2023 Teacher Culture Book

Never Fear THE ST56 CULTURE BOOK IS HERE! This book gives you the lowdown on the things you really want to know about your life at Studio 56 Dance Center and what winning looks like on our team. Wondering where you can park? What do you mean you didn’t memorize our vision? What can you wear? Don’t stress. You’ll find the answers to all those questions – and many more – right here in your Faculty Handy Book. Remember if you can’t find the answer you’re looking for, someone around you WILL know. Don’t be afraid to ask! We expect a lot from the people who work at Studio 56 Dance Center, that’s why we’re so careful in our hiring process. It’s also why we try to make sure the working environment here is second to none. We don’t want you to live here, but we do want you to enjoy the time you’re here. We’ve noticed people tend to do their best work when they’re having fun, and we only want your best work. In the pages to come, we’ll cover the basics on how we live, how we work and how we play at Studio 56 Dance Center. Welcome to Studio 56 Dance Center We are just as excited to have you on board as we The philosophies, policies, and information included hope you are to be here. We hope your experience in these pages reflect the attitudes, beliefs, and here will be challenging, enjoyable and rewarding. goals of the director, and all employees should attempt to integrate them into their working We believe dance instructors have a significant practice. Please take the time to read the entire influence on students both inside and outside the handbook. We consider it a work in progress; it’s classroom. Our programs build confidence and self- updated annually. Questions and suggestions are esteem in all of our dancers while fostering their always welcome. passion for dance in a safe and nurturing environment. The faculty theme for this year’s is “JOY.” We are focusing on being intentional about creating JOY For more than 22 years, our school has been a for ourselves, our students, and our studio. leader in dance education. Our reputation for inspiring young people to be the best dancers they can be is one of the primary reasons for our success. When we say “the best dancers they can be,” we’re speaking inclusively about all students, whether at the recreational or intensive level. We believe a teacher’s influence on a student’s future extends far beyond what goes on in the classroom. Our teaching philosophy is centered on instilling a passion for dance while building self- esteem and confidence in every child. The students’ well-being is our priority; their technical capability is secondary. The objective of this handbook is to keep our teachers and staff dancing to the same beat. 1

Table of Contents 2 Posting on Social Media 12 Mission: NOT Impossible 3 How to Play 12 OUR BRAND PROMISE 3 CAMRADERIE AMONG FACULTY & STAFF 12 BRAND POWER STATEMENT 3 KEEPING IT FUN! 12 OUR WHY GIVING BACK 13 OUR PHILOSOPHY 3 OUR STUDIO CULTURE 3 Music, Curriculum, Choreography 13 MORE THAN JUST GREAT DANCING 3 5 Safety 14 INJURIES 14 Great Expectations- Employee Core Values 5 FIRST AID 14 EQUAL TREATMENT FOR ALL 6 TOUCHING STUDENTS 15 EMERGENCY EVACUATION 15 WE’RE THE SQUARE PEG TO THE INDUSTRY’S ROUND LOCKDOWN PROCEDURE 15 HOLE 6 Faculty Policies & Expectations 16 Cellular Telephones 16 Say Goodbye to Fast Food 6 Facility Management 17 Parking and Building Access 7 Classroom Policies 18 Got To “Go” 7 RULES & REGULATIONS 18 The Lay of the Land STUDIO DISCIPLINE POLICY 18 The Main Attraction 7 7 Performing Company Expectations 22 ‘Cuz Learning is Fun! 8 Bring it Back 22 ALL ABOUT... YOU! 23 Huh? What are KRA’s? 8 FACULTY ASSESSMENTS 9 That’s a Wrap! 23 ANNUAL PERFORMANCE REVIEWS 9 Appendix A: The TAP Team 24 PP WHAT? 9 Appendix C: Notices & Forms 28 Staying in the Know 9 Calendars 10 Appendix D: Teacher’s Classroom Guide 30 Reminder Texts 10 ToDoist App Appendix E: KNOW YOUR WORDS 36 Attendance at Studio Events 10 BODY LANGUAGE BLUNDERS 37 10 Who You Gonna Call? 10 Level Five Players 11 Let’s Get Technical 11 Studio Director 11 2

Mission: NOT Impossible We are passionate about quality curricula, training our teachers, professional management, and community service. When we go out of our way to help our students – to learn more than dance, to become confident and conscientious young people. Improving people’s lives is not a bad way to spend your time. Some companies have a mission statement that is just something they hang on the wall – it doesn’t have a lot to do with their day-to-day operations. That’s not the case at Studio 56 Dance Center. We wear our mission like a suit of clothes because living it every day is the only way we’re going to be able to achieve our vision. OUR BRAND PROMISE We will provide a fun and safe atmosphere for your child to develop a passion for dance. We strive to make sure you have an easy and convenient experience in your everyday busy life by providing detailed communication and an organized environment so you can always find the information you need. Our teachers participate in ongoing training all season long through accredited training courses and extensive curriculum check-ins to ensure we’re providing the excellence in instruction you expect. You can rest assured that every event, show, or day-to-day experience you have with us will be a WOW memory from start to finish. Studio 56 Dance Center is a place for every BODY, everybody, and every ABILITY. We practice equality in all aspects of the arts. With a diverse selection of class & program offerings, we are sure that you will find a place for your child to find their “3rd place.” BRAND POWER STATEMENT By dancing at Studio 56 Dance Center, your child will gain an extended family that encourages them to dream, evolve, and grow. No matter if it is their first steps or last graduation performance, we will play a positive role in their childhood memories. OUR WHY Our purpose is driven by the belief that every student matters, ensuring that every moment counts, so that the brilliance within every child can shine brightly. OUR PHILOSOPHY We believe that dance training encourages young people to develop a positive self-image as they increase awareness of their physical capabilities. Along with improving coordination skills and developing muscular awareness, dance gives children the freedom to express themselves through movement. OUR MISSION Our mission is to create talented dancers while simultaneously encouraging the development of important values and life skills, such as teamwork, dedication, responsibility, leadership, respect, and self-esteem. STUDIO MOTTO “Every student matters, every moment counts, every child shines” OUR VISION: INSPIRING PASSION, DEVELOPING TALENT We believe dance is for everyone, no matter the skill level or body type. As such, we strive to offer a positive, challenging, and structured environment where great values are taught, and blossoming talent is developed. OUR STUDIO CULTURE 1. Family– Work hard, but never burn out your family for the sake of work or art. 2. Positive Role Models - The people you surround yourself with can either lift you up or bring you down. We choose to lift up - for the families we serve and by the employees we bring into the ST56 family. 3. Excellence - Excellence is a choice. Providing students with quality top-notch training is a must. All students, regardless of if they take one class a week or every class we offer, deserve the same level of training and commitment from their teachers. 4. Modesty in Dress and Movement – We pride ourselves in setting a gold standard in the dance community. It is important to allow kids to be kids. 5. Building Self-Confidence – Our classrooms are safe spaces for kids to learn, push boundaries, and explore their own artistic expression. We want to build up confident, capable young leaders within our community. 6. Encourage Creativity – We are all born with creativity, but it disappears over time unless it’s nurtured. ST56 is where creativity can grow in all classes.

7. Exceed Expectations – Our business success doesn’t mean anything if we aren’t able to do it with integrity. When we make a promise, we deliver on it. If we make a mistake, we own it and fix it. Basically, we will always do the right thing – for our business and our families. 8. Dance Lessons Teach Life Lessons – Most of our students won’t go on to be professional dancers. In fact, we argue that’s not even the point. Rather, we want to teach kids to get up when they fall, to finish what they start, to win and lose with grace, to manage their time and work as a team to achieve greatness. These lessons, not plies and pirouettes, are the lessons that last a lifetime. 9. Community – Our success as a business depends on our significance in our community. We are raising tomorrows leaders through dance. OUR ORGANIZATION’S CORE VALUES We act with integrity, transparency, and accountability, always. ● Honesty is not the best policy, it is the only policy ● Being honest is showing respect ● Pride ourselves on providing complete visibility into the successes, and sometimes failures, of our business as we grow and scale ● We hold ourselves accountable for outcomes, good and bad ● We don’t pass the buck and we take the monkey with us when we leave the room. ● We depend on our team to step up and solve problems, provide solutions, and take it through to the finish line. Everyone mops here ● All team members will pick up the “mop” when needed. ● Even if it doesn’t specifically fall in your job title, our team members will help when needed and do what must be done as a win for the business, a win for the clients, and a win for the team as a whole. ● We show up for each other, act with empathy, and bring our collaborative selves to work every day. ● We hire people with different perspectives, talents, passions, and skill sets on purpose ● All team members will listen to others, be fully present in conversations, ask/answer questions, and communicate in a positive manner and with a solution-based mindset. Customer focus ● We create Raving Fans of our customers and of each other. ● If our customers aren't raving about our people and our products, then we have not achieved the level we strive for ● Deliver beyond their expectations, every time ● Go beyond delivering what works. Discover what delights. ● We value ALL interactions with our customers and—by partnering with them to understand and analyze their needs—we build programs that they love ● Our team members will be meticulous in execution, no matter how small the task. ● We as a business will always treat our customers the way we want our own family to be treated Embrace change ● We seek out, embrace, and get (un)comfortable in knowing that if we’re not continuously changing, evolving, and improving ● No two years will ever look the same with our company ● Between leadership trainings, curriculum advancements, program developments, and system analysis - we will constantly welcome any and all changes to make the company better each and every year ● Never stop learning, growing, or mastering their talents in our doors and should always be striving for constant growth opportunities ● We encourage personal and professional development, and promote ongoing training on a regular basis in ALL areas of the business. Work hard, Play hard ● We make sure our team feels appreciated and valued. ● We take the time to stop and acknowledge where we came from so that we don’t miss how impressive the climb is. 4

● While always striving to reach the next goal, we will not forget to celebrate the steps along the way. ● You can move sideways, you can move up, and there are always new opportunities to learn. ● When you help us win, we want to make sure you win too. Future focus ● All decisions are made with the future of the business in mind. ● With clear goals in mind for every employee that works with us, each employee will strive to meet their metrics to the best of their ability knowing that every metric counts as an important driving factor of success in the business. ● Consistency and organization are a huge key in all that we do. ● From communication through processes, all team members should strive to maintain a high quality of consistency when it comes to all areas of their job description. ● We believe that small consistent actions lead to massive results MORE THAN JUST GREAT DANCING You’ll hear the phrase, “More Than Just Great Dancing,” (MTJGD) a lot throughout your time at ST56. You’ll also hear the name, “Misty Lown,” a fair bit too. Studio 56 Dance Center is a proud member of an international accreditation body (run by Misty) for studios that want to offer their students more than just dance classes. We strive to teach our students respect, discipline, self-awareness, and commitment all while teaching them how to dance. While our vision is lofty, we’re aware that the only way to get there is to remain rooted in the principles and culture that founded this company. There’s nothing profound about our principles – they’re common sense that when adhered to, can have a powerful effect on our community. Great Expectations- Employee Core Values We hope it’s clear we have some pretty high expectations for our business, but you should also know we have some high expectations for our employees. You should have heard about those expectations as you were going through the hiring and training process, but it bears repeating. Be a Good Teammate: Frankly, it doesn’t matter how good you are at your job if you’re not a good teammate. To fulfill our business model, we need to rely on collaboration; we need to support one another. To fulfill our promise to our customers, we need to rely on collaboration and support from one another. Always Do the Right Thing: We all learned right from wrong while we were growing up and we are just asking you to act on it. If you say you're going to do something, do it. If you see something that needs doing or fixing, do it or fix it. Just DON’T Do It: Don't feed into studio gossip or petty complaining. That stuff doesn't fly here. Come in and do your job every day with a smile on your face. Check your negative energy at the door. Everyone's energy and attitude need to match our core values. We all need to be rowing in the same direction. Work Hard: Work really hard. We promise it feels better when you do! Every day at Studio 56 Dance Center is show day! Bring your best when you are at work. Be on Time: Being on time shows respect for your position and for your co-workers. Have a Good Work/Life Balance: We want your focus during the workday, but when work is done, we want you to set it aside and focus on the other things in your life. Be a person that takes care of himself/herself. Find yourself as important as your work. Take time to care for yourself so you can care for others. Happiness is contagious, be a person who brings the best of “you” to the classroom each day. Learn from Mistakes: Everyone makes mistakes, and at the pace we work, you’re bound to make at least one sooner or later. What’s important is how you respond after the mistake. Own it, do what’s necessary to make it right and learn from it. 5

