A teachers’ handbook for Mira Costa High School
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A TEACHERS' HANDBOOK FOR MIRA COSTA HIGH SCHOOL
A Project Presented to the Faculty of the School of Education The University of Southern California
In Partial Fulfillment of the Requirements for the Degree Master of Science in Education
toy Walter F. Jaeobsmeyer, Jr* August
1950
UMI Number: EP46371
All rights reserved INFORMATION TO ALL USERS The quality of this reproduction is dependent upon the quality of the copy submitted. In the unlikely event that the author did not send a complete manuscript and there are missing pages, these will be noted. Also, if material had to be removed, a note will indicate the deletion.
Dissertation Publishing
UMI EP46371 Published by ProQuest LLC (2014). Copyright in the Dissertation held by the Author. Microform Edition © ProQuest LLC. All rights reserved. This work is protected against unauthorized copying under Title 17, United States Code
ProQuest LLC. 789 East Eisenhower Parkway P.O. Box 1346 Ann Arbor, Ml 48106-1346
'Sf
-4
n
Pr
T h is project report, w ritte n under the direction of the candidate1s adviser a n d app ro ved by him , has been presented to and accepted by the F a c u lty o f the School o f E d u catio n in p a r t ia l f u lfillm e n t of the requirements f o r the degree o f M a s t e r of Science in Education.
...
A d v is e r
Dean
TABLE OP CONTENTS CHAPTER I.
PAGE STATEMENT OP PROBLEM, PROCEDURE AND OR GANIZATION.................................. The problem . . . . . . . . . Statement
...........
of theproblem.............. •
Importance of the s t u d y ............... Function of handbook..........
II.
1 1 1 2 3
Ready r e f e r e n c e .......................
3
Method of procedure . . . . . . . . . . .
3
Compilation of materials...............
3
Review of recent literature . . . . . .
4
Limitation of the field . . . . . . . .
4
Organization of material.................
5
Chapter presentation...................
5
CODE OP E T H I C S ............................ Preamble
• • •
. . . . .
6 6
Relation to p u p i l s . ............
6
Relation to t e a c h e r s . ...............
7
Relation toprofession
8
...
Relation to c o m m u n i t y ............
10
Standing committee on professional ethics.
. . . . . .
10
iii CHAPTER III*
PAGE
ADMINISTRATIVE ORGANIZATION AND RESPONSIBILI ............
TIES.
12
P r i n c i p a l ..................................
12
Administrative............................
12
Direct functions....................... Delegated functions
12 .
S u p e r v i s o r y ..............................
13 14 14
Direct functions.......... Vice-Principal.............
16
Administrative...........................
16
Joint responsibilities............
16
Personal responsibilities. . . . . . .
16
Pupil personnel responsibilities
. . . .
17
Boys* disciplinary p r o b l e m s ...........
17
...........
18
Boys* attendance problems
Counseling a c t i v i t i e s ................
18
Supervisory and coordinating functions. .
18
Committee work and meetings
19
School. . . . . . . Outside
. . . .
.........................
Girls» vice-principal . . . . . . . . . . . Administrative............................
19 19 20 20
Joint responsibilities . . . . . . . .
20
Personal responsibilities
20
............
iv CHAPTER
PAGE Pupil personnel responsibilities. . . . .
21
Girls' disciplinary problems...........
21
Girls* attendance problems............
21
Girls with personal social problems • .
21
Meeting and welcoming new girls . . . .
21
Chairman of student welfare functions .
21
Supervisory and coordinating functions. •
21
Professional committee responsibilities .
21
School committees . . . . •
...........
Outside committees................... Coordinator of guidance Registrar . . . . . . .
22
............
22
...................
Teacher-Counselors. .....................
IV.
21
23 .
24
Chairman of teaching departments. . . . . .
25
Organization chart. . . . . . .
30
...........
TEACHER RESPONSIBILITIES. . . . . . . . . . . Teacher load. . .
.............
31
. . . • •
31
Extra-curricular assignments. . . . . . .
31
Professional organizations...............
31
Classroom d i s c i p l i n e ...................
32
Attendance of t e a c h e r s . .............. Seating charts. . Telephones
.
.....................
............................
Accidents to s t u d e n t s ..............
. .
33 34 34 34
CHAPTER V.
PAGE 35
ATTENDANCE.......... Attendance procedures . . . . .
.........
•
35
Procedure for reporting absences..........
35
Readmittance to class. . . . .
..........
36
...................
36
T a r d i n e s s ..................................
37
Definition................ ...............
37
Tardiness • • . . . . ..........
37
M a r k i n g ..................................
37
Temporary drops
Absences.
..............
37
Excused absences due toschool business .
38
Illegal absences...................
38
Legal absences.....................
38
Make-up w o r k . . . . .....................
39
Absence due to Christmas employment . . . .
