Uninterrupted Work Periods
The following are guidelines established to enable the partnership of parents and teacher to help develop the students at < > School. The expectation is that teachers will abide by these guidelines in every way.
The Teacher
The teacher's prime responsibilities are:
To help each child help himself experience success.
To protect the child's right to engage in activities of his choice.
1. The teacher's first duty is to prepare the classroom environment.
By preparation of the environment we mean that the teacher programs into the environment materials and outcomes of activity designed to ensure success and satisfaction for the child, as well as providing a challenging and stimulating intellectual growth as well as the development of sensory-motor and communication skills.
There is a place for everything and everything has a place. Within the environment, the materials are displayed in easily accessible places and are ordered within areas defined for certain activities, e.g., art area, housekeeping area, book corner, math area, etc.
Within each activity area, materials are displayed in a pleasing and orderly manner. Everything that would be needed to carry a particular type of activity through to completion is displayed together in a convenient and self-evident arrangement. This helps the child complete his activity without the interruptions that inevitably result when all the materials for an activity are not together but must be hunted for mid-activity. This arrangement develops in the child the ability to plan in advance and to gather the necessary materials at the outset of any activity (e.g., clothes washing, table washing, etc.). Materials are displayed on a programmed sequence in order of their use during the activity so that the procedure will be as self-evident (and therefore self-correctable) as possible.
Preparation of the environment includes the general atmosphere created within the classroom as a result of visual displays, floor plan and arrangement of furniture, suitability of the furniture being used, the general use of space in the room, and traffic
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< > School Employee Handbook <Insert Year> 10 flow. Within this context, the condition of the equipment is of the utmost importance. Materials are maintained in good repair, clean, pleasingly arranged, and colorful. The materials are changed frequently to insure interest in the environment as well as progress in concepts as presented in the materials and activities. This standard must be maintained at all times.
2. The teacher is an observer, and her effectiveness in meeting the needs of the child is a direct result of her ability to observe.
In order to develop keen observation, the teacher keeps daily observation records in which she records the materials and activities that most interest the child. Special skills that he is developing, needs, problems, etc. are also noted. The teacher records progress in the curriculum materials, evaluation of concepts learned, and rubrics for evaluation of student achievement.
3. The teacher is a mediator and guide.
"Never allow a child to risk failure unless he has a reasonable chance of success." The teacher's goal as mediator is to maximize success for the child and to minimize error. In order to minimize error, she provides materials, which have built-in feedback systems so that the child can correct his own errors as they occur. He thus becomes an independent learner who experiences success as he corrects his own errors.
The entire environment is prepared in such a way that error is self-evident and as the child internalizes the ground rules he no longer needs the gentle reminder of the teacher on these rules but has developed these as his own habit of working.
4. The teacher maintains ground rules and sets limits for appropriate behavior in the classroom.
The teacher communicates and maintains the ground rules through demonstration, example, and gentle reminders. She most often accompanies her words with gestures and movements, which mean more to the child than mere words or admonishments. The teacher shows the child what she means.
The teacher's main goal is to help each child internalize the ground rules according to his own stage of development. The teacher never makes unrealistic demands on the child. If a child is emotionally or physically unable to observe a ground rule (and it is through keen observation that she diagnoses this problem) she never forces him. Rather she treats him with patience and respect and gives him the added assistance and support that he needs in order to develop on his own terms the ability to freely observe the ground rules.
Ground rules are extremely important, for only after the child has internalized the ground rules of social behavior (i.e., made the ground rules his own) is he truly free to learn and to create on his own or with others.
The teacher establishes a peacekeeping curriculum to guide students in problem- solving behavior and language skills. Peacekeeping becomes a way of life in the
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< > School Employee Handbook <Insert Year> 11 classroom for adults and students. The teacher acknowledges and reinforces students’ attempts at adhering to the peacekeeping curriculum in the classroom.
5. The teacher never arbitrarily interrupts the child from his work.
If she wants to invite the class to a group activity, the teacher does this at an appropriate time so as not to interfere with the absorption and concentration of the children in activities of their own choice. She is extremely careful of imposing her personal interests, wishes, or needs on the children without the sincere interest of the children involved, and she pays each child the courtesy of refusing her invitation to the group. Teachers work toward establishing a three-hour work cycle for the classroom, which enables students to concentrate on their work.
6. The teacher "corrects" a child who is breaking the ground rules in a one-to-one relationship.
The teacher's manner can be described as gentle but firm, her voice is quiet so as not to call attention of others. She never calls a correction to a child from across the room as this causes embarrassment for the child being corrected and creates a general disturbance. She goes up to the child and catches his attention either by stooping to his level and looking into his eyes or she may put her arm on his shoulder as a gesture of understanding.
7. When a teacher must "correct" a child or interrupt him in a harmful action, she does so in a positive manner.
She says, "Please do it this way," or "We do it this way," or "May I show you how to do this?" The teacher never derides, criticizes, or corrects in a negative way. If a child spills something or makes a mess of some kind and is aware of what he has done, it is unnecessary for the teacher to reinforce the error by saying, "Look what you've done. You've spilled the water," etc. If the child sees that he has spilled the water, she offers to help him clean it up if he needs help. She may show him where the materials for cleaning up are kept by way of encouragement. However, to call undue attention to the "mess" only reinforces the child's failure complex. Also, cleaning up is never referred to as an unpleasant chore. The child usually finds it very enjoyable if the teacher does not convey a distaste for clean-up. The teacher never says, "You spilled the water; aren't you ashamed." Clean-up is like any other activity to the young child and involves water play and other motor activities, which the child enjoys a great deal.
8. If a child is behaving in an uncontrollable manner in the classroom and is disrupting the activities of others, doing harm to himself or others or the environment, the teacher removes the child from the environment.
She does this in as calm and controlled a manner as possible with no implication of punishment. She removes the child as a measure of protection for himself and the rights of others.
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< > School Employee Handbook <Insert Year> 12 The teacher attempts to help the child by diverting his attention toward a
productive kind of activity and does not attempt to render the child immobile. She takes her cue from the nature of the child's outburst, the possible cause of the problem, and the individual needs of the child. Her attitude must be, "This child is trying to tell me something. He needs help. How can I help him?" There is no room for pride or anger in the teacher of young children. Above all, there must be respect and understanding.
Uninterrupted Work Period
As per our accrediting agency, the American Montessori Society, we are to uphold the standard of providing an uninterrupted work time. AMS Standard 3.9 states: Schools are to allocate and protect large blocks of uninterrupted instructional time to support student learning. Optimal learning takes place during two- to three-hour blocks of time. Schools should make every effort to schedule enrichment programs and transition times to accommodate these blocks.
The purpose of long, uninterrupted blocks of work time is to allow students to freely select work, eventually becoming absorbed in work that has a particular fascination for them at this point in their development. Interruptions disturb the development of the child's focus, concentration, and opportunity to deeply delve into work. During this uninterrupted work time, teachers also have the opportunity to present lessons to the children, ensuring that lessons are given and work is explored in all areas of the classroom.
< > School will observe the following guidelines for uninterrupted work cycles. Please note that the work cycle begins when the majority of children have arrived.
Infant/Toddler
< Insert your school’s Infant/Toddler work cycle guidelines. > Early Childhood
< Insert your school’s Early Childhood work cycle guidelines. > The Child
1. Children may work alone or in spontaneous groups. No one may touch another's work without being invited; therefore, there is no forced sharing.
2. Everyone walks around the work rugs.
3. Line rules for group stories or lessons include sitting quietly with arms and legs folded.
4. Each child hangs his own coat, buttons or zips it, and when leaving is responsible for dressing himself and gathering his belongings.
5. Athletic shoes with ties or classroom slippers help us walk quietly and make us sure- footed.
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< > School Employee Handbook <Insert Year> 13 6. Children serve themselves refreshments and are in charge of cleaning the environment.
7. Children are directors of work and teachers are there to serve their needs. They push us; we don't push them.
8. Children talk quietly and ask for help on a one-to-one basis, not by yelling across the room. They do not interrupt a lesson but wait quietly in close proximity to the teacher until noticed before asking for help or direction.
Parents
1. Please leave toys at home and don't fight with children over leaving them in the car at the school door. Children are grumpy when this happens.
2. Please try to bring happy, relaxed children to school by allowing adequate time and a very slow pace in preparing for school.
3. Talk about ground rules with children in a "positive" manner, and practice talking quietly at home.
4. Encourage the ability to distinguish between appropriate indoor behavior and outdoor behavior. There is a difference.
5. Parent conferences are scheduled twice each year. A parent or teacher may schedule an optional third conference.
6. Please avoid tangible rewards for accomplishments children naturally receive pleasure from.
7. Order is very important to children to give them a sense of security and peace.
8. Return folders and teacher communications promptly.
9. Notify the lead teacher if you have a question or concern. A telephone message can be left with the office.
10. Parents are the child's primary teacher. The faculty and staff at < > School can love, support, and encourage parents best by setting excellent examples. We must address parents' needs as well as the needs of our children. We must also trust one another and share the goal of providing the best educational environment for children to develop.
Employment
Appointment of Staff
An interview will be conducted with each candidate considered for employment; an observation of teaching skills is required; three written professional references containing all pertinent data will be secured from each candidate. If you are hired, these references
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< > School Employee Handbook <Insert Year> 14 will become part of your permanent personnel file and, to the extent required by law, be made available to you. Teachers must also provide official transcripts and a copy of their state certification and Montessori certification.
All candidates will fill out and return a completed application form, and as regulations require, be fingerprinted by an approved governmental agency, submit the state central clearance form for investigation, and submit written record of an annual physical exam by a physician (including tuberculin PPD Mantoux test, or chest X-ray, as necessary).
A legally binding Memo of Understanding signed by both employee and administration will confirm appointment to a position.
Appointment of Substitute Staff
Substitutes are appointed following above established interview and reference procedures. Substitutes are employed per diem and not considered permanent employees. They receive per diem wages, with no benefits or leave compensation normally available to permanent employees, and no Memo of Understanding. < Insert substitute teacher wages here. >
Substitute Teacher Orientation
Substitute teachers will go though an initial orientation with the education director. Teachers should continue this orientation by facilitating the following:
1) Pointing out what makes < > School classroom environments unique and different from a traditional preschool/daycare environment, such as:
< > School Employee Handbook <Insert Year> 15 Please remember to always add each Substitute to your “Peek at the Week.”
Probationary Period
All employees are hired on a ninety-day probationary period. If an employee is unsuited to the position, s/he may be released during the trial period. The executive director must approve all absences or use of personal days during this probationary period.
Promotions and Transfers
In keeping with the principle of promotion from within, employees will be given consideration for other positions as they occur and for which they have the appropriate credentials and experience.
Should it become necessary to cut back on the size of the staff, employees are retained in accordance with the needs of the School, as decided by the administration. Transfers to another class or school location may become a necessary option in order to retain employees.
< > School Organizational Chart
Education Director
Infant/Toddler Coordinator
Infant/Toddler Classes Lead Teacher
Intern - Asst. Teacher
Admissions Director
Owner Executive Director
Early Childhood Classrooms Lead Teachers
Intern - Asst. Teacher
Executive Director
Building Superintendent
Cleaning Service
Education Director
Child Development Consultant
Executive Director
Parents’ Voice
Administrative Coordinator
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< > School Employee Handbook <Insert Year> 16 Faculty Development
Job Description: Lead Teacher/ Co-Teacher
Job Summary: The Lead Teacher, with the support and supervision of the Educational Director and the Administration, is expected to establish and maintain a quality educational program, which follows the Montessori philosophy and pedagogy and Early Childhood Education model by fulfilling the following responsibilities:
1) Duties: Lead/Co-Lead Teacher's duties include, but are not limited to, the obligations to:
< > School Employee Handbook <Insert Year> 17
Job Summary: The Assistant Teacher or Substitute Teacher, under the supervision of the Lead Teacher, Educational Director, and Administration, is expected to establish and maintain a quality educational program by fulfilling the following responsibilities:
1. Duties: Assistant Teacher’s/Intern’s/Substitute’s duties include, but are not limited to, the obligations to:
< > School Employee Handbook <Insert Year> 18
Training Programs
We seek to establish professional collaborations with Montessori teacher education programs. Opportunities for Introduction to Montessori training will be provided. Should the employee’s teaching position require Montessori certification, the employee is individually responsible to obtain such certification and to be responsible for the full costs of such training; however, the school reserves the right to extend training costs for an employee and consider a promissory note reimbursement.
Administrative Job Descriptions
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< > School Employee Handbook <Insert Year> 19 < > School’s Executive Director
• Responsibilities
In supervising and supporting the teaching staff, the Executive Director will:
1. Be available at scheduled times weekly for conferences, informal conversations, or phone calls with parents.
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< > School Employee Handbook <Insert Year> 20
< > School Employee Handbook <Insert Year> 21 • Observe in each classroom weekly and meet twice monthly with teaching teams.
• Meet with teaching members to determine if the curriculum and instruction meets the needs of the students.
• Provide professional development for Assistant and Non-Montessori teachers; meet weekly.
• Make recommendations about instruction and curriculum improvements to the Executive Director based on research and observations.
• Review all newsletters, all reports requested by outside agencies and ongoing school, in addition to end-of-year reports, for all eligible students prior to completion.
• Review and post all “Peek at the Week” newsletters for content and consistency.
• Review educational materials and make recommendations on purchases.
• Monitor materials ordered, the ways they are used and shared by classrooms.
• Maintain an inventory of the school’s educational materials and equipment in conjunction with teachers.
• Plan and provide on-site professional development education for teachers.
• Mentor new teachers and train experienced teachers on the use of materials and equipment or help them improve their skills.
• Advise teachers on the content of the AMS, DOH, Middle States standards and provide instruction on implementing the standards in the classroom.
• Assist teachers and staff with the planning and implementation of Parent Education.
• Plan and facilitate Coffee Chats with the Executive Director.
• Create, plan, and facilitate the 8-week summer camp program.
• Assist the Executive Director with the yearly faculty evaluations.
• Assist the Executive Director with the hiring of new faculty.
• Be responsible for the accident log book, the employee sign-in/sign-out sheets.
• Be responsible for teacher requests for days off; keep a log of teachers and subs.
• Act as Liaison for the Department of Health visitors.
• Perform other duties as assigned by the Executive Director.
Director of Admissions
Duties:
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< > School Employee Handbook <Insert Year> 22
Duties:
• Maintain the office in an orderly and efficient manner in terms of documents, records, and positive customer service and to maintain confidentiality of all communications.
• Communicate and relay day-to-day information (phones, conversations, buzzers) to Director, faculty, and staff when working in the front office.
• Maintain current ongoing records and database on all students and staff in the school and have same available for the School's review upon request. Maintain the confidentiality of all such records.
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< > School Employee Handbook <Insert Year> 23 • Act as payment liaison with the Business Office (ongoing recordkeeping of checks sent
to the business office, direct debit payments, tuition payments) and distribute petty cash. a) Communicate facility and school issues with the Business Office.
b) Prepare and maintain parent contracts.
c) Relay payroll, transit check, and medical benefit information to Business Office.
• Proofread/edit school accreditation and yearly reports, school-wide newsletters, conference and ISAAGNY reports.
• Order and coordinate the distribution of all supplies (paper, office, school). Itemize invoices for Business Office.
• Assist the teachers when needed.
• Child Abuse—Any incident of unexplained bruises, cuts, burns, etc., or any suspected child abuse should be reported to the Director.
• Maintain CPR, First Aid, and Medical Administration Training.
• Provide medicine forms to parents, and administer medications when necessary.
• Keep track of the medical log in the office.
• Plan, implement, and record monthly fire drills.
• Assist the Department of Health officers who visit the school.
• Follow all School policies and procedures as stated in the Employee Handbook and the School's Rules and Regulations, as presently existing or as may hereafter be amended.
• Follow all standards in accordance with the American Montessori Society, the Middle States Commission on Elementary Education, and the NY Department of Health.
• Any additional duties as determined by the Executive Director.
Child Development Consultant
Duties: Child Development Consultant’s duties include, but are not limited to:
< > School Employee Handbook <Insert Year> 24
What is the Parents’ Voice?
Parents’ Voice is the forum at < > School for communication between the school administration and parents of children who attend the school. A parent volunteer from each classroom serves as that classroom’s Parents’ Voice Representative. The Parents’ Voice Representatives meet monthly with < > School’s director to discuss classroom and school events and issues.
What is the purpose of the Parents’ Voice?
The purpose of the Parents’ Voice is to uphold the school’s mission and to support and enhance the education of the children at < > School.
The primary goal of the Parents’ Voice is to help initiate positive changes on behalf of the school’s parents. Working together with the administration, the Parents’ Voice group has the opportunity to make < > School even better and to make our children’s school experience the best it can be.
What does a Parents’ Voice Representative do?
The Parents’ Voice Representative for each classroom is a key contact person for matters concerning each classroom as well as the entire school. The Parents’ Voice group discusses issues or topics brought up at meetings in order to come up with possible solutions or answers. A Parents’ Voice Representative must be accessible (by phone or e- mail, or in person) to other parents and willing to attend a monthly hour-long meeting at school. The monthly meetings are held October through June on a day that is agreed upon by the entire group.
Some topics that have been addressed by Parents’ Voice groups in the past include: emergency planning, appropriate snacks, classroom field trips and events, school
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< > School Employee Handbook <Insert Year> 25 security, parent education topics, summer camp programming, ongoing schools information, teacher appreciation, school-wide community building, parent-teacher communication, and administration-parent communication and concerns.
After each monthly meeting, it is the responsibility of the Parents’ Voice Secretary to write up his or her meeting notes and circulate them among all Parents’ Voice members for review and approval. Once they have been finalized, each Parents’ Voice Representative distributes the notes by e-mail or by hand to each family in their respective classroom. Throughout the school year, the Parents’ Voice Representatives will contact their classroom’s parents for opinions, suggestions, and ideas. This may also include informal votes on issues, if necessary.
How are Parents’ Voice Representatives selected?
The Parents’ Voice Representative for each classroom is either self-nominated or identified and asked by classroom teachers and/or the administration. Each spring, the Parents’ Voice determines a President, Vice President, and Secretary (“officers”) for the coming fall. Parents’ Voice Representatives’ officers must have had a child enrolled at < > School for at least one full school year. In addition, the selected parents must have time available to fulfill the duties as outlined above.
Parent Volunteers
There are many opportunities for parents to volunteer for their child’s classroom and for < > School. Parents can represent the class via Parents’ Voice, as chaperones on field trips, by presenting a lesson at line time, by helping arrange classroom socials, and by reading in the classroom.
Field Trips
Students and parents are notified in advance regarding the specifics of field trips along with a permission slip, which must be signed and returned. Parents will act as chaperones on field trips. This is a service to < > School and a responsibility that should be considered carefully. Teachers try to give all parents an opportunity to chaperone on a field trip. Parents who chaperone must start and finish the trip at school. Child care must be arranged for siblings.
Parent Chaperone responsibilities:
• Parents must commit to escorting children from school to the field trip and from the field trip back to school. No side trips are permitted. Parent chaperones may not leave the group at the field trip site to return home.
• Parents must be in charge of and aware of the children they are responsible for at all times on the trip.
• Parents must follow the plan and guidelines established by the teachers prior to the trip. • Parents are discouraged from bringing younger siblings on the field trip. They cannot give their attention fully to the students they are responsible for if they have another child in tow.
1. Purpose of Field Trip
(A) To introduce a unit, enhance a unit, or culminate a unit.
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< > School Employee Handbook <Insert Year> 26 (B) To give pupils firsthand experiences, learning about their immediate environment and the world they live in.
(C) To provide group experiences and a fun activity, building good relationships with other children and adults.
(D) To clarify existing concepts.
(D) Inform your chaperones about transportation, directions, management of children, they must return to school and SAFETY!!!
4. Follow-Up Activities
(A) Drawing pictures, murals, discussion with pictures.
(B) Display pictures and objects gathered.
(C) Use play-dough to make items representing trip.
(D) Show pictures or slides of trip.
(E) Write story about trip for parents.
(F) Compose thank you notes to anyone who helped facilitate the trip. (G) Use music, dramatics, and science experiences to reinforce learning.
Employment Policies
Employee Personnel Files
A personnel record will be kept for each staff member. This will be a carefully protected file, available only to administration and the particular staff member. The file will contain cumulative information, beginning with the employee's application and ending with termination of employment. The Educational Director is responsible for the confidentiality of all records. If you wish to see your file, please tell the Educational Director.
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< > School Employee Handbook <Insert Year> 27 Staff will be requested to fill out an emergency contact card, listing pertinent data in case of serious accident/illness.
Compensation
Salary Considerations
Salaries are set according to an employee's educational preparation, professional credentials and licenses, teaching experience, with due consideration given to their current performance. Any discussion regarding salaries should be held solely with the Administration.
2010-2011 Salary Scale
Scale:
Base Lead Co-Lead
Montessori
Bachelor’s (inc.Assoc.) Related to Education Associate’s degree Related to Education Master’ s
Related to Education Doctorate
Related to Education New York License CDA
Experience:
As Lead Montessori As Asst Montessori
Other experience as determined by the Executive Director
20,000.00 4,000.00 2,000.00 7,000.00
over 2 years
6,000.00 2,000.00
3,000.00
5,000.00 3,000.00 1,000.00
500/yr (10 yr max) 250/yr (10 yr max)
TBD
Per Diem substitute wages follow a set schedule of per hour compensation, no matter what credentials the individual offers.
Paydays
Direct deposit checks/stubs are distributed once per month, on the 15th. If the payday falls on a weekend or a holiday, payday will be on the preceding day. A voided check must be submitted before employment for the direct deposit payment method.
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< > School Employee Handbook <Insert Year> 28 Withholding exemption certificates are required and will be prepared by the staff member before receiving the first paycheck. It is your responsibility to notify the office of any exemption changes, marital changes, or change of address.
Meal/Rest Periods
Employees who work an 8-hour day are entitled to a half-hour meal period. Supervision of the children is not to be compromised and teacher/child ratios must always be observed.
Employees who work a 6-hour day receive no meal period but only a discretionary 15- minute rest period. Employees who work a 4-hour day receive no rest period.
Employee Benefits
Benefits Eligibility
All permanent employees are eligible for standard benefits of paid leave and professional days. Following the 90-day trial period, all permanent employees who work 35 hours per week or more are eligible to elect to participate in the health insurance program. All benefit eligibility is pursuant to the union contract with Local 348-S.
Leave Benefits
Each permanent staff member is allowed one (1), accrued paid sick day per month as per their Memo of Understanding. The use of professional leave days must be pre-approved by the Administration. There are no additional paid days, vacation or otherwise, other than those listed as school closure days in the school calendar; for those days when school is closed, pay continues accordingly, only when such days fall within the duration of the employee's Memo of Understanding. Paid sick days are accrued and are not carried over to the summer or the next contracted period.
Missed hours during the regularly contracted workday cannot be made up by coming in early or working late unless pre-arranged and approved by the Executive Director.
Leave benefits for other reasons are provided as per regulations and law. They include:
< > School Employee Handbook <Insert Year> 29 received for jury duty and their regular base salary; you are to turn over your jury fee to the school to receive full salary. (Not applicable-employers with more than 10 employees must pay for a minimum of three days. The state does not pay until after the third day at $40/day and only if the employer does not reimburse the employee.)
Insurance Benefits
All compulsory Federal, State and Local required insurance benefits are provided; employees and employer contribute as required by law.
Employees may elect to participate in the health care program to which the school participates. The premium is a shared financial contribution, should the employee both be eligible and choose this benefit.
401K Benefits
For employees who have worked for one full school year, < > School will contribute 1% of the employee’s salary to a 401K program. Employees can choose to make additional pre-tax contributions and can choose how both < > School and the employee contributions are invested. Invesco AIM provides the administrative and recordkeeping services.
Transit Checks
Employees may choose to participate in pre-taxed “Transitchek” purchases, which are made by payroll deduction. It is the employee’s responsibility to make any changes in his/her plan by informing the Administrative Coordinator.
Staff Attendance and Absence
The office will maintain daily attendance records on all staff members, including record of lateness and type of absence. All staff must sign in when they arrive and sign out when they leave the building, for fire safety purposes, and to ensure they get paid accordingly.
If an employee knows of a planned absence or lateness, s/he must fill out an Attendance Form at least 3 days prior to the event. The employee must indicate the substitute by name that has been secured to cover the time.
The quality of our program is dependent upon consistent attendance. Excessive, habitual, and unauthorized absences/tardiness and personal days are disruptive to the care of the children and create an unsafe burden on other staff. Our policy on absenteeism, personal days, and lateness has been designed to maintain the high standards of our program and alleviate any stresses felt by the rest of the school community.
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< > School Employee Handbook <Insert Year> 30 Excessive lateness and/or absence will be deducted from your pay and disciplinary action
that may include dismissal will begin with verbal and written warnings.
Employees may not save accrued sick days to take a vacation when school is open. The school’s employee-friendly calendar allows for adequate vacation time.
Attendance
At Set-up and Clean-up Days
Staff is required to commence work before and end work after the children's actual school year, as per your Memo of Understanding, so that the classrooms may be annually inventoried, prepared, and cleaned for upcoming use, or stored away for summer non-use.
At Daily Arrival
Abide by hours listed in your Memo of Understanding. Be present with sufficient time to prepare your class. Your breakfast should be eaten before your arrival time. School doors open at 7:45 a.m. daily for staff.
At Staff Meetings
All teachers and staff (as needed) will meet with the Executive Director or Education Director weekly. A convenient time will be scheduled at the beginning of the school year. Team meetings are held once a week at a set time convenient for that team. You are responsible to know that time and to come prepared with information (daily notes, etc.).
Evening meetings may be required of you during the course of the school year. These would include parent meetings, open house meetings, classroom community meetings, ice cream socials, and important meetings in the life of the School. You will be given ample notice of evening meetings and attendance at these meetings is required; compensation for attendance has already been considered in computing your total salary. Absence at a required meeting is noted in your attendance records as 0.5 of a personal day.
At Parent/Teacher Conferences
Lead teachers (assistants and interns included) are required to offer twice-annual parent conferences, and an optional third conference in February, at mutually convenient times for both parent(s) and staff member. Should a parent not be able to make a Parent Conference Day meeting, it is the teacher’s responsibility to provide another meeting time option. Teachers must always meet with parents in teams of at least 2 members. It is not permissible to do parent conferences on weekends at the School. If you need to be in the school building for an early evening conference, advance notice must be given to the Administration. No one is to be in the building alone at any evening time.
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< > School Employee Handbook <Insert Year> 31 Absence
If at all possible, please give advance notice to the Administration if you are to be out. Consecutive days for non-illness reasons, even if unpaid, are unacceptable unless used for an emergency such as family illness.
Personal days just before or after a closed school holiday are unfair to other staff members and the children and cannot be permitted unless the Executive Director gives prior approval. An employee calling in sick just before or after a closed school holiday or their personal day will be required to submit a physician’s note in order both to return to work and to be paid for the day(s).
Absence for illness of more than three days' duration needs a physician's note in order to return to work.
Use of Substitutes Policies
Substitute names, addresses, and telephone numbers will be maintained on a sub list in the office. Teachers who will be absent for approved personal days are responsible to get the members of their own team to cover the majority of their hours or secure a substitute. Teachers are responsible for scheduling substitutes ahead of time. If that is not possible, teachers must keep a faculty/sub list at home. If a teacher is absolutely unable to find a substitute, the Administration will find coverage for those hours your team is unable to work to ensure that teacher/child ratios are in code. You must notify the Administration as soon as possible of who will be covering for you and for what hours, and inform your classroom co-workers.
Voluntary Separation
A staff person who resigns from his/her position must give written notice of thirty days (30), so as to protect the safety of the children and to ensure a smooth transition. It is proper protocol to inform the Director prior to 30 days if a move or alternative employment is anticipated.
Employee Grievances
The procedure for consideration and adjustment of grievances of any employee shall be as follows. The teacher must attempt to work out teaching team issues with the individuals involved. Failing to reach settlement in the situation, the teacher will bring the grievance to the Education Director or the Executive Director. If the employee has an issue that either Director cannot assist with and it is related to work issues, a letter must be written to the owner of the school.
Termination of Employment
Permanent employees will be given written notice should dismissal from their position become necessary. Prior to issuing such notice, the matter is discussed between the Director and the employee, and s/he is given opportunity to self-improve if performance is an issue, or definite reason for reducing staff. The School, at its sole discretion, shall
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< > School Employee Handbook <Insert Year> 32 have the right to terminate the employee's Memo of Understanding for cause on one day's written notice, or, under exigent circumstances, upon oral notification to the teacher. In all circumstances other than for cause, either the school or the teacher shall have the right to terminate the Memo of Understanding upon thirty (30) day’s notice to each other, sent by certified, first-class mail. The school reserves the right to relieve the staff member of his/her duties during the notification period.
An employee terminated automatically loses eligibility for employee benefits from < > School.
Possible Reasons for Termination of Employment
Malfeasance
Definition Malfeasance connotes a serious behavior problem. It has broad interpretations but would indicate a major problem, such as theft, acts in the community of a totally unprofessional nature, unprofessional unethical behavior, drunkenness, a criminal offense, assault on a child at the school or any member of the staff or any persons on the school premises, and so forth. Misappropriation of funds or willful damage to the school's property also warrants dismissal. Misconduct more minor in degree could warrant dismissal.