Provide the Best Possible Experience for Our Families: Our business is all about our students and their families, so every experience they have with ST56 should be the ultimate experience. Every child counts in class every week. Positive Studio Atmosphere Do everything you can to communicate that you believe each student will succeed. For starters, smile! We believe that atmosphere affects the overall It’s contagious, and it offers your students a sense of success of our training goals. Students who know you comfort by conveying warmth approval, and caring. care about them will want to be the best dancers they can be, for you and for themselves. That’s only one way to send the message that each student is competent and valued. Give compliments Conversely, judging your students is detrimental to often, even if they’re not about dance. Every child in their education and your success as a dance teacher. every class has something to offer. For example, you Students who are made to feel that they are slow might comment on a beautiful smile or commend a learners, or even losers, will stop dancing in order to terrific effort. Treat your student the way you would avoid the degrading feeling they experience at the want to be treated by a teacher. school. Our goal is to establish positive self-esteem and passion for the art of dance. Remember that every student can develop passion, regardless of skill level. EQUAL TREATMENT FOR ALL Treat all students fairly. It is important that all students know they are as valued as any other dancer. You may find it easier to focus on the most talented students; however, favoritism leads to a negative atmosphere in the classroom and throughout the school. Avoid developing a competitive atmosphere in your classroom. Don’t compare students or repeatedly choose the same student(s) to demonstrate. Competition in the classroom can become destructive to the students and the school. Its negative effect tends to rub off on parents, creating problems that extend beyond the classroom. Encourage all students to strive for a personal best. Remember, most of them will never be at the top of the class. WE’RE THE SQUARE PEG TO THE INDUSTRY’S ROUND HOLE You’re probably already coming to realize that Studio 56 Dance Center is no ordinary company – not for Wasatch Front, not for anywhere. Chances are, this realization excites you more than it worries you, otherwise you wouldn’t have made it through the screening process. We’re not really looking for people who are content with ordinary – because the one thing we never want to be is typical. We are on a mission to change the way the world sees dance. That means we can’t hire just anybody. Average won’t cut it here; we need our employees to be exceptional – which is exactly what we saw in you and why you are now part of the ST56 family. We hire positive, hard-Working people who are capable and comfortable in a fast-moving, forward-thinking environment. They also tend to be square pegs, which suits us just fine. Say Goodbye to Fast Food Did you know that 100 percent of people everywhere need to eat during the day? Well, we know that includes you, so we ask that all food stays in the staff room during the workday. Our staff room includes a refrigerator and microwave to accommodate all of your food storage and preparation needs. The one thing our digs don’t include is a private barista or a maid! Feel free to heat up a cup of soup or your leftovers, but please don’t forget about the containers you leave in the fridge or dishes. No one wants to clean up funky-smelling unmentionables – no one. If you eat at the studio. Clean up after yourself. If you use the sink, wash it out. If you make a mess on the floor, sweep it up. You also get your own mailbox. Please remember to check your mailbox frequently. 6

Parking and Building Access West Murray Parking: We have two stalls by the back door that should be filled first, if those stalls are taken, please park in a stall furthest from the door leaving the closer stalls for our clients. East Murray Parking: Park snugly against the grass on the West side of the driveway. The East side and the middle need to be accessible for Amy and her husband. Street parking is for clients; they should NEVER park in the driveway. If you’re the first to arrive and need to open the studio, you will enter through the back door. After the studio is open, please use the main doors. We don’t want students to see teachers and employees using the other entrances/exits and think they can use those as well, or worse, have a little one explore one of those doors and then be locked outside on a strange part of the building. The other reason we need all teachers and employees to use the main door is so the front desk person can account for arrival times. No need to get the receptionist in a panic and thinking she has to teach hip hop at five because she hasn’t seen the teacher arrive when the teacher simply arrived through a different door! Help us keep kids safe from getting lost (and the receptionist safe from heart attacks) by using the main front door only. STUDIO KEY CODES Faculty that opens and closes the studio each day will be given access to the August Lock to be able to unlock the studios from the main door and not worry about a key. The door lock is set up to notify management when the app has been used so we know who is coming into the studios. Please do not share your access with anyone, ever. We can control it remotely too, so if a sub ever needs in, we can unlock it for them! Got To “Go” Single-stall bathrooms upstairs and downstairs are the most private and can be used by male and female employees. The Lay of the Land Being in a 9,800-square-foot building with all these students and their parents can be kind of squishy, especially when you have to move through the space during peak times. Right when you walk in the main entrance at West, you’ll see the front desk and our amazing desk staff. These employees are in charge of first impressions for our clients and the general orderliness of the lobby experience. They also oversee the dancewear shop. From the main entrance, you can easily head into the office and staff room, where you are welcome to leave your items at the start of your shift. The Newsletter board is in plain sight in the lobby. All classrooms are easily accessible from the lobby. The Main Attraction For all the great spaces we just mentioned, the main attraction in our performing arts schools is the large classrooms. At ST56 we are fortunate enough to have five beautiful, well-lit studios to serve our students and their families. With a wall of mirrors, high-quality sound systems, marley flooring, and the same sprung floors, our classrooms are truly state of the art. All our classrooms are equipped with security cameras that can be reviewed by the Director at any time. The weather in Utah changes all the time, the temperature is hard to regulate so be prepared to sweat or bring a sweater as we work to make the classroom temperature as comfortable as we can! Employees are not allowed to adjust the thermostats. We keep them programmed wirelessly so if you need to request an adjusted temperature, please text the Director. 7

‘Cuz Learning is Fun! Part of becoming successful at ST56 is understanding you’re never done learning. Whether it’s keeping up with the industry, learning new technologies, amping up your time management or organization skills or focusing on personal development, we’ve got you covered! Our industry – and the world around us – is changing rapidly. Our ability to keep up with it will play a big role in our ability to continue to be successful. That’s why we offer plenty of opportunities for our employees to develop both professionally and personally. You’ll have opportunities to attend classes and leadership events with recognized speakers each year on topics as varied as emotional intelligence and time management to simple personal motivation and inspirations. We also have many opportunities throughout each season for professional development - education that is ongoing is an expectation of all staff regardless of their roles. We want to provide you with what you need to succeed, so we take your input into consideration when developing our training opportunities. PERSONAL DEVELOPMENT ST56 employees are encouraged to take advantage of the classes offered on our weekly schedule. We host several master classes and workshops throughout the year that are offered free or at a discounted rate to our employees. We also host non-dance-related opportunities to grow your mind as well as your body. Teachers are expected to observe another teacher during class as another way to learn and grow from each other. Minimum requirement is 1 time per year, but you can observe up to 3 classes for compensation. You’ll need to fill out an in-class form and turn it in to get credit for completing your observation. The time spent will be added to your paycheck at your office hourly wage. ST56 events, classes, and workshops are a great opportunity to meet the personal development part of your KRA’s... Huh? What are KRA’s? Key Results Areas (KRA’s) are used to evaluate performance, placement and promotions for staff. Our few but firm KRA’s define what winning looks like on this team. Teachers: For yourself and your students 1. Dress Code – Classes are prepared, energetic, positive, welcoming, in control, structured 2. Classrooms – Students progress, choreography is age appropriate & well rehearsed 3. Outcome – Knowledge. Ask if you don’t know, stay informed & be responsible 4. Policies/Procedure – Engage in personal development as a teacher and dancer 5. Growth – Is someone struggling? Are there questions? Be approachable and solution focused. Front Desk Staff: Orderliness, cleanliness, professional dress & SMILE 1. First Impressions - Accessible, organized & accurate 2. Information – Regarding enrollment, accounts & information 3. Accuracy- Knowing when to listen, when to speak up & what to let go 4. Discernment – Answer in 3 rings, checking messages, return promptly, cheerful & helpful 5. Phones – How can I help you? That’s a great question! Let me find out for you. Leadership: Accuracy in planning, communications & execution of events 1. Details – Look ahead, connect the dots & be a self-starter 2. Initiative – Timely, cheerful & complete 3. Follow through – Timely, thorough, accurate, candid & clear 4. Communication – Engage in personal development as a leader 5. Growth –

How can we make this better? Can I figure this out? Be responsive and forward-thinking. FACULTY ASSESSMENTS ST56 has a reputation for quality teaching practices and is a brand that upholds itself by emphasizing universal standards and consistency. We need to make sure everyone is providing the same quality of classes to every student regardless of who is teaching it. Program Directors will be visiting every class periodically throughout the season to ensure all of our classes are up to snuff, this will be done by November and again by March. These informal performance reviews are to help you grow as a teacher and to help us learn about what works with your kids and what doesn’t. This is as much of a learning experience for our management team to identify how programs work (or don’t!) as it is an assessment on your teaching abilities. Confidential and personalized performance feedback, requests for changes, recommendations, and a summary of lessons learned from every class assessment will be provided for you to grow as a teacher. Program directors are responsible to further follow up and training of instructors if needed. Results will be given to the Management and added to your teacher file. ANNUAL PERFORMANCE REVIEWS Annual Performance Reviews with the Director will be scheduled in the spring to assess whether teachers are eligible for a pay raise, or to make recommendations for how to achieve better instruction. At your review, we will review the Employee Evaluation form, review any concerns about job performance, review your development plan, and look at your KPIs (Key Performance Indicators) class sizes, trial conversion rate, attrition/drop rate, retention, meetings/trainings attendance, how many classes missed, how often you subbed for other team members. This is also an opportunity for teachers to make recommendations to the school for programs and opportunities. PP WHAT? PPI. It stands for Personalized Positive Impact. And it’s something every one of our families should experience from ST56. Through PPI, we support and encourage our employees to demonstrate to our families that we know and value them. What’s PPI? It could be a lot of things. It might be a care package sent when a student or a family is experiencing an unexpected rough patch, it could be as simple as a heart-felt email or letter recognizing a milestone or accomplishment. PPI is NOT a mass communication, form letters or random gift cards. The key to a PPI is how if reflects our personal knowledge of families. To create a lasting impact, a PPI must be personal – that means it’s related to something specific about that student and not just a generic gift card or trinket. And it has to be positive, something that is going to leave them feeling special. When a PPI is done right, it will be something the student remembers for a long time. All faculty should be watching out for ways to contribute to our studio’s PPI and will report on it at their annual review. Staying in the Know Once upon a time, making sure everyone knew what was happening with the company was as simple as shouting across the room. As we’ve grown, we’ve had to find a few other ways to share information. Here is how you can keep up with comings and goings. Monthly Team Updates Email ST56 News! Team Facebook Form Each month, you’ll receive an email of the studio Studio Social Media Pages footnotes. While the information is geared to our clients, it’s a helpful thing for our employees to read to 9

