Mission

George Washington Carver High School

A School of Excellence





Teacher Handbook

SY 2009-2010









“From Carver to College: Carver Cobras Are College Bound!”





Michele Mason, Principal

Dr. Jarita Mitchell, Assistant Principal Melanie Lynch, PDSCC







Memphis City Schools does not discriminate in its programs or employment on the basis of race, color, religion,

national origin, handicap/disability, sex or age.

Table of Contents

G.W. Carver Pride ............................................................................................................. 1

Board Policies ..................................................................................................................4-8

General Information ....................................................................................................9-12

Teacher Expectations .................................................................................................13-18

Calendars/Schedules ...................................................................................................19-29

Need-To-Know ............................................................................................................30-39

Financial Procedures ..................................................................................................40-44

Curriculum, Instruction and Assessment………………………………………….45-56

Discipline..…………….. ……………………………………………………………57-68

School and Teacher Support .....................................................................................69-70

Reproducibles and Forms ........................................................................................71-111

Job Roles, Responsibilities, and Descriptions .....................................................112-121









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MISSION – G. W. Carver High School

Our Mission ……



The mission of the faculty, staff, and community of George Washington

Carver High School is to prepare all students to possess and demonstrate

knowledge and skills defined by state standards, as well as empowering

them to meet or exceed the proficiency of required state standards.





Vision– G. W. Carver High School

Our Vision…..



The Vision of faculty, staff, and community of George Washington

Carver High School is to serve as a headquarters for students‘ needs as it

elevates the level of performance of its students and prepares then for

positive achievements in life.





BELIEFS– G. W. Carver High School

 All students can learn and attain high standards.

 Students learn best when they are actively engaged in the learning process.

 Innovative instructional strategies and diverse programs provide opportunities for

success.

 High student achievement is measured by proficiency in standards-based subject

matter.

 Administrators, teachers, parents, students and stakeholders share the responsibility of

making decisions that will advance the school‘s mission.

 Students are encouraged to reach their full potential through policy that fosters

positive human relations and supports a safe learning environment.









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Cobra Pride

A Cobra’s Teacher’s Creed…

I am a Carver Cobra Teacher.

I am a professional and valuable person.

My words and actions are kind and honest.

I accept only my best in all that I do.

I respect myself and I respect others.

I am proud of me.

I am a Carver Cobra Teacher.



WORDS OF WISDOM

Plant three rows of PEAS

PEAS OF MIND

PEAS OF HEART

PEAS WITHIN YOURSELF



Plant four rows of SQUASH

SQUASH GOSSIP

SQUASH SELFISHNESS

SQUASH GRUMBLING

SQUASH INDIFFERENCE



Plant three rows of LETTUCE

LETTUCE BE KIND

LETTUCE LISTEN TO OTHERS

LETTUCE CARE ABOUT EACH OTHER



No Garden should be without turnips

TURNIP TO HELP ONE ANOTHER

TURNIP THE MUSIC AND DANCE



To finish our garden we must have time

TIME FOR FUN

TIME FOR REST

TIME FOR FAMILY

TIME FOR YOURSELF

Water freely with patience and cultivate with love.

There is much fruit in our garden because you reap what you sow.





“Most of us end up with no more than five or six people who remember us. Teachers have thousands of people

who remember them for the rest of their lives.”

--Andy Rooney







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Memphis City Schools Board Policies and Procedures

Board Policy References

Please use the following Board Policy references when establishing disciplinary letters or actions:





Attendance/Tardiness – MCS Policy Number 4301 - The Board of Education of the Memphis

City Schools requires all employees to report to work as scheduled and to work their scheduled

hours each work day, unless otherwise authorized. An employee (or a member of the immediate

family) must notify the employee‘s supervisor prior to any absence, except in the event of

extenuating circumstances, in which case the supervisor should be notified as soon as possible but

in no instance later than the end of

the workday. It is the employee‘s responsibility to report absences as far in advance as possible.



Employees who are absent for any reason must complete the Employee Absence Approval Form

and submit it to their immediate supervisor for approval. The form will be used to complete the time

sheet sent to the payroll office.



Lunch/Break Periods – MCS Policy Number 4107 - It is the policy of the Memphis City Schools

to allow employees who work six (6) hours or more per day a minimum of thirty (30) minutes and a

maximum of forty-five (45) minutes for lunch. Lunch periods are unpaid except in the case of

school clerical employees and special education aides.



Employees who work more than two (2) hours but less than six (6) hours per day will not have a

lunch beak but will be entitled to one (1) ten (10) minute break period. Employees who work less

than two (2) hours will not be entitled to a break period.



Break times will be scheduled by the employee‘s supervisor in keeping with work schedules and

workload demands. Upon initial employment, employees will be informed by their immediate

supervisor of the scheduled lunch and break periods.



Working Hours – MCS Policy Number 4106 - The employee‘s regular work day will be

established by the appropriate senior management based on the needs of the system and the

employee will be informed of the number of working hours at the time of employment. Any change

in work hours will be made by the appropriate department senior management, and the employee

will be so notified.



The employee must have approval from the supervisor prior to working overtime.

It is the employee‘s responsibility to be present when and where the employee is assigned and to

work the assigned duties until the designated departure time.



Employee to Employee Sexual Harassment – MCS Policy Number 4510 - All employees have

the right to work in an environment free of discrimination, which encompasses freedom from sexual

harassment. Memphis City Schools prohibits sexual harassment in any form.



Sexual Harassment of Students by Adults – MCS Policy Number 4510.1 & 5147 – All students

have the right to learn in an environment free of discrimination, which encompasses freedom from



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sexual harassment. Therefore, Memphis City Schools will not tolerate sexual harassment of its

students in any form.



Sale of Goods and Services by Employees – MCS Policy Number 4302 - Employees are

prohibited from selling instructional supplies, materials and/or other goods and services to the

children or the parents of the children in the school in which the employee is assigned.



Gifts to Employees – MCS Policy Number 4305 – Employees shall refrain from giving gifts to

personnel who exercise any administrative or supervisory jurisdiction over them, either directly or

indirectly. Employees may not accept gifts from vendors, suppliers, or anyone who interacts with

the Board in the course of business.



Conflict of Interest – MCS Policy Number 4504 – Employees of Memphis City Schools and

school board members shall avoid any conflict or appearance of conflict between their personal

interests and the interests of the system in dealing with suppliers, customers, and all organizations

or individuals doing or seeking to do business with Memphis City Schools and/or in dealing with

other employees of the Board.



Employees and school board members shall avoid any situation that would result in their

having direct or indirect financial or material interest in firms, corporations or organizations doing

business with the system.



Employees shall not use confidential school information for financial or personal benefit or share

such information with an individual not affiliated with the school district for that individual‘s

financial or material benefit.



Drug Free Workplace – MCS Policy Number 4505 – The Board of Education expects and

requires employees to report for work and remain at work in a condition that allows them to

perform assigned duties free from the effects of alcohol and/or drugs.

The manufacturing, distribution, dispensing, possession, and/or use of controlled substances or

alcohol, or being under the influence of alcohol and/or drugs on Board premises or while

conducting Board business off Board premises, is absolutely prohibited.



Moonlighting/Outside Employment – MCS Policy Number 4508 – When a person is hired by

the Memphis City Schools, it is understood that the Board considers that it has given him/her full-

time employment. Therefore, it will expect all employees to give the responsibilities of their

assigned positions with the Memphis City Schools precedence over any outside work.



Retaliation Against Employees – MCS Policy Number 4509 – It is the policy of the Memphis

City Schools to avoid any retaliatory personnel actions which are prohibited by state or federal law.



Smoke-Free Environment – MCS Policy Number 4512 – Smoking and/or the use of all tobacco

products are prohibited in all Board of Education buildings (schools and other facilities) and in

Board-owned vehicles at all times. Smoking and/or the use of tobacco products are prohibited on

the grounds during school hours (including evening school programs).



Acceptable Internet Usage – MCS Policy Number 1115 – The use of the Internet and other

telecommunications networks is a privilege, not a right, and inappropriate use may result in



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cancellation of those privileges. Appropriate executive staff members or school principals will deem

what is inappropriate use, and that decision is final. Employees who are granted access must

remember that they represent Memphis City Schools and, as such, must respect the rights of others,

protect the integrity of the information technology and observe all relevant laws, regulations, and

contracts including software licensing agreements and copyright laws. A detailed list of Internet

rules can be reviewed in the Memphis City Schools policy book under the above policy number.





Supervision of Students – MCS Policy Number 6408 – Students will be under the supervision of

school personnel or persons appointed by authorized school personnel during school and school-

sponsored events, including play periods and lunch periods, as well as during the school day and

during extracurricular activities. Personnel supervising students may be certificated employees,

educational assistants, or other noncertificated personnel approved by the principal.



Contracted persons, including bus drivers, nurses, and other such persons shall supervise students in

accordance with the duties prescribed by their employment functions and/or their contracts. Non-

school personnel appointed to supervise students must comply with Board policies regarding the

care of and interaction with students, including the policies on School Volunteers – #4.502 and

Field Trips and Excursions - #4.302.





Conflicts of Interests Policy #5.601



Employees of Memphis City Schools and school board members shall avoid any conflict or

appearance of conflict between their personal interests and the interests of the system in dealing

with suppliers, customers, and all organizations or individuals doing or seeking to do business with

Memphis City Schools and/or in dealing with other employees of the Board. Suppliers, customers

and organizations shall include, but are not limited to, business firms and corporations; consultants

and consulting firms; college and university academic and athletic recruitment programs; university

research programs; foundations; and Federal and state government officials.



Employees and school board members shall avoid any situation that would result in their having a

direct or indirect financial or material interest in firms, corporations or organizations doing business

with the system. [See Administrative Rules and Regulations for a definition of direct interest,

indirect interest and material interest.]



School Volunteers Policy # 4.501



1) Each volunteer at a school or participating in an MCS-related program or activity must

complete a Volunteer Information Form prepared by the Department of Community

Development. The volunteer may choose to send the completed form directly to the

Department of Community Development, or the principal or administrator must send the

completed form.

2) The form completion and approval process must be completed ANNUALLY.









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3) Speakers, program guests, and such categories as CEO/Principal for a Day participants;

judges of student competitions such as science fairs and talent shows; and standardized test

monitors do not need to complete a Volunteer Information Form.

4) Names of all applicants who complete the Volunteer Information Form will be initially

checked against the Tennessee Sexual Offender Registry.

5) Principals or supervisors must require a criminal background check for volunteers who work

alone with children. They may, at their discretion, consider a background check for

volunteers who work with children in the presence of school personnel. When criminal

background checks are required, volunteers who work with students must submit to a

background check before beginning their volunteer duties. The background check will be

paid for and performed by Memphis City Schools. Volunteers SHOULD NOT be allowed to

perform their duties while MCS awaits the results of the background check.

6) All volunteers who work alone with students or directly with students when school

personnel is present must sign a statement indicating that they have never been convicted of

a crime involving moral turpitude, nor accused or convicted of any crime or violation

against a minor.

7) Volunteers may be removed from volunteer activities or reassigned based on initial and

updated background checks.

8) An MCS Volunteer Advisory Committee establishes and updates specific standards for

approving prospective volunteers and participates in the review of appeals from volunteer

applicants. The committee will meet on an as needed basis and may be composed of

representatives from the Department of Community Development, the Office of Security,

Academic Leadership Team, a school principal, and a community volunteer.

9) The school principal or administrator must maintain a daily roster of all individuals who

enter and leave the school or administrative offices to perform volunteer activity.

10) In the event of legal action taken against a volunteer for actions associated with his/her

activities as a volunteer, the Board may, in its sole discretion, furnish legal assistance or

representation, or chose to indemnify the volunteer from liability. MCS has no duty

whatsoever to defend or indemnify any volunteer for their actions, nor shall this policy

create any expectation of defense or indemnification on the part of any volunteer. All

volunteers are responsible for their own actions and are not agents of MCS.



Prohibitions Against Sexual Harassment



1. Both students and personnel are protected by federal law and by Board policy from harassment by sex.



2. There is no automatic formula for what constitutes sexual harassment, but it does not just refer to physical contact or

seeking sexual favors. It can include suggestive comments, offensive jokes, or remarks, demeaning comments. An

atmosphere that is generally hostile to one sex can be deemed harassment.



3. We have a responsibility to deal with allegations of student-to-student harassment. If reports or allegations of such action

come to you, they must be looked into. The surest way to become liable is to take no action. The law may accept good faith

mistakes in investigation or remedy, but inaction or ignoring a complaint may result in automatic liability.



4. If you find that sexual harassment has occurred you should take appropriate corrective action. Ask personnel or legal

counsel for help if you are in doubt as to what is appropriate. To the extent that confidentiality laws don‘t prohibit it, you will

probably want to share your corrective action with the victim.









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5. Be aware of restrictions against retaliation. A person who complains about harassment or discrimination is exercising a

protected right. Even if the complaint turns out to be unjustified, you cannot take action against a person for making it.



6. Harassment is simply a type of discrimination. There is liability for discrimination by race, sex,

national origin, religion, etc – and, in some employment settings, by age. Most cases can be tried before

a jury. The jury is not usually required to accept your explanation of your actions and may infer that

some actions are pretext for discrimination. This is especially true if the explanation is hard to credit or

if actions seem to involve a pattern of favoring a particular race, sex, etc.







Confidential of Student Information Policy #6.600 (attached in

Reproducibles‖ section.)

Note: Violation of any of the Rules of Conduct/MCS policies shall result in disciplinary action. The

normal steps of discipline are counseling with the employee, oral reprimand, written reprimand, and

a referral to the Division of Labor and Employee Relations









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GENERAL TEACHER INFORMATION









All faculty and staff are required to follow all policies and procedures of Memphis City Schools. All

policies and procedures are available at http://www.mcsk12.net/admin/Policy-Planning/School-

Board-Ops.html





PROFESSIONAL RESPONSIBILITES

 Reserve Wednesday afternoons for faculty, team meetings and/or professional

development activities. If a Wednesday Faculty meeting is missed, you will be required to

meet with an administrator or Professional Development School Compliance Coach at

7:00 a.m. Thursday Morning in the main office. BOE Policy states that Wednesday’s are

for faculty meetings, therefore; no other meetings (including doctor’s appointments, etc)

should be scheduled for that day.



 For all absences, teachers are responsible for contacting the financial secretary or 416-

6903 for all absences. Teachers are required to secure subs and prepare quality lessons for

each day.



 All students must be supervised. DO NOT LEAVE STUDENTS UNSUPERVISED.



 Participate in sponsoring school activities. This includes a school club.



 Be responsible for any students involved in activities with you after school. Make sure these

students leave the campus after the activity.



 Be responsible for the key to your room and any other keys issued to you. Lock your door when

you leave your classroom.



