TEACHER HANDBOOK-1

continuous years immediately preceding the commencement of the leave Vacation leave for which a teacher is eligible may be applied for to supplement a request for maternity, sick or study leave with pay. 5) Study Leave A teacher who has been accepted by a University or any other institution recognized by the Minister to pursue a course of full-time study may be granted study leave. The teacher must: i) be a Jamaican citizen or domiciled in Jamaica for five or more years; ii) enroll in a course of study directly related to his work as a teacher; iii) be recommended by the Board of the institution. In order for a teacher to be granted study leave, he must have not less than two consecutive years of service. However, where a teacher has ten years of continuous service and has not accessed study leave within that period, he may qualify for two years study leave on full pay. He should also be permanently employed and must show evidence of acceptance by the institution. Conditions of Leave i) A teacher may not proceed on leave (study/vacation) unless notification in writing is received from the Ministry; ii) The teacher is obliged to indicate to the Ministry, through the Board, of the date of resumption at the end of any period of leave; 49

iii) The teacher in receipt of study leave may not change the programme of study or the institution for which the leave was granted unless prior approval is obtained from the Ministry. Prepared by: Members’ Service Unit October 2004 MEDICATIONS Student medications prescribed by the student’s medical doctor should be administered only by our School Nurse. Do not give any student any medication! NO SCHOOL ANNOUNCEMENTS Announcements regarding the closure of school due to an emergency situation will be made on the IRIE FM Radio. HARASSMENT, GENERAL AND SEXUAL Harassment of a general or a sexual nature will not be tolerated. Teachers engaging in such activities will have the requisite sanctions taken against them. PARENTAL CONTACT We must increase contact with parents. Please use the phones often, both to alert parents to potential problems and to give them good news about their children. Do make those good news phone calls. Remember to use the progress reports for communicating the same sort of information. PARKING Staff parking is at the front of the school. Please note that you park at your own risk. 50

PUBLIC RELATIONS Each of us is a PR representative of the Discovery Bay High School (STEM ACADEMY). It is imperative to maintain cordial relations with the public. It is also important not to discuss students outside of the professional community. Please note that only the Principal or his designate should speak to the media and any such request from the media should be referred to the Principal. PURCHASING AND REQUISITIONS Requests for resources should be made on the prescribed forms and be approved by direct supervisors and Administration. The school office, when approved by the principal and Head of Departments, will process all purchases. The Purchase Order forms are available in the office. Make sure to follow up the process. SCHOOL TELEPHONE School telephones are for school business. Teachers are expected to use them for this purpose when it does not interfere with their basic duties. CASUAL USE OF CELLULAR PHONES DURING WORKING HOURS Teachers are encouraged not to casually use their cell phones during working hours as this hinders optimum performance. You may use your phones during your break periods and in cases of emergency. If the cellphone is taken to class, it should be used as an instructional resource. All teachers should realize that only urgent matters shall require that a teacher be called from a class to answer the phone. SMOKING Smoking is NOT allowed on the school grounds. STAFF MEETINGS Staff meetings will be held on a regular basis throughout the year. Teachers are expected to attend ALL staff meetings except in cases where it is quite impossible to attend. In those cases, an apology 51

should be tendered. Staff meeting are formal meetings hence teachers are expected to operate accordingly. STUDENT ABSENCES After a student is absent for two consecutive days, the form teacher shall intervene immediately by writing up an intervention form and contacting the parents or guardians to ascertain reason (s) for absence. When a student has been absent for a period exceeding two days, they must present a medical certificate if he/she was ill or a letter from parents/guardians justifying the absences in other case upon return to school. The student must present an admit slip upon returning to your class. This slip will declare whether the student has been cleared by the office to return to class. STUDENTS’ RECORDS Only those with a legitimate need to know may access student records. Teachers may view only those students’ records that they have in class. Check with Administration to access other records. STUDENT TELEPHONE USE The Discovery Bay High School is a STEM ACADEMY and will embellish the responsible use of electronic gadgets on the compound but are hereby guided. 1. With regard to the use of cell phones and other ICT equipment by students, they will be required to log-in their phones, tablets, iPads and laptops with their form teachers in the mornings if and when they must take them to School. 2. The gadgets mut be logged as soon as students enter the compound at 8:00 a.m. or no later than 8:30 a.m. after Devotion and Registration. 3. If students are seen with gadgets after the cut-off time, it will result in confiscation of the gadgets which will be held for 30 days or a fine of $1000 paid to the Bursar and the phone retrieved after three days. These funds will go towards the Students Welfare and Assistance Programme (SWAP). 52

4. If teachers desire students to use these electronic gadgets for their class sessions, they must make arrangements to have students retrieve the gadgets from their form teachers in a timely manner. Usage of these pieces of equipment must be monitored at all times and students must return the gadgets to their form teachers after usage for teaching and learning. Disclaimer: The school will not be responsible for any damaged, stolen or lost gadget hence students take them at their own risk. SUBSTITUTION Each teacher in the event of illness or other urgent private affairs is required to call the office. For those absences you know about beforehand, please leave work and apply accordingly. Please do not arrange for your own substitute without first informing Administration. VISITORS Please do not admit visitors into any of your assigned areas unless they have a visitor's pass signed by the office. THE SILENCE CODE If a teacher, visitor or non-teaching staff member says, “Egrets you are now in silence,” they are to operate in silence until directed otherwise. The Silence Code is to be observed at all times and breaches will result in the appropriate sanction. APPOINTMENT OF TEACHERS The employment of staff is the responsibility of the School Board. Upon employment, an employee is temporarily appointed for one (1) year. Performance appraisals will be done termly during this probationary period. If said employee is found suitable, he/she may be recommended for permanent appointment. N.B: The permanent appointment of an employee can only be made where there is an established post. 53