39
Policies. « • . . . . .
• • • •
39
Compulsory education in California. . . . .
40
Compulsory full-time education. . . . . .
40
Explanation of absences . . . . . . . .
40
May be detained for discipline. . . . .
41
Janitorial services b y students . . . .
41
Pupils with contagious diseases . . . .
41
Suspension, expulsion, and exclusion. . . .
41
Suspension.
41
vi CHAPTER
PAGE ...................
Exclusion.
Student w i t h d r a w a l ......................... Clearance. «
• • • • •
Withdrawal grade •• • • • • • • • • • • • VI.
GENERAL REGULATIONS. Bell schedules .
.......... ................
Assemblies . . . . . . Hall passes
42 42 43 44 44
. . . . . .
45
...........................
45
Off-grounds permits..........................
45
Visitors . . . . .
. . . . . . .
45
. . . . . .. ............ . . . . .
46
Bulletins.
VII.
........
42
...........
Sign-in sheet................................
46
Teacher absence............
47
Teachers out of classroom...................
47
Textbooks............. .................... .
47
General supplies • • . . . • •
.............
48
MISCELLANEOUS INFORMATION.....................
49
Keys
..............................
Secretarial service.
.............
49 49
Fire d r i l l .....................
49
Noon lunch permits for pupils.............
50
Mail boxes . . . . . . . . . . . . . . . .
50
School calendar............
51
vii CHAPTER
PAGE Roll books..............
51
Attendance at athletic events . . • • • •
51
Scheduling social affairs .............
52
Award assembly . . ..............
52
School d r i v e s ..........
52
Gymnasium use
..............
Printing
•••
52 53
Student employment..............
53
Continuation s c h o o l .....................
53
Saturday morning detention.
54
Library
. . . . . . .
..........................
54
Student organizations and clubs . . . . .
54
Club initiations.................
55
Complimentary tickets
56
Posters . . . . VIII.
•
...........
...............
. . . . .
CURRICULA, GUIDANCE, AND RELATED POLICIES . . Curricula .......................
56 57
. . . . .
57
Course of study • • . . . . . . • • • • •
57
Graduation requirements . . . . . . . . .
57
Academic requirements . . . . . . . . .
58
Additional requirements . . . . . . . .
58
Guidance and counseling Educational guidance
.............
58
...........
58
Vocational guidance . . . . . . . . . . .
58
viii CHAPTER
PAGE Organization •
59
Grade counselor duties . . . . . . . . . . . Guidance * . . . . .
.............
59
. * . •
59
Teacher responsibilities in counseling . . •
61
Classroom teacher.........................
61
Grading p r o c e d u r e s ..................
61
Pupils* m a r k s ............................ Pupils* citizenship marks.
65
Industry . . . . . . . . . . . . . . . . . .
65
Citizenship. •
65
Symbols for citizenship and industry . . . .
67
Related materials.. . . . . . . .
..........
67
Progress reports ............. . . . . . .
67
Report c a r d s ..................
67
Vocational aptitude tests
.
67
Program guidance bulletin..............
68
Transcripts.
..........
68
Achievement tests. . . . • • • • . • • • •
68
Cumulative records
68
Honor roll IX.
61
PERSONNEL PROCEDURES
..................... ...................
69
............
70
A d v a n c e m e n t . ..............................
71
The school nurse
71
............
ix CHAPTER
PAGE Teachers with a temporary trade and in dustrial credential.. . . . . . . . . .
71
General provi s i o n s .....................
71
Professional growth.
...........
72
Athletic ass i g n m e n t s ...................
78
Evaluating committee
78
............
Administration of salary schedule. . . .
78
X.HEALTH DEPARTMENT..............................
80
Health administration.....................
80
Aims and objectives.....................
80
Organization ............
80
Duties of the nurse.
..............
80
Duties of the school doctor.............
81
Records and reports...................
81
•
Attendance in health department. . . . . Health program . . . . . . . . .
81
...........
Physical examinations. . . . . . . . . . First a i d ...........................
82 82
•
82
Excuses from physical education. . . . .
82
Admission to health department . . . . .
83
Illness - off grounds
83
. . . . . . . . .
Re-admitting students after illness. . . B I B L I O G R A P H Y ......................................
83 86
CHAPTER I STATEMENT OP PROBLEM, PROCEDURE AND ORGANIZATION Because of the rapid growth in population in the South Bay Union High School District, it has become necessary to construct a new high school which is called the Mira Costa High School.
This means that more teachers will be added
to the present teaching staff.
A teachers' handbook is one
of the best means of orientating both the old and new teach ers.
Such a book can serve as a guide, and be a ready ref
ference for authoritative answers to questions of school f
routine. A teachers' handbook is helpful to those just starting to teach; it serves the experienced teacher who is new to a school or a school system, and it serves the substitute teacher who is only in a school for a short time.
