[Your School’s Name]
Faculty Handbook
Table of Contents
Overview 6
1.1. Description / Prohibitions 6
1.2. Staff Attire/Appearance 6
1.3. Education/Certification 6
1.4. Experience 6
1.5. General Expectations 6
2. Orientation 6
3. Expectations 7
3.1. Accountability 7
3.2. Curriculum and Instruction 7
General Guidelines 7
Lesson Plans 7
3.3. Additional Requirements 8
Class Expectations Outline 8
Quarterly Syllabi have been provided for each grade and 8
subject: 8
Plan Alteration 9
3.4. Attendance 9
3.5. Homework 9
Definition 9
Purpose 9
Time 10
Guidelines 10
3.6. Grading 10
Homework 10-20% 10
Discipline Up to 10% 10
Class Participation/Classwork Up to 10% 10
Scheduled Quizzes Up to 20% 10
Pop Quizzes Up to 15% 10
Projects Up to 25% 10
Tests Elementary: Up to 30% 11
Secondary: Up to 40% 11
Teachers should try to ensure that students are not given more than two tests per day. Spelling Tests and Qur’an Recitation are excluded from this limitation. 11
Quarterly Exams Elementary: Up to 25% 11
Secondary: 30% - 40% 11
3.7. Grading Tests & Exams 11
Students are permitted to grade routine class exercises, which are subject to the teacher's review. Grading major tests and exams is strictly the duty of the teacher. 11
Test Analysis 11
Teachers should analyze all tests/exams given to pin-point areas of difficulty vs. areas of mastery. This analysis must be turned into the Administration for all Quarter Exams. 11
70% Rule 11
If 70% or more of the students miss the same question on a test/exam, the question must be eliminated from all students’ scores. 11
If 70% or more of the students fail a test/exam, the test/exam will not be counted, and the information on the test/exam must be re-taught. 11
3.8. Classroom Materials 11
3.9. Grade Changes 11
3.10. Field Trips 12
Procedure: 12
3.11. Student Behavior 12
3.12. Teacher Hours 12
Sign-In/Sign-Out 12
Rotation Schedule 13
3.12.1.1. Secondary Lunch and Dismissal: 13
3.12.1.2. Elementary Lunch: 13
3.12.1.3. Elementary Dismissal: 13
3.12.1.4. Salaat: 13
3.13. Preparing Class for Teaching and Dismissal 14
3.14. Correcting & Praising Students 14
3.15. Teacher Meetings 14
Criteria 14
Ground Rules for Staff Meetings 15
3.16. Office Memos 15
3.17. Available Services 15
Computers 16
Copy Machine 16
Option #1 16
Coffee Machine 16
Refrigerator/Microwave/Oven 16
3.18. Protocol for Reminders for Teachers from Administration 16
3.19. Suggestions/Grievances 17
Grievance Policy 17
3.20. Substitute Teacher Guidelines 17
3.21. Class Times/Early Dismissal 18
3.22. Building Usage During Business Hours 18
3.23. Building Usage After School Hours 18
3.24. Parent/School Communications 18
Teacher Contact: 18
Monday Folder 19
Parent / Teacher Conferences 19
Student Needs Conference 20
4. Teacher Evaluation 21
4.1. General 21
4.2. Responsibility 21
4.3. Purpose 21
4.4. Definitions 21
Data Sources 21
Employment Status Recommendation 22
4.4.1.1. Non-Renewal 22
4.4.1.2. Retention 22
4.4.1.3. Conditional Retention 22
4.4.1.4. Dismissal 22
5. Evaluation Criteria 24
5.1. Definition of Performance Levels 24
Performance Areas 24
Performance Criteria 24
Performance Indicators 24
6. Performance Areas, Criteria, and Indicators 24
6.1. Performance Area #1: Instructional Planning 24
Performance Criteria: Plans instruction consistent with the approved curriculum for the assigned subject area(s) and grade level(s). 24
6.1.1.1. Sets clear student-centered objectives at appropriate level of difficulty. 24
6.1.1.2. Prepares plans which incorporate curriculum objectives and approved texts and/or supplementary resources. 24
6.1.1.3. Demonstrates systematic long-term planning. 24
6.1.1.4. Uses instructional techniques that are appropriate to the student and the content of the lesson. 24
6.1.1.5. Selects various activities that may include visual, auditory, and kinesthetic modes. 24
Performance Criteria: Takes learning needs and abilities of students into account when planning. 24
6.1.1.6. Uses formal and informal methods to assess the abilities and needs of students. 24
6.1.1.7. Designs objectives and/or lessons based upon knowledge derived from assessment of students. 24
6.1.1.8. Uses resources available for assessment such as special education file, reading level, and health records. 24
Performance Criteria: Plans effective use of instructional time and physical environment. 24
6.1.1.9. Allocates appropriate amount of time for instruction. 25
6.1.1.10. Organizes materials to maximize learning opportunities. 25
6.1.1.11. Arranges appropriate physical environment based upon resources. 25
6.2. Performance Area #2: Instruction 25
Performance Criteria: Applies principles of teaching/learning to enhance student achievement. 25
6.2.1.1. Teaches in sequential and appropriately paced manner. 25
6.2.1.2. Uses effective motivation, reinforcement, retention, and transfer strategies. 25
6.2.1.3. Conveys high expectations for all students to participate, learn, and be accountable. 25
6.2.1.4. Teaches skills for critical thinking, problem solving, decision-making, cooperative learning, and independent learning by students. 25
Performance Criteria: Utilizes teaching methods that are appropriate for the objectives and students. 25
