Shearn Elementary School Employee Handbook

57 Pages·2011·0.41 MB·English

Shearn Elementary
A TEA Recognized School
C. W. “Bill” Buck, MBA, M.Ed.
Principal

2011-2012 Employee Handbook

Esteban “Steve” Perez, M.Ed., Instructional Coordinator

Claudia Morales, M.Ed., Instructional Coordinator

Employee Name _________________________________________________________
Shearn Elementary School
Employee Handbook
2011-2012

Shearn Elementary is a Professional Learning Community that works together to ensure
that all students meet their goals. Shearn works under the same ideology as outlined by
HISD. Our core values define who we are and our strategic intent and goals define what we
intend to do to achieve our purpose.

Shearn’s Mission

The Mission of Shearn Elementary School is to develop creative and inquiring
individuals who love learning, have a sense of global responsibility and respect
others.

Shearn’s Vision
As you enter Shearn Elementary, you are greeted with enthusiastic and smiling faces.
Everyone is an advocate and ambassador for change, positive results and student success.
We believe that All Students can and will learn.

When you walk into the classrooms, you see students actively engaged in rigorous learning.
As the instructional leader of the classroom, the teacher is the facilitator of the class. They
are advising small groups and differentiating instruction to meet the needs of the students.
They are not “teaching” in the traditional way, but rather are ensuring learning through
learner-centered instruction in order to meet the goals and objectives determined
collaboratively by teachers and students in both vertical and horizontal alignment. Learning
is taking place at high cognitive levels, rather than just recall at the knowledge and
comprehension level. You will see teachers using Kagan Structures and Marzano every
day.

Teachers work collaboratively to create common assessments so that all students are
meeting the same objectives at the same mastery level. Teachers also work together to
seek best practices in teaching and learning by observing each other and by dialoging to
create synergy in their instruction and collaboration using student data.

Shearn will become a TEA Exemplary School by using the above and involving parents and
integrating technology.

Shearn Values
Remember that values clarify how we intend to make the shared vision a reality.

1. We will collaborate as educators in Professional Learning Communities to develop
and share ideas and resources of learning objectives, common assessments and
successful learning strategies.
2. We will provide an inviting, positive school and classroom environment for students
with clear expectations and consistent consequences that will create positive
relationships and respect within our school community.
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3. We will monitor and ensure that all students are learning by analyzing data from a
variety of sources and to have clear expectations and consistent consequences in
order to guarantee that all students achieve at their intended outcomes by using the
curriculum and by addressing the individual needs and learning styles.
4. We will promote a positive, respectful school climate by modeling the qualities and
characteristics that we hope to instill in our students and we will be accountable for all
choices with the understanding that consequences will be fair and consistent at all
times.
5. Our students will have an engaging and rigorous classroom environment that
ensures that all students meet standards, become responsible citizens and become
life-long learners.

Fundamental Assumptions of a Professional Learning Community (PLC)
As a Professional Learning Community we work under three fundamental assumptions:

• We can make a difference so that Shearn will be more effective.
• Improving Shearn’s People is the key to improving Shearn.
• Significant school improvement in Shearn will impact teaching and learning.

Three Big Ideas of a PLC
• Focus on Learning-We accept only high levels of learning for all students as the
fundamental purpose of Shearn. Therefore we are willing to examine all practices in
light of their impact on learning
• Collaborative Culture-We can achieve our fundamental purpose of high levels of
learning for all students only if we work together. We cultivate a collaborative culture
through the development of highly performing teams.
• Focuses on Results- We assess our effectiveness of achieving high levels of
learning for all on the basis of results rather than intentions. Individuals, teams,
schools and districts seek relevant data and information and use that information to
promote continuous improvement.

Four Key Questions of a PLC
1. What do we expect our students to learn?
2. How will we know when they have learned it?
3. How will we respond to those that don’t learn it?
4. How will we deepen the learning for those students that have already
mastered essential knowledge and skills?

Houston ISD Strategic Intent
The strategic intent of HISD is to strengthen the social and economic foundation of Houston
by assuring its youth the highest-quality education available anywhere.

Houston ISD Core Values
1. Safety above all else. Safety takes precedence over all else.
2. Student learning is the main thing. All decisions and actions at any level focus on
supporting effective student learning.
3. Focus on Results and Excellence. Each employee focuses on results and
excellence in individual and organizational efforts.
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4. Parents are Partners. Parents are valued partners in the educational process.
5. Common Decency. All members of the organization, both students and employees
deserve and must receive respectful and courteous treatment.

HISD Strategic Core Initiatives
• Effective Teacher in Every Classroom
• Effective Principal in Every School
• Rigorous Instructional Standards and Supports
• Data-Driven Accountability
• Culture of Trust through Action

Office Hours
The Main Office is open from 7:00 am to 4:00 pm Monday through Friday.
The building is opened at 6:00 am and is closed at 10:30 pm.