A teach
ers' handbook is a primary means of unifying procedure for all of the personnel of a given school. A.
THE PROBLEM
Statement of the problem.
It Is the purpose of this
study to compile a teachers' handbook for Mira Costa High School, Manhattan Beach, California, ■which would assemble in organized form all materials now -available in bulletins, / f’1
pamphlets, directives and administrative policies.
Further-
more, it would set forth in printed form a statement of poli cies and procedures that are otherwise passed on by word of mouth. Importance of the study.
The school district is now
over forty years old and matters of school routine and of administrative policy are well established, yet these have never been assembled completely in organized form.
Hence,
there is a definite need for a handbook which would do this and serve as a common source of information for all teachers. Also, with the Mira Costa High School being in operation, certain procedures will differ making it necessary to have these procedures in written form for the availability of the teachers in the school.
At the same time, a handbook would
relieve some of the burden of valuable administrative time which is consumed in answering routine questions. At the present time, routine information and statements of school policy are to be found in varied sources.
There
is the administrative policies handbook, the daily bulletin and other bulletins issued by the administration.
The coun
selor's office issues frequent bulletins dealing with matters of counseling and guidance, as well as program making, reports to parents, report cards, and program plans.
The attendance
office issues special bulletins on attendance and all matters pertaining to it.
There are many individuals or special com
mittees in the school which issue one or more bulletins each semester in conjunction with their work and administration of their responsibilities. B.
FUNCTION OF HANDBOOK
Heady reference.
As a result of having no authoritative
compilation of these many sources of information, regular faculty members are often confused by certain routines. Teachers new to the school and substitutes have no ready source for answers to their myriad questions. A teachers’ handbook, therefore, would relieve this situation and clarify matters of procedure and policy for all concerned.
It should contribute immeasurably to the
smooth functioning of a large school which has a very full and often crowded schedule of duties for each day of the school year. C.
METHOD OF PROCEDURE '
Compilation of materials.
School bulletins were con
sulted and interviews were held with coordinators, depart ment chairmen, and directors of all special activities of the school in order to clarify and establish procedures of the new school. The adiainistration was consulted on all points, and the principal gave his final approval to the handbook as presented.
Review of recent literature.
There was very little
material available on routine procedure pertaining to the secondary school, even though it is of utmost importance to the teacher.
Most secondary school textbooks are much too
general in the nature of their treatment of this particular phase.
It would have been impossible to set up a handbook
from this type of material. The best sources of information have been the handbooks now in use at various secondary schools in Southern Cali fornia.
The books used were from Dorsey High School, Los
Angeles, California; Inglewood High School, Inglewood, CaL if ornia; John Marshall High School, Los Angeles, Cali fornia; Banning High School, Los Angeles, California; Hun tington Park High School, Los Angeles, California; and the handbook for the Culver City School District, Culver City, California. ♦
Limitation of the field.
In approaching the editing
and formulation of this handbook, the author limits his study to the setting up of a practical guide for the new and old teacher alike in easing the daily routine of work at Mira Costa High School.
There Is no attempt made to
evaluate the policies used or the philosophical background behind each issue.
5 D.
ORGANIZATION OP MATERIAL
Chapter presentation.
The present chapter dealt with
the statement of the problem, the function of the handbook, importance and need for the handbook, and the method of pro cedure followed in compiling this handbook. Chapter II gives a code of ethics to be followed by all teachers. Chapter III lists the administrative responsibilities of the personnel in the Mira Costa High School. Chapter IV deals with the responsibilities that rest directly with the teacher. Chapter V is concerned with an orientation of the at tendance reporting procedures, the classification of ab sences and the state law in regards to attendance. Chapter VI presents a list of general regulations that should be adhered to by both teachers and students. Chapter VII enumerates a group of varied items that should be included in the handbook. Chapter VIII, IX, and X deal with guidance, personnel procedures and health respectively.
\
CHAPTER II CODE OP ETHICS A.
PREAMBLE
Believing, as stated In the preamble of the National Education Association: True democracy can best be achieved by a process of free public education made available to all the children of all the people; that the teachers in the United States have a large and inescapable re sponsibility in fashioning the ideals of children and youth; that such responsibility requires the services of men and women of high ideals, broad education, and profound human understanding; and, in order that the aims of democratic education may be realized more fully, the welfare of the teaching profession may be promoted; and that teachers may observe proper standards of conduct in their professional relations. the faculty club of Mira Costa High School proposes this code of ethics for its members.
The term "teacher" as used
in this code shall include all persons directly engaged in education work, whether in a teaching, an administrative, or a supervisory capacity. B.
RELATIONS TO PUPILS
Section 1: A teacher should know his subject and plan his work carefully. Section 2: A teacher should be helpful, impartial, understanding,
fair, and just. Section 3: A teacher should at no time betray student confi dences.