It is the responsibility of the School’s Board to provide a letter of appointment signed by the Chairman after the Ministry of Education has approved the temporary/permanent appointment. The letter of appointment must embody the terms and conditions of employment and a copy of said letter must be sent to the Regional Office. PROFESSIONAL USE OF SCHOOL’S ONLINE PLATFORMS All staff members are to use the varied online platforms associated with the school in a professional way. The social media platforms are not exempted from professional usage and the requisite sanctions regarding misconduct on these platforms will be applied in keeping with the school’s disciplinary policy. DEFAMATION OF SCHOOL’S REPUTATION AND BRAND Any act by teachers to defame the reputation and brand of the school will result in immediate sanctioning. Posting negativity about the school or persons from the school to social media will result in an automatic Board referral. ICT POLICY The school reserves the right to use any positive photograph and voice recordings of teachers for promoting the institution. (See ICT Policy of the School). Please note that only the Board, Principal or his designate reserves the right to speak to the media on matters relating to the school. All matters for the media or being investigated by the media must be referred to the Principal who is the Chief Accountable Officer. Only the principal is authorized to speak on behalf of the school to the media by making reference to the name of the school in any news group or chat rooms. Teaching of core ICT subjects will be mainly facilitated in the Computer Lab (s). “Unassigned” slots can be booked with the ICT 54

Department in the lab (s) by any member of staff when needed. Teachers MUST sign the equipment request/use logs used in the school before using the ICT equipment. This is in a bid to ensure accountability as well as scheduling regarding the use of the equipment. CORRESPONDENCE WITH THE MINISTRY (THE EDUCATION REGULATIONS, 1980) Any member of staff of a public educational institution may correspond directly with the Ministry- (a) on any matter that affects him personally; or (b) for the purpose of seeking advice or guidance on any matter of professional concern. A member of staff of a public educational institution, other than the principal, shall not correspond with the Ministry on any matter relating to the work of that institution unless- (a) such matter has been raised with the principal and where necessary, by way of follow-up, with the Board; and (b) a copy of any such communication is sent to the principal and to the Board. (4) Any communication sent to the Ministry shall be addressed to the Permanent Secretary, Ministry of Education. 55

TRAVEL AND SUBSISTENCE 11.1 AUTHORITY The authority for the administration of the Government’s travelling and subsistence policy, including the setting of rates, is vested in the Ministry with the responsibility for the Public Service. 11.2 PURPOSE Travelling and substance allowances are granted to meet expenses actually incurred in the performance of official duties. Holders of posts requiring travel should neither be out of pocket, nor should they derive financial benefits beyond their direct costs. 11.3 TRAVELLING ALLOWANCES 11.3.1 Eligibility When the functions of a post include travel as an essential requirement, the holder of the post may, subject to the applicable provisions, be eligible for either one or a combination of travelling allowances. 11.3.2 Upkeep Allowance When the functions of a post make it essential for the holder to possess his/her own means of transport, an allowance for its upkeep may be paid. In addition, he/she will be paid for the actual distance (kilos) at the rate prescribed. 11.3.3 Commuted Allowance In cases where it may be expedient and desirable that the officer possesses his/her own means of transport, he/she may be granted a contribution toward the upkeep and running expenses in the form of a commuted travelling allowance. In addition, he/she will be paid for the actual distance (kilos) for travel outside a radius of ten (10) kilometers from his/her place of work. 56

11.3.4 Allowance In-Lieu An officer holding a post to which a motorcar upkeep or commuted allowance is attached but who has no motorcar may be eligible for an allowance at the prescribed rate. An officer in receipt of this allowance will not be eligible for reimbursement of taxi fares or bus fares. 11.3.5 Casual Allowance When an officer to whom neither an upkeep allowance nor a commuted allowance has been granted uses his own means of transport while travelling in the performance of duties, he/she will be paid fully for the actual distance (kilos) at the rate prescribed. 11.3.6 Incidental Allowance An officer who is not in receipt of travelling allowance and who uses the service of a taxi in the performance of his/her duties may be refunded expenses incurred, provided the rates are fair. 11.3.7 Alternate Travelling Allowance i) Permanent Secretaries/Heads of Departments may approve the reimbursement of the cost of hiring alternate transportation for public officers who are eligible for an upkeep or a commuted allowance and whose personal motor vehicle is out of service. ii) The period of entitlement will begin after five (5) working days of the loss of use of the personal vehicle and the maximum period of the allowance shall not exceed twenty-five (25) working days. iii) In exceptional circumstances the Permanent Secretaries/Heads of Department may authorize the allowance for a further period, not exceeding an additional twenty-five (25) working days. 11.3.8 Fully Maintained Motor Vehicle Certain categories of public officers are entitled to fully maintained motor vehicles as determined by the motor vehicle policy: 57

i) An officer may elect to operate his/her own vehicle and will be eligible for the prescribed allowance; ii) An officer may elect to operate a partially maintained vehicle and will be eligible for a percentage of the allowance prescribed; iii) Officers to whom Government Vehicles are assigned on a full- time basis should not be paid a travelling allowance. 11.3.9 Motor Vehicle Purchase Advance Officers who are eligible for an upkeep or a commuted allowance may, subject to the conditions specified in the Financial Instructions, be considered for an advance from public funds to assist with the acquisition of a motor vehicle. 11.4 PAYMENT OF TRAVELLING CLAIMS 11.4.1 Submission of Claims i) Travelling claims should normally be submitted monthly for payment, but may be accumulated for a period not exceeding three (3) months; ii) The specific approval of the Permanent Secretary with responsibility for the respective Ministry/Department will be required for any claim exceeding three (3) months; iii) The officer should be required to state the reasons for the late submission of the claims in excess of three (3) months. 11.4.2 Assessment of Claims i) Heads of Department should ensure that official travelling by officers is restricted to the minimum consistent with the efficient discharge of their duties. When determining itinerary and mode of conveyance, it should be borne in mind that the governing principle is the need for economy of public funds, taking into account transportation expenses, subsistence allowances and saving of time. ii) Travelling allowance is not paid between the officer’s home and his/her place of business except as provided in subsection (iii) below. 58

iii) Where an officer is required to occupy quarters provided by the Government at a distance in excess of ten (10) kilometres from his/her office or place of business, he/she may be paid travelling expenses at the prescribed rate for the mileage travelled in excess of ten (10 kilometres in respect of his/her journey to attend office and to return home each day. Only expenses incurred on one such round trip daily will be reimbursed. (This means that in case of an officer whose official residence is located nineteen (19) kilometres away from his/her office, he/she would be eligible for reimbursement of travelling expenses for eighteen (18) kilometres a day in respect of those days on which he/she attends office). Subsistence allowance will not be paid to an officer who qualifies for the benefits under this sub-section in respect of his attendance at office. 11.4.3 Claims Involving Others i) Where it is necessary for more than one officer to proceed to any point on a particular duty, the officers shall travel in one car, provided the arrangement is agreeable to all parties and in such case the vehicle to be used will, whenever possible, be one for which an upkeep allowance is paid. ii) Where an officer conveys in his/her own motor vehicle other persons who would otherwise have to be transported at Government’s expense he/she will be paid, in addition to any other transport allowance, a rate per kilometre per person at the prescribed rate. ii) When it is necessary for more than one officer of a department to hire transportation for the purpose of travelling on duty from and to the same place on the same date, those officers should arrange to travel by the same conveyance and payment for motor vehicle hire will not be made for separate conveyance unless it can be clearly shown that travelling separately was justifiable in view of special circumstances. 11.5 ACCOMMODATION WHILE TRAVELLING ON DUTY Officers travelling on duty should try to obtain accommodation as close as possible, in the area to which they have travelled. 59