Duty Hours
Teacher Assistants 7:00- 3:30 (or unless otherwise noted)
Cafeteria Staff 6:30- 2:00
Plant Operator 6:00- 2:30
Teachers 7:30- 3:15
School Secretary 7:15- 3:45
Custodial Staff 6:00 10:30
Registrar 7:30- 4:00
Instructional Coordinator 7:15- 3:15

Sign-In and Sign-Out Procedures
All employees are to sign-in upon arrival to the campus. Teachers must check in before or
by 7:30 AM according to the office clock. Time sheets are reviewed at 7:30 daily to ensure
that all teachers have arrived on time in order to pick up students and to ensure that no
students are left without supervision when school starts.

HISD Board Policy DH (LOCAL) Employee Standards of Conduct, Employee
Responsibilities #1 states:

Every employee shall be responsible for:

1. Arriving at work on time every day and following attendance procedures;

Please make sure you write the exact time that you arrive and leave on a daily basis and
that you initial below the time. Your hours are keyed into the main time and labor reporting
system on a daily basis. Failure to sign in and out on time causes a delay in payroll and may
result in hours lost for an employee with an incomplete sign-in sheet. The sign-in sheets
are located in the Principal’s office.

Remember that the sign-in sheet is an auditable document and must be completed in
black ink every time you arrive and leave. If you are late or forget to sign in, you will
need to complete the appropriate form.

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Teachers and Staff should enter through the door by the Principal’s Office before 7:30 AM.
This door will be locked at 7:30AM for the safety and security of the all.

Reporting Absences- Teachers and other Staff Members
All employees will use the AESOP Online or telephone system for reporting all absences
except cafeteria staff. If you need assistance in using the system, you can see the school
secretary for assistance.

Be sure to call with plenty of time (at least 24 hours) to make sure an associate teacher gets
assigned to your class. Other employees need to contact their appropriate supervisor.

Staff members should call the school by 2:00 pm on the day of an absence to inform the
secretary whether or not you will be returning the next day. Failure to do so may result in
retaining the substitute and another absence will be charged to you.

Per HISD Policy, an Absence from Duty Form must be completed for all absences on the
day of your return. The completed form is turned in to the secretary. On this form you will
need to indicate from which leave bank your absence is to be deducted.

In accordance with DEC (LOCAL):

Everyone is entitled to 8 days of discretionary leave each year as long as it is approved a
minimum of 48 hours in advance by the principal and with a maximum of five percent of the
employees taking discretionary leave on any given day.

• Discretionary personal leave may not be taken for more than three consecutive
days.

SCHEDULE LIMITATIONS- Discretionary leave shall not be allowed during or on:

• The first week of a new semester,
• The day before or after a school holiday,
• Days scheduled for end-of-semester or end-of-year exams,
• Days scheduled for State mandated tests, or
• Professional or staff development days.

In the unlikely event you will be late, the Office Staff, Teacher Assistants and Support Staff
should call the Principal or the School Secretary at 713-295-5236 at least 30 minutes before
your arrival time so that we can be sure you have coverage. If no one answers the phone at
Shearn, you will need to call the Principal on his cell phone to notify him of your absence

Custodial Staff should call the Plant Operator at 713-631-2908

Food Services should call the Cafeteria Manager at 281-356-4654

Off Campus Duty and Discretionary Days
Off campus duty for training and any extra pay request must have prior Principal approval.
You will need to complete the Shearn Request Form and submit it to the Principal for
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approval if you need time to go to an in-service or receive extra pay. Once the training is
approved it will be posted on the Outlook Calendar. Be sure to look at this to determine if it
has been approved or not. Beginning this year paper copies will not be returned to the staff
member. Remember that if it is not on the Outlook Calendar, it is not approved.

Comp Time
On certain occasions, compensatory time can be earned; however, it requires prior approval
from the Principal. Non-exempt employees are required to take comp time within the same
pay period it is earned. Exempt employees can earn a maximum of 5 days per year and can
be taken outside the pay period provided they have the Principals prior approval.

Student Bells
The first bell rings at 7:35. At 7:35 all teachers should be at their doors to greet their
students. Remember a good morning and a smile goes a long way in starting off a student’s
day. The tardy bell rings at 7:40. Remember to always encourage your students to be on
time and to contact parents when students have been tardy.

Please be sure that all halls are cleared by 7:40.