Confidential information should be used
only in a constructive way and never in idle gos sip. Section 4: A teacher should not use the schoolroom for reli gious, political or personal propoganda, but should promote and guide full and free discussion of ap propriate controversial issues. Section 5: A teacher should not tutor his pupils for pay. Section 6: A teacher should be strict enough to control classes and command the respect of students.
Under no cir
cumstances should he curry favor of students. C.
RELATIONS TO TEACHERS
Section 1: A teacher should cooperate with administrators and fellow teachers. Section 2: A teacher should adhere strictly to accepted re gulations in routine school business.
Section 3: A teacher should not undermine his administrative superior or co-workers, but should discuss the point of controversy in a straight-forward manner with the person involved, D.
RELATIONS TO PROFESSION
Section Is A teacher should not permit commercial pursuits to interfere with his school duties. Section 2: A teacher should be loyal to that which is true and noble. Section 3: A ^teacher should not apply for a specific position unless a vacancy exists, and then he should apply directly to the principal or superintendent. Section 4: A teacher should work actively for the improvement of the school.
A teacher is responsible for stu
dent conduct not only in the classroom but wherever it is necessary. Section 5s A teacher should continually strive to make his per sonal appearance as neat and as attractive as possible
Section 6: A teacher should support national, state, and local professional groups. Section 7: A teacher should dignify the teaching profession in every way, maintaining an air of decorum and showing by example that education makes people better citi zens and better neighbors. Section 8: A teacher should not cultivate friendships of board members for personal gain. Section 9: A teacher should make all requests to the board through the superintendent. Section 10: A teacher should remember that entering the teachprofession is voluntary and that membership in the profession involves obligations:
some of which are
set forth in the code of ethics. Section 11: A teacher should encourage pupils who show ability and interest to become teachers.
10 E.
RELATIONS TO COMMUNITY
Section Is A teacher should seek to establish friendly and in telligent cooperation between home and school. Section 2: A teacher has a responsibility as a citizen in the ■m
community in which he resides, and should, there fore, participate in and contribute to its acti vities and organizations. Section 3: A teacher should believe in and exemplify the ideals for which our nation stands, and by precept and example help create good citizens. Section 4; A teacher should insist upon a salary scale com mensurate with the social demands laid upon him by society. P.
STANDING COMMITTEE ON PROFESSIONAL ETHICS
Section Is It shall be the duty of the ethics committee to formulate and amend the code, publicize it and take appropriate action on such cases of violation as shall come to its attention.
The person involved
shall receive a fair and unbiased hearing.
The
action taken by the committee shall be motivated by a sincere desire to help the teacher in every way possible, commensurate with the rights con cerned.
CHAPTER III ADMINISTRATIVE ORGANIZATION AND RESPONSIBILITIES A.
PRINCIPAL
The principal is the chief administrative and advisory head of the school.
He is directly responsible to the dis
trict superintendent. The principal is responsible for the organization, ad ministration, and supervision of the teacher personnel and the student body.
All certificated employees and all non-certi-
ficated employees assigned to the educational division are directly responsible to him. His duties are both administrative and supervisory. 1.
Administrative. a.
Direct functions: (1)
Formulation sophy, aims
(2)
and interpretation of the philo and objectives of education.
Interpretation of educational philosophy and practice to the community.
(3)
Approval of
all school policies.
(4)
Development
and direction of the curriculum.
Individual conferences and group meetings with teachers, counselors and department heads to consider curriculum trends, course contents, techniques, etc.
(5)
Integration of the educational
(6)
Building of school morale. (a)
Provision for a wholesome
program.
physical
environment. (b)
Stimulation of pride in the character, traditions and achievements of the school.
(c)
Encouragement of individual initiative among the teachers and pupils.
(d)
Development of democracy in school life.
(7)
Development of standards of educational growth. (a)
Improvement of school standards of present and future participation in community life.
(b)
Maintaining the academic standing of the school with colleges and univer sities.
Delegated functions: (1)
Coordination of the master schedule.
(Vice-
principals and registrar.) (2)
Organization and direction of assembly programs.
(3)
(Boys* vice-principal.)
Conferences with parents, civic leaders
and members of the community on matters pertaining to pupils, school welfare and general educational problems* (4)
Promotion of P.P.A. activities.
(5)
Participation in various civic organizati ons•
(6)
Participation in local, regional and state educational orgaiizations.
Supervisory, a.
Direct functions: (1)
Assignment of teacher personnel (in co operation with the department heads and vice-principals).
(2)
Assignment of faculty sponsors and ad ministrative assistants (in cooperation with the vice-principals).
(3)
Appointment of all school committees.
(4)
Supervision of instruction. (a)
Classroom visitation.