gain insights into what is happening on the student even been known to throw out prizes! You never know level and what ST56 is doing in the community. what to expect. Be sure to attend so you don’t end up missing out! Staff will be compensated with a dollar Calendars amount agreed to in their contract for non-teaching We use Google Calendars for studio and faculty. The hours. Teacher Calendar contains all dates for staff meetings and other team events. The Studio Dance and Faculty and staff are expected to participate in all Preschool calendars list all dates for families at the staff meetings and trainings. Meeting and training studio. Upon hire, HR will share both calendars shared dates for the entire year are given in August and you with you so that you have access to them on your are expected to schedule around these dates. personal calendars. Launch Safari or any other web browser on your iPhone, iPad, or Mac. Go The Annual Retreat is an overnight staff get-a-way to calendar.google.com/calendar/syncselect. Sign in consisting of several hours of important training and if you aren't already. Under Shared Calendars, tick the planning time for the upcoming year. It is very boxes for the calendars you want to see on iPhone, important event and attendance is expected to be a iPad, and Mac. top priority for teachers. Not to mention, it’s a lot of fun! Reminder Texts We send text reminders for teacher and client Teacher development training week is during back-to- communication. You will be added to any text groups school week in August. The studio is closed while kids that are applicable to your position. You will receive adjust back into school and we get geared up to be text reminders for meetings and events. the best we can be! Separate trainings for each class type will be held to go over expectations, syllabus, ToDoist App timelines, and more. Teachers are required to attend Communication between the office and teachers is the training for the class types they teach and are done through a list on the app “ToDoist.” You will welcome to come to all of them. make notes in the shared teacher lists for items that need office attention such as: parent questions that Attendance at Studio Events need a follow up from us, requests to move a child Teachers are expected to attend all dress rehearsals up a level, students missing 2 or more weeks, supplies and concerts. Teachers are encouraged to attend all needed, maintenance and equipment issues, etc. studio events and activities such as family appreciation days, open houses, parades, etc. Your GroupMe presence boosts morale and confidence in the We have an ST56 GroupMe for team collaboration students, especially the ones you teach. We work as a and communication. team, always available to support each other. Staff Meetings, Trainings, & Annual Retreat Management Meetings We host a staff meeting each quarter. This is our all- Senior management meets weekly, employees are employee meeting, but it’s about more than updating welcome to attend with prior notice. everyone on company initiatives and recent and upcoming events. This serves as a time for us to come Faculty members may request a meeting with the together and have a little fun. The format includes director at any time. We encourage you to feel that information and interactive segments that get the door is open to discuss any issues, ideas, or everyone pumped up for the quarter ahead. We’ve suggestions Who You Gonna Call? It is important for us to have top notch team communication. A great organization cannot grow to the size of our company without creating a leadership team to support it! We are proud to be able to offer our team opportunities for growth and a career path. Our organization chart is always evolving as we grown and work to create jobs and responsibilities to help our engine run smoothly. Each piece to our team is important and valued, from our assistant teachers to our CEO! Owner/CEO – Amy Moore Dance Director – Serena Eddy (Development), Amy Payroll questions, budgeting, big picture, scheduling, Moore (PC and CC) major conflicts, issue litigious in nature, staff All things related to the dance programs- Attendance development, emergencies, marketing, and social issues, dress code, class placement progress of media. Leadership team reports to the owner. 10

students and classes, curriculum questions, Preschool Director – Kayla Knudson parent/student issues, auditions, concerns, interest in All things related to preschool – Attendance issues, company, competition, community performances. class placements, special activities/field trip Dance teachers report to the DD. information, progress of students and classes, curriculum questions, supply needs, class Operations Manager – Janie Hoyt management/student behavior support, Day to day scheduling, billing/accounts, student parent/student issues. Preschool teachers report to the attendance, Studio Director questions, concert PD. questions. Facility issues or needs. Customer care teams reports to the OM. Level Five Players We are big fans of empowering our team to take initiative and improve our efficiency! We need a team of Level Five thinkers. Problem solvers are invaluable to our team! Here is an example of the Five Levels of Problem Solving: • Level 1: Person reports: “The stereo is broken.” • Level 2: Person reports: “The stereo is broken, and I think it happened during teen hip hop” • Level 3: Person reports: “The stereo is broken, likely happened during teen hip hop. We could fix it, get a new one, or just use the boom box.” • Level 4: Person reports: “The stereo is broken, likely happened during teen hip hop. We could fix it, get a new one, or just use the boom box BUT I think it’s best if we fixed it because a new one is too much money, and the boom box won’t have enough volume for hip hop.” • Level 5: Person reports: “THE STEREO WAS BROKEN AND I FIXED IT.” We support and encourage our team to come up with solutions to solutions and implement their ideas to improve our systems. Let’s Get Technical Studio Director Studio Director is the program we use at the studio to take attendance, get parent contact information, access class roles, etc. You can access this from the iPads in each classroom. Login: (your First name, and year hired) Password: (last name with a capital letter first, then the last four of your phone number) 11

How to take roll is the first feature you need to know how to do: • Once you are logged in, find your class under the correct season tab. • Under your class list, select “attendance.” • Then check the box next to each student present and don’t forget to hit SAVE in the top left corner! • If you find any discrepancies with your rolls if needs to be reported in the “Office Follow Ups” ToDoist. Access it on the iPad in your classroom. Discrepancies we need to know about include: o A student in your class that is NOT on the roll. o If a student has missed more than two weeks in a row we want to know! Posting on Social Media As an ST56 team member, you’re considered an ambassador of our company. We want you to be actively involved in liking, commenting, sharing, and endorsing our programs every chance you get. We encourage you to post pictures and videos on the company social media accounts. Please make sure all posts are positive and professional. Are your posts telling our story? Do they portray our mission and our vision to potential and current families? Videos and photos from your classes and special events are ideal because they are organic. Please post to both our Instagram and Facebook account. Upon hire you will be sent an email with login information for Instagram and added as an editor to our Facebook accounts. How to Play WORK HARD, PLAY HARD Support your co-workers. While it’s natural to be Business can’t be all work and no play, right? ST56 envious of others at times, consider this: a success for a knows that top companies usually have one thing in fellow teacher is a success for you when we’re all common: killer perks for their co-workers! We value working as a team. every member of our exclusive, high-performing team, and our success would not be possible without your Remove yourself from any gossip related to students or hard work, dedication and passion. Give us your best, their parents, fellow teachers, or office staff. If you do and we’ll make sure it’s worth your while. hear gossip, don’t repeat it. Be especially cautious about what you say regarding your students or our As a reward for hitting our annual stretch goal set by faculty outside of the school. the Leadership Team, all Studio 56 Dance Center employees are invited to escape and celebrate for a A success for a fellow teacher is a success for you day. All food and fun is taken care of by ST56, and it is when we’re all working as a team. truly just a thank you for all of your hard work. KEEPING IT FUN! The all-staff escape will be in the summer following a As we’ve said, we work hard, so every now and then stellar end- of-year performance, and although the we need to take some time to kick back and enjoy stretch goal is set at a completely attainable level, we ourselves. ST56 hosts a number of events throughout have to get there before we can celebrate! So, make the year where employees can have some fun and sure you know this year’s goal and give 110 percent get to know one another a little better. As we’ve every day and watch for the “Monthly Updates” email grown, it’s become more challenging for all of our to keep track of our progress. employees to really come to know one another, so we’ve tried to create opportunities for that to happen. CAMRADERIE AMONG FACULTY & STAFF We’ll plan out-to-lunch social a few times a year and No one understands the life of a dance teacher more would love you to come! It’s a great way to get to than your peers. Positive communication and know some people you might not see on a daily basis! relationships among teachers and staff members create an atmosphere conducive to a positive We also host an annual ST56 Game Night where education for students. employees are invited to spend the last hour of the day enjoying drinks and snacks while participating in Sharing knowledge and experience among fun and familiar games. colleagues improves the quality of our teaching and the students’ training. If you are a newer teacher, take We have an annual “Turkey Bowl” every November at advantage of your more experienced peers by the bowling alley. We host an annual holiday dinner observing their classes. Be open to suggestions and with fun and good cheer in December. We are appreciate those who take the time to help you and looking at all kinds of team build staff meeting ideas your students. for each quarter including Paint Nite, cooking classes and more. Don’t miss out on building the culture of your company! 12

Want to be a host? Or suggest a great team build purposes; they’re another way to come together and idea? Contact management to offer your ideas! build relationships, a way to make sure we’re always mindful of giving back to those who don’t GIVING BACK enjoy the same opportunities we do and a way to We like having fun, but we especially like having fun ensure we’re helping to make our community better. with a purpose. That’s why we make time throughout the year for our employees and studio families to give Watch your “Monthly Updates” and “ST56 Footnotes” back to the community in a special way. For instance, for opportunities. Like we said, fun with a purpose! we’ve helped stock local food banks and helped make some needy families’ Christmas wishes come true. We’ve done these things the ST56 way – through involving our students and teams. There are also lots of other opportunities employees have to give back. These activities serve many Music, Curriculum, Choreography Music Studio Curriculum All music must be age appropriate. It is our policy to ST56 will supply teachers a syllabus and skills list for all offer an education based on a strong moral and classes. The syllabus and all curriculum support ethical foundation. Sensitivity to the messages and/or material is accessible in the faculty Dropbox file and a lyrics of the music used in the classroom is a must. If copy is in each classroom. Be sure you are teaching you question the appropriateness of a particular piece age appropriate skills and progressions according to of music, make another choice. The director of the the physical and cognitive abilities of your students. school must approve all music selections for Teachers are expected to use all skills lists, class performances, concerts, or competitions. It is our outlines, and lesson plans provided so that all classes policy to avoid using the same musical selection for and all levels progress together. more than one class. If more than one teacher submits the same music title, the first to make the request will From time to time Studio 56 Dance Center will be granted permission. Teachers requiring assistance purchase music and syllabus updates and teaching selecting music should consult with the director. aides as requested, however a formal request must be Use music that motivates your students and always be submitted to the director for approval prior to looking for new tunes. Music needs to be appropriate purchase. Any purchases made by Studio 56 Dance for the age being instructed, NOT what you like to Center remain its property and must be returned listen to. You should have music at the appropriate immediately upon completed use or termination. volume level, so you can instruct over the beat. Get your students attention by starting the music. Teachers are encouraged to assist in further development of studio curriculum and standards. All classrooms have iPads with music loaded onto Anything written or produced on behalf of the them for teachers to use. You can stream music company is company property. All curriculum, skills through the Spotify app. There are studio playlists for outlines, lesson plans, and evaluations are property of each genre created in Spotify that teachers can add Studio 56 Dance Center and are not to be copied, music to. We encourage you to use the Spotify links duplicated, or shared with anyone not employed by that we email you so that you can follow the playlists Studio 56 Dance Center. that are applicable to you. Then you can listen to them away from the studio and even add your own Dropbox Teacher Files songs. Preschool Dance must use our playlists though The Staff Dropbox file includes all current music edits the iTunes music app. There are also several playlists for performances and competitions, curriculum, class for other genres loaded into the music app too in case outlines, skills charts, and other helpful support for your Spotify isn’t working. classes. You can access these from the staff webpage. You must have a Dropbox account to Respect for the school’s sound equipment is access the files. Please create a free account if you expected. Before leaving the classroom, shut down all don’t already have one. T components to the sound system. Report any equipment problems to the director. 13

