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RICHMOND SECONDARY SCHOOL 7171 Minoru Boulevard

Richmond, B.C., V6Y 1Z3 604-668-6400

604-278-4734 (FAX)

STAFF HANDBOOK

2010 - 2011 Principal Mr Jim McLeod/

Ms. Rose Sebellin Vice Principals Mr. David Partridge Ms. Dianne Smith Counsellors Ms. Lee Ferguson Ms. Sandy Hui Ms. Suzanne Richard Secretaries Ms. Susan Campbell Mrs. Vicki Davies Mrs. Wendy Meloche Mrs. Karin Ross Business Assistant Mr. John Bezzasso Custodian Mr. Cleto Bayben Trustee Liaison Mrs. Linda McPhail

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INTRODUCTION

This handbook has been prepared to provide a ready reference for staff on a number of subjects pertinent to the smooth operation of Richmond Secondary School. Materials range from specific policies and practices to general information. The sources for most of the materials are the Ministry of Education, the Richmond School District, the Staff Collegial Council and the school administration. Some of the entries are clearly unnecessary for most staff members but teachers new to the staff may find them to be a helpful guide. In addition, it is intended that the handbook should be a useful reference for those infrequently referenced policies whose details tend to become blurred between applications. The development of this handbook has been, and will continue to be, largely a Richmond High staff undertaking. Suggestions for alterations, additions and even deletions are welcomed, especially if they help make this handbook a more practical document. This handbook will be updated annually, sometimes in its entirety and at other times replacement sheets will be provided for more up to date information.

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TABLE OF CONTENTS

Section A

History Values and Goals Mission Statement ____________________________________________________ 5 Historical Overview ___________________________________________________ 6 Core Values _________________________________________________________ 7 Performance Plan ____________________________________________________ 8 Foundations _________________________________________________________ 9

Section B

Current Information

Staff Annual Calendar _________________________________________________ 12 Staff _______________________________________________________________ 14

Educational Facilitators ________________________________________________ 15 Administration Responsibilities __________________________________________ 16 Staff Committees _____________________________________________________ 17 Richmond Crisis Support Team _________________________________________ 18 Advisory/Homeroom Assignments _______________________________________ 19 Office Responsibilities _________________________________________________ 22 Teachers on Call _____________________________________________________ 23 Professional Development (Funding) _____________________________________ 24

Section C

Policies and Procedures Attendance __________________________________________________________ 26 Class Lists __________________________________________________________ 30 Course Previews ______________________________________________________ 31 Discipline ___________________________________________________________ 32 Reporting Student Progress _____________________________________________ 33 Parent-Teacher Conferencing ___________________________________________ 35 Field Trip Procedures and Forms _________________________________________ 36 Performance Standards ________________________________________________ 37 Emergency Procedures ________________________________________________ 38 Graduation Requirements _______________________________________________ 41 Honour Roll/Awards ___________________________________________________ 42 School Board Policies __________________________________________________ 43 Copyright Policies _____________________________________________________ 48

Section D

Facilities and Services

Phones/Parking/Lockers/Officer _________________________________________ 51 Counselling Services __________________________________________________ 52

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SECTION A

HISTORY VALUES

AND GOALS

Mission Statement

We strive to do our best by creating an inclusive learning community

through supporting and caring for one another.

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Motto

Strive to do your best!

Philosophy

Secondary schooling is a formal component of the lifetime process of education. It includes the development of a sound knowledge base, intellectual and vocational skills, and positive attitudes towards one’s self and the world. Richmond Secondary School strives to provide an appropriate learning environment for students from a variety of backgrounds and with a variety of interests. The school offers programs and activities that challenge students to achieve their personal best in academics, artistic endeavors, technical skills, social skills and physical fitness to become self-reliant, productive members of an ever-changing society.

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HISTORICAL OVERVIEW

PART I: EVOLUTION In 1906 the Provincial Government passed a new School Act which combined four existing districts (North Arm or Lulu, Sea Island, English and Steveston) into the Richmond School District. The growth of this new district was slow but in 1927 a new high school was built for Richmond students. This building, located at Cambie and Sexsmith, was named "Richmond High School". The Great Depression hit in 1929 and slowed growth even further. In fact, only one new school was constructed in the next ten years. The student population fell significantly with the outbreak of World War II when Canadians of Japanese descent were relocated in camps in the interior of the province. After 1945, however, there was tremendous growth in the Richmond School District and by 1950 the school population had doubled to 2900. At that time the Superintendent, Colonel J. N. Burnett, ordered a survey of growth. This led to the construction of many new schools: Cook, Blundell, Steveston, Whiteside, Kidd, Dixon and a new Richmond High School on the present-day site.

PART II: THE NEW RICHMOND HIGH In 1946 the Principal of Richmond High School, Mr. A. R. MacNeill, asked the Richmond Council to buy 9.3 acres of land on Granville Road as a site for the construction of a new high school. This was eventually done at a cost of $5,400 and the new Richmond High School was opened on December 5, 1952. Since that time the school's name and its Principal have changed many times but the school has enjoyed an uninterrupted history of distinguished service to the students of the Richmond School District. YEARS SCHOOL NAME PRINCIPAL 1952-1958 Richmond High School (Jr + Sr) Mr. A. R. MacNeill 1959-1965 Richmond High School Mr. B. G. Webber 1966-1968 Richmond Secondary School Mr. E. R. Ball 1969-1970 Richmond Secondary School Mr. H. Lindsay 1970-1983 Richmond Senior Secondary School Mr. H. Lindsay 1984-1986 Richmond Senior Secondary School Mr. J. Rantanen 1986-1990 Richmond Senior Secondary School Mr. R. Akune 1990-1994 Richmond Senior Secondary School Mr. R. Carkner 1994-2006 Richmond Secondary School Mrs. Darlene Macklam 2006-2010 Richmond Secondary School Mr. Jim McLeod

2010- Richmond Secondary School Ms. Rose Sebellin Footnote: Much of this information comes from "A History of Public Schools in Richmond 1877-1979" written by Steve Boggis and published by the Richmond School District.

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MISSION STATEMENTS

British Columbia

The purpose of the British Columbia school system is to enable all learners to develop their individual potential and to acquire the knowledge, skills and attitudes needed to contribute to a healthy, democratic and pluralistic society and a prosperous and sustainable economy.

Richmond School District

The Richmond School District is dedicated to providing opportunities for all students to develop the attitudes, skills and knowledge which will enable them to enjoy a productive and satisfying life and to be positive, responsible participants in our democratic society and the global community.

Richmond Secondary School

We strive to do our best by creating an inclusive learning community through supporting and caring for one another.

RICHMOND SECONDARY’S CORE VALUES Developed through a consultative process involving all staff.

Value 1 We value the traditions that recognize, promote, and encourage all members of the RSS community to feel pride in what they do. Areas of excellence include academic, artistic expression, technical, athletic achievement, multiculturalism, community involvement, staff cohesiveness, school spirit, school logo and colours. Value 2 We value communication among all members of the RSS community that is based on honesty, equality, integrity and mutual respect. Value 3 We value an environment where all members of the RSS community feel safe physically, emotionally, intellectually and socially. Value 4 We celebrate the differences among people and promote harmony and equality among members of the RSS community. Value 5 We value opportunities for all students to be challenged to excel and succeed at RSS. Value 6 We value the diversity of student learning styles, and recognize that a positive environment enhances learning, and that course content must be made relevant to our students.

We should always return to these core values when examining our practice and making decisions that affect the school.

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THE SCHOOL'S PERFORMANCE PLAN

As a result of the work of the School Planning Council, the following School Performance Plan goals for 2010 - 2011 have been adopted. These goals are the result of intensive work and input from the entire school population. These goals are evaluated annually and are modified, adjusted or re-written as required.

1. To further develop a school community where students are involved as leaders, motivators and mentors and where they are openly looking after,

being responsible for and making positive connections with one another.

2. To improve reading comprehension in the content areas at the grade 8 level and to continue to provide support to teachers and students in the grade 9 year.