11.6 CONTINUATION OF ALLOWANCES 11.6.1 Officers Removed from Travelling Duties i) When an officer who is in receipt of a motor vehicle upkeep/commuted allowance is transferred permanently to a post where such allowance is not payable, he/she will continue to receive the full allowances for a period not exceeding three (3) months. ii) When an officer in receipt of an upkeep/commuted allowance is seconded or appointed to act in a post to which a lower or no travelling allowance is attached, he/she may be paid the full allowance attached to his/her substantive post, during the period of his/her secondment or acting appointment, subject to review of the position at the expiration of six (6) months. 11.6.2 Allowance During Leave i) An upkeep/commuted allowance shall be payable during all periods of sick, departmental, vacation, pre-retirement, maternity and approved training courses including full pay study leave taken locally. ii) The provisions of this Order shall not apply in cases where an officer is granted leave prior to resignation or separation from the Service in any circumstances or prior to permanent transfer out of Jamaica, except as specified in sub-section (i) above. iii) The allowance will also not be payable during the period of preretirement leave where the officer has been employed during such leave by an agency financed from public funds on terms which include the payment of travelling allowance. iv) If the travelling allowance attached to the substantive office from which he/she is retiring is higher than that payable in relation to the person’s re-employment, then the higher rate of allowance may be paid up to the date of the expiration of pre-retirement leave. This payment shall be in lieu of the allowance payable in respect of the re- employed position. The allowance in relation to his/her re- employment will become payable when the person’s retirement becomes effective. v) Where the study is undertaken overseas, the allowance should be paid only for the period of vacation leave utilized in connection with the study. 60

vi) Where an officer attains the maximum vacation leave accumulable and is paid salary in lieu of vacation leave, the travelling allowance should be paid for the entire period in respect of which salary in lieu of leave is paid. 11.7 SUBSISTENCE ALLOWANCE 11.7.1 Eligibility i) When travelling on official duty, public officers are eligible to be paid a subsistence allowance at the appropriate rate prescribed from time to time. ii) To be eligible, the public officer must have travelled a distance which exceeds eighteen (18) kilometres from his/her official place of work and must have been absent for a period of at least six (6) hours. 11.7.2 Calculation of (Subsistence) Allowance i) The subsistence allowance will be calculated on the basis of the 24- hour day and will be pro-rated for the number of hours of absence. ii) Public officers who overnight, will be eligible for a full day’s allowance, irrespective of the number of hours of absence. iii) If the public officer travels on official duty for a period which exceeds twenty-four (24) hours, the calculation will be 1/24th of the daily rate for each completed hour from the beginning to the end of the tour. 11.7.3 Reimbursement for Actual Expenses Permanent Secretaries and Heads of Departments may reimburse officers actual expenses in lieu of subsistence on the presentation of bona fide vouchers reflecting reasonable rates, where the actual expenditure exceeds the current rates of subsistence. 11.8 BUSH ALLOWANCE An officer who, on account of the nature of his/her duties, is compelled to live in a forest or other similar area, remote from ordinary living conveniences and regarded for the purpose of these Orders as his headquarters, and is not entitled to subsistence allowance under these Orders, may be granted a “Bush Allowance” as prescribed from time to time. 61

Travel Voucher. To receive reimbursement after the trip requires a Travel Voucher and the original copy of the seat coupon or boarding pass. CLASSROOM MANAGEMENT POLICIES Every teacher is expected to have a classroom management system that clearly outlines the behaviour expectations, procedures, and consequences for the students. Every form teacher should have the classroom rules and procedures posted in the classroom. Teachers should log the misconduct of students in their teacher’s logbook and on the daily record of student incidents. Every teacher is dubbed the manager of his/her class and should ensure an atmosphere that is always conducive to learning by all. Sending students out of class is an ineffective way to manage the classroom. AREAS OF EMPHASIS FOR STUDENT AND SCHOOL- PLANT MANAGEMENT In order to enhance the teaching-learning experience at the Discovery Bay High School (STEM ACADEMY), teachers and students must collaborate to achieve common learning goals. Teachers should: 1. Turn up for classes on time and take an active part in supervising the behaviour of students. 2. Take responsibility for checking on any student who is loitering on the outside. 3. Supervise and assist on proper student use of corridor, labs, et cetera. 4. Emphasize general cleanliness and, more specifically, cleanliness in the classrooms. 5. Always treat students with respect and dignity. 6. Ensure that all students are on time for all classes. 62

7. Do not allow students to loiter outside. All students must have a Corridor Pass if they must leave classes during assigned sessions. 8. Hold students accountable for inappropriate behaviour and conduct. Refer all written violations to Administration. A GUIDE TO EFFECTIVE CLASSROOM MANAGEMENT Many of our students come to school with a range of issues and problems. The guide below may help you to develop some behaviour modification strategies to enhance student achievement and conduct at the York Castle High School. \"If we treat people as they are, we make them worse. If we treat people as they ought to be, we help them become what they're capable of becoming.\" -Goethe A recent study of secondary schools identified specific factors that promote a positive school/class climate: 1. High levels of corporal punishment and frequent disciplinary interventions led to worse behaviour. 2. Praise for work in the classroom was associated with better behaviour. 3. Schools and classrooms that were well decorated with plants, posters, and pictures were associated with better student behaviour. 4. The willingness to see students about problems at any time was associated with better student behaviour. 5. Better behaviour was noted in schools where a high proportion of students had opportunities to hold some position of responsibility. 6. Dealing with student behaviour is part of the job. Students respect the teachers who are willing to deal with them and their behaviours in a fair and consistent manner. By passing this responsibility on to someone else, the message the student gets is that he or she 63