6.2.1.5. Provides varied activities that are consistent with lesson objectives and student skills. 25
6.2.1.6. Provides relevant examples, models, and practice to support lesson objectives. 25
6.2.1.7. Uses questioning skills designed to encourage higher-order thinking. 25
6.2.1.8. Uses a variety of media, technology, and materials effectively and appropriately. 25
6.2.1.9. Assists students in making a transition from one objective or activity to another. 25
6.2.1.10. Uses community and district resources to meet student needs. 25
6.2.1.11. Modifies instruction to meet student needs. 25
6.2.1.12. Varies teaching strategies. 25
6.2.1.13. Monitors student progress at regular intervals and adjusts instruction accordingly. 25
6.2.1.14. Demonstrates consideration of learning styles. 25
6.2.1.15. Identifies developmental level of students. 25
6.2.1.16. Offers students alternative ways of achieving objectives. 25
6.2.1.17. Utilizes the library, media, and other services to arrive at curriculum outcomes. 25
Performance Criteria: Communicates effectively with students. 25
6.2.1.18. Asks clearly-stated questions relevant to the objectives. 25
6.2.1.19. Provides cues to prompt, correct or expand student answers and gives time for student responses. 25
6.2.1.20. Seeks clarification of student responses when needed. 25
Performance Criteria: Provides and works toward maintaining student involvement during instruction. 25
6.2.1.21. Provides opportunities for students to interact with each other for understanding and clarification. 26
6.2.1.22. Provides appropriate and timely feedback as it relates to the lesson. 26
6.2.1.23. Provides opportunities for questioning, speculation, and originality. 26
6.2.1.24. Clearly presents content and skills. 26
6.2.1.25. Provides clear, concise, and reasonable directions. 26
6.2.1.26. Solicits student ideas and integrates them into instruction. 26
6.2.1.27. Works toward maintaining a high level of student time on task. 26
6.3. Performance Area #3: Assessment of Instruction and Learning 26
Performance Criteria: Designs and uses evaluation strategies congruent with teaching techniques, learning objectives, content, and continuous assessment of students. 26
6.3.1.1. Uses a variety of assessment techniques. 26
Performance Criteria: Measures the effectiveness of instruction by evaluating student achievement. 26
6.3.1.2. Uses a variety of evaluation tools, particularly quizzes, exams, homework, and group projects to evaluate student learning. 26
Performance Criteria: Communicates student progress to student and parent/guardian. 26
6.3.1.3. Communicates with students and parent/guardian about their needs and progress. 26
6.3.1.4. Develops a systematic plan to keep both students and parent/guardian informed. 26
6.3.1.5. Uses school reporting procedures and instruments. 26
6.3.1.6. Provides criteria that allows students to measure progress. 26
6.4. Performance Area #4: Behavioral Management 26
Performance Criteria: Establishes clear expectations for appropriate behavior according to school policies. 26
6.4.1.1. Teaches and models expectations for student learning and provides opportunities for student success. 26
6.4.1.2. Encourages student expressions of respect for one another and self. 26
6.4.1.3. Utilizes an approach to student needs and feelings which is firm, fair, sensitive, and consistent. 26
6.4.1.4. Deals with behavioral problems effectively. 26
6.4.1.5. Teachers proper study habits. 26
6.4.1.6. Involves students, when appropriate, in establishing classroom management policies. 26
6.4.1.7. Establishes consequences for behavior. 26
Performance Criteria: Instructs and counsels students to meet behavioral objectives. 26
6.4.1.8. Reinforces acceptable behavior. 27
6.4.1.9. Involves parent/guardian when necessary. 27
6.5. Performance Area #5: Human Relations 27
Performance Criteria: Enhances positive self-concept and attitude toward learning among students. 27
6.5.1.1. Respects and shows sensitivity to individual needs and concerns. 27
6.5.1.2. Provides opportunities for the student to assume responsibility and develop independence. 27
Performance Criteria: Portrays a positive attitude in the school environment. 27
6.5.1.3. Conveys enjoyment and enthusiasm for teaching and learning. 27
6.5.1.4. Displays a sense of humor. 27
6.5.1.5. Treats individuals with respect and dignity. 27
6.5.1.6. Works cooperatively with colleagues, parent/guardian, and community. 27
Performance Criteria: Provides a positive attitude in the learning environment. 27
6.5.1.7. Provides conditions under which students can exercise self-discipline, honesty, leadership, and community membership. 27
6.5.1.8. Establishes a caring and secure environment. 27
6.6. Performance Area #6: Professional Responsibilities 27
Performance Criteria: Participates in professional growth opportunities. 27
6.6.1.1. Participates in staff development activities, educational courses, and/or professional organizations. 27
6.6.1.2. Remains current in content areas(s) and methods. 27
6.6.1.3. Uses self-evaluation to improve teaching. 27
6.6.1.4. Uses constructive advice for improvement. 27
6.6.1.5. Develops a yearly growth plan. 27
Performance Criteria: Collaborates with others to fulfill responsibilities related to school goals and priorities. 27