Choreography Class or Choreography Placement All choreography must be age appropriate. All It is Studio 56 Dance Center policy to employ faculty movement and concepts must be based on the skill who understand the art of choreography and have levels as well as the ages of your students. Eliminate the skills to make students look their best and feel technical feats that are difficult for the majority of the confident. We believe in always doing what is best for class. Be unique in concept, utilizing many formations the child in determining class placement or and patterns. Be sure every student has the participation in choreography. Therefore, class opportunity to be at the front of the classroom or placement and casting in choreography should be stage at some point during the choreography. If you based on what is best for the student, not on the are ever unsure of your obligations regarding this impression you hope to make as a policy, it is your responsibility to consult with the teacher/choreographer. It is important to recognize director for clarification. that some students who may not be the most talented but possess the drive and determination to succeed can help set an example for those who have talent but lack the drive. Safety One of ST56’s top priorities is the safety of our faculty and clients. Notify Management immediately if you see any potentially hazardous or dangerous situations in the facility. Never put your students at risk for injury by eliminating a proper warm-up at the start of each class or rehearsal. This policy is in place throughout the season, including performance time. Teachers must not encourage students to execute tricks or movement that is inappropriate for their skill or age level. Practice safety first in all classes. Restrain young dancers, no running, hanging on bars, etc. Warn older students to use common sense, etc. Be very careful when having younger dancers jump over any item. Acrobatic teachers will not leave an assistant teacher EMERGENCY SITUATIONS alone in any class. In the event of an emergency during class time, please do not leave a class unattended. Combine Transporting students to and from the school or to classes with another instructor or find an appropriate dance-related events in your own vehicle could alternative. Then take appropriate actions to remedy create liability issues for you and/or Studio 56 Dance the situation. All emergencies should be reported Center. We discourage our faculty and staff from promptly to office or management. All emergencies transporting students at any time, except in an need to be reported in the classroom binder by filling emergency. out an Incidents Form and followed up with an email to the studio director. INJURIES If at any time a student is injured during class, even if it SAFETY is a small complaint, please fill out a Student Injury The safety of our students is a priority. Teachers should Report in the binder in any classroom. You may point out all emergency exits and where students are communicate with parents if incident is small and not expected to go in the case of an emergency worthy of worry, but a report should still be made. If a evacuation. In an emergency evacuation, account student is injured during class, stop all activity for all students once the evacuation is complete and immediately and clear the area around the student. attempt to remain calm. Report the incident to the office immediately and complete an Incident Report (forms are available in Teachers must notify the office about any potentially the office. In the case of a serious injury, contact the dangerous circumstances in a classroom or any other Emergency Medical System (911) and ask the office to part of the school. These include (but are not limited call the child’s parents immediately. to) ceiling leaks, problems with locks on exterior doors, cracked mirrors, extra-slippery floors, etc. All water Report incidents of concern to Amy Moore so that she spills must be cleaned immediately. can follow up if needed. Teachers will not allow students to bring food or drink FIRST AID other than bottled water into the classroom. We strongly encourage all our faculty and staff to be CPR and first aid certified. With the frequency of Acrobatic/tumbling teachers must use extreme care allergies at the studio, teachers must be prepared to within the classroom. Students should not execute administer EPI Pens should the need arise. The studio tricks without the full supervision of the teacher. will arrange for a CPR and first aid certification every two years to help teacher stay up to date. 14

Teachers will never distribute medication of any kind, including aspirin. Know where the first aid supplies are. There are band-aids located in the office at West and the bathroom mirror at East. A larger first aid kit is located in the office at West and the bathroom closet at East. Ice packs are in the freezers. TOUCHING STUDENTS • We need to be careful about how/when we touch the children. Some children crave physical touch and affection, and some students would rather not be touched. If a student initiates a hug, it is okay to hug them back. If a student is sad or crying, ask them if they would like a hug. This is also a way we can start teaching students about consent at an early age. It is their body, and they can control whether or not we touch them. If they do not want a hug, don’t hug them. • When helping in the bathroom, we can help with putting clothes back on, buttoning pants, washing hands etc. We do not EVER help a student wipe. This is a liability. • Sometimes we need to use physical touch when redirecting students. When you need to physically move a child, guide them by the shoulder. Do not grab them by the arm and pull them. It is okay to help students put their bodies in the correct form for things like sitting in criss cross applesauce. Gently helping them fold their legs, etc, is appropriate. • Occasionally we need to use physical touch when disciplining. Example: Today Eric was refusing to move out of the hallway. I reminded him of the expectation and asked him to get up and walk. When he didn’t move or respond, I told him that if he didn’t do it himself, I would pick him up and carry him. He didn’t respond. I told him again, “I need you to enter the classroom, I am going to pick you up and carry you”. So I did, (this follow the precision commands technique). • Use caution whenever touching a student. The last thing we ever want is for a parent to accuse a teacher of hurting their child. Never grab or pull or move kids around by holding onto their arms. Hold them around their rib cage or shoulders instead so that you don’t every have to worry about dislocation a shoulder or an elbow. Kids’ joints can be easily dislocated at this age. EMERGENCY EVACUATION In the case of evacuation, all teaching and admin staff are expected to act as evacuation wardens to help move people from danger to safe areas during an emergency and keep children and visitors safe outside the building. The instructor currently teaching in Studio 1 at the time of the evacuation is responsible for checking classrooms, bathrooms, and all other spaces before being the last person to exit an area. They should also ensure that doors are closed when exiting. In the event that there is no Studio 1 instructor, by default, the responsibility falls to the Studio 2 instructor. Our meeting points in case of emergency are: East Murray: 1. LDS Church on the corner of Vine and 5600 S. (evacuation out the front doors) West Murray: 1. Far South of the parking lot, if needed we will head east to Lake City Dental (evacuation out the closest door to your classroom) In case of an emergency evacuation: 1. Grab your phone 2. Immediately exit the building 3. Lead your class to the meeting point 4. Take roll call using your phone once outside 5. Remain calm and wait for emergency services to arrive 6. Do not re-enter the building until emergency services has declared that it is safe to do so LOCKDOWN PROCEDURE In case of lockdown: 1. Turn out the lights. 2. Lead your class to the corner of the room where you’ll be least visible from the door. 15

3. Sit quietly. 4. Remain calm and wait for emergency services to arrive. Faculty Policies & Expectations TEACHERS ARE EXPECTED TO COMPLY WITH THE FOLLOWING RULES: 1. Take roll on Studio Director. Upon hire you’ll be set up with a password and HR will email you directions for logging in. Attendance is to be taken at the start of each class. If a child has missed two consecutive classes, you must add it to the office follow up ToDoist. The office will call the parent to determine the reason for the absence. If you are not taking roll you are not doing your job! This is considered a serious breach of your job description and can result in a doc in pay, being ineligible for a raise, and even termination. 2. Check your class bins. At times teachers will distribute notices, newsletters, and other information to their students at the end of class. Each item will be labeled with the students’ names. Absent students’ materials should be put back into the class bin for next week. 3. Arrive at least 15 minutes prior to your first class of the day (this time is scheduled in your shiftr app) 4. Teachers should not be sitting down to teach their classes. You should be up and engaged and very involved in interacting with your students. 5. Teachers are expected to warm their classes up (unless it is not their first class of the day and they are already warm). Once dancers enter the classroom they should be dancing, including through the warm up. It is not appropriate for teachers to tell the dancers to “warm up on your own and THEN we will start dancing.” You are being paid to teach the whole class, please lead your class. 6. Classes always begin on time, even if there is only one student. Follow the two minute rule: start no more than two minutes later and end no earlier than 2 minutes before end of class. 7. Be professional at all times, showing respect for the art of dance and every student. Teachers should set a positive example by dressing appropriately, refraining from using foul language, demonstrating negative behavior, or making disparaging comments concerning anyone associated with the school. Respect for our staff is a priority. 8. Request permission from the director before bringing guests into the classroom. We discourage family or friends from observing classes since they often distract both teacher and students. 9. Be well informed. Check all bulletin boards and read all newsletters to stay up-to-date with school activities. Teachers should be able to answer questions from students and parents in an informed and professional way. 10. No Students or parents are allowed in the Faculty Room or Offices at any time. 11. Clean up after yourself- if you eat at the studio, clean it up. If you spill wipe it up, I fyou make a mess on the floor, sweep it up. 12. Respect for the school’s sound equipment is expected. Before leaving the classroom, shut down all components. Report any equipment problems to the director. 13. Assistant teachers should not be left alone in the classroom for an extended period of time and should never be left alone during an acrobatics or gymnastics class. 14. Teachers are expected to attend all dress rehearsals and concerts when their students are participating. 15. All communications with students and/or parents will be made by the Studio 56 Dance Center office staff and/or the director. This includes, but it is not limited to, schedules for rehearsals, performances, extra classes, etc. We discourage contact with students and/or their parents without first consulting the director. 16. Professional appearance and appropriate clothing is to be worn at all times within the school. Refer to the dress code in the Employee Handbook for specifications. 17. Lead by example in keeping the school a clean healthy environment. 18. No eating while teaching. All food is to be kept in the staff room. 19. Only water is allowed in the studios. 20. Do not stand behind the front desk unless assisting the staff or a parent. 21. Only students registered for class are allowed to participate in that class. Cellular Telephones Cell phones should be turned off or muted so that they don’t interfere with the educational environment. Please refrain from making personal phone calls or texting except during your breaks. This policy applies to any communications device that makes, sends, or receives phone calls, emails, text messages, instant messages, photographs, graphics, or has the capacity to browse the Internet. 16

Exception: This policy does not apply when an urgent situation (such as a family medical emergency) requires that you be accessible by phone. If you are in doubt about what constitutes an emergency for this purpose, please consult the director. Facility Management We have a cleaner that comes to each studio once per week. He is responsible for a deep clean of the toilets etc. Everyone is expected to do their part to clean up each night. If there is a big dirty problem that cannot wait, supplies and gloves are available. We do not expect you to do intense cleaning, but we ask you to keep the facility as clean as possible for yourselves and the students. STUDIO OPENING The first teacher or office staff at the studio is responsible for: 1. Opening the door fifteen min prior to the first student arriving for the day. 2. Ensuring the studios are tidy and ready for the day STUDIO CLOSING First impressions are important. The studio needs to be left clean at all times. We have a daily task list with assigned teachers for each duty that must be completed. The last teacher for the night in each classroom is responsible for cleaning up and putting all props and supplies in that room away. This includes cleaning the mirrors if they have handprints on them. Tumbling mats must be stacked correctly and in the proper storage areas. The last teacher of the evening is responsible to ensure that all closing duties have been completed and to report to the director if someone is not completing their assigned closing duties. If we all help, it isn’t too much for anyone. Duties include: 1. Sweep all the floors in each classroom, and the front lobby. 2. Garbage- empty bags that are 3/4 full and take to dumpster. 3. Bathroom check- tidy and restock soap, hand towels, toilet paper as needed. 4. Tidy Up- check that each studio is organized, props are put away, and lost and found items are placed in the bin. 5. Vacuum carpets as needed in the hallways and offices. 6. Lights off, stereos off, computers off. Parent Satisfaction, Retention, and Bonuses Retention is the ability to retain our students from year to year. Teachers play a huge role in studio retention and is very important to our organization. Many of our faculty trainings during the year will address what we can do to improve retention. Parent satisfaction surveys will be given during our Parent Preview in April. Your contract renewal is dependent upon keeping your student’s interest through the year, keeping your class enrollment numbers consistent, and on next year’s re-enrollment. There are times when as teachers you go above and beyond the call of duty for your classes. It does not go unnoticed, and your extra work is highly admired and appreciated. Bonuses will be given after the recital based off job performance, student retention percentages, and number of classes. Withdrawals Should a student or parent have a complaint or concern with a class or an instructor, the director will investigate both sides of the situation. Ultimately instructors should be conducting themselves in a professional manner, ‘the customer is always right’… or we compromise! Teachers are accountable for maintaining class numbers. Reasons for withdrawals or transfers to other classes will always be followed up on by management and relayed to instructors. Withdrawals are also filed in your personal file and are part of your job review process. Promote the School Be alert and listen to what students may be interested in. Promote other classes within the school that may be appropriate for that student. This is a great way for teachers to promote what the school is all about…multi- disciplining. 17