We are required to submit an annual report to the School Board Office by May of each year. This document describes our progress with the implementation of the school’s performance plan and indicates any adjustments we have made as a result of the changing needs of our school. The most important thing about our School Growth Plan is that it reflects our needs for our students. It is not created by outside agencies, but rather by what we perceive to be important for our school.

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FOUNDATIONS “Foundations” is a district initiative that makes a commitment to clarity, consistency and communication in the partnership between parents, teachers and students. The school will focus on children's intellectual growth, but what happens at school must be connected to the child’s life at home and in the community. Learning occurs in all these places, and building a child’s learning foundations involves a partnership between the learner, teacher and parents. Clarity refers to making sure that students are clear about their responsibilities as students. The teacher must be clear on how each student learns best and how to best support students’ learning. The parent should be clear on what is being taught to their child and how to best support the child’s learning. Consistency refers to students developing good study habits and a positive, confident attitude. Teachers’ organization of the curriculum has to be consistent with provincial guidelines and instruction has to be consistent with sound professional practice. Parents must be consistent in preparing and supporting their child for school. Please note that consistency does not mean uniformity. There are many ways that teachers can achieve the outcomes of the provincial guidelines. Teachers use their professional judgment to choose the experiences that will best support the students in each of their classes to achieve the curricular outcomes. Communication between all three partners must be regular and meaningful. The student must let teachers and parents know when they need more support or have questions relating to their education. Teachers must communicate to both students and parents what is being taught and how the student will be evaluated/assessed. Parents must let teachers know of any relevant information regarding their child so that the teacher has as much information as possible to best support that student’s learning. Parents should also ask questions and share any concerns they have with the teacher. In summary, responsibilities for each of the partners are as follows: The Learner:

• understanding what I am learning and why • being engaged and working productively • behaving appropriately

The Teacher:

• using what I know and observe about the learner • communicating what the students will learn • planning what is taking place in the classroom • communicating what is expected of the learner • communicating how the students learning will be assessed and evaluated

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The Parent:

• communicating what I know and observe about my child • clarifying what I know about my child’s education program • being clear and consistent in my support for my child‘s learning • clarifying how my child is doing as a learner

A fourth “C” that underpins them all is Caring. The thrust of our commitment to this initiative stems from a fundamental sense of caring for all our learners. More than anything else this sense of caring will unite us as we work together to support their learning and build their future.

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SECTION B

CURRENT INFORMATION

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Staff Annual Calendar 2010 - 2011

September October November 7 Staff Meeting 4 Staff Meeting 1 Staff Meeting

7 Collect School Fees 6 PAC Meeting 3 Economics for Success (Gr.10)

10 School Photos 11 Thanksgiving 3 Take Kids to Work Day (Gr. 9)

Gr. 8 Parent Breakfast 13 Picture Retakes 3 PAC Meeting

15 Welcome Breakfast 18 Interim Completion 10 Remembrance Assembly

23 Meet the Teacher 6:45 21 Interims Home 11 Remembrance Day Holiday

23 Terry Fox Run 10:15 am 21 Global Ed Dinner 12 Mark Cut Off

Grad Boat Cruise 22 Pro-D Day

16-19 IB Theatre Fest

24 Pro-D Day 25 Collaboration Day 24 Post Secondary Night

27 Collaboration Day 26 Pro-D Day

28 Collaboration Day 29 Collaboration Day

30 IB Graduation

December January February

2 Home Opener - Basketball 4 School Re-Opens 7 Staff Meeting

2 Report Cards Home 5 PAC Meeting 3 Grad Photo Retakes

6 Staff Meeting 10 Staff Meeting 9 PAC Meeting

6-7 Winter Concert 12-14 Grad Photos 10 IB Testing 6:30

8 Parent/Teacher 2-4, 6-8 17 Interim Completion 11 Pro-D Day (District Convention)

9 Parent/Teacher 2-4 18 IB Information Night 14 Collaboration Day

15 Christmas Luncheon 20 Interim Home 18 Mark Cut Off

Winter Formal 20 Gr 7 Program Planning 6:30

17 Last Day of Classes 20 Gr 9/12 Program Planning 7:30

20-Jan 3 Christmas Break 31 Collaboration Day

March April May

7 Staff Meeting 4 School Reopens 2 Staff Meeting

9 PAC Meeting 4 Staff Meeting 2-6 One Act Festival

7-11 Mainstage Theatre 6 PAC Meeting

3-23 IB Exams

10 Report Cards Home 12-13 Spring Concert 4 PAC Meeting

15-17 Colt Country Challenge 14 Collaboration Day 18 Alumni Luncheon

16 Parent Teacher 2 - 4 22 Good Friday 20 Pro-D Day

17 Parent Teacher 2-4&6-8 25 Easter Monday 23 Victoria Day

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18 Last Day of Classes 19-21 IB Art Exam 31 Collaboration Day

21-1 Spring Break 15 Pro-D Day

28 Interims Completed

June

6 Staff Meeting

8 Awards Ceremony

10 Valedictory Rehearsal

10 Mark Cut-Off

13 Valedictory

16 Last Day of Classes

17-20 Confirmatory Exams

21-29 Provincial Exams

28 Report Cards Home

Grad Dinner/Dance

30 Last Day

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RICHMOND SECONDARY STAFF 2010-2011

PRINCIPAL Mr. Jim McLeod

VICE PRINCIPALS Mr. David Partridge

Ms. Rose Sebellin Ms. Dianne Smith A. TEACHING STAFF Ms. Patti Alison Ms. Candis Keirn Ms. Gwena Schuck Ms. Ivone An * Mr. Jamie Kippan * Ms. Natasha Seminutin Ms. Mavis Anthony (Mat Leave) Ms. Tanya Kippan * Mrs. Gina Sena Ms. Barbara Barker Mr. Christopher Krahn Mr. Tony Sheppard * Ms. Sandra Chan Mr. Mike Kwan Ms. Alice Shiau Ms. Betty Chung Mr. Jeff Lochbaum * Ms. Margot St. Onge * Mr. Fred Dietrich Ms. Kathleen MacDicken-Jones * Mr. Mark Stanton Ms. Tina Ding Ms. Marni Maitland Ms. Kim Swanson Mr. Michael Eastwood Mr. Kevin Matheny Mr. Simon Szeto * Ms. Lee Ferguson * ** Ms. Suzanne Meyburgh Mr. Bob Thomas * Ms. Lynn Forrest Mr. Dave Miller Ms. Joanna Thomsing Mr. Philip Freeman Ms. Cheryl Morgan * Ms. Lisa Turnbull * Mr. Don Furugori Mrs. May Ng Ms. Lindsey Turner Mr. Kuldeep Gill Ms. Ruth Pang Ms. Dita Verma Mr. Bernie Glier Ms. Les Peters Mr. Remi Vicente * Ms. Michele Gramm Ms. Suzanne Richard ** Ms. Wennie Walker Mr. Roman Hammerschmidt Mr. Dan Robertson* Ms. Jessica Wan Mr. Kevin Harkness Ms. Erin Rooksby Ms. Sheilagh Waterman Mr. Matt Harmeson Mrs. Lorill Ross Ms. Jesseca White Ms. Linda Hayashi Mr. John Ryan* Ms. Sharon Wickham Ms. Cindy Ho Ms. Marla Ryan (Mat Leave) Ms. Jacquie Williams Ms. Sandy Hui ** Mr. Theo Wyne Ms. Meghan Hunter Ms. Mandy Yam **Counsellor Ms. Lisa Yasui B. NON TEACHING STAFF *Educational Facilitator Mr. Roger Young Mr. Ron Zadorozny OFFICE Mr. John Bezzasso CAFETERIA EDUCATIONAL ASSISTANTS Ms. Susan Campbell Mrs. Kathy Bratkowski Ms. Lesley Jack Mrs. Vicki Davies Mrs. Belita Harriott Mr. Matthew Johnson Mrs. Wendy Meloche Ms. Christine Kam Ms. Agatha Lam Mrs. Karin Ross Ms. Jacquie Lindner Ms. Debbie Moynahan Ms. Denise Nichol CUSTODIANS Ms. Rebecca Phillips Ms. Beth McKenzie – Library Assistant (Day) Ms. Suzzan Poppell Ms. Johanna Jones – Career Advisor Mr. Cleto Bayben Ms. Melissa Sherwood Mr. Deep Singh - Lab Technician Mr. Viet Nguyen Ms. Judith Wilson Ms. Kate Buium – Colts Program Ms. GuiSeon Hyun (Night) NOON HOUR SUPERVISORS Mr. Jose Abad Ms. Lisa Ellis Mr. Aries Argao Mrs. Belita Harriott Ms. Coty Lui