intimidates you or that they are not worth your attention. Either message is disastrous. 7. Always treat students with dignity. Students will protect their dignity at all costs. Remember you are the adult and you must treat students with dignity and respect regardless of the situation. Condescending communication (verbal or non-verbal) is unacceptable from students and teachers are expected to maintain the highest possible standard in this regard. Consequences: Consequences work best when they: 1. Are clear and specific. 2. Have a range of alternatives so that the consequence can best fit the behaviour. An example of this is having the following consequences for unfinished homework: reminder, warning, homework to be handed in by end of the day, after school time, or meeting with parents. Every situation is different, how do you treat one student who had to skip doing her homework to attend to a sick parent as opposed to the student who has missed many assignments without having to be the judge of the excuses? With alternatives a gentle reminder for the first student would be appropriate and perhaps time after school with you would be equally appropriate for the second student. This way you have treated both students fairly. 3. Are not punishments. 4. Are logical 5. Are related to the rule. Major Causes of Teacher Failure to apply Consequences: 1. The consequences are too harsh. 2. The rule violation occurs at an inconvenient place or time. Regardless of time or place consistency is the key to successful behaviour management. 64

3. Teachers sometimes lose their self-control. Students look at teachers as models of behaviour. When a teacher loses control, they often lose the respect of the students, not to mention the fact that they have the tendency to punish the student in a way that satisfies their feelings rather than in a way that will allow the student to grow. The Discovery Bay High School’s General classroom guidelines for effective classroom management “10 Point Compass” 1. Students are expected to speak softly and use Standard Jamaican English at all times. 2. Each student is given ONLY five minutes to arrive at a class after the start of a session. If a student arrives after the prescribed time, the student is to receive the appropriate intervention. 3. Students are not allowed to move around in the classroom without the teacher’s permission. 4. All students are to be appropriately attired in the prescribed school uniform under normal circumstances. Any deviation will be communicated to staff Teachers are not to accept any student in their classes if they are in breach of the uniform code. 5. Teachers are encouraged to insist that each classroom is clean and the furniture neatly arranged before formal teaching/learning begins. 6. Every form of insolence must be met with the full measure of the disciplinary code. There should be a zero-tolerance approach to insolence. 7. The subject teacher’s class register must be marked for each session- Students who are absent should be indicated with an (a). Students who are late for class should be indicated with an (L). Students who are present but abscond the class should be indicated with an @. Students who are excused should be indicated with an (E) and students present should be indicated with a ( ⁄ ). Please note that 65

students who are continuously late for class must have the appropriate action taken against them for truancy and those who are continuously absent must be investigated to ascertain possible cause (s) for absenteeism. 8. No student is to share furniture in a class or is to use the furniture inappropriately. Any student who damages a piece of furniture due to incorrect usage should be reported to the office immediately. The reported student will be obligated to replace/ repair the damaged furniture within a specified time. 9. All classes must be interactive and students must be active in the teaching/learning process. This limits the chances of students becoming disruptive. Students must be given activities to last them for the duration of the assigned session. At no point during the contact time should students have nothing to do. 10. Never miss an opportunity to correct students in their error. This may weaken your authority as the classroom manager or may engender in the minds of students thoughts that there is apathy on the part of the teacher. A Final Word: As a teacher you have tremendous influence over your students, which can be used in either a positive or negative way. Please remember that nobody can control behaviors in your classroom other than you. Removing a student from your room without using all the other alternatives should be a last resort for you as a teacher. When you send a student out of the class you are sending the message that you cannot control their behaviour, or that the student is not worthy of your time and effort. Either message results in less control as the teacher. 66

POLICIES REGARDING STUDENT DISCIPLINE DETENTION Detentions are designed as consequences for undesirable behaviours to be administered as soon as possible following the display of said behaviour. Detention shall serve as a deterrent for the misdemeanor hence the task given will match the offence. A detention logbook will be kept. This will be placed in staffroom to be collected by student leader or teacher on duty daily to supervise the detention of those who would be down to serve detention. Detentions will be administered between 2:55 – 3:55 p.m. When a student is given a detention, it should be served by the student the next day after the offence is committed. Students and parents must be given notice of the detention in writing and a copy goes to the student’s file. • Detention shall be served the day after the offence. This enables a written notification of detention to the parents so that adequate arrangements can be made. • Detention shall last for one hour per day. • Students engage in the following while on detention as is recommended by the teacher/student leader & disciplinary committee. • Involuntary community service. • Assigned academic activity • Study/Quiet time 1. Detention will be supervised by student leaders/teachers who are on duty for the day. 2. Parents shall be informed of detention via: a. Letters b. Telephone Calls c. E-mails/Text Messages via the SMS 3. Detentions in most cases shall take priority over extra-curricular activities. 67

BEHAVIOUR CLASSIFICATION The following classifications assign offences to particular levels based on the severity of the offense, disruption to the learning environment and level of threat to the school community and its members. There are 4 cards: green, yellow, brown and red for serious offences. Level 1: Green card These are minor acts of misconduct that interfere with the orderly operation of the classroom, school activities, extracurricular activities or offences against a person. Members of the behaviour management team present will intervene in the act of misconduct. Where further action becomes necessary, acts shall be recorded in the Behaviour Modification Record Book for such actions to be taken. Green card offenses • Uniform violation • Class disruption • Running on the corridors • Shouting • Quarrelling and crass behaviour • Playing in classrooms. Level 2: Yellow card These are acts of misconduct that are more serious than green card offences or repeated acts of green card offences. They also include acts directed at people or property but not likely to endanger health or safety. These acts shall be recorded in the Behaviour Modification Programme Record Book and detention must be served for all offences. 68

Yellow card offences • Repeated acts of green card offences • Loitering on corridors or in ‘out-of-bounds’ areas • Dress code violation • Failure to complete assignment • Skipping/hiding from classes • Tardiness (to school and class) • Display of unauthorized electronic devices Level 3: Brown card These are major acts of misconduct or repeated acts of yellow and green card offences following warnings and intervention. These also include serious disruptions to school order and threats to the health, safety and property of school community members. For this card, a disciplinary referral will be submitted to the Behaviour Modification committee. Consequences include suspensions, possible recommendation for expulsion and or referral to law enforcement, depending on the severity of the offences. Brown card offences • Truancy • Misbehaviour in public places • Profanity • Simple larceny • Leaving school without permission • Use of unauthorized electronic devices • Failure to serve detentions/community service • Forgery/misrepresentation • Gambling • Gang involvement • Insubordination/arguing with staff members • Insolence • Larceny/thievery • Threat/intimidation/bullying • Threatening behaviour • Directed profanity (against school employees, authority figures) 69