 Do not allow students in the teacher‘s lounge or to use the copier.



 Allow students to leave your room only when absolutely necessary. Do not allow a student to

leave your room without a hall pass.



 Keep accurate attendance. Please submit your attendance during the first 15 minutes of each

class. Follow all attendance procedures exactly.

 Meet established deadlines, such as attendance procedures, grade verifications, lesson plans, etc.







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 Attendance records are legal documents. Students must not be permitted to check or record

attendance at any time.



 Follow all financial procedures exactly.



 Please do not use your cell phones during instructional time or while in the hallways. Please do

not use your classroom phones during instructional time. (Parental contact calls are acceptable)



 Set an example for our students in your attitude, behavior and dress. Each day educators have

the opportunity to demonstrate professionalism and effective work habits. Please ensure that we

dress neatly and professionally. Shorts, backless dress or tops, t-shirts, jeans, flip-flops and

form-fitting pants are inappropriate for our work environment.



 Use your planning time for planning and school-related business.



 Follow disciplinary procedures consistently and completely.



 Administrative Days are regular workdays. Do not bring your children to school with you on

these days.



 Arrangements for PERSONAL DAYS and PROFESSIONAL MEETINGS must be made with

Mrs. Mason prior to the day (24 hrs) of absence and substitutes must be confirmed. Please plan

to take your personal days before May 1, 2010. Personal days can not be taken the before or the

day after a holiday. BOE Policy #



 Check individual mailboxes and email accounts in the morning, during your planning period

and at the end of the day. You will be contacted immediately if an emergency message is taken.

All faculty and staff are responsible for all emails whether read or unread.



 Do not ask students to obtain food or drink for teachers, either from the cafeteria or from a

lounge. Teachers are not to eat or drink in classrooms for sanitary reasons.



 When leaving campus or needing class coverage, please complete the appropriate forms and

obtain the proper signatures.









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INSTRUCTIONAL RESPONSIBILITIES



 Five Practices (non-negotiables):



o Evidence of planning.

o Positive and welcoming environment.

o Evidence of effective discipline and procedures.

o Variety of instructional strategies. (3-5 school wide)

o Quality academic student work displayed.



 Designate one afternoon a week as your tutorial day. Submit your tutoring time and days to

Professional Development School Compliance Coach‘s (PDSCC) by the 2nd week of school.



 A current copy of your syllabus should be neatly posted outside your door at all times.



 Have written lesson plans which address Memphis City Schools Standards and varied teaching

strategies. These are due by 8 a.m. designated Monday‗s. A schedule is in the ―Reproducibles

and Important Information‖ Section.



 Have a substitute folder on file in the PDSCC‘s office by the 2nd week of school. This should

be updated each quarter (nine-weeks). This folder should contain the following:

 up-to-date copies of your class rosters

 school rules

 your schedule (including your lunch time)

 work for your students in the event you have an emergency absence

 Blue Ribbon Initiatives

 A contact person the substitute may contact regarding various items

 fire drill and tornado drill instructions

 any special instructions

 bell schedule



 It is the teacher‘s responsibility to call the substitute finder system as soon as possible when you

know you will be absent. If you are absent, please leave instruction for the sub and work for the

students. After financial secretary receives a phone call to verify emergency absence, the

financial secretary will notify PDSCC when emergency lesson plans are needed.



 Please call 416-6903 and notify substitute of any and all absences. Please contact financial

secretary the day before a scheduled absence to very absence and ensure proper coding.









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COMMUNICATION RESPONSIBILITIES

 You must attend open houses, parent-teacher conferences. Please attend other afternoon and

evening activities to support a positive Carver cobra climate.



 Be available as needed for parent conferences during your planning time and from 2:15 until

2:30 p.m. daily.



 Explain your grading system to students and parents. Make sure your system meets MCS

Policy. Submit a copy of your policy with syllabus to Mrs. Mason no later than the end of

the second week of school. If you make changes during the school year, update Mrs. Mason‘s

copy. Administer your policy consistently. Your class syllabus, parent welcome letter, and

classroom discipline plan/rules are due the 2nd week of school to PDSCC.



 Maintain a Title I Parent Contact Form, which documents all parent contacts for any reason:

academic, behavior, or attendance. Remember these contacts should be for both positive and

negative situations. A schedule is in the ―Reproducibles and Important Information‖ Section.

 Contact all parents the 1st month of school to welcome their child to your classroom and

build positive relationships.

 All teachers are required to contact parents of failing students every three weeks

 All teachers are required to contact students with IEP to note progress or concerns.

 Submit these forms to Mrs. Lynch at the end of each nine weeks, semester, and year.



 A current copy of your syllabus should be neatly posted outside your door at all times.









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Teacher Expectations

Checklist









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Teacher Expectations

The minimum expectations for the teaching staff include;



 Report to work and each class on time, prepared to teach;

 Never leave your classroom unattended. All students must be supervised;

 Keep accurate attendance and grading records;

 Keep lesson plans up to date and available for review;

 Demonstrating control of the classroom through planning, management and maintain

a good rapport with students;

 Keep a high level of contact with parents;

 Use of good teaching practices in delivering instruction in the classroom.



TEACHING IS A PROFESSION. Make an adequate preparation for each class. Remember each

student is an individual. Have a purpose for teaching each lesson you present. Dress, act and speak

in a professional manner.



DISCIPLINE AND LESSON PLANS are closely associated. Planning is a necessary part of

teaching. Even the most experienced teacher must have plans made and a purpose for each day's

lesson. Proper motivation and student participation usually prevent behavior problems if there is

purposeful work to keep every student busy every minute of the class period. Please ask for help if

you are having discipline problems in any class.



DEMAND HIGH EXPECTATIONS. You owe it to the community, to your students, and to

yourself to give your best, and to expect the best. From whatever school of thought we come, we

must recognize that discipline is one of the most important pre-requisites to well-ordered learning.

Strict, fair, and consistent discipline must be adhered to with support enables success.



THE FOLLOWING THOUGHTS EXPRESS SOME OF THE GOALS OF RESPONSIBLE

EDUCATION:

 Instilling in others a desire for excellence in work, manners, and achievement.

 Stressing the values of intellectual honesty and respect for truth.

 Practicing respect and thoughtfulness of others, their property and rights

 Praising each pupil's sense of values and standards of behavior.

 Helping pupils exercise self-discipline and independence in their behavior.

 Understanding and showing by our actions that privileges carry responsibilities.

 Exercising tolerance as we strive for understanding of others' ideals, ideas, and beliefs.

 Striving for consistency, firmness, and understanding in discipline.









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SCHOOL- WIDE GUIDELINES

Sign-in

Teachers must sign in and be in your assigned area no later than 7:15 a.m. and sign-out no earlier

than 2:30 p.m. Do not sign in for someone else; to do so is illegal and against board policy. If

you recognize that you will not arrive on time please call, Financial Secretary (416-6903) and leave

a message so that your tardy will be noted properly.



Your designated area is in the hallway where your classroom is to ensure student safety and to

be visible.



Teacher Attendance: 5% rule



Faculty Meetings

Faculty, team, and professional development meetings are held on Wednesday afternoons,

beginning promptly at 2:30 p.m. Doctor appointments will not be excused during this time.



Reserve Wednesday afternoons for faculty, team meetings and/or professional development

activities. If a Wednesday Faculty meeting is missed, you will be required to meet with an

administrator or Professional Development School Compliance Coach at 7:00 a.m. Thursday

Morning in the main office. BOE Policy states that Wednesday’s are for faculty meetings,

therefore; no other meetings (including doctor’s appointments, etc) should be scheduled for

that day.



Additional meeting may be called as needed and allowed by BOE.



Attire

All teachers should dress professionally at school and at all school-related activities. Please do not

wear jeans or jean material except on designated days.



Telephone Calls

Teachers will be notified immediately of emergency phone calls. Otherwise, check your boxes or

the office for telephone messages daily. Calls will not be forwarded to your classroom during

instructional time. Students are not allowed access to your classroom phone. Do not call parents

during instructional time to report discipline problems during instructional time.



Smoking

Smoking and the use of tobacco products are prohibited in or on all MCS Board of Education

property and vehicles. As a result, neither the State of Tennessee nor Memphis City Schools has

provided a time during your workday for smoking. Failure to adhere to this policy is a violation of

MCS Board policy and will result in negative consequences.



Lunch

Teachers have a thirty-minute duty free lunch.







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Leaving Campus

Leave school only if an emergency occurs during the school day. Contact an administrator if you

must leave school. Sign out in the main office. An administrator (Mrs. Mason or Dr. Mitchell)

MUST initial for approval before leaving campus.



Class Coverage

Please ensure that you have secured class coverage before scheduling field trips or leaving

school only if an emergency occurs during the school day. Please complete the class coverage

form and an administrator (Mrs. Mason or Dr. Mitchell) MUST initial for approval.



Leaving Students Unattended

According to BOE Policy, teachers are NOT to leave their students unattended at anytime.



Lounge/ Copy Machines

Students are not to use the copy machines for any reason. Students are not permitted in the teacher‘s

lounge and behind the office counter without permission from an administrator.



Faculty Information

Accurate information on all staff is essential. Every person employed at Carver High School is to

keep current personal information on file in the office at all times. Please complete the faculty

information sheet and turn it in to the school financial secretary by the 2nd week of school. Please

notify the school secretary of any changes. Your personal information will be placed in the Carver

High Phone Tree, (as mandated by our EMP) which is for teachers only.



Teachers’ use of Technology

Teachers will communicate daily through email, utilize the electronic grade book (as required and

available by the district), and report card. It is expected that teachers use technology to enhance

instruction and reinforce concepts by including Power Point presentations, internet activities,

Nettekker, and United Streaming, Learning Village, etc.



Teachers will also be required to create a teacher webpage for communication purposes. This will

be done during professional development meetings with PDSCC.



Please use the MCS Teacher Learning Academy or Technology center (Jackson Ave.) as a resource

to improve in all areas.



Lesson Plan Evaluation

The PDSCC will evaluate your lesson plans and provide you a copy of the evaluation form.



Evaluate your weekly lesson plans by answering the following questions:

1. Could a substitute or an administrator understand and follow your plans? If teachers‘ guides

are not on your desk, have you indicated where they are? If worksheets are not with your

plan book, have you indicated where they are?

2. Could the administrator read your plans and identify the core unit of study?

3. Do your plans indicate that carefully sequenced lessons have been planned for?

4. Are your lesson plans covering MCS curriculum and Gateway objectives only?



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5. Is your pacing with the MCS curriculum guide?

6. Do your plans show re-teaching strategies and grouping of students?

7. Do your plans show that you vary instructional strategies?

8. Do your plans show many hands-on activities for the students?

9. Do your plans show that you incorporate technology? (Classroom or Media Center)

10. Do your plans show all components of a balanced literacy program?



Nine Weeks Newsletters

Every teacher is required to send a newsletter home each nine weeks. Newsletters might contain 1.

projects for the nine weeks, 2. special supplies needed 3. special homework assignments for the

following week; 4. topics of study; 5. special events or thank you notes; 6. classroom needs; 7.

special recognition of students. A template will be provided for your use.



School Improvement Committees

Each teacher is required to serve on at least one school improvement committee to be discussed at

another time. Six teachers will be elected to serve on the School Leadership Committee, two

teachers will be elected to serve on the PTA Board and one teacher per grade will be elected to

serve on the Academic Advisory Council. Each committee will meet monthly. Each teacher will

serve on Professional Leaning Community, SACS, Team, Blue Ribbon, and Department

Committees.



DATA Requirements

All Gateway, ACT, End-Of-Course teachers will be required to track student test data for

assessment and instructional purposes. Assigned persons must submit information in a timely

manner. Teachers will be required to submit DATA information as needed for evaluation.



Responsibility Outside the Classroom

All teachers are to help see that student order is maintained in all areas of our campus. Teachers are

to correct all students. Teachers are to use their classroom management plan in all areas of the

school. Please teach and enforce the following building expectations: Teachers must stand at their

doors to monitor hall traffic.



Student Records

Parents may file a request to view records at any time. Proper procedures must be followed.



Confidentiality of Student Records

All information in the student record is private and should only be viewed by the classroom teacher.

Teacher assistants should not handle student records. Information in student records should never

be discussed where others might hear. Student records are never to leave the school.



Showing Movies

Use films and movies judiciously and sparingly, even rarely. Do not show a movie merely to

entertain, to fill up time, or to give a break when everyone is tired. Any movie you use should be

pertinent to the subject material of your class. To be effective, a film should be used in conjunction

with a class discussion or perhaps study questions and it should be included in your lesson plan.







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Do not allow students to talk, sleep, or do homework during a movie. If a movie is not important

enough for students to watch, do not show it. It should go without saying that a movie with adult

language or other questionable matter is out of place in the classroom.



TECHNOLOGY

Teachers are responsible for all equipment that is checked out: calculators, Laptops, projectors, etc.



COMPUTER LAB USAGE



1. Teachers are to sign up their classes in the computer lab notebook on the front office

counter.

2. When teachers use the lab, please remain in the classroom. DO NOT LEAVE STUDETS IN

THE LAB BY THEMSELVES.

3. Teachers must supply paper for their classes.

4. If the printers need toner, please see Mr. Shaw.

5. For Equipment problems, complete the helpdesk form in the computer lab notebook and

place in the PDSCC‘s box. Also, please note the computer number on the form and place a

note on the computer.



Please adhere to the computer lab rules:

 No food or drinks allowed.

 Monitor, walk around, when in the lab

 Never leave students alone

 Do not remove or move around equipment



ACADEMIC ACTION PLANS

 Academic action plans are required to document interaction for failing students

 Document strategies for IEP students

 Parent Contact logs are required to document contact with parents. Parent logs can

document praise calls, concerns, IEP progress, etc.









18

Bell Schedules









19

BELL SCHEDULES



REGULAR SCHEDULE



Period Time

1st 7:30AM-9:30AM

2nd 9:05AM-10:35AM

Announcements 10:35AM-10:40AM

3rd 10:45-12:40AM

Lunch A (Students on lunch A will report Class A: 11:15-12:40PM

directly to lunch and then to class.)



Lunch A: 10:40AM-11:10AM



Lunch B (Students on lunch B will report Class B: 10:45AM-11:20AM

directly to class, lunch, and then return to class.) Class B:



Lunch B: 11:20AM-11:50AM





Lunch C (students on lunch C will report 10:45AM-12:05PM

directly to class, lunch and then dismiss from

lunch at 12:15PM.)



Lunch C: 12:05PM-12:40PM



4th 12:45AM-2:15PM









20

LESSON PLANS SUBMISSION SCHEDULE









In order for to effectively evaluate lesson plans; they must be turned in on time. I have set aside time just for this task

and the plans must be submitted then.



Nine Week Syllabus must be submitted at the beginning of each nine weeks.