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EDUCATIONAL FACILITATORS

The school is allowed 24% of the maximum salary on the P.A. Masters scale for educational facilitators. It was decided, in consultation with the staff collegial council and the facilitators, to divide this amount among twelve equal departments. These appointments are two years in length and may be continued. Educational facilitators meet, as a group, on the second Monday of every month. As well, they meet with their departments on the third Monday of every month or at a mutually agreed upon alternative time. They constitute the first level of consultation for the administration on all policy and procedural decisions. As a group they also set the budget for the various departments. Individually they are responsible for ensuring that each member of their department submits curricular previews and that these conform to the authorized curriculum. Finally, educational facilitators are responsible for ensuring that a planned program of professional development exists for members of their departments. Departments are asked to discuss the role of Educational Facilitator and submit the department’s choice for Educational Facilitator to the Principal by June 15. If a department is unable to reach a consensus, interested department members can submit an application to the Principal by June 15. All things being equal the administration encourages departments to rotate the position through their appropriately experienced members so that all teachers have the opportunity to gain valuable experience in the details of the management of the school and to contribute their own energy and expertise in this capacity. The Educational Facilitators for 2010-11 are: Business Ed./Computer Studies Simon Szeto Grad Planning Bob Thomas Counselling Lee Ferguson English and IB Remi Vicente ESL Cheryl Morgan Fine Arts Ivone An (Sept – Jan) Tony Sheppard (Feb – June) Learning Services Margot St. Onge Math Lisa Turnbull Modern Languages Kathleen MacDicken-Jones Physical Education Jeff Lochbaum/Tanya Kippan Science John Ryan Social Studies Jamie Kippan Tech Ed./Home Ec. Dan Robertson

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ADMINISTRATION RESPONSIBILITIES PRINCIPAL – Ms. R. Sebellin Assemblies School Based Team Alumni Association School Budget Awards Committee School Newsletters Budget Committee School Planning Council Community Relations Secondary Futures - MYP Educational Facilitators Meetings Staff Collegial Council Feeder School Articulation Staff Meetings Grad Committee Staffing Office Organization Supervision and Coordination of Curriculum Overall Responsibility Supervision and Evaluation of Instruction Parent Advisory Committee Supervision of Non-Teaching Personnel Scholarships Transfer Applications VICE-PRINCIPAL, Mr. D. Partridge VICE-PRINCIPAL, Ms. D. Smith Advisory Advisory Assemblies Assemblies Attendance/Discipline Attendance/Discipline Valedictory Awards Committee Budget Committee Budget Committee Grad- Banquet, Boat Cruise Course Challenges Building and Facilities International Students Health & Safety Committee Field Trips/Transportation -Fire Drills & Earthquake Preparedness Literacy -Crisis Support Team Timetable Student Teachers Program Planning Lockers Lockers Maintenance Requests Multi-Purpose Room Bookings Supervision/Evaluation Supervision/Evaluation Pro D Committee Pro D Committee TRAX/SADE Interim Reports School Based Team School Based Team Staff Collegial Council Staff Collegial Council Rentals Event planning-Student council Report Cards Report Cards School Agenda Book/Calendar School Sign Exam Supervision Transition from Grade 7 It is important to note that although the Principal and the Vice-Principals distribute various duties amongst themselves, any one of them may deal with any situation at any time if necessary. It is also important to note that decision making is not confined to this trio but involves all members of the staff through a process of systematic consultation involving the administration, the educational facilitators, the Staff collegial council, the staff as a whole, and the students' council. Needless to say all staff members are encouraged to approach any member of the administration directly at any time to express an opinion, to offer advice or to seek clarification on any issue.

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Staff Committees

Staff Collegial Council

Budget Committee Professional Development Ad Hoc Committees

Others: Awards Remembrance Day Crisis Intervention School Based Team Facilities Technology Health & Safety Valedictory Staff Reps: Dave Miller, Jesseca White Membership 10-11 SCC Pro-D Kuldeep Gill Budget Fred Dietrich (Chair), Jeff Lochbaum, Marni Maitland, Ron Zadorozny Health & Safety Patti Alison, Suzanne Richard, Joanna Thomsing, Cleto Bayben Awards Dianne Smith (Chair) Technology Kuldeep Gill, Simon Szeto, Dan Robertson Valedictory Dave Partridge (Chair) Scholarships: Patti Alison, Suzanne Richard, Gwena Schuck School Based Team Sunshine (Gifts) Judy Wilson, Matthew Johnson (Social)

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RICHMOND CRISIS SUPPORT TEAM

Each school in Richmond is required to have a Crisis Support Team, whose members will respond immediately to any situation which may have a profound impact on the students, staff, and families of the Richmond school community. This team will liaise with the District Support Team, as well as with appropriate community agencies and services. The team will provide leadership and organization for the duration of the crisis. A list of the members of this team for the 2010-11 school year is included here. A booklet entitled Guidelines for Crisis and Bereavement Support is available from Dave Partridge. Members of the Crisis Support Team and school counsellors have copies also. This booklet was prepared for SD38 by Rob Inrig, and is designed both to inform staff, and to be used as a resource in crisis situations.

CRISIS SUPPORT TEAM Jim McLeod Dianne Smith Dave Partridge Suzanne Richard Lee Ferguson Vicki Davies Margot St. Onge Marni Maitland

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HRM GRADE TEACHER ROOM

1 8 TEACHER 223

2 8 Swanson, K 153

3 8 St. Onge, M 114

4 8 Ng, M 128

5 8 Kippan, J Gym B

6 8 Glier,B Gym B

7 8 Furugori, D 216

8 8 Wyne, T 104

9 8 Ross, L 114

10 9 Turner, L 133

11 9 Krahn, C 129

12 9 Keirn (1)/Hunter (2) 121

13 9 Verma, D 154

14 9 Ho, C 127

15 9 Yasui, L 102

16 9 Anthony, M 143

17 9 An, I 137

18 9 Alison, P 109

19 10 Chung, B 232

20 10 Wan, J 204

21 10 Thomsing, J 217

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22 10 Sheppard, T 132

23 10 Schuck, G 108

24 10 Robertson, D 139

25 10 Ding, T 130

26 10 Lochbaum, J 122

27 10 Meyburgh, S 228

28 10 Morgan, C 131

29 11 Waterman, S 202

30 11 Seminutin, N 227

31 11 Zadorozny, R 140

32 11 Chan, S (1)/Post (2) 231

33 11 Ryan, J 220

34 11 White, J 105

35 11 Williams, J 107

36 11 MacDicken-Jones Library Lab

37 11 Eastwood, M 224

38 11 Dietrich, F 142

39 11 Wickham, S 203

40 12 Walker, W 229

41 12 Kwan, M. 213

42 12 Vicente, R 207

43 12 Matheny, K 125

44 12 Stanton, M Gym A

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45 12 Freeman, P 226

46 12 Turnbull, L 212

47 12 Thomas, B 209

48 12 Szeto, S 208

49 12 Peters, L 210

50 12 Miller, D 106

51 12 Young, R 103

52 12 Hammerschmidt, R 126

53 12 Gramm, M 230

54 12 Ryan, M 219

55 Maitland, M 149

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OFFICE RESPONSIBILITIES

Susan Campbell (Head Secretary) Confidential typing Scholarship letters/databases/etc. Honour Roll Suspension letters Keys for TOCs Teacher Absences List Maintenance TOC Preparation Month End TOC Reservations Parent -Teacher Conferences Transcripts Passport to Education Stamps TRAX (marks) Principal’s Mail Valedictory Certificates Report Cards Official Transcripts Navision/Absence Entry Dogwood Diplomas SA 47’s IB Predicted Grades/Transcripts