• Vandalism • Weapons possession (knives, scissors, etc.) • Alcohol possession (without evidence of use) • Fighting (without wounding, weapons) • Sexual arrestment (verbal/pornography) Level 4: Red card These are acts of misconduct that are most serious offences. These include any act which causes any injury to school community members. Students who commit Red card offences are those whose continued presence is having or likely to have a detrimental effect on the discipline and social order of the institution. For this card, a disciplinary referral will be submitted to the disciplinary committee. Consequences include mandatory suspensions, and/or recommendation for expulsion and or referral to law enforcement, depending on the severity of the offense. Red Card Offences • Repeated acts of yellow card offences after intervention • Gang activities • Grand theft larceny • Alcohol use • Drug possession/Drug use • Assault and battery • Inflicting wounds • Arson • Weapon use • Major disruption of school order • False accusation/libel/defamation • Fighting and wounding/fighting with weapons • Firearm possession/firearm use • Fireworks possession and use • Malicious disruption of property • Robbery/Extortion/Blackmail • Treat to school employees 70

• Violence directed against school employees/student leaders • Gross insubordination • Hacking/computer network violation • Bullying (includes cyberbullying) N.B. Red card offences: severe 6 to 10 days suspension leading to Board Referral. IN-SCHOOL SUSPENSION In-school suspension is the temporary removal of the student from the regular classroom setting for disciplinary reasons. 1. While on In-school suspension, the student is expected to: a. Complete all assignments assigned by Supervisor b. Arrive at school at a particular time and report to an assigned supervisor. c. Complete involuntary community service. d. Undergo mandatory counselling session. 2. In-school suspension will be recommended by the disciplinary committee after a hearing and approved by the Principal/Vice principals. 3. In-school suspensions should not last for more than three consecutive days. 4. Students must be fully supervised for In-school suspensions and must complete all assigned tasks given by assigned supervisor. 5. Students on In-school suspensions are not allowed to have contact with their peers during school hours. SUSPENSION A student who has been suspended from school shall not resume from suspension without his/her parent (s)/guardian (s). The admit slip will be given to the student to return to classes. 71

INTERVENTION AND SWPBIS TRACKING FORMS Teachers are expected to complete an intervention and behavior tracking form for students who do not abide by the standards of the school. Forms are available in the staffroom and general office. 72

POSITIVE REINFORCEMENT POLICY Teachers should make an effort to award students who display desirable behaviours on a regular basis and recommend special awards where it is evident that students display excellence in: a. Academic excellence b. Sports c. Attendance d. General Helpfulness e. Core Values of the School ACTS OF KINDNESS RECOGNITION Teachers are to highlight students who display acts of kindness by being exceptionally helpful, honest and kind. These students should be highlighted in family devotion on Wednesdays when the entire school is gathered. MERIT SYSTEM Students should be given merits for exemplary behaviours or actions. These merits will be recorded by form teachers, grade coordinators or Guidance Counsellor on merit sheets for each month. Merits accumulated during the year can be exchanged for tokens on student’s request. One (1) merit should be awarded for the following: • 100% attendance and punctuality • Subject merit (80% and over on class test or exams) • Excellence in co-curricular and sporting activities • Activity supports fundraising events • Exemplary deportment and grooming • Exemplary leadership that contributes to school improvement • Honour Roll Recognition • Display of Acts of kindness • General helpfulness • Display of good manners and social graces • Help to maintain class/school discipline 73

• Exemplary behaviour on the bus and in public spaces • Supportive and caring behaviours towards others One egret will be awarded a merit for display of the school’s core values per grade as follows. • Egret of discipline • Egret of integrity • Egret of success • Egret of commitment • Egret of order • Egret of virtue • Egret of excellence • Egret of respect • Egret of youthfulness SOARING EGRET AMBASSADOR Teachers are to identify Egrets who display the Core Values of the School on a monthly basis. The egret who embodies most of the core values will be recognized as the soaring egret for the month. Egrets attaining this recognition for four months consecutively will earn the position of ‘Soaring Egret Ambassador’ and be badged accordingly. CAST IN MERITS Students will have the privilege of exchanging accumulated merits for tokens when they have achieved at least five merits. SOCIAL PRAISE AND THE TOKEN ECONOMY Teachers are encouraged to praise students when they do well. Nothing is wrong with giving students stickers, stationeries and small tokens when they do well in your classes. This should be done openly for the other students to see so that they will strive to do better. 74

ROLES, FUNCTIONS AND SPECIAL RESPONSIBILITIES ROLES AND RESPONSIBILITIES OF THE FORM TEACHER Our form teachers play an integral role in the pastoral welfare of our children in their care. Strong relationships are formed based on trust, mutual respect and understanding. Valuable messages are shared and discussed during form times and the children are always encouraged to express their feelings and opinions. A Form Teacher’s role is central in both caring for students and monitoring their progress both academically and socially, encouraging involvement, commitment, and high standards of work and behaviour. The Form Teacher should be active in looking after the interests of the “whole child”. The Form teacher must: • Set the “tone” for the day, by creating a positive ethos, establishing/encouraging good student/teacher, student/student relationships and developing school spirit and identity. • Encourage high standards of work, behaviour and dress in students, and liaise with the Grade Supervisor regarding referred behavioural problems; look to reward achievements positively and implement, where necessary, appropriate sanctions. • Promote, maintain and monitor the official records of attendance and punctuality. Ensuring notes are received concerning any absence and any absence of more than two days is reported to the Guidance Counsellor and Grade Supervisor. Form Teachers should alert Administration to any patterns of, or suspicious, absences. • Actively supervise students in Assemblies. Form Teachers are encouraged to help with the organization and to participate in all aspects of the assembly, including the conducting/coordination of Form Devotions. • Be aware of friendship patterns, family structures, leisure interests, contents of student records, social development, problems at home/school and relationships with other students and staff. 75

