805 Columbus Avenue

New York, NY 10025

FACULTY AND ADMINISTRATIVE HANDBOOK

Revised and effective August 25, 2015

Table of Contents
Part I:

Statement of Philosophy

Page 4

Part II:

Faculty Policies
Teacher Classroom and Extra-classroom Responsibilities
Co-Teaching
Middle School Teaching Teams
Faculty Meetings/Team Meetings
Planning and Preparation Time
Dress Code
Eating and Drinking in the Work Environment
Smoking in the Work Environment
Use of Hand-held Devices
Computer Use
Upkeep of Classrooms and Hallways
Intellectual Property Rights

Page 5

Part III:

Communication
Parents
Colleagues
Students
Social Networking
Administration

Page 13

Part IV:

Professional Development
Individual Goal-Setting and Professional Development Cycles
Corrective Action
Training Opportunities

Page 18

Part V:

Policies and Procedures Regarding Children

Student Attendance
Supervision/Participation
Hallway and Public Space Decorum
Homework
Conflicts of Interest
Children and Special Needs
Confidentiality
Child Abuse

Page 19

Part VI:

Emergency and Medical Procedures

Fire Drills
Student Health Issues
Student Allergies

Page 23

Part VII:

Employment Information
Equal Employment Opportunity
At Will Employment

Page 24

Sexual Harassment
Other Unlawful Harassment
Employee Conduct
Whistleblower and Non-Retaliation Policy
Smoking in the Workplace
Employment Classification
Salary Administration Program
Overtime
Payroll
Employee Benefits
Salary Continuation Programs
Time Away From Work
Health and Safety
Part VIII:

Appendix
Page 52
Park Protocol
Class Events Protocol
Class Trip Protocol
Behavior and Discipline Protocol Elementary School
Supportive Behavior Management and Discipline in the Middle School
Injury Protocol
Core First Aid Procedures
Emergency Protocol

Handbook Acknowledgment Form

Page 68

Part I: STATEMENT OF PHILOSOPHY

At the Solomon Schechter School of Manhattan (Schechter Manhattan or the School) we are
committed to creating a positive, reflective, and collaborative work environment for our
employees. We are committed to our staffs professional growth and strive to apply many of our
school values to the workplace in the same way we do in the classroom. Menschlichkeit, for
example, the respectful and moral engagement of the other, is the value that most guides us
across all areas of our school. We strive to reflect this sensitivity in all our workplace
interactions and policies.
The guidelines and procedures contained in this handbook are designed to create a smoothrunning work environment and a school culture as safe and respectful of the faculty and staff as
it is of the students. This booklet will serve as your guide as you become integrated into or
continue to be a part of the Schechter Manhattan community. Please take the time to read its
contents thoroughly and feel free to ask any questions as they arise for you. From time to time,
conditions or circumstances may require Schechter Manhattan to modify, replace, or even
terminate some of its policies and benefits. Generally, when such changes are made, you will be
notified, but changes can also be made without notice. Schechter Manhattan is solely
responsible for the interpretation of all of its policies and their application.
The plans, policies and procedures described in this policy manual supersede all other employee
handbooks, manuals, statements, or policies. Further, nothing in this policy manual is intended
to create any contractual rights or privileges for Schechter Manhattan employees.
We look forward to working closely with you and to making Schechter Manhattan a productive
and supportive workplace.

Part II: FACULTY POLICIES

1. Teacher Classroom and Extra-Classroom Responsibilities
Calendar
Teachers are required to be in school on all school days and professional days, unless
they need to take a paid leave day due to illness or personal reasons. In addition, teachers
are required to take part in all scheduled meetings and conferences with parents, even
when they take place outside of normal school hours; specialists are typically not
expected to be present for parent-teacher conferences, but they must attend Curriculum
Night. Please review the school calendar carefully. Vacations may only be taken during
designated vacation times. All teachers are required to attend the orientation week before
school begins, as well as the in-service days at the end of the year.
Participation of Part-Time Teachers and Specialists on Non-Teaching Days
Days when classes are cancelled for some other educational programming: A part-time
teacher or specialist who is scheduled to work on a day on which classes are cancelled
for some other programming (e.g. Lag BaOmer Field Day, parent-teacher conferences, or
a day when your class is going with another teacher on a field trip) is expected to work
that day the hours equivalent to the number of hours s/he would normally work. That
work can be related in any way to his/her teaching (e.g., lesson planning, curriculum
prep, xeroxing, etc.)
Days when classes are cancelled because of in-service and professional development:
Setting aside time for professional growth is a core value of our school. It is distinct from
setting aside time to prepare ones daily teaching.
A part-time teacher or specialist who is scheduled to work on a designated in-service day
(a day set aside for professional development), when the material being presented for the
rest of the staff is not relevant to his/her area of teaching (e.g., a music teacher on a day
when the in-service program is literacy-related) is still responsible to engage in his/her
own professional development. We ask that the part-time teacher hand in to his/her
supervisor a short, written in-service work plan that outlines how s/he will use the time.
S/he should allot time that is equal to the number of hours s/he would normally work on
that day of the week. The work s/he chooses to engage in that day should be geared to
furthering professional experience and/or knowledge. It is not a day to deal with
preparation for daily responsibilities. Examples of ways to spend professional
development time might include: reading professional material, doing research about
some area of personal professional development, coming up with a new initiative, visiting
another school, or addressing some issue identified in ones goal-setting meetings.
Teacher Absence Due to Illness
In the event that you are ill and unable to be at work, you are responsible for contacting
the appropriate member of the Educational Leadership Team as well as your co-teacher
(K-5) the night before or before 7:30 a.m. Please help us sustain our budget and
whenever possible arrange for your substitute to offer you coverage for only half a day.
Consult the current substitute list that is maintained in the school office. When you are
5