Lesson plans should be submitted by 8:00 on the 2nd and 4th Monday Mornings. The lesson plans should reflect plans

that you are doing that week or the next two weeks, so when we come in your classes we will be able to follow your

lesson plans.



Administrators will use lesson plans to monitor pacing to provide support and to ensure that we are following district

initiatives.



Opportunity + Preparation = Success!





Notes:

 Semester Exams

o A copy of your semester exam will need to be submitted with the answers. Also, a

make-up exam for absent students will be needed.

 Final Exams

o All student exams that have been graded will need to be submitted at end of the year.

A rubber band should be around them with the class period, class, and teacher name

clearly visible. A copy with the answers will need to be submitted as well as a make-

up exam with the answers. Please submit blank copies.

 Make-Up Exams

o Make-Up Exams can be the same test that you are giving the students during

scheduled exams or it can be different. It may be more intense than your regular

exam.









21

HONORS PROGRAMS

Nine Weeks Responsible Department Tentative Date



1st Mathematics/Science October 27, 2009





2nd Social Studies/Exceptional Children January 26, 2010

Language Arts/Reading

Fine Arts/Foreign Language /Health

3rd Sciences March 23, 2010

Technology& Careers/JROTC



REPORT CARD PERIODS AND PROGRESS REPORT

NOTIFICATION DATES

2009-2010 SCHOOL YEAR

(See attachment.)









22

Due Dates for Teacher Materials



Tentative Submit to

Date

Progress Reports

st

1

Accountability Notebook



Progress Reports

nd

2



Accountability Notebook



Grade Verifications

Semester Exams/Student Portfolios

Progress Reports

rd

3



Accountability Notebooks



Progress Reports

4th

Accountability Notebooks



Grade Verification



Final Exams/Student Portflios









23

Need-To-Know

Procedures









24

ANNOUNCEMENTS

Announcements will be made each morning at approximately 10:35AM. A variety of important

information is provided for students and staff. Teachers are expected to provide an atmosphere in 1st

period that is appropriate for students to hear announcements. Announcements must be turned in to

Financial Secretary no later than 7:25 a.m. Teachers must fill out and sign the announcement

form.



To limit classroom interruptions, we will limit the number of announcements during instructional

time. To ensure this, teachers, please leave phones connected and on the hook. Please take

attendance at the beginning of class so that we are aware of all students in the class or possible

students cutting class. These things are important and necessary so that we will not need to do ―all

calls‖ for students.

COURTESY CLUB

The Courtesy Club functions for the purpose of supporting faculty and staff members in times of

illness, death in the family, birth of babies, and other occasions that deserve consideration and

recognition. All faculty and staff members are given the opportunity to join the Courtesy Club each

year. The Courtesy Club committee develops and follows guidelines that dictate the responses that

are made by the committee. The Courtesy Committee also recognizes other needs and occasions

during the year. The cost for the committee is $25.



TEXTBOOKS



Textbooks are issued at no charge to the student. They are the responsibility of the student

and must be returned at the end of the course. The student and/or parent must pay for

textbooks that become damaged and/or lost before the student can clear Carver High School.

Teachers must keep a record of the student‘s book number. Teachers must conduct a book

check at least twice a six weeks. Textbooks are inventoried and distributed by and Mrs.

Murray.



SPECIAL NEEDS STUDENTS



A variety of services are provided at Carver High School for students with special needs.

Placements and modifications in programs are determined by ―IEP‖ Team recommendation.

Classroom teachers are often asked to attend ―IEP‖ Team meetings and/or consultation to

the special education teacher. Many exceptional students are placed in traditional classroom

settings for the majority of their classes. Modifications may be dictated for the traditional

classroom setting. It is the responsibility of the special education teacher to inform teachers

when modifications are prescribed. The classroom teacher and the special education teacher

must work closely together to ensure that the IEP is implemented for each special needs





25

student. PLEASE KEEP ALL INFORMATION CONFIDENTAL. IT IS THE LAW. It is

the teacher‘s responsibility to ensure that all IEP‘s are followed.



CLASSROOM OBSERVATION AND TEACHER EVALUATION



Administrators are required to visit classrooms. These visits may be scheduled or ―drop-in‖

visits. This process is mandatory each year for the non-tenured teacher and on a periodic

rotation basis for tenured teachers. However, according to board policy, this process may

occur at any time on any teacher.



PROFESSIONAL DEVELOPMENT



Professional Development opportunities occur throughout the school year as well as during

the summer, during the school day and after school hours. Teachers who wish to apply for

professional leave should do so well in advance of the anticipated leave. Follow the

guidelines listed on the back of the professional leave form. Keep an accurate record of any

professional development activities.



EXTRACURRICULAR ACTIVITIES

Extracurricular activities are an integral part of school life and are used as a means of developing

wholesome attitudes and good human relations. Teachers are encouraged to sponsor clubs and

organizations which meet MCS guidelines as a means to engage our students. Sponsors are

responsible for communicating to students and their parents the Rules of Behavior for Participation

in Extracurricular Activities. Students must be supervised at all times.



ATHLETICS



Carver High School offers a comprehensive athletic program. Faculty members are

encouraged to attend athletic events as a show of support for athletic teams. In some

instances, it is necessary for student athletes to miss instructional time due to early dismissal

for athletic events. Teachers should feel free to contact the specific coach if there is a

problem with academic achievement of student athletes. All students must be supervised by

at least one full-time MCS employee or other qualified school personnel before, during and

after practice sessions and athletic events. Athletic personnel shall review the report card

grades of students participating in the designated sport each six week. All coaches must

create and share team rules with players. All coaches must share and update students

concerning MCS policies, such as the Rules of Behavior for Student Athletes (MCS 4.301)









26

MAIN OFFICE RULES



 Students are not allowed past the front counter of the main office.

 Restrooms in the main office are for faculty and staff only.

 Students are not allowed to pick up or deliver mail in the faculty mailboxes due

to the sensitive and personal nature of documents.

 Students are not allowed in the clinic, unless they are being examined by or at

the request of the school nurse.

 NO student is allowed to utilize the clinic to sleep during class periods because

they are sick. The attendance office must promptly notify the parent or

guardian for pick up of the student.

 Lost and found items will not be stored in the main office.

 Students should request stamps for transcripts from the Guidance Counselor.

 All visitors must sign in and out daily on the visitor‘s log. NO EXCEPTIONS!



COMMUNCIATIONS



 The principal will be informed of all concerns relating to each secretarial

operation at George Washington Carver High School on a daily basis in written

form.

 All secretaries will notify the Financial Secretary of all scheduled and

unscheduled absences for accurate payroll processing.

 Any correspondence from Carver High School must have the principal’s

approval and include the following statement:



Memphis City Schools does not discriminate in its programs or employment on the basis of race, color,

religion, national origin, handicap/disability, sex or age. For information, please contact the Office of Equity

Compliance at (901) 416-6670.









27

FIELD TRIP GUIDELINES

Teachers are responsible for planning educational field trips for students. Field trips should be part of a teaching

unit. Not less than two weeks prior to a planned field trip, please submit goals, objectives, and assessment

activities on the field trip form shown in the ―Reproducibles‖ section make plans early. Buses and permission

slips must be secured, money has to be collected, and Fee Waiver forms have to be completed and submitted

prior to the trip. Parent permission forms must be signed and submitted at least three days prior to the trip date.

Absolutely no monies will be returned due to student cancellations!



Field trips should relate to the instructional program of a given class or group of students. The Principal,

Assistant Principal or Instructional Facilitator shall determine whether any proposed trip relates to the

instructional program. The following four items must be considered in planning ALL field trips



 Care must be taken to provide an adequate and safe means of transportation and adult supervision must be

provided.

 Approval of the parent or guardian of each child who desires to participate must be on file in the school

prior to the field trip.

 All field trips made under the auspices of the school MUST be made during the school year. Exceptions

must be approved prior to the planning of the trip

 the value of the activity to the class, group, and/or age level

 the correlation of the trip to actual classroom instruction

 the cost of the field trip



A brief description of all local field trips must be on file in the principal‘s or instructional facilitator‘s office.

Principals should ensure appropriate planning and educational justification for each field trip.

**All field trips must include trip insurance.

Requests for local field trips must be submitted as least two weeks prior to the field trip. Transportation

requests are submitted after the principal has approved the field trip. A list of students involved in the

activity must be provided to the faculty and office staff at least one week before the trip. This list

should include homeroom sections. Notify the office if a student does not go on the trip.





Please notify Mr. Herron of the number of students who will miss lunch as well as provide the

attendance office with a copy of the names of the students who are attending the field trip.



Students must be supervised at all times on field trips. Students must be made aware that they are

representing Carver High School while on field trips and their conduct must be in accord with school

expectations.

Local Field Trips

A brief lesson plan should which includes all local field trips must be on file in the Instructional Facilitator‘s

office. Principals should ensure appropriate planning and educational justification for each field trip. (Policy

#6132). Field trips must be submitted in at least five days in advance to Regional Superintendent.

Out-of-Town Field Trips

All out-of-town trips must be approved by the Associate Superintendent for Student Programs & Services or designee.

Tentative approval for long distance trips should be requested as early as planning permits. Please submit an Out-Of-

Town Field Trip Request form at least thirty days prior to the trip. All information on this form must be completed.

Field trip plans, itinerary, and emergency plans should be on file at the school and with each parent who has a child

attending the trip. School days designated for field trips should generally be limited to three (3) days. 28

LOCKERS



A locker is available for each student at a voluntary cost of $5.00. The homeroom teacher

should collect all money.



Procedure for Assigning Lockers



 Locker assignment will be made by Mr. Kenneth Shaw (Building Engineer).

 Students should report any problem with a locker to the Main Office.

 ONLY 1 (ONE) STUDENT PER LOCKER.



Locker Usage by Students



Students are allowed to go to their lockers only at the times listed below:



1. Before and after homeroom

2. Before and after their lunch periods

3. At the end of the school day



Students should get all their supplies for morning classes from their lockers before the first

period and all supplies for the afternoon classes immediately after their lunch period.









29

SAFETY AND SECURITY

NAME BADGES

Name badges should be worn at all times for security purposes and for entrance to the building. This is a

board policy. If you lose your ID, you must immediately contact the principal.



PUPIL SUPERVISION:



Teachers are to help in maintaining order in school and at all school activities.



Warn students about their behavior. This is not confined to students in your direct charge but to any student of

the Memphis Public Schools. It is the duty of every teacher to maintain order, whether it is assigned as a

special duty or not.



A teacher in charge of a pupil group(s), especially those meeting at other than regularly scheduled school

hours; is responsible for the supervision of the pupils and the security of the school building(s). Upon the close

of activities the teacher in charge shall:



1. Clear pupils from the building.

2. Check that all doors are locked.

3. Turn off all unnecessary lights.

4. Report to the duty custodian, that he is leaving. The teacher and custodian should not leave until the

last student has left the building or locker room.



Metal Detection

Metal detection is scheduled several times throughout the school year by Mr. Bulloch. Detailed assignments

and instructions are made just prior to the scanning. Designated teachers who have received trained in this

process are expected to participate as needed. Other teachers will be given supporting assignment roles.



School Nurse

A school nurse will be available one day each week. If you have any concerns regarding a student‘s health,

you may consult with the nurse.



Accident Reports

An Accident Report must be filled out on each accident at school. The teacher/staff member in charge at the

time of the accident should be responsible for furnishing information and completing the Accident Report to

Mrs. Eason.



Visitors/ Volunteers

All visitors must report to the Main Office. They must sign in and be provided a visitor‘s pass. All staff

members are expected to be alert to visitors in the buildings. Do not hesitate to ask to see a person‘s visitor‘s

pass. Notify the office immediately if there is a problem with a visitor or an unauthorized person in the

building. Please see BOE Policy regarding this. (BOE Policy No. 1.501)









30

EMERGENCY MANAGEMENT PLAN



Earthquake Preparedness Plan

All teachers will teach earthquake preparedness to students. Classroom education includes the following: Definition of

an earthquake, why, and where earthquakes occur, and recognizing and measuring earthquakes. All classes will review

the Duck, Cover and Hold procedures. All students will practice drills for taking cover and evacuation of the building.



Staff Responsibilities

Administration = Develop and administer the plans. Supervise and manage drills and evacuation.

Teachers = Provide student education and practice drills/ Provide supervision of students and first aid treatment.

Custodial = Identify and provide procedures for utility cutoffs/ Remove and provide first aid supplies.

Cafeteria Staff = Identify and provide food and water/ assist in emergency provisions.

Office Staff = Assist in monitoring communications/ Provide efforts to preserve records and class rolls.

Teacher Assistants = Assist in plan implementation. Provide for cafeteria evacuation.



Earthquake Drills

If inside the building:

1. Move away from the windows and other potential hazards.

2. Get under a desk, table, or other shelter or against an inside wall; stay there until building movements stop.

3. Assume the drop position and be silent so directions can be heard above the earthquake noise.

4. Stay in the drop position until the earthquake is over and or until further instructions are given.

5. Once the initial shock passes and things settle down, teachers should evacuate the classrooms, being alert for possible

aftershock. See evacuation map.

6. When leaving the classroom teachers should make every effort to take the roll book and emergency supplies with them.

Announce that no one is to return to the building.

7. Teachers will take classes to their assigned area (see map) and remain their until they are instructed to return to the

building, or been given direction to take students elsewhere, or until students have been picked up by parents or authorized

person.

8. Schools will remain open until every student has been released to parents or authorized persons.



If outside the building

1. Get clear of all buildings, trees, exposed wires or other hazards that may fall.

2. Assume the drop position until the earthquake is over.

3. After the earthquake, if on the way to school continue to school. If on the way home continue home.



Evacuation of the Building

 Teachers should evacuate the building as soon as possible after the initial earthquake. There will be no

signal to evacuate. Stay calm and follow the designated routes or safest alternative to the assembly area.

 Move toward the nearest outside exit. If the exit is blocked use the alternate exit. See the evacuation

map for the exit nearest to your room. Teachers nearest the exits will assess the condition of the exit and

report to other staff.

 See map for recommended exit routes and assemble area.

 Teachers with classes in Cafeteria should follow the above exit route and then proceed to the cafeteria

exit to assume supervision of your students. All support teachers should report to an administrator to

help relay messages.

 First Aid Supplies are located in the office and each classroom.

 Teachers in these rooms are to carry supplies out of building when it is evacuated. Cafeteria and

custodial staff will assist in obtaining and providing necessary supplies. After school starts the safety

committee will give further direction.







31

Evacuation Procedure Fire Drill

When the fire alarm sounds, teachers are to quickly line their students up and lead them, in an

orderly fashion to their assigned exit. Students are to be taken a minimum of 100 feet from the

building. A teacher should have her roll book with her at all fire drills. No student should be left in

the classroom during these drills. Classroom windows and the door should be closed.