Early Leave Request
Requests to leave early will be reviewed on an individual basis. All requests must be made
at least 48 hours in advance of the leave (except in cases of unexpected emergencies) and
an Off Campus Duty Request Form must be completed and signed by the employee and
approved by the principal. PLEASE DO EVERYTHING POSSIBLE TO SCHEDULE
APPOINTMENTS AFTER SCHOOL HOURS.

Departure from campus before your designated duty day ends is considered early
departure and will be counted as personal leave.

Energy Conservation
Please remember to turn off your lights and close your door when you leave your rooms.
You also need to turn off your SMART Boards, computers and computer monitors at the end
of the day. Using a power strip can help you ensure that all items are turned off. Think
GREEN!

Request for Personal Business
In accordance with DEC (LOCAL):

Everyone is entitled to 8 days of discretionary leave each year as long as it is approved a
minimum of 48 hours in advance by the principal and with a maximum of five percent of the
employees taking it on any given day.

• Discretionary personal leave may not be taken for more than three consecutive
days.

SCHEDULE LIMITATIONS- Discretionary leave shall not be allowed during or on:

• The first week of a new semester,
• The day before or after a school holiday,
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• Days scheduled for end-of-semester or end-of-year exams,
• Days scheduled for State Mandated tests, or
• Professional or staff development days.

Requests for personal business that cannot be conducted outside of the regular school
hours will be filed in writing to the principal a minimum of 48 hours prior to the time for
which the leave is requested.

Employees must fill out an Absence from Duty Report form for each day of absence upon
return. After 7 days of illness a doctor’s excuse is needed to return to work.

Funeral leave for an immediate family member may not count against personal leave;
however, it must meet the requirements of Houston ISD’s Funeral Leave (see DEC
(LOCAL) for further explanation and what constitutes an immediate family member).

Jury duty does not count against personal leave, provided a copy of the jurors summons is
given to the Principal. Being a juror is a practice of good citizenship and an experience you
might want to share with your students as part of a civics lesson.

Late
In the unlikely event that you find yourself running late, please notify the Secretary or
Principal so that we may plan accommodations. It is important that you report directly to the
Principal, Secretary or Instructional Coordinator to let us know when you have arrived on
campus.

Late employees must complete the appropriate form and return it to the secretary promptly
to accurately input your time. A conference with the principal will be held with staff members
who are habitually tardy. Late arrivals will count against your personal leave and could
affect an employee’s assessment.

HISD Board Policy (Employee Standards of Conduct, Employee Responsibilities DH
(LOCAL) states:

Every employee shall be responsible for:

1. Arriving at work on time every day and following attendance procedures

You must also arrive on time when you bring your students or pick them up from the
Cafeteria and Ancillary. When you are late, it not only impacts you, but others as well.
Remember student safety is HISD number 1 Core Value.

Employees leaving campus
Employees may leave campus during their 30 minute lunch period without administrative
approval. Employees must sign out when leaving and sign in upon returning on the form
provided in the principal’s office. Remember that travel time is part of your 30 minute lunch
period so plan accordingly so that you have sufficient time to eat your lunch. Remember that
your time to eat lunch should not be taken during instructional time.

Leaving the campus at any other time besides lunch time needs prior administrative
approval and the employee must complete the Off Campus Duty Request Form.
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It is critical that administration know when an employee leaves campus to avoid any lost
time searching for employees and so that we know where to reach an employee in the
event of an emergency during their absence from campus.

Leaving the classroom
Doors must be locked anytime a teacher leaves his/her classroom for any activity. Doors do
not have to be locked, but must be CLOSED when leaving the classroom for a Fire Drill. At
the close of the day, all students’ desktops are to be clear, and all books, supplies, etc., are
to be put in their proper places.

Should you have to leave the room for an emergency during instructional time, be sure that
another classroom teacher supervises your students. Have a buddy system in place in case
an emergency arises. Please be courteous to your neighbors when requesting supervision.
You may want to request supervision in rotation from a number of nearby teachers to limit
instructional interruptions to any one particular class. It is Shearn’s policy that at no time
should a classroom with students be unsupervised.

Hall Duty
All teachers are expected to be on duty from 7:30-7:35 and 3:05 to 3:15 as your day begins
at 7:30 and ends at 3:15

Quick References

ACCELERATED READER PROGRAM
This year we will continue to promote the Accelerated reading program. Prizes will be
awarded for each student that earns points in multiples of 10. The students’ names will be
posted on the AR Board and they will be recognized during blue ribbon ceremonies. Every
teacher is to promote and foster reading and should be supporting and participating to
ensure that each student’s reading skills are being recognized with this program. Our goal is
to have every student in 1st to 5th grade earn at least 5 points per month (first grade begins
in January). As we know the only way for students to become better readers is to read.