Conditions No dismissal notice shall be required and the employee shall forfeit all privileges.
Incompetence Definition
Incompetence shall be measured in terms of but not limited to such factors as:
< > School Employee Handbook <Insert Year> 33
< > School Employee Handbook <Insert Year> 34 Employee Performance
Professionalism in Your Responsibilities
Your first responsibility is to the children, to protect the health and safety of those in your charge and that of any other children from the School when they are near you. Always be alert to any safety hazard; avoid even the appearance of a safety hazard, of poor supervision of children, or of inattentiveness to their needs.
You have a responsibility toward parents, so conduct yourself and your class in such a way that they do not have to worry about their children's emotional or physical safety. In the difficult job of raising a child in today's world, and as they also cope with the problem of dual career demands and perhaps changing family structure, parents count on your support, encouragement, and help. You are expected to be non-judgmental toward parents, no matter their lifestyle, ethnic group, culture, or goals/expectations for their children that may be different than yours.
You have a responsibility toward the school, its reputation and its success educationally. You interpret, by your words and your performance, the school's mission and aims; know what we stand for and believe it. Dedicate yourself to providing the most effective education ever for the young children in your care.
You have a responsibility toward one another, to support and nurture one another in the work place. Gossip and slander are hurtful and serve no purpose other than to be cruel. Living by the Golden Rule, “Do unto others, as you would have them do unto you,” is the best way to be a part of an educational group. Recognize that gossip can only hurt you or someone else—don't do it.
You have a responsibility to society as a whole to support the development of caring, compassionate individuals. You are in a unique position to affect young people's lives, now and in the future. These children are the future!
You have a responsibility to yourself, so realize that teaching is strenuous work and can be draining physically and emotionally. Keep yourself healthy and well rested. "Renew the vision" by attending workshops and continuing education opportunities.
Dress Code
Comfortable clothing should be worn, but please remember that this is a professional environment. Jeans (dress jeans) may only be worn on Fridays. Clothing must be clean, fit well, be in good repair, and suitable for sitting comfortably on the floor. Mid-tops, tops with low cleavage, or shirts that expose the back when bending over are not acceptable. Low, quiet shoes are to be worn for safety. Flip-flops are not allowed under any circumstances, either in or outside of the classroom. Flip-flops and shoes without ankle support are a safety hazard. Teachers must be able to run in an emergency without endangering his/her feet or risking a fall. This is non-negotiable.
As a role model for children, professional attire is at all times important; certain types of clothing, such as halters, bandeaus, revealing shirts, transparent clothing, tight pants,
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< > School Employee Handbook <Insert Year> 35 short shorts and short skirts are examples of inappropriate clothing for a school environment. These are not allowed. Tee shirts with illustrations and/or wording inappropriate for our aged children to view are also not permitted.
Infant teachers are supplied with smocks provided by the school when working with the children. These teachers are required to wear booties in the classrooms. All visitors to the young infant rooms also need to remove their outdoor shoes before entering, or put on the hospital booties provided by the school.
In her book, The Absorbent Mind, Maria Montessori wrote:
The teacher also must be attractive, pleasing to appearance, tidy and clean, calm and dignified. These are ideals that each can realize in his/her own way. The teacher’s appearance is the first step to gaining the child’s confidence and respect. The teacher should study his/her own movement to make them as gentle and graceful as possible.
PROFESSIONAL CONDUCT
Babysitting and Outside Care Conflict of Interest
It is inappropriate for parents to employ < > School faculty and staff for in-home child care. This policy is furnished in order to maintain the professional integrity of our school program.
Employees of < > School may not provide babysitting or child care for < > School students at any time.
Employees of < > School must refrain from discussing < > School’s students or issues when they are in the company of < > School parents before or after school hours, e.g., birthday parties, sports events, public encounters. Mini-conferences must not occur away from school.
Teachers can say, “Please call me during school hours to set up an appointment.”
Appropriate Behaviors in the Company of Children
There is to be no gum chewing or drinking of hot liquids during work hours, or on walks. Teachers may eat during children’s lunch times, after children have been served, or at designated snack times for the children, and must always model proper eating habits. Food or drinks consumed in the presence of children must be appropriate choices—no canned soft drinks, candy, sweets, or foods we do not allow children to bring in lunches.
Voices are to be kept low and adult conversation needs to be at a minimum during classroom and gym time. Teachers are to speak respectfully to children, parents, and other staff. In the event that staff uses inappropriate/unprofessional language, or other Health codes are violated and staff ratios are not being observed, a verbal warning will be issued by the administration. If a second warning is needed, it will be in the form of a written warning, which the teacher must sign. This warning will be placed in the teacher’s file.
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< > School Employee Handbook <Insert Year> 36 Behavioral Guides for Teaching
Here are some techniques and principles, which can be depended on at first as guides to action in school. These can be applied in an increasingly individual way with added experience. The success of some of these techniques depends in part on the relationship built up with the children. Time is required to build, as well as to understand relationships, but during the process, these "rules" will give clues to appropriate behavior. In time, with experience and increasing insight, each one of us will make our own generalizations and add new interpretations.
Guides in Speech
1. State suggestions or directions in a positive form.
A positive suggestion is one that tells a child what to do instead of pointing out what not to do. If a child has already done what s/he should not do or is about to demonstrate inappropriate behavior, s/he needs help in getting another idea of action. We give the child help when we direct his/her attention to what we want the child to do.
For example, "Keep your hands out at your sides" will help the child who is in danger of losing balance better than "Look out!" or "Stop jiggling!" Here we tell the child what to do, not point out what they are doing wrong.
A question is not a statement. We may say, "Don't you want to sit down?" when we mean that we want the child to sit with others, but we are uncertain of our words or not sure we will succeed. What we should say is, "Please sit with the others now. It's time for a story," confident that the child will want to be included.
A positive direction is less likely to rouse resistance than a negative one. It makes help seem constructive rather than limiting and interfering. If the child is doing the action to annoy us, we emphasize the positive and thereby reduce the attention and importance of the negative aspect of the child's behavior.
Sometimes misbehavior is only negative because it is inappropriate to the time and place. For example, running is not wrong, but outside is where running should happen, not inside. By simply phrasing the redirection positively, we withhold judgment of right and wrong when it is not necessary to draw attention to it.
Examples:
< > School Employee Handbook <Insert Year> 37 There are decisions that a child is not ready to make because of his/her limited capacities and experience. We must be careful to avoid offering a choice when we are not really ready ourselves to let the child decide the question. We offer choices when, no matter which choice the child chooses, we are content with that choice. When we do not really intend to let the child decide, do not put the request out in choice form. Questions are often hidden demands for compliance. Be careful that you offer legitimate choices.
A child is not free to decide to hurt someone or something. S/he can decide, however, what or where to play.
3. Use your voice as a teaching tool.
We have known individuals who think that the louder they speak, the greater their chances are of controlling behavior. It may be necessary to speak firmly or seriously, but it is never necessary to raise one's voice unless there is imminent danger. The most effective speech is simple, direct, and slow.
It is better to move nearer to the children and teachers to whom you are speaking. It is never okay to shout across the room.
Speech conveys emotion as well as ideas. Children are sensitive to tonal quality, the tightness in a voice, the facial appeal. They understand fear and anger, annoyance or friendliness more from how you say something than from what you actually say.
The teacher sets a pattern for others in his/her speech. If the teacher uses a harsh voice, children will later imitate the teacher’s voice tones.
Think carefully and use words that will best achieve the desired response from the children. If you are angry, calm yourself first and then use clear, quiet words.
4. Avoid trying to change behavior by methods that may lead to loss of self-respect, such as shaming or labeling behavior with a judgment.
It takes time to learn constructive ways of guiding behavior. The first step is to eliminate the destructive patterns in use. We must discard gestures, expressions, tones of voice, as well as words that convey the impression that the child should feel ashamed of him/herself. It is hard to change one's behavior unless one feels respect for oneself. The young child is especially dependent on feeling that others respect him/her.
Behavior can be undesirable or unacceptable or inappropriate. Do not add to the child's burden by passing judgment. Labeling behavior with a judgmental term such as "naughty" or "bad" or "selfish" or "babyish" fails to take the situation and the reasons for such behavior into account, and also is irrelevant in helping to change the behavior into more positive action. Labels will only encourage continued and possibly worse behavior. They do not build self-respect.
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< > School Employee Handbook <Insert Year> 38 A child will be helped if we accept him/her, as they are, that they are indeed doing the best of which they are capable. Try to make it possible for the child to find some success, rather than reproving him/her for not living up to our standards every moment.
Sometimes voicing the emotion a child appears to be experiencing is enough for the child to relax and try again with renewed effort: "I see that you are angry because the puzzle piece doesn't seem to fit. How about if you take a deep breath and try again slowly like this....” Now is not the time for a lecture about safety—now is the time to reduce frustration and acknowledge feelings.
5. Avoid motivating a child by making comparisons between one child and another or by encouraging competition.
Comparing one child to another is not the way to influence behavior. We may get results in changed behavior, but these changes may not all be improvements. Some of these results may even lead to the child's feeling of inadequacy.
Competitive schemes for getting children to dress more quickly or to eat more of something may have some effects that are not what we want. Children who are encouraged to be competitive are very likely to quarrel more with one another. In any competition someone always loses, and s/he's likely to feel hurt and resentful. Even the winner may be afraid of failing next time, or s/he may feel an unjustified superiority if the contest was an unusual one. Competition does not build positive social feelings.
Competition not only handicaps smooth social relationships but also creates problems within the child himself. We live in a highly competitive society, it is true, but the young child is not ready to enter into much competition until his concept of himself as an adequate person has developed enough so that he can stand the strains and the inevitable failures that are part of competition.
Children should not feel that their only chances for getting attention and approval depend on being "first" or "beating" someone or being the “best.” They should feel sure of acceptance whether they succeed or fail.
6. Redirection is most effective when consistent with the child's motives or interests.
If the child is throwing a ball dangerously near a window, for example, we can suggest a safer place to throw it. If s/he's throwing something dangerous because s/he's angry, we can suggest an acceptable way of draining off angry feelings—like throwing against a backstop or using a punching bag or pounding at the workbench. In the first case, his interest is in throwing and in the second case it is in expressing his anger. Our suggestions for acting differently will take into account the different meaning in his behavior. We will always try to suggest something that meets the needs he is expressing in his behavior.
Effective redirection faces the situation and does not avoid or divert. The aide who sees a child going outdoors on a cold day without his coat does not give him help when she stops him by saying, "Stay inside and listen to the story now." She is avoiding the
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< > School Employee Handbook <Insert Year> 39 question of the need for a coat. She helps him by saying, "You'll need a coat on before you go outside." On the other hand, in another situation, suggesting a substitute activity may help the child, as in the case of two children wanting the same piece of equipment. The teacher helps when she says, "It's Bill's turn now. You might take another work off the shelf while you're waiting for your turn." Redirection should help the child face his problem by showing him how it can be met, not by diverting him.
7. Effectiveness of a suggestion may depend largely on its timing.
The timing of a suggestion may be as important as the suggestion itself. Through experience and insight one can increase one's skill in giving a suggestion at the moment when it will do the most good. When a suggestion fails to bring the desired response, it may be due to the “timing.”
Advice given too soon deprives the child of a chance to try to work things out for himself. It deprives him of the satisfaction of solving his own problem. It may very well be resented. A suggestion made too late may have lost any chance of being successful. The child may be too discouraged or too irritated to be able to act on it.
Help at the right moment may mean a supporting hand before the child loses his balance. It may mean arbitration before two boys come to blows over a wagon, or the suggestion of a new activity before the group grows tired and disorganized. Effective guidance depends on knowing how to prevent trouble.
Guides in Action
1. Give the child the minimum of help in order that s/he may have the maximum chance to grow in independence.
There are all kinds of ways to help a child help himself if we take time to think about them, such as letting him help to turn the doorknob with us, so that he will get the feel of how to handle a doorknob and will be able to do it alone someday; or such as putting on his boots while he sits beside us, instead of picking him up and holding him on our laps, a position which will make it hard for him ever to do the job himself someday. Too many times, the child has to climb down from the adult's lap when he might have started in a more advantageous position in the first place on his trip to independence.
Giving the minimum of help may mean showing a child how to get a block or box to climb on when he wants to reach something rather than reaching it for him. It may mean giving him time enough to work out a problem rather than stepping in and solving it for him. Children like to solve problems, and it is hard to estimate how much their self- confidence is increased by independent solving of problems. To go out and gather a child into one's arms to bring him in for lunch may be an effective way of seeing that he gets there, but it deprives him of the chance to take any responsibility in getting himself inside. It is important to give a child the minimum of help in order to allow him to grow by himself as much as possible.
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< > School Employee Handbook <Insert Year> 40 In leaving the child free to satisfy his strong growth impulse to be independent, we support his feeling of confidence in himself. "I can do this all by myself," or, "Look what I can do," s/he says. Confidence in self is based on a foundation of trust in others and a feeling of being valued by others. When a child asks for help, we listen to his request and answer it in a way that will make him less afraid of being helpless and dependent on us. This in no way interferes with our efforts to avoid giving unwanted help, with our efforts to leave the child free to act independently, and with our efforts to help the child find ways to move away from his dependency on us. We will give only the help that the child feels s/he needs.
2. Make your suggestions effective by reinforcing them when necessary.
Sometimes it is necessary to add several techniques together in order to be effective. A verbal suggestion, even though given positively, may not be enough in itself. "It's time to come to the table for lunch," may need to be reinforced by another suggestion such as, "I'll help you put the blocks away," if the child is reluctant to leave his play, and then reinforced by actual help in cleaning up. A glance at the right moment, moving nearer a child, a verbal suggestion, actual physical help are all techniques, and one must judge when they are to be used. Give only the minimum help necessary, but give as much help as may be necessary.
One teacher says quietly, "It's time to go inside now" and moves toward the house. The child moves with her. Another teacher says, "It's time to go inside" and stands as though waiting to see what the child will do. She stays where she is, so the adult's behavior does not reinforce her words. Her behavior suggests something different.
When several children are playing together, some will accept suggestion more readily than others for different reasons. Success with one child will reinforce one's chances of success with others. It is wise to consider which child to approach first when one wishes to influence a group.
One of the most common faults of parents and teachers is that of using too many words, of giving two or three directions when one would have been sufficient. Anxiety and insecurity often take the form of a child’s “deafness” to too many words. It is important to have confidence in the child's ability to hear and respond to one suggestion, given only once. It is better to add different techniques together until one is successful rather than to depend solely on words.
3. Forestalling is the most effective way of handling problems; learn to foresee and prevent.
Success in forestalling problems comes with experience. It takes time to learn what to expect in certain types of situations with particular children or combinations of children. Learning to prevent problems is important because the child who approaches others by doing something annoying may actually not have the verbal skills yet to successfully join a group of children. A child has an opportunity to learn acceptable ways of approaching others if/when the teacher, observing a child having difficulty joining a group, says to the
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< > School Employee Handbook <Insert Year> 41 child, "If you'd like to play with these children, you might ask Michael if he needs another block," or some other suitable suggestion.
A teacher may also sometimes need to move into a situation to give more support or to interpret for the group what the children’s intentions might be, or even to help the child accept her/his failure and find another place where he/she might have a better chance of success. If a teacher allows a child to consistently fail, the child will lose the opportunity to learn a way to interact constructively in social situations.
4. When limits are necessary, they should be clearly defined and consistent.
There are limits beyond which a child cannot be allowed to go. The important thing is to be sure that the limits set are necessary and that they are clearly defined. If a child is to understand what the limits are, these limits must be clearly and simp1y defined for her/him. When we, as educators, are sure that a limit is necessary and that the child understands it, we can maintain it with confidence.
The adult must be the one who is responsible for limiting children so that they do not come to harm, or destroy property. Children will feel more secure with adults who take on this responsibility.
5. Use the most strategic positions for supervising.
Sometimes one will observe an inexperienced teacher with her/his back to most of the children as she/he watches one child. On the other hand, the experienced teacher, even when working with one child, will be in a position to observe at a glance what the other children are doing.
In order for safety requirements to be met, teachers must be alert in order to insure that all areas are supervised and not just one area. In a school where there may be a number of adults on the floor to properly supervise, it is important that teachers avoid gathering in groups, such as near the entrance or around the sandbox. Grouping does not effectively zone or supervise an area where the children are under your supervision.
Where one stands or sits is important in forestalling or preventing difficulties. A teacher standing between two groups engaged in different activities can make sure that one group does not interfere with the other and can forestall trouble.
"Remote control" is ineffective control in a Montessori class. Stepping between two children who are growing irritated with each other may prevent an attack, but it cannot be done if one is on the other side of the room. A teacher’s suggestion is more likely to be acceptable if her/his presence reinforces it. Trouble is seldom avoided by a suggestion given from a distance.
Depending on the physical plan of the school, certain spots will be more strategic for supervision than others. If the teacher is standing near the entrance to the coatroom, it will be easy for her to see that a child hangs up his coat before he goes on to play. If s/he
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< > School Employee Handbook <Insert Year> 42 is standing on the far side of the room, s/he is not in a position to act effectively if the child chooses to disregard her/his reminder.
Choose the position for standing or sitting that will best serve your purposes, and check the spots that are strategically good for supervision. List places where close supervision is needed for safety, such as at the workbench.
6. The health and safety of the children is the primary concern.
The effective teacher must be constantly alert to the things that affect health, such as seeing that drinking cups are not used in common, that materials that have been in a child’s mouth are washed, that the window is closed if there is a draft, that clothing is adjusted to changes in temperature or activity.
The valued educator must also be alert to things that concern the safety of children. Being alert to safety means observing and removing sources of danger, giving close supervision to children who are playing together on high places, or to children who are using such potentially dangerous things as hammers, saws, and shovels. The point is familiar but clear-cut and important. Never relax your watchfulness.
Phase In/Adjustment Periods:
Entering school is a change for both children and adults. We ask families to be flexible for the first few weeks. Often, the first few days are shorter and with the presence of a parent or caring adult to whom the child is attached. Children will be phased in to the class slowly and securely. Each child is different, so each phase-in time will be different. Thank you for your understanding and cooperation during this time.
< > School Guidelines for Phase-In
For Parents
In the beginning, your child will come to school every day unless you are told otherwise. Please make arrangements for you or someone who is close to your child (caregiver, relative) to be available for this process.
Please enter the classroom with your child and sit in an adult-specified chair. Allow your child to freely explore the environment, stay beside you, or return to you as frequently as needed. Please do not engage your child at this time. Instead, it is best to remain passive while your child develops trust with the teachers and adjusts to the new space. It is a good idea to bring a book or newspaper. Please try not to converse or speak. Your voice may attract your child’s attention. Write down any questions you have and your child’s teachers will communicate with you after your visit. We also ask that you help your child with his/her toileting/diapering as we gain his/her trust.
The key to a successful phase-in process is that it’s done gradually. On your first day, Revised 9/29/12
< > School Employee Handbook <Insert Year> 43 you and your child (or someone close to the child) will be in the classroom for an hour or two. You will then both leave and come back the next day. On the second day or third day, your child will stay longer and you may be asked to leave the room and wait in the school office. We request that you stay nearby school in case we need you. By the end of the week, your child may be staying for lunch, or even naptime. Every child’s separation process is different; some children may phase in faster than others. This is not a reflection on you or your child. It may take a week, or two weeks, or even a month (all will be okay!) until your child feels comfortable saying good-bye to you. We realize that this is a time-consuming process; it is solely for your child’s benefit.
The following tips will help with this process:
1. Talk about school. Explain to your child what to expect: how long you’ll stay, who will be in the classroom, the teachers’ names, etc.
2. Be positive; your child can sense your own separation anxieties; if you’re enthusiastic, they will be too.
3. Read books about school when you’re home.
4. When/if your child cries, remain calm. Try not to say, “Don’t be afraid,” or “There’s nothing to be afraid of,” or “There’s no reason to cry.” It’s best to address your child in a positive way. “It’s okay to be afraid. Your teachers will take care of you.”
5. Never sneak out, slink out, or “slip away.” Tell your child that you’re leaving the classroom. Make sure you are consistent and give one quick good-bye, each time you leave.
6. When you leave, tell your child where you’re going, when you’ll be coming back, and what you’ll be doing. Please follow the teacher’s instructions on when to come back, when to leave, etc.
7. Don’t ask your child for permission to leave the classroom. For example, “Is it okay if I go now?” This can be confusing to your child. Be matter of fact instead.
8. Please trust that we will comfort your child when you leave and that your child is safe.
When you’ve successfully completed phase-in, we ask that you have a clear and consistent separation routine with your child. Allow your child to WALK on his/her own into the classroom; do not carry them in. Also, allow your child to carry his/her lunch, backpack, or blanket into the classroom. Your child will feel independent and empowered by these tasks. At this point, you can briefly discuss your child’s needs at this time with a teacher. Sometimes your child may cry and resist entering the classroom. This reaction is not unique and often your concern for your child can transfer to feelings of anxiety for him/her. Say good-bye kindly and firmly. We will comfort your child. This is the first opportunity for your family and our teachers to work together to make your child’s school experience a joyful one!
For Teachers
Please read the < > School Guidelines for Phase-In above, which has been provided to the parents of your students. The phase-in process should be gradual and should be flexible to meet the needs of both your students and their parents. Please be extra kind, gentle, patient, and understanding though this temporary period. Over time we have
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< > School Employee Handbook <Insert Year> 44 learned that children between the ages of approximately 15 months and 2 years are particularly sensitive to new situations and new people. We take extra care and time especially with children of this age group.
Extra efforts and time spent early on with phase-in will go a long way to keep relationships with parents trusting and strong. A parent should never feel forced or rushed to leave the classroom. Consider offering an early drop-off period for parents who wish to come into the classroom in the morning to spend a few extra minutes with their child. Suggest an earlier drop-off for students who are slow to warm. The way that you communicate with parents during this time will be essential to the success of the phase-in process. The gym will be closed to students and used for phase-in parents for the first two weeks of school.
Home Visits for Infants and Toddlers
< > SCHOOL HOME VISIT FORM
Child’s name: ____________________________________________________________ Parent’s name(s): _________________________________________________________ Home address: ___________________________________________________________ Telephone number: ______________________
Child’s date of birth: ___________________ Date of visit: ___________________ Class: _________________________________ Start date: _____________________ Adults present for home visit: _____________________________________________
Please describe your child’s personality and interests.
Tell us about your pregnancy/birth or adoption.
Was/is your child breast or bottle-fed?
Is your child using a pacifier or attachment object like a blanket or stuffed toy? Tell me about your child’s eating habits and any use of a cup and utensils. Any allergies? Foods to avoid?
Describe your child’s developmental milestones, so far: Sat:
Crawled:
Walked:
First words and/or sentences: Any health concerns?
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< > School Employee Handbook <Insert Year> 45 Describe your child’s sleep habits—where, when, and how does your child sleep?
Bed Time ___pm Wakes up at ___am Wakes during night? Naptime
Who has cared for your child other than you, the parents? Who are the important people in your child’s life?
Does your child have any siblings? If so what are their age(s) and name(s)?
Is there anything significant about your home life that will help us understand your child? -hospitalizations?
-death or serious illness in the family?
-divorce?
-new baby? -recent move?
How does your child react to separation? Has there ever been an extended separation of family members?
How does your child react if: Tired?
Hungry?
Angry?
Scared? Sick?
How is your child best comforted in these instances?
How do you feel about your child attending school?
Does your child have a favorite book? If so, what is the title?
Do you have a pet? If so, what is the pet’s name?
What are your hopes and expectations for your child in our program? Clarify and explain the goals of our Infant/Toddler program.
Anything else we should know? Any questions?
Talk about phase-in in depth and in detail. Approach to Discipline
"Children have more need of models than of critics."
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- Joseph Joubert
< > School Employee Handbook <Insert Year> 46
We believe that the people who work with young children on a regular basis must be sensitive, warm, caring, knowledgeable, and interested professionals. They must be able to identify individual qualities, to design and implement a program and an environment that will be conducive to positive growth in all areas of development. Teachers must offer authentic role models for interactions with others and display a sincere enthusiasm for active learning.
The educational philosophy of < > School is that real, effective discipline is one that comes from within a person. Developing this inner discipline is one of the objectives of < > School. It is our belief that inner discipline develops in a child through active involvement in self-chosen tasks and the development of self-control. The development of inner discipline in a child is always the goal of a Montessori school. The clear organization of the physical environment; the structure, consistency, and predictability of daily school life; the indirect manner of teaching interpersonal skills through the lessons of "grace and courtesy"; the reliance on peer modeling and coaching channel positive behavior and appreciation and empathy help to limit difficulties.
It is our belief that if the ground rules are consistently followed and positively reinforced, the necessity of external discipline will be diminished. However, when such external discipline is deemed necessary, the following will be observed without failure:
1. Suggest alternative activities.
2. Persistent misbehavior in a group setting may be dealt with by temporary removal from the group, but remain in the classroom. Behavioral expectations are made very clear and the child is asked if he/she is ready to return to the group.
3. Talk with the child who constantly seems to be in need of discipline; explore ways of making life more pleasant. Problem-solving skills are reinforced as well as suggestions for alternatives behavior choices.
4. Teach the child that emotions are real and valid, and how to deal with them in constructive ways with kind words rather than physical responses.
5. If the behavior persists, parents will be notified and joint action will be taken. The Director and Child Development Consultant will be notified of persistent, inappropriate behavior and will make recommendations to the parents in regards to outside referrals and additional behavior management programs.
6. The Director and Child Development Consultant will make suggestions regarding alternative schools that may better meets the needs of the child, as necessary.
Under no circumstances shall any child be subjected to corporal punishment in any manner upon the body or to verbal abuse.
Children are encouraged to express their feelings and opinions in a non-judgmental atmosphere, and adults use active listening and empathic understanding to help interpret a situation with those involved. The teacher sets the tone for bringing the child into harmony by avoiding harsh words, bribes, and generalizations. As children feel accepted for who they are and what they feel, they develop positive self-esteem. The happier
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< > School Employee Handbook <Insert Year> 47 children are with themselves, the more likely they are to reach out and interact cooperatively with others.
With Toddlers
Living peacefully with others is an overwhelming challenge for toddlers when their strongest and most impulsive language is through their bodies and not their words. Cognitively, motor messages override verbal messages at this developmental age. Even when words do come, sometimes sometimes they do not accurately or effectively express what the child is trying to say.
Toddlers expend enormous amounts of energy getting their bodies to do what they want them to do and to go where they want them to go. Frustration can precipitate tears or whining and even biting, pushing, or pinching. Though not acceptable behaviors, these responses are effective toddler ways of communicating frustration. Thankfully, most toddlers do usually develop acceptable ways of venting these feelings as they become more comfortable in the environment.
For minor, nonchalant misbehaviors, gentle redirection toward work, which will re- engage the interest of the student, is often all that is necessary.
For recurring, minor misbehaviors, a teacher may temporarily limit the child's choice of workspace and/or quietly state the impact of such behavior on class materials or on other children's feelings. We help the child use language to describe what s/he needs or wants.
When a toddler persists in aggressive behavior, the adult stays by the child’s side until the child has calmed and can refocus his/her attention positively. During periods of unacceptable behavior, teachers continue to interact with the child, using gentle, positive support and clear, simple language. 1. Teachers may meet with parents to share concerns and discuss ways to replace the aggression with positive coping mechanisms. 2. Teachers must also inform the Education Director and Child Development Consultant of concerns and decide together an appropriate course of action, if follow-up is needed.
With Preschool
For minor, nonchalant misbehaviors, gentle redirection toward work, which will re- engage the interest of the student, is still often all that is necessary.
For recurring, minor misbehaviors, a teacher may temporarily limit the child's choice of workspace and/or quietly discuss the impact of such behavior on class materials or on other children's feelings.
For more serious misbehaviors, staff members will immediately intervene to protect the child from the hurtful consequences of his/her own actions, to ensure the safety of others, and to prevent serious damage to the environment. The child may be temporarily removed from the group activity to reflect with a teacher on what happened and on what s/he can do to remedy the situation. A phone call or conference must be convened with
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< > School Employee Handbook <Insert Year> 48 the parents to inform and decide together an appropriate course of action, if follow-up is needed. Teachers must also inform the Education Director and Child Development Consultant of concerns and decide together an appropriate course of action, if follow-up is needed.
< > Schools Biting-Incident Policy
Biting incidents are taken very seriously in our school and though we understand biting by a toddler to mean something different from a bite by an older child, the response we use in both age groups is the same.
Infant Room Biting Policy
As we all know, infants are quite oral, mouthing and exploring everything. Sometimes this also includes mouthing other infant’s bodies. Infants do not have the appropriate language or listening skills to adhere to or set boundaries for themselves, or others either. That is why Infant teachers must be very aware of the possibility for biting incidents within an infant Room.
Taking this into consideration, there are also infants whose sensorial systems are so sensitive that noise, light, touch, and movement inhibit their ability to calm their bodies down. These infants can begin to bite regularly for they are not able to self-regulate even after behavior modification techniques, such as a quiet time with a teacher, chewing toys, and appropriate language is given to them. In these instances our staff child psychologist will most certainly begin working with the family and usually suggests that the family seeks Early Intervention support for their child’s sensory defensiveness.