When the regular bell rings for an extended period of time or announcement is made you may bring

your students back into the building. No running, playing or loud talking should be allowed.



For safety reasons, classroom doors cannot be propped open with a chair or other obstacle.



Assigned Fire Drill Areas

All classes will go to the field behind the school and the parking lot east side of the school.



Disaster Tornado

When the disaster bell sounds, teachers should move their students to the hall near their classrooms.

The student should be sitting against the wall with their knees pulled up to their chin. Their knees

as much as possible should shield their face. Arms as much as possible should cover open areas of

the face. Students in the library should be moved to the downstairs wing of the primary building.

Crisis Intervention Plan



Purpose: In the event that a crisis should occur before, during or after the school day, it is

important that the staff and students be prepared with a pro-active plan of response.



I. Notification and Communication



After School Hours Initiation: The principal will determine the need for notifying the Grade

Chairpersons. If the situation warrants total staff involvement, the principal or designee will call

Grade Chairs who will notify grade level members by phone. It is therefore imperative that All

Grade Chairpersons have accurate phone numbers of all members of the team. If the situation

warrants a staff meeting, it will be held at 7:30 a.m. in the library. If necessary, the meeting will

also involve Mental Health, Security or other Central Office personnel.



During School Hours Initiation: In the event of an emergency situation, the principal will notify

staff members by stating the code words ―Code Red‖ over the intercom. When this statement has

been made, students are to remain inside of their classroom. Teachers will check the hallways and

instruct any student that might be in the hall to enter the nearest classroom depending on the crisis.

An announcement will be made when the crisis is over. Until then, all out of classroom schedules

(including lunch) will be ignored. In the event of an evacuation, the fire drill procedure will be

followed. Teachers will also be notified by email, if possible, to send emergency notifications.



II. Meeting Plans

Support services will be provided for students and staff who are directly involved in the

crisis. The principal will designate specific locations for counseling services. The School

Coordinating team and/or the Mental Health Staff will determine specific interventions.

Guidance counselors and teachers will assist in the identification of students and staff who

may need supportive services.





32

A follow-up meeting to process events and evaluate the effectiveness of the crisis

intervention plan will occur following the event.



III. Media Policy

In an effort to provide accurate information to the community, the principal or designee will

be the official spokesperson to the media. All staff members will refer the media personnel

to the principal. Staff members are encouraged to share useful information about the crisis

situation with the principal. Students should be protected from the media. No names of

students should be released to the media without parental consent. As soon as pertinent

information is available, a prepared statement will be provided to the media by the principal.

Having one official spokesperson is helpful in avoiding misinformation. Staff members may

opt to say, ―I really don‘t know‖ or ―My statements would only be speculation.‖



IV. Rumor Control

Rumors tend to have a negative impact on the school environment. The principal or designee

will gather all factual statements. Anyone directly involved with the incident should report

facts to the principal and provide written statements. If staff members or students hear

rumors, they should inform the principal so that the validity of the information can be

determined. Teachers are asked not to talk about a crisis to anyone until the principal makes

a formal statement. Teachers can control rumors by listening to the principal‘s message on

their lesson line information system or by calling the principal at home.



V. Building Monitoring Procedures

Restroom Monitors: Teachers closest to the bathroom will check and clear the restrooms.

Students will be directed to the nearest classroom.



Hall Procedures: The administrative staff will patrol the hallways for additional monitoring.



Students Excused from Classes: Teachers should not allow any student to leave the

classroom during a crisis period unless it is an extreme life-threatening emergency.



VI. Other Transition Times

Parking Lot: Administration will notify teachers whether to enter the building or to remain

outside.



VII. Classroom Emergencies

Please use a continual pressing of the intercom buzzer to the office to indicate an emergency

in your classroom or call the office on your classroom phone.



Tips for Teachers in Crisis

· Follow procedures.

· Give students the facts and stay calm.

· Give students permission for a range of emotions and lead classroom discussion.

· Keep most students in class.

· Refer students most affected to counselor.

· Monitor student progress in resolving crisis.

· Allow for a wide variety of religious beliefs and choices to go to funerals.





33

Financial

Procedures









34

FINANCIAL PROCEDURES



All financial operations of the school are handled through the financial secretary’s

office under the direction of the principal. Financial operations are conducted in strict

adherence to school district auditing practices and policies and are subject to audit at

any time.



Attendance



 Employees must sign in daily by 7:15AM to ensure accurate payroll processing.

 Employee must notify main office promptly, if late arrival is unavoidable, so that the

principal will be aware of staff absence.

 Employee cannot sign in on roster the day prior to actual day worker.

 Employee cannot sign in on roster the day prior to via telephone.

 If accident occurs while en route to work, please call the office immediately, so that class

coverage can be arranged.

 Employee must complete all required documentation in the event of a scheduled absence,

per approval of the principal. These forms must be forwarded to the financial secretary for

proper coding of payroll.

 Employee is solely responsible for signing attendance roster or employee will not receive

pay for all days omitted.

 Employee is required to request substitute teachers via the SMARTFIND system, so that the

financial secretary can retrieve report each morning for payroll coding.

 Employee must complete class coverage documentation and have approval of the principal,

prior to absence.



Receipting Funds and Financial Responsibilities

All monies collected for deposit at school must be properly receipted. Individual receipts must be

prepared for each transaction. Receipt books are school and district property and very serious

consideration must be given to the care and security of each receipt book. Students may not deliver

monetary receipts—ONLY FACULTY AND STAFF. Employee must verify all monetary totals

prior to delivery to financial secretary.



Monies collected must be deposited by 12:00PM to Financial Secretary. NO

EXCEPTIONS!



Never keep school funds overnight. Bank deposits will be made daily for auditing

purposes. It is imperative that strict attention is given to accurate receipting and

depositing of school funds. The Division of Internal Auditing audits teacher receipt books

each year and it is very important to protect these books from being misplaced or stolen.









35

IMPORTANT FINANCIAL NOTES

 ALL ATHLETIC COACHES ARE RESPONSIBLE FOR ATTENDING ALL

COACHES MEETING, SO THAT G.W. CARVER WILL NOT BE PENALIZED

FOR THEIR ABSENCE. IT IS THEIR RESPONSIBILITY TO PRINT THE

MEETING SCHEDULES, SO THAT THE SCHOOL WILL BE IN COMPLIANCE

AND REPRESENTED. THIS IS NOT THE RESPONSIBILITY OF THE

FINANCIAL SECRETARY! Coaches are financially responsible for all missed

meetings.



 ALL DONATIONS TO ANY ATHLETIC PROGRAM, CLUB OR ORGANIZATION,

must be in check form payable to G. W. Carver High School and must specify the

application of the donation. (i.e. girls basketball team or boys basketball team, etc.).

Donations will be receipted and mailed to the donor. ALL CASH DONATIONS

MUST BE CONVERTED INTO A CHECK OR MONEY ORDER BEFORE BEING

SUBMITTED TO THE FINANCIAL SECRETARY.



 Each athletic sports program is responsible for bus and gas purchases for team

transportation as this is not a reimbursable item. FUNDRAISERS ARE NECESSARY

FOR EACH SPORT!!!!!



 No athletic apparel, uniforms or paraphernalia will be ordered until monies have been

collected and reported to the financial secretary. NO EXCEPTIONS!!!!!



 All organization sponsors are responsible for maintaining updated records of their

account, by monitoring expenses and revenue. If organizations are sharing expenses

for any event, it is your responsibility to inform the financial secretary so that monies

will be credited properly to each account.



 The financial secretary is not responsible for selling tickets to events scheduled by any

organization. It is your responsibility to appoint ticket sellers.



 All monies are to be submitted to the financial secretary on a daily basis, per your

assigned receipt book. NO EXCEPTIONS! If you will be collecting monies, YOU

MUST USE AN OFFICIAL RECEIPT BOOK!!! ALL MONIES MUST BE TURNED

IN BY 12:00 noon. NO EXCEPTIONS!!!!



 ALL CHECK REQUESTS MUST BE SUBMITTED 48 HOURS PRIOR DATE

NEEDED!!! NO EXCEPTIONS!!!









36

 If personal purchases are made for instructional materials, please request a tax

certificate prior to purchase, otherwise, no sales taxes will be reimbursed.

Requisitions



When ordering from a company, please make sure that company is on the BOE vendor list.

You must get at least three (3) bids before selecting the company you will purchase from

(you do not have to always select the lowest bid). Please consult the financial secretary if

you have any questions regarding the process of purchasing. It is imperative that proper

documentation be kept on all purchases.





FUND RAISING



The principal must approve fund raising activities in advance. These activities may be for

clubs/organizations, athletic teams, or other curricular groups. Each athletic sports program is

responsible for bus and gas purchases for team transportation as this is not a reimbursable

item. FUNDRAISERS ARE NECESSARY FOR EACH SPORT!!!!!





Fundraising Guidelines



 Submit fundraising approval form to principal.

 Receive permission in the form of a signed approval form.

 Obtain parental permission for any student to be involved in the sale.

 Keep accurate records of sales.

 Turn in money each day.

 The teacher is ultimately responsible for any outstanding bills.

 20% of all fundraising profits will be doted to the general fund account.

 All paid activities held during the day must be approved by academic Superintendent.



Donations

Items donated for use by students and/or faculty must be used for the designated purpose.

Any requests for donations must receive principal‘s approval.



ALL DONATIONS TO ANY ATHLETIC PROGRAM, CLUB OR ORGANIZATION, must

be in check form payable to G. W. Carver High School and must specify the application of the

donation. (i.e. girls basketball team or boys basketball team, etc.). Donations will be receipted

and mailed to the donor.



ALL CASH DONATIONS MUST BE CONVERTED INTO A CHECK OR MONEY ORDER

BEFORE BEING SUBMITTED TO THE FINANCIAL SECRETARY.









37

Equipment

The Supervising Building Engineer supervises all equipment inventories. Equipment can not

be transferred from the classroom or school without SBE and principal‘s approval.



Copy Machine Usage

 Please do not allow students to use the copy machines.

 If toner is needed for a machine, please notify Mr. Shaw.

 If a jam occurs, please contact the main office so that the appropriate persons can assist with

the jam.









38

Curriculum





Instruction





Assessment



39

INSTRUCTION HANDBOOK



Proper planning is the key to successful instruction. Teachers are expected to engage in long-term

planning and preparation. Each teacher will be provided a lesson plan book. This book should be

available for examination by administrative personnel. Teachers should communicate long range

plans to students via the development and distribution of a class syllabus each nine weeks. This

allows students to know very clearly what material will be covered and in which order.

Assignments, both short and long term, should be included.



In planning, teachers should use a variety of teaching strategies as well as a variety of assessment

tools. Learning should be active and involving. Quality work should be emphasized and displayed.

Lesson planning and delivery should ensure the use of all class time. Off task time is detrimental to

instructional success. Teachers are expected to be in place to greet students and provide instruction

from the beginning of class. Students are not to be left unsupervised.



Creating The Environment: Preparing the Classroom



It is that you take the time to create a warm and inviting environment in the classroom. Students,

even high school, like unique and colorful rooms. They are turned off by bare walls and blank

areas. A classroom needs character. A young person needs to feel at home in his/her classroom.

Oftentimes, teachers see more of these students than their parents do. Creating comfort zones is a

tremendous help for all involved. Here are a few suggestions:



1) Make sure that your room is not cluttered. All materials should be in some type of order.

2) Make a technology center where students can have access to tape players, computers, and

computers. Students can experience ―books on tape,‖ listen to instructional audiotape, or

use computers for various purposes.

3) Provide for tutoring corners where students who need to catch up on work alone can have

the privacy to do so.

4) Eventually, put up pictures of the students in action. Photographs provide a real sense of

identity and students love to see themselves in pictures.

5) Hang attractive and informative posters from which students can learn.

6) Eventually, hang student work and projects in and outside the classroom.



Bloom‘s Taxonomy (From Bloom, et al., 1956)



As teachers we tend to ask questions in the "knowledge" category 80% to 90% of the time. These

questions are not bad, but using them all the time is. Try to utilize higher order level of questions.

These questions require much more "brain power" and a more extensive and elaborate answer.

Below are the six question categories as defined by Bloom.



 KNOWLEDGE

o Key verbs: list, name, identify, show, define, recognize, recall, state

o remembering;

o memorizing;

o recognizing;







40

o recalling identification and

o recall of information

 Who, what, when, where, how ...?

 Describe

 COMPREHENSION

o Key verbs: summarize, explain, put into your own words, interpret, describe,

compare, paraphrase, differentiate, demonstrate, visualize, find more information

about, restate

o interpreting;

o translating from one medium to another;

o describing in one's own words;

o organization and selection of facts and ideas

 Retell...

 APPLICATION

o Key verbs: Solve, illustrate, calculate, use, interpret, relate, manipulate, apply,

classify, modify

put into practice

o problem solving;

o applying information to produce some result;

o use of facts, rules and principles

 How is...an example of...?

 How is...related to...?

 Why is...significant?

 ANALYSIS

o Key words: analyze, organize, deduce, choose, contrast, compare, distinguish

o subdividing something to show how it is put together;

o finding the underlying structure of a communication;

o identifying motives;

o separation of a whole into component parts

 What are the parts or features of...?

 Classify...according to...

 Outline/diagram...

 How does...compare/contrast with...?

 What evidence can you list for...?

 SYNTHESIS

o Key words: design, hypothesize, support, schematize, write, report, discuss

plan, devise, compare, create, construct

o creating a unique, original product that may be in verbal form or may be a physical

object;

o combination of ideas to form a new whole

 What would you predict/infer from...?

 What ideas can you add to...?

 How would you create/design a new...?

 What might happen if you combined...?

 What solutions would you suggest for...?









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 EVALUATION

o Key words: evaluate, choose, estimate, judge, defend, criticize and justify

o making value decisions about issues;

o resolving controversies or differences of opinion;

o development of opinions, judgments or decisions

 Do you agree...?

 What do you think about...?

 What is the most important...?

 Place the following in order of priority...

 How would you decide about...?

 What criteria would you use to assess...?



In addition to the above suggestions, the items below must be posted in your classroom and raised

daily.

 Warm-up/Bellwork

 Daily Agenda

 Standards for your content area large enough for students to see

 Classroom Discipline Plan/Rules

 SPI‘s covered with the lesson/week

 School mission and vision

 Cobra‘s Creed

 Student homework must be posted.



Preparing the Halls

In addition to preparing the classroom environment, we will also prepare the overall school

environment. The halls should bloom with the knowledge attained in the classroom. To ensure that

this is accomplished, six weeks projects or students will be completed and displayed in the

hallways. Standards addressed within and a brief explanation of the project should also be included

in the display. Rubrics are required.