• Monitor and review their students’ current progress across the curriculum using all the data provided. • Follow through concerns and issues about learning and effort when necessary with subject areas and parents, in consultation with the Grade Supervisor. • Be aware of social and personal factors relevant to the student within and outside of school. • Keep parents fully involved regarding students’ progress, including curriculum related or behavioural concerns. • Assist in distributing letters/notices to students and participate in P.T.A meetings and report writing. • Ensure school policies, Health & Safety and Drill rules are explained and upheld. • Ensure that Students’ Records are accurately kept. Postscript You are expected: • To be a good role model. • To be consistent and fair, and act as a mediator for the students in the class. • To listen. • To have very high expectations of each student. • To focus students’ minds on achievement through learning. • To discuss current affairs, address student issues (such as bullying). • To encourage reading for pleasure and good study skills. 76

The Grade Supervisor’s Guide The Education Regulations, 1980-Regulation 44- Schedule D The duties and responsibilities of a teacher holding a post of special responsibility in a public educational institution “A teacher who is appointed to hold a post of special responsibility in a public educational institution is required to undertake such duties and responsibilities of an administrative and supervisory nature as are prescribed from time to time in addition to, or partly in exchange for, the normal duties …” A Grade Supervisor at the Discovery Bay High School (STEM ACADEMY) is expected to operate within the following guidelines. • Assists with delivery and/or scheduling of professional development for all form and subject teachers assigned to the grade. • Collects, analyzes and shares academic performance data for the grade with administration on a term by term basis. • Appraises student interests, aptitudes, and attitudes utilizing a variety of strategies and techniques. • Meets, confers, and counsels with parents, school and grade level personnel to develop solutions to the grade’s educational, social, and emotional problems and concerns. • Performs daily supervision responsibilities before school, during school, and after school to ensure that the grade is in order and is operating as expected by the administration. • Assist in the development and monitoring of individual education plans (IEP'S) for students with exceptional needs. 77

• Supervise the planning, development, and implementation of the grade plan per annum which outlines behavior modification strategies for the grade, grade activities and functions, grade goals and objectives, budget for grade activities, • Establishes, maintains, and monitors the maintenance of a variety of files and records pertaining to student counseling, guidance, and instruction related matters. Among the files should be a Logbook and Correspondence File outlining relevant information regarding the grade should be kept by the Grade Supervisor. The file should outline all correspondences to teachers assigned to the grade. • Assist with student discipline problems leading to referrals, detention and suspension. • Assist with alleviating period absences/truancy and enforcing the school tardy and attendance policy. • Assist in the development of grade level goals as they relate to board, administration and school objectives. • Assist in the planning of end-of-the-year procedures and back-to- school activities and procedures. • Ensure that academic reports-summative/progress-are efficiently prepared for delivery to parents and students. Grade Supervisors are expected to sign the reports and take note of the students who are academically and behaviorally challenged with a view of applying intervention. • Grade Supervisor should ensure that a devotion roster is prepared for Grade Devotions and that the devotional exercises are developmental in nature. • Each Grade Supervisor is to ensure that a register of attendance is kept in record of the form teachers assigned to the grade. 78

• If a form teacher is absent from school, the attendance register for the form should be marked by the Grade Supervisor in accordance with the Code of Regulations governing Educational institutions in Jamaica. • Attendance registers are to be closely supervised by Grade Supervisor as they are considered to be legal documents. There should be evidence of monthly perusal to ensure that the registers are consistently marked and updated. A Guide for Heads of Academic Departments Definition The term Head of Department applies to appointed post holders who have responsibility for either an academic department or a special program within the school. Heads of Department are appointed by the school’s administration and report to same. Preamble The prime role of the Head of an Academic Department is to provide strong academic leadership. The Head of Department is required to lead, manage and develop the department to ensure it achieves the highest possible standards of excellence in all its activities. All Heads of Department are required to exercise leadership, demonstrate vision, and empower others in order to deliver the agreed departmental goals and objectives as stipulated in the departmental action plan. Essentially, a Head of Department is to ensure all activities relative to the department he/she leads and by extension all school activities are carried out to the highest possible standards and put in place the necessary evaluation and monitoring procedures to ensure both compliance and improvement. 79

It is expected that a Head of Department will possess or develop the following skills: 1. Have the ability to engage constructively with people 2. Have excellent communication skills 3. Have very good ambassadorial and diplomatic skills 4. Have the ability to manage a number of competing demands 5. Have excellent delegation skills 6. Be flexible and adapt to changing circumstances 7. Be able to develop their skills and seek advice from a variety of sources 8. Be willing and able to exercise judgment and take risks Responsibilities of an Academic Head of Department Instructional Supervision Advising and contributing to curriculum development at school and system level under the direction and guidance of the Senior Administration. Coordinating the teaching and learning of the subject/s for which one is responsible; - Ensuring timely and adequate provision of textbooks, materials, and equipment required for the effective teaching of the subject (s) supervised. Assessment Supervision and Data Analysis Setting/vetting examination papers, coordinating marking schemes and moderating examinations and assessment processes. Analyzing grades with a view of taking actions to improve deficiencies 80

Resource Management Ensuring that the maintenance and upkeep of equipment related to the subject at school is regularly carried out. Performance Management Appraisal Conduct regular classroom observations and provide feedback to the teachers with a view of realizing improvement. Assist with the Appraisal of teachers to scaffold weaknesses and to decide on tenure of teachers. Professional Development (PD) Mentoring other teachers in the subject/level of their specialty Meetings Holding and leading regular departmental meetings and ensuring the keeping of minutes. Departmental Planning Preparing specifications and budgets for the requirements of the subject specific teaching tools and equipment, including laboratory equipment; Special Events Encouraging participation in school projects and other projects in accordance with the SIP targets and as agreed with the Senior Management Team. Leading any departmental event that is remitted to the department for planning and execution. Quality Assurance (QA) Actively assisting the Senior Management Team in ensuring the good professional practice, standards, and quality of teaching and learning of subject/s through proper dialogue with the class teachers and through teaching observation 81