Toddlers and Early Childhood Students
Biting often results from frustrated, inadequate communication and/or lack of impulse control—two developmental tasks that toddlers, and even some older children are intensely engaged in. Toddlers are in the process of mastering language and often lack the words to fully express their needs, feelings, and thoughts. In the absence of words, toddlers employ their bodies; they push, grab, scratch, and sometimes bite. A bite by an older child is more unusual, but usually still stems from the inability of a child to be successful when using words to resolve a conflict.
Because impulse control is still being developed in young children, there can be a lag between what a young child wants immediately and learning to be calm and wait for something. Often giving words to children who have bitten once or teaching them to take turns will help with the behavior and typically there will not be another bite. It is not unusual however, for a toddler to bite once or twice.
When a child bites another child at < > School, our policy is that both sets of parents are called and informed of the incident without using the other child’s name. The parents of the child who has bitten are given some advice by the classroom teaching team that speaks to the developmental tasks discussed above.
Right after the biting incident, the child who has bitten is told that biting hurts, and that Revised 9/29/12
< > School Employee Handbook <Insert Year> 49 biting is not allowed. The child is asked to use her/his words to resolve conflict and express feelings, not her/his teeth. The child is then encouraged to participate in repairing the bite. This means attending to the hurt child by giving the hurt child an ice pack after the wound is washed with soap and water.
The hurt child is usually calmed by one of the other teachers who administers first aid and attends to the child until s/he feels okay. The hurt child is also told that the teachers will be very careful so that the child will not get hurt again. The biting child is then "shadowed” in the classroom by a teacher, given a lot of guidance and language and is watched for other biting attempts or impulsive behavior. After both children are calm and feel more comfortable an incident report is written by the teachers and placed in both children’s files.
If the biting behavior continues, and this means after two bites, a meeting is then set up between the school psychologist and the parents of the child who is biting. Every subsequent bite after the second bite occurs, the parents are called by the administration to pick up their child. The school psychologist is also immediately informed of the biting incident and places a call to the parents. The school psychologist schedules another meeting with the parents and sometimes must suggest that the parents consider having their child evaluated for oral/motor sensory therapy and/or play therapy.
If the above procedures are not successful, the child psychologists will discuss other alternatives with the parents, including the option of the child taking a break from school.
Child Care Procedures
Student Recordkeeping
Student records are not to leave the school office for any reason. In the case of a medical emergency, bring copies of both the child’s medical authorization release and medical records form when accompanying a child to the hospital.
Sign-in/Sign-out sheets, noting child attendance, must be accurately kept on a daily basis. The closing teacher must leave the daily sign-in sheet on the desk in the office at the end of each day.
Lead and Co-teachers are responsible to keep daily and cumulative records, including end-of-the-year reports, as appropriate for the level. Some recordkeeping can be delegated. Recordkeeping includes weekly observations of small group, whole group, and individual children. Notes taken during observations and details of child’s experience are needed to write the anecdotal portion of the progress reports. Recordkeeping progress and issues will be addressed monthly at faculty meetings.
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< > School Employee Handbook <Insert Year> 50 Recordkeeping sheets for the children are not to be left in view of parents. Please protect their confidentiality.
In the infant and young toddler rooms, a daily report form is kept for each child and given to the parent each day. Here, details of feedings, nap duration, diapering, etc., are recorded. This report is an important method of communication with parents. However, parents may feel left out if, in their absence, their child developed a new skill (e.g., walking/standing without assistance today); it is best not to record such information, but instead let the parent joyously discover the skill at home.
Lesson Plans
Individualized monthly goals are to be kept for each child and also for the class as a whole, according to techniques of recording and observation compatible with the Montessori approach to early childhood education. These should be reviewed by the Educational Director each month.
Guides in Choosing Music and Curriculum
Be aware that as a Montessori school our environments, curriculum materials, and music must reflect the Montessori philosophy and pedagogy. During the morning hours, only classical or culturally diverse music played by a solo instrument, duos, trios, and quartets may be played in order to support the children during their Montessori work cycle. At music time and later in the afternoon, soft jazz and appropriate children’s music, such as Raffi, Frank Leto, Hap Palmer, and other artists whose work is soothing and/or on sale in Montessori catalogs, may be added to the music repertoire. There is to be no playing of radios in the classrooms. The volume of all music must be low to allow for cognitive processing to occur.
Birthdays at School
The school keeps a record of each child's birthday and celebrates each in a special manner called Celebration of Life. Pictures of students from birth to present are an excellent lesson in history that is personal and fun. Your student will share these at line time. Please consult with the student's parents for planning and suggestions.
It is not appropriate to have a "birthday party” at school. Please do not allow parents to send foods high in sugar. No cupcakes, cookies, or soft drinks. Balloons, party favors, candy, etc. are not permitted.
Non-School Party Invitations
Parties outside of school are a great way for your students’ families to meet and celebrate with classmates and other parents.
Also, talk to your students about limiting their birthday conversations to home and not at school. Your cooperation with this rule will
save other students from having their feelings hurt. Thank you.
Parents should be requested to mail party invitations
rather than distribute them in school.
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< > School Employee Handbook <Insert Year> 51 Cultural Celebrations
< > School is a nonsectarian school. We are proud of the fact that people of different cultures and religions place their children within our school. This requires our sensitivity to deep religious feelings especially in late December and in the spring. Religious holidays can be presented as cultural celebrations that enrich all of our lives.
Keeping in mind these ideals, the guidelines for holiday celebrations should:
1. Present religious events and celebrations from a historical and cultural perspective.
2. If several celebrations occur near each other in time or season it is appropriate to deal with all. The themes should be cultural and historical and not religious.
3. Not include any type of prayer or any words that can be interpreted as a prayer.
4. The religious holidays in late December should be referred to as “Winter Holidays” or “Semester Break” and the spring as “Spring Break”
5. Do not refer to gifts as Christmas or Hanukkah gifts.
6. Keep in mind, Native Americans do not like to see children dress as “Indians.” Headdresses, feathers, paper bag vests, etc. do not depict a message Native Americans prefer. Please refrain from doing these activities with your students.
7. Our professional library collection has many books relating to the presentation and study of Multicultural Activities. Use these references.
8. Present your Cultural Celebrations plans to the Education Director and faculty members in writing or verbally during monthly faculty meetings.
Library Birthday Book Program
We invite our families to participate in our < > School Birthday Book Program. The birthday child is given an opportunity to select a book and present it to the school; the book is placed in the library with a nameplate in the child’s name. This is a fun way to honor children as well as provide books and resources for our library.
Observations in the Classroom
Parents who wish to observe a Montessori classroom at work may do so. Appointments can be arranged through the office. We ask that parents do not visit the classroom before mid-October. This will give students and teachers an opportunity to acclimate before visitors are present.
Working with a SEIT in the Classroom
Working with a SEIT (Special Education Itinerant Teacher)
The role of a SEIT is to work alongside a child with special needs so that the child can engage in the classroom both academically and socially. There is great variability among SEITS as with all professionals. We have had memorable ones and others who are distant and unengaged. It is not your job to make the SEIT do their job. However, it is your job to make your classroom culture one that both welcomes and guides the SEIT so that the assigned child can flourish.
It is unlikely that you will encounter resistance or negativity from a SEIT. Most SEITs are great and dedicated and want to work in a peaceful environment.
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< > School Employee Handbook <Insert Year> 52
The first thing you should do when you learn that a child in your class has been assigned a SEIT is to request permission from the parents to speak with the SEIT. Establish phone contact and ask to meet with him or her for a few minutes after their first day with their student. SEITs are only paid for the time they spend with their students, so be respectful of their time issues.
Prepare in your mind a list of the absolute “rules” that you must have respected in your classroom. Share this with them and then invite the SEIT to tell you what they like in a classroom and how best they work.
Issues about tone, space, materials, and classroom management are typically the most important ones raised in these meetings.
You should specifically ask how much they want you to engage with the student when they are there. Find out if they would like to sometimes pair a student with the one they are working with. This requires your permission and most SEITs will want your okay first.
If children ask you what the SEIT is doing, a simple and honest response like, “She helps Mary with things that I can’t help with,” will suffice.
Finally, if any issues or conflicts arise with the SEIT, the consulting psychologist can be called upon to intervene if needed.
Company Policies
Student Files
Student permanent files are highly confidential and are not to be removed from the office.
Use of School Office Equipment
Permission from the Administration is required before a teacher’s use of any school office equipment; some equipment (i.e. administrative computers) is "off-limits," so please do not be offended if permission is denied.
Lessons on usage, safety, and care must be received before use of the laminator and the copy machine.
Use of the School Telephone
The office telephones are available for emergency calls and, with permission, for those calls that relate to school business or children. Incoming calls for staff members will not
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< > School Employee Handbook <Insert Year> 53 be put through to teachers; messages will be taken and put in the teacher mailboxes. Personal phone calls re: family emergencies will be put through. Explain to friends that no personal calls are to be received. All local, outgoing personal phone calls must be made during your break. Also, refrain from using “information 411.” Petty Cash is charged for all of these calls.
Laminator Use
The laminator may only be used for school and student materials. Please do not attempt to operate the laminator until you have received training from an administrator on how to use it properly.
Cell Phone Policy
Indoors:
Except during breaks, phones must be turned off and put away during classroom hours.
Using a cell phone for texting, placin,g or receiving a call during classroom hours and/or in the presence of children is grounds for dismissal.
Outdoors:
Cell phone use while outdoors is restricted to school emergencies or for immediate contact with the school office. Personal use of a cell phone outdoors is grounds for dismissal.
When outdoors, each team must choose one member to carry a phone. This phone must remain on and accessible in order to receive calls from the school or to inform the school if you change locations during your time outside. If there is an incoming call from the school office or if a teacher must place a call to the school office:
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< > School Employee Handbook <Insert Year> 54 < > School’s interest in the use of social media (Facebook, Twitter, etc.) is solely school- related and for the protection of < > School’s employees, students, and the school community. This policy applies to all adults acting on the school’s behalf.
Employees must refrain from using social media or blogging sites for personal use while at work, except for occasional usage (e.g., spending a moment or two checking a site while on break).
5) Online Identity and Posting to Blogs
When posting messages to blogs, employees may not state or imply their connection to the school in any way without prior written consent from the Executive Director.
Use of Computers/Printers
Computers and printers in the teacher workroom are to be used for school-related work and projects. Printers may not be used to print personal items. If a computer is free and another teacher does not need it for school-related work, computers may be used during breaks to quickly check e-mails, etc.
Ownership of Materials
School-Owned
All materials and or books donated by parents are the property of the school. Materials are oftentimes donated as a gift to their child's class.
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< > School Employee Handbook <Insert Year> 55 Notwithstanding, Montessori equipment, all materials provided to your class (baskets, containers, paper, supplies, etc.) are property of the school and are not to be taken from the building by faculty or staff.
Teacher-Owned
Oftentimes a teacher supplements her class with materials she has purchased with personal funds. The presence of such materials is a personal decision of the individual for which we are appreciative. Ownership of these is clear when the individual keeps a record of inventory by labeling materials.
Handmade Materials
When the teacher provides all raw materials (i.e., pictures, oak tag, etc.) and assembles the materials without assistant labor, s/he may keep the materials without qualification.
< > Library Procedures
There will be hours each afternoon when the library will be open and books may be checked out, renewed, or returned. There will be a fine for lost and damaged books as well as late fees for overdue books. Classrooms will receive a notification e-mail when books are overdue. Fines must be paid before additional books can be checked out of the school library. All books must be returned and fines paid prior to the 10th of June.
Children's Safety Policies
Teachers must maintain student: teacher ratio at all times (exceptions are
quick trips to the restroom). Do not leave your classroom out of ratio to go
and park your car or to run an errand or visit another classroom or the
office. This rule is all-encompassing and covers the classroom,
backyard, gym, park, field trips, etc. All staff members are responsible for the
day-to-day safety of every child. All unsafe conditions must be brought immediately to the attention of the Administration.
All children must receive a “daily well check” upon arriving to school and leaving school each day. The morning “daily well check” must take place as a teacher greets the child and before the parent leaves the school. The “daily well check” consists of scanning the child for any signs of sickness, injury, or behaviors that are not typical for the child. If any of the above are observed the teacher should bring it to the parent’s attention by saying for example, “I notice Tom has a scratch on his cheek.” The teacher must then wait for a response/explanation from the parent. An incident report must be filled out documenting all injuries and behaviors that are not typical. If a parent leaves before something is noticed, a teacher must call the parent immediately. The end of day “daily well check” must take place as the teacher prepares the child for dismissal. Any signs of
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< > School Employee Handbook <Insert Year> 56 injury, sickness, or change in behavior must be communicated to the parent at pick-up. The appropriate documentation must be completed (accident or incident report).
All accidents to staff or child are to be reported to the Administration as soon as possible following the accident. Accident forms must be filled out with first-aid procedures clearly defined. Parents are to be notified through the use of an Accident report when there are any incidents or injuries to their child, no matter how small. Injuries to the head, face, or other part of the body that may require parents’ attention require a telephone call to the parents as soon as possible after the incident occurs.
Any observation of unexplained bruises, cuts, burns, etc., or any suspected child neglect or abuse should be reported to the Administration immediately. We are mandated to report any suspicion of child neglect and/or abuse to the designated authorities. Teachers must follow all guidelines indicated during the Child Abuse Training.
Each student has a current emergency contact card on file. Refer to it as needed. Do not remove it from the office. Make a copy for your own files and direct a parent to the office if s/he notifies you of changes needed to this card. Copies of both the child's medical authorization release form and medical records form accompany a child to the hospital ER in an emergency; the original forms are kept in the school office and do not leave the school for any reason.
Authorization to Release a Child
Children are to be released only to their parent(s) or to an authorized adult. The authorized adult is required to have a picture I.D. on file. Parents must also fill out a release form (pick-up form) prior to the release of their child to the authorized adult. A phone call made directly to the Administration by a parent, when a written notice received from the parent is not possible, in case of emergency, also may authorize a change in that day's pick-up.
If a person other than the parent comes to pick up a child, Administration must ask to see a driver’s license or photo ID. They will match the name on the ID to the release form names provided by the parent in the child’s office file. They will make a Xerox copy of the photo ID and include it in the child’s file for any future releases. The adult must wait in the entrance foyer if no notice has been received by the Administration that this person is here to pick up the child. A member of the Administration must then be notified. It will be necessary for Administration to contact and reach a parent to verbally confirm this release. With the exception of regular babysitters, parents must notify the teacher of a different pick-up person even if the person picking up is on the approved pick-up list. If the parent has not notified the teacher, the teacher must call the parent before releasing the child.
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< > School Employee Handbook <Insert Year> 57 Arrival/Dismissal Policies as They Relate to Parents
Our concerns for the children’s safety, both physical and emotional, require that once the child has been released to the parent’s care, the child is still not permitted to run in the hallways or roam the building and grounds unattended.
Parents who spend a little time in their child’s classroom need also to remember that while their child is in her/his classroom, class rules that encourage appropriate behavior still apply for both adult and child. Gently remind adults:
< > School Employee Handbook <Insert Year> 58 Offering the child a chance to go to the bathroom before going to the gym or playground
is important.
Safety Crossing Streets with Children
As a school, we use the public playgrounds in < > Park. This presents a real and extreme need for keeping a vigilant eye on the children at all times.
< > School Employee Handbook <Insert Year> 59 Before leaving, review with the children the program safety procedures appropriate to the activity.
Late-Day Safety
Staff who work the late-day hours are responsible to see that security and safety procedures are always observed. This includes:
< > School Employee Handbook <Insert Year> 60 Or
< > Medical Association
< Insert physicians’ names >, school pediatricians
In case of child injury, basic first aid will be applied. In the event of a serious injury, a parent will be notified. If the parents are not available, the emergency numbers on the child’s emergency card will be called. If these person(s) cannot be reached, the school’s pediatrician(s) may be called for medical direction and/or the child taken to the hospital ER.
For minor scrapes/bruises ("boo-boos"): wash off the area with soap and water, put on a Band-Aid if appropriate, and fill out an accident report stating what happened so that parent(s) can receive it at pick-up time. If another adult is picking up, call the parent(s) at work that day, or at home that evening.
For bites: check to see whether skin was broken. Quickly wash off the area with soap and water if unbroken skin; fill out form stating what happened so that parent(s) can receive it at pick-up time and advise them to confirm that their child's tetanus immunization has been administered. Call parents to notify. Also inform office.
For sick child (fever of 101.0° in ear, three diarrheas, one incident of vomiting, unexplained rash, or child complains of ills): call the parent(s) immediately, explain the problem, and tell them to come and pick up their child. Until a parent arrives, the sick child shall be placed on a cot in an isolated area; decide what's manageable for the child. Consider calling 911 if the temperature is over 104 and is accompanied by additional symptoms (trembling limbs, eyes glazed, etc).
Serious wounds (bump on the head, loosening of teeth): apply ice to the area, call the parent(s) immediately, and explain what happened. Describe the nature of the wound and tell them to come pick up their child. Child should be kept quiet. Call Parents immediately.
Serious wounds (nosebleeds): using plastic gloves, pinch the area at the top of the nose, place sterile gauze or tissue lightly at the base of the nose to catch the drips (make sure child breathes through his/her mouth), and hold the pressure for 3-5 minutes. Have another staff member call the parent(s) immediately, tell them what happened, and decide with the parent if that child needs immediate medical attention. Nosebleeds can be scary for a child, as noses may bleed profusely; remain calm, speak reassuringly to the child about what is happening.
Should the nosebleed be slight or spontaneous and the child stays at school, after following above procedures, gently wash the child's face and hands (before you remove the gloves). Child may read quietly for a while before returning to more active work. Instruct the child to leave his/her hands away from the nose.
More serious wounds (bloody wounds that do not clot, possible stitch wounds): if actively bleeding use plastic gloves, sterile gauze, and apply pressure to the area. If not an immediate crisis, have another staff member call the parent(s) immediately, tell them
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< > School Employee Handbook <Insert Year> 61 what happened, the nature of the wound, and state that the child needs immediate medical attention. Parent(s) may decide to:
When at school:
< > School Employee Handbook <Insert Year> 62
On the day of the incident, teachers must fill out an accident/illness form for all accidents/illnesses. All signed and completed accident reports must be kept on file in the accident report binder in the school office.
Child Abuse Guidelines for Detection and Disclosure Adapted by The Department of Heath
Young Children—Behavioral Indicators Disclosure:
< > School Employee Handbook <Insert Year> 63 1. Don't panic or express shock.
2. Believe your child.
3. Find a quiet place to talk.
4. Listen carefully to your child's story. If the child needs assistance explaining what happened, use the child's vocabulary for his/her body parts and/or encourage child to "show you" what happened. Be accepting and non-judgmental.
5. Give these clear messages to your child. "I believe you."
"It wasn't your fault." (It was the adult's fault.)
"You did the right thing to tell me."
"You can always talk to me about a problem or something that troubles you." "I will help you and this is what's going to happen." (Explain the process.)
"I care about you very much."
6. Ask your child if he/she has any questions. Do not pressure your child to talk more or try to add to the child's story.
7. Report to the Department of Human Services in your county. (State Law requires this of any citizen.)
For Staff Care
When an employee is injured:
Report to the Administration, in writing, details of the accident within twenty-four (24) hours. Every injury is to be reported.
In the case of minor injury, teachers are responsible for administering first aid to themselves, if needed.
In the case of more serious injury, teacher(s) will request assistance from the Administration.
In the case of major injury, the teacher will:
< > School Employee Handbook <Insert Year> 64 < > SCHOOL EMERGENCY PLAN
Emergency Phone Numbers
If an emergency requires calling for an ambulance, Police, and/or Fire Department, the following procedures should be followed:
If the danger is located in our immediate neighborhood and we need to travel farther, our second SAFE HAVEN is <Insert name, address, phone number of secondary safe haven>
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< > School Employee Handbook <Insert Year> 65 The Executive Director may ask employees with specific skills to fulfill certain
emergency management roles (e.g., first aid, CPR).
Home and Family Disaster Preparedness
An immediate post-disaster consideration for most people is the well-being of family members and loved ones. Since it may not be possible for some employees to return home following a disaster, all employees are encouraged to inform their loved ones of the < > School plan and develop a home and family disaster plan.
Message to Parents
Each year all parents are asked to complete and sign the emergency contact and release forms that provide emergency and trip releases for the child and designate persons who are authorized to pick up their child.
Classroom Disaster Kits
Daily Emergency Packs Contain:
• Small box Kleenex in ziplock bag
• Pen and small memo pad in ziplock bag
• Box of bandages
• Latex gloves (several pairs) in a ziplock bag
• Emergency First Aid booklets (Teachers may have from first-aid training) • Waterless soap
• Antiseptic cream
• Wet wipes
• An assortment of ziplock bags in a larger ziplock bag
• Laminated Class Roster with Allergies and Parents’ Emergency Numbers • A three-day supply of students’ and teachers’ medication
• Epipen if child or adult has a prescription
Evacuation Backpacks (2 per Classroom/Office):
• 3 Fleece Blankets
• 1 Wind-up Flashlight
• 2 Food Bars
• 2 Water pouches for each child and adult
• 25 5oz. paper cups
• Baby wipes in ziplock bags
• 3 Diapers for Each Child
• 3 Orange Safety Vests (for teachers to wear)
• Insulated Cooler Bag (to hold bottles from Infant Rooms) • Small Safety Scissors
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< > School Employee Handbook <Insert Year> 66 Portable Disaster File
A portable disaster file, containing student emergency contacts and other disaster information, will be maintained in the School Office and there will be duplicates in each classroom’s disaster kits. The Office Staff will remove the office file box whenever the building is evacuated.
Disaster Supplies
Disaster supplies projected to last for 12 hours, including food, first aid, blankets, and tools, will be kept in a supply closet. Some of these supplies will be stored in the classroom disaster kits.
Training and Drills
In accordance with State law, fire drills are conducted monthly. Building evacuation drills to our Safe Haven are conducted at least annually. All students and staff are required to participate in these mandated drills. The Office Staff will maintain a record of these drills. Staff/faculty will receive training on the < > School Emergency Plan implementation, including their respective assigned emergency response functions and use of supplies in the disaster kits.
< > SCHOOL’S RESPONSES TO SPECIFIC SITUATIONS
(In all situations, listen to the radio for instructions from emergency personnel.)
Fire
Evacuate to meeting place at <meeting place location>.
< > School Employee Handbook <Insert Year> 67
< > School Employee Handbook <Insert Year> 68 SHELTERING IN PLACE: Should we need to ‘shelter in place’ or ‘lock down,’ no parents will be allowed in or out of the building until we receive advisement from the New York City Emergency Services (listen to the radio).
PARENT NOTIFICATION: If possible, parents will be notified by e-mail and we will leave a message on the answering machine in the school office. Teachers will use their classroom lists to make calls by cellular phone should there not be enough time to notify parents by e-mail or change the message on the answering machine. If cellular phones are inoperable, the children will remain with their teachers at the Safe Haven until a parent or approved adult arrives to retrieve them.
NOTE: Whether we are in our Safe Haven or in our building, we will ONLY release children to those whose names are on the approved pick-up lists provided by the parents.
Biological Attack (Area-wide) – Lock Down – Seal It Up
< > School Employee Handbook <Insert Year> 69
rooms used as shelter.
Earthquake
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< > School Employee Handbook <Insert Year> 70 Lock Down – Shelter in Place
< > School Employee Handbook <Insert Year> 71 as a back-up. One office staff member will be designated as leader and will be responsible for managing the office plan. Staff members who are in a classroom at the time of an emergency should return to the office immediately.
EMERGENCY CONDITIONS: CLASSIFICATIONS from the Department of Homeland Security http://www.dhs.gov/dhspublic/display?theme=29&content=320
LEVEL 1: Low Condition (Green)
This condition is declared when there is a low risk of terrorist attacks.
LEVEL 2: Guarded Condition (Blue)
This condition is declared when there is a general risk of terrorist attacks. In addition to the protective measures taken in the previous threat condition, Federal departments and agencies consider the following general measures in addition to agency- specific protective measures: checking communications with designated emergency response or command locations; reviewing and updating emergency response procedures; and providing the public with any information that would strengthen its ability to act appropriately.
LEVEL 3: Elevated Condition (Yellow)
An elevated condition is declared when there is a significant risk of terrorist attacks. This includes any event outside our area OR within our area that may affect commerce, transportation, and communication AND utilities, like electric power and gas. This includes public lighting, traffic lights, etc. as well as residential utilities.
LEVEL 4: High Condition (Orange)
A high condition signifies an event outside or within our area that may require immediate evacuation. This situation includes any event that presents an immediate danger to area residents. Such events may include explosions, chemical/biological, and nuclear events that may pose an immediate threat to life, property, and safety in our area.
Law enforcement personnel (NYPD) and or State/Federal authorities will coordinate all evacuations.
Note: Unless directed otherwise, the best form of security during an emergency is to stay local and remain at school.
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< > School Employee Handbook <Insert Year> 72 Hygiene Policies
Clean Materials
Classroom materials should be disinfected regularly and air-dried or put through the dishwasher before being returned to usage in the class. It is the teachers’ responsibility to maintain the healthy condition of the materials in use in the class, not the maintenance personnel. The teachers need to disinfect materials in their rooms on a daily basis.
Use of Gloves and Hand-Washing Policies
The adult must wear plastic gloves when changing diapers, toileting a young child, or handling open cuts. The use of gloves is no replacement for healthy hand-washing procedures afterward. Always have staff and children wash hands prior to mealtime and when coming in from outside. Also be sure to empty and refill your classroom dishwashing activity throughout the day to insure that the children are using clean water and not spreading germs.
Diapering Policies and Procedures
In the Infant and Toddler rooms, it is important to check diapers often and to change them each time the individual need arises, rather than waiting until a specific interval of time has elapsed. Plastic gloves are required to be worn; it is vital that you and the child wash hands after changing a diaper. Each time the changing table is used, the area is washed with a disinfecting solution. The solution is mixed in a labeled spray bottle and stored conveniently but high enough to be well out of reach of the children.
The lead/co-teacher teaches these procedures to each new teacher assigned to the infant/toddler rooms:
< > School Employee Handbook <Insert Year> 73 Naps
Each full-day child will be offered a rest period during the day. Children who do not regularly sleep need to be encouraged to rest quietly for approximately 1 hour (Dept. of Health). Cots are to be placed at least 18 inches apart and covered with the child’s sheet and blanket (or those provided by the school). The classroom may not be completely dark for rest time. A light must remain on and a clear path to the door and bathroom must be visible at all times.
Sheets and blankets go home on Friday (or earlier, as the need arises) for laundering by the family and are to be returned to school each Monday.
Head Lice
Although it is extremely rare, some of our students contract head lice. Do not be alarmed if this happens to a child in your classroom. Head lice are not a sign of unclean people or homes. When this happens, wearing gloves, with your hair out of the way, you will check all children’s heads; we ask parents to do the same at home.
Look for tiny rice-shaped white or off-white specks that you cannot flick off of the hair, or crawling insects. If the specks are attached and you have to slide them off of the hair, get a second opinion. If confirmed, call parents to pick up the child and tell the office so an e-mail can be sent to the other parents in the classroom.
Please note that lice spread via shared personal items (hats, scarves, bedding, towels) and by crawling from one person to another. You and your team must also vacuum thoroughly, treat rugs and upholstery with spray, put work mats in plastic bags, and send bedding home. If a child is sent home with lice, we require that parents bring a doctor’s note or letter to the school from an authorized head lice removal service stating that the child is lice/nit free.
There are several local groups that assist families with head lice. They are Licenders (www.licenders.com) and Hairfairies (www.hairfairies.com). In addition, there
is Pediatric Scalp Care Specialists, a non-profit organization that helps with head lice (www.pediatricscalpcare.org).
Bedbugs
Bedbugs have become more common, especially in crowded cities. Although bedbugs and their bites are a nuisance, they are not known to spread disease.
Parents should let the school know if they find bedbugs in their home. If a student comes to school with bites that appear to be from bedbugs, typically in a cluster, you will contact the parents. If it is determined that bedbugs are the cause of the bite, all clothing will be sent home and you will need to wash all items that the child came in contact with in hot water (140o degrees) and dry on the highest setting for at least 20 minutes. Other clean items suspected of having bedbugs should be placed in a hot dryer for at least 20 minutes to kill bedbugs. After drying, items should be sealed in plastic bags; we have had
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< > School Employee Handbook <Insert Year> 74 our pest team come and do an analysis.
If it is determined that a child in your classroom has bedbugs in their home, you must proceed, respecting confidentiality of the family. Let the office know, and all parents in that class will be notified. The school exterminator will be contacted to decide the best possible extermination. Parents will receive an educational fact sheet on bedbugs, how to detect them, prevent them, and get rid of them.
Staff Procedures
Phase-in Procedures to Follow with New Children
Before New Student’s Start Date –(Anytime during the year)
• Call parents before the start date: o welcome the family
o set up a home visit
o explain the phase-in process (please see attached Phase-in Guidelines)
o clearly state what the first day will be like and the exact date and time of
the first day
o Let parents know what they will need to bring for the first day of school,
and the days after
< > School Employee Handbook <Insert Year> 75
< > School Employee Handbook <Insert Year> 76 ♦ Maintenance staff are contracted to do the general cleaning of the school premises
after-hours.