Creating the Environment: Seating



Seating arrangements make a big difference in the high school classroom. During the first week, it

is easy to use alphabetical order until you make an official seating chart. In general, students have a

possessive feeling about their desks. They want to know where they will be sitting every day.

Without a seating chart, valuable class time will be wasted settling disputes. It is important that

seating be enforced and standardized.



Remember that seating is functional, changing according to instruction. There is no need to keep

one seating pattern all year. Following are some varieties of seating patterns.



Traditional Rows

Desks are in straight rows facing the front of class work well for lectures, tests, individual work, or

direct instructions. The traditional manner tends to keep the class well focused.



Group Seating





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The next most common form of seating is pushing desks together to form groups. The benefit of

group seating is obvious – it allows students to focus together on work. Some teachers have

permanent group seating, seeing the benefit of teamwork on a daily basis.



Divided Rows

In this variation of long rows, desks are formed in two wings, facing each other. This allows for a

middle area that the teacher can use for various purposes.



Circular Seating

In this pattern, desks are formed into a circle. This allows for a ―round table‖ effect, which is good

for readings and discussions. Also, this pattern might be a good idea for class quiz shows and

games, where contestants are in the middle. The teacher can circulate around the room.



Creating the Environment: Establishing Routines



In the high school classroom, it is extremely important that you establish some sort of routine. This

increases efficiency because students know what materials to bring to class and what to expect.

Successful High school teachers tend to incorporate a number of routines.



Warm Ups

A routine that gets students on task before the bell rings is a pre-class exercise or warm-up. Warm-

ups literally get the brain ready for the day‘s lesson, just like stretching exercises before a game. As

students work on their warm-ups, walk around and see how they are doing. This will ensure

accountability.



Warm-ups may be different and suited to each teaching style, but has a set of common

denominators:



 They do not take longer than 10 – 15 minutes (avg 5 min)

 They are challenging exercises that have relevance to past or future lessons.

 They are not ―busy work‖ but quality thinking exercises.

 They usually are not graded, but answers are discussed in class.



Some common examples of warm-up exercises are:



 Questions and Answers

 Journals

 Vocabulary

 Creative Writing

 Problem Solving



Making a Syllabus/Keeping a Calendar

Teachers are required to keep detailed lesson plans for each day of teaching. Sometimes these can

be so time-consuming that one loses sight of the big picture. All teachers should take time to reflect

on the big picture and plan their objectives for at least a nine-week period. Keep in mind that a

syllabus is flexible and can change.







43

Students and parent appreciate being handed a syllabus every six weeks because it increases their

awareness and confidence in the course. It gives them a road map to see where they are going and

how to get there. In addition, a syllabus functions as a calendar on which to make important notes.

A syllabus should provide at least the following:



 List of projects, readings, special units, events

 Important due dates,

 Calendar with activity/lesson indicated

 Special notes about the planning period

 Course objectives

 Grading scale

 Educational Philosophy



A current copy of your syllabus should be neatly posted outside your door at all times.





Keeping a Notebook

A good routine to establish with students is good organization. As a teacher, you will have to ask

yourself, ―How will students organize and retain information in my class?‖ For most teachers, this

means a three-ring binder.



The notebook is probably the best tool for students because it keeps work in sections, has pockets,

and can hold spirals and supply bags.



Cornell Note-Taking is the method of organization that works best for our students. Please use this

method in your classroom.



Creating the Environment: Discipline



If you work with large numbers of students, you will have to administer discipline. As a teacher,

you will be expected to handle your own discipline problems. Sending kids to the office is

considered a last resort because it suggests that the teacher cannot handle the problem.



The best defense against behavioral problems is an exciting curriculum. When students are

interested in their classes and their minds are being challenged, they do not have time for

misbehavior. In all classes, the teacher‘s aim should be to deal with discipline quickly and

efficiently, without cutting into class time. Good teachers practice preventive discipline, redirecting

behavior to avoid problems.



Common Discipline Problems Techniques to Stop Them

Talking out of turn Physical proximity

Discussion with neighbors Signaling a student

Interrupting Polite requests

Inappropriate silliness Role reversal

Blurting out Merit system

Rudeness

Chewing gum





44

Serious Discipline Problems Techniques to Stop Them

Ignoring warnings or reprimands Isolation

Continuing misbehavior/talking Teacher-student conference

Tardiness Calling parents

Not turning in work Giving a referral

Calling for an Administrator (drugs,

Alcohol, weapons)



Classroom Administration: Quality Instruction

Once you‘ve created order in the classroom, you must attend to what taxpayers are paying for –

teaching! The art of teaching is a machine that posses many intricate parts that have to be used

effectively and efficiently to run.



Lesson Plans

Planning a lesson is different for every teacher. Furthermore, teachers organize their lesson plans

and curricula in different ways. Some teachers prefer keeping lesson plan spiral book, while others

keep notebooks, and still others keep lesson plans in file folders.



Lesson plans will be due in the office weekly. They must be submitted to the office by 8:00

a.m. each Monday for the upcoming week. The Carver Lesson Plan Form will be the format.

Be reminded that lesson plans can be submitted either by hard copy or electronically to

lynchmelanie@mcsk12.net .



Making Effective Use of the Textbook

The textbook has been the basic tool of teaching from the beginning of education as an institution.

Throughout the years, the purpose of textbooks has remained the same:



 Provide Content Basis for the Class

 Evaluation/Testing

 Pre-Planned Activities



Many teachers find textbooks to be useful and effective tools. However, some advanced teachers

will not even crack open textbook because they have gathered their own materials. Nevertheless,

most teachers will find it useful to use textbooks some of the time. Please consider textbooks as a

valuable resource, but not the only resource.



How to Make the “Boring” Fun

Successful teachers learn how to go beyond the textbook and distill the core elements or objectives

of the lesson. The master teacher knows that the text does not teach the class – the teacher does.

Teachers have developed a variety of techniques to engage the students‘ interests. These techniques

tend to drive home information and get students excited about school. Here are some examples:

 Quiz Shows

 Dramatic Interpretation

 Costumes

 Audio-Visuals

 Manipulatives



45

 Simulations

 Oral Readings

 Word Games/Puzzles



Strategies Checklist



Teacher-Directed Strategies

Student Directed Strategies

Lecture

Inquiry

Discussion

Discovery

Question/Answer

Higher Level Questioning

Modeling

Concept Attainment

Demonstrations

Reciprocal Teaching

Videos

Learning Centers

Field Trips

Technology

Technology Presentations

Experimentation

Drama

Guest Speakers

Research









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High Level Thinking

It is not enough to teach just the basics. Society demands more emphasis on high-level thinking.

Bloom‘s Taxonomy is the standard that will be used here at Carver . Extending questions by

students into larger issues, demanding reasoning skills, asking for judgments, and creating high-

level projects are part of every successful teacher‘s curriculum.



Leaning Styles

The theory of learning styles can be generally summarized as follows:



 All students have the capacity to learn

 Students can learn the same things by different methods

 Recognizing how a student learns is critical to success



The implications for the teacher are that one must be able to recognize how a student learns best and

adjust to that style. Teachers are encouraged to determine student‘s learning styles the first three

weeks of school.



Special Needs Students

Traditionally kept out of the regular classrooms, students with special needs are making an impact

on the regular teacher. Help and support for these special students can be given first by

understanding that in most cases they cannot help their behavior. Monitor these students carefully

and use preventive discipline techniques as much as possible. Talk to the parents, former teachers,

and counselors of these students to get ideas that work. It is also very important to be aware of the

medications used by these students and their possible side effects. Common special needs are:



 ADD (Attention Deficit Disorder)

 ADHD (Attention Deficit Hyperactivity Disorder)

 ―Slow Learners‖/General Learning Disability

 Dyslexia

 Wheelchair Bound

 Hearing/Visually Impaired

 Emotionally Disturbed

 Bilingual

 Gifted



Reading in the Content Area

In high school, every teacher is a reading teacher. It is impossible to overstate the importance of

reading on the adolescent brain. It is the classroom teacher‘s responsibility to motivate students to

read. This can be done by various ideas such as reading books, magazine articles, or the newspaper.

The idea is to get every child into the habit of reading.



Closure

Though the ideas presented in this instructional handbook are research-based strategies that work,

they are not all inclusive. Adding needed elements to these to individualize your classroom ensures

success for you and your students.

HOMEWORK POLICY



Homework is defined as meaningful and quality work assigned to students that is intended

to be completed during non-instructional hours. It is the policy of this school system that no

more than ten percent (10%) of each nine-weeks grade be based on the evaluation of

homework assignments.



Homework should:



 Reinforce principles, skills, concepts and information taught in the classroom.

 Be meaningful, appropriate to the ability and maturity level of students, well

explained, and clearly understood by students.

 Stimulate creative, logical and critical thought.

 Provide an opportunity for the creative application of material mastered in the

classroom.

 Teach the student self-discipline and self-motivation regarding the responsibility and

effort required to complete assignments.

 Promote independent in-depth study of the chosen topics.

 Provide opportunities for enrichment activities.

 Provide wise and orderly use of time.

 Never be given as punishment.



HOMEWORK GUIDELINES

(Grades 9-12 an average of 2 to 3 hours per day)

Schools shall:

 Inform students and parents of homework guidelines at the beginning of the year or course

 Develop a plan for coordinating homework assignments to ensure that they are reasonable

and realistic

 Review and update, if appropriate, the homework guidelines

Teachers shall:

 Create an effective system for communicating homework guidelines to parents

 Accommodate different learning styles by including choices in types of assignments

 Assign homework only in those areas that are sufficiently understood so that students are

able to complete assignments satisfactorily

 Coordinate homework assignments with other teachers so that no student receives excessive

assignments on a single night

 Provide students with a reasonable estimate of the amount of time necessary to complete

each homework assignment

 Collect, assess, and provide timely and appropriate feedback

Students should:

 Understand that homework is required

 Make certain that homework assignments are understood before leaving class

 Complete and submit homework assignments by the due date. Lesson line must be updated

every three weeks.

Parents should:

 Support the school and teachers by providing a suitable environment for completing

homework

 Remind students that homework is their responsibility

 Guide or assist when unusual difficulties arise but never do the homework for the child

 Monitor television, radio, and any other activities that might negatively impact homework

 Communicate with the teacher as needed







GRADING AND ASSESSMENT



Grading Scale





Academic Conduct



Excellent A 93-100 Excellent E

Good B 85-92 Satisfactory S

Average C 75-84 Needs Improvement N

Below Average D 70-74 Unsatisfactory U

Failure F Below 70

* Incomplete I not a final grade



*Incomplete grades, usually given because of student absences, should be

changed to a regular academic grade by the end of the following nine

weeks period. Incomplete grades are not to be left as final grades. An

incomplete grade will be changed to reflect the average supported by

documentation if the assignments are not completed within the specified

time frame.



Maintaining Gradebooks and Attendance Books

Grade book and attendance books are legal documents and must be kept by the school for five

years. Please ensure that your grade book includes the following items:



 Marking periods  Nine weeks  Legible

labeled calculations listed  Assessments labeled

 Legends marked  Semester  Conduct grade

 Dates labeled calculations listed labeled

 Attendance marked  Recording in ink

 Neat

Grade books will be checked by the administrative staff at least once during a nine weeks

period. A minimum of 25 grades are required each nine weeks.



Make-up Assignments

Students shall be permitted the opportunity to make up all work and classroom tests (or their

equivalent) missed as a result of an excused or unexcused absence. All work and tests for both

excused and unexcused absences should be made up as soon as possible, but no later than a week

after the student returns to school. The principal can grant exceptions due to special circumstances

or any unusual cause acceptable to the principal. If the student fails to make up the work and tests,

the deficiencies shall be averaged with the other grades. Each make-up assignment for unexcused

absences shall be marked down one letter grade (Policy 6.200).



Nine- Week Averages



Nine weeks averages are to be calculated based on documented student performance using

any combination of the following: class work, homework, test scores, participation, and

alternative assessment strategies.



Semester Averages (Grades 7-12 Non-Gateway Courses)



Semester averages for students in grades 7-12 are to be calculated by adding the numerical

averages for the two nine weeks, doubling the sum, adding the semester exam grade, and

dividing the total by five.



Example: 1st nine weeks 70

2nd nine weeks 88

158

X2

316

+83 (Exam Grade)

399/5= 80 (Semester Average)



Semester Averages (Grades 7-12 Gateway Courses)



1st x .35

2nd x .35

Exam x .15

Gateway/EOC x .15

___________________

Total : Semester Average





Final Grades

Final grades of students in grades 7-12 are to be calculated by

averaging the two semester grades. Final grades in semester grades

stand alone.





Exemption for Semester Exams



Second Semester seniors who have a B average or above in a course and who have no more

than three excused absences during the second semester may be exempt from taking the

semester exam for that course. Any unexcused absence in the course will disqualify the

student from exemption.



Semester grades for students who are exempted from the semester exam are to be computed

by dividing the sum of the two six weeks grades by two. (Memphis City School

Administrative Rules and Regulations, Number 5124)



It is expected that students will be evaluated using a variety of assessment techniques.

Whenever possible, students should be given the opportunity to express themselves in

organized written exercises. A minimum of 25 grades should be taken each nine weeks.

Feedback should be provided on a timely basis.



Grade books must be organized, labeled plainly, and kept by the individual teacher.

Students should not be allowed to post grades, average grades, or have access to other

student’s grades. The grade book must be kept and secured by the teacher.





Assessments

 - Assessments can include:

- Test scores

- Quizzes

- Portfolios of student's work

- Interdisciplinary Projects

- Performances

- Demonstrations

- Online assessments

- Performance assessments related to Career and Technical Education

- End-of-course tests, where applicable

- Subject or grade specific assessments and other alternative assessment tools as

determined by the state or school district (Writing must be part of local school assessment in

all subject areas for students in grades three to twelve.)

Classroom Management





The beginning of a new school year is a critical time for effective classroom

management to be set in place. Effective teachers/managers use the first week

of school to clearly communicate to students WHAT IS EXPECTED and

WHAT IS NOT ALLOWED. They begin promptly, conduct activities at a

reasonable pace, give students constructive, real-life assignments, and provide

specific explanations and expectations.



The Greatest Killer of Teachers



1. Be prepared for class. Ten seconds of idle time can develop into ten minutes of problems.

2. Make your assignments reasonable and clear.

3. Be a good and neat dresser. Be businesslike. Be friendly.

4. Be prepared for the unexpected.

5. Keep rules to a minimum. Too many rules have no real purpose.

6. Be consistent for 180 school days.

7. Never punish the entire class for the actions of a few.

8. Never say anything to a student that you would not say in the presence of his parents

9. Never humiliate a student, alone or in front of others.

10. Do not be afraid to apologize.

11. Keep parents informed. Use the phone let parents work with you.

12. Never argue with a student in front of the class. The odds are 25 to 1 that you‘ll lose.

13. Don‘t see and hear everything.

14. Be enthusiastic. It‘s contagious.

15. Do not be a screamer. A barking teacher does nothing but make noise.

16. Keep administrators informed when dealing with problem students.



Discipline Non-Negotiables

• We teach RESPECT: Empowerment, Healing, Dialogue, Curiosity, Self-

Respect and Attention

• Treat students like you want to be treated.