(b)
Individual teacher conferences to consider personal problems affecting teacher efficiency.
(c)
Development of an ^n-service** train ing program.
(d)
Rating of teachers.
(5)
Supervision and direction of the work of the registrar, secretaries and clerks.
(6)
Inspection of the work of the custodial staff.
(7)
(8)
Supervision of special services. (a)
Library.
(b)
Health.
(c)
Cafeteria.
(d)
Attendance.
Supervision and inspection of safety meas ures, emergency drills, etc.
(9)
Approval of all supply, maintenance and capital outlay requisitions.
(10)
Supervision of all student body finances in the capacity of chairman of the facultystudent budget committee.
Delegated functions: (1)
Supervision of student activities (as sociated student body advisor and club sponsors).
(2)
Supervision of the athletic program (boys’ vice-principal).
(3)
Supervision of the graduation exercises and class activities (senior advisor).
(4)
Plan and direct counselors* meetings for consideration of various counseling pro blems* (a)
Counseling of graduating seniors.
(b)
Organization and direction of the entire school counseling procedure.
B.
VICE-PRINCIPAL
Administrative. a.
Joint responsibilities: (1)
Assist in determining the administrative policy of the school in cooperation with the principal and the girls* vice-principal
(2)
Coordination of the master schedule in co operation with the girls’ vice-principal.
(3)
Supervision of all school discipline.
(4)
Registration and preregistration procedures in cooperation with the girls’ vice principal.
b.
Personal responsibilities: (1)
Inter-school athletic program (in co operation with the faculty administrative assistant, (a)
Arrangements for games (miscellaneous details).
(b)
Schedule of games (in collaboration with the boys* physical education de partment, C.I.F., etc.).
(c)
Eligibility.
(d)
Financial details (sale of tickets, etc.).
(e)
Supervision of athletic contests.
(f)
Interpretation and administration of C.I.F. rules and policies.
(g)
Promotion of cordial relations with other schools.
(2)
Supervision of the work experience program. (a)
Counseling, placement and cancellation of work permits (delegated to employ ment counselor).
(b)
Issuance of work permits (delegated to counselors).
(3)
Pupil accounting system. (a)
Organization and direction.
(b)
Compiling procedures (methods of taking attendance reporting, re admitting to class, etc.).
Pupil personnel responsibilities* a.
Boys* disciplinary problems (1)
Conferences with pupils, parents, teachers,
and counselors concerning difficult dis ciplinary cases. b.
Boys* attendance problem. (1)
Conferences with the supervisor of atten dance with regard to serious attendance cases.
(2)
Conferences with faculty attendance assis tant.
(3)
Interviews with pupils and parents regard ing special truancy cases.
c.
Counseling activities. (1)
Personal interviews with boys presenting special problems of personal-social malad justment.
(2)
Assuming counseling responsibility for boys referred by counselors.
(3)
Visitation of elementary schools to assist in the articulation program.
(4)
Meeting and welcoming all new boys.
(5)
Administration of the student welfare fund for boys.
Supervisory and coordinating functions. a.
Supervision of grounds and lunch lines (dele gated to faculty administrative assistant).
b.
Supervision of the parking lot and motor traffic about the school.
c.
Organization and supervision of the locker sys tem.
d.
Supervision of dances and athletic events (dele gated to faculty sponsors).
e.
Supervision of guards and ushers (delegated to faculty and sponsors).
f.
Coordination and supervision of the boys’ league annual program (sponsorship delegated to a faculty member).
g.
Supervision of the work of the employment coun selor.
h.
Chairman of assembly committee.
Committee work and meetings. a.
School. (1)
Principal’s administrative council (weekly).
(2)
Educational council (semi-monthly).
(3)
Faculty-associated student body budget com mittee (monthly}•
(4) b.
P.T.A. meetings (monthly).
Outside. (1)
California interscholastic federation.
(2)
Administrators and supervisors association.
(3)
Special administrative committees.
20 C. 1.
GIRLS* VICE PRINCIPAL
Administrative. a.
Joint responsibilities: (1)
Assist in determining the administrative policy of the school in cooperation with the principal and vice-principal.
(2)
Coordination of the master schedule in co operation with the vice-principal.
(3)
Planning registration and preregistration procedures in cooperation with the vice principal.
b.
Personal responsibilities: (1)
Organization and direction of the counsel ing program.
(2)
(a)
Planning articulation procedures.
(b)
Planning orientation procedures.
(c)
Coordinating counselors* activities.
Organization and direction of the school social program. (a)
Coordination of the club program.
(b)
Coordination of school social activi ties (parties, dances, banquets, etc.).
(c)
Organization and direction of study hall activities.
21 2.
Pupil personnel responsibilities: a.
Girlsr disciplinary problems. (1)
Conferences with, pupils, teachers, coun selors, and parents concerning adjustment, of disciplinary difficulties.