Classroom Budgets and Petty Cash
Each year the Director works on the school budget in regards to classroom, program, and overall school needs. Each classroom is allotted a sum to be used for that fiscal year. Generally, these sums are equal for each classroom unless it is a start-up classroom or there is a large piece of equipment needed that is shared between classrooms, e.g., gym equipment, baby strollers, and buggies. Teachers must submit their order for the next school year before the end of the current school year (June). These orders must include art and classroom materials according to the AMS list of accredited classrooms. Late orders may not be honored and may be forfeited due to lateness. Orders are compiled and placed by the Administrative Coordinator on the first of the month only. All orders must have final approval by the Director.
In addition, each classroom has a Petty Cash allotment. The Administrative Coordinator is responsible for maintaining Petty Cash receivables and payables. Petty cash can be used for expendable classroom items or materials that cannot be ordered through approved vendors. Teachers must turn in all receipts to be reimbursed from their Petty Cash.
Staff Assistance with Enrollment/Admissions Procedures and Class Socials
You will be required to participate in any "Open House" meetings, cordially welcoming prospective parent and/or child visitors into your class as they tour the school, respectfully answering inquiries directed at you; these are ways that you can help the school build its enrollment and reputation. You are required, as staff, to also attend your classroom’s socials, which are held five times a year either as morning breakfasts, luncheons, or after-school parties. This builds community and allows parents, who do not normally get to see you, the opportunity to learn more about their child’s teachers and learning community.
School-to-Home Communications
Weekly Classroom Updates
Classroom teachers will provide a weekly activities chart, which are called “Peeks at the Week,” to parents by e-mail. These charts are e-mailed between Thursday evening and Saturday. The charts indicate the group activities that occurred during the previous week. They do not include individual lessons given to each child by the teachers. It is a summary of the group’s activities for the week.
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< > School Employee Handbook <Insert Year> 77 School-Wide Newsletter
The Executive Director and Education Team produce a whole-school newsletter. The articles are due every two months on the 10th of the month and are submitted to the Education Director.
PARENT CONFERENCES and ETHICS
Teachers hold two required Parent/Teacher conferences per school year in November and June. Parents are free to schedule a meeting with teachers any time that they want to discuss their child or the classroom.
Privacy Acts, which have become law, require that no discussions concerning a child or children in your class or at school be conducted with other parents or families. Libelous or slanderous or off-hand remarks (even casual, innocent comments) can initiate a lawsuit against you personally and jeopardize the school as well because you are considered an agent of the school.
All information in a child's file or in his daily records should be of a nature you can fully disclose to parents or to other professionals with parental consent. Do not discuss school issues with families of our children or with those outside our school family. Ask for a sounding board of our own faculty to help you with sticky problems on ones you are unsure about.
In addition, when you have a telephone conversation about a child’s academic, social, or physical development, document it on a Conference Summary Form, with the date and persons involved in the conversation, and place it in the student’s file. All conversations are important and must be documented.
NOTE: If conferences are held with parents and the child development consultant, or director or outside professional, it is required that a pre-conference meeting is held with < > School faculty and staff involved prior to the meeting. If the child development consultant or Director is involved, they will give the summary or conclusion for the conference.
February Calls to Parents
After the midyear progress report is sent home, parents have the option of setting up a third parent/teacher conference. Teachers should be prepared to talk to parents about their child’s progress and to answer any question or to address any concern the parent may have. Meetings or phone calls must be recorded on Parent Conference Summary Sheets.
E-mails
Each classroom has a school e-mail address. Parents are encouraged to send e-mails concerning classroom questions; these must be responded to within 24 hours. E-mails are
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< > School Employee Handbook <Insert Year> 78 not confidential or necessarily confidential. E-mails do not take the place of face-to-face communications. Teachers should plan a time to check their e-mails once per day. All parent e-mails must be in the classroom’s address book on the < > School Mail System prior to the start of school.
Infant Daily Sheets
Infant Teachers fill out a daily sheet for their students that records important information, like food consumption, toileting, sleeping. This information helps parents plan their evening with their child.
Toddler Sign-in/Sign-out Sheets
Toddler teachers take notes about napping, toileting, and food consumption on the sign- in/sign-out sheets. This information helps parents plan their evening with their child.
Telephone Calls to Parents
Teachers will call parents whenever they have a concern about a child. Parents will call the school office to request a call back from a teacher. Teachers must return the telephone call within the same day if it is received by 4:00 PM.
Grievances
Parent Grievances
The procedure for consideration and adjustment of grievances of any parent shall be as follows. The parent will consult with the child’s Teacher first. Failing to reach settlement in conference with the Teacher, the parent will consult with the Director of the School. The Director will consult with the Child Development Consultant, as necessary, and help mediate a meeting between the Parent and Teacher.
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< > School Employee Handbook <Insert Year> 79 < > School Closing Classroom Checklist
June 2011
Classroom: Teachers: ________________________
Teachers/interns/assistants (no exceptions) are responsible for making sure their classroom is in good order before leaving for the school year.
Make sure that all of your personal and perishable items, including pets, are removed and that your keys are turned in at the end of the school year.
Please initial each item as you complete it:
___ Copy and file all students’ conference forms.
___ Make a list of materials that are to be ordered over the summer. The following information is required for your list: the catalog you are using for each item, page number, item #, and pricing. All orders must be justified against the AMS Suggested Classroom Materials list. Orders and their justification should be submitted to the Education Director on or before Friday, June 10.
___ Review the supply list and welcome letters for your class for 2011 - 2012 and be sure to e-mail it to the Education Director on or before the last day of school.
___ All materials are to be counted, sorted, and inventoried and notes are to be made on broken or missing pieces. Update your classroom inventory in your Blue notebook.
___ Inventory your Emergency Backpack and Daily Pack; order replacement items. ___ Make a list of teacher-made materials to be worked on over the summer.
___ All materials are washed, dried, or polished before storing.
___ Review geography puzzle maps and turn in repairs to Education Director.
___ Markers, crayons, and other art materials (usable) are stored in ziplock bags.
___ Pencils are inventoried and stored.
___ Glue and play dough and paints are stored so that they will not dry out.
___ Paper is sorted by size and color. Extra paper can be stored in the teacher workroom. ___ Kitchens, closets, cupboards, and storage areas are organized and clean.
___ Remove labels from the cubbies and clean all compartments.
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< > School Employee Handbook <Insert Year> 80 ___ Make arrangements for all pet/plant care over the summer. Summer Camp personnel are not responsible for pets/plant. Do not leave pets/plants unattended!!!!
___ All shelves are wiped down.
___ Dustpans and brushes are cleaned.
___ Tape and other adhesive substances are removed from walls, windows, etc.
___ All towels, work rugs, and clothes are cleaned.
___ Refrigerators are emptied and cleaned, and microwaves are thoroughly cleaned.
___ Trash cans and recycle bins are scrubbed inside and out.
___ Sinks (and underneath) are scrubbed, sponges removed, cleaning materials stored.
___ Playground is cleaned and outside toys cleaned and stored. Teachers, please work together to accomplish this.
___ Changes of clothes are returned to families.
___ You should make sure that extra unclaimed clothes are consolidated and given to charity.
___ All perishable materials go to a box for Summer Camp; do not store dry-pouring items, like rice or beans.
___ Make arrangements with the Education Director for a classroom closing inspection.
___ Return any books that have been borrowed from the library on the last Friday before the last day of school.
___ Your keys are to be returned to the Administrative Coordinator. Thank You!
This Employee Handbook may be changed or amended at any time, and two (2) week’s notice of the policy statements will be provided to staff members.
*****
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< > School Employee Handbook <Insert Year> 81 I have read the Employee Handbook and agree to abide by its policies and procedures without exception.
Staff member’s signature: Staff member’s title: Date:
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Introduction
Purpose of This Handbook
To provide service of professional quality to the community, < > School must have sound personnel practices through which these services are most effectively offered.
To prompt sound working conditions within the School, staff members must work under conditions of employment that are conducive to the maintenance of high-quality work. The conditions established through this policy statement should be mutually understood and accepted by the staff and administration, and should be periodically revised.
This handbook, however, is subordinate to the collective bargaining agreement provisions existent between < > School and < union name, if applicable >.
Mission Statement
< Insert your school’s mission statement. >
History of < > School
< Insert a brief history of your school, including founding date, founders, grade levels, location changes and expansion details if applicable, and any other details that you would like to share. >
Philosophy of < > School
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< > School Employee Handbook <Insert Year> 5 < Insert your school’s philosophy. >
Key Philosophical Messages That Make Montessori Unique
• Deep respect for children as individuals
• Multiage classes allow teachers to develop close and long-term relationships with their students, allow them to know each other's learning style well, and encourage older students to become role models, mentors, and leaders to younger students.
• Integrated curriculum is carefully structured and connects subjects within programs (e.g., history and cultural arts to maximize the opportunity for learning and builds from program to program to progress from concrete to abstract learning).
• Independence is nurtured and leads to children becoming purposeful, motivated, and confident in their own abilities.
• Peace and conflict resolution are taught daily and children learn to be a part of a warm, respectful, and supportive community.
• The child creates, in a very real sense, the adult that is to be, through his/her experiences, interactions, and environments. Character development is a central focus of the AMS Montessori curriculum.
• Hands-on learning is central to the curriculum in all programs and leads to children being engaged rather than passive with their work.
• The environments are responsibly and carefully prepared with multisensory, sequential, and self-correcting materials to support self-directed learning.
• Teachers and children and teachers and parents work together as a warm and supportive community.
• Self-expression is nurtured in all children. Children experience art, music, poetry, theater, writing, and other forms of creative arts with confidence and passion.
Montessori in the 21st Century. The American Montessori Society. 2003.
Desired Learner Outcomes Common to Montessori Education
Dr. Maria Montessori, an Italian physician and educator, developed a method of teaching based on her scientific observations of young children's behavior. Her first "Children's House" was established in Rome in 1907. She found children learned best in a homelike
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< > School Employee Handbook <Insert Year> 6 environment filled with developmentally appropriate materials that provide experiences, which contribute to the growth of self-motivated, independent learners.
Dr. Montessori carried her message across the globe, including the United States in 1912. Dr. Nancy Rambusch established the American Montessori Society in 1960. Montessori education in the United States appeals to those who embrace it because of its outcomes for students. The American parents who originally chose Montessori education matched their views of child rearing. They saw their children as moral beings, which over time would become the socially responsible people Montessori had envisioned. And they saw their children becoming confident, competent learners.
The outcomes we aspire to teach are lifelong developments. The original American Montessori agenda of learner outcomes are as follows.
Independence: Is the child able to choose his or her own work, apply energy to that work, complete it to a personal criterion of completion, take and return the work to the place it is customarily kept, in such a way that another child will be able to find the work ready to do? Is the child able to seek help? Is the child able to locate resources to continue the self-chosen task without necessarily involving the teacher?
Confidence and Competence: Are the child’s self-perceived successes far more numerous than his or her self-perceived failures? Is the child capable of self-correcting work, upon observation, reflection, or discussion? Can the child manage the available array of “stuff” with a clear sense of purpose?
Autonomy: Can the child accept or reject inclusion in another child’s work or work group with equanimity?
Intrinsic Motivation: Is the child drawn to continue working for the apparent pure pleasure of so doing? Does the child, once having achieved a particular competence, move on to revel in mastery by showing others?
Ability to Handle External Authority: Is the child able to accept the “ground rules” of the group as appropriate in his or her dealing with other children? Is the child, distant from the teacher, able to function as if the teacher were nearby?
Social Responsibility: Independent and autonomous persons are always a part of a group and must attain independence and autonomy through participation in group activity. The loss of these qualities by one of a group is a loss for all. Do students attain independence and autonomy and, at the same time, develop social responsibility?
Academic Preparation: In Montessori education, children learn to learn by learning. Academic preparation entails activation and cultivation of inherent powers and processes through which the learner becomes a supplier of meanings or of things-meaningfully- known. Academic skills are essential to learning and knowing, not the aim of learning and knowing. Do students acquire academic skills and apply them in learning to learn?
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< > School Employee Handbook <Insert Year> 7 Spiritual Awareness: Montessori views the child as a spiritual embryo. Implications are conveyed by the metaphor. All humans are spiritual beings as well as physical beings. They have spiritual health as well as physical health. Montessori sees no need to establish whether or not the source of spirit is theological and does not offer theological explanation. The spiritual embryo simply thrives on spiritual investment. The investment can be theological, humane, or a combination of the two. What are the spiritual outcomes of school experience?
Citizens of the World: All children are part of both a world political system and a world ecological system. Both systems have their constitutions and all must learn to live by the letter and spirit of their laws. As a naturalist, Montessori knew about the laws of mind and of nature and understood the consequences of disobeying either of them. What are the citizenship outcomes of school experience? Are the children acquiring civic virtue? Are they acquiring dispositions to understand the natural world, to cherish it, and to live harmoniously within it?
SOME IMPORTANT ASPECTS OF THE MONTESSORI METHOD
1. It is based on years of patient observation and study of children by Dr. Maria Montessori, who was a scientist uniquely educated and qualified for this task. She was a medical doctor, a student of psychology, and a professor of anthropology, a science that is concerned with man in a unique way. She worked out her methods and developed the materials by letting the children show her what worked and what did not work. It is not a "franchise" or "patented" operation. It is in the public domain. There are responsible organizations (such as the American Montessori Society) that operate on behalf of its proper development in this country.
2. It has proved itself of universal application. Within a single generation, it has been tried successfully with children of many nations. Climate, nationality, social rank, or type of civilization make no difference to its successful application. India, France, Holland, England, Burma, Mexico, Panama, Colombia, Canada, Italy, and the United States have many well-developed Montessori schools.
3. It has revealed the small child as a lover of order and of intellectual work, spontaneously chosen and carried out with profound joy, capable of concentration and eager to learn for the joy of learning.
4. It is based upon the child's imperious need to learn by doing activities, which develop his faculties at each stage in his mental growth. These stages are called "sensitive periods," and he more readily absorbs knowledge during those periods. While the method offers the child a maximum of spontaneity, it enables him to reach an even higher level of scholastic attainment than under other systems.
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< > School Employee Handbook <Insert Year> 8 5. Though it does away with the necessity of coercion by means of rewards and punishments, it achieves a higher discipline. It is an active discipline, which originates within the child and is achieved through concentration on work, which he has chosen. Children with extremely active and curious minds are stimulated and utilize their intellectual energies constructively.
6. It is based on a profound respect for the child's personality and removes from him the preponderate influence of the adult, thus leaving him room to grow in biological independence. The child is allowed a large measure of liberty (not license) and he learns to handle it with responsibility.
7. It enables the teacher to deal with each child individually in each subject and thus guide him according to his individual requirements. Each child works at his own pace, hence the quick child is not held back by the slow, nor is the latter, in trying to keep up with the former, obliged to flounder along hopelessly out of his depth. Each stone in the mental edifice is "well and truly laid" before the next is added.
8. It does away with pressure and its trail of challenges. More than this, at every turn it presents endless opportunities among the children for mutual help, which is joyfully given and gratefully received. Since the child works from his own free choice, without pressure and coercion, he is freed from strain, feeling inferior, and other experiences, which are apt to be the unconscious cause of mental disturbances in later life.
9. The Montessori method develops the whole personality of the child, not merely his intellectual faculties but also his powers of deliberation, initiative, and independent choice, with their emotional complements. By living as a free member in a real social community, the child is trained in those fundamental social qualities, which form the basis of good citizenship.
10. Below is a partial list of Montessori publications available from Amazon.com or from a bookstore.
E. Mortimer Standing, The Montessori Method: A Revolution in Education Rita Kramer, Maria Montessori: A Biography
Angeline Lillard, The Science Behind the Genius
Paula Polk and L. L. Jessen, Montessori from the Start
Nancy McCormick Rambusch, Learning How to Learn: An American Approach to Montessori’s Writings
Dr. Maria Montessori, The Montessori Method
Dr. Maria Montessori, Dr. Montessori's Own Handbook
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< > School Employee Handbook <Insert Year> 9 Dr. Maria Montessori, The Advanced Montessori Method, I & II
Dr. Maria Montessori, The Absorbent Mind
Dr. Maria Montessori, To Educate the Human Potential Dr. Maria Montessori, The Secret of Childhood
Ground Rules for Uninterrupted Work Periods
The following are guidelines established to enable the partnership of parents and teacher to help develop the students at < > School. The expectation is that teachers will abide by these guidelines in every way.
The Teacher
The teacher's prime responsibilities are:
To help each child help himself experience success.
To protect the child's right to engage in activities of his choice.
1. The teacher's first duty is to prepare the classroom environment.
By preparation of the environment we mean that the teacher programs into the environment materials and outcomes of activity designed to ensure success and satisfaction for the child, as well as providing a challenging and stimulating intellectual growth as well as the development of sensory-motor and communication skills.
There is a place for everything and everything has a place. Within the environment, the materials are displayed in easily accessible places and are ordered within areas defined for certain activities, e.g., art area, housekeeping area, book corner, math area, etc.
Within each activity area, materials are displayed in a pleasing and orderly manner. Everything that would be needed to carry a particular type of activity through to completion is displayed together in a convenient and self-evident arrangement. This helps the child complete his activity without the interruptions that inevitably result when all the materials for an activity are not together but must be hunted for mid-activity. This arrangement develops in the child the ability to plan in advance and to gather the necessary materials at the outset of any activity (e.g., clothes washing, table washing, etc.). Materials are displayed on a programmed sequence in order of their use during the activity so that the procedure will be as self-evident (and therefore self-correctable) as possible.
Preparation of the environment includes the general atmosphere created within the classroom as a result of visual displays, floor plan and arrangement of furniture, suitability of the furniture being used, the general use of space in the room, and traffic
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< > School Employee Handbook <Insert Year> 10 flow. Within this context, the condition of the equipment is of the utmost importance. Materials are maintained in good repair, clean, pleasingly arranged, and colorful. The materials are changed frequently to insure interest in the environment as well as progress in concepts as presented in the materials and activities. This standard must be maintained at all times.
2. The teacher is an observer, and her effectiveness in meeting the needs of the child is a direct result of her ability to observe.
In order to develop keen observation, the teacher keeps daily observation records in which she records the materials and activities that most interest the child. Special skills that he is developing, needs, problems, etc. are also noted. The teacher records progress in the curriculum materials, evaluation of concepts learned, and rubrics for evaluation of student achievement.
3. The teacher is a mediator and guide.
"Never allow a child to risk failure unless he has a reasonable chance of success." The teacher's goal as mediator is to maximize success for the child and to minimize error. In order to minimize error, she provides materials, which have built-in feedback systems so that the child can correct his own errors as they occur. He thus becomes an independent learner who experiences success as he corrects his own errors.
The entire environment is prepared in such a way that error is self-evident and as the child internalizes the ground rules he no longer needs the gentle reminder of the teacher on these rules but has developed these as his own habit of working.
4. The teacher maintains ground rules and sets limits for appropriate behavior in the classroom.
The teacher communicates and maintains the ground rules through demonstration, example, and gentle reminders. She most often accompanies her words with gestures and movements, which mean more to the child than mere words or admonishments. The teacher shows the child what she means.
The teacher's main goal is to help each child internalize the ground rules according to his own stage of development. The teacher never makes unrealistic demands on the child. If a child is emotionally or physically unable to observe a ground rule (and it is through keen observation that she diagnoses this problem) she never forces him. Rather she treats him with patience and respect and gives him the added assistance and support that he needs in order to develop on his own terms the ability to freely observe the ground rules.
Ground rules are extremely important, for only after the child has internalized the ground rules of social behavior (i.e., made the ground rules his own) is he truly free to learn and to create on his own or with others.
The teacher establishes a peacekeeping curriculum to guide students in problem- solving behavior and language skills. Peacekeeping becomes a way of life in the
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< > School Employee Handbook <Insert Year> 11 classroom for adults and students. The teacher acknowledges and reinforces students’ attempts at adhering to the peacekeeping curriculum in the classroom.
5. The teacher never arbitrarily interrupts the child from his work.
If she wants to invite the class to a group activity, the teacher does this at an appropriate time so as not to interfere with the absorption and concentration of the children in activities of their own choice. She is extremely careful of imposing her personal interests, wishes, or needs on the children without the sincere interest of the children involved, and she pays each child the courtesy of refusing her invitation to the group. Teachers work toward establishing a three-hour work cycle for the classroom, which enables students to concentrate on their work.
6. The teacher "corrects" a child who is breaking the ground rules in a one-to-one relationship.
The teacher's manner can be described as gentle but firm, her voice is quiet so as not to call attention of others. She never calls a correction to a child from across the room as this causes embarrassment for the child being corrected and creates a general disturbance. She goes up to the child and catches his attention either by stooping to his level and looking into his eyes or she may put her arm on his shoulder as a gesture of understanding.
7. When a teacher must "correct" a child or interrupt him in a harmful action, she does so in a positive manner.
She says, "Please do it this way," or "We do it this way," or "May I show you how to do this?" The teacher never derides, criticizes, or corrects in a negative way. If a child spills something or makes a mess of some kind and is aware of what he has done, it is unnecessary for the teacher to reinforce the error by saying, "Look what you've done. You've spilled the water," etc. If the child sees that he has spilled the water, she offers to help him clean it up if he needs help. She may show him where the materials for cleaning up are kept by way of encouragement. However, to call undue attention to the "mess" only reinforces the child's failure complex. Also, cleaning up is never referred to as an unpleasant chore. The child usually finds it very enjoyable if the teacher does not convey a distaste for clean-up. The teacher never says, "You spilled the water; aren't you ashamed." Clean-up is like any other activity to the young child and involves water play and other motor activities, which the child enjoys a great deal.
8. If a child is behaving in an uncontrollable manner in the classroom and is disrupting the activities of others, doing harm to himself or others or the environment, the teacher removes the child from the environment.
She does this in as calm and controlled a manner as possible with no implication of punishment. She removes the child as a measure of protection for himself and the rights of others.
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< > School Employee Handbook <Insert Year> 12 The teacher attempts to help the child by diverting his attention toward a
productive kind of activity and does not attempt to render the child immobile. She takes her cue from the nature of the child's outburst, the possible cause of the problem, and the individual needs of the child. Her attitude must be, "This child is trying to tell me something. He needs help. How can I help him?" There is no room for pride or anger in the teacher of young children. Above all, there must be respect and understanding.
Uninterrupted Work Period
As per our accrediting agency, the American Montessori Society, we are to uphold the standard of providing an uninterrupted work time. AMS Standard 3.9 states: Schools are to allocate and protect large blocks of uninterrupted instructional time to support student learning. Optimal learning takes place during two- to three-hour blocks of time. Schools should make every effort to schedule enrichment programs and transition times to accommodate these blocks.
The purpose of long, uninterrupted blocks of work time is to allow students to freely select work, eventually becoming absorbed in work that has a particular fascination for them at this point in their development. Interruptions disturb the development of the child's focus, concentration, and opportunity to deeply delve into work. During this uninterrupted work time, teachers also have the opportunity to present lessons to the children, ensuring that lessons are given and work is explored in all areas of the classroom.
< > School will observe the following guidelines for uninterrupted work cycles. Please note that the work cycle begins when the majority of children have arrived.
Infant/Toddler
< Insert your school’s Infant/Toddler work cycle guidelines. > Early Childhood
< Insert your school’s Early Childhood work cycle guidelines. > The Child
1. Children may work alone or in spontaneous groups. No one may touch another's work without being invited; therefore, there is no forced sharing.
2. Everyone walks around the work rugs.
3. Line rules for group stories or lessons include sitting quietly with arms and legs folded.
4. Each child hangs his own coat, buttons or zips it, and when leaving is responsible for dressing himself and gathering his belongings.
5. Athletic shoes with ties or classroom slippers help us walk quietly and make us sure- footed.
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< > School Employee Handbook <Insert Year> 13 6. Children serve themselves refreshments and are in charge of cleaning the environment.
7. Children are directors of work and teachers are there to serve their needs. They push us; we don't push them.
8. Children talk quietly and ask for help on a one-to-one basis, not by yelling across the room. They do not interrupt a lesson but wait quietly in close proximity to the teacher until noticed before asking for help or direction.
Parents
1. Please leave toys at home and don't fight with children over leaving them in the car at the school door. Children are grumpy when this happens.
2. Please try to bring happy, relaxed children to school by allowing adequate time and a very slow pace in preparing for school.
3. Talk about ground rules with children in a "positive" manner, and practice talking quietly at home.
4. Encourage the ability to distinguish between appropriate indoor behavior and outdoor behavior. There is a difference.
5. Parent conferences are scheduled twice each year. A parent or teacher may schedule an optional third conference.
6. Please avoid tangible rewards for accomplishments children naturally receive pleasure from.
7. Order is very important to children to give them a sense of security and peace.
8. Return folders and teacher communications promptly.
9. Notify the lead teacher if you have a question or concern. A telephone message can be left with the office.
10. Parents are the child's primary teacher. The faculty and staff at < > School can love, support, and encourage parents best by setting excellent examples. We must address parents' needs as well as the needs of our children. We must also trust one another and share the goal of providing the best educational environment for children to develop.
Employment
Appointment of Staff
An interview will be conducted with each candidate considered for employment; an observation of teaching skills is required; three written professional references containing all pertinent data will be secured from each candidate. If you are hired, these references
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< > School Employee Handbook <Insert Year> 14 will become part of your permanent personnel file and, to the extent required by law, be made available to you. Teachers must also provide official transcripts and a copy of their state certification and Montessori certification.
All candidates will fill out and return a completed application form, and as regulations require, be fingerprinted by an approved governmental agency, submit the state central clearance form for investigation, and submit written record of an annual physical exam by a physician (including tuberculin PPD Mantoux test, or chest X-ray, as necessary).
A legally binding Memo of Understanding signed by both employee and administration will confirm appointment to a position.
Appointment of Substitute Staff
Substitutes are appointed following above established interview and reference procedures. Substitutes are employed per diem and not considered permanent employees. They receive per diem wages, with no benefits or leave compensation normally available to permanent employees, and no Memo of Understanding. < Insert substitute teacher wages here. >
Substitute Teacher Orientation
Substitute teachers will go though an initial orientation with the education director. Teachers should continue this orientation by facilitating the following:
1) Pointing out what makes < > School classroom environments unique and different from a traditional preschool/daycare environment, such as:
- Promoting independence is at the core of the Montessori philosophy. In keeping with this tenet, it is best to offer verbal help when dealing with a child who is working on a task, for example when a child is trying to put on his/her shoes. Maria Montessori said, “As soon as independence has been reached the adult who keeps on helping becomes an obstacle.”
- During the work cycle, the children choose activities and have lessons presented by the teachers. When children are working on their own, please allow them to concentrate and do not interrupt their concentration.
- Respect is also at the core of the Montessori philosophy. Please do not carry the children who are capable of walking and please respect the child’s space. Please speak to children softly, at eye-level, and never from across the room.
2) Reminding Substitutes to acknowledge and respectfully greet all parents, family members, and children. (However, the Lead Teacher is responsible for sharing details about the children’s day or any concerns about the day.)
3) Making Substitutes aware of special circumstance, such as allergies, a child who eats kosher foods, etc. and other < > School policies and procedures as needed.
< > School Employee Handbook <Insert Year> 15 Please remember to always add each Substitute to your “Peek at the Week.”
Probationary Period
All employees are hired on a ninety-day probationary period. If an employee is unsuited to the position, s/he may be released during the trial period. The executive director must approve all absences or use of personal days during this probationary period.
Promotions and Transfers
In keeping with the principle of promotion from within, employees will be given consideration for other positions as they occur and for which they have the appropriate credentials and experience.
Should it become necessary to cut back on the size of the staff, employees are retained in accordance with the needs of the School, as decided by the administration. Transfers to another class or school location may become a necessary option in order to retain employees.
< > School Organizational Chart
Education Director
Infant/Toddler Coordinator
Infant/Toddler Classes Lead Teacher
Intern - Asst. Teacher
Admissions Director
Owner Executive Director
Early Childhood Classrooms Lead Teachers
Intern - Asst. Teacher
Executive Director
Building Superintendent
Cleaning Service
Education Director
Child Development Consultant
Executive Director
Parents’ Voice
Administrative Coordinator
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< > School Employee Handbook <Insert Year> 16 Faculty Development
Job Description: Lead Teacher/ Co-Teacher
Job Summary: The Lead Teacher, with the support and supervision of the Educational Director and the Administration, is expected to establish and maintain a quality educational program, which follows the Montessori philosophy and pedagogy and Early Childhood Education model by fulfilling the following responsibilities:
1) Duties: Lead/Co-Lead Teacher's duties include, but are not limited to, the obligations to:
- a) Teach and supervise all students in Lead Teacher's class in the Montessori method and
curriculum in all academic and specialty areas of study. Prepare materials and maintain
their cleanliness and good condition/repair. - b) Be responsible for the safety and physical well-being of all students in your charge at all
times. - c) Demonstrate the ability to relate joyfully to children.
- d) Exhibit emotional maturity and stability.
- e) Assume leadership by demonstrating appropriate and professional behaviors at all times
when in the school building, during classroom outdoor times, and whenever you are in
the surrounding school neighborhood. - f) Be proactive at sharing your Montessori and child development knowledge with parents.
- g) Address all school (parent, team, child) issues immediately.