ACCIDENTS OR INJURIES
Students- Request the nurse for any child or employee that may be hurt. The nurse will
notify the parent/emergency contact immediately. The school nurse shall complete a written
statement on the Student Accident and Injury Report. TEACHERS MAY NOT CALL
PARENTS TO PICK UP SICK OR INJURED CHILDREN.

Employees- If an employee is injured; they will need documentation that the nurse can give
you. You must have a written release from your doctor to return to work. If you are released
to return to work with any restrictions, you must have prior approval from the HISD
Workman’s Compensation Department before you can return to work.

ACCOUNTABILITY AND COMPLIANCE
Compliance with policies, operating procedures, and requirements is critical. All employees
are accountable for being knowledgeable and adhering to policies and procedures as this is
part of all employee assessments.
Specific information regarding employee accountability and compliance can be found online:
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• Elementary School Guidelines
• Compensation Manual
• Board Policy On-line

ASPIRE (Accelerating Student Progress Increasing Results and Expectations)
HISD has implemented a new model that incorporates the educational improvement
initiatives to advance student learning.
The model contains four core components:

• Developing Human Capital
Developing Talent
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Supporting Career Transition
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Encouraging Professional Growth
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Creating a Continuous Improvement Culture
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• Improving Teaching and Learning
Meeting all Students’ Needs
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Ensuring Instructional Alignment
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Providing Instructional Support
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• Informing Practice
Using Multiple Data Sources
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Providing Relevant Feedback
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Supporting Daily Data Use
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Conduction Research and Evaluation
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• Recognizing Excellence
ASPIRE Awards for Progress
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Differentiated Compensation
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Staff Achievement Recognition
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Student Achievement Recognition
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As more information is received, it will be shared with the staff.

ASSESSMENTS
Averaging grades has been a historical focus by teachers. However, we need to take a look
at this practice. If a student doesn’t “get it” on the first attempt and gets a 0 and on the
second attempt gets an 80 hasn’t he improved 80 times yet his average is still a 40. If a
runner ran 80 times faster wouldn’t he be considered gifted? Be sure you are using other
types of assessments to determine mastery of objectives. Examples might include inventory
and logs, task assessments, self-assessments, portfolios, rubrics and observations, oral
presentations (probably most real-life).

Rick Stiggin’s sites four types of assessments that should be used to measure learning:

Selected Response Assessment: This is the classic objectively scored paper and
pencil test. The student is asked a series of questions, which: (a) are either
accompanied by a range of alternative responses as in multiple-choice and matching
items; or (b) require very brief answers that are counted right or wrong, as in true-
false items or short answer fill-in items.
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Essay Assessments. The student is provided with an exercise (or set of exercises)
that calls for preparation of an extended written answer. He or she might be asked to
answer a question or provide an explanation of a solution to a complex problem.
Open-ended math problems, where students are asked to show all work, also fall into
this category.
Performance Assessments and Products: Assessments in which the student
actually carries out a specified activity under the watchful eye of an evaluator, who
observes the performance and makes judgments as to the quality of the achievement
demonstrated, fall into this category. Performance assessments can be based either
on observation of the process while skills are being demonstration, or on an
evaluation of the product created.
Personal Communication: One of the most common ways teachers gather
information about student achievement, personal communication includes questions
posed and answered during instruction, interviews, conferences, conversations, and
listening during class discussions. The teacher typically listens to responses and
either tallies them right or wrong if correctness if the criterion, or evaluates them
according to some quality criterion.
Once you have a good sense of their assessment options, teachers can match the
four different kinds of achievement targets-knowledge and understanding, reasoning,
performance skills, and products-with the four kinds of assessment methods-selected
response, essay, performance assessment/products, and personal communication.
Using all four types of assessments insures a well balanced curriculum.

Assessments for Learning are assessments that are conducted throughout teaching and
learning as the learning is happening. To see evidence of this, teachers are leaning in and
conferring with students. Intervention is happening in real time and the goal is to help
students see and be in control of their journey to success. The grading function is laid aside
and each student learns how to do better the next time. Students know where they are
going, know where they are now and know how to close the gap.

Assessment of Learning is summative and is used to determine if a student has met
district, state or federal standards. These assessments are usually standardized tests and
are referred to as the “autopsy”.

Common Assessments are given by two or more instructors with the intention of
collaboratively examining the results for shared learning, instructional planning for individual
student and curriculum, instruction and/or assessment modifications. Common assessments
are formative and connected to essential outcomes/curriculum standards. They are given to
all students enrolled in the same class, course or grade level. These should cover all
aspects of what was taught using the Big 8 and should be given every 9 weeks. These 9
week Common Assessments and results will be turned into the Principal when scheduled.

Writing Samples- 7 times per year a school wide writing sample will be scored and turned
into the Principal. The topics and dates will be determined by the Language Arts Committee.
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