Karin Ross (Records) 1701 (Ministry Reports) Parent-Teacher Conferences Assist with Gr. 7 tours/music program Phones and counters (back up) ESL Database Registration Exceptional Needs database Course requests for Gr. 9-12 IB Letters Student records IB Registrations Student Schedule updates (binders) Manually enter Gr. 8 courses Transfer Application Database

Vicki Davies (Attendance) Attendance Sign Ins Lates (Sign Ins – Students) Couriers Parent-Teacher Conferences Early warning Reception Faxes Staff and student notices Forms Teacher typing Interims Xerox accounts/maintenance Internal/external mail Synervoice

Wendy Meloche (Part Time) Address Information (Students) Emergency Medical Cards (Students) AVID Phones Awards Program Planning Booklet Christmas Luncheon Valedictory Comments/Gowns Newsletters Winter/Spring Concert Parent-Teacher Conferences Office Supplies/Forms John Bezzasso (Business Assistant) Accounting & account reconciliations General supplies purchase requests Allocation of photocopy costs Maintenance and Technical Work Orders Banking Overhead projector repairs Cheque requisitions Student Fee Collection Departmental Budget Allocation Textbook purchase requests Disbursement of Scholarship funds Transportation requests

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TEACHERS ON CALL Staff members are requested to leave their mark books, or class lists, and their day book, or lesson plans, in their mailbox or classroom for their substitute in the event of a planned absence. It would also be useful to leave a brief description of any special policies such as the handling of tardy students or regulations related to the use of machinery and emergency procedures. In preparation for unplanned absences staff members are requested to ensure that these documents are easily available in the classroom. In addition it would be helpful if teachers could leave a generic lesson for TOC's in case of an emergency. If there are specific instructions, an email regarding these should be sent as soon as possible the Richmond Secondary School email box: RSS TOC instructions if sending from a RichNet account in case the Head Secretary is absent. Below are the procedures for requesting a teacher on call or a substitute if you will not be able to attend school.

TOC REQUESTS

CALL BOARD INFORMATION Secondary - Next Day Line 718-5666 CUPE - Day Line 668-6221 Reservation Line 668-6223 (Futures) Leave your name, employee number, school, reason for absence and start/end time. Please see following page for more detailed information.

NOTICES

STAFF & STUDENT NOTICES Staff notices are written in a book located in the office at the front counter or can be emailed to Vicki Davies via RichNet. This book is checked daily by the office staff and notices are posted in the RSS Staff Bulletin conference in RichNet each day. P.A. NOTICES P.A. notices are written on a form located at the front counter in the office. Notices for the current day must be completed prior to 9:00 a.m. as they are read at the beginning of Period 2. Notices for future dates are sent to RSS-Announcements/Student to be posted on the TV monitors.

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Professional Development – Funding Guidelines

1. The Professional Development Committee meets the first week of each month to allocate funds.

2. The money from the Richmond High School Professional Development Account is divided into four terms: Oct. 33% of funds, Jan. 24% of funds, Feb. 23%, Apr. 20%.

3. The Professional Development Chairperson is the official signee of the Professional Development Account.

4. The benefit to the school as a whole is the major factor considered when approving funds from individual

teacher applications.

5. Registration costs, parking costs and substitute teacher costs are the guaranteed refunds given. Mileage is not paid. (Hotel, ferry and other transportation costs may be considered in May if funds remain unspent).

6. If an application is not approved by the Committee in the school year, the applicant can reapply by May 1st

of that year for reassessment if funds remain. (Note: original receipts must accompany application.)

7. Professional Development funds are not used for any credit courses or upgrading courses of individual teachers.

8. Refunds which are issued from the School Board Office will take approximately three weeks.

9. In respect of all staff members, if someone applies more than once for funding during the school year, any

application after the initial one will be tabled for discussion in May (if funds are available).

10. The Professional Development budget is funded according to full-time equivalent staff numbers; therefore funds will be distributed accordingly. Initial reimbursement may be prorated and reviewed in May, if funds remain.

11. A teacher on Temporary Contract is considered to be a staff member of Richmond High School when

applying for Professional Development funds. (If this Temporary contract is for a leave of absence, then it is understood that any application for funds will be discussed with the Teacher on Leave).

12. Pro-D application form is available in the staffroom mailbox.

It is expected that information from conferences is shared with appropriate staff members.

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SECTION C

POLICIES AND

PROCEDURES

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Attendance Procedures

Secondary Attendance on BCeSIS

1. Login to BCESIS

-click on the BCeSIS icon near the top left corner, login using your username, password and bcesis as the database 2. Open the correct class

- upon logging in you should be taken to a screen that looks like the one on the left above, click on the class for which you are taking attendance and the students in that class should populate the column toward the right.

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-to go to the attendance screen, click on the “List” button near the centre of the screen, this will open a screen similar to the one on the right above.

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3. Take attendance -if all students are present simply click the “Attendance Entry Completed” square near the bottom left. If students are absent or late, click on the corresponding square(s) in the columns on the left, then click Attendance Entry Completed.

-Click on the “Save” button , click on the “Exit” button and your attendance is complete for that class.

4. You can then either exit BCeSIS or “lock” your computer using from the top menu bar. Class Attendance Please also keep your own daily record of student attendance in your classes. Although you may request an individual student's attendance report from the office, your separate records can be used to report to parents, as truancy checks, and as a back-up for the office in case of computer malfunctions.

Lates Students are expected to be on time for school each class of the day. Entering classes late can be disruptive and inconvenient to teachers and students. a) Students who arrive late for first class between 8:30 and 8:45, should proceed directly to class. They should be admitted at a convenient point and marked as late on BCESIS. b) Students who arrive after 8:45 must report to the office and be signed in before proceeding to class. They will be marked late in BCESIS by the office staff. If a student develops a pattern of lateness, teachers will contact parents to bring this concern to their attention. Continued lateness will be followed up by the school’s administration and may involve a parent, student and administrator meeting. Student Truancy Any student who does not attend school and does not have parent/guardian and/or school permission to be absent will be considered truant. Teachers are asked to make the first contact home for any unexplained absences from their classes. This may be done either by phoning home or emailing the parent/guardian. Written excuse A note explaining why a student is late to school should contain the date of the occurrence, the parent's/guardian's signature, and the specific reason. This note should be presented to the office on the day on which the student is late.

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Student absence from School It is the student's responsibility to complete the work missed while away from school. The school does not have a policy requiring teachers to assign homework for students on holiday; however, each circumstance is different and the school will make every effort to be cooperative if given adequate notice. Under no circumstances is a student to leave the school before the regular dismissal time without first reporting to the office. This is a safety issue. If a student has a planned early dismissal, the white "Administration Slip" should be presented to you, indicating the time at which the student should be leaving. Students should obtain this form from the office before school by bringing a note explaining why they are leaving early. If a student must leave for an unplanned emergency reason during the day, he or she must go to the office to sign out before leaving the school. Consequences for late arrival in individual classes during the day are a teacher's responsibility. While it may be tempting to do so, refusing late students to your class is NOT an option. It is our responsibility to keep kids in school, not drive them out; however, if a student's repeated tardiness remains unaffected by teacher contact and consequences and by teacher contact with the parents, please refer to administration.

WE ENVISION ATTENDANCE AS A TWO-PRONGED ISSUE

Teacher Initiated teacher contact with student teacher contact with student and consequences teacher contact with parents and consequences referral to administration

School Initiated daily attendance check by the office investigation of green slips by the office

with consequences admin contact by with parents for chronic abusers

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Printing Class Lists For printing class lists, choose Reports from the main TA screen. Choose from either Class List or Class Record depending on what you are looking for. The Class List will give you just that with phone numbers, birthdates, grades. Class Record will give a list of names with 11 columns for possible record keeping purposes such as for a TOC taking attendance.