- h) Prepare and have available weekly lesson plans and record students’ progress including
those used by the School Psychologist. - i) Prepare a written “Child Communication Log” sheet for any child that you have a
concern about. File this in the School Psychologist’s communication logbook located in the main office. Review the form weekly for follow-up indicated by the psychologist and/or administration. Maintain confidentiality of the information in this book by never removing it from the office. - j) Prepare summaries of each week (Peek at the Week) and submit to the Education Director by Thursday noon of each week. School weeks consisting of 3 or fewer days do not require a summary.
- k) Organize work so that daily time is available for recordkeeping, meetings with assistants and with School supervisors and parents as deemed reasonably necessary by School.
- l) Maintain ongoing communication with team members. Share all information given at weekly staff meetings with the teachers on your team.
- m) Plan and implement a classroom schedule identifying a fair and equitable distribution of job responsibilities for all adults to follow.
- n) Supervise, guide, and teach all substitute and SEIT teachers in the Montessori method.
- o) Be in attendance at all staff meetings and after-hour parent meetings, admissions events,
or classroom socials. - p) Prepare and participate in parent conferences at least twice each School Year, including
two evening conferences as determined by School, at its sole discretion, and as requested
by parents. Call all parents in February to inquire if a 3rd conference is necessary. - q) Communication: Return parent telephone calls within the same day. Check all e-mail
messages daily and reply within 24 hours. Check classroom telephone messages twice daily.
< > School Employee Handbook <Insert Year> 17
- r) Maintain current ongoing records (communication logs, conference summary forms,
observation notes) on all students in your charge and have same available for School's
review upon request. Maintain the confidentiality of all such records. - s) Record observations on all children using the required recordkeeping system provided by
the school. - t) Organize notes for and write all reports requested by outside agencies and ongoing
schools, in addition to end-of-the-year reports for all eligible students, in a timely
manner. - u) Maintain the blue binder ensuring that all information included is updated for the current
school year. - v) Report any and all accidents or incidents immediately and prepare a written report stating
the date, time, and nature of the accident and the action taken. - w) ChildAbuse—anyincidentofunexplainedbruises,cuts,burns,etc.,oranysuspected
child abuse should be reported to the Director. - x) Follow all School policies and procedures as stated in the Employee Handbook and the
School's Rules and Regulations, as presently existing or as may hereafter be amended. - y) Follow all standards in accordance with the American Montessori Society, the Middle
States Commission on Elementary Education and the NY Department of Health. - z) Co-Lead teachers must work cooperatively to ensure that all the above is successfully
achieved. - aa) Any additional duties as determined by the Director of the school.
Job Summary: The Assistant Teacher or Substitute Teacher, under the supervision of the Lead Teacher, Educational Director, and Administration, is expected to establish and maintain a quality educational program by fulfilling the following responsibilities:
1. Duties: Assistant Teacher’s/Intern’s/Substitute’s duties include, but are not limited to, the obligations to:
- Teach and supervise all students in Assistant Teacher's class in the Montessori method and curriculum in all academic and specialty areas of study. Prepare materials and maintain their cleanliness and good condition/repair.
- Assist in the maintenance and cleanliness of classroom and all shared spaces at school.
- Demonstrate the ability to relate joyfully to children.
- Exhibit emotional maturity and stability.
- Be responsible for the safety and physical well-being of all students in your
charge at all times. - Demonstrate appropriate and professional behaviors at all times when in the
school building, during classroom outdoor times, and whenever you are in the surrounding school neighborhood. Be proactive when others are not demonstrating appropriate behaviors. - Address all school (parent, child, team) issues immediately.
- Organize work so that daily time is available for recordkeeping, meetings with
team members, and with School Directors and parents as deemed reasonably
necessary by School. - Be in attendance at all Assistant staff meetings and parent meetings as requested
by Director or Lead Teacher.
< > School Employee Handbook <Insert Year> 18
- Maintain ongoing communication with team members. Share all information
given at biweekly staff meetings. - Inform the Lead teacher of any information given to you by a parent.
- Follow the classroom schedule created by the Lead teacher consisting of a fair
and equitable distribution of job responsibilities for all adults to follow. - Assistandguideallsubstituteteachersworkinginyourclassroom.Informthe
Lead teacher and administration if the substitute teacher needs additional
assistance. - Review weekly lesson plans with the lead teacher and assist with the written
summary of the week. - Assist Lead teacher with the preparation of and participation in parent
conferences at least twice each School Year, including two evening conferences
as determined by School, at its sole discretion or as requested by parents. - Assist the Lead teacher in checking classroom e-mails and telephone messages.
- Assist the Lead teacher with the organization of notes for and writing of all
ongoing school reports, end-of-the-year summaries, and reports required for
evaluations by outside agencies for all eligible students in a timely manner. - Assist Lead teacher in the maintenance of current ongoing records
(communication logs, conference summary forms, observation notes) on all students in your classroom and have same available for School's review upon request. Maintain the confidentiality of all such records. - Assist Lead teacher in the recording of observations on children in the classroom using the required recordkeeping system provided by the school.
- Report any and all accidents immediately and prepare a written report stating the date, time, and nature of the accident and the action taken.
- Child Abuse—any incident of unexplained bruises, cuts, burns, etc., or any suspected child abuse should be reported to the Director.
- Follow all School policies and procedures as stated in the Employee Handbook and the School's Rules and Regulations, as presently existing or as may hereafter be amended.
- Follow all standards in accordance with the American Montessori Society, the Middle States Commission on Elementary Education, and the NY Department of Health.
- Any additional duties as determined by the Director of the school.
Training Programs
We seek to establish professional collaborations with Montessori teacher education programs. Opportunities for Introduction to Montessori training will be provided. Should the employee’s teaching position require Montessori certification, the employee is individually responsible to obtain such certification and to be responsible for the full costs of such training; however, the school reserves the right to extend training costs for an employee and consider a promissory note reimbursement.
Administrative Job Descriptions
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< > School Employee Handbook <Insert Year> 19 < > School’s Executive Director
• Responsibilities
- Maintain a safe, orderly environment for adults and children.
- Authorize expenditures within budget approved by Owner.
- Work with the Admissions Director to notify families of acceptance, or of placement on waiting list.
- Attend and arrange for meetings with the Owner.
- Maintain requirements of Codes for present facilities.
- Represent and interpret school program to the community.
In supervising and supporting the teaching staff, the Executive Director will:
- Provide a sounding board for teaching staff.
- Monitor and attend weekly teacher meetings.
- Participate in parent conferences as needed.
- Meet individually with faculty/staff as needed.
- Help provide resources for the teaching staff.
- Evaluate with the staff their in-service training needs and find, or help plan for, training experiences to meet these needs.
- Help facilitate communication between staff members, and between staff and parents.
- Provide list of substitute teachers so that teachers may contact, with approval of the Executive Director, their own substitutes.
- Participate in the interviewing and hiring of faculty and staff as designated in < > School’s Hiring Procedures.
1. Be available at scheduled times weekly for conferences, informal conversations, or phone calls with parents.
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< > School Employee Handbook <Insert Year> 20
- Be available at other times for unscheduled talks with parents when needed. In these contacts, serve as a listener, a consultant, a trouble- shooter, or a communicator of school procedure or policy, as appropriate to the situation.
- Help set tone that allows and encourages parent involvement in the school.
- Participate as the Lead Staff Member in Parents’ Voice.
- Attend parent meetings and help plan activities.
- Help to develop a parent handbook to acquaint parents with school program, procedures, policies, services, events, calendar, tuition, staff, etc.
- Educational Community Responsibilities
- Maintain relationship with the private schools in the city.
- Research and stay informed about expectations of local public and private schools for children of various ages or grade levels.
- Be a resource for staff, parents, and Owner about educational issues that are relevant to them.
- Maintain correspondence and other requirements of relationships with American Montessori Society, Middle States Commission on Elementary Education, and other professional member organizations.
- Meet EPA regulations.
- Maintain relationship with the private schools in the city.
- Public Relations and Community Responsibilities
- Be available for interviews at public relations events for the school.
- Seek out Montessori materials and files, or prepare new materials as possible and needed, to assist the Owner in public education efforts, recruitment, or parent education.
- Design advertising, update website and brochures, and assess printing needs in conjunction with the Admissions/Development Director.
Duties:
• Research teaching methods and techniques and develop procedures to determine whether program goals are being met. - Be available for interviews at public relations events for the school.
< > School Employee Handbook <Insert Year> 21 • Observe in each classroom weekly and meet twice monthly with teaching teams.
• Meet with teaching members to determine if the curriculum and instruction meets the needs of the students.
• Provide professional development for Assistant and Non-Montessori teachers; meet weekly.
• Make recommendations about instruction and curriculum improvements to the Executive Director based on research and observations.
• Review all newsletters, all reports requested by outside agencies and ongoing school, in addition to end-of-year reports, for all eligible students prior to completion.
• Review and post all “Peek at the Week” newsletters for content and consistency.
• Review educational materials and make recommendations on purchases.
• Monitor materials ordered, the ways they are used and shared by classrooms.
• Maintain an inventory of the school’s educational materials and equipment in conjunction with teachers.
• Plan and provide on-site professional development education for teachers.
• Mentor new teachers and train experienced teachers on the use of materials and equipment or help them improve their skills.
• Advise teachers on the content of the AMS, DOH, Middle States standards and provide instruction on implementing the standards in the classroom.
• Assist teachers and staff with the planning and implementation of Parent Education.
• Plan and facilitate Coffee Chats with the Executive Director.
• Create, plan, and facilitate the 8-week summer camp program.
• Assist the Executive Director with the yearly faculty evaluations.
• Assist the Executive Director with the hiring of new faculty.
• Be responsible for the accident log book, the employee sign-in/sign-out sheets.
• Be responsible for teacher requests for days off; keep a log of teachers and subs.
• Act as Liaison for the Department of Health visitors.
• Perform other duties as assigned by the Executive Director.
Director of Admissions
Duties:
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< > School Employee Handbook <Insert Year> 22
- Priority will be to recruit new students by attending community events and
educational fairs, hosting open houses, and increasing the name recognition of
< > School in the community and among parents of infants and young children. - Answer all inquiries, set up appointments and tours with parents, and follow up
every contact with a note, e-mail, or phone call. - Maintain inquiry, enrollment, and attrition database, including potential students,
current students, and alumni. - Create new student records in FileMaker and update records for students who
have reenrolled and exited. - Chart applications and enrollment by month to make predictions.
- Maintain student profiles and progress data in conjunction with faculty.
- Work with Director on placement both at < > School and to other area schools
upon graduation (exmissions). - Network with admissions directors of targeted private schools of choice. Host
information events at < > School for the purpose of marketing < > School’s
students to K-12 schools of choice. - Maintain relationship with current families of enrolled students by attending
meetings and school events. - Maintain a relationship with alumni. Follow < > School’s graduates to their next
school. Have a Records Release form signed by parents to track alumni for
marketing purposes. - Create and maintain enrollment reports, including student rosters (including
summer), classroom openings and full-time equivalents, financial reports,
attrition, and projections. - Communicate with teachers regarding Open Houses, Tours, Child Visits, Parent
Visits, and the teacher’s roles in assisting with these. - Attend faculty meetings as necessary.
- Assist with telephone backup and relieve administrative team members for breaks
and time away from the office. - Supply teachers with current rosters and parent contact information as needed.
- Perform other duties as assigned by the Executive Director.
Duties:
• Maintain the office in an orderly and efficient manner in terms of documents, records, and positive customer service and to maintain confidentiality of all communications.
• Communicate and relay day-to-day information (phones, conversations, buzzers) to Director, faculty, and staff when working in the front office.
• Maintain current ongoing records and database on all students and staff in the school and have same available for the School's review upon request. Maintain the confidentiality of all such records.
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< > School Employee Handbook <Insert Year> 23 • Act as payment liaison with the Business Office (ongoing recordkeeping of checks sent
to the business office, direct debit payments, tuition payments) and distribute petty cash. a) Communicate facility and school issues with the Business Office.
b) Prepare and maintain parent contracts.
c) Relay payroll, transit check, and medical benefit information to Business Office.
• Proofread/edit school accreditation and yearly reports, school-wide newsletters, conference and ISAAGNY reports.
• Order and coordinate the distribution of all supplies (paper, office, school). Itemize invoices for Business Office.
• Assist the teachers when needed.
• Child Abuse—Any incident of unexplained bruises, cuts, burns, etc., or any suspected child abuse should be reported to the Director.
• Maintain CPR, First Aid, and Medical Administration Training.
• Provide medicine forms to parents, and administer medications when necessary.
• Keep track of the medical log in the office.
• Plan, implement, and record monthly fire drills.
• Assist the Department of Health officers who visit the school.
• Follow all School policies and procedures as stated in the Employee Handbook and the School's Rules and Regulations, as presently existing or as may hereafter be amended.
• Follow all standards in accordance with the American Montessori Society, the Middle States Commission on Elementary Education, and the NY Department of Health.
• Any additional duties as determined by the Executive Director.
Child Development Consultant
Duties: Child Development Consultant’s duties include, but are not limited to:
- a) Create and coordinate a work schedule with the Executive Director.
- b) Observe in all classrooms to form a relationship with teaching teams and
children. - c) Observe children that teachers have identified who may need to be evaluated
or receive services that may include speech, physical, and occupational
therapy. - d) Work with the teachers to assist them in managing behavior and/or
challenging issues in the classroom. - e) Work with staff and faculty members to problem solve or to mediate disputes
among co-workers.
< > School Employee Handbook <Insert Year> 24
- f) Work with the Executive Director in determining and implementing a plan to
address a child who presents a special need, including meeting with the family and/or providing the family with resources needed to address the need, which may include a change in schools. - g) Prepare paperwork necessary for referral for services.
- h) Work with the Executive Director to determine any student(s) who should not
be offered a place for the following school year. - i) Maintain communications with parents, teachers, and administration
concerning any child that has been observed. - j) Record observations, suggestions for teachers, and follow-up in Center for
Disease Control notebook. - k) Plan, facilitate, and present child development topics during the 5 Coffee
Chats offered throughout the year in conjunction with the Executive Director
and/or Education Directors. - l) Any additional duties the Executive Director deems important for the general
community and health of the school.
What is the Parents’ Voice?
Parents’ Voice is the forum at < > School for communication between the school administration and parents of children who attend the school. A parent volunteer from each classroom serves as that classroom’s Parents’ Voice Representative. The Parents’ Voice Representatives meet monthly with < > School’s director to discuss classroom and school events and issues.
What is the purpose of the Parents’ Voice?
The purpose of the Parents’ Voice is to uphold the school’s mission and to support and enhance the education of the children at < > School.
The primary goal of the Parents’ Voice is to help initiate positive changes on behalf of the school’s parents. Working together with the administration, the Parents’ Voice group has the opportunity to make < > School even better and to make our children’s school experience the best it can be.
What does a Parents’ Voice Representative do?
The Parents’ Voice Representative for each classroom is a key contact person for matters concerning each classroom as well as the entire school. The Parents’ Voice group discusses issues or topics brought up at meetings in order to come up with possible solutions or answers. A Parents’ Voice Representative must be accessible (by phone or e- mail, or in person) to other parents and willing to attend a monthly hour-long meeting at school. The monthly meetings are held October through June on a day that is agreed upon by the entire group.
Some topics that have been addressed by Parents’ Voice groups in the past include: emergency planning, appropriate snacks, classroom field trips and events, school
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< > School Employee Handbook <Insert Year> 25 security, parent education topics, summer camp programming, ongoing schools information, teacher appreciation, school-wide community building, parent-teacher communication, and administration-parent communication and concerns.
After each monthly meeting, it is the responsibility of the Parents’ Voice Secretary to write up his or her meeting notes and circulate them among all Parents’ Voice members for review and approval. Once they have been finalized, each Parents’ Voice Representative distributes the notes by e-mail or by hand to each family in their respective classroom. Throughout the school year, the Parents’ Voice Representatives will contact their classroom’s parents for opinions, suggestions, and ideas. This may also include informal votes on issues, if necessary.
How are Parents’ Voice Representatives selected?
The Parents’ Voice Representative for each classroom is either self-nominated or identified and asked by classroom teachers and/or the administration. Each spring, the Parents’ Voice determines a President, Vice President, and Secretary (“officers”) for the coming fall. Parents’ Voice Representatives’ officers must have had a child enrolled at < > School for at least one full school year. In addition, the selected parents must have time available to fulfill the duties as outlined above.
Parent Volunteers
There are many opportunities for parents to volunteer for their child’s classroom and for < > School. Parents can represent the class via Parents’ Voice, as chaperones on field trips, by presenting a lesson at line time, by helping arrange classroom socials, and by reading in the classroom.
Field Trips
Students and parents are notified in advance regarding the specifics of field trips along with a permission slip, which must be signed and returned. Parents will act as chaperones on field trips. This is a service to < > School and a responsibility that should be considered carefully. Teachers try to give all parents an opportunity to chaperone on a field trip. Parents who chaperone must start and finish the trip at school. Child care must be arranged for siblings.
Parent Chaperone responsibilities:
• Parents must commit to escorting children from school to the field trip and from the field trip back to school. No side trips are permitted. Parent chaperones may not leave the group at the field trip site to return home.
• Parents must be in charge of and aware of the children they are responsible for at all times on the trip.
• Parents must follow the plan and guidelines established by the teachers prior to the trip. • Parents are discouraged from bringing younger siblings on the field trip. They cannot give their attention fully to the students they are responsible for if they have another child in tow.
1. Purpose of Field Trip
(A) To introduce a unit, enhance a unit, or culminate a unit.
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< > School Employee Handbook <Insert Year> 26 (B) To give pupils firsthand experiences, learning about their immediate environment and the world they live in.
(C) To provide group experiences and a fun activity, building good relationships with other children and adults.
(D) To clarify existing concepts.
- Before the Trip
(A) Establish your purpose.
(B) Plan an interest level, consider ages and attention span.
(C) Plan with the person in charge of facility or place to be visited. Pre-visit the site.
(D) Plan the travel route and transportation.
(E) Publicize the trip to all parents with all details as to time, place, date, etc.
(F) Ask children to wear < > School T-shirts.
(G) Plan with the business office for payment of field trip, including deposits and balance checks on the day of the field trips. - Immediately Prior to Trip
(A) Prepare the children, using picture books, small group discussions, files, songs, etc. Give children an idea of what to expect.
(B) Allow children to choose a partner.
(C) Put nametags on children, which include < > School and school phone
(D) Inform your chaperones about transportation, directions, management of children, they must return to school and SAFETY!!!
4. Follow-Up Activities
(A) Drawing pictures, murals, discussion with pictures.
(B) Display pictures and objects gathered.
(C) Use play-dough to make items representing trip.
(D) Show pictures or slides of trip.
(E) Write story about trip for parents.
(F) Compose thank you notes to anyone who helped facilitate the trip. (G) Use music, dramatics, and science experiences to reinforce learning.
Employment Policies
Employee Personnel Files
A personnel record will be kept for each staff member. This will be a carefully protected file, available only to administration and the particular staff member. The file will contain cumulative information, beginning with the employee's application and ending with termination of employment. The Educational Director is responsible for the confidentiality of all records. If you wish to see your file, please tell the Educational Director.
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< > School Employee Handbook <Insert Year> 27 Staff will be requested to fill out an emergency contact card, listing pertinent data in case of serious accident/illness.
Compensation
Salary Considerations
Salaries are set according to an employee's educational preparation, professional credentials and licenses, teaching experience, with due consideration given to their current performance. Any discussion regarding salaries should be held solely with the Administration.
2010-2011 Salary Scale
Scale:
Base Lead Co-Lead
Montessori
Bachelor’s (inc.Assoc.) Related to Education Associate’s degree Related to Education Master’ s
Related to Education Doctorate
Related to Education New York License CDA
Experience:
As Lead Montessori As Asst Montessori
Other experience as determined by the Executive Director
20,000.00 4,000.00 2,000.00 7,000.00
over 2 years
6,000.00 2,000.00
3,000.00
5,000.00 3,000.00 1,000.00
500/yr (10 yr max) 250/yr (10 yr max)
TBD
Per Diem substitute wages follow a set schedule of per hour compensation, no matter what credentials the individual offers.
Paydays
Direct deposit checks/stubs are distributed once per month, on the 15th. If the payday falls on a weekend or a holiday, payday will be on the preceding day. A voided check must be submitted before employment for the direct deposit payment method.
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< > School Employee Handbook <Insert Year> 28 Withholding exemption certificates are required and will be prepared by the staff member before receiving the first paycheck. It is your responsibility to notify the office of any exemption changes, marital changes, or change of address.
Meal/Rest Periods
Employees who work an 8-hour day are entitled to a half-hour meal period. Supervision of the children is not to be compromised and teacher/child ratios must always be observed.
Employees who work a 6-hour day receive no meal period but only a discretionary 15- minute rest period. Employees who work a 4-hour day receive no rest period.
Employee Benefits
Benefits Eligibility
All permanent employees are eligible for standard benefits of paid leave and professional days. Following the 90-day trial period, all permanent employees who work 35 hours per week or more are eligible to elect to participate in the health insurance program. All benefit eligibility is pursuant to the union contract with Local 348-S.
Leave Benefits
Each permanent staff member is allowed one (1), accrued paid sick day per month as per their Memo of Understanding. The use of professional leave days must be pre-approved by the Administration. There are no additional paid days, vacation or otherwise, other than those listed as school closure days in the school calendar; for those days when school is closed, pay continues accordingly, only when such days fall within the duration of the employee's Memo of Understanding. Paid sick days are accrued and are not carried over to the summer or the next contracted period.
Missed hours during the regularly contracted workday cannot be made up by coming in early or working late unless pre-arranged and approved by the Executive Director.
Leave benefits for other reasons are provided as per regulations and law. They include:
- ♦ Death in the immediate family: up to three (3) consecutive days, or within a
10-day period. “Immediate family” members are defined as employee’s spouse, parents, step-parents, siblings, children, step-children, grandparent, father-in-law, mother-in-law, brother-in-law, sister-in-law, son-in-law, daughter-in-law, or grandchild. - ♦ Jury duty: the employee is required to present to the Director a Jury Summons before any jury duty leave can be granted. Please defer until the school’s vacation time, if possible. If the postponement fails, employees are paid, to a total of one half of a pay period, the difference between the total remuneration
< > School Employee Handbook <Insert Year> 29 received for jury duty and their regular base salary; you are to turn over your jury fee to the school to receive full salary. (Not applicable-employers with more than 10 employees must pay for a minimum of three days. The state does not pay until after the third day at $40/day and only if the employer does not reimburse the employee.)
Insurance Benefits
All compulsory Federal, State and Local required insurance benefits are provided; employees and employer contribute as required by law.
Employees may elect to participate in the health care program to which the school participates. The premium is a shared financial contribution, should the employee both be eligible and choose this benefit.
401K Benefits
For employees who have worked for one full school year, < > School will contribute 1% of the employee’s salary to a 401K program. Employees can choose to make additional pre-tax contributions and can choose how both < > School and the employee contributions are invested. Invesco AIM provides the administrative and recordkeeping services.
Transit Checks
Employees may choose to participate in pre-taxed “Transitchek” purchases, which are made by payroll deduction. It is the employee’s responsibility to make any changes in his/her plan by informing the Administrative Coordinator.
Staff Attendance and Absence
The office will maintain daily attendance records on all staff members, including record of lateness and type of absence. All staff must sign in when they arrive and sign out when they leave the building, for fire safety purposes, and to ensure they get paid accordingly.
If an employee knows of a planned absence or lateness, s/he must fill out an Attendance Form at least 3 days prior to the event. The employee must indicate the substitute by name that has been secured to cover the time.
The quality of our program is dependent upon consistent attendance. Excessive, habitual, and unauthorized absences/tardiness and personal days are disruptive to the care of the children and create an unsafe burden on other staff. Our policy on absenteeism, personal days, and lateness has been designed to maintain the high standards of our program and alleviate any stresses felt by the rest of the school community.
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< > School Employee Handbook <Insert Year> 30 Excessive lateness and/or absence will be deducted from your pay and disciplinary action
that may include dismissal will begin with verbal and written warnings.
Employees may not save accrued sick days to take a vacation when school is open. The school’s employee-friendly calendar allows for adequate vacation time.
Attendance
At Set-up and Clean-up Days
Staff is required to commence work before and end work after the children's actual school year, as per your Memo of Understanding, so that the classrooms may be annually inventoried, prepared, and cleaned for upcoming use, or stored away for summer non-use.
At Daily Arrival
Abide by hours listed in your Memo of Understanding. Be present with sufficient time to prepare your class. Your breakfast should be eaten before your arrival time. School doors open at 7:45 a.m. daily for staff.
At Staff Meetings
All teachers and staff (as needed) will meet with the Executive Director or Education Director weekly. A convenient time will be scheduled at the beginning of the school year. Team meetings are held once a week at a set time convenient for that team. You are responsible to know that time and to come prepared with information (daily notes, etc.).
Evening meetings may be required of you during the course of the school year. These would include parent meetings, open house meetings, classroom community meetings, ice cream socials, and important meetings in the life of the School. You will be given ample notice of evening meetings and attendance at these meetings is required; compensation for attendance has already been considered in computing your total salary. Absence at a required meeting is noted in your attendance records as 0.5 of a personal day.
At Parent/Teacher Conferences
Lead teachers (assistants and interns included) are required to offer twice-annual parent conferences, and an optional third conference in February, at mutually convenient times for both parent(s) and staff member. Should a parent not be able to make a Parent Conference Day meeting, it is the teacher’s responsibility to provide another meeting time option. Teachers must always meet with parents in teams of at least 2 members. It is not permissible to do parent conferences on weekends at the School. If you need to be in the school building for an early evening conference, advance notice must be given to the Administration. No one is to be in the building alone at any evening time.
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< > School Employee Handbook <Insert Year> 31 Absence
If at all possible, please give advance notice to the Administration if you are to be out. Consecutive days for non-illness reasons, even if unpaid, are unacceptable unless used for an emergency such as family illness.
Personal days just before or after a closed school holiday are unfair to other staff members and the children and cannot be permitted unless the Executive Director gives prior approval. An employee calling in sick just before or after a closed school holiday or their personal day will be required to submit a physician’s note in order both to return to work and to be paid for the day(s).
Absence for illness of more than three days' duration needs a physician's note in order to return to work.
Use of Substitutes Policies
Substitute names, addresses, and telephone numbers will be maintained on a sub list in the office. Teachers who will be absent for approved personal days are responsible to get the members of their own team to cover the majority of their hours or secure a substitute. Teachers are responsible for scheduling substitutes ahead of time. If that is not possible, teachers must keep a faculty/sub list at home. If a teacher is absolutely unable to find a substitute, the Administration will find coverage for those hours your team is unable to work to ensure that teacher/child ratios are in code. You must notify the Administration as soon as possible of who will be covering for you and for what hours, and inform your classroom co-workers.
Voluntary Separation
A staff person who resigns from his/her position must give written notice of thirty days (30), so as to protect the safety of the children and to ensure a smooth transition. It is proper protocol to inform the Director prior to 30 days if a move or alternative employment is anticipated.
Employee Grievances
The procedure for consideration and adjustment of grievances of any employee shall be as follows. The teacher must attempt to work out teaching team issues with the individuals involved. Failing to reach settlement in the situation, the teacher will bring the grievance to the Education Director or the Executive Director. If the employee has an issue that either Director cannot assist with and it is related to work issues, a letter must be written to the owner of the school.
Termination of Employment
Permanent employees will be given written notice should dismissal from their position become necessary. Prior to issuing such notice, the matter is discussed between the Director and the employee, and s/he is given opportunity to self-improve if performance is an issue, or definite reason for reducing staff. The School, at its sole discretion, shall
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< > School Employee Handbook <Insert Year> 32 have the right to terminate the employee's Memo of Understanding for cause on one day's written notice, or, under exigent circumstances, upon oral notification to the teacher. In all circumstances other than for cause, either the school or the teacher shall have the right to terminate the Memo of Understanding upon thirty (30) day’s notice to each other, sent by certified, first-class mail. The school reserves the right to relieve the staff member of his/her duties during the notification period.
An employee terminated automatically loses eligibility for employee benefits from < > School.
Possible Reasons for Termination of Employment
Malfeasance
Definition Malfeasance connotes a serious behavior problem. It has broad interpretations but would indicate a major problem, such as theft, acts in the community of a totally unprofessional nature, unprofessional unethical behavior, drunkenness, a criminal offense, assault on a child at the school or any member of the staff or any persons on the school premises, and so forth. Misappropriation of funds or willful damage to the school's property also warrants dismissal. Misconduct more minor in degree could warrant dismissal.
Conditions No dismissal notice shall be required and the employee shall forfeit all privileges.
Incompetence Definition
Incompetence shall be measured in terms of but not limited to such factors as:
- Inadequacy of the employee's personality for sound relationships with the students, parents, staff, Director, administration, or volunteers to the school.
- Lack of growth and progress on the job.
- Little skill in the performance of duties.
- Negligence in terms of assignments given but not completed by employee, such as: writing newsletter articles, self-evaluations, student progress reports and evaluations.
- No understanding or acceptance of the philosophy and purpose of the school.
- Poor professional community relationships.
- Use of cell phone for personal reasons while responsible for children.
< > School Employee Handbook <Insert Year> 33
- Absenteeism and lack of punctuality.
- Disloyalty to Owner, Director, faculty and staff, parents, student, or school policy.