(2)
Referral of serious maladjusted ca’s'es to the child welfare department.
b.
Girls' attendance problems. (1)
Conferences with pupils, counselors, and parents concerning frequent absence or truancy.
c.
Girls with personal-social problems. (1)
Case study conferences with girls present ing particularly complicated problems of adjustment.
3.
d.
Meeting and welcoming all new girls.
e.
Chairman of student welfare committee.
Supervisory and coordinating functions: a.
Coordination and supervision of the girls league annual program (sponsorship delegated to a fac ulty member)
b.
Supervision and direction of the activities of the counseling office.
4.
Professional committee responsibilities: a.
School committees.
(1)
Principal’s administrative cabinet (weekly)
(2)
Educational council (semi-monthly).
(3)
Faculty-associated student body budget committee (monthly).
b.
(4)
P.T-.A. meetings (monthly).
(5)
Chairman of the welfare committee for girls
Outside committees. (1)
Administrators and supervisors association.
(2)
Special administrative committees.
D.
COORDINATOR OF GUIDANCE
Coordination of activities of all teacher-counselors Charge of a centralized file containing educational data, test results and other information collected by teacher-counselors. Responsible for adequate testing program including: a.
Scholastic aptitude.
b.
Reading tests - for grouping purposes.
c.
Achievement tests.
d.
Diagnostic tests when needed.
Responsible for the organization and functioning of the program for educational advisement and coun seling. Correlate vocational information and materials. Make provisions for annual vocational conference.
23 7.
Responsible for case study clinics.
8.
Coordination of high school and elementary guidance programs.
9. 10.
Make statistical and classification reports. Confer with parents regarding failures and insuf ficient program.
11.
With registrar, plan and supervise the organization for the registration of students at the opening of each school year or semester.
12.
Responsible that all seniors meet graduation require ments, college entrance requirements, employment op portunities and regular courses of study.
13. Give specialized and individual tests. E. 1.
REGISTRAR
Have charge of everything pertaining to permanent records. a.
Recording of grades.
b.
Sending for transcripts for all new students and recording these on permanent records or in folders.
c.
Sending out transcripts requested.
d.
Piling of current records.
e.
Piling of past records in vault.
f.
Checking changes on progpam cards.
g.
Recording test scores.
h.
Recording activity achievements.
i.
Mailing out incomplete notices tv/ice a year.'
j.
Responsible for preliminary registration of the students.
k.
Evaluating service training and determining cre dits necessary to receive a diploma.
Types program card after program has been completed by the counselor. Prepares list of seniors eligible for graduation, determine grade point ratios for scholarship and other purposes. P.
TEACHER-COUNSELORS
Assemble pertinent information about each student including the following: a.
A brief history of his life.
b.
Health and physique.
c.
Educational program and achievement.
d.
Work experience and recreational
e.
Social and economic adjustment.
f.
Personal and social adjustment.
g.
activities.
Vocational preference and interest.
Hold interviews with students.
Each student should
be interviewed at least twice a year.
25 3.
Determine students not working up to capacity.
En
deavor to analyze difficulty. 4.
Make case studies of students showing a typical tendency and refer to coordinator of guidance.
5.
Consult with other teachers, parents, and others who may assist in solving particular problems.
6.
Refer to coordinator of guidance the new students with insufficient test data.
Teacher-counselors may request that students be per mitted to leave regular classes b y means of a "counselor request".
This request should not be abused.
Generally,
it will not be necessary to ask for a student more than twice a year. Every teacher-counselor will be happy to assist any teacher desiring information or assistance in solving indi vidual problems.
Students m a y b e referred to teacher-coun
selors by writing a note to the teacher-counselor, or referral may be made through the coordinator of guidance. G.
CHAIRMEN OP TEACHING DEPARTMENTS
The district superintendent is authorized by the board of trustees annually to appoint chairmen of departments as follows: Art, business education, English, foreign languages, homemaking, industrial arts, mathematics, music, physical
26 education (boys), physical education (girls), science, social studies. The department chairmen under the direction of the prin cipal are charged with the following duties: 1.
The improvement of teaching within the department. a.
By observing classroom instruction and offer ing supervisorial help in accordance with the best known supervision practices.
b.
By planning and carrying on helpful and instruct ive programs.
c.
By planning and holding department meetings to discuss problems pertaining to improvement of instruction as well as general departmental problems.
d.
By making available to all of the teachers in the department teaching material and aids which have been developed by individual teachers; by offering help in the use of visual aids.
e.
By advising teachers on matters pertaining to their professional growth.
f.
By appraising the teaching results of all teachers within .the department.
2.
Counseling students enrolled in the department on matters pertaining to their work or future plans of the department.
Assist the principal in correlating the work of the several departments to the end that the program of the school.be a unified whole. a.