• Acknowledge our mistakes.

• Students are always supervised.

• No profanity used towards or in presence of students.

• Address the action, not the student.

• No physical punishment for infractions (push-ups, standing in the hallway,

standing in class, hands off).

• No yelling or berating

• No permanent in-class suspensions.

• Use our resources. (Counselor, social workers, psychologists)

• Establish and implement school and class procedures.

• Each teacher‘s class is valuable.

• We believe that extensive knowledge and application of content and pedagogy

and the building of effective educator-student relationships improve

discipline.





Management & Student Conduct



Classroom Management

Classroom management can be the difference between a superior teacher and a poor teacher. Even

teachers who are well prepared for teaching the day‘s objectives will not succeed without a plan to

insure the procedure they want to have followed in the classroom. Classroom management is not

simply a discipline plan; it is a well-communicated management plan to help reduce discipline

problems.

The suggestions here are intended to help the teacher build a climate or culture in his classroom

where students can work, learn, belong, and find success.



Student Classroom Procedures



Procedures are ―how we do things in this class.‖ You will need to establish and teach procedures

for things like…

 What do I do when I enter the room?

 How and when do we go the restroom?

 How do I hand in papers?

 What do I do when you are absent?

 What do I do in case of all emergency drills?

 What do I do if I need help?

 When may I sharpen my pencil?

 What do I do when I need to ask a question?

 What do I do when I finish an assignment?



The teacher teaches procedures and rehearses them. For example, when a student bolts out of his

seat the moment the bell rings without waiting for you to dismiss class, he has not followed a

procedure. You should ask, ―What is the correct procedure?‖ and then have the student return to his

seat and practice the procedure. Do not feel that you have to scold, lecture, or yell when students do

not follow procedures. Fussing will not make the student reform anyway. Just as parents have to

teach and re-teach their children to say ―thank you‖, teachers have to teach and re-teach procedures.

In fact, you may have to spend a great deal of time at the beginning of the year teaching procedures.

But a classroom where procedures have been taught well will have more uninterrupted teaching and

learning time. Students who follow procedures have learned a valuable life lesson.



Please examine all class procedures to ensure that you are making the best of the instructional day.

Examples of time wasters:

Writing spelling words X times each

Knowledge level board work/ work sheets

Coloring sheets/Cutting and Pasting

Waiting on all students to finish an assignment with no instructions

Having students copy all work from transparency, board or textbooks

Writing or reading materials that is not relevant to students



Classroom Management Ideas

 Establish a routine and follow it. Students need to know what to do, how to do it,

and when to do it. Students like routines and tend to become disruptive when they

are not followed.

 Feel comfortable with yourself, with your students, and with your content. Students

feel secure with a confident teacher.

 Expect your students to conduct themselves in socially acceptable ways. Students

tend to live up to what is expected.

 Present lessons that are interesting, relevant, and at an appropriate level of

instruction. Material that is too difficult or too easy will cause students to lose

interest and become disruptive.

 Vary your methods of presenting material.

 Always be prepared. Students will take advantage of the opportunity if you are not.

 Prevent problems before they happen.

 Show that you genuinely respect your students. Give them evidence through your

actions: listening to their ideas and concerns, having friendly chats with them,

smiling often, finding something to laugh about, accepting them, giving lots of

encouragement and praise.

 Give your students love and understanding so that they can learn to give it in return.



Classroom Interventions

 Discussed during classroom meeting

 Contact with parents (continuous)

 Positive Communication

 Role Playing

 Student Conference

 Weekly Reports/Parent‘s Signature

 Community Resources (Mentors, Adopters)

 Kids Clubs

 Tutoring

 Peer Tutors

 Paired Learning

 Student Contracts

 Time Out in the classroom

 Time Out in another classroom

 Conflict Resolution Instruction

 Peer Mediation

 Anger Management Instruction

 Grade Level Review

 Office Referral

STUDENT ATTENDANCE



All students are expected to attend school daily and to be in their assigned

classes at the appointed time with the necessary books, materials, etc., so that

a planned program of instruction may be carried out in an orderly manner. It

is the responsibility of each teacher to keep accurate attendance records in all

classes and homeroom.



Student Attendance

A student who arrives after 7:40 a.m. will report directly to the Attendance Office. The

Assistant Principal or designated representative will review letters/notes/doctor‘s excuse

forms and determine whether the absence or tardy is excused or unexcused.



 Letters/notes/doctor‘s excuse forms become the property of Carver High School

and will be retained by the Attendance Office.

 Students will be issued Memphis City School Form #14610 ―Admission to Class‖

(hereafter referred to as an ―admission slip‖) signed by the Assistant Principal.

Students will then report to class and give the admission slip to the teacher.

 The teacher will admit the student to class, sign the admission slip in the

appropriate time period, and return the slip to the student. Teachers will also note

their grade books with ―excused‖ or ―unexcused‖ notations.

 The student will repeat the procedure for each class.

 The last period teacher will collect all admission slips and turn them in to the

Attendance Office at the end of each day.



Please note the following:

1. Student must have an admission slip before being allowed into each class.

There will be no exceptions. Students who ―lost‖ their form must return to the

Attendance Office for replacement

2. Notes must have parent/guardian signature and telephone number.



***Please see handout on District’s Attendance Procedures.

SCHOOL-WIDE DISCIPLINE PLAN



Committee Members

Michele Mason, Principal

Dr. Jarita Mitchell, Assistant Principal

Clarence Shaw, Behavior Specialist

Stevenson Bratcher, Administrative Assistant

Jeremy McKinnie, Family Specialist

SPED Chair

Guidance Counselor

Teacher Representative

Teacher Representative

Administrative Assistants

Parent Representative



The Discipline and Safety Committee has developed a school-wide discipline plan. The purpose of

this plan is to have a fair and consistent way in which to deal with students who misbehave and

recognize students with positive behavior.



Philosophy Statement



It is our philosophy that tolerance, acceptance of responsibilities, caring and self-sufficiency are

trademarks of being a good citizen



Mission Statement

Our mission is to instill in our students these qualities that will make them productive members of

our society.





School Procedures, Entering School

 Carver High School hours of operation are 7:15 a.m. – 2:15 p.m.

 Students can enter the building as early as 6:45 a.m. and report to the cafeteria for breakfast.

 Students not entering the building for breakfast, but on time will enter the building at 7:15

A.M.

 Students arriving to school after 7:40 a.m. are excessively tardy and must use the school‘s

attendance office.

 Student report to 1st period at 7:15AM

 Students are considered tardy to class at 7:30 A.M.



School Procedures, Closing of School

 Student must exit the building at 2:15PM unless they are participating in an afternoon school

program, tutoring or activity.

 SPED Students bus riders are dismissed at 2:10 p.m.

 Teachers are to monitor the halls as students are leaving to ensure that students are safe and

exiting the building.

 If teachers have after school activities, please remind students where they are to be located.

Support teachers remain on grounds duty in assigned areas until 2:30 p.m.



School Procedures, Cafeteria Operating Times & Rules

10:40AM-11:10AM Lunch A (Students on lunch A will report directly to lunch and then to class.)

11:20AM-11:50AM Lunch B (Students on lunch B will report directly to class, lunch, and then return to

class.)

12:05-12:40PM Lunch C (students on lunch C will report directly to class, lunch and then dismiss from

lunch at 12:40PM.)



Students will adhere to the following cafeteria rules:

 Students will respect the authority of supervising monitors.

 Students will talk using quiet voices.

 Students will remain seated if not in the serving line.

 Students will keep their area clean and dispose of all trash in the appropriate places.

 Students will display appropriate behavior in the serving lines/areas.



School Procedures, General

 Students have 5 minutes to change classes.

 Students must eat on their assigned lunch schedule, unless otherwise directed by the

Administration.

 Students must use the restroom during the 5 minutes between classes.

 Students must retrieve their textbooks and supplies from lockers before homeroom, during

their lunch period or after school.



School Procedures, Assemblies

 Students will enter assembly area with the classroom teacher.

 Students will not talk upon entering, during, or leaving the assembly.

 Students will sit up straight and be attentive.

 Teachers are to remain with classes in auditorium.



School-Wide Rules

 Cooperate with school authorities

 Follow the dress code ensuring that shirts are tucked in and pants are not

sagging.

 Walk to the right of the hall

 Attend Daily

 Responsible Behavior (Keep hands, mouth and objects to ourselves!)

 Verification for all tardies and absences

 Excel Daily

 Rewards for appropriate behaviors



Classroom Procedures

 During instructional time, any students in the hall must have a hall pass.

 Students must bring all necessary materials and supplies to class each day.

 At no time, should a student remain in another teacher‘s class unless prior

arrangement is made.





POLICIES GOVERNING STUDENT BEHAVIOR



Good discipline within the school is necessary to ensure a proper learning environment. It is

the responsibility of the Board of Education, the administrative staff, and school personnel

to take the necessary measures to provide the proper atmosphere for the instruction of

pupils. Fostering good citizenship is one of the major functions of education.



One of the most important lessons education should teach is DISCIPLINE. While it does

not appear as a subject, it underlies the entire educational structure. It is the training that

develops SELF CONTROL, CHARACTER, and AND EFFICIENCY. It is also the key to

good conduct and proper consideration to other people. With an understanding of the

purposes of discipline in a school, you may form a correct attitude toward it, and not only do

your part in making your school an effective place of learning, but develop the habit of self-

restraint which will make you a better person.





CARVER HIGH SCHOOL NON-NEGOTIABLES

• We teach RESPECT: Empowerment, Healing, Dialogue, Curiosity, Self-Respect and

Attention

• Treat students like you want to be treated.

• Acknowledge our mistakes.

• Students are always supervised.

• No profanity used towards or in presence of students.

• Address the action, not the student.

• No physical punishment for infractions (push-ups, standing in the hallway, standing in

class, hands off).

• No yelling or berating

• No permanent in-class suspensions.

• Use our resources. (Counselor, social workers, psychologists)

• Establish and implement school and class procedures.

• Each teacher’s class is valuable.

• We believe that extensive knowledge and application of content and pedagogy and the

building of effective educator-student relationships improve discipline.

CONSEQUENCES

When a student refuses to follow the classroom and school rules, the following steps will be taken:



Tier 1 – Classroom Level

Teachers should plan engaging lessons that include activity that keeps students engaged throughout

the entire class period. Classroom rules and consequences should consistently be reviewed and

discussed with students. Consistently following the classroom discipline plan with all students is a

must if the student is to receive consequences on the next level.



Tier 2 – Home/School Connection Level

Throughout this stage, the parent is contacted by phone or written communication of the student‘s

behavior. The parent must attend a parent conference with the teacher or team within three (3) days

of notification to develop an IBP (Individual Behavior Plan).



Tier 3 – Guidance Level/Support Staff (Referral)

Once a student has unsuccessfully adhered to an IBP, he/she can be referred to the guidance

department. The guidance counselors have the ability to refer the student to the school psychologist

for further assistance which may include:

 Character education sessions

 Self-esteem meetings

 Conflict resolutions

 Anger and stress management sessions

 Referral to outside agencies



Tier 4 – Administrative Level

Appropriate actions as outlined by Memphis City Schools and Carver will be taken and may include

home or board suspension.





SUSPENSIONS



As mandated by the Memphis City Schools Policy the appropriate measures will be taken if

the following occur:



1. Pupil having in his/her possession at schools any instrument that could be classified

as a weapon.

2. Pupil involved in a school break-in or causing malicious damage to school property.

3. Pupil accused of any insubordination toward faculty member, administrative

personnel or classified personnel - such as striking or using abusive language.

4. Failure of a parent or guardian to respond to a Home Suspension within three (3)

days.

5. Pupil involved in illegal possession or use of drugs and alcohol.

6. All individuals who are involved in premeditated fights.

Out-of-School Suspensions/Home Suspensions



Suspensions will be issued per MCS policies based upon student behavior. It is not the intent of

the school to remove students from the school society for first-time or minor violations.

Therefore, suspensions from school should be issued with caution and only in appropriate cases.

A behavioral intervention plan shall be developed for students who accumulate more than five

days of suspensions during the school year. Out-of-School Suspensions will not be issued for

excessive absences.



IN-SCHOOL SUSPENSION

 In-School Suspension Plan as identified by the Action Steps.

 Referral to ISS will be made by the Administration.

 Monitoring will be made by staff selected by Administration.

 Students will be required to complete classroom assignments. Teachers will receive

notification and submit assignments to ISS teacher by the end of the day.

 Behavior contract must be completed and signed (both parent and student)

 ISS classroom climate environment will be established.



RULES & REGULATIONS IMPLEMENTATIONS

 Students are given a Parent/Teacher/School compact between them, their teachers

and their parents.

 Teachers discuss handbook students.

 School Administrator reinforces rules and procedures during grade level assemblies

 Rules and procedures are posted throughout building.



ASSEMBLY PROGRAMS



There are many opportunities for assembly programs during the school year.

Auditorium seating for assemblies is assigned by Advisory. Advisory teachers are

expected to supervise their homeroom students during assemblies. Non-homeroom

teachers and support staff members should expect supervisory assignments. Absence

from responsibilities during assembly times should be with administrative approval.



Assembly Rules



 Students must enter and leave an assembly in an orderly manner.

 During an assembly for all grades, there will be no teachers or students remaining

in classrooms.

 Each teacher‘s first responsibility is to monitor students for appropriate behavior.

 Teachers will enforce these three basic rules for assembly behavior:

o Remain quiet when entering the auditorium, throughout the program

and when leaving

o Sit erectly in your seat

o Give the speaker/performer your undivided attention. This includes

becoming quiet when the speaker steps to the podium/microphone and

being attentive throughout the presentation.

 After dismissal from an assembly, students are to report directly back to their

classroom. Students attending auditorium programs will leave books in

classrooms.

 No food, gum, drink or anything that is considered food (sunflower seeds, chip,

candy, etc.) is permitted in the auditorium.

 Students must respond to program performances with polite applause.

 The following actions will not be allowed: booing, catcalls, whistling,

commenting, standing, chanting or dancing.

 Students will not be allowed to sleep.

 Inappropriate behavior will result in disciplinary action.

 All other school rules are in effect at all times. Students who do not obey rules

will not be allowed to attend future assemblies.

 All students will remain seated in their designated areas with teachers until

dismissed by the administrative staff at the conclusion of assemblies.