- These factors shall be weighed in relation to the extent that each applies to the job
in question. - Conditions When the work of a staff member appears to be unsatisfactory, the staff member shall receive an evaluation of his/her performance in conference or in written form, to be followed by a reasonable opportunity for improvement.
The period for improvement shall be specified and shall not exceed one month for professional employees, and two weeks for office and hourly employees.
Reorganization and retrenchment
Definition: Reorganization shall be considered to include any change in the philosophy, purpose, organization, program, or technique of the school, or of one of its departments, which alters the job in question, changes job requirements, eliminates a position, or results in the creation of a newly defined position, and which provides no suitable place for the person concerned. Retrenchment shall cover the elimination or function in the working schedule of a position, arising from organizational or program changes in the agency necessitated by any reason including insufficiency of funds.
Conditions
It is assumed that the Owner will give as much notice as possible. In the event of dismissals for these causes, the agency shall give first consideration to the dismissed staff member in filling another position for which the worker is qualified when it becomes available and shall make every effort to assist her in securing another position.
Any plan for retrenchment and reorganization shall be discussed thoroughly by the Owner and the Director and decisions explained to the staff.
Employee Performance Appraisal
Faculty evaluations focus on professional and personal growth. They are intended to improve teaching methods and an educator’s professionalism while enhancing faculty participation in the life of the School. The evaluation process begins with a self- evaluation document. The goal is to provide an opportunity for personal growth and recognition of growth and to create personal/professional goals and action plans. Teams will be asked to evaluate team members and administration. Teams will also be asked to evaluate their own team’s performance in terms of meeting established goals.
< > School Employee Handbook <Insert Year> 34 Employee Performance
Professionalism in Your Responsibilities
Your first responsibility is to the children, to protect the health and safety of those in your charge and that of any other children from the School when they are near you. Always be alert to any safety hazard; avoid even the appearance of a safety hazard, of poor supervision of children, or of inattentiveness to their needs.
You have a responsibility toward parents, so conduct yourself and your class in such a way that they do not have to worry about their children's emotional or physical safety. In the difficult job of raising a child in today's world, and as they also cope with the problem of dual career demands and perhaps changing family structure, parents count on your support, encouragement, and help. You are expected to be non-judgmental toward parents, no matter their lifestyle, ethnic group, culture, or goals/expectations for their children that may be different than yours.
You have a responsibility toward the school, its reputation and its success educationally. You interpret, by your words and your performance, the school's mission and aims; know what we stand for and believe it. Dedicate yourself to providing the most effective education ever for the young children in your care.
You have a responsibility toward one another, to support and nurture one another in the work place. Gossip and slander are hurtful and serve no purpose other than to be cruel. Living by the Golden Rule, “Do unto others, as you would have them do unto you,” is the best way to be a part of an educational group. Recognize that gossip can only hurt you or someone else—don't do it.
You have a responsibility to society as a whole to support the development of caring, compassionate individuals. You are in a unique position to affect young people's lives, now and in the future. These children are the future!
You have a responsibility to yourself, so realize that teaching is strenuous work and can be draining physically and emotionally. Keep yourself healthy and well rested. "Renew the vision" by attending workshops and continuing education opportunities.
Dress Code
Comfortable clothing should be worn, but please remember that this is a professional environment. Jeans (dress jeans) may only be worn on Fridays. Clothing must be clean, fit well, be in good repair, and suitable for sitting comfortably on the floor. Mid-tops, tops with low cleavage, or shirts that expose the back when bending over are not acceptable. Low, quiet shoes are to be worn for safety. Flip-flops are not allowed under any circumstances, either in or outside of the classroom. Flip-flops and shoes without ankle support are a safety hazard. Teachers must be able to run in an emergency without endangering his/her feet or risking a fall. This is non-negotiable.
As a role model for children, professional attire is at all times important; certain types of clothing, such as halters, bandeaus, revealing shirts, transparent clothing, tight pants,
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< > School Employee Handbook <Insert Year> 35 short shorts and short skirts are examples of inappropriate clothing for a school environment. These are not allowed. Tee shirts with illustrations and/or wording inappropriate for our aged children to view are also not permitted.
Infant teachers are supplied with smocks provided by the school when working with the children. These teachers are required to wear booties in the classrooms. All visitors to the young infant rooms also need to remove their outdoor shoes before entering, or put on the hospital booties provided by the school.
In her book, The Absorbent Mind, Maria Montessori wrote:
The teacher also must be attractive, pleasing to appearance, tidy and clean, calm and dignified. These are ideals that each can realize in his/her own way. The teacher’s appearance is the first step to gaining the child’s confidence and respect. The teacher should study his/her own movement to make them as gentle and graceful as possible.
PROFESSIONAL CONDUCT
Babysitting and Outside Care Conflict of Interest
It is inappropriate for parents to employ < > School faculty and staff for in-home child care. This policy is furnished in order to maintain the professional integrity of our school program.
Employees of < > School may not provide babysitting or child care for < > School students at any time.
Employees of < > School must refrain from discussing < > School’s students or issues when they are in the company of < > School parents before or after school hours, e.g., birthday parties, sports events, public encounters. Mini-conferences must not occur away from school.
Teachers can say, “Please call me during school hours to set up an appointment.”
Appropriate Behaviors in the Company of Children
There is to be no gum chewing or drinking of hot liquids during work hours, or on walks. Teachers may eat during children’s lunch times, after children have been served, or at designated snack times for the children, and must always model proper eating habits. Food or drinks consumed in the presence of children must be appropriate choices—no canned soft drinks, candy, sweets, or foods we do not allow children to bring in lunches.
Voices are to be kept low and adult conversation needs to be at a minimum during classroom and gym time. Teachers are to speak respectfully to children, parents, and other staff. In the event that staff uses inappropriate/unprofessional language, or other Health codes are violated and staff ratios are not being observed, a verbal warning will be issued by the administration. If a second warning is needed, it will be in the form of a written warning, which the teacher must sign. This warning will be placed in the teacher’s file.
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< > School Employee Handbook <Insert Year> 36 Behavioral Guides for Teaching
Here are some techniques and principles, which can be depended on at first as guides to action in school. These can be applied in an increasingly individual way with added experience. The success of some of these techniques depends in part on the relationship built up with the children. Time is required to build, as well as to understand relationships, but during the process, these "rules" will give clues to appropriate behavior. In time, with experience and increasing insight, each one of us will make our own generalizations and add new interpretations.
Guides in Speech
1. State suggestions or directions in a positive form.
A positive suggestion is one that tells a child what to do instead of pointing out what not to do. If a child has already done what s/he should not do or is about to demonstrate inappropriate behavior, s/he needs help in getting another idea of action. We give the child help when we direct his/her attention to what we want the child to do.
For example, "Keep your hands out at your sides" will help the child who is in danger of losing balance better than "Look out!" or "Stop jiggling!" Here we tell the child what to do, not point out what they are doing wrong.
A question is not a statement. We may say, "Don't you want to sit down?" when we mean that we want the child to sit with others, but we are uncertain of our words or not sure we will succeed. What we should say is, "Please sit with the others now. It's time for a story," confident that the child will want to be included.
A positive direction is less likely to rouse resistance than a negative one. It makes help seem constructive rather than limiting and interfering. If the child is doing the action to annoy us, we emphasize the positive and thereby reduce the attention and importance of the negative aspect of the child's behavior.
Sometimes misbehavior is only negative because it is inappropriate to the time and place. For example, running is not wrong, but outside is where running should happen, not inside. By simply phrasing the redirection positively, we withhold judgment of right and wrong when it is not necessary to draw attention to it.
Examples:
- ♦ "Ride your bike around the bench" instead of "Don't bump into the bench."
- ♦ "Throw your ball over here" instead of "Don't hit the window."
- ♦ "Carry the heavy blocks carefully to the floor" instead of "Don't drop them on Billy."
- ♦ "Take little bites to swallow them better" instead of, “Don't put so much in your mouth."
- ♦ "We sit on chairs to be comfortable" instead of "Get off the table."
2. Give the child a choice when you intend to leave the situation up to him/her.
Choices are legitimate. With increasing maturity one makes an increasing number of decisions. We accept that being able to make an appropriate choice develops maturity.
< > School Employee Handbook <Insert Year> 37 There are decisions that a child is not ready to make because of his/her limited capacities and experience. We must be careful to avoid offering a choice when we are not really ready ourselves to let the child decide the question. We offer choices when, no matter which choice the child chooses, we are content with that choice. When we do not really intend to let the child decide, do not put the request out in choice form. Questions are often hidden demands for compliance. Be careful that you offer legitimate choices.
A child is not free to decide to hurt someone or something. S/he can decide, however, what or where to play.
3. Use your voice as a teaching tool.
We have known individuals who think that the louder they speak, the greater their chances are of controlling behavior. It may be necessary to speak firmly or seriously, but it is never necessary to raise one's voice unless there is imminent danger. The most effective speech is simple, direct, and slow.
It is better to move nearer to the children and teachers to whom you are speaking. It is never okay to shout across the room.
Speech conveys emotion as well as ideas. Children are sensitive to tonal quality, the tightness in a voice, the facial appeal. They understand fear and anger, annoyance or friendliness more from how you say something than from what you actually say.
The teacher sets a pattern for others in his/her speech. If the teacher uses a harsh voice, children will later imitate the teacher’s voice tones.
Think carefully and use words that will best achieve the desired response from the children. If you are angry, calm yourself first and then use clear, quiet words.
4. Avoid trying to change behavior by methods that may lead to loss of self-respect, such as shaming or labeling behavior with a judgment.
It takes time to learn constructive ways of guiding behavior. The first step is to eliminate the destructive patterns in use. We must discard gestures, expressions, tones of voice, as well as words that convey the impression that the child should feel ashamed of him/herself. It is hard to change one's behavior unless one feels respect for oneself. The young child is especially dependent on feeling that others respect him/her.
Behavior can be undesirable or unacceptable or inappropriate. Do not add to the child's burden by passing judgment. Labeling behavior with a judgmental term such as "naughty" or "bad" or "selfish" or "babyish" fails to take the situation and the reasons for such behavior into account, and also is irrelevant in helping to change the behavior into more positive action. Labels will only encourage continued and possibly worse behavior. They do not build self-respect.
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< > School Employee Handbook <Insert Year> 38 A child will be helped if we accept him/her, as they are, that they are indeed doing the best of which they are capable. Try to make it possible for the child to find some success, rather than reproving him/her for not living up to our standards every moment.
Sometimes voicing the emotion a child appears to be experiencing is enough for the child to relax and try again with renewed effort: "I see that you are angry because the puzzle piece doesn't seem to fit. How about if you take a deep breath and try again slowly like this....” Now is not the time for a lecture about safety—now is the time to reduce frustration and acknowledge feelings.
5. Avoid motivating a child by making comparisons between one child and another or by encouraging competition.
Comparing one child to another is not the way to influence behavior. We may get results in changed behavior, but these changes may not all be improvements. Some of these results may even lead to the child's feeling of inadequacy.
Competitive schemes for getting children to dress more quickly or to eat more of something may have some effects that are not what we want. Children who are encouraged to be competitive are very likely to quarrel more with one another. In any competition someone always loses, and s/he's likely to feel hurt and resentful. Even the winner may be afraid of failing next time, or s/he may feel an unjustified superiority if the contest was an unusual one. Competition does not build positive social feelings.
Competition not only handicaps smooth social relationships but also creates problems within the child himself. We live in a highly competitive society, it is true, but the young child is not ready to enter into much competition until his concept of himself as an adequate person has developed enough so that he can stand the strains and the inevitable failures that are part of competition.
Children should not feel that their only chances for getting attention and approval depend on being "first" or "beating" someone or being the “best.” They should feel sure of acceptance whether they succeed or fail.
6. Redirection is most effective when consistent with the child's motives or interests.
If the child is throwing a ball dangerously near a window, for example, we can suggest a safer place to throw it. If s/he's throwing something dangerous because s/he's angry, we can suggest an acceptable way of draining off angry feelings—like throwing against a backstop or using a punching bag or pounding at the workbench. In the first case, his interest is in throwing and in the second case it is in expressing his anger. Our suggestions for acting differently will take into account the different meaning in his behavior. We will always try to suggest something that meets the needs he is expressing in his behavior.
Effective redirection faces the situation and does not avoid or divert. The aide who sees a child going outdoors on a cold day without his coat does not give him help when she stops him by saying, "Stay inside and listen to the story now." She is avoiding the
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< > School Employee Handbook <Insert Year> 39 question of the need for a coat. She helps him by saying, "You'll need a coat on before you go outside." On the other hand, in another situation, suggesting a substitute activity may help the child, as in the case of two children wanting the same piece of equipment. The teacher helps when she says, "It's Bill's turn now. You might take another work off the shelf while you're waiting for your turn." Redirection should help the child face his problem by showing him how it can be met, not by diverting him.
7. Effectiveness of a suggestion may depend largely on its timing.
The timing of a suggestion may be as important as the suggestion itself. Through experience and insight one can increase one's skill in giving a suggestion at the moment when it will do the most good. When a suggestion fails to bring the desired response, it may be due to the “timing.”
Advice given too soon deprives the child of a chance to try to work things out for himself. It deprives him of the satisfaction of solving his own problem. It may very well be resented. A suggestion made too late may have lost any chance of being successful. The child may be too discouraged or too irritated to be able to act on it.
Help at the right moment may mean a supporting hand before the child loses his balance. It may mean arbitration before two boys come to blows over a wagon, or the suggestion of a new activity before the group grows tired and disorganized. Effective guidance depends on knowing how to prevent trouble.
Guides in Action
1. Give the child the minimum of help in order that s/he may have the maximum chance to grow in independence.
There are all kinds of ways to help a child help himself if we take time to think about them, such as letting him help to turn the doorknob with us, so that he will get the feel of how to handle a doorknob and will be able to do it alone someday; or such as putting on his boots while he sits beside us, instead of picking him up and holding him on our laps, a position which will make it hard for him ever to do the job himself someday. Too many times, the child has to climb down from the adult's lap when he might have started in a more advantageous position in the first place on his trip to independence.
Giving the minimum of help may mean showing a child how to get a block or box to climb on when he wants to reach something rather than reaching it for him. It may mean giving him time enough to work out a problem rather than stepping in and solving it for him. Children like to solve problems, and it is hard to estimate how much their self- confidence is increased by independent solving of problems. To go out and gather a child into one's arms to bring him in for lunch may be an effective way of seeing that he gets there, but it deprives him of the chance to take any responsibility in getting himself inside. It is important to give a child the minimum of help in order to allow him to grow by himself as much as possible.
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< > School Employee Handbook <Insert Year> 40 In leaving the child free to satisfy his strong growth impulse to be independent, we support his feeling of confidence in himself. "I can do this all by myself," or, "Look what I can do," s/he says. Confidence in self is based on a foundation of trust in others and a feeling of being valued by others. When a child asks for help, we listen to his request and answer it in a way that will make him less afraid of being helpless and dependent on us. This in no way interferes with our efforts to avoid giving unwanted help, with our efforts to leave the child free to act independently, and with our efforts to help the child find ways to move away from his dependency on us. We will give only the help that the child feels s/he needs.
2. Make your suggestions effective by reinforcing them when necessary.
Sometimes it is necessary to add several techniques together in order to be effective. A verbal suggestion, even though given positively, may not be enough in itself. "It's time to come to the table for lunch," may need to be reinforced by another suggestion such as, "I'll help you put the blocks away," if the child is reluctant to leave his play, and then reinforced by actual help in cleaning up. A glance at the right moment, moving nearer a child, a verbal suggestion, actual physical help are all techniques, and one must judge when they are to be used. Give only the minimum help necessary, but give as much help as may be necessary.
One teacher says quietly, "It's time to go inside now" and moves toward the house. The child moves with her. Another teacher says, "It's time to go inside" and stands as though waiting to see what the child will do. She stays where she is, so the adult's behavior does not reinforce her words. Her behavior suggests something different.
When several children are playing together, some will accept suggestion more readily than others for different reasons. Success with one child will reinforce one's chances of success with others. It is wise to consider which child to approach first when one wishes to influence a group.
One of the most common faults of parents and teachers is that of using too many words, of giving two or three directions when one would have been sufficient. Anxiety and insecurity often take the form of a child’s “deafness” to too many words. It is important to have confidence in the child's ability to hear and respond to one suggestion, given only once. It is better to add different techniques together until one is successful rather than to depend solely on words.
3. Forestalling is the most effective way of handling problems; learn to foresee and prevent.
Success in forestalling problems comes with experience. It takes time to learn what to expect in certain types of situations with particular children or combinations of children. Learning to prevent problems is important because the child who approaches others by doing something annoying may actually not have the verbal skills yet to successfully join a group of children. A child has an opportunity to learn acceptable ways of approaching others if/when the teacher, observing a child having difficulty joining a group, says to the
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< > School Employee Handbook <Insert Year> 41 child, "If you'd like to play with these children, you might ask Michael if he needs another block," or some other suitable suggestion.
A teacher may also sometimes need to move into a situation to give more support or to interpret for the group what the children’s intentions might be, or even to help the child accept her/his failure and find another place where he/she might have a better chance of success. If a teacher allows a child to consistently fail, the child will lose the opportunity to learn a way to interact constructively in social situations.
4. When limits are necessary, they should be clearly defined and consistent.
There are limits beyond which a child cannot be allowed to go. The important thing is to be sure that the limits set are necessary and that they are clearly defined. If a child is to understand what the limits are, these limits must be clearly and simp1y defined for her/him. When we, as educators, are sure that a limit is necessary and that the child understands it, we can maintain it with confidence.
The adult must be the one who is responsible for limiting children so that they do not come to harm, or destroy property. Children will feel more secure with adults who take on this responsibility.
5. Use the most strategic positions for supervising.
Sometimes one will observe an inexperienced teacher with her/his back to most of the children as she/he watches one child. On the other hand, the experienced teacher, even when working with one child, will be in a position to observe at a glance what the other children are doing.
In order for safety requirements to be met, teachers must be alert in order to insure that all areas are supervised and not just one area. In a school where there may be a number of adults on the floor to properly supervise, it is important that teachers avoid gathering in groups, such as near the entrance or around the sandbox. Grouping does not effectively zone or supervise an area where the children are under your supervision.
Where one stands or sits is important in forestalling or preventing difficulties. A teacher standing between two groups engaged in different activities can make sure that one group does not interfere with the other and can forestall trouble.
"Remote control" is ineffective control in a Montessori class. Stepping between two children who are growing irritated with each other may prevent an attack, but it cannot be done if one is on the other side of the room. A teacher’s suggestion is more likely to be acceptable if her/his presence reinforces it. Trouble is seldom avoided by a suggestion given from a distance.
Depending on the physical plan of the school, certain spots will be more strategic for supervision than others. If the teacher is standing near the entrance to the coatroom, it will be easy for her to see that a child hangs up his coat before he goes on to play. If s/he
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< > School Employee Handbook <Insert Year> 42 is standing on the far side of the room, s/he is not in a position to act effectively if the child chooses to disregard her/his reminder.
Choose the position for standing or sitting that will best serve your purposes, and check the spots that are strategically good for supervision. List places where close supervision is needed for safety, such as at the workbench.
6. The health and safety of the children is the primary concern.
The effective teacher must be constantly alert to the things that affect health, such as seeing that drinking cups are not used in common, that materials that have been in a child’s mouth are washed, that the window is closed if there is a draft, that clothing is adjusted to changes in temperature or activity.
The valued educator must also be alert to things that concern the safety of children. Being alert to safety means observing and removing sources of danger, giving close supervision to children who are playing together on high places, or to children who are using such potentially dangerous things as hammers, saws, and shovels. The point is familiar but clear-cut and important. Never relax your watchfulness.
Phase In/Adjustment Periods:
Entering school is a change for both children and adults. We ask families to be flexible for the first few weeks. Often, the first few days are shorter and with the presence of a parent or caring adult to whom the child is attached. Children will be phased in to the class slowly and securely. Each child is different, so each phase-in time will be different. Thank you for your understanding and cooperation during this time.
< > School Guidelines for Phase-In
For Parents
In the beginning, your child will come to school every day unless you are told otherwise. Please make arrangements for you or someone who is close to your child (caregiver, relative) to be available for this process.
Please enter the classroom with your child and sit in an adult-specified chair. Allow your child to freely explore the environment, stay beside you, or return to you as frequently as needed. Please do not engage your child at this time. Instead, it is best to remain passive while your child develops trust with the teachers and adjusts to the new space. It is a good idea to bring a book or newspaper. Please try not to converse or speak. Your voice may attract your child’s attention. Write down any questions you have and your child’s teachers will communicate with you after your visit. We also ask that you help your child with his/her toileting/diapering as we gain his/her trust.
The key to a successful phase-in process is that it’s done gradually. On your first day, Revised 9/29/12
< > School Employee Handbook <Insert Year> 43 you and your child (or someone close to the child) will be in the classroom for an hour or two. You will then both leave and come back the next day. On the second day or third day, your child will stay longer and you may be asked to leave the room and wait in the school office. We request that you stay nearby school in case we need you. By the end of the week, your child may be staying for lunch, or even naptime. Every child’s separation process is different; some children may phase in faster than others. This is not a reflection on you or your child. It may take a week, or two weeks, or even a month (all will be okay!) until your child feels comfortable saying good-bye to you. We realize that this is a time-consuming process; it is solely for your child’s benefit.
The following tips will help with this process:
1. Talk about school. Explain to your child what to expect: how long you’ll stay, who will be in the classroom, the teachers’ names, etc.
2. Be positive; your child can sense your own separation anxieties; if you’re enthusiastic, they will be too.
3. Read books about school when you’re home.
4. When/if your child cries, remain calm. Try not to say, “Don’t be afraid,” or “There’s nothing to be afraid of,” or “There’s no reason to cry.” It’s best to address your child in a positive way. “It’s okay to be afraid. Your teachers will take care of you.”
5. Never sneak out, slink out, or “slip away.” Tell your child that you’re leaving the classroom. Make sure you are consistent and give one quick good-bye, each time you leave.
6. When you leave, tell your child where you’re going, when you’ll be coming back, and what you’ll be doing. Please follow the teacher’s instructions on when to come back, when to leave, etc.
7. Don’t ask your child for permission to leave the classroom. For example, “Is it okay if I go now?” This can be confusing to your child. Be matter of fact instead.
8. Please trust that we will comfort your child when you leave and that your child is safe.
When you’ve successfully completed phase-in, we ask that you have a clear and consistent separation routine with your child. Allow your child to WALK on his/her own into the classroom; do not carry them in. Also, allow your child to carry his/her lunch, backpack, or blanket into the classroom. Your child will feel independent and empowered by these tasks. At this point, you can briefly discuss your child’s needs at this time with a teacher. Sometimes your child may cry and resist entering the classroom. This reaction is not unique and often your concern for your child can transfer to feelings of anxiety for him/her. Say good-bye kindly and firmly. We will comfort your child. This is the first opportunity for your family and our teachers to work together to make your child’s school experience a joyful one!
For Teachers
Please read the < > School Guidelines for Phase-In above, which has been provided to the parents of your students. The phase-in process should be gradual and should be flexible to meet the needs of both your students and their parents. Please be extra kind, gentle, patient, and understanding though this temporary period. Over time we have
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< > School Employee Handbook <Insert Year> 44 learned that children between the ages of approximately 15 months and 2 years are particularly sensitive to new situations and new people. We take extra care and time especially with children of this age group.
Extra efforts and time spent early on with phase-in will go a long way to keep relationships with parents trusting and strong. A parent should never feel forced or rushed to leave the classroom. Consider offering an early drop-off period for parents who wish to come into the classroom in the morning to spend a few extra minutes with their child. Suggest an earlier drop-off for students who are slow to warm. The way that you communicate with parents during this time will be essential to the success of the phase-in process. The gym will be closed to students and used for phase-in parents for the first two weeks of school.
Home Visits for Infants and Toddlers
< > SCHOOL HOME VISIT FORM
Child’s name: ____________________________________________________________ Parent’s name(s): _________________________________________________________ Home address: ___________________________________________________________ Telephone number: ______________________
Child’s date of birth: ___________________ Date of visit: ___________________ Class: _________________________________ Start date: _____________________ Adults present for home visit: _____________________________________________
Please describe your child’s personality and interests.
Tell us about your pregnancy/birth or adoption.
Was/is your child breast or bottle-fed?
Is your child using a pacifier or attachment object like a blanket or stuffed toy? Tell me about your child’s eating habits and any use of a cup and utensils. Any allergies? Foods to avoid?
Describe your child’s developmental milestones, so far: Sat:
Crawled:
Walked:
First words and/or sentences: Any health concerns?
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< > School Employee Handbook <Insert Year> 45 Describe your child’s sleep habits—where, when, and how does your child sleep?
Bed Time ___pm Wakes up at ___am Wakes during night? Naptime
Who has cared for your child other than you, the parents? Who are the important people in your child’s life?
Does your child have any siblings? If so what are their age(s) and name(s)?
Is there anything significant about your home life that will help us understand your child? -hospitalizations?
-death or serious illness in the family?
-divorce?
-new baby? -recent move?
How does your child react to separation? Has there ever been an extended separation of family members?
How does your child react if: Tired?
Hungry?
Angry?
Scared? Sick?
How is your child best comforted in these instances?
How do you feel about your child attending school?
Does your child have a favorite book? If so, what is the title?
Do you have a pet? If so, what is the pet’s name?
What are your hopes and expectations for your child in our program? Clarify and explain the goals of our Infant/Toddler program.
Anything else we should know? Any questions?
Talk about phase-in in depth and in detail. Approach to Discipline
"Children have more need of models than of critics."
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- Joseph Joubert
< > School Employee Handbook <Insert Year> 46
We believe that the people who work with young children on a regular basis must be sensitive, warm, caring, knowledgeable, and interested professionals. They must be able to identify individual qualities, to design and implement a program and an environment that will be conducive to positive growth in all areas of development. Teachers must offer authentic role models for interactions with others and display a sincere enthusiasm for active learning.
The educational philosophy of < > School is that real, effective discipline is one that comes from within a person. Developing this inner discipline is one of the objectives of < > School. It is our belief that inner discipline develops in a child through active involvement in self-chosen tasks and the development of self-control. The development of inner discipline in a child is always the goal of a Montessori school. The clear organization of the physical environment; the structure, consistency, and predictability of daily school life; the indirect manner of teaching interpersonal skills through the lessons of "grace and courtesy"; the reliance on peer modeling and coaching channel positive behavior and appreciation and empathy help to limit difficulties.
It is our belief that if the ground rules are consistently followed and positively reinforced, the necessity of external discipline will be diminished. However, when such external discipline is deemed necessary, the following will be observed without failure:
1. Suggest alternative activities.
2. Persistent misbehavior in a group setting may be dealt with by temporary removal from the group, but remain in the classroom. Behavioral expectations are made very clear and the child is asked if he/she is ready to return to the group.
3. Talk with the child who constantly seems to be in need of discipline; explore ways of making life more pleasant. Problem-solving skills are reinforced as well as suggestions for alternatives behavior choices.
4. Teach the child that emotions are real and valid, and how to deal with them in constructive ways with kind words rather than physical responses.
5. If the behavior persists, parents will be notified and joint action will be taken. The Director and Child Development Consultant will be notified of persistent, inappropriate behavior and will make recommendations to the parents in regards to outside referrals and additional behavior management programs.
6. The Director and Child Development Consultant will make suggestions regarding alternative schools that may better meets the needs of the child, as necessary.
Under no circumstances shall any child be subjected to corporal punishment in any manner upon the body or to verbal abuse.
Children are encouraged to express their feelings and opinions in a non-judgmental atmosphere, and adults use active listening and empathic understanding to help interpret a situation with those involved. The teacher sets the tone for bringing the child into harmony by avoiding harsh words, bribes, and generalizations. As children feel accepted for who they are and what they feel, they develop positive self-esteem. The happier
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< > School Employee Handbook <Insert Year> 47 children are with themselves, the more likely they are to reach out and interact cooperatively with others.
With Toddlers
Living peacefully with others is an overwhelming challenge for toddlers when their strongest and most impulsive language is through their bodies and not their words. Cognitively, motor messages override verbal messages at this developmental age. Even when words do come, sometimes sometimes they do not accurately or effectively express what the child is trying to say.
Toddlers expend enormous amounts of energy getting their bodies to do what they want them to do and to go where they want them to go. Frustration can precipitate tears or whining and even biting, pushing, or pinching. Though not acceptable behaviors, these responses are effective toddler ways of communicating frustration. Thankfully, most toddlers do usually develop acceptable ways of venting these feelings as they become more comfortable in the environment.
For minor, nonchalant misbehaviors, gentle redirection toward work, which will re- engage the interest of the student, is often all that is necessary.
For recurring, minor misbehaviors, a teacher may temporarily limit the child's choice of workspace and/or quietly state the impact of such behavior on class materials or on other children's feelings. We help the child use language to describe what s/he needs or wants.
When a toddler persists in aggressive behavior, the adult stays by the child’s side until the child has calmed and can refocus his/her attention positively. During periods of unacceptable behavior, teachers continue to interact with the child, using gentle, positive support and clear, simple language. 1. Teachers may meet with parents to share concerns and discuss ways to replace the aggression with positive coping mechanisms. 2. Teachers must also inform the Education Director and Child Development Consultant of concerns and decide together an appropriate course of action, if follow-up is needed.