Two or more chairmen may plan inter-departmental meetings.
b.
Encourage teachers to integrate their work with that being done in other departments.
c.
Encourage improvement in the basic fundamental tool skills; each teacher should pay particular attention to correct usage of English and cor rect spelling in their classroom.
Assist the principal in the development of an ef fective public relations program in order that the public may at all times be kept intelligently and adequately informed about the work of the school. a.
Prepare news releases on interesting and un usual happenings within the department. (1)
Individual student or class achievement.
(2)
Individual classroom or departmental activities.
(3) b.
Any unusual achievement of any teacher.
Clear all news releases through chairmen of department Taftio in turn will clear through the principal.
Recommend to the principal all textbooks which are
to be adopted for use in the department.
Textbook
adoption should be in compliance with the state code. Recommendations for new textbook adoption should be accompanied by a detailed report showing comparative study made in the subject field.
At least one de
partmental meeting each year should be devoted to a consideration of textbook selection. Be responsible for the preparation and organization of courses of study and put them in operation. Courses of study should be sufficiently specific so that any new teacher coming into the system can carry on the work effectively. Develop standards of achievement by which teachers may appraise their work. Assist the principal in the employment and assign ment of teachers whenever practical.
Chairmen of
departments will be required to rate probationary teachers and make recommendations on all teachers who are to receive permanent status.
Chairmen will
also consult with the principal on the teacher need within the department. Assist the registrar in the equalization of class size, change of program, and appropriate groups within the department.
10.
Counsel students who are majoring in the department in order that they may gain the most from classes in which they are engaged.
11.
Prepare budget for the department with the help of the teachers.
Approve all requisitions before they
go to the principal for his approval. 12.
Perform any other duties which may be assigned from time to time by the principal.
30 ORGANIZATION CHART THE PEOPLE SCH00I BOARD S U P E R O TENDENT BUSINESS MANAGER PRINCIPAL
BUSINESS OPPICE
Boys * VicePrincipal Curriculum Coordinator
. Budget Purchasing Accounting Warehouse
GTrls» Txce-Principal
Coordinator of Attendance
Transportation
Building
oordina'tor f Guidance
CHAPTER IV TEACHER RESPONSIBILITIES Teacher load.
The standard teaching day shall consist
of five regular classes and one advisory period.
Deviations
shall be by special assignment. Extra-curricular assignments.
Teachers will be called
upon for assistance in the extra-curricular responsibilities and such assignments will be distributed as equitably as possible.
Especially the commencement and class activities
will call for the assignment of many teachers.
Assignments
will be made on the basis of preference as far as possible. Teachers interested In assuming the responsibility of social and athletic events may leave their names with the secretary to the vice-principal. Professional organizations.
As evidence of good pro
fessional attitude, all teachers are expected to be members of good standing in the California Teachers Association, the South Bay Union High School Faculty Club, the Mira Costa High School Faculty Club and the Mira Cos ta High School Parent-Teacher Association.
Also, all are urged to be mem
bers of good standing in the National Education Association. Dues to these professional organizations are included in the faculty club dues and are payable in November.
32 Classroom discipline♦
It is expected that minor acts
of misconduct affecting classroom discipline shall be con trolled by the teachers themselves.
However, there oc
casionally arises a situation where the best interest of the class requires the immediate assistance of the office in maintaining proper standards of classroom decorum.
Problems
involving serious insubordination, insolence, stealing, vandalism, or other demoralizing misconduct should be re ferred to the office immediately. Where referrals are necessary, ectly to the office.
send the offender dir
The student's written statement of the
case will be placed in the teacher's mailbox for review and recommendations. In all cases involving serious infractions, the office will seek the cooperation of the parents in attempting to solve the problem, at the same time making clear the sub sequent measures to be taken in case a student fails to respond satisfactorily.
Except in unusually serious cases,
students will not be refused readmittance to the class after . the above steps have been taken.
As a matter of policy, the
office will not complete the adjustment of the disciplinary situation until the teacher, as well as the parent and stu dent himself, have been afforded an opportunity to be heard. It is hoped that these steps will result in a better adjust ment of the case since the teacher will share in the solution.
33 Teachers are encouraged to present situations that are not satisfactory, though they may not be acute, to the vice principal to permit the initiation of preventive or correct measures.
Unacceptable behavior is usually evidence of
maladjustment and whenever possible, efforts will be made to minimize or eliminate the causes for this maladjustment. Attendance of teachers.
All teachers shall comply with
the following regulations: 1.
Teachers are required to be present in their re spective rooms and to open them for the admission of pupils at least 15 minutes before the time prescribed for commencing school.
Teachers are
also required to remain in their classrooms at least 15 minutes after the time prescribed for closing school. 2.
All teachers must report to the main office each morning to record the time of arrival opposite their name on the sign-in sheet.