out, you are responsible for communicating your teaching plan to either your teaching
partner, the appropriate member of the Educational Leadership Team, or directly to the
substitute.
Doctors Appointments
Please schedule non-emergency doctors appointments after school hours.
Personal Days
In addition to the eligibility factors outlined in the Employment Policies section of this
handbook, teachers must follow these general guidelines regarding taking personal days.
Teachers must speak to his/her supervisor if he/she needs to use a paid leave day for
personal reasons. You are responsible for arranging for a substitute. Paid leave days for
personal reasons are not to be taken more than one day at a time. Generally, teachers
may not be absent due to personal reasons on the day before or after the following five
designated holiday periods: Thanksgiving, winter vacation, Presidents Week, Pesach,
and summer vacation. Depending on the specific way in which other holidays fall in a
given year, there may be one or two additional holidays that are treated in the same way
in a particular year. If this is the case, teachers will be notified before the start of the
school year when those holidays are.
We understand, however, that it is sometimes necessary to take a day before or after a
designated holiday. Therefore, in such circumstances, we allow for one person per
division to be absent on a day before or after a holiday. You must speak to your
supervisor if you need to use one of those days. Those days are available on a first comefirst served basis. Teachers may not take a paid leave day for personal reasons, on the
days before or after summer vacation, even if no other teacher in the division will be
absent on that day.
Personal days taken in accordance with these guidelines are paid. Personal days taken for
more than one day in a row, immediately before or after the summer vacation, or
immediately before or after any of the five designated holiday periods are not
paid. Exceptions due to special circumstances may be made at the discretion of the
school administration.
Signing Out
Teachers must sign out with the security guard if they leave the building during the day,
and sign back in upon their return.
Morning Classroom Responsibilities
Teachers are expected to be in their classrooms at least 15 minutes before children arrive
to the classrooms in order to take care of classroom duties:
Teachers of K through 5: 7:45-8:00 a.m.
Middle School teachers: Monday through Wednesday 7:50 a.m. or
8:50 a.m. (depending on afternoon hours); Thursday and Friday 7:50 a.m.
When students enter the classroom, teachers attention (in K-5, both teachers attention)
should be with the students, greeting them warmly, helping them transition to the day,
and building positive rapport.
Often, parents will want to speak with teachers as they drop their children off or pick
them up in the afternoon. You may gently remind them that the best way for them to
6

speak with you is to arrange a time to talk when you can give them your full attention.
Morning drop-off and afternoon pick-up are not that time.
Afternoon Classroom Responsibilities
Teachers must remain at school until 15 minutes after dismissal or until all of their
students have been dismissed and the buses have left, whichever is later.
Arrival and Dismissal Duties
A part of a teachers professional responsibilities is morning arrival and dismissal.
Elementary School: Each day, three or four teachers are designated for morning duty
to supervise children as they arrive before 8:15 a.m. Teachers will be assigned
responsibilities on a rotating basis. In the afternoon, each teacher supervises a dismissal
station.
Middle School:
Teachers greet the students each morning and spend the time from 8:00 a.m. to 8:15 a.m.
checking in. All teachers are encouraged to be in and around the classrooms each
morning to welcome the students. As a matter of safety, all Middle School students must
check out with an adult before leaving the building. Teachers are assigned to dismissal
duty on a rotating schedule.
Punctuality
Excessive lateness may result in loss of an hours pay per subsequent lateness.
2. Co-Teaching
Vision
At Schechter Manhattan our vision of staffing is that each elementary teacher is bilingual,
dual-qualified, and proficient in teaching the entire range of subject areas in the
elementary curriculum. Because a dual (Jewish Studies and General Studies) curriculum
places unusual demands on teachers who teach across the curriculum, the co-teaching
relationship is structured so as to create workload expectations that are reasonable and
appropriate.
Team Expectations
Co-teachers share teaching responsibilities in all subjects. For teachers to become
proficient in all subject areas, each teacher needs to diversify his/her teaching
responsibility over a period of several years. Each teacher must take the lead in at least
one Jewish Studies and at least one General Studies subject, at all times.
Both co-teachers are expected to:
Feel ownership of the entire curriculum;
Know their students as learners and communicate knowledgeably to parents about
each childs progress in all subject areas (in his/her role either as the lead teacher or
in support of the lead teacher for a particular subject area);
Provide support, feedback and collaboration as a supporting teacher to the lead
teacher in a particular subject area; and
Seek points of contact and integration between subject areas.
7

Shared Responsibilities
Creating a schedule that gives each subject area the appropriate time allotment
Mapping and unit planning
Establishing and enforcing behavioral and cultural norms in the classroom
Communicating with parents about the general academic, personal, and social
progress of their students
Meeting administrative responsibilities and carrying out administrative tasks
Responsibilities of Lead Teacher:
Lesson planning and preparation for designated subject areas
Communicating lesson plan to co-teacher and proposing the role of the supporting