As you can see from below, you can choose from the currently selected class, or all of them. Select Continue to run the report and then print from there.

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Course Previews

Effective teacher previews can follow a number of formats or styles. They should include the title and grade level of the course, teacher’s name and date. Most importantly, they should all include a reasonably detailed account of the essential learning outcomes to be covered in the course, instructional strategies that will be used, educational resources involved, and assessment and evaluation strategies that will be implemented.

In summary, an effective course preview should answer these three questions in detail:

What are the essential learning outcomes students will be able to demonstrate after successfully completing this course? (What will students learn?)

What instructional strategies and resources will the teacher use to facilitate the students’ learning these outcomes? (How will students learn?) What assessment and evaluation methods will be used in this course? (How will we know if students have learned?) Naturally, there are many different ways to accomplish your objectives. Different teachers can effectively achieve the same learning outcomes using greatly varied methods. Teaching styles are and should be as varied as the learning styles of the students in your classes. However, all teachers should have an idea of where a lesson, unit and course is going before it starts. That is, you should be clear on what it is that you want students to learn and be able to demonstrate when the lesson, unit, or course is completed. Similarly, these objectives and learning outcomes should be clearly communicated to students (and parents) at the beginning of the course (ideally, on a “course outline” all students receive). What it is they’re supposed to be learning and how they’re going to be evaluated should not be a secret nor a surprise to your students.

It is expected that all teachers will file a course preview with the administrative team by October 1 for all courses that they are teaching. Note: Departments are encouraged to collaborate in the development of common previews as a way to provide consistent grade to grade messages related to course content, teaching/learning methods assessment and evaluation procedures. Additionally, departments wishing to submit a common set of Essential Learning Outcomes for a specific course or courses are encouraged to do so. For details of this process, consult with your Ed Facilitator or a member of the Admin Team.

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DISCIPLINE Classroom discipline is primarily the responsibility of the teacher. Although causes for office referrals do arise, teachers are expected to take an appropriate course of action when a discipline problem surfaces. This is important for the teacher-student relationship that is central to effective learning in the classroom. 1. A one-on-one discussion with the student should be the primary intervention technique used by the

teacher. Understanding the student's problem and insuring that the student understands the class- room expectations often goes a long way in solving the problem.

2. Home contact is recommended if the problem continues. Often the parent can help by supporting the

classroom expectations and by providing insights into the student's background. 3. Inviting parents in for a conference with the student is another avenue to explore. One of the

administrators would be more than willing to sit in, if so desired by the subject teacher. 4. If a chronic problem persists despite the teacher's best efforts to solve it, the matter should then be

referred to the administration with a description of the steps already taken. Teachers should carefully document all occurrences of abnormal behaviour; this will help the administration later if the problem persists and/or magnifies, and the student is referred to the office. Flagrant offenses such as insolence, defiance, disobedience, harassment, fighting, theft, vandalism, and drug and/or alcohol involvement should be referred immediately to the administration. These items will, of course, be rare, but must be dealt with swiftly and firmly should they arise.

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PROCEDURES FOR REPORTING ON STUDENT PROGRESS

A. Interim Reports While it is most effective to contact the home by telephone whenever possible, there are times when you may want to send home an interim report. These are the short, individual subject NCR interim report forms that may be mailed to parents at any time during the school year. They are intended primarily as messages to parents of problems developing such as irregular attendance or lack of effort in a given subject. The interim may also be used to recognize students who have demonstrated outstanding achievement or show marked improvement in a subject. Teachers should always keep a written record of all contact with parents. Blank forms are available in the general office and completed forms should be given to a vice principal for review and recording in the computer. They will then be collated by the office staff and the originals mailed home. The second copy is retained on file in the counselling centre. B. Formal Interim Reports The formal interim reports are sent home twice a year; the mid point of the first and second terms. These are to provide information to the parents and keep them posted as to their child’s progress. The students will receive their interim report during first block on Monday; they then take it, over the next three days, to all of their teachers to complete. The teachers can have a BCeSiS print out attached if they wish and should have some seatwork planned for the period or part of the period to allow time to complete the reports. Teachers should not keep these reports as this will disrupt the process. It is then returned to the homeroom teacher who keeps the counsellor’s copy and the student is responsible for bringing the report card home. C. School-Wide Formal Report Cards These will be issued three times per school year for the parents (guardians) of all registered students. The approximate dates of report card distribution are: late November, mid March and end of June (See Calendar for specific dates for the current year). The marks gathering process will be coordinated by a Vice Principal. It will begin approximately two weeks before the actual report cards are printed. Upon completion, the report cards will be given to students to take home. The entire report card process is done through BCeSiS. This program allows for each student to receive a percentage mark, a work habit mark, attendance data and either/and anecdotal and computer comments in each of his/her subjects. Staff members are encouraged to provide at least one comment per student per course. Feedback from parents indicates that these comments are appreciated and are effective in communicating the nature of the students' work.

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REPORTING -THE NUTS AND BOLTS

The Process

• Teachers will access class lists from BCeSiS.

• The administration will provide a suggested cut off date for marks to ensure enough time to ensure that report cards can be printed in a timely manner. The Head Secretary will prepare and distribute a timeline.

• Marks finalized by teacher and released to office.

• Teachers are requested to confirm marks (usually the next day). They should check to ensure that

all marks and comments are accurate. Teachers should make any necessary corrections and enter them on BCeSiS.

• The office staff or homeroom/advisory teachers then assemble any attachments to the student’s

reports and the reports are distributed to the students to take home.

The turn around time is usually not very long, particularly in June, and it is important that teachers adhere to the time lines to ensure

that reports go home on time.

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PARENT-TEACHER CONFERENCING

Just a reminder of a few things which can help ensure the success of the parent-teacher conference.

Remain positive. Remember that parents are looking for ways to work with us to improve their child’s performance. That is why we are meeting: to develop a positive approach to any problems or concerns.

Put your name and room number in block print outside your room so parents know they have the correct room.

Put 2 - 3 chairs outside your room for waiting parents.

Let us know if you leave the building or where you will be if you leave your assigned conference room. Many parents wish to make additional appointments when they arrive and if you are in the school, the office can schedule these appointments without sending parents all over the school to find you.

If a parent is late for an interview, talk to them only for the remaining minutes until the next interview.

Parents who miss an interview should go on to their next interview. Don’t let them take the interview time of another parent.

Try to politely finish interviews on time by saying that you have another parent who is waiting.

If parents feel a longer interview is needed, encourage them to come back at another time or arrange a time to continue the conference by telephone.

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Field Trip Procedures and Forms All required forms are available in labeled mailboxes in the office

Day Trips

Forms required:

RSS Field Trip Permission Form (returned to teacher) - teacher fills out top portion and runs off enough for participating students who obtain signature of teachers whose class is affected by the excursion at least 7 days before the event. Parent’s signature is also required.

List of Participants – emailed to Vicki Davies, cc to Dianne Smith Letters or notices to be sent to Parents - must clearly outline purpose, activities,

transportation methods, destination and contacts Consent and Acknowledgement of Risk- (In red folder) Additional forms to be filled out

depending on the activity – SA-80, 81, 80a, 80b,81a. Explanation on front of folder in staff room mailbox

Extended Trips (out of town and more that one day) Forms required: RSB (SA 59) Extended Field Trip Experience - submitted by teacher for principal and district

approval, 6 weeks prior to the event. Outline of Activities - must be submitted with SA 59. Letters or notices to be sent to Parents - must clearly outline purpose, activities, level of

supervision, transportation methods, destination and contacts. Must also be submitted with SA 59. RSS Field Trip Permission Form - teacher fills out top portion and runs off enough for

participating students who obtain signature of teachers whose class is affected by the excursion at least 7 days before the event. Parent’s signature required.