Classroom Policies RULES & REGULATIONS Common sense “trumps” policy. Policy is in place to create order and system. There is a time and a place for policy to not be followed when necessary. An example would be: “No going to the bathroom during class” policy. Obviously if someone needs to go, they shouldn’t be forced to have an accident in the classroom. Classroom Behavior Expectations for School Aged Students: (INCLUDED IN THE PARENT HANDBOOK) • Finish every class with a thank-you to the teacher or choreographer. • Dancers that arrive after class has started should wait at the doorway to be invited in by the teacher. Do not interrupt the class or walk in during a combination. • Never sit down during class. • Never ask what time it is, how much longer, how long are we doing this, etc. • Clap when another student is complimented in front of the class or asked to demonstrate. Or if the teacher demonstrates something. • Whispering in class is not allowed. • Proper dancewear and shoes are a must in every class and rehearsal. • NO DRINK BREAKS DURING CLASSES. No exceptions. Drinks are between classes. Period. • Dancers should use the bathroom between classes, not during class. Parents and students understand that: • They must read and agree to abide by ST56’s policies regarding tuition, late fees, costumes, attendance, and dress code. • ST56 reserves the right to refuse service. • ST56 reserves the right to cancel a class if enrollment falls below six students per class. • ST56 is not responsible for lost items, stolen items, or unclaimed merchandise. Valuables should not be brought into the facility, as we can’t be responsible for them. • All students and parents must show respect to ST56 faculty and will address faculty members as Miss, Mrs., or Mr. • Children who are not dancing may not be left unsupervised at the studio. Dancers can’t be dropped off more than 15 minutes early, as we aren’t able to supervise them. • Parents and students are liable for any damage they may cause to ST56’s property. • No gum chewing is permitted in class. • Dance classes are charged regardless of attendance and missed classes are nonrefundable. • We don’t guarantee makeup classes. Make up classes can be scheduled through the office and are based on class availability. Missed classes must be made up within on month of missed class and we allow up for 4 makeups per year. STUDIO DISCIPLINE POLICY The Studio Discipline Policy provides a consistent and predictable way for teachers to manage the behavior of dancers who do not follow classroom rules. This policy allows teachers to be committed to creating a classroom that is conducive to learning. Persistent misbehavior must be addressed. If students are continually disrupting the class, it may be time to implement the studio discipline policy. Never use negative words or have a negative attitude as a result of a problem. You must be a model of the behavior that is expected from the children. Always show respect and love for each child. Preschool-Aged Classroom Rules: 1. Keep my friends safe 2. Keep my toys safe 3. Keep myself safe School-Aged Classroom Rules: 1. Listen and follow directions the first time. 2. Always do my best. 3. Be on time and prepared. 4. Respect, respect, respect! Myself, my teachers, my class and my studio. 5. Remember the “Thumper Rule” – if you can’t say anything something nice, don’t say anything at all. 18

Classroom rules should be reviewed at the beginning of each class for the duration of time listed below: • Preschool Classes: throughout the entire year • Kinder-3rd Grade Classes: first five months (August-December) • 4th Grade and older Classes: first three months (August-October) Discipline Policy: The Discipline Policy should be reviewed with all classes during the first two months of classes (August and September) AND whenever dancers need to be reminded. “THREE STRIKES AND YOU’RE OUT!” 1. Strike One: Dancers who do not adhere to the classroom rules should receive ONE VERBAL WARNING to correct their behavior. 2. Strike Two: After the verbal warning, if the dancer continues to not adhere to the classroom rules, they should be ASKED TO SIT DOWN AND THINK ABOUT THEIR BEHAVIOR. If the dancer sits quietly and thoughtfully in their “thinking spot,” the teacher should invite them to join the class, as long as they follow the classroom rules. 3. Strike Three: If the child does not quietly remain in their “thinking spot” or they continue to not follow classroom rules after reuniting with the class; they should be ASKED TO LEAVE THE CLASSROOM and escorted out to their parent. If this happens in your class, you must notify the Director. Further Guidelines: 1. If a child has continual behavior issues and receives a strike two you should discuss the behavior with the parent and work together to resolve the issue. Be sure to be sensitive to a parent's feelings when discussing their child and always inform them of the positive things their child is doing at school. 2. Once a dancer is sent out of the classroom, they are not allowed to come back in and participate that day for the rest of class. 3. If there is a dancer who will most likely be asked to leave the class, a conversation should take place between the teacher and the parent (regarding child’s behavior) prior to their dismissal from the classroom. 4. If a dancer is asked to leave the classroom twice, contact Amy Moore to hold a meeting with the dancer and the dancer’s parents. 5. If a dancer is asked to leave the classroom three times, they will be withdrawn from the class. 6. By following these guidelines with exactness, parents and dancers know behavior expectations and management are the same in every class and among all teachers. The structure and consistency of this policy allows us to support one another as a unified front. 7. This policy ensures that ST56 will provide an environment that is conducive to learning. We hire teachers to teach dance, not to babysit dancers who cannot manage their own behavior. When a Young Student Needs to Leave the Classroom If a student’s behavior is creating a distraction past the point of quickly getting the class back on track, it might be necessary to remove them from the room until that are ready to participate. We need to maintain an atmosphere conducive to learning, and sometimes removing a child is the way to do that. This should not be your go-to solution. Teachers need to use best judgement in a disruptive situation. Have you done all you can to maintain the engagement and excitement of that student? If you have, here is our guide for taking a child out of the classroom: • Walk them outside the classroom and talk about what’s going on calmly. Be clear about your expectations in class (keep them age appropriate) and tell them IF they (scream, cry, etc) THEN they will need to (be dismissed, call home, etc). • If the child is throwing a tantrum and unable to be reasoned with-keep them and others safe from injury by holding them and waling them to the office to avoid disruptions in other classrooms. • If you have an assistant, ask them to lead your class. • Use the three-minute rule: Do your best to connect with them and get them back to the classroom with you in three minutes or less. If it’s longer than three minutes, you’ll need to leave them in the office and the customer care team can supervise them while they calm down for a few more minutes. Worst case scenario: the office staff will decide if it’s time to call home and will also notify management. Using Appropriate Behavior Methods It is important to us for teachers to be educated on using appropriate methods for redirecting behavior. Remove the problem, distract them with something else, or move onto another activity. Don't emphasize the bad behavior, just redirect them to do something else that is okay. Here is some help with using redirection: 19

§ Precision commands § When/then § Redirection involves guiding the child to an alternative area in the center or assisting with the child making a choice of a different activity. § Motivating with substitution. When using substitution to deal with behaviors, there is an attempt to substitute the undesirable behavior with a more acceptable one. § Sending \"I\" messages. These are used to isolate and concentrate on the problem at hand. Many times, they are effective by themselves because they label the problem and what needs to be done about it. \"I\" messages are nice because they do not downgrade the person. The child gains ownership of the behavior and the results with this technique. An example of an \"I\" message is \"When you hit, I feel sad because it hurts. I want you to use your words instead of hitting.\" § Praising students for appropriate behavior § Getting down on eye level to communicate with them. § Giving the child a choice between two acceptable options. Confronting Parents About Behavior Extreme ongoing behavior issues with preschool dancers (like continuous kicking, hitting, throwing, biting, screaming, etc.) can be frustrating for a teacher. Most of the time these behaviors occur because kids are learning what is appropriate and how to be in control of themselves. We want to have open communication with parents but don’t need to make them feel that their child is anything out of the ordinary by reporting every little incident to them every day. o Teachers are NOT allowed to approach parents for these things: lack of participation, not following directions, if they were sad for a short portion of class. o Teachers should approach parents at pick up to report these things: violence that is unprovoked (if a kid takes a toy away from another kid and they hit them over it, that’s not appropriate to tell a parent), if they got hurt from a collision, fall, etc (if it’s severe enough make sure to fill out an injury report), if they are crying at pick up (this can be concerning to a parent and we would want to ensure them that “X” happened at the end and that they had a great day up until pick up. o If the problems continue, we will discuss a plan of action as a team (teacher, director, and parent). Sitting Out During Class Policy If a student has an injury or a non-contagious illness they may need to sit out and observe class. It is hard to decipher when this is really necessary. As teachers, we always encourage them to participate by trying their best in class to work through it. Sometimes that isn’t possible, and the student needs to observe. If parents are aware of the situation before classes, they are asked to send your dancer to dance with an explanation note or email the office. If a dancer does not have a note from a parent and requests to sit out of class, they should be sent to the office to call home. This usually helps to motivate them to keep dancing and just do the best they can. We don’t want dancers sitting out of valuable training time without the parent knowing. Company dancers will have to log their observation time in the classroom binder that is reviewed with parents and the company director. Dancers 10 years and older that sit out of classes will be asked to fill out an observation form so that they are still benefitting from attending the class by watching their peers. If a dancer sits out of one class, they are not allowed to dance for the rest of their classes that night. Late Pick Up If a student has not been picked up after 5 minutes of class getting out then the parent needs to be called. If you do not get a hold of a parent within 15 minutes of class getting out, please notify the office staff. Please inform the Director by adding a note in the “Office Follow Ups” ToDoist if you are having recurring late pick-up problems. We can send them the late pick-up warning email if necessary that reminds them of our policy to add late pick-up charges on their account. New Student/Trial Student Procedure Trial students must be given a trial/release form located in each studio. It is the teacher’s responsibility to have the parent fill this out. Make notes on the bottom section for the office and leave it in the completed trial form box in the office. We will follow up with them and try to get them to come back based off of your notes on the trial form. Introduce yourself to the parent and child. Make a good first impression and do everything in your power to ensure that child has a positive experience at our studio. 20

Parent Observation Week Teachers are required to wear a studio shirt the last week of each month for parent watch week. The last ten minutes of class parents are allowed to enter the classroom to see what we’ve been working on. Feel free to wear studio swag more often than one week a month! Student Evaluations and Parent Preview Day Company dancers will be evaluated and track skills progress three times per year in ballet & jazz and tumbling. Progress reports will be sent home in January and with placements at auditions. Select instructors will be asked to participate in this. All development dancers are evaluated in February/March for class placement recommendations for next season. Prior to our parent preview day, teachers will submit all students’ evaluations for the Director to review. At Parent Preview Day, teachers will pass out student evaluations, summer flyers, and next season placements. Parents will fill out satisfaction surveys and turned into the office for review. No phones will be allowed in the classroom. We want parents to be present and not on their phones the entire time. Teachers are required to wear a studio shirt at the Parent Preview. Child Abuse Children often show us rather than tell us that something is upsetting them. There may be many reasons for changes in their behavior, but if we notice a combination of worrying signs it may be time to call for help or advice. See below for warning signs in children and adolescents of possible child sexual abuse. What to watch out for in children: • Reports sexual abuse • Acting out in an inappropriate sexual way with toys or objects • Nightmares, sleeping problems • Becoming withdrawn or very clingy, unusually secretive • Sudden unexplained personality changes, mood swings, outbursts of anger and seeming insecure • Regressing to younger behaviors, e.g. bedwetting, thumb-sucking • Unaccountable fear of particular places or people • Changes in eating habits, weight changes • New adult words for body parts and no obvious source • Talk of a new, older friend and unexplained money or gifts • Self-harm (cutting, burning or other harmful activities) • Physical signs, such as, unexplained soreness or bruises around genitals or mouth, sexually • transmitted diseases, pregnancy • Running away • Not wanting to be alone with a particular child or young person • Withdrawal • Depression • Psychosomatic symptoms (stomachaches, headaches) • School problems (absences, drops in grades) • Poor hygiene/excessive bathing • Anxiety or Guilt • Overly protective and concerned for siblings, assumes a caretaker role • Post-Traumatic Stress Disorder symptoms Any one sign doesn’t mean that a child was or is being sexually abused, but the presence of several suggests that you should begin to ask questions and consider seeking help. Keep in mind that some of these signs can emerge at other times of stress such as; during a divorce, death of a family member or pet, problems at school or with friends, other anxiety-inducing or traumatic events. Take any report of sexual abuse immediately to the School Director, who will report directly to the police. 21