Key Tasks and Desired Outcomes Key Tasks Desired Outcomes Professional Leadership ü Staff in the department feel valued and supported. ü Use department meeting to lead ü They are encouraged to maintain professional discussion up to date knowledge of ü Supports staff in their teaching developments in teaching and roles and encourages professional learning. development ü Provides appropriate guidance to ü There is a collaborative approach staff to planning, assessing and delivery of programmes. ü Participates fully in the school’s performance management system. Curriculum Planning and Delivery ü Teachers have appropriate guidelines for planning ü Ensure schemes, plans are up programmes of learning in to date and accurate line with National ü Supervise staff and checks on Curriculum and school planning and records policies ü Meets regularly with ü Ensure curriculum coverage curriculum coordinator. in the department is appropriate ü Co-ordinator is kept informed of programme developments. Department Administration ü Financial resources are well managed ü Suggests areas for budget ü Appropriate storage, records and expenditure and maintains use is made of departmental accurate records of purchases. resources. ü Manages curriculum resources ü Assets are kept on a current well register or inventory ü Maintains current resource inventory 82

Student Assessment ü The department has sound methods of assessing ü Develops and maintains student achievement against appropriate assessment accepted national standards system and achievement objectives. ü Ensures students are kept ü Ensures that accurate informed of assessment records are kept and that deadlines, expectations etc. analysis assists in Supervises analysis of identifying student learning aggregated assessment data needs which are then used to inform planning. ü Oversees reporting to parents in subject area ü Parents are kept accurately informed of student ü Ensures that assessment data achievements and progress. is used to inform programme planning ü Effective analysis is recorded and passed on to ü Provides professional support the appropriate person(s) to teachers in assessment methods and record keeping ü Classroom programmes are driven from the analysis of Behaviour Management assessment data to ensure student learning needs are ü Provides sound advice and meet. support to staff in their classroom management ü ü Gives appropriate advice to ü The department staff feel teachers relating to fully supported in dealing behaviour management with all aspects of behaviour management. ü Deals in a positive and appropriate manner with ü Students are managed at all referred discipline issues. times with courtesy, Follows school policy consideration and dignity in guidelines when working a manner that respects with students ü Liaises as necessary with ü Maintains accurate notes on senior/pastoral staff student referrals cultural regarding behaviour issues diversity and the rights of the individual. ü The school behaviour management policies and procedures are followed at all times 83

Communications ü Managers are kept up to date with any issues relating ü Meets as required with senior to the department. managers ü There is an ongoing, strong ü Advises on staff link between school-wide appointments making policy, procedures and suitable recommendations programme planning and department teachers. ü Holds regular department meetings to disseminate ü All staff is kept fully information informed, meetings run smoothly and effectively, ü Keeps accurate meeting accurate records are kept. minutes ü Assists in presenting a ü Encourages staff to school-wide positive image, participate in school helps to enhance activities relationships with all members of the school ü Contributes as required to community and actively school review and policy participates in and supports development general school policy direction and strategic ü Attends as required HOD targets. meetings ü Is fully supportive of wider Relationships school activities to enhance these in enriching the ü Represents department views programmes offered to in meetings students. ü Develops strong, positive relationships with students, staff and parents ü Provides positive feedback and support. Actively supports school policy decisions, strategic targets and plans. ü Provides a positive role model to the school community ü Contributes to the full life of the school, including extra- curricular activities, major school events and encourages others to do so. 84

APPENDICES PROCEDURAL MANUAL FOR TREATING WITH CRITICAL INCIDENTS IN SCHOOLS April 29, 2011 Ministry of Education Procedure for Reporting Critical Incidents in Schools 85

Extracted from THE GUIDELINES FOR DEVELOPING A CRITICAL INCIDENT MANAGEMENT PLAN (The Guidelines) Immediately following the occurrence of an incident/accident on the school premises, which qualifies as critical according to the Guidelines(at page 20), the matter must be reported to the principal or to his/her designate, in order that a report in the form of Appendix A be submitted to the Central Ministry through the regional office. In order to properly and accurately address any such incident, the schools’ administrators must familiarize themselves with the provision of the Guidelines. The following outline indicates the critical information that should be included in the completed report as well as the procedure to be followed subsequent to the completion of the report. 1. RECORDING AND REPORTING OF INFORMATION A. Brief summary of Incident The Summary of the incident should include but not be limited to: o Name of victim o Names of other persons involved o Date and time of incident o Time of start of the school day (what time does the school’s formal programme begin?) o Opening hours for school (i.e. at what time are the school premises accessible to students, staff and visitors?) 86

o What happened and how o Location o Specific description of location (State the precise location on the school premises where the incident/accident occurred. Describe the attendant conditions of the area. For example, was the area wet, dry, dusty, dark, oily etc? Mention special features associated with the area) a) Brief description of injury or damage B. Name (s) and status of person(s) involved 1. Who is the person who has suffered the Injury and/or damage? (signed statement to be submitted where available) 2. What is his/her relationship to the school? • Student: Name, Age, Grade (Indicate special needs where applicable) • Staff Member: Name, Grade or station assigned (Indicate special needs where applicable) • Visitor or member of the public: Name, Nature of visit, (Indicate special needs where applicable) 3. Who is the alleged perpetrator? (A voluntary statement may be accepted from the alleged perpetrator) 4. What is his/her relationship to the school? 5. Who were the witnesses? (Witness statement to be submitted where available) 6. What is their relationship to the school? 87

C. Immediate action taken by school 1. A. Injury to person: i. What action was taken by the institution to treat the injury or to ensure that the injured person received immediate medical attention? (Medical report to be submitted) ii Was the injured person taken to the nurse/doctor/ hospital/other? iii Were the relevant parents / guardians / designated caregiver contacted? iv Has the incident been reported to the police / Office of the Children’s Registry or other relevant authority? v. Date, time and name of person making the report and to whom the report was made OR B. Damage to property: i. What action was taken by the institution to deal with the damage? ii. Were the relevant parents / guardians / designated caregiver contacted? iii. Has the damage been reported to the police / relevant authority? iv. Date, time and name of person making the report and to whom the report was made 2. Persons immediately advised / alerted (when and by whom) i. Principal ii. Board of Management iii. Ministry of Education’s Regional Office 88

D. Follow-up action to be taken: 1. When was the incident logged? (Copy of log entry to be submitted) 2. Reports received i. Victim ii. Witnesses (whether on the scene or otherwise) E. Relevant Critical Incident Management Plan in Place – (previously known as Critical Incident Management Manual for Schools) 1. What critical management systems /measures are in place to mitigate/prevent incident occurring 2. Briefly describe the system 3. Did the system work? 4. If no, why not? F. Other relevant information may include, but not be limited to: 1. Is there a history of this type of incident at the institution? 2. Is there knowledge of a similar involvement of these individuals? 3. Include contact information for the individuals involved 4. Any ongoing action 89