District Medical Information Form - must be completed for all students List of Participants - submitted to the office

Transportation (includes field trips and athletic events) Required when Teachers or Volunteer Parents are driving: RSB (SA 61) Volunteer Automobile Driver Authorization Registration and Approval

Form/Excess Third Party Liability Form - must be completed by all drivers. Parent Notice - parents must be made clearly aware that volunteer drivers are providing

transportation for any event. Students are not to be volunteer drivers. School Buses – See John Bezzasso for form. When filled out return to John for booking.

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PERFORMANCE STANDARDS FOR EXTRACURRICULAR STUDENT INVOLVEMENT

Students participating in extracurricular activities sponsored by the school, the school and its staff must conform to the following four conditions: 1. Students must maintain an academic standing that reflects their ability in all classes. 2. Students must maintain regular attendance in all classes. Truancy will not be tolerated. 3. Students must have satisfactory work habits in all classes. 4. Students must demonstrate appropriate citizenship throughout the school. The following procedures will be followed if a student does not satisfy the four criteria listed above: 1. (a) The concerned teacher approaches the coach or sponsor teacher to discuss the problem. and/or (b) The student is referred to the Administration where the problem will be discussed and documentation will be kept. 2. At this time: (a) Probation may be invoked, and/or (b) Parents may become involved. 3. If the problem recurs, point 2 becomes automatic. Also, a performance contract will be drawn

up and signed. 4. If the problem still persists, the student, parents, sponsor teacher, administrator and interested

teacher(s) will conference. At this point, the student must justify to the principal, why he/she should be permitted to continue to participate in the activity.

Note: Each student will be dealt with as an individual. There are expectations AND there will be consequences. Students may lose the privilege of participating in extra-curricular activities. This could include clubs, school teams, drama and music productions, school dances, and grad activities.

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EMERGENCY PROCEDURES

Each school year, we will have at least five (5) fire drills. For most drills, staff will have advance warning; students, however, shall have no warning. For some drills, one exit will be blocked and it will be up to teachers affected by the blockage to decide upon the best alternate exit for their students. Staff members are asked to think about this possibility NOW, and have a contingency plan formulated in the event their usual exit is blocked. Fire Regulations Teachers must ensure that: 1. They are familiar with the location and use of fire extinguishers for their areas as

well as being aware of the location of hazardous chemicals and materials. 2. They are familiar with the location of manually operated fire alarms. 3. They are aware of the proper evacuation route from each and every one of their

areas. 4. The location of fire exits are clearly posted next to the exit in each room. 5. Students are made aware of the dangers of fire as well as the specific Fire Drill

procedures for the school. Evacuation Procedures 1. When the general alarm sounds, all instructional activity shall cease. 2a. The teacher will lead the students out of the building using the best route given the

situation. Where possible the teacher will use the recommended route as indicated on the emergency Exit Routes Map. Students will follow the teacher out of the building quickly, quietly and without horseplay.

2b. The teacher should ensure that students are assigned to carry the emergency bag as well; the last student out is to close the door & windows.

3. Anyone not in class at the sounding of the alarm must leave the building by the shortest route possible.

4a. Once outside, the students must keep the driveways clear for emergency vehicles. They should assemble in the designated area (well away from the building).

4b. Teachers will take attendance once assembled and send a runner with an attendance slip to the appropriate marshaling area (field, tech. ed. parking lot, Moffat sidewalk).

6. Students will remain assembled outside until 3 short bells are sounded. They are then to return to their classroom.

Earthquake Drills

Since earthquakes will strike without warning it is extremely important to act at the first indication of ground shaking. Most injuries occurring in an earthquake are the result of falling debris (glass, brick, roof tiles etc.) We will have at least three (3) earthquake drills per year.

At the first sign of shaking the teacher and students should: 1. Move and face away from windows and potential hazards. 2. Get under a desk or table (hold on to the legs) or other shelter or against an inside

wall. 3. Assume crash position (which is on knees, head down, hands clasped on back of

neck or head) and remain silent so that instructions can be clearly heard. 4. Stay in crash position until shaking ceases then evacuate the school as per

evacuation procedures (see above).

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Fire Drill Procedures Note: There will be at least six (6) fire and/or earthquake drills during the school year. Fire Regulations For most drills, staff will have advance warning; students, however, shall have no warning. All students are to be made aware at the beginning of the year of the fire escape routes and procedures to be followed when emergency drills are held. Teachers must ensure that: 1. They are familiar with the location and use of fire extinguishers for there are

as well as being aware of the location of hazardous chemicals and materials. 2. They are familiar with the location of manually operated fire alarms. 3. They are aware of the proper evacuation route from each and every one of

their areas. 4. The location of fire exits are clearly posted next to the exit in each room. 5. Students are made aware of the dangers of fire as well as the specific Fire

Drill procedures for the school. Evacuation Procedures 1. When the general alarm sounds, all instructional activity shall cease. 2. The teacher will lead the students out of the building using the best route

given the situation. Where possible the teacher will use the recommended route as indicated on the emergency Exit Routes Map. Students will follow the teacher out of the building quickly, quietly and without horseplay.

3. The teacher should ensure that students are assigned to carry the emergency bag as well; the last student out is to close the door & windows.

4. Anyone not in class at the sounding of the alarm must leave the building by the shortest route possible.

5. Once outside, the students must keep the driveways clear for emergency vehicles. They should assemble in the designated area (well away from the building).

6. Teachers will take attendance once assembled and send a runner with an attendance slip to the appropriate marshaling area (field, tech. ed. parking lot, Moffat sidewalk).

7. Students will remain assembled outside until 3 short bells are sounded. They are then to return to their classroom.

If the fire/alarm bell rings between classes: 1. Check your room is empty and close the door. 2. Go to your assembly point. 3. Students should report to their NEXT CLASS or BLOCK teacher. 4. Once at assembly area call the roll to check which students are present. 5. Do not return to the building until the all clear signal (three rings of school tone)

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Earthquake Drill Procedures Since earthquakes will strike without warning it is extremely important to act at the first indication of ground shaking. Most injuries occurring in an earthquake are the result of falling debris (glass, brick, roof tiles etc.) All students need to be made aware of the escape routes and emergency procedures to be followed in the event of an earthquake. At the first sign of shaking the teacher and students should:

1. Move and face away from windows and potential hazards. Face away from windows.

2. DUCK, COVER, and HOLD are the key words to remember during a quake. Students

should be directed to get down low to the ground, preferably under something such as a desk. If there are no desks (ie. In the gym, band room etc.), then students should move to an interior wall, DUCK, COVER AND HOLD with their back to the wall, protecting the sides of their heads with their arms. Special considerations: Library – move away from bookshelves. Science Labs – extinguish all flames and move away from hazardous chemicals. Food Labs – turn off all burners, move away from cupboards.

DO NOT STAND UNDER DOOR JAMS

3. STAY WHERE YOU ARE UNTIL THE SHAKING STOPS. DO NOT EVACUATE A BUILDING DURING A QUAKE. Apparently, most injuries occur when people are trying to get out of a building. Stay in crash position until shaking ceases then evacuate the room as per evacuation procedures.

4. Once the shaking stops, evacuate to the assembly areas for a headcount. However,

before leaving a room or a portable, you will want to SMELL, LOOK and LISTEN for propane leaks, fires etc. in your exit path. Each teacher will then lead his/her group of pupils by the assigned exit route to the assembly area to await further instructions. Each teacher should take an up-to-date class roster as well as an emergency kit to the assembly area.

5. AFTER THE HEADCOUNT

Do not re-enter the building unless instructed to by the principal or vice principal.