With Preschool
For minor, nonchalant misbehaviors, gentle redirection toward work, which will re- engage the interest of the student, is still often all that is necessary.
For recurring, minor misbehaviors, a teacher may temporarily limit the child's choice of workspace and/or quietly discuss the impact of such behavior on class materials or on other children's feelings.
For more serious misbehaviors, staff members will immediately intervene to protect the child from the hurtful consequences of his/her own actions, to ensure the safety of others, and to prevent serious damage to the environment. The child may be temporarily removed from the group activity to reflect with a teacher on what happened and on what s/he can do to remedy the situation. A phone call or conference must be convened with
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< > School Employee Handbook <Insert Year> 48 the parents to inform and decide together an appropriate course of action, if follow-up is needed. Teachers must also inform the Education Director and Child Development Consultant of concerns and decide together an appropriate course of action, if follow-up is needed.
< > Schools Biting-Incident Policy
Biting incidents are taken very seriously in our school and though we understand biting by a toddler to mean something different from a bite by an older child, the response we use in both age groups is the same.
Infant Room Biting Policy
As we all know, infants are quite oral, mouthing and exploring everything. Sometimes this also includes mouthing other infant’s bodies. Infants do not have the appropriate language or listening skills to adhere to or set boundaries for themselves, or others either. That is why Infant teachers must be very aware of the possibility for biting incidents within an infant Room.
Taking this into consideration, there are also infants whose sensorial systems are so sensitive that noise, light, touch, and movement inhibit their ability to calm their bodies down. These infants can begin to bite regularly for they are not able to self-regulate even after behavior modification techniques, such as a quiet time with a teacher, chewing toys, and appropriate language is given to them. In these instances our staff child psychologist will most certainly begin working with the family and usually suggests that the family seeks Early Intervention support for their child’s sensory defensiveness.
Toddlers and Early Childhood Students
Biting often results from frustrated, inadequate communication and/or lack of impulse control—two developmental tasks that toddlers, and even some older children are intensely engaged in. Toddlers are in the process of mastering language and often lack the words to fully express their needs, feelings, and thoughts. In the absence of words, toddlers employ their bodies; they push, grab, scratch, and sometimes bite. A bite by an older child is more unusual, but usually still stems from the inability of a child to be successful when using words to resolve a conflict.
Because impulse control is still being developed in young children, there can be a lag between what a young child wants immediately and learning to be calm and wait for something. Often giving words to children who have bitten once or teaching them to take turns will help with the behavior and typically there will not be another bite. It is not unusual however, for a toddler to bite once or twice.
When a child bites another child at < > School, our policy is that both sets of parents are called and informed of the incident without using the other child’s name. The parents of the child who has bitten are given some advice by the classroom teaching team that speaks to the developmental tasks discussed above.
Right after the biting incident, the child who has bitten is told that biting hurts, and that Revised 9/29/12
< > School Employee Handbook <Insert Year> 49 biting is not allowed. The child is asked to use her/his words to resolve conflict and express feelings, not her/his teeth. The child is then encouraged to participate in repairing the bite. This means attending to the hurt child by giving the hurt child an ice pack after the wound is washed with soap and water.
The hurt child is usually calmed by one of the other teachers who administers first aid and attends to the child until s/he feels okay. The hurt child is also told that the teachers will be very careful so that the child will not get hurt again. The biting child is then "shadowed” in the classroom by a teacher, given a lot of guidance and language and is watched for other biting attempts or impulsive behavior. After both children are calm and feel more comfortable an incident report is written by the teachers and placed in both children’s files.
If the biting behavior continues, and this means after two bites, a meeting is then set up between the school psychologist and the parents of the child who is biting. Every subsequent bite after the second bite occurs, the parents are called by the administration to pick up their child. The school psychologist is also immediately informed of the biting incident and places a call to the parents. The school psychologist schedules another meeting with the parents and sometimes must suggest that the parents consider having their child evaluated for oral/motor sensory therapy and/or play therapy.
If the above procedures are not successful, the child psychologists will discuss other alternatives with the parents, including the option of the child taking a break from school.
Child Care Procedures
Student Recordkeeping
Student records are not to leave the school office for any reason. In the case of a medical emergency, bring copies of both the child’s medical authorization release and medical records form when accompanying a child to the hospital.
Sign-in/Sign-out sheets, noting child attendance, must be accurately kept on a daily basis. The closing teacher must leave the daily sign-in sheet on the desk in the office at the end of each day.
Lead and Co-teachers are responsible to keep daily and cumulative records, including end-of-the-year reports, as appropriate for the level. Some recordkeeping can be delegated. Recordkeeping includes weekly observations of small group, whole group, and individual children. Notes taken during observations and details of child’s experience are needed to write the anecdotal portion of the progress reports. Recordkeeping progress and issues will be addressed monthly at faculty meetings.
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< > School Employee Handbook <Insert Year> 50 Recordkeeping sheets for the children are not to be left in view of parents. Please protect their confidentiality.
In the infant and young toddler rooms, a daily report form is kept for each child and given to the parent each day. Here, details of feedings, nap duration, diapering, etc., are recorded. This report is an important method of communication with parents. However, parents may feel left out if, in their absence, their child developed a new skill (e.g., walking/standing without assistance today); it is best not to record such information, but instead let the parent joyously discover the skill at home.
Lesson Plans
Individualized monthly goals are to be kept for each child and also for the class as a whole, according to techniques of recording and observation compatible with the Montessori approach to early childhood education. These should be reviewed by the Educational Director each month.
Guides in Choosing Music and Curriculum
Be aware that as a Montessori school our environments, curriculum materials, and music must reflect the Montessori philosophy and pedagogy. During the morning hours, only classical or culturally diverse music played by a solo instrument, duos, trios, and quartets may be played in order to support the children during their Montessori work cycle. At music time and later in the afternoon, soft jazz and appropriate children’s music, such as Raffi, Frank Leto, Hap Palmer, and other artists whose work is soothing and/or on sale in Montessori catalogs, may be added to the music repertoire. There is to be no playing of radios in the classrooms. The volume of all music must be low to allow for cognitive processing to occur.
Birthdays at School
The school keeps a record of each child's birthday and celebrates each in a special manner called Celebration of Life. Pictures of students from birth to present are an excellent lesson in history that is personal and fun. Your student will share these at line time. Please consult with the student's parents for planning and suggestions.
It is not appropriate to have a "birthday party” at school. Please do not allow parents to send foods high in sugar. No cupcakes, cookies, or soft drinks. Balloons, party favors, candy, etc. are not permitted.
Non-School Party Invitations
Parties outside of school are a great way for your students’ families to meet and celebrate with classmates and other parents.
Also, talk to your students about limiting their birthday conversations to home and not at school. Your cooperation with this rule will
save other students from having their feelings hurt. Thank you.
Parents should be requested to mail party invitations
rather than distribute them in school.
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< > School Employee Handbook <Insert Year> 51 Cultural Celebrations
< > School is a nonsectarian school. We are proud of the fact that people of different cultures and religions place their children within our school. This requires our sensitivity to deep religious feelings especially in late December and in the spring. Religious holidays can be presented as cultural celebrations that enrich all of our lives.
Keeping in mind these ideals, the guidelines for holiday celebrations should:
1. Present religious events and celebrations from a historical and cultural perspective.
2. If several celebrations occur near each other in time or season it is appropriate to deal with all. The themes should be cultural and historical and not religious.
3. Not include any type of prayer or any words that can be interpreted as a prayer.
4. The religious holidays in late December should be referred to as “Winter Holidays” or “Semester Break” and the spring as “Spring Break”
5. Do not refer to gifts as Christmas or Hanukkah gifts.
6. Keep in mind, Native Americans do not like to see children dress as “Indians.” Headdresses, feathers, paper bag vests, etc. do not depict a message Native Americans prefer. Please refrain from doing these activities with your students.
7. Our professional library collection has many books relating to the presentation and study of Multicultural Activities. Use these references.
8. Present your Cultural Celebrations plans to the Education Director and faculty members in writing or verbally during monthly faculty meetings.
Library Birthday Book Program
We invite our families to participate in our < > School Birthday Book Program. The birthday child is given an opportunity to select a book and present it to the school; the book is placed in the library with a nameplate in the child’s name. This is a fun way to honor children as well as provide books and resources for our library.
Observations in the Classroom
Parents who wish to observe a Montessori classroom at work may do so. Appointments can be arranged through the office. We ask that parents do not visit the classroom before mid-October. This will give students and teachers an opportunity to acclimate before visitors are present.
Working with a SEIT in the Classroom
Working with a SEIT (Special Education Itinerant Teacher)
The role of a SEIT is to work alongside a child with special needs so that the child can engage in the classroom both academically and socially. There is great variability among SEITS as with all professionals. We have had memorable ones and others who are distant and unengaged. It is not your job to make the SEIT do their job. However, it is your job to make your classroom culture one that both welcomes and guides the SEIT so that the assigned child can flourish.
It is unlikely that you will encounter resistance or negativity from a SEIT. Most SEITs are great and dedicated and want to work in a peaceful environment.
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< > School Employee Handbook <Insert Year> 52
The first thing you should do when you learn that a child in your class has been assigned a SEIT is to request permission from the parents to speak with the SEIT. Establish phone contact and ask to meet with him or her for a few minutes after their first day with their student. SEITs are only paid for the time they spend with their students, so be respectful of their time issues.
Prepare in your mind a list of the absolute “rules” that you must have respected in your classroom. Share this with them and then invite the SEIT to tell you what they like in a classroom and how best they work.
Issues about tone, space, materials, and classroom management are typically the most important ones raised in these meetings.
You should specifically ask how much they want you to engage with the student when they are there. Find out if they would like to sometimes pair a student with the one they are working with. This requires your permission and most SEITs will want your okay first.
If children ask you what the SEIT is doing, a simple and honest response like, “She helps Mary with things that I can’t help with,” will suffice.
Finally, if any issues or conflicts arise with the SEIT, the consulting psychologist can be called upon to intervene if needed.
Company Policies
Student Files
Student permanent files are highly confidential and are not to be removed from the office.
Use of School Office Equipment
Permission from the Administration is required before a teacher’s use of any school office equipment; some equipment (i.e. administrative computers) is "off-limits," so please do not be offended if permission is denied.
Lessons on usage, safety, and care must be received before use of the laminator and the copy machine.
Use of the School Telephone
The office telephones are available for emergency calls and, with permission, for those calls that relate to school business or children. Incoming calls for staff members will not
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< > School Employee Handbook <Insert Year> 53 be put through to teachers; messages will be taken and put in the teacher mailboxes. Personal phone calls re: family emergencies will be put through. Explain to friends that no personal calls are to be received. All local, outgoing personal phone calls must be made during your break. Also, refrain from using “information 411.” Petty Cash is charged for all of these calls.
Laminator Use
The laminator may only be used for school and student materials. Please do not attempt to operate the laminator until you have received training from an administrator on how to use it properly.
Cell Phone Policy
Indoors:
Except during breaks, phones must be turned off and put away during classroom hours.
Using a cell phone for texting, placin,g or receiving a call during classroom hours and/or in the presence of children is grounds for dismissal.
Outdoors:
Cell phone use while outdoors is restricted to school emergencies or for immediate contact with the school office. Personal use of a cell phone outdoors is grounds for dismissal.
When outdoors, each team must choose one member to carry a phone. This phone must remain on and accessible in order to receive calls from the school or to inform the school if you change locations during your time outside. If there is an incoming call from the school office or if a teacher must place a call to the school office:
- Inform all team members immediately.
- Stop the children from walking and have them stand in a place where they are
visible and safe, possibly lined up against a building. - The teacher on the phone must step away from the class (only if 3 teachers are
present) and, while maintaining visible sight of the children at all times, speak
with the school. The call must be brief and professional. - The classroom may begin walking again once the phone has been put away.
- Never accept or place a call when crossing the street or when a situation requires
your attention. - If an emergency call must be made while at the playground, inform all teachers
immediately so that proper care and observation of children may be maintained. - The phone may not be used to call or text other teachers.
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< > School Employee Handbook <Insert Year> 54 < > School’s interest in the use of social media (Facebook, Twitter, etc.) is solely school- related and for the protection of < > School’s employees, students, and the school community. This policy applies to all adults acting on the school’s behalf.
- 1) “Friend” Requests
- a) Do not initiate or accept social media “friend” requests from current or former
students under the age of 18. - b) Employees are prohibited from “friending” parents of current or prospective
students due to the inherent conflicts of interest that may arise.
- a) Do not initiate or accept social media “friend” requests from current or former
- 2) Non-School-Related Adult Friends
a) Remind all other members of your social networks of your position as an educator whose profile students, parents, and other members of the school community may access. Ask them to monitor their posts to your network accordingly as “tagged” photos on the sites of friends may be viewed by students, parents, and other members of the school community. Take care in setting your preferences so that only your friends have access to your posts and personal information. Do not allow “friends of friends” to have access. - 3) Posted Content
a) Exercise care with personal profile data and posted content to ensure that this information does not reflect poorly on your ability to serve as a role model.
Employees must refrain from using social media or blogging sites for personal use while at work, except for occasional usage (e.g., spending a moment or two checking a site while on break).
5) Online Identity and Posting to Blogs
When posting messages to blogs, employees may not state or imply their connection to the school in any way without prior written consent from the Executive Director.
Use of Computers/Printers
Computers and printers in the teacher workroom are to be used for school-related work and projects. Printers may not be used to print personal items. If a computer is free and another teacher does not need it for school-related work, computers may be used during breaks to quickly check e-mails, etc.
Ownership of Materials
School-Owned
All materials and or books donated by parents are the property of the school. Materials are oftentimes donated as a gift to their child's class.
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< > School Employee Handbook <Insert Year> 55 Notwithstanding, Montessori equipment, all materials provided to your class (baskets, containers, paper, supplies, etc.) are property of the school and are not to be taken from the building by faculty or staff.
Teacher-Owned
Oftentimes a teacher supplements her class with materials she has purchased with personal funds. The presence of such materials is a personal decision of the individual for which we are appreciative. Ownership of these is clear when the individual keeps a record of inventory by labeling materials.
Handmade Materials
When the teacher provides all raw materials (i.e., pictures, oak tag, etc.) and assembles the materials without assistant labor, s/he may keep the materials without qualification.
< > Library Procedures
There will be hours each afternoon when the library will be open and books may be checked out, renewed, or returned. There will be a fine for lost and damaged books as well as late fees for overdue books. Classrooms will receive a notification e-mail when books are overdue. Fines must be paid before additional books can be checked out of the school library. All books must be returned and fines paid prior to the 10th of June.
Children's Safety Policies
Teachers must maintain student: teacher ratio at all times (exceptions are
quick trips to the restroom). Do not leave your classroom out of ratio to go
and park your car or to run an errand or visit another classroom or the
office. This rule is all-encompassing and covers the classroom,
backyard, gym, park, field trips, etc. All staff members are responsible for the
day-to-day safety of every child. All unsafe conditions must be brought immediately to the attention of the Administration.
All children must receive a “daily well check” upon arriving to school and leaving school each day. The morning “daily well check” must take place as a teacher greets the child and before the parent leaves the school. The “daily well check” consists of scanning the child for any signs of sickness, injury, or behaviors that are not typical for the child. If any of the above are observed the teacher should bring it to the parent’s attention by saying for example, “I notice Tom has a scratch on his cheek.” The teacher must then wait for a response/explanation from the parent. An incident report must be filled out documenting all injuries and behaviors that are not typical. If a parent leaves before something is noticed, a teacher must call the parent immediately. The end of day “daily well check” must take place as the teacher prepares the child for dismissal. Any signs of
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< > School Employee Handbook <Insert Year> 56 injury, sickness, or change in behavior must be communicated to the parent at pick-up. The appropriate documentation must be completed (accident or incident report).
All accidents to staff or child are to be reported to the Administration as soon as possible following the accident. Accident forms must be filled out with first-aid procedures clearly defined. Parents are to be notified through the use of an Accident report when there are any incidents or injuries to their child, no matter how small. Injuries to the head, face, or other part of the body that may require parents’ attention require a telephone call to the parents as soon as possible after the incident occurs.
Any observation of unexplained bruises, cuts, burns, etc., or any suspected child neglect or abuse should be reported to the Administration immediately. We are mandated to report any suspicion of child neglect and/or abuse to the designated authorities. Teachers must follow all guidelines indicated during the Child Abuse Training.
Each student has a current emergency contact card on file. Refer to it as needed. Do not remove it from the office. Make a copy for your own files and direct a parent to the office if s/he notifies you of changes needed to this card. Copies of both the child's medical authorization release form and medical records form accompany a child to the hospital ER in an emergency; the original forms are kept in the school office and do not leave the school for any reason.
Authorization to Release a Child
Children are to be released only to their parent(s) or to an authorized adult. The authorized adult is required to have a picture I.D. on file. Parents must also fill out a release form (pick-up form) prior to the release of their child to the authorized adult. A phone call made directly to the Administration by a parent, when a written notice received from the parent is not possible, in case of emergency, also may authorize a change in that day's pick-up.
If a person other than the parent comes to pick up a child, Administration must ask to see a driver’s license or photo ID. They will match the name on the ID to the release form names provided by the parent in the child’s office file. They will make a Xerox copy of the photo ID and include it in the child’s file for any future releases. The adult must wait in the entrance foyer if no notice has been received by the Administration that this person is here to pick up the child. A member of the Administration must then be notified. It will be necessary for Administration to contact and reach a parent to verbally confirm this release. With the exception of regular babysitters, parents must notify the teacher of a different pick-up person even if the person picking up is on the approved pick-up list. If the parent has not notified the teacher, the teacher must call the parent before releasing the child.
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< > School Employee Handbook <Insert Year> 57 Arrival/Dismissal Policies as They Relate to Parents
Our concerns for the children’s safety, both physical and emotional, require that once the child has been released to the parent’s care, the child is still not permitted to run in the hallways or roam the building and grounds unattended.
Parents who spend a little time in their child’s classroom need also to remember that while their child is in her/his classroom, class rules that encourage appropriate behavior still apply for both adult and child. Gently remind adults:
- to use quiet voices
- to walk easily and quietly in the class
- not to enter a room with sleeping children
- to respect a child’s concentration on an activity and not distract him/her at work
- to hold conversation to a minimum and not engage in a spontaneous parent
conference at the door during arrival/dismissal
Parents visiting in classes may have an anxious effect on other children settling in for the morning or waiting for their parents at day’s end, so please give a gentle cue if it is time for visiting parents to leave. Decorum in voice and demeanor is necessary at all times.
Safety at the Gym or School Playground
Children need one hour of physical activity, either inside or outside, for every 2-3 hours of quiet work. Safety concerns increase during gross motor time and staff must be ever watchful to ensure that play is safe and healthy. This is not the time for teachers to socialize or to take a break!
We have two gyms at < > School. The < > Room, downstairs, is to be used by children under 3 years of age. The < > Room, upstairs, can be used by 3-6-year-old students, ONE CLASS AT A TIME. It is also available for use by our Late Day Program.
Physical activity is considered part of the Montessori curriculum; purposeful activity in the gym or playground needs to be structured, closely supervised and, in some cases, led by the adults. Give lessons on equipment before a child's first use.
No throwing of equipment is to be permitted, unless it is a safely played game of ball.
The level of child voices needs to be consistent with where they are (classroom/quiet, gym/louder, park/loudest). Screaming is not permitted. Staff should walk over to children to speak with them and avoid raising their voices in the gym.
Check children's shoes and clothing for safety before they climb or ride. Children should wear sneakers or rubber-soled shoes, not jellies, flip-flops or sandals, for these are dangerous in gym and outdoor situations.
< > School Employee Handbook <Insert Year> 58 Offering the child a chance to go to the bathroom before going to the gym or playground
is important.
Safety Crossing Streets with Children
- 1) Have children focus on Don't Walk signs and wait for the change to Walk.
- 2) Be quiet and calm on the corners or in the street. Stand away from the curb while
waiting. - 3) Be extremely careful at crossings. At Walk, Teacher #1 moves out into the street
ahead of the group, holds a position facing potential oncoming vehicles, and motions the class across while Walk light is on. Lights are short; know ahead of time how much time you have before a traffic light changes. - 4) Teacher #2 walks at the head of the group, crossing the street with the children following her.
- 5) Children walk across quickly and quietly.
- 6) Teacher #3 follows at the end of the line, being sure that no child has been left at the
curb. - 7) Teacher #1 is the last one to cross the street, after all children have safely crossed to
the other side.
As a school, we use the public playgrounds in < > Park. This presents a real and extreme need for keeping a vigilant eye on the children at all times.
- Teachers must talk with their class about playground ground rules before going to the playground.
- All students must wear their < > School vest.
- Teachers must carry their classroom bag (complete with emergency cards and
copies of medical authorization) when leaving the building. - Teachers must pre-determine which play structures and areas are dangerous.
- A teacher must be stationed at determined areas.
- One teacher must have his/her eyes on the gate, observing who is coming and
going and making sure that the gate is closed. - COUNT, COUNT, COUNT! Children must be counted when they arrive at the
playground, periodically throughout the time at the playground, when lining up,
after exiting the playground, and periodically during the walk back to school. - Teachers should be watching the children and engaged (This is NOT break time.).
- Teachers should only use their cell phone to answer a phone call from the school
or in an emergency, including the reporting of any suspicious people or behaviors to the school office or, when necessary, to the police. Any other use of cell phones is strictly prohibited and may be grounds for dismissal.
Safety on Trips
Sign out into the Outside Time Log in the office. Include the number of children, the number of adults, destination, time of departure, and time of anticipated return. If you change destinations when outside, you must telephone the office to give updated location.
< > School Employee Handbook <Insert Year> 59 Before leaving, review with the children the program safety procedures appropriate to the activity.
Late-Day Safety
Staff who work the late-day hours are responsible to see that security and safety procedures are always observed. This includes:
- Monitoring activities offered to children to assure a continuing quality education.
- Maintaining security by monitoring entrances to assure safety of the children. The
school’s entry doors need to be locked at all times. - Following accident/fire safety procedures and taking charge of the decision-making
process, should the Administration not be present in the building. - Locking all doors and windows, closing outside gates, shutting off classroom lights,
and adjusting AC units in operation. - Requesting that all parents leave the building before you do, leaving no parent or
child behind.
Health Policies
Teachers are responsible for seeing that obviously ill children are not admitted to school for that day.
Each team is responsible for awareness of any drug, food, or insect allergies of children under their care. Parents are responsible for updating children's health records to that effect.
Smoking is prohibited on any and all school locations, inside and outside.
The Administration may dispense medication to students with written permission from the parents. A physician’s note/prescription is necessary if the medicine is kept in the school office for more than two days. All medicines must be administered in the school office and kept in the school office unless in the case of an anaphylactic emergency (Epipen). If a parent arrives to school with medicine, please direct him/her to the office. A teacher can dispense medication if MAT trained, and if he/she has current first aid and child CPR certification. Any time that medication is administered it must be documented in the Medicine Log in the school office.
Medical Accident Procedures
For Children's Care
Use < > Hospital Emergency Room
< > School Employee Handbook <Insert Year> 60 Or
< > Medical Association
< Insert physicians’ names >, school pediatricians
In case of child injury, basic first aid will be applied. In the event of a serious injury, a parent will be notified. If the parents are not available, the emergency numbers on the child’s emergency card will be called. If these person(s) cannot be reached, the school’s pediatrician(s) may be called for medical direction and/or the child taken to the hospital ER.
For minor scrapes/bruises ("boo-boos"): wash off the area with soap and water, put on a Band-Aid if appropriate, and fill out an accident report stating what happened so that parent(s) can receive it at pick-up time. If another adult is picking up, call the parent(s) at work that day, or at home that evening.
For bites: check to see whether skin was broken. Quickly wash off the area with soap and water if unbroken skin; fill out form stating what happened so that parent(s) can receive it at pick-up time and advise them to confirm that their child's tetanus immunization has been administered. Call parents to notify. Also inform office.
For sick child (fever of 101.0° in ear, three diarrheas, one incident of vomiting, unexplained rash, or child complains of ills): call the parent(s) immediately, explain the problem, and tell them to come and pick up their child. Until a parent arrives, the sick child shall be placed on a cot in an isolated area; decide what's manageable for the child. Consider calling 911 if the temperature is over 104 and is accompanied by additional symptoms (trembling limbs, eyes glazed, etc).
Serious wounds (bump on the head, loosening of teeth): apply ice to the area, call the parent(s) immediately, and explain what happened. Describe the nature of the wound and tell them to come pick up their child. Child should be kept quiet. Call Parents immediately.
Serious wounds (nosebleeds): using plastic gloves, pinch the area at the top of the nose, place sterile gauze or tissue lightly at the base of the nose to catch the drips (make sure child breathes through his/her mouth), and hold the pressure for 3-5 minutes. Have another staff member call the parent(s) immediately, tell them what happened, and decide with the parent if that child needs immediate medical attention. Nosebleeds can be scary for a child, as noses may bleed profusely; remain calm, speak reassuringly to the child about what is happening.
Should the nosebleed be slight or spontaneous and the child stays at school, after following above procedures, gently wash the child's face and hands (before you remove the gloves). Child may read quietly for a while before returning to more active work. Instruct the child to leave his/her hands away from the nose.
More serious wounds (bloody wounds that do not clot, possible stitch wounds): if actively bleeding use plastic gloves, sterile gauze, and apply pressure to the area. If not an immediate crisis, have another staff member call the parent(s) immediately, tell them
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< > School Employee Handbook <Insert Year> 61 what happened, the nature of the wound, and state that the child needs immediate medical attention. Parent(s) may decide to:
- ♦ Meet you at the hospital (staff should bring copies of both the child's medical authorization release form and medical records form) or
- ♦ Come and take the child to his/her own physician. The teacher calls the family that night to follow up.
Very serious wounds (possible broken bones): get weight of the child off the affected area. If not an immediate crisis, call the parent(s), tell them what happened, the nature of the wound, and state that the child needs immediate medical attention. Parent(s) may decide to:
- ♦ Meet you at the hospital (staff should bring copies of both the child's medical authorization release form and medical records form) or
- ♦ Come and take the child to his/her own physician. The teacher calls the family that night to follow up. Immediate medical emergency (choking):
- 1) Trained staff person in CPR performs the Heimlich maneuver.
- 2) If child becomes unconscious and is not breathing, start rescue breathing and have
someone call 911. Stay with the child when s/he is transported to the ER. - 3) If child is breathing and object has been dislodged, take the child to the Emergency
Room anyway to be checked out by a physician. Staff should bring copies of both
the child's medical authorization release form and medical records form. - 4) Notify the Administration and parents as soon as possible.
When at school:
- 1) Two adults—lead teacher and member of the Administration—accompany child to the ER of either < > Hospital <insert address> or < > Hospital <insert address>. Call 911 and go to the hospital with the child with copies of both the child's medical authorization release form and medical records form.
- 2) At the hospital, tell ER staff that you are from < > School in order to get immediate attention.
- 1) Teacher calls 911 and goes with injured child to the nearest hospital with copies of both the medical authorization release form and medical records form in his/her emergency bag.
- 2) Another adult calls the School to notify the Administration and give details of the accident.
- 3) School will:
- a) Send staff person to remain with the teacher and the child until the parents arrive.
- b) Send teacher to accompany class back to school.
- c) Call parent(s), notify them of the details of the accident, and direct them to the
hospital used.
- a) Send staff person to remain with the teacher and the child until the parents arrive.
< > School Employee Handbook <Insert Year> 62
On the day of the incident, teachers must fill out an accident/illness form for all accidents/illnesses. All signed and completed accident reports must be kept on file in the accident report binder in the school office.
Child Abuse Guidelines for Detection and Disclosure Adapted by The Department of Heath
Young Children—Behavioral Indicators Disclosure:
- Engaging in sexual conversation and/or possessing information incongruent with level of development (e.g., a young child who describes ejaculation, oral sex, etc.)
- Acting out sexual behavior incongruent with level of development (e.g., a young child who attempts to French kiss, a child who tries to have (or who imitates) oral sex with other children, etc.)
- Excessive masturbatory behavior
- Abrupt behavior/mood/personality changes (e.g., sudden aggression or
withdrawal) - Fear of specific place or person
- Stylized behavior: extremely seductive behavior that is not age-appropriate
- Abrupt change in behavior in response to personal safety lessons in the classroom
- Continual avoidance of bathrooms
- Radical change in appetite
- Frequent absences or late arrival at school or day care center
- Regression to younger child behaviors
- Problems with bedtime (e.g., night terror, bed-wetting, fear of going to bed or to
sleep)
Young Children—Physical Indicators
- "Passion marks" (indicates sucking on body parts)
- Bloodstained clothing (especially genital or rectal areas)
- Venereal disease and genital infections
- Difficulty sitting or walking
- Complaints of pain in genital or rectal areas ("My bottom hurts.")
- Persistent stomachaches
- Any evidence of trauma to mouth or to genital or rectal areas
Disclosure Guidelines for Parents, Teachers, and Caregivers
If your child tells you that he/she has been touched (or nearly touched) on his/her genital areas, follow these steps:
< > School Employee Handbook <Insert Year> 63 1. Don't panic or express shock.
2. Believe your child.
3. Find a quiet place to talk.
4. Listen carefully to your child's story. If the child needs assistance explaining what happened, use the child's vocabulary for his/her body parts and/or encourage child to "show you" what happened. Be accepting and non-judgmental.