The same pro
cedure must be followed at the close of the day. 3.
Teachers must secure the permission of the prin cipal to be absent from the grounds during the school day.
4.
Teachers are expected to check their mail boxes each morning and afternoon.
34 5.
Teachers are expected to notify the principal, as soon as possible, if they expect to be absent from school because of illness or other emergency*
6.
Teachers who are returning from an extended leave of absence due to illness,
should .report to the
school doctor for a health examination, or present a health certificate completely filled in by a physician licensed to practice medicine in the State of California. Seating charts.
Each teacher must prepare and maintain
a sheet showing a list of pupils enrolled in the room and a chart of the seating arrangement for such pupils.
This chart
shall be kept in or on the teacher*s desk at all time. Telephones.
School phones are maintained by the Board
of Education to expedite ordinary school business. Accidents to students.
Student accidents should be
reported immediately to the office of the principal.
Fail
ure to report an accident places a legal and personal re sponsibility upon the teacher.
The necessary forms may be
secured at the principal's office or at the nurse's office.
CHAPTER V ATTENDANCE A.
ATTENDANCE PROCEDURES
Procedure for reporting absences.
Attendance must be
checked and recorded in the roll book each period of the day. The following procedures shall be used: Period 1:
Check roll, make correct notations in roll book and attach list of absentees on clip provided.
Period 2:
Same as period 1.
Period 3:
Have each student complete in detail the white absence card which you will keep on file for each student in your class.
Stu
dent should indicate full address and phone number on the top part of the card and his complete name on the bottom part of the card.
It is important that the teachers
either stamp or write their name in the place provided on the bottom part of the card.
On
the date of absence the teachers will make the correct recording in their class books and indicate the first date of absence only on the card.
It is not necessary to indi-
36 cate the first date of absence only on the card.
It is not necessary to indicate the
period on the card as these cards are used in third period classes only. Period 4:
Same
as periods 1 and 2.
Period 5:
Same
as periods 1 and 2.
Period 6:
Same
as periods 1 and 2.
Readmittance to class. back into your class
Please do not accept astudent
after you have marked him absent
until
he presents an absence card stamped by the attendance office. Kindly do not grant students permission to bring the card the next day or accept hall passes or any other type of ad mittance slip.
The attendance office processes a card for
every absentee submitted to their office.
Any failure to
clear this absence makes a check with the teacher necessary. Should you find that you have marked a student absent in error, please submit a cancellation slip on this student, and this will automatically release the card from the at tendance office files. Temporary drops.
If the attendance office determines
that a student is to be absent for an extended length of time, you will be notified to record this student as a tem porary drop.
It Is not necessary to submit his name as ab
sent to the attendance office until you have been advised that this student has re-entered school.
37 B. Definition.
TARDINESS
School regulations state that a student
must be in the classroom ready to work when the tardy bell rings.
Make it clear what you expect.
Do all you can to
solve the tardy problems in your own classes, but do not hesitate to call on the vice-principal*s office for assis tance. Tardiness.
A pupil shall be considered to be tardy if
he enters the room after the starting bell has rung.
Cases
of tardiness are to be handled by the individual classroom instructor.
Should the tardiness become a discipline pro
blem, with which the teacher feels unable adequately to cope, the student should then be sent either to the boys’vice principal or the girls’ vice-principal with a note indicating the exact nature of the student’s difficulty. Marking.
Each case of tardiness should be so indicated
in the roll book.
If the tardy was excused for some reason,
such as being detained by a teacher or a visit to the den tist, a hall pass should be demanded from the student. C. Unexcused absences.
ABSENCES All unexcused absences and cuts
should be recorded in the teacher’s roll book as illegal ab sences.
All unexcused absences which can be cleared will be
the presentation of a special card secured from the atten dance office. Excused absences due to school business.
Absences
which are incurred due to school business, and are so in dicated on the attendance card when presented to instructor should not be registered in the teacher1s roll book.
If
they have been previously registered, such absences should be erased or specially marked at the time the card is pre sented. Illegal absences.
The following are to be considered
as unexcused absences: 1.
Truancy.
2.
Working - without permit.
3.
Out-of-town.
Legal absences.
The following shall be considered as
excused absences: 1.
Absences due to illness.
According to Education
Code 6803, absence due to illness shall not con stitute absence in the determination of attendance provided the absence has been properly verified by the district. 2.
Death or serious illness in the family.
3.
Inclement weather.
39 4.
Visit to the doctor or dentist.
Proof must be sup
plied by the proper signature. 5.
Office excuse.
6.
Regularly scheduled school activity if prearranged. This applies to all activities, such as athletic events, musical events, drama rehearsals, etc.
Make-up work.
It is the teacher’s privilege to decide
whether make-up work or loss of credit may be given for il legal absences.
Often the attendance office will assign