Performing Company Expectations Attendance Policy Performing Company Teams Company classes are held to a higher expectation and must adhere to a demerit system. This does not work without support and participation from all teachers. If you have a dancer not dressed in proper attire for your class you need to use the Attire Form (on the iPad or in the staff portal) to send a message to their parents. We will refer to this form when doing parent-teacher conferences and new season placements. Teachers are expected to be consistent. It isn’t good for anyone involved to allow dancers to attend your class out of dress code. Company dancers are expected to have at least 90% attendance at all classes and rehearsals. If a dancer is below 75% attendance, they will be removed from performances until their attendance returns to over 75%. Collective Company dancers falling below 75% will be replaced by an alternate or spaced out of all routines until their attendance returns to over 75%. The attendance policy is set to help them plan, be responsible for managing their time wisely, and be a dependable member of company. The policy holds everyone to the same commitment level that is expected of you by the studio and the other families on your team. Our Focus Is Not Simply on Competition It is our goal to instill in our students a passion for performing rather than merely the desire to win awards. Toward that end, Company dancers have performance opportunities other than competitions. They perform at halftimes, community events, local schools, etc. and take part in other performance opportunities. We believe the lessons learned through concert performances are as valuable as the competition experience. Our solid reputation for quality reflects our attitude toward competition and our goal to develop in each student a genuine respect for dance as an art form. We consider students’ participation in competitions not merely part of their dance training; it’s also an important part of how we influence their growth as people. With the right focus, the experience gained in competition can be an excellent source of self-confidence. If the dancers feel good about a performance and understand that they become better each time they go onstage, they are truly growing through the competition experience. Hitting that stage and doing the best they can is what it’s all about; whether they win–– or which award they win––is secondary. Through participation in competitions, we hope to instill in our students an appreciation for other dancers and schools. We are not out to beat anyone; instead, we hope to motivate both students and faculty by exposing them to the highest caliber of talent available. Only then can we produce the best dancers and teachers possible. For us, competition is an education! Bring it Back There are many reasons why Studio 56 Dance Center is respected, but it’s the program and the teachers that the company as a whole that explains why Studio 56 Dance Center is crafting beautiful dancers and creating better people. We are constantly applauding how amazing our team is and we truly believe we have the most talented group of faculty around! Our facility has a lot of responsibilities, and it is important to “bring it back” to the root of why ANYBODY is here in the first place. Most of the time the negative is brought back in full force, but in an effort to keep a positive outlook on the studio, we need to bring back the positive. Here are some examples: Use “we” instead of “I” as often as you can while keeping a personal touch in everything you do. In person, on the phone, over emails. Comment: “My daughter loves your class!” Response: “Thank you…the syllabus that we have set up here works very well. Ms. Amy has created such a great system for me to follow. That allows me to concentrate on these beautiful dancers. Comment: “I am always so informed & you are so organized!” 22

Response: “Thank you…our goal at Studio 56 Dance Center is to keep parents and staff informed throughout the whole year, so everyone is ready for the upcoming performances and events.” This business was started by one person, but it’s been built by everyone who has been a part of the organization since that first day back in 2001. Let’s face it, there is no “I” in team and we want to keep it that way by “bringing it back” to the organization as a whole. Raindrops on Roses... AND WHISKERS ON KITTENS…These are a few of your favorite things! We take getting to know you seriously. Please complete the following assessments and surveys so that we can connect with you in the best way possible. We want nothing more than success for you here! ALL ABOUT... YOU! If you haven’t please fill out the “Getting to Know You” form that is emailed to you upon hire and annually every August. We will use that for spotlights during the year and for other fun surprises! ENNEAGRAM PERSONALITY TYPE There are nine types of people, do you know what type you are? Take the quick test and forward Amy your results! https://enneagramtest.net That’s a Wrap! And Finally… Thank you for reading the Hand-y-Book and welcome to our staff! We hope this hand-y-book proves helpful to you, and we hope we’ve been able to effectively communicate our message. That is that we want you to work really hard, and we want you to have fun doing it. We’re excited to see where you will help take us! 23

Appendix A: The TAP Team • They learn to appreciate dance, classrooms, and overall instruction from a new We have an amazing teacher training program at perspective. Studio 56 Dance Center. Being entrusted with an assistant teacher is a big responsibility. You’re • Some students are able to earn high school expected to mentor these future teachers credits and volunteer work hours. successfully while maintaining a great class. Assistants should not be left alone in the classroom • Being invited to join the team is a great honor for an extended period of time and should never as it means faculty have observed they be left alone during a tumbling class. If you’re possess characteristics such a dedication to teaching a large class of younger ages you can dance; a positive attitude and respect request an assistant. Please add it to the “Office towards faculty, peers, parents, and other Follow Up” ToDoist. dancers; have a willingness to learn and cooperate; and have a caring or What is the TAP Team? compassionate nature. The Teacher Assistant Program (TAP Team) is a highly distinguished in-studio education program There are three categories of members who have that promotes the love of dance and knowledge of differing responsibilities: instructional methods to our students. The program is designed to give every team member an 1. TAP Assistant: Applicants must be 10-12 opportunity to participate in the educational years of age, must be a pre-intermediate process of being a student teacher. We dancer in the discipline they wish to assist use in-class training, hands-on practice, instructor OR have teacher recommendation, and mentoring, research-based activities, self-reflection must show an interest in providing quality assignments, and more to guide future teachers instruction. TAP Assistants will assist ONE to through the dance education process. TWO classes per week. ST56’s TAP Team provides the necessary skills for 2. TAP Leader: Applicants must be 12 years of building confident, hardworking, well-informed, and age or older, must be a pre-intermediate eager dance educators for the future. Discipline, dancer in the discipline they wish to assist respect, responsibility, enthusiasm, and patience OR have teacher recommendation, must are qualities we strive to implement with ST56 Team have completed two years as a TAP members. Assistant and 25 hours of classroom assisting hours and must show an interest in providing Why be on the Team? quality instruction. TAP Leaders will assist up ST56’s TAP Team is proud to provide students with to TWO to THREE classes per week. the opportunity to grow as dancers, individuals, and respectful artists. Our students want to join this 3. TAP Intern: Applicants must be 14 years of program because: age or older, must be a pre-intermediate dancer in the discipline they wish to assist • They learn skills and techniques to be a OR have teacher recommendation, must successful dance instructor. have completed four years of the TAP Program (two years as an Assistant, and two • After completing the program, students are years as a Leader) and 75 hours of eligible able to apply to join the faculty (at classroom assisting hours, and must show an Management discretion). interest in providing quality instruction. TAP Apprentices may assist several classes per • They improve their own technique, strength, week. and flexibility by learning basic concepts and root movements of complex dance 4. TAP Apprentice: Applicants must be 16 years progressions. of age of older, have completed all prior TAP levels, and be capable of providing • They discover an increase in self-confidence, quality instruction. If they are still a current respect, and poise. student, they will be given a tuition credit; otherwise, they will be hired as staff member • They develop a heightened awareness for the and put on payroll. dance arts by being challenged with research assignments and questionnaires. 24

Our Expectations Commitment • Keep an eye out for hazards such as untied TAP Team members who commit to teaching a shoe laces, items on the floor, or poor class are required to teach for the entire year, if a spacing of dancers Team Member cannot fulfill their commitment to a class, they will be removed from the team. • Keep students on task and focused: help them stand ready, ask them questions, etc. Absences • TAP Team Members who need to miss a • *Correct behavior of students who are not class are responsible for informing the following instructions or are misbehaving instructor and Management prior to their class. • *Execute portions of the class plan if the • TAP Team members must cover their own class teacher is making corrections or classes. A contact list with member email dealing with a more severe discipline issue addresses will be distributed at the start of the season so members can contact each • Lead/participate in concert choreography other when substitutes need to be (unless asked not to) arranged. • TAP Team Members must be present at • Assist with music every class they are assisting. TAP Team • Observe!!! Members can only be absent for a maximum of five classes per class taught. Note: TAP Team Leaders and Apprentices may also This includes time spent at competitions if be asked to: lead warm up, implement specific applicable. corrections, create and/or execute exercises/activities, create and/or execute a class TAP Team Classroom Responsibilities plan, create and/or execute short routines or Before Class: choreography. • Arrive 10 minutes early in proper attire, with TAP Team members are NOT permitted to give hair secured direction or corrections over or above what the class teacher has outlined UNLESS they are • Conduct a dress code check for the class; specifically asked to as part of their learning assist dancers with hair if needed experience. • Help students with shoes if needed After Class: • Collect any forms that are handed in and • *Hand out stickers and/or newsletters/other items give them to the office • Follow students out of the room and assist • Make sure all students visit the bathroom with parent pick up • Forward questions or concerns to the office before class (especially younger aged • Help students make sure they have all of classes) their belongings • Engage students prior to class: Review class • Engage students waiting for a ride: read, rules, read, stretch, review exercises etc. sing songs, etc. • Mentally prepare students for class: calm them down, get them excited, cheer them TAP Team Assignments up, etc. Members of the TAP Team program are evaluated periodically throughout the year with written During Class: assignments and teacher evaluations. • *Take attendance (if requested by the teacher) Assignments: Periodically throughout the year, TAP • Organize students: create a circle, get them Team members will be emailed short assignments. moving to the barre/center floor, etc. These assignments are intended to stimulate • Hand out props / set up and take down of conversation and thoughts about student items (i.e. mats or stars) participation and development, and teaching • Demonstrate exercises, steps, and activities processes. Although there are no grades for to your full ability assignments, assignments do go into • Count in students to go across the floor assistant files and are used for assessments and when the class teacher is occupied recommendations. Assignments will go out in • Assist students who need extra help Try to September, December, March, June, and TAP engage students who are uninterested 25

Team members will have 2-3 weeks to complete • Maintain teacher/student relationship them. between yourself with your teacher and yourself with the students you assist. Teacher Evaluations: Evaluations are for management to assess whether TAP Team • Always arrive at least 15 minutes prior to members are entitled to keep classes they are your first class. assisting or to make recommendations on how to improve their usefulness in the classroom. ST56 • Cell phones and other valuables must be Teachers are expected to provide thoughtful left outside of the classroom; if you do not feedback to their assistants. This is also an feel comfortable leaving these items in your opportunity for TAP Team members to make bag, leave them at home, or in the office. recommendations to the school for programs and opportunities. All evaluations will be recorded. • Be well informed and keep up to date on studio events. Behavior and Etiquette • TAP Team behavior should always be TAP Team Dress Code professional; little eyes are always watching TAP Team members are required to have a you – be a model for behavior. professional appearance. Hair should be secured in • Professional appearance and appropriate a ponytail or bun. Appropriate shoes must be worn clothing is to be worn at all times within the at all time. All items should be in good condition school and classes assisted. (i.e. no large holes). • Classes always begin on time, even if there is only one student. TAP Team will be required to wear an TAP Team shirt • Lead by example in keeping the school a and black leggings for all classes except ballet. clean, healthy environment. Ballet assistants should be in a leo, tights, skirt, and • No eating while teaching. ballet shoes. Teamwear is considered to be • Only water is allowed in the studios. acceptable attire providing it fits the above criteria • Do not stand behind front desk unless (i.e. do not wear ST56 sweatpants to ballet class). It assisting the staff or a parent, and do not is not acceptable for any Assistant to wear items hover by the front counter while office staff that advertise a dance studio other than ST56. is working. • Only students registered for class are TAP Team members are required to wear TAP Team allowed to participate in that class, siblings Uniform items at all studio events. included. Teachers need to enforce the Assistant Dress Code policy by sending them home if they aren’t dressed correctly. 26