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GRADUATION REQUIREMENTS

To graduate, students must earn a minimum of 80 credits in courses numbered 10 to 12. Students are expected to take 8 courses in Grades 10 & 11, and 7 or 8 courses in Grade 12. The following list of courses must be taken to achieve graduation:

Foundation Studies (48 credits) Language Arts (English) 10 4 credits Language Arts (English or Communications) 11 4 credits Language Arts (English or Communications) 12 4 credits Social Studies 10 4 credits Social Studies 11, BC First Nations 12 or Civic Studies 11 4 credits Science 10 4 credits Science 11 or 12 (Biology, Chemistry or Physics) 4 credits Mathematics 10 (Principles, Applications or Essentials) 4 credits Mathematics 11 or 12 (Principles, Applications or Essentials) 4 credits Physical Education 10 4 credits Planning 10 4 credits Fine Arts and /or Applied Skills 10, 11 or 12 4 credits 48 credits

Selected Studies (Electives) (28 credits)

Additional Grade 10, 11 or 12 Ministry-Authorized courses External Credentials (some external credentials serve as required courses) Board/Authority Authorized courses (BAA courses) Post secondary credits and/or Independent Directed Studies 28 credits

Graduation Transitions Plan

Students must earn 4 credits for their Graduation Transitions Plan. 4 credits 80 credits

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HONOUR ROLL AND PRINCIPAL’S HONOUR ROLL

The Principal's Honour Roll and the Honour Roll are intended to motivate students to improve or maintain their academic standing. The rolls are determined at the end of each reporting period and posted by the office. The following criteria will be applied: PRINCIPAL'S HONOUR ROLL: Students on this list have attained an academic average of 86% or higher in all subjects and have no mark less that 50%. ROLL OF HONOUR: Students on this list have attained an academic average between 80% and 85.99% in all subjects and have no mark less than 50%.

AWARDS CEREMONY

Our Awards Ceremony is an evening event with parents in attendance. Every year we pay tribute to those students who have made outstanding contributions to the school. We recognize these contributions in several areas including service, academic, performing arts, and athletics. This event is usually held on an evening in early June. 1. Service Awards

To receive a service award a student must have contributed 50 hours or more of outstanding service to the school and not have received any curricular recognition for these efforts.

2. Academic Awards

A certificate will be presented to students who receive Principal's Honour Roll standing twice in one school year.

3. Performing Arts Awards

To receive a performing arts award a student must be making a unique contribution to the fine arts and participate in more than one of the fine arts disciplines.

4. Athletic Awards

A certificate is presented to students who have achieved 100 points in a school sponsored athletic activity. A certificate, plus another form of recognition will be presented to students who have earned 200 points.

In addition to the aforementioned awards, plaques will be presented to the outstanding student in each of the award areas. Athletic awards will be given to the top male and top female athlete.

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RICHMOND SCHOOL BOARD POLICIES Smoking (RSB 502.4R) Smoking is not permitted in the school, on the grounds or in the area near the school. Drugs and Alcohol (RSB 502.4R) Students are not permitted to either possess of consume liquor or narcotics at school or at school function not to be at school or school functions under the influence of these substances. Possession or use of these substances will result in a suspension of up to 5 days and probation for the remainder of the school year or for up to 5 months on the first offense. Transfer to another school or expulsion from Richmond schools are the possible consequences for additional offenses. Weapons (RSB 502.3) The possession of a weapon on or near school property or at school events is a threat to the safety and security of students and staff. Any students found to be in possession of a weapon will be subject to severe disciplinary action and/or criminal charges. The definition of the Criminal Code states that a weapon is anything used or intended for use in causing death or injury to persons whether designed for that purpose or not, or anything used or intended to use in threatening or intimidating any persons. Please refer to the pamphlet “Keeping Schools a Safe Place to Learn” sent at the beginning of the school year for further details. Racism (RSB #103) Students in Richmond come from diverse cultures and racial backgrounds. All students, no matter what their origin, race or ethno-cultural background, have the right to be treated with respect and understanding. The Board of Education for School District 38 (Richmond) has a strong commitment to the elimination of racial incidents in the school system. Incidents of this nature will be dealt with firmly.

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Code of Ethics The Code of Ethics states general rules for all members of the BCTF for maintaining high standards of professional service and conduct toward students, colleagues, and the professional union and as such as supported by the District.

1. The teacher speaks and acts toward students with respect and dignity and deals judiciously with them, always mindful of their individual rights and sensibilities.

2. The teacher respects the confidential nature of information concerning students and may give it only to authorized persons or agencies directly concerned with their welfare.

3. The teacher recognizes that a privileged relationship with students exists and refrains from exploiting that relationship for material, ideological, or other advantage.

4. The teacher is willing to review with colleagues, students, and their parents/guardians the quality of service rendered by the teacher and the practices employed in discharging professional duties.

5. The teacher directs any criticism of the teaching performance and related work of a colleague to that colleague in private, and only then, after informing the colleague in writing of the intent to do so, may direct in confidence the criticism to appropriate individuals who are able to offer advice and assistance. (See note following #10 and statement 31.B.12.)

6. The teacher acknowledges the authority and responsibilities of the BCTF and its locals and fulfills obligations arising from membership in his/her professional union.

7. The teacher adheres to the provisions of the collective agreement.

8. The teacher acts in a manner not prejudicial to job actions or other collective strategies of his/her professional union.

9. The teacher neither applies for nor accepts a position which is included in a Federation in-dispute declaration.

10. The teacher, as an individual or as a member of a group of teachers, does not make unauthorized representations to outside bodies in the name of the Federation or its locals.

NOTE: It shall not be considered a breach of Clause 5 of the Code of Ethics for a member to follow legal requirements or official protocols in reporting child protection issues. Particular attention should be paid to Statement 5 as it relates to the most frequent source of complaints. In simple language the message is this: if you have a concern with the performance or work of a colleague then you must speak to that person first. Although the BCTF Code of Ethics specifically relates to teachers, the District considers a colleague to be any co-worker including other teachers, teachers on call, administrative staff, professional support staff, clerical, custodial staff, classroom assistants, noon hour supervisors and maintenance staff. In most situations a frank discussion between colleagues will resolve any difference or misunderstanding that exists between them. Some people experience apprehension and discomfort in directly addressing concerns in this manner. However it is most important, particularly for professionals, that such feelings be put aside and that the matter should be addressed openly and without rancour. Occasionally the exchange between colleagues discussed above does not result in satisfactory outcome. In such cases it is then appropriate for the matter to be referred to “appropriate officials who are in a position to offer advice and assistance”. School principals, the Area Superintendents, The Supervisor of Personnel – Teaching and the RTA President are all able to respond as needed.

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Goals of the BCTF

1. To help ensure that public schools provide for the continued intellectual, physical, social, and emotional growth and development of each individual.

2. To promote the establishment and continued development in every school of sound

learning and teaching conditions, including the provision of adequate support services.

3. To work toward the integration of social and educational services that contribute to the welfare and development of students.

4. To encourage full public participation in determining the overall objectives of education at

the provincial, district and school level.

5. To create public awareness of problems in society that hinder student growth and development and to stimulate the search for solutions.

6. To strive to eliminate from the school system discrimination on the basis of sex, race,

religion, age, handicaps, economic status, marital status, sexual orientation, number of dependents, or pregnancy.

7. To promote professional growth of teachers through the continuous development of pre-

service, internship, and in-service education.

8. To establish a code of ethics and professional conduct, criteria of qualification, and criteria and procedures for the assessment of professional competence, and to ensure that teachers are effectively subject to the judgement of their peers in these matters, with guarantee of due process.

9. To ensure, through the development of democratic processes, professional autonomy for

teachers and protection from capricious or malicious action, unjust regulations, and the abuse of authority.

10. To maintain for teachers a level of status and economic standing appropriate to the

responsibility of the profession.

11. To work co-operatively with other groups and agencies to transform the public schools to make them more relevant and effective in preparing students for their futures.

12. To promote a working and learning environment in the public schools of British Columbia

that is free from violence.

13. To support the right of all students, regardless of age, to free basic education as defined by the current K-12 programs.

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Guide to Professional Practice The following constitutes professional conduct:

In relation to pupils: The professional responsibility of teachers is for the intellectual, physical, social and emotional development of the students entrusted to their care. The teacher:

1. Assesses educational needs, prescribes and implements instructional programs and evaluates the progress of individual students, and shall not delegate these responsibilities to any person who is not employed in any of the above functions when such is required.