SUBMISSION OF INCIDENT / ACCIDENT REPORT TO THE MINISTRY OF EDUCATION A. The report is to be prepared and submitted by the Principal or his/her designate to the Ministry of Education’s Regional Office (Supervisory Officer). The Regional Office submits to the Deputy Chief Education Officer for Schools’ Operations who submits to the Legal Unit of the Ministry of Education. The Legal Unit will then submit, on behalf of the Permanent Secretary, an Instruction File to the Attorney General’s Chambers for a ruling on liability. Supporting documents to be attached include but are not limited to: a. Medical reports b. Witnesses reports c. Medical bills and receipts d. Nurse’s log where applicable e. Copy of log entry for the day of the event f. Victim’s report g. Report from Police or other relevant authority (where applicable) SUBMISSION OF INSTRUCTION FILE TO THE ATTORNEY GENERAL’S CHAMBERS Upon receipt of the submission/file from the Schools’ Operations Unit, the Ministry’s Legal Unit will prepare the file for submission, on behalf of the Permanent Secretary, to the Attorney General’s Chambers. 90

4. PAYMENT OF EXPENSES • The School Board may approve payment of incidental expenses and or expenses related to urgent medical treatment, depending on the need in each case. • The payment of incidental, interim or preliminary expenses is not advised for property damage without initial consultation with the Legal Unit. • All payments must be made in accordance with the following procedures: 1. It must be expressly stated that the payment is being made on compassionate grounds. It is important not to take any action that could amount to an admission of liability. 2. A ceiling is approved by the Board based on discussion with the Regional Office/MOE. 3. A request/claim is received in writing, signed by the claimant and substantiated by receipts, etc. • This protocol must be known by all school personnel. • Please note that the relevant reports and forms from the Critical Incident Management Plan Manual may be modified and used for detailing the information for such incidents. • The Ministry’s Safe School Policy should also be consulted for guidance on issues which may arise with respect to a critical incident. (Extracted from Guidelines for Developing a Critical Incident Management Plan for a Safe School Environment, Page 111) 91

CRITICAL INCIDENT REPORT FORM Name of School ___________________________Region _________ Name of Principal _________________________________________ Name of Board Chairman ___________________________________ Telephone___________________________ Fax_________________ Address_________________________________________________ Email___________________________________________________ Name of Person Completing Report ___________________________ Position _________________________________________________ Date of Report____________________________________________ Type of Incident__________________________________________ Date of Incident __________________________________________ Brief Summary of Incident ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ Names and status of persons involved ________________________________________________________ ________________________________________________________ ________________________________________________________ 92

Immediate action taken by school ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ Follow-up action taken/to be taken ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ Critical Incident Management Manual for Schools ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ Other relevant information ________________________________________________________ ________________________________________________________ ________________________________________________________ 93

________________________________________________________ ________________________________________________________ Signature…………………………… Signature…………………..………………………… Principal Guidance Counsellor / Dean of Discipline Date…………………………... Date……………………………………. 94

GENERAL INFORMATION TO VISITORS OPENING HOURS: 8:00 A.M. – 4:00 P.M. CAMPUS CLOSED TO STUDENTS BEFORE 7:00 A.M. AND AFTER 5:00 P.M. ADMINISTRATIVE OFFICE HOURS FOR VISITORS: 9:00 A.M. – 3:00 P.M. GENERAL TEACHING PERIOD AND SCHEDULED BREAKS 8:00 A.M. – 2:55 P.M. ALL PERSONS AND VEHICLES ENTERING AND LEAVING THE COMPOUND ARE SUBJECT TO BEING SEARCHED VISITORS MUST PRESENT A VALID PHOTO IDENTIFICATION BEFORE ENTERING COMPOUND. NO VISITOR IS TO GO BEYOND THE ADMINISTRATIVE BLOCK EXCEPT ACCOMPANIED BY AUTHORISED PERSONS. ABSOLUTELY NO WEAPONS, ILLICIT DRUGS OR OTHER CONTRABAND IS ALLOWED VISITORS’ DRESS CODE NO SHORT SHORTS/SKIRTS NO EXPOSED UNDERGARMENTS NO CLOTHES DISPLAYING OBSCENE INFORMATION NO MID-RIFT BLOUSES/SHIRTS NO SPAGHETTI STRAPS, TOPLESS/BACKLESS BLOUSES NO MERINOS NO RIPPED-JEANS THAT EXPOSES THE BODY NO HOODED JACKET NO PANTS BELOW THE WAIST 95

D.B.H.S. ORGANIZATIONAL/HIERARCHY STRUCTURE 96

NATIONAL ANTHEM OF JAMAICA Eternal Father, Bless our Land Guide us with thy mighty hand Keep us free from evil powers Be our light through countless hours To our leaders, great defender Grant true wisdom from above Justice, truth be ours forever Jamaica, land we love Jamaica, Jamaica, Jamaica, land we love Teach us true respect for all Stir response to duty's call Strengthen us the weak to cherish Give us vision lest we perish Knowledge send us Heavenly Father Grant true wisdom from above Justice, truth be ours forever Jamaica, land we love Jamaica, Jamaica, Jamaica, land we love JAMAICA'S NATIONAL PLEDGE 97

Before God and all mankind, I pledge the love and loyalty of my heart, the wisdom and courage of my mind, the strength and vigour of my body, in the service of my fellow citizens; I promise to stand up for Justice, Brotherhood and Peace, to work diligently and creatively, to think generously and honestly, so that Jamaica may, under God, increase in beauty, fellowship and prosperity, and play her part in advancing the welfare of the whole human race. NATIONAL SCHOOL SONG “I Pledge My Heart” I pledge my heart forever To serve with humble pride This shining homeland, ever So long as earth abide. I pledge my heart, this island As God and faith shall live My work, my strength, my love and My loyalty to give. O green isle of the Indies, Jamaica, strong and free, Our vows and loyal promises O heartland, ‘tis to Thee. The Jamaica National Song for schools is set to the tune of ‘I Vow To Thee My Country’. It was written by the late Hon. Victo JAMAICA’S NATIONAL SONG ” Jamaica Land of Beauty” 98