Appendix B: Student Dress Code Studio 56 Dance Center maintains a dress code to encourage concentration and a sense of inclusiveness (variations in attire can be distracting and contribute to feelings of inequality). Uniformity in dancewear allows the teachers to assess how well the students are implementing the technique being taught, problems with alignment, and other important aspects of dance training. • Students should carry their dancewear, shoes, and other belongings in a dance bag. Please print your child’s name on the bag as well as on all of its contents. • Dancewear is to be kept in good repair and laundered on a regular basis. • Watches, jewelry, and safety pins should not be worn to class. • Dance shoes should never be worn outside. • Crop tops and sports bras are not allowed. • Female students should wear their hair tightly secured and styled away from the face; a neat bun is required for STARS and all ballet classes. • Students are expected to observe good personal hygiene habits. Deodorant is required for students age 10 and older. STARS JAZZ/BALLET • Hair must be pulled back from face and • Stars Uniform: STARS leotard ($45 the first neck in a ponytail or bun month of class) • Ballet- STARS leotard, pink convertible tights, HIP HOP pink leather ballet shoes. • Street clothes ONLY (no dance clothes) • Jazz- STARS leotard and tights. Bare feet. Jazz • Clean tennis shoes NON-marking shoes are optional. • Hair pulled back from the face in a bun. PRESCHOOL & TODDER DANCERS • Super and MegaSTARs need ST56 tan gore • Any color leotard, pink tights and pink leather boots ballet shoes. • Hair pulled back away from face TUMBLING • Girls: leotard and biker shorts • Boys: athletic shorts, tank or t-shirt • Barefoot Studio Store Studio 56 Dance Center offers dancewear and shoes for purchase at any time during the school year. Here are a few of our most popular items: 27

Appendix C: Notices & Forms 28

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Appendix D: Teacher’s Classroom Guide Nine Things to Do on the First Day of Classes It is very important for families to have a great experience their first day of class, because it sets the tone for the rest of the year! Here are nine things that teachers can do to ensure your families get off on the right foot on their first day. 1. Greet families at the door. Show them the proper area to line up and wait for their first class. 2. Smile and say, “You must be Mrs. Chandler. We’ve been expecting you and Lilly for the 4:00 class. 3. Introduce yourself to the student and the parent. 4. Take them on a tour (if they haven’t been on one yet). Explain the programs/classes available in addition to the one they are registered for, where the bathrooms are, cubbies, and explain where parents can observe on the last week of each month. 5. You must develop a “relationship” with the new family, period! Mention their kids, their hair or clothes, anything to make a connection. 6. TAKE ROLL! Get those barcodes going! 7. Set rules and expectations for your classroom a. 5 class rules b. Discipline policy c. Dress Code 8. At the end of class, teachers should walk students out to parents and do three things: 1. Use the student and/or parent’s name. 2. Give positive feedback about the student. “She did great today!” “Ask her to show you her tuck jump that she learned today!” 3. Mention an upcoming event to look forward to. 9. Remember the Rule of 3′s… they take 3 seconds to assess you, 30 seconds to trust you, 3 minutes to see if you meet their needs and wants. That means you need to greet them with eyebrows stuck to your forehead and a smile on your face. Be likable, friendly, create a common like or interest, and show a genuine effort to make them happy. Customer Service and First Impressions the tone for the entire season. Time spent planning All staff is expected to be a responsible and organizing the first class is one of the best representative of the studio. Often times you will be investments you can make as a dance teacher. the first contact a potential customer has with our program. You should always do everything you can Prepare for the various skill levels of your classes by to ensure that you give them a good first impression setting goals for what you wish to accomplish with of Studio 56 Dance Center. Always be friendly, each group. Whether you’re working with novice informative, helpful, and involved! Getting and recreational dancers or the most advanced groups, keeping a student requires a team effort, with preparing a class structure that is appropriate for everyone contributing to the satisfaction of the the skill level is key to a successful season. customer. It is your responsibility to establish a relationship with your students and parents and is As you become acquainted with your students, necessary for your success as a teacher at Studio 56 gently establish your expectations and show your Dance Center. enthusiasm for dance as well as your interest in them. You want to convey that you are organized, The First Class in control, and love what you’re doing. Be The first class of the season is the most important prepared! one of the year because everything you do in it sets 30

Scan the entire room when communicating with and constructive corrections. Continual criticism, your class, establishing eye contact with every whether actual or implied, accomplishes nothing student. Make sure that you do not focus only on and can create an adversarial teacher-student those who happen to land in the front of the studio. relationship. Sometimes it’s easier to recognize If your class is in two rows, rotate all students to the mistakes than to see what is being done correctly first-row position often. or even particularly well, so keep an eye out for opportunities for positive feedback. Sometimes it’s a good idea to start the season with your students in a semicircle so that the most There are several ways to soften the blow of confident dancers don’t dominate the front of the repeated criticism. One is to offer a correction to class. the entire class rather than focusing on a particular student. Another method is to use the words Learning your students’ names quickly is the first “please” and “thank you” often. Common courtesy step to promoting their sense of self-worth. Be sure promotes a mutual respect between teacher and to say each child’s name in the first class. If you student. pronounce a name wrong, remember the correct pronunciation the next time. Ø Offer an even balance of compliments and constructive corrections. The first day of classes can be unpredictable, so expect the unexpected and be prepared to Set the Right Example handle it graciously. The studio is always hectic that If we expect our students to respect the rules and day—you will have late arrivals and you might even policies of our school, then teachers and staff must have students who are in the wrong class. Remain set the standard. It doesn’t do much good to calm and flexible. Acting flustered does not make a establish policies if you don’t have the fortitude to good first impression. enforce them. Plan to be at the studio early so you can greet We’ve established a dress code to help all students students and their parents as they arrive. Introduce feel equal and to aid teachers in viewing their yourself to parents and acknowledge every child. bodies and alignment. Your students will be more Compliment them on their hair or their leotard. Be accepting of the dress code if you set an example, more than friendly and welcoming. It is up to you to so dress like a professional. If you wear street clothes reinforce that every child matters and to make or non-dance attire, it appears hypocritical to parents feel comfortable leaving their child with us. enforce the dress code with your students. If you are there early, your students will be less likely If you expect your students to arrive on time and be to run around the room or hang from the ballet prepared for class, you must do the same. Teachers barres. Classroom atmosphere and management who are late or unprepared send the message that style are set the first day. Be friendly but firm. If you such behavior is acceptable. Once you make this tolerate a behavior in the first class, be ready to mistake, it’s hard to turn it around. Since a missed tolerate it all season. warm-up can lead to injury, encourage students to arrive early for class. Ø Classroom atmosphere and management style are set the first day. Be friendly but firm. A great way to create the desire to follow the school’s policies is to offer encouraging words to Choosing Your Words those students who do. For example, saying, Your choice of words and your body language “Thanks, Susie, for always being here early” is a make a big difference in the message you send to simple yet effective way to encourage late your students. Avoid harsh, judgmental words or a students to arrive on time. sarcastic tone. Ignoring students can be just as detrimental to their self-esteem as a negative It is your responsibility to encourage your students to comment. practice healthy nutritional habits and to be an example yourself! We need to model healthy habits Although offering corrections or tips for and practice what we preach! Please don’t bring improvement is important, don’t merely point out “Monsters” or other big-time energy drinks into the mistakes. Offer an even balance of compliments studio. 31

Our policy is that students are not allowed to use type of reaction avoids public ridicule, which can cell phones, ipods, or computers during class time. have a negative influence on your students’ self- Since you as teachers need to set an example, the esteem. Sometimes silence is the best form of same rule applies to you unless you are using these discipline. devices for teaching purposes. A glance in the student’s direction or a moment of Understanding Classroom Management eye contact can send the message that you Teachers need to take responsibility for misbehavior disapprove of a particular behavior. in their classes. Discipline problems are often a reaction to boredom or a lack of interest in the Remember that most behavior is age appropriate material being taught. A high-energy class that and you need to handle it appropriately as the keeps students constantly moving leaves little adult. When you do speak up concerning opportunity for misbehavior. Most bad behavior misbehavior, be sure the students understand that occurs when your attention is pulled away from the it’s the behavior you are upset about, not them. class (for example, when you tend to the sound Avoid comments that make children feel like system). Once students have enough time to be failures. When they understand that everyone distracted, it is hard to bring their focus back to the makes mistakes, they are more likely to learn from class. The solution? Don’t give them enough time to the error rather than resent the criticisms. If you act up! react to the situation in a respectful way, most students won't make the same mistake a second time. Another way to keep students engaged is by Don’t allow those who continually create problems utilizing a dynamic tone of voice. A soft voice or to be in the back of the room or hide behind other monotone can cause students to lose interest in the students. Move those students to the front of the class. Use words and tone to communicate room. By doing so you’re discouraging negative confidence, excitement, and compassion. If you behavior and making them feel important at the sound tired or bored, students will feel the same same time. Try to keep students with behavior way. problems separated from each other. When you bring them to the front of the room, place them on Students will test the boundaries in a class, and it is separate ends of the line. Be prepared to go important to react to their behavior immediately overboard with compliments (and express criticisms but calmly. Be consistent. If you react to a certain with care) in an effort to establish trust. behavior from one student (such as hanging from the ballet barre), you must react to every student Make sure well-behaved students are not punished who does it. Sending mixed messages is more for the actions of others. Although offering detrimental than not reacting at all. corrections in technique to the entire class avoids making a student feel singled out, blaming the Never overreact; if you lose your composure you’re whole class for one student’s misbehavior can have no longer in control. Sometimes you don’t have to the opposite effect. The misbehaving student may say a word—a glance in the student’s direction or a be ridiculed by classmates who feel they paid a moment of eye contact can send the message price for something they didn’t do. that you disapprove of a particular behavior. This TIPS: Controlling Your Classroom ü A constantly moving, high-energy class keeps misbehavior at bay. ü Use your voice to keep students on task. ü React to misbehavior consistently; sending mixed messages is detrimental. ü Sometimes silence is the best form of discipline. ü Comment on the behavior, not the person. ü Keep troublemakers in the front of the class and separated from each other. 5 SKILLS FOR EFFECTIVE CLASSROOM MANAGEMENT 1. SKILL ONE: Getting and keeping students on task begins at the DOOR. It is maintained by circulating throughout the classroom. Proximity changes behavior. 32