6.6.1.6. Participates in cooperative planning with colleagues. 27
6.6.1.7. Promotes parent/guardian interest in the education process. 27
6.6.1.8. Works toward the accomplishment of school goals. 27
6.6.1.9. Assists administrators and colleagues in establishing and modifying school procedures and resolving issues. 27
6.6.1.10. Participates in special school and community projects. 27
Performance Criteria: Demonstrates a concern for student health and safety. 28
6.6.1.11. Acquaints students with proper emergency procedures. 28
6.6.1.12. Recognizes hazardous situations and acts upon them. 28
6.6.1.13. Reports information involving suspected danger to the health and safety of students. 28
Performance Criteria: Maintains required student records detailing student attendance, behavioral and learning status at all times. 28
7. Employment Procedure 28
7.1. Hiring/Termination 28
7.2. Employment Agreement The Contract is inserted in Appendix 28
Pay Scale 28
Benefits 29
7.2.1.1. Tuition Reduction for Staff Members’ Children 29
7.2.1.2. Medical/Dental Insurance Coverage 29
7.2.1.3. Sick Days/Personal Leave/Maternity Leave/Emergency Leave 29
7.2.1.4. Continuing Education Program 29
7.2.1.5. Moving Expenses 29
8. General Policies 29
8.1. Administrative Information 29
8.2. Supplies 29
8.3. Staff Mail Boxes 30
9. Amendments/Addendum 30
Overview
1.1. Description / Prohibitions
· Responsible for teaching in his/her subject area(s). Subjects taught are reflective of teacher's certification, unless teacher's contract states otherwise.
· All discussions and questions regarding Islam should be supported by evidence from Qur'an and Sunnah. Doubtful matters should be referred to Islamic Studies teachers.
· All references to romance, love, boy/girl relationships and/or sexual subjects should be discussed according to the teachings of the Qur'an and Sunnah.
1.2. Staff Attire/Appearance
Female Staff Members:
· Scarf must be worn, which covers all hair, ears, and neck.
· Long sleeves must be worn, to the wrist.
· Loose-fitting outfit must be at least ankle-length.
· No make-up (including Kohl), perfume, or nail polish (color or clear) is allowed.
· Some type of socks must be worn.
· Fingernails must be kept short and clean.
Male Staff Members:
· Loose-fitting modest pants.
· No gold jewelry.
1.3. Education/Certification
· Holds a Bachelor's degree. Arabic teachers must be speakers of Arabic with teaching experience.
· Holds appropriate endorsement(s) and/or meets Florida Council of Independent Schools (FCIS) accreditation requirements for teaching the assigned grade level.
1.4. Experience
· Successful completion of student teaching assignment.
· Previous teaching experience in subject area and/or level is desirable.
1.5. General Expectations
· The teacher is expected to encourage students to seek knowledge in a professional manner.
· The teacher is expected to implement items described in the section entitled "Performance Areas, Criteria, and Indicators" in daily activities.
2. Orientation
· Teachers will be expected to pre-plan and attend in-service training and workshops during the last two weeks of the summer, before the new academic year starts.
· All teachers will be expected to view or participate in all in-service training programs before classroom teaching begins.
· All teachers will review the faculty and student handbooks with at least one member from the administration committee and sign a statement of understanding and agreement.
· All first year teachers will be placed on probation for the first quarter of the school year.
· All first year teachers will be assigned to a mentor veteran teacher.
First year teachers will also be subject to class inspections undertaken by the Administration and will be provided with an evaluation.
3. Expectations
The following is a partial list of teacher expectations. It is not meant to be all inclusive, but rather to give guidelines in some areas. In general, staff members are expected to be professional educators with a focus on meeting student needs. Individual initiative and independent decision making within the context of the school adopted policies and professional standards is encouraged.
3.1. Accountability
The teacher is personally and professionally accountable for the responsibilities outlined in his/her contract as well as all applicable expectations as detailed in the staff/faculty handbook.
3.2. Curriculum and Instruction
Universal Academy of Florida maintains curriculum objectives in all areas. Each instructor has flexibility in meeting these objectives (outcomes). Teachers have flexibility in adding materials to the standard curriculum, but the minimum must be met.
General Guidelines
· Each teacher is responsible for escorting and staying with her class in the dismissal area until all of his/her students have been picked up or 3:30. Secondary students will assist teachers in escorting their class to the drop off point. Teachers will follow a rotation schedule for duty at the drop off point. If a student is not picked up by 3:30 p.m., that teacher shall escort the student(s) to the office and contact the parents.
· Staff children should remain with their homeroom teachers until 3:15.