5. Give these clear messages to your child. "I believe you."
"It wasn't your fault." (It was the adult's fault.)
"You did the right thing to tell me."
"You can always talk to me about a problem or something that troubles you." "I will help you and this is what's going to happen." (Explain the process.)
"I care about you very much."
6. Ask your child if he/she has any questions. Do not pressure your child to talk more or try to add to the child's story.
7. Report to the Department of Human Services in your county. (State Law requires this of any citizen.)
For Staff Care
When an employee is injured:
Report to the Administration, in writing, details of the accident within twenty-four (24) hours. Every injury is to be reported.
In the case of minor injury, teachers are responsible for administering first aid to themselves, if needed.
In the case of more serious injury, teacher(s) will request assistance from the Administration.
In the case of major injury, the teacher will:
- ♦ Ask Administration to call 911 so that s/he may be transported to the ER for
treatment or - ♦ Be accompanied by another staff person to the ER for treatment.
When a teacher becomes ill during the school day:
If immediate attention or sick leave is required, the safety and supervision of the children will remain an immediate responsibility for all staff members.
< > School Employee Handbook <Insert Year> 64 < > SCHOOL EMERGENCY PLAN
Emergency Phone Numbers
If an emergency requires calling for an ambulance, Police, and/or Fire Department, the following procedures should be followed:
- Ambulance services: 911
- Police: 911
- Fire: 911
- Poison Control Center: 1-800-222-1222, <Insert local Poison
Control number> - <Insert name of local gas agency> Emergency: <Insert local gas
agency emergency number> - For all area-wide emergencies, listen to the radio for instructions from emergency personnel.
NEAREST HOSPITAL: <Insert name, address, phone number of nearest hospital>
As you will see in this plan, in some situations we evacuate our building and go to our Safe Haven. In other situations, we ‘lock down’ or ‘shelter in place’ in our building.
Secondary Safe Haven
Annual Inspection
The Executive Director and her designees will undertake a physical survey of the facilities and grounds for identification and correction of potential hazards. This inspection will occur during the summer of each year.
Staff Orientation to the Emergency Plan
The Executive Director will orient employees to the Emergency Plan at least annually. Orientation includes a review of employees’ mandated roles as Disaster Service Workers during declared disasters, our emergency management program, and how to conduct and evaluate required drills.
If the danger is located in our immediate neighborhood and we need to travel farther, our second SAFE HAVEN is <Insert name, address, phone number of secondary safe haven>
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< > School Employee Handbook <Insert Year> 65 The Executive Director may ask employees with specific skills to fulfill certain
emergency management roles (e.g., first aid, CPR).
Home and Family Disaster Preparedness
An immediate post-disaster consideration for most people is the well-being of family members and loved ones. Since it may not be possible for some employees to return home following a disaster, all employees are encouraged to inform their loved ones of the < > School plan and develop a home and family disaster plan.
Message to Parents
Each year all parents are asked to complete and sign the emergency contact and release forms that provide emergency and trip releases for the child and designate persons who are authorized to pick up their child.
Classroom Disaster Kits
Daily Emergency Packs Contain:
• Small box Kleenex in ziplock bag
• Pen and small memo pad in ziplock bag
• Box of bandages
• Latex gloves (several pairs) in a ziplock bag
• Emergency First Aid booklets (Teachers may have from first-aid training) • Waterless soap
• Antiseptic cream
• Wet wipes
• An assortment of ziplock bags in a larger ziplock bag
• Laminated Class Roster with Allergies and Parents’ Emergency Numbers • A three-day supply of students’ and teachers’ medication
• Epipen if child or adult has a prescription
Evacuation Backpacks (2 per Classroom/Office):
• 3 Fleece Blankets
• 1 Wind-up Flashlight
• 2 Food Bars
• 2 Water pouches for each child and adult
• 25 5oz. paper cups
• Baby wipes in ziplock bags
• 3 Diapers for Each Child
• 3 Orange Safety Vests (for teachers to wear)
• Insulated Cooler Bag (to hold bottles from Infant Rooms) • Small Safety Scissors
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< > School Employee Handbook <Insert Year> 66 Portable Disaster File
A portable disaster file, containing student emergency contacts and other disaster information, will be maintained in the School Office and there will be duplicates in each classroom’s disaster kits. The Office Staff will remove the office file box whenever the building is evacuated.
Disaster Supplies
Disaster supplies projected to last for 12 hours, including food, first aid, blankets, and tools, will be kept in a supply closet. Some of these supplies will be stored in the classroom disaster kits.
Training and Drills
In accordance with State law, fire drills are conducted monthly. Building evacuation drills to our Safe Haven are conducted at least annually. All students and staff are required to participate in these mandated drills. The Office Staff will maintain a record of these drills. Staff/faculty will receive training on the < > School Emergency Plan implementation, including their respective assigned emergency response functions and use of supplies in the disaster kits.
< > SCHOOL’S RESPONSES TO SPECIFIC SITUATIONS
(In all situations, listen to the radio for instructions from emergency personnel.)
Fire
Evacuate to meeting place at <meeting place location>.
- Evacuate building and take roll.
- Close all doors and windows to rooms when evacuating.
- If smoke deepens, stay low to the ground.
- When approaching a closed door, feel with back of hand before opening; feel
temperature along crack between door and floor or frame. - Shut down HVAC system (air conditioners and fans).
- Approval must be received from fire officials before reentering building.
Fire Safety Tips
< > School Employee Handbook <Insert Year> 67
- ♦ Safe, orderly leaving is to be observed; there is much danger in running.
- ♦ Keep calm. Never try to hide. If the room is smoky, crawl along the floor.
- ♦ Feel the doors. If they are warm, do not open them.
- ♦ If your clothes catch on fire, stop, drop to the ground, and roll around to smother the flames.
- ♦ Follow the procedures posted in each room.
- ♦ Never block doors or exits with furniture, strollers, or toys.
Armed Intruder/Threatening Individual Lock Down, Shelter in Place- Summon students and employees into lockable classrooms and offices.
- Take care not to lock out students or employees still in hallways or bathrooms.
- Lock doors to classrooms and offices.
- Cover glass on interior classroom or office doors.
- Turn off lights.
- Sit on floor away from windows and remain quiet.
- Deactivate bell and fire alarm systems (if possible).
- Keep other students and employees away from building.
- Lock exterior doors.
- Do not leave a secured classroom, office, or building without approval from the
police or Executive Director. - Do not attempt to confront or subdue intruder.
Bomb Scare - Evacuate - Evacuate building and go to our Safe Haven.
- Turn off cell phones and walkie-talkies.
- Do NOT touch thermostats and light switches.
- Deactivate bells and fire alarm systems.
- Do not use PA system or battery-powered megaphones.
- Approval must be received from Police or Fire officials before reentering
building.
Dismissal of Children Policy
ON WALK TO SAFE HAVEN: Once we are en route to our Safe Haven, no child will be released until we have reached our destination. A parent’s responsibility, should s/he arrive during our safe movement to our site, is to assist in whatever may be needed. We will release children only when we have received advisement from the NYC Emergency Services.
- Summon students and employees into lockable classrooms and offices.
< > School Employee Handbook <Insert Year> 68 SHELTERING IN PLACE: Should we need to ‘shelter in place’ or ‘lock down,’ no parents will be allowed in or out of the building until we receive advisement from the New York City Emergency Services (listen to the radio).
PARENT NOTIFICATION: If possible, parents will be notified by e-mail and we will leave a message on the answering machine in the school office. Teachers will use their classroom lists to make calls by cellular phone should there not be enough time to notify parents by e-mail or change the message on the answering machine. If cellular phones are inoperable, the children will remain with their teachers at the Safe Haven until a parent or approved adult arrives to retrieve them.
NOTE: Whether we are in our Safe Haven or in our building, we will ONLY release children to those whose names are on the approved pick-up lists provided by the parents.
Biological Attack (Area-wide) – Lock Down – Seal It Up
- Call students and employees into our building.
- Seek shelter in classrooms and take roll.
- Shut down HVAC systems (air conditioners and fans).
- Close windows and doors.
Localized Biological Attack (Agent found inside a building) – Call the Administration - Place a plastic sheet, towel, or cloth over the item or substance and leave the room.
- Close and, if possible, lock door to room where item or substance was found.
- Tape plastic sheeting at entry to room where item or substance was found.
- Shut down HVAC system (air conditioners and fans).
- Evacuate entire building and lock exterior doors; take roll.
- If necessary, tape plastic sheeting at all entrances to building.
- Do NOT handle, shake, touch, or in any way disturb the item or substance.
- If item must be handled, wear surgical gloves.
- Record names of all persons who came in direct contact with the item or
substance, or were in the room at the time of discovery. - All persons who came in direct contact with the item or substance should wash
hands with soap and water. - Approval must be received from Emergency Service/Health Department officials
before reentering building.
Chemical Attack (Area-Wide) – Lock Down – Shelter in Place - Call students and employees into building.
< > School Employee Handbook <Insert Year> 69
- Seek shelter in your classroom and take roll.
- Close all windows and doors.
- Shut down HVAC systems (air conditioners and fans).
- Tape plastic sheeting over windows and doors in all rooms used as shelter.
- Place wet towels or clothing in cracks under exterior doors and under doors to
rooms used as shelter.
Localized Chemical Attack (Agent released inside a building) – Evacuate the Building
- Evacuate building and take roll.
- If vapors are migrating, go to our Safe Haven.
- Approval must be received from Emergency Service/Health Department officials
before reentering building.
Nuclear Weapon Lock Down – Shelter in Place - Call students and employees into building.
- Seek shelter in classrooms, away from windows.
- If time is short, seek shelter in hallways (close doors leading to hallways).
- Kneel on ground in the “duck and cover” position.
- If time allows, shut down gas, water, and electrical service to buildings used for
shelter. - Follow procedures for Nuclear Weapons above and lock exterior doors. Radiological Release (“Dirty Bomb,” Nuclear reactor breach)
Lock Down – Seal It Up - Call students and employees into buildings.
- Seek shelter in safe rooms and take roll.
- Close all windows and lock exterior doors.
- Shut down HVAC systems (air conditioners and fans).
- Tape plastic sheeting over windows and doors, exhaust fans, electrical outlets, and
vents in all rooms used as shelter. - Tape plastic sheeting over exterior doors.
- Place wet towels or clothing in cracks under exterior doors and under doors to
rooms used as shelter.
Earthquake
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< > School Employee Handbook <Insert Year> 70 Lock Down – Shelter in Place
- Do NOT attempt to leave the building you are inside at the time of the quake.
- Take cover where you are, if possible, under a heavy piece of furniture, inside a
doorframe, or against an inside wall. - Stay away from windows.
- Use arms and hands to protect head and neck.
- If outdoors, move away from buildings, trees, and power lines.
- Stay in place until shaking stops.
- Once the quake is over, shut down gas, water, and electrical service; check for
hazardous materials spills; and exercise caution before opening any closet doors. - Do not restore utility services without approval from company officials.
- Approval must be received from officials of the Fire Department and utilities
companies, as well as the Executive Director, before entering damaged buildings.
Tornado
Lock Down – Shelter in Place - Call all students and employees into buildings.
- Shut down gas, water, and electrical service (time and safety permitting).
- Seek shelter in classrooms, away from windows.
- If time is short, seek shelter in an interior room with few windows or in a hallway,
close all doors to room or hallway, and try to get as many walls between people
and the outside as possible. - Avoid corners of rooms.
- If possible, take cover under a heavy piece of furniture.
- Use hands and arms to protect head and neck.
- If outside and unable to reach shelter indoors, lie flat, ideally in a ditch or
depression. - Do not restore gas, water, or electricity to tornado-damaged buildings without
approval of utility company officials. - Check for hazardous materials spills in damaged buildings.
- Approval must be received from Fire Department officials and the Executive
Director before entering damaged buildings.
Classroom Staff—Classroom staff are responsible for sealing rooms and caring for students. Specific responsibilities will be assigned to staff, but all staff should be comfortable with all classroom activities in order to act as a back-up. One teacher per classroom will be designated as leader and will be responsible for managing an individual classroom plan. Staff members who are outside of their classroom at the time of an emergency should return to their classrooms immediately.
Office Staff—Office staff are responsible for sealing public rooms on the first floor, giving assignments to visitors, parents, and caregivers in the building, and assisting teachers in caring for the students. Specific responsibilities will be assigned to the staff, but all staff should be comfortable with all office and classroom activities in order to act
< > School Employee Handbook <Insert Year> 71 as a back-up. One office staff member will be designated as leader and will be responsible for managing the office plan. Staff members who are in a classroom at the time of an emergency should return to the office immediately.
EMERGENCY CONDITIONS: CLASSIFICATIONS from the Department of Homeland Security http://www.dhs.gov/dhspublic/display?theme=29&content=320
LEVEL 1: Low Condition (Green)
This condition is declared when there is a low risk of terrorist attacks.
LEVEL 2: Guarded Condition (Blue)
This condition is declared when there is a general risk of terrorist attacks. In addition to the protective measures taken in the previous threat condition, Federal departments and agencies consider the following general measures in addition to agency- specific protective measures: checking communications with designated emergency response or command locations; reviewing and updating emergency response procedures; and providing the public with any information that would strengthen its ability to act appropriately.
LEVEL 3: Elevated Condition (Yellow)
An elevated condition is declared when there is a significant risk of terrorist attacks. This includes any event outside our area OR within our area that may affect commerce, transportation, and communication AND utilities, like electric power and gas. This includes public lighting, traffic lights, etc. as well as residential utilities.
LEVEL 4: High Condition (Orange)
A high condition signifies an event outside or within our area that may require immediate evacuation. This situation includes any event that presents an immediate danger to area residents. Such events may include explosions, chemical/biological, and nuclear events that may pose an immediate threat to life, property, and safety in our area.
Law enforcement personnel (NYPD) and or State/Federal authorities will coordinate all evacuations.
Note: Unless directed otherwise, the best form of security during an emergency is to stay local and remain at school.
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< > School Employee Handbook <Insert Year> 72 Hygiene Policies
Clean Materials
Classroom materials should be disinfected regularly and air-dried or put through the dishwasher before being returned to usage in the class. It is the teachers’ responsibility to maintain the healthy condition of the materials in use in the class, not the maintenance personnel. The teachers need to disinfect materials in their rooms on a daily basis.
Use of Gloves and Hand-Washing Policies
The adult must wear plastic gloves when changing diapers, toileting a young child, or handling open cuts. The use of gloves is no replacement for healthy hand-washing procedures afterward. Always have staff and children wash hands prior to mealtime and when coming in from outside. Also be sure to empty and refill your classroom dishwashing activity throughout the day to insure that the children are using clean water and not spreading germs.
Diapering Policies and Procedures
In the Infant and Toddler rooms, it is important to check diapers often and to change them each time the individual need arises, rather than waiting until a specific interval of time has elapsed. Plastic gloves are required to be worn; it is vital that you and the child wash hands after changing a diaper. Each time the changing table is used, the area is washed with a disinfecting solution. The solution is mixed in a labeled spray bottle and stored conveniently but high enough to be well out of reach of the children.
The lead/co-teacher teaches these procedures to each new teacher assigned to the infant/toddler rooms:
- Disposable plastic gloves must be worn by staff when changing a diaper or helping a child at the toilet.
- One hand must remain at all times on the child positioned on the changing table.
- Diapers should be changed as needed but checked often and at least every two hours.
- Every diaper change must be noted on the day sheet to parents, specifically noting
any bowel movement. - Clean the child thoroughly, using baby wipes. Use cream according to parents’
routine, and note on the day sheet to parents if diaper rash appears to be developing. - Use the changing opportunity to speak with the child and to gently explain what you
are doing as you assist the child in this most personal routine. - Soiled clothing goes home in a sealed plastic bag.
- Soiled diapers are folded on themselves and disposed of in a trash can with a lid.
- Be encouraging of all efforts of the child to self-care as they become able and
interested in toilet readiness and self-care routines. An adult must always be present to supervise the youngest children in the bathroom, and the Board of Health requires that the bathroom doors must be open at all times in all classrooms.
< > School Employee Handbook <Insert Year> 73 Naps
Each full-day child will be offered a rest period during the day. Children who do not regularly sleep need to be encouraged to rest quietly for approximately 1 hour (Dept. of Health). Cots are to be placed at least 18 inches apart and covered with the child’s sheet and blanket (or those provided by the school). The classroom may not be completely dark for rest time. A light must remain on and a clear path to the door and bathroom must be visible at all times.
Sheets and blankets go home on Friday (or earlier, as the need arises) for laundering by the family and are to be returned to school each Monday.
Head Lice
Although it is extremely rare, some of our students contract head lice. Do not be alarmed if this happens to a child in your classroom. Head lice are not a sign of unclean people or homes. When this happens, wearing gloves, with your hair out of the way, you will check all children’s heads; we ask parents to do the same at home.
Look for tiny rice-shaped white or off-white specks that you cannot flick off of the hair, or crawling insects. If the specks are attached and you have to slide them off of the hair, get a second opinion. If confirmed, call parents to pick up the child and tell the office so an e-mail can be sent to the other parents in the classroom.
Please note that lice spread via shared personal items (hats, scarves, bedding, towels) and by crawling from one person to another. You and your team must also vacuum thoroughly, treat rugs and upholstery with spray, put work mats in plastic bags, and send bedding home. If a child is sent home with lice, we require that parents bring a doctor’s note or letter to the school from an authorized head lice removal service stating that the child is lice/nit free.
There are several local groups that assist families with head lice. They are Licenders (www.licenders.com) and Hairfairies (www.hairfairies.com). In addition, there
is Pediatric Scalp Care Specialists, a non-profit organization that helps with head lice (www.pediatricscalpcare.org).
Bedbugs
Bedbugs have become more common, especially in crowded cities. Although bedbugs and their bites are a nuisance, they are not known to spread disease.
Parents should let the school know if they find bedbugs in their home. If a student comes to school with bites that appear to be from bedbugs, typically in a cluster, you will contact the parents. If it is determined that bedbugs are the cause of the bite, all clothing will be sent home and you will need to wash all items that the child came in contact with in hot water (140o degrees) and dry on the highest setting for at least 20 minutes. Other clean items suspected of having bedbugs should be placed in a hot dryer for at least 20 minutes to kill bedbugs. After drying, items should be sealed in plastic bags; we have had
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< > School Employee Handbook <Insert Year> 74 our pest team come and do an analysis.
If it is determined that a child in your classroom has bedbugs in their home, you must proceed, respecting confidentiality of the family. Let the office know, and all parents in that class will be notified. The school exterminator will be contacted to decide the best possible extermination. Parents will receive an educational fact sheet on bedbugs, how to detect them, prevent them, and get rid of them.
Staff Procedures
Phase-in Procedures to Follow with New Children
Before New Student’s Start Date –(Anytime during the year)
• Call parents before the start date: o welcome the family
o set up a home visit
o explain the phase-in process (please see attached Phase-in Guidelines)
o clearly state what the first day will be like and the exact date and time of
the first day
o Let parents know what they will need to bring for the first day of school,
and the days after
- Add the e-mail address(es) to the classroom e-mail list
- Record allergies or specific dietary restrictions to the posted Allergy List
- Send parents all classroom literature (classroom guidelines, link for “Peek at the
Week,” classroom e-mail address) - Make a care package for the family (T-shirt, stroller tag, backpack, and current
Montessori Life magazine) - Label a cubby for the child
- Add the child’s name to the sign-in/sign-out sheet
- Communicate on a daily basis about the phase-in
- Familiarize yourself with the parents’ names, language(s) spoken at home, family
situation - Photocopy the emergency card, and make sure emergency information is in the
bag you carry outside.
Upon the child's arrival:
- ♦ Greet the child warmly at the door. Say hello using his/her name.
- ♦ Show the child how to remove his/her jacket and where to hang the jacket. Point out
his/her name and make it clear that this is his/her own special place for clothing.
< > School Employee Handbook <Insert Year> 75
- ♦ Show the child, if appropriate, where to put boots, hat, and any toy they may have
brought into school. - ♦ Make sure that the parents sign their child in to the classroom. Throughout the day: Toddler Rooms and Pre Schools
Show where and how to get a drink of water.
- ♦ Show where a few key areas are, e.g., the reading corner.
- ♦ Show where to put his/her completed work.
- ♦ Show where the bathroom is, if age-appropriate.
- ♦ Show where the tissues are kept and where to discard used tissues.
Basic skills to be shown and re-shown through the first few days: Toddler II and Pre-Schools
- ♦ How to carry material with two hands.
- ♦ How to get and return an activity to a shelf.
- ♦ How to move and carry a chair quietly.
- ♦ How to carry, roll, and unroll a work mat.
- ♦ How to walk around a work mat.
- ♦ How to put on and remove an apron.
- ♦ How to use a sponge.
- ♦ How to wipe up water spills on the floor.
- ♦ How to carry, open, and turn the pages in a book.
Upon the child's daily leaving: All Children
- ♦ Show him/her how to put on his/her jacket and other clothing.
- ♦ Say good-byes personally, e.g., "I'm delighted we are in class together. We had a fun
time in school today. See you tomorrow. Thanks for coming." - ♦ Make sure the parent or authorized pick-up person signs the sign-out sheet.
These strategies will help our students begin to trust our learning environments, as well as the people in the class.
Maintenance of the Environment
Preparation of the "prepared environment" is an ongoing task in the Montessori class. It remains the responsibility of all those who use the class:
- ♦ Children are encouraged to return the materials in such a way that the materials will be ready for others to use, and this includes end-of-the-day help.
- ♦ All class teachers follow a schedule of set-up and clean-up procedures; this is not solely one person's job, and all are expected to participate fully in the maintenance of their class environment, no matter their position.
< > School Employee Handbook <Insert Year> 76 ♦ Maintenance staff are contracted to do the general cleaning of the school premises
after-hours.
Classroom Budgets and Petty Cash
Each year the Director works on the school budget in regards to classroom, program, and overall school needs. Each classroom is allotted a sum to be used for that fiscal year. Generally, these sums are equal for each classroom unless it is a start-up classroom or there is a large piece of equipment needed that is shared between classrooms, e.g., gym equipment, baby strollers, and buggies. Teachers must submit their order for the next school year before the end of the current school year (June). These orders must include art and classroom materials according to the AMS list of accredited classrooms. Late orders may not be honored and may be forfeited due to lateness. Orders are compiled and placed by the Administrative Coordinator on the first of the month only. All orders must have final approval by the Director.
In addition, each classroom has a Petty Cash allotment. The Administrative Coordinator is responsible for maintaining Petty Cash receivables and payables. Petty cash can be used for expendable classroom items or materials that cannot be ordered through approved vendors. Teachers must turn in all receipts to be reimbursed from their Petty Cash.
Staff Assistance with Enrollment/Admissions Procedures and Class Socials
You will be required to participate in any "Open House" meetings, cordially welcoming prospective parent and/or child visitors into your class as they tour the school, respectfully answering inquiries directed at you; these are ways that you can help the school build its enrollment and reputation. You are required, as staff, to also attend your classroom’s socials, which are held five times a year either as morning breakfasts, luncheons, or after-school parties. This builds community and allows parents, who do not normally get to see you, the opportunity to learn more about their child’s teachers and learning community.
School-to-Home Communications
Weekly Classroom Updates
Classroom teachers will provide a weekly activities chart, which are called “Peeks at the Week,” to parents by e-mail. These charts are e-mailed between Thursday evening and Saturday. The charts indicate the group activities that occurred during the previous week. They do not include individual lessons given to each child by the teachers. It is a summary of the group’s activities for the week.
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< > School Employee Handbook <Insert Year> 77 School-Wide Newsletter
The Executive Director and Education Team produce a whole-school newsletter. The articles are due every two months on the 10th of the month and are submitted to the Education Director.
PARENT CONFERENCES and ETHICS
Teachers hold two required Parent/Teacher conferences per school year in November and June. Parents are free to schedule a meeting with teachers any time that they want to discuss their child or the classroom.
Privacy Acts, which have become law, require that no discussions concerning a child or children in your class or at school be conducted with other parents or families. Libelous or slanderous or off-hand remarks (even casual, innocent comments) can initiate a lawsuit against you personally and jeopardize the school as well because you are considered an agent of the school.
All information in a child's file or in his daily records should be of a nature you can fully disclose to parents or to other professionals with parental consent. Do not discuss school issues with families of our children or with those outside our school family. Ask for a sounding board of our own faculty to help you with sticky problems on ones you are unsure about.
In addition, when you have a telephone conversation about a child’s academic, social, or physical development, document it on a Conference Summary Form, with the date and persons involved in the conversation, and place it in the student’s file. All conversations are important and must be documented.
NOTE: If conferences are held with parents and the child development consultant, or director or outside professional, it is required that a pre-conference meeting is held with < > School faculty and staff involved prior to the meeting. If the child development consultant or Director is involved, they will give the summary or conclusion for the conference.
February Calls to Parents
After the midyear progress report is sent home, parents have the option of setting up a third parent/teacher conference. Teachers should be prepared to talk to parents about their child’s progress and to answer any question or to address any concern the parent may have. Meetings or phone calls must be recorded on Parent Conference Summary Sheets.
E-mails
Each classroom has a school e-mail address. Parents are encouraged to send e-mails concerning classroom questions; these must be responded to within 24 hours. E-mails are
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< > School Employee Handbook <Insert Year> 78 not confidential or necessarily confidential. E-mails do not take the place of face-to-face communications. Teachers should plan a time to check their e-mails once per day. All parent e-mails must be in the classroom’s address book on the < > School Mail System prior to the start of school.
Infant Daily Sheets
Infant Teachers fill out a daily sheet for their students that records important information, like food consumption, toileting, sleeping. This information helps parents plan their evening with their child.
Toddler Sign-in/Sign-out Sheets
Toddler teachers take notes about napping, toileting, and food consumption on the sign- in/sign-out sheets. This information helps parents plan their evening with their child.
Telephone Calls to Parents
Teachers will call parents whenever they have a concern about a child. Parents will call the school office to request a call back from a teacher. Teachers must return the telephone call within the same day if it is received by 4:00 PM.
Grievances
Parent Grievances
The procedure for consideration and adjustment of grievances of any parent shall be as follows. The parent will consult with the child’s Teacher first. Failing to reach settlement in conference with the Teacher, the parent will consult with the Director of the School. The Director will consult with the Child Development Consultant, as necessary, and help mediate a meeting between the Parent and Teacher.
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< > School Employee Handbook <Insert Year> 79 < > School Closing Classroom Checklist
June 2011
Classroom: Teachers: ________________________
Teachers/interns/assistants (no exceptions) are responsible for making sure their classroom is in good order before leaving for the school year.
Make sure that all of your personal and perishable items, including pets, are removed and that your keys are turned in at the end of the school year.
Please initial each item as you complete it:
___ Copy and file all students’ conference forms.
___ Make a list of materials that are to be ordered over the summer. The following information is required for your list: the catalog you are using for each item, page number, item #, and pricing. All orders must be justified against the AMS Suggested Classroom Materials list. Orders and their justification should be submitted to the Education Director on or before Friday, June 10.
___ Review the supply list and welcome letters for your class for 2011 - 2012 and be sure to e-mail it to the Education Director on or before the last day of school.
___ All materials are to be counted, sorted, and inventoried and notes are to be made on broken or missing pieces. Update your classroom inventory in your Blue notebook.
___ Inventory your Emergency Backpack and Daily Pack; order replacement items. ___ Make a list of teacher-made materials to be worked on over the summer.
___ All materials are washed, dried, or polished before storing.
___ Review geography puzzle maps and turn in repairs to Education Director.
___ Markers, crayons, and other art materials (usable) are stored in ziplock bags.
___ Pencils are inventoried and stored.
___ Glue and play dough and paints are stored so that they will not dry out.
___ Paper is sorted by size and color. Extra paper can be stored in the teacher workroom. ___ Kitchens, closets, cupboards, and storage areas are organized and clean.
___ Remove labels from the cubbies and clean all compartments.
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< > School Employee Handbook <Insert Year> 80 ___ Make arrangements for all pet/plant care over the summer. Summer Camp personnel are not responsible for pets/plant. Do not leave pets/plants unattended!!!!
___ All shelves are wiped down.
___ Dustpans and brushes are cleaned.
___ Tape and other adhesive substances are removed from walls, windows, etc.
___ All towels, work rugs, and clothes are cleaned.
___ Refrigerators are emptied and cleaned, and microwaves are thoroughly cleaned.
___ Trash cans and recycle bins are scrubbed inside and out.
___ Sinks (and underneath) are scrubbed, sponges removed, cleaning materials stored.
___ Playground is cleaned and outside toys cleaned and stored. Teachers, please work together to accomplish this.
___ Changes of clothes are returned to families.
___ You should make sure that extra unclaimed clothes are consolidated and given to charity.
___ All perishable materials go to a box for Summer Camp; do not store dry-pouring items, like rice or beans.
___ Make arrangements with the Education Director for a classroom closing inspection.
___ Return any books that have been borrowed from the library on the last Friday before the last day of school.
___ Your keys are to be returned to the Administrative Coordinator. Thank You!
This Employee Handbook may be changed or amended at any time, and two (2) week’s notice of the policy statements will be provided to staff members.
*****
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< > School Employee Handbook <Insert Year> 81 I have read the Employee Handbook and agree to abide by its policies and procedures without exception.
Staff member’s signature: Staff member’s title: Date:
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