2. Directs and supervises the delegation of specific, limited aspects of learning activities to auxiliary personnel.

3. Is mindful of the child’s safety, the child’s right to equality of opportunity and successful learning experiences, and is considerate of the child’s personal circumstances.

4. Endeavours to provide for a range of fact and opinion when dealing with controversial matters in the curriculum.

5. Regards as confidential and does not divulge, other than to appropriate persons, any information of a personal nature concerning pupils.

6. Does not tutor that teacher’s own pupils for additional pay. 7. Speaks constructively of pupils in the presence of pupils, teachers, officials or other

persons. In relation to parents or guardians: The teacher cooperates with the home whenever possible. The teacher:

1. Respects the uniqueness of each pupil’s home. 2. Is receptive to the viewpoints of parents in regard to the educational needs of their

children. 3. Seeks parental involvement in the educational processes designated for children. 4. Shares with the parents, information that will assist in the growth and development of the

pupils. 5. Takes appropriate steps to protect the rights of the child.

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In relation to the general public: The teacher endeavours to improve the quality of education to enhance the reputation of the teaching profession. The teacher:

1. Cooperates with and encourages the involvement of the community and other agencies in the examination of present and future educational needs of students.

2. Before accepting a position, becomes aware of the expectations the community holds with regard to the profession.

3. Understands that if there are reasons to seek additional employment, discretion should be used in doing so.

4. Refrains from using the teaching position to promote the sale of books or other teaching aids for personal gain.

5. Is cognizant of individual rights and responsibilities in the event of a strike of school district employees.

In relation to the profession: The teacher recognizes a responsibility toward both colleagues and the professional organization. The teacher:

1. Accepts as a professional and individual responsibility the duty of reporting in an appropriate manner all matters harmful to the welfare of the school.

2. Speaks constructively of other teachers in the presence of pupils, teachers, officials or other persons.

3. Seeks the advice of the federation concerning any problem of relationship with colleagues seeking or providing professional assistance.

4. Does not undermine the pupils’ confidence in other teachers. 5. Is prepared to cooperate with colleagues seeking or providing professional assistance. 6. Communicates with any other teacher whose pupils the teacher proposes to tutor on a

regular basis. 7. Recognizes a responsibility to assist in teacher education programs. 8. Regards it as a right and responsibility to examine and, if necessary, suggest changes in

the conduct of the professional organization within the organization. 9. Recognizes service to the federation at the local or provincial level as a professional

responsibility. 10. Assumes responsibility for that teacher’s own personal professional growth. 11. Recognizes the need for personal professional growth and takes advantage of

opportunities provided.

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COPYRIGHT Violating copyright protections is a form of theft. Think of it as shoplifting – you’ve taken something that doesn’t belong to you and you have not paid for it. Violation of copyright laws may results in a criminal or civil action being brought against you. If you are found to have broken the law, you may be ordered to pay the copyright holder a substantial amount of money as damages. In addition, you may face a fine or prison sentence if you are found guilty of criminal charges. If you as a teacher violate author’s copyright privilege, you may be sued personally. The suit may also name the school principal and the school board. To put it simply, it is illegal and there are definite consequences. As an educator you are responsible for ensuring that your use or reproduction of videos, audio tapes, computer software, electronic databases, printed materials, and visual works or other forms of art complies with the copyright law. By helping students recognize and respect copyright protections when performing artistic works in schools, or when preparing projects for public viewing, you are also teaching them to value intellectual property and to critically assess issues of social justice and personal rights. The following comments pertain to some of the more common questions asked about copyright law in an educational setting. If you’re unsure about the legality of anything you’re considering copying, check with your Teacher-Librarian who may be able to provide you with advice based on the specifics of what you want to do.

1. The reproduction of textbooks and magazines for distribution to students is not legal. Individual copies of less than a substantial part of a book or magazine may be made for personal study purposes but it cannot be made as a way to avoid purchasing the resource. Specifically, it is not legal to copy magazine articles or to maintain files of Xeroxed materials for use with students on an ongoing basis without specific written consent.

2. Television broadcasts may not be taped off air. Television broadcasts which are received through a

satellite dish may not be distributed through a closed circuit system within a school if rebroadcast material is contained unless the originator of the broadcast has previously obtained copyright permission for this to occur. There are some exceptions to this general prohibition for educational purposes. Some examples follow:

a) The Arts and Entertainment Channel produces a booklet for schools titled “A & E

Classroom” which gives a schedule of programs which may be taped for classroom use and kept for a period of one year. The channel also offers a membership to “SAT Link” for approximately $70.00 per year. This publication informs you exactly how long you can keep programs taped for the Learning Channel, A & E or CNN.

b) The Knowledge Network produces a publication titled “Schools TV” which identifies each

of its programs and indicates whether it can be taped.

c) KCTS offers a service called “Information TV” which allows 70 different educational programs to be taped between September and May; these programs are shown between 10:00 am and 2:00 pm weekdays and are block fed between 3:00 and 5:00 am. They may be recorded and maintained in the Library as long as the school subscribes to the service, which is quite expensive. The membership includes a monthly newsletter, ITV Broadcast Guide, Teacher’s Guide for the Series, Learning Objectives, Program Summaries and Lesson Plans as well as “Learning Link”, an educational on-line database for all PBC programs and resource materials.

d) YTV allows free off-air taping of some programs and produces a brochure once a month

which is free of charge.

e) CNN Newsroom (1-800-344-6219) offers an agreement at no cost which gives the right to tape their 15 minute commercial free news programs.

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3. Videos which are rented or privately purchased cannot be used for public display in schools or

elsewhere. They are intended only for private use unless the rental agreement specifically provides otherwise. The personal taping of television shows for other than personal use is an offence in itself and is not a way to avoid copyright requirements.

4. Music tapes and cassettes may be used in schools for educational purposes. The provision for the

use of such materials is more generous than for videos because of an element of copyright law which exempts education institutions from royalties on public performances for educational purposes.

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SECTION D

FACILITIES AND

SERVICES

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SCHOOL TELEPHONES Staff are free to use the phones located throughout the building. Long distance calls and directory assistance enquiries can only be made from the extensions in the administrators' offices. See one of the administrators if you need to make a long distance call (school business only). Please record the call with our Business Assistant.

STAFF PARKING

The two front parking lots, the south parking lot by the tech. ed. compound and parking area south of the gym are reserved for staff between the hours of 7:30 am and 3:30 pm. Staff cars parked anywhere on school property must display a "staff" hanger on their mirror or a “decal” on their windshield. These are available from the office. If you drive a different car on occasion, you do not need a decal, but please register this at the office each day.

STUDENT LOCKERS Each Advisory teacher will be assigned an appropriate number of lockers for his/her homeroom in September. Once the students have paid their school fees, they are to be assigned a locker. Most students should eventually have one locker; however, some may have to share but they are not to exchange lockers with other students. In this process, the homeroom teacher is to record locker numbers and combinations on a special sheet. Once completed, the sheet is to be returned to the office. Students transferring in during the school year will receive their locker from the office.

SCHOOL LIAISON OFFICER We have a school liaison officer who is a member of the R.C.M.P. and works closely with administration. He/she is available to work with classes and is here to provide assistance to the students as needed.

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COUNSELLING SERVICES Our counsellors divide students on an alpha basis for both educational and career counselling, however, a student may see any counsellor for personal issues. If a student needs assistance and their counsellor is not available there is an open door policy and another counsellor will see them. Our counselors are: Ms. S. Hui A - H Ms. S. Richard I - Q Ms. L. Ferguson R - Z

Three types of counselling services are provided: Educational: To ensure that the academic potential and needs of the students are met. This involves such things as course counselling, program planning and information on individual learning needs and styles. Career: To help students in the exploration of interests, abilities, values and vocational opportunities. It would involve such things and post secondary program exploration, scholarship information, career exploration and vocational interest testing. Personal Counselling: Personal counselling assists students with personal issues, concerns and problems which may interfere with school progress.

When experiencing difficulties with a student please contact their counsellor.