2. SKILL TWO: Increase your positive interactions to negative interactions EIGHT to ONE. According to Dr. Glenn Latham, it takes eight positive interactions to balance a negative one. 3. SKILL THREE: Teach expectations, not rules. This can only be done by explaining and then modeling the behavior you want to see. You must be the MOST of what you want from your kids. If you want coachable students, you must be the most coachable. 4. SKILL FOUR: Only AFTER you have done the first three do you worry about managing unwanted behavior. Separate what behavior is inconsequential vs. consequential. Discern whether the behavior is just annoying (inconsequential) or a barrier to learning (consequential). Teachers too often pick the wrong battles. 5. SKILL FIVE: Avoid adult traps of criticism, sarcasm, pleading, threats, and emotional manipulation. If you are frustrated with your spouse or partner, you may fall into your lower self and use those tactics to try to prompt change. While it is not particularly effective with adults, it is never appropriate with children. Maintaining Enthusiasm Although classes always have a certain structure, usually consisting of a warm-up or barre, across-the-floor work, and combinations or variations, it’s OK to be creative. Enhancing the class with variety or the unexpected helps to avoid the potential for boredom, while constantly using the same movement, music, or format leads to a lack of enthusiasm in both teacher and students. The change can be as simple as starting a combination facing a different wall, holding class in a different studio, or using some unexpected music. Be aware that many of today’s children are accustomed to continual stimulation, so do what it takes to keep them focused and enthusiastic. The first few minutes of class are critical since that’s when students often lose interest, so starting with something unique could make all the difference. For example, make taking attendance fun and educational by asking students to respond with the name of a dance step, like shuffle or plié rather than saying “here” or “present.” While this activity has nothing to do with learning a movement, it stimulates the mind with something unexpected. Also, know what you want to accomplish before you enter the classroom. Investing time in planning eliminates the “dead time” it takes you to figure out what you want to do next, which is when you will lose students’ attention. Habitually winging it instead of planning your classes eventually catches up with you because students know you’re unprepared. Planning includes organizing your music; teachers who spend too much time at the stereo almost always lose their students’ interest. Ø Students often lose interest during the first few minutes of class, so starting with something unique could make all the difference. Once class is under way, move around frequently so that the students have to pay attention to where you are. They may lose focus when teachers sit in a chair or stand in the front of the room for the entire class. Offer a change of pace every 10 or 15 minutes. It can be as simple as changing direction—if you are facing the mirrors, ask the class to face the back wall for a few minutes. Or you could change a center floor exercise into an across-the-floor movement. Think about the level and abilities of your students and teach movement that is challenging but not discouraging. If the material is too difficult, students become frustrated and lose interest; even worse, they may feel that they aren’t good enough. Rather than asking students to attempt a new step or combination full-out right away, break down the material by starting with the basic movement. For example, if you’re teaching a turn combination, instead of starting with the full turn, simply demonstrate what’s happening with the feet. Once the students grasp that, then encourage them to try the move with the turn. If they’re not getting it, try changing the material or how you explain it. Be prepared to act spontaneously in response to students’ needs. In addition to meeting their learning needs, in varying the class to include an element of surprise you’ll help keep their interest. It is important to realize that students’ lack of interest might have nothing to do with the teacher or the material. They could be dealing with life issues such as divorce, conflicts in the home, problems with friends, or abusive situations. Whatever the circumstance, dance can allow students to forget their personal problems while 33

they are at the studio. Self-expressing through the art of dance and the release of tension through physical activity can help students cope with problems and build self-esteem. TIPS: Maintaining Student Interest ü When choreographing for concerts, rehearse to a variety of music with similar styles, tempos, and rhythms. That way students won’t get bored by listening to the same music week after week. ü Use progressions and across-the-floor combinations often. ü Let students be part of the choreographic process. Break them into groups and give them 10 minutes to create 16 counts of movement (more or less depending on the age). Add their movement to the combination you’re working on. Encouraging creativity fosters confidence and gives students who aren’t technically the strongest but are creative the chance to shine. ü Improvisation is a great way to encourage movement interaction and conversation among students and teachers. It creates an atmosphere of creative energy that students appreciate. ü Incorporate a motivational idea into your class. Stickers, behavior charts, etc. Create an incentive as a class and work towards a goal! Don’t be afraid to go above and beyond the call of duty! Use examples, visuals and motivating questions There are endless ways to keep their attention and help them learn quickly. Visual aids are great. The optic nerve is twice as large as the auditory nerve. Sometimes the best way to teach is by you dancing the movement or choreography full out so they can emulate you. Use your imagination when explaining dance steps and concepts to your students. Get your students actively involved by asking motivation questions and concepts. Ex. “Why do we turn out from our hips?” “What is a grande battement?” Using Props and Supplies Teachers are responsible for ensuring that all props and supplies are used appropriately. If a student is being destructive with a prop, then take it away. Use clear instructions on the appropriate way to use our supplies so that they don’t get broken. They need to last a long time. Make sure anything you use is accounted for and gets put away. Missing pieces to games and themed sets is unacceptable. Achievement Time With younger students reserve a time during class for “passing off” motivational ideas such as charts, stickers, contest, etc. Allow enough time for it because it is so important that your students have short-range goals to work for within that given class period. Team Builders and Motivators As dancers, some of our greatest life lessons and most inspiring experiences have been within a dance class. As teachers, we have a great responsibility to provide our dancers with so much more than just a dance class. We are teaching them to be successful for life. Teachers are encouraged to go the extra mile with their students. Be creative while using your time wisely in the classroom. Some examples of going above and beyond are custom practice logs, homework charts, dance journals, and sticker charts. The list is endless, and extra special in-class experiences for our dancers do not go unnoticed by students, parents, or the director. School Aged Students Incentive Program We have a studio-wide incentive program that changes every year. We encourage you to use this as motivation for all school aged classes. Make them a big deal and a huge accomplishment to be given an award. Preschool Dance Incentive Program- Skipping Pass Off- “Earning your Wings” One of a preschool dancer’s biggest accomplishments is to learn to skip! When they have passed off their skips, a preschooler earns his/her wings! Write their full name on a butterfly (for girls) or a star (for boys) and tape it 34

above the fairy castle. Send them home with their skipping certificate that is also an invitation to attend a “Fairy and Prince Skipping Party.” Ending the Class Class should end on a positive note. The last 10 minutes should focus on movement or choreography that the students are comfortable or familiar with. If they leave feeling frustrated or uncomfortable, they might decide that dancing isn’t their thing. Play a slow, lyrical song at the very end of class and let the students follow your simple port de bras or small movements as a cool-down. Preschool classes all end class with a curtsey while following and repeating after the teacher, “Thank you very much students.” “Thank you very much teacher.” “See you next week!” School aged STAR classes end every class by creating a special bow before they leave and a chant or cheer. Teach this the first day of class and then finish by giving each child a high five or a hug– their choice! Every once in a while, end your class by asking your students a question, such as “What did you like most (or least) about today’s class?” Never get defensive, no matter what their response is, or you will inhibit them from speaking up again. Teachers never stop learning from their students! Ø Always end your class by building excitement about something you’ll be doing in their next class! That way they leave looking forward to coming back! As the concert dates approach, invite the parents to view the progress of the choreography at the end of class. This is beneficial for two reasons. First, when the dancers know their parents will be watching, they tend to work extra hard to remember the choreography. Also, the parents will see how well their children are being prepared for the performance. Teacher Announcements After Class As teachers we work with two clients: the students, and the parents. Teachers are required to escort their students out after each class and briefly connect with their parents. Announce how well they all did in class, about a new skill they learned and can practice at home or build excitement about an upcoming studio event. Connecting with parents helps to put a face to a name and creates a more personal experience for our parents at the studio. 1. Use the student and/or parent’s name. 2. Give positive feedback about the student. “She did great today!” “Ask her to show you her tuck jump that she learned today!” 3. Mention an upcoming event to look forward to. Student Pick Up All classes are escorted to the front lobby for pick up. Teachers are responsible for making sure they do not leave the building alone. Students are not to be left unsupervised in the lobby after class gets out. If a parent has not picked up their child and you must start your next class, then they need to come to your class to wait. If you have an assistant, they can wait with the students so that you can go in and start class on time. Referring Parents with Questions to the Office Occasionally you will be asked questions by parents. If you get asked questions and don’t have time to help because you are starting your new class, be sure to be professional. Always use good customer service skills. DO NOT ever tell them you don’t know. They expect you to know, and you should! If you aren’t sure then respond in a helpful way. If no one is in the office, direct them to the newsletter on the bulletin board and tell them that you will make a note for someone in the office to follow up with them about their question. Then follow through and add it to the “office follow up” on ToDoist. 35

Appendix E: KNOW YOUR WORDS There are many ways to answer questions that you might be asked as a teacher or staff member of Studio 56 Dance Center. It is very important to me and the studio to keep your words and actions positive. Below are some answers to commonly asked questions! Q: When is tuition due? A: Studio 56 Dance Center is on an AUTO payment plan. This means that your card on file is automatically charged on the 1st of the month for tuition and any additional payments such as the Performance Payment plan. You do have an option to be on a CASH acct, but you will need to speak with Amy or the office staff about that. We do require that every family have a card on file. Q: Why do you have a membership fee (registration fee)? A: Registration/Membership fee helps to cover administration costs associated with billing and newsletters. It helps to offset liability and accident insurance, music licensing, and music cutting amongst other administrative and facility expenses. Q: Do I have to pay the full tuition if my daughter misses a class? A: Yes. However, we may have a class that your son/daughter can make up in. Let me highlight a schedule of the classes appropriate for make-up. Please inform the office if you are making up a class, and your make-up must be taken within one month of the missed class. Q: How do you keep your customers informed? A: Our monthly newsletter and calendar is posted on our website and emailed to all enrolled families the last week of the current month. You may find it at www.studio56dance.com. We also post a current newsletter in the waiting room. Q: If my daughter is running late can she still participate in class? A: We allow entry into class up to 15 minutes late. After that it is at the teacher’s discretion whether or not to allow a student to participate. Q: Do you have performances throughout the year? A: Yes. All dance classes perform at Christmas and our Concert in June. Acrobatic classes participate in the Exhibition in June. (Dates are included in student handbooks.) Q: When do I need to pay for the concert costumes? A: Performance payments are due: • October 5th for Halloween Performance • No fees for December Performances • Spring, Performance bundle payments start March 10th and run for 4 months. Q: Why is my child in the same level she was in last year? A: Your daughter has earned her place at the top of this class. This year we will concentrate on her leadership skills. You will see that she is downstage of the class. Other dancers will see her as the good example of how a movement is to be executed. You will often see her lead during the across the floor segments of class. Her self- esteem, self-respect, and self-pride will blossom this year. Her leadership skills will grow. This will only happen if you, the parent, can trust and back my decision. If you can solidify this mind-set with your daughter, you will both have a wonderful learning and growing experience this season. Every child needs a chance to know what mastery feels like. That way when they do move up and are at the bottom of the class, they will be motivated to improve and work back up to the top of their class. Q: Why does my daughter have to have a class outfit? 36

A: When dancers are wearing the same attire, it allows for uniformity, a sense of being part of a team, and fewer distractions with a variety of dancewear being worn by everyone in class. BODY LANGUAGE BLUNDERS Doesn't matter if you're talking to a parent, staff member, or child, they read your body language. 1. Leaning back too much — you come off lazy or arrogant. 2. Leaning forward — can seem aggressive. Aim for a neutral posture. 3. Breaking eye contact too soon — can make you seem untrustworthy or overly nervous. Hold eye contact a hair longer, especially during a handshake. 4. Nodding too much — can make you look like a bobble head doll! Even if you agree with what’s being said, nod once and then try to remain still. 5. Chopping or pointing with your hands — feels aggressive. 6. Crossing your arms — makes you look defensive, especially when you’re answering questions. Try to keep your arms at your sides. 7. Fidgeting — instantly telegraphs how nervous you are. Avoid it at all costs. 8. Holding your hands behind your back (or firmly in your pockets) — can look rigid and stiff. Aim for a natural, hands at your sides posture. 9. Looking up or looking around — is a natural cue that someone is lying or not being themselves. Try to hold steady eye contact. 10. Staring — can be interpreted as aggressive. There’s a fine line between holding someone’s gaze and staring them down. 11. Failing to smile — can make people uncomfortable, and wonder if you really want to be there. Go for a genuine smile especially when meeting someone for the first time. 12. Stepping back when you’re asking for a decision — conveys fear or uncertainty. Stand your ground, or even take a slight step forward with conviction. 13. Steepling your fingers or holding palms up — looks like a begging position and conveys weakness. 14. Standing with hands on hips — is an aggressive posture, like a bird or a dog puffing themselves up to look bigger. 15. Checking your phone or watch — says you want to be somewhere else. Plus, it’s just bad manners. So, what should you do? Aim for good posture in a neutral position, whether sitting or standing. Stand with your arms at your sides, and sit with them at your sides or with your hands in your lap. Pay attention so that you naturally hold eye contact, smile, and be yourself! 37