CONFERENCES

Teachers desiring parent-teacher conferences should make arrangements through the

Assistant Principal(s) Office. Conferences should be held during planning periods or

whenever possible.



INTERVENTIONS

 Metal detector checks

 Hallway monitoring

 Periodic room checks for electronic devices

 ISS

 Behavior Modification



Appeals Related to Student Discipline

• No Appeal

– ISS and 0-3 Day Suspensions

• Staff-Level Appeal

– 4-10 Day Suspensions

• Board Level

– 11-180 Day and One Calendar Year Expulsions



Interrogations and Searches (BOE Policy # No. 6.303)

• Searches by School Personnel

– (Principal/Designee)

– Searches of Students

Unexcused Absence Procedures

• 1st and 2nd Unexcused Absence

– Call Parent

• 3rd Unexcused Absence

– Warning letter; Parent/Teacher conference

• 5th Unexcused Absence

– Attorney General‘s letter; SART meeting;

• 10th + Unexcused Absence

– Attorney General‘s letter; Mandatory SARB meeting; may petition juvenile court

Medicines

• Self-Carry (e.g. asthma inhalers, epi-pens)

• Medical Authorization Forms(prescription or non-prescription)

• Training for Student Self-Administration

• Disposal of Unclaimed Medications



Child Abuse and Neglect (new policy)

• Individual reporting

• Immediate notification to the principal

• Child custody/Parent Access (new policy)

– Reasonable Access by Non-custodial parent

– The Personal Information of a Custodial Parent



Support personnel

Discussion (s) with counselor, who will refer the matter to appropriate support personnel which

include the following: Family Resource Center, Social Worker, Psychologist, S-Team, School

Resource Officer, Coaches, and community resources. The support personnel will determine what

non-punitive interventions may be used to help the student be successful.

S ch o o l a n d

T e ac h e r

Support

SCHOOL AND TEACHER SUPPORT

Copiers

Each teacher will be allotted a specified number of copies per month. You are responsible for

keeping your number. All copies made on your number are your responsibility. If you exceed your

copy limit, you need to look at the instructional value of the materials you are copying. Paper will

be purchased out of instructional funds and the financial secretary will maintain the copier. Copies

should be made before school, after school or during your planning time. The copier and workroom

are off limits for students.



Media Center

The Media Center Specialist or assistant will help you with materials and equipment when children

are not under their supervision. Make arrangements with the specialist in advance for use of

equipment. All materials checked out by employees through the media center must be returned



Mobile Computer Lab

Any teacher at Carver may make arrangements to use the mobile lab after they have completed a

course about proper use. When you check out the mobile lab, it is your responsibility to make sure

it is returned unharmed, and complete. The school librarian will schedule the use of the lab and

provide training sessions on how to use the lab. Computer should always be turned off, plugged in,

and placed in the cart in numerical order.



Board Films and Videos

Films and videos can be ordered at no charge from the Board of Education. It is the individual

teacher‘s responsibility to see that the film is returned to the Board of Education on the due date.

This means that the films should be placed in the box in the office before 10:00 a.m. on the due

date. Because more than one film is sent in the same film box, please leave the box in the office.

Remember all films should be curriculum based and board approved. Film lists and ordering

information are available on the MCS website (Ed. Resources - - Media Resource Library).



Instructional Materials

Carver High School is committed to supplying a wide variety of classroom materials to assist

teachers in implementing curriculum. You have not because you ask not. Teachers are expected to

provide students with specific, guided instruction in the use of every material in the classroom.

Teachers should organize materials, and find a way to frequently inventory materials that will

safeguard the use and care. Book checks will be conducted three times each year.



Instructional Funds

All regular teachers receive $300 each year for instructional materials. Two hundred dollars is to be

used for supplies for your room. The other one hundred dollars is considered pool money. Your

pool money will be used to help pay for printing expenses and paper. All instructional monies

must be spent by March 15th. Every teacher is to keep an accurate account of instructional money.

All materials purchased with instructional funds are school property and must remain at Carver

if a teacher transfers out of this building.

Reproducibles

and Forms

Reproducibles and Important Forms



The forms that are in this section are copies of what you may see or need to use this school

year. You may duplicate as needed.



School Wide

 CARVER GOALS, MISSION, COBRAS CREED

 SCHOOL CALENDAR

 MCS GOALS AND MISSION

 TITLE I INVENTORY

 REQUEST FOR SCHOOL RECORDS



Discipline

 BLUE RIBBON FORMS

 REFERRAL FORMS



Financial

 CHECK REQUEST FORM

 FUND-RAISER FORM

 TICKET RECONCILIATION FORM

 SECURITY OFFICER FORM

 REPORT OF ABSENCE

 TEACHER CAMPUS EXIT FORM

 PROFESSIONAL LEAVE FORMS

 REQUISITION FORMS

 PURCHASE ORDER FORMS

 COMPETITIVE BID FORMS

 STUDENT ACCIDENT REPORTS

 EMPLOYEE ACCIDENT REPORTS



Instructional

 LESSON PLAN TEMPLATE

 MEETING RECORD

 ACADEMIC ACTION PLANS

 TRAVEL AUTHORIZATION AND JUSTIFICATION SHEETS (PROFESSIONAL

DEVELOPMENT)

 START WITH SUCCESS

 NINE-WEEKS REPORT FORMS

 PERSONAL PROFESSIONAL DEVELOPMENT PLAN

 PROFESSIONAL DEVELOPMENT LOG

 PARENT CONTACT LOG

Evaluation

 TEACHER EVALUATION FORMS

 CLASSROOM EVALUATION

 LESSON PLAN EVALUATION FORM

 TEACHER PROGRESS REPORTS (SUBMISSIONS OF ATTENDANCE, LESSON

PLANS, CONTACT LOGS, ACADEMIC PLANS, ETC)

 GRADE CHANGE FORM

Carver High School ATTENDANCE & GRADE

RECORD BOOK EVALUATION









TEACHER DATE



Marking Period(s) Observed 1 2 S 3 4 Y (Circle)



Domain V: Professional Growth

Indicator C: Performs professional responsibilities effectively

Measurement Statement 1: Maintains accurate and up-to-date instructional plans, records,

reports, etc.







Competency Satisfactory Unsatisfactory

Marking periods labeled

Dates Labeled

Attendance Marking

Nine- Wks Calculations

Semester Calculations

Neatness

Legible

Assessments Labeled

Conduct Grade

Number of grades

Total



Commendation/ Recommendation









Administrator_________________________________

TEACHER EVALUATION FORMS



Below are samples of the forms used for evaluations. Please go to the link below for

OFFICIAL COPIES.

This is the link that takes you directly to Framework for Evaluation and Professional Growth forms.

COMPREHENSIVE ASSESSMENT

EDUCATOR INFORMATION RECORD



EDUCATOR NAME: ____________________________ SCHOOL NAME: ______________________________







The purpose of this record is to gather a sampling of information regarding the Assessment and Evaluation and

Professional Growth Domains. The evaluator may ask for further clarification of this information. You may record

information on these pages or reproduce them exactly as they appear.









Domain III: Assessment and Evaluation

1. Provide two examples of pre-/post-instructional data for a class of students. If applicable, use

state mandated tests as one example. Describe the amount of student progress exhibited and how

your conclusions were used to make instructional decisions. (In analyzing TVAAS data, observable

trends should be described. Classroom examples should be more specific You may attach copies of

the assessments.) III A, III C

Pre-Instructional Data Post-Instructional Data Conclusions

1.









2.









2. How do you communicate student achievement and progress to students, parents,

and appropriate others? Describe and/or provide examples. IIIB

COMPREHENSIVE ASSESSMENT

PLANNING INFORMATION RECORD



OBSERVATION NO: _____

EDUCATOR NAME: ___________________________

DATE: ________________



Educator completes this form for each formal observation; however, the evaluator may need to discuss the

contents of this form for clarification purposes. Educators retain the right to make instructional

decisions/changes during the observation.





1. What state curriculum standard, performance indicator, or accomplishment is the

objective for this lesson? In the event that students are working on individual objectives,

choose 2 or 3 students and provide their objectives. IA









2. What specific data have you gathered about your students’ current abilities in relation to

this objective/these objectives, and how have you used that information in the design of

this lesson? IB, IC









3. What teaching strategies will you use to teach this lesson? IB, IIA, IIB









4. How will you assess student learning? Identify specific data. IB, IC, IIIA

5. How will you determine the students’ retention and ongoing application of learning from

this lesson? IIIA









6. Explain any special situation(s) of which the evaluator might need to be aware?

SELF-ASSESSMENT

(Worksheet)

EDUCATOR NAME: _______________________________________________________________________________________



Self-Assessment:

Using the appropriate Performance Standards and corresponding Rubrics for your job assignment, reflect upon the level

of competency you have exhibited in each of these areas.

Identify three areas of strength and three areas which you would like to strengthen [area(s) for growth] and be prepared

to discuss your reasons for selecting these.

You may wish to use this worksheet to organize your information.



Areas of Strength* Reasons for Selecting

1.









2.









3.

COMPREHENSIVE ASSESSMENT

REFLECTING INFORMATION RECORD



OBSERVATION NO: _____

EDUCATOR NAME: ___________________________

DATE: ________________



Educator completes this form for each formal observation; however, the

evaluator/observer and the educator are to discuss the contents of this form.







1. As you reflect on the lesson, how did it actually unfold as compared to what you had

anticipated happening as you did your planning? IIIC









2. Provide the data/information that you have used to determine your students’ progress

toward this lesson’s goals. Include individual and group information. IIIA and IIIC









3. How will you use your students’ performance today as you envision the next step for

these students in learning? IIIC and Planning Domain









4. If you were to teach this lesson again to these students, what changes would you make?

IIIC

5. As you reflect over this lesson, what ideas or insights are you discovering about your

teaching? IIIC

COMPREHENSIVE ASSESSMENT

FUTURE GROWTH PLAN





EDUCATOR NAME: _____________________ SCHOOL NAME: _______________________







Area to be Strengthened (Area for Growth): State the Performance Standard. [Should relate directly

to the Comprehensive Assessment--Summative Report]









Professional Growth Goal(s) of this Plan: State your professional growth goal(s) in measurable or

observable terms.









Action Plan: Describe the actions you plan to take to accomplish this goal, including timelines for

completion of each action. (What will you do to increase your knowledge in accomplishing your

professional growth goal(s)?)









The Professional Growth Plan stated above has been reviewed and is appropriate for

implementation beginning _____________________ and ending______________________.

Month/Year Month/Year





________________________________ ______________________________________

Educator/Date Evaluator/Date

Teacher _______________________ * Type of Contact: P=Phone; L=Letter; PC=Parent Conference



Date Student Type* Reason Result

PERSONAL PROFESSIONAL DEVELOPMENT PLAN









Complete a Personal Professional Development Plan (PPDP) as follows:



 Select your Professional Development Goal from the following list:

1. Instruction

2. Management

3. Interpersonal Skills

4. Professional Responsibilities

5. Leadership Development

6. Job Specific Training

7. Communication

8. Assessment

9. Technology

10. Motivating Students



 Complete a PPDP Action Plan to describe and track strategies/activities used to achieve your goal.

 Record all pertinent Professional Development Contact Hours accrued during the course of the school year on the Action Plan.

 Maintain a Professional Development Log form.

PERSONAL PROFESSIONAL DEVELOPMENT PLAN

School Year 20 _____ -- ______



Name _______________________________________________ Position _________________________________



School/Location: Carver High School Years experience in position ________________



Goal areas -- Circle one goal area: Instruction Management Professional Responsibilities Technology Learning Environment Assessment



Communication Leadership Development Job Specific Training Motivating Students





Related to Which School Improvement Goal:





Desired outcomes: (Personal areas of self improvement in terms of knowledge/skills/performance products, evidence of learning, use of skills

acquired.)









Student impact: (connection/contribution to the learning environment.)

PPDP ACTION PLAN School Year 20 ______ -- _______

Name ________________________________________________ Goal area from page 1. ______________________________________



ACTION PLAN RECORD OF COMPLETION



PROFESSIONAL DEVELOPMENT STRATEGIES EVIDENCE OF COMPLETION DATE # of

(Read, write, research, participate in, observe, collect, etc.) (Journal, PD contact hour certificates, etc.) ACHIEVED HOURS

Ex. Participate in a professional meeting Certificate









_______________________________________ _________________________________________ _______________

Staff Member Signature Administrator‘s Signature Date

G. W. Carver High School

Professional Development Log



Please keep a record of all the professional development meetings you attended thus far this year. Please submit monthly.



Name __________________ School Year:___________ Month: ____________________



Date Events How is the event related to How did this experience impact your

(e.g., district PD, workshop, SIP? teaching and/or student

conference, course) performance?

G.W. Carver High School

WEEKLY LESSON PLANNING FORM





Date________________ Teacher____________________ Grade/Subject_______________Nine Weeks____ _____ Week: __________





Curriculum Connections

Curriculum Objectives:

TCAP Objectives:

SPI [State Performance Indicator(s)

Day 1 (Date____) Day 2 (Date___) Day 3 (Date____) Day 4 (Date____) Day 5 (Date ______)

Getting Started









Guiding Question/ Motivation









Explore









Explain







Practice Together









Practice in Teams/groups/pairs

Practice Alone









Evaluate Understanding







Closure









Homework:









 Strategies include: Direct Instructions, Peer Assistance, Simulation, Guided Practice, Cooperative Learning, Listening Centers, Role

Playing,

 Marzano’s Strategies: Identifying similarities and differences ● Summarizing and note taking ● Reinforcing effort and providing

recognition

 Homework and practice Nonlinguistic Representations ●Cooperative Learning ● Setting Objectives and Providing Feedback

 Generating and Testing Hypotheses ●Cues, Questions, and Advance Organizers

Checklist for Personal Improvement





I

nstructions: In the columns in the checklist, write in a number from 1-10 indicating your

belief about your skill, understanding or comfort level with that area. A “1” means very

minimal skill and/or low comfort level. A “10” means high skill, understanding,

competence, or strong comfort level. The column “Beginning” is for when you first began

teaching. The column “Today” is how you feel today.

TOPIC AREA BEGINNING TODAY

Curriculum

 Understanding of State and District Standards

 Curriculum Planning

 How Assessment and Curriculum are related

Instruction

 Lesson Planning

 Strategies for Teaching

 Understanding Your Audience

 Self-Assessment and Reflection

Assessment

 Planning for the Gateway, End of Course

 Other Types of Standardized Testing (ACT/SAT/NAEP)

 Accountability

 Dealing with Stress and Test Anxiety

 Communicating to Students and Parents

Classroom Management

 Planning, Pacing and Preparation

 Time Management

 Classroom Atmosphere

 Behavior and Discipline Problems

 School Culture and the Administration

 Handling Paperwork

Knowing and Motivating Students

 Learning Styles

 Multiple Intelligences

 Energizing Yourself and Your Students

 Techniques for Motivation

Family Communication

 Open House and Parent Conferences

 Written and electronic communication to parents

 Telephone conversations with families

 How to increase family participation

Exam/Nine-Weeks Assessment Rubric

Teacher‘s Name: _________________________________________

Course: _________________________________________________



Each criterion will receive 1 point. The quality of the exam can be determined by adding all points received, dividing

by the number 15, and then multiplying by 100. The highest rating will be 100 and the lowest rating is 0. Using the

standard grading scale, you can determine the letter grade for your exam.





 Provides evidence to show that each test item correlates with curriculum requirements (SPI‘s or

MCS objective listed by each question)

 Questions are reviewed for clarity and numbered appropriately.

 Questions allow teacher to measure a broad sample of proficiency.

 Exam offers a method of assessing student‘s problem solving abilities through the use of real-

world application. (Includes graphs, charts, or models to interpret)

 All multiple choice questions have one defensible answer.

 In multiple choice questions, the position of the correct answer is random.

 When not, except, and for example are used, teacher has highlighted them to avoid misreading.

 Phrases and instructions are clear and will require little to no interpretation.

 The test is not a focus on recalling facts, but applying skills.

 Exam offers a measure of writing ability (at least one essay and 3 open-ended/short answer

questions).

 Exam can be differentiated based on learner‘s abilities.

 An answer guide accompanies the test.

 Exam is free of grammatical errors.

 Teacher lists at least three references for creating the exam: i.e. curriculum guide, textbook

resource, and websites.

 Page numbers are noted.

 Point value is listed.* (Bonus; not listed on original rubric.)

 Directions provided. * (Bonus; not listed on original rubric.)

____________________________________________________________________







Strengths:









Growth Areas:

George Washington Carver High –“A School of Excellence” Subject:______________

“From Carver to College: Carver Cobras are College Bound”

Quality Instruction/Lesson Plan Evaluation Form Does not meet Progressing Meets Exceeds

Lesson plans fail to Lesson plans fail to Lesson plans address all Lesson plans creatively

Teacher: _________________ Dates for Plan:_______________ address two or more address one of the components above; address all components

critical components critical components clearly delineate all above; expertly

above; lack sufficient above; or address each information needed to delineate all information

Topic Description Comments information to assess component with determine alignment, needed to determine

alignment, quality of insufficient information quality of planning, and alignment, quality of

planning, and to assess alignment, appropriateness of planning, and

Objectives Describes concrete, measurable student appropriateness of quality of planning, and activities; could be appropriateness of

objectives, aligned with appropriate activities; or could not appropriateness of implemented as written. activities; could be

standards be implemented as activities; could be implemented as written

written. implemented as written. by a substitute teacher.



Lesson Activates students‘ prior knowledge,

introduction/ provides a rationale for the lesson, and Reflection Question Used for Evaluation:

Starters/ immediately engages students in learning.

If this lesson is given to another teacher, would they

warm-up be able to teach this lesson using your lesson plans? Yes or No



Strategies/ Variance in strategies

Engagement: Evidence of Literary Strategies Evaluation: ____________________

Evidence of Marazano’s Strategies

Overall Comments: ____________________________________

Lesson Includes the sequential, manageable

procedures: instructional steps that develop the specified

knowledge and skills.



Lesson Reviews and reinforces key concepts. ______________________________________________________

Closure

______________________________________________________



Evaluation: Incorporates formative, summative, and

reflective activities, as appropriate

throughout the lesson

______________________________________________________



Provides Materials, Equipment, Resources, ____________________________ _______________

evidence of Accommodations, Time required, Evaluator‘s Signature Date

teacher Evaluation plan (formative, summative, &

planning: reflective)

CARVER HIGH SCHOOL

PROFESSIONAL DEVELOPMENT JUSTIFICATION

TO ATTEND PROFESSIONAL MEETINGS



Name: _________________________________ Academic Subject: ______________________



Address: 1591 Pennsylvania Street City/State/ZIP: Memphis, TN



Phone Number: (901) 416-7594 Fax Number: (901) 416-2235



Teacher E-mail: ______________________



1. Professional Meeting to Attend: ______________________________________

2. Destination/Location of Meeting: _________________ Dates of Meeting/Travel: _______________

3. Explain the purpose of the meeting:

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

4. Extent of Participation:



________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________





5. Benefit to your Profession/Career:



________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________





6. Relationship to SIP Goals: (Be Specific. Please specific goals.)



________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________





7. Estimated Expenses:



a. Air transportation: _______________________

b. Ground transportation: _______________________

c. Mileage: _______________________

d. Registration/Fees: _______________________

e. Lodging: _______________________

f. Meals: _______________________

g. Other: _______________________

. .

Total: _______________________

Minus Institutional/

_______________________

Other Funding:



___________________

Total:







Submitter’s Signature: _________________________________ Date: ____/____/______







Do not fill out. To be completed by IF:





Requisition Number:____________________________________________



Funding Code: Function: Project: Object:________



Funding Description:_________________________________________________

General, C.I.P., Grants, School Allocation, Federal, School Activities, Nutrition, etc.





Instructional Facilitator’s Signature:_______________________

A Cobra‘s Creed









I am a Carver Cobra.

I am a smart and valuable

person.

My words and actions are kind

and honest.

I accept only my best in all that I

do.

I respect myself and I respect

others.

I am proud of me.

I am a Carver Cobra.

G.W. CARVER HIGH SCHOOL’S MISSION



The mission of the faculty, staff, and community of George Washington

Carver High School is to prepare all students to possess and demonstrate

knowledge and skills defined by state standards, as well as empowering

them to meet or exceed the proficiency of required state standards.









G.W. CARVER HIGH SCHOOL’S VISION

The vision of George Washington Carver High School is to serve as a headquarters

for students‘ needs as it elevates the level of performance of its students and prepares

them for positive achievements in life.







G.W. CARVER BELIEF STATEMENTS

School Beliefs



 We believe all students can learn and attain high standards.

 We believe students learn best when they are actively engaged in the learning

process.

 We believe opportunities for students to succeed occur through inquiry-based,

hands-on academic programs that set high expectations and offer a balance of

curriculum, teaching styles and challenging instruction.

 We believe assessment of learning provides experiences for students to

demonstrate the ability to think critically apply knowledge and solve problems.

 We believe administrators; teachers, parents, students and stakeholders share

the responsibility of making decisions that will advance the school‘s mission.

 We believe students are encouraged to reach their full potential through policy

that fosters positive human relations and supports a safe learning environment





NO CHILD SHOULD BE LEFT BEHIND!

Memphis City Schools MISSION

Academic Achievement: # 1



Memphis City Schools VISION

Memphis City Schools will be an internationally competitive urban school system that produces

well-rounded, high achieving students.



Memphis City Schools – STRATEGIC GOALS

1. STUDENT ACHIEVEMENT: Accelerate the academic performance of all students.

2. ACCOUNTABILITY: Establish a holistic accountability system that evaluates the academic,

operational and fiscal performance of the school district.

3. PARENT AND COMMUNITY INVOLVEMENT: Build and strengthen family and community

partnerships to support the academic and character development of all students.

4. HEALTHY YOUTH DEVELOPMENT: Create a school community that listens to student input

and promotes student leadership and healthy youth development.

5. SAFETY: Maintain a positive, safe and respectful environment for all students and staff.

6. DIVERSITY: Create a school community that is sensitive and responsive to the needs of an

increasingly diverse population.



Memphis City Schools – CORE BELIEFS

1. We BELIEVE the overall achievement level of our students must be improved, and the

achievement gaps must be eliminated.

2. We BELIEVE safe and effective learning environments have a positive impact on the lives

of students and staff.

3. We BELIEVE public education will only survive with public support and that our goal for

Memphis City Schools to become a high achieving organization will require community

commitment and investment of financial resources, expertise and volunteerism.

4. We BELIEVE parents and other caregivers are vital to educational success.

5. We BELIEVE the Memphis City Schools, Board of Commissioners, students, educators,

staff and families/caregivers must work as a team to improve student achievement.

6. We BELIEVE that social and emotional development, good nutrition and increased physical

activity are essential for student success.

7. We BELIEVE that 21st century success involves proficient use of a wide array of technology

to access information and solve problems.

8. We BELIEVE diversity must be embraced and respected.

9. We BELIEVE that a quality education includes the arts, international languages, and

cultures, career and technical programs and community services.

Every Child, Every Day, College Bound.

Carver High School Title I Inventory

(please attached additional sheets if necessary)

Teacher:_____________________ Room Number: __________________________





Description Serial Numbers Carver Number

(TI 83-Plus/TI-84, etc.)

1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16

17

18

19

20

21

22

23

24

25

26

27

28

29

30

31

32

33

34

35

CARVER HIGH SCHOOL TEACHER CAMPUS EXIT FORM

This for is used ONLY WHEN NO SUB IS NEEDED OR CAN BE CALLED.



This form must be approved by an administrator BEFORE you leave campus. (Mrs. Mason

or Mr. Bulloch are the administrators to approve this form)



SECTION I LEAVING CAMPUS



I, being the teacher leaving campus have ensured that this is my planning hour and I have

received prior approval before leaving the school campus.



Teacher Signature: ________________________________ Date:____________________





Administrator‘s Signature: ____________________________ Date:_________________



TIME OUT:___________ TIME IN:_____________

SECTION II CLASS COVERAGE



Teacher Requesting Coverage: _________________________ Date __________________



Administrator‘s Signature: ____________________________ Date:_________________



TIME OUT:___________ TIME IN:_____________



Coverage Agreement:

I, being the teacher covering the class in the absence of the assigned teacher, agree, to and

understands I must remain with the class for the entire period and monitor the work that the

regular teacher has left for this class to complete.



Class Period Print of Covering Teacher Signature of Covering Teacher

Advisory

A1 (MW1)

A2 (MW2)

A3 (MW3)

Lunch A, B, C

A4 (MW4)

B1 (TR1)

B2 (TR2)

Lunch A, B, C

B3 (TR3)

B4 (TR4)

MEMORANDUM



TO: FACULTY/STAFF

FROM: MICHELE S. MASON

SUBJECT: LESSON PLAN SUBMISSION FIRST SEMESTER

DATE: 11/23/2011

CC: MELANIE LYNCH





LESSON PLANS ARE DUE THE 2ND OR 4TH MONDAYS OF EACH MONTH (OR EVERY MONDAY IF YOU PREFER). AS OF

DECEMBER 17, 2009 TEACHERS SHOULD HAVE SUBMITTED AT LEAST 18 WEEKS OF LESSON PLANS. TO DATE, YOU HAVE

SUBMITTED _________ WEEKS OF LESSON PLANS. FOR THE SECOND SEMESTER, PLEASE ENSURE THAT YOUR LESSON

PLANS ARE SUBMITTED ON THE DATES ON THE BACK OF THIS MEMO. THANK YOU FOR YOUR ATTENTION TO THIS

MATTER. LISTED BELOW ARE THE TEACHER PERFORMANCE DOMAINS WHICH SUPPORT THE USE OF PLANNING

INFORMATION RECORDS (I.E. LESSON PLANS). IF YOU HAVE ANY QUESTIONS, PLEASE SEE MRS. LYNCH.

Domain One: Planning

INDICATOR A: Establishes appropriate instructional goals and objectives

1. Selects goals and objectives aligned with the Tennessee academic content standards and state assessments.

2. Gives instructional priority to content goals and objectives that have been identified as high stakes

assessment items.

3. Identifies goals and objectives that include the key concepts of the content area and are developmentally

appropriate for all students.

4. Includes goals and objectives that emphasize higher order thinking skills appropriate to the content area and

the students.

INDICATOR B: Plans instruction and student evaluation based on an in depth understanding of the content,

student needs, curriculum standards, and the community.

1. Uses state performance indicators and multiple classroom assessments within the content to obtain information

about students, their achievement, and uses this information to design and deliver appropriate instruction.

2. Plans and designs instruction and evaluation aligned with state academic content standards and state performance

indicators that are developmentally appropriate for all students.

3. Selects research-based strategies, methods, activities, and materials validated as sound practice within the content

area.

4. Plans student evaluation and assessments that will allow all students ample opportunity to demonstrate what they

have learned on the identified content goals and objectives.

5. Designs instruction to cause students to integrate content knowledge, skills, and inquiry across content areas.

6. Designs instruction that utilizes materials, human and community resources, and technology in ways appropriate

to the content area.

7. Includes instructional experiences relevant to students, real life, and student career pathways.

INDICATOR C: Adapts instructional opportunities for diverse learners.

1. Uses aggregated and disaggregated data from state assessments, and classroom formal and informal

assessments to identify the diverse needs of students as a whole class, as groups, and as individuals.

2. Plans and designs content instruction that is developmentally appropriate and includes strategies, activities,

and assessments appropriate to the content and learner.

3. Plans and designs evaluations and assessments for diverse students.

Data Sources:

Educator Information Record (Observation Cycle teachers or selected teachers)

Planning Information Records (All teachers)

Classroom Observations (All teachers)

Reflecting Information Records (Observation Cycle teachers or selected teachers)

MEMORANDUM







TO: CARVER FACULTY/STAFF



FROM: MICHELE S. MASON



SUBJECT: TEACHER ATTENDANCE



DATE: 11/23/2011



CC: SCHOOL FILE









There is no replacement for the classroom teacher. Each six weeks, I will monitor teacher

attendance and tardies to ensure that we are mindful of the number of days we are absent from

school for non-professional duties and the number of times we are late to school for each twenty

(20) day period. Please remember that all teachers must sign in by 7:15AM. Please review this

information carefully and correct this problem, if necessary. When a teacher is tardy to school,

another teacher must give up his/her planning to cover that class. While we do this for emergencies,

it is an unfair expectation that we implement this policy for habitual tardiness. Each school is

required to maintain less than 5% absenteeism rate for the year. Thank you for your assistance in

addressing this matter. If you have any questions, please see me.

Performance Standards

Domain Five: Professional Growth

INDICATOR C: Performs professional responsibilities efficiently and effectively.

1. A satisfactory record of attendance and punctuality is maintained, with assigned tasks and responsibilities that are deemed as

helpful to the school, colleagues, or students.



Reporting Period:

Number of Absences: ________________

Number of Tardies: ________________





Total to date:

Number of Absences: ____________________________

Number of Tardies: ____________________________



To those of you with effective attendance and tardy records, please continue to do a stellar job.

My signature below acknowledges that I have received, read,

and understand all items in this handbook. My signature also

holds me personally responsible for all Memphis City Schools

and Carver High School policy and procedures as outlined.





Name (Print) __________________________________



Name (Signature) __________________________________



Date __________________________________





**Print, complete, and turn in to Mrs. Lynch before or on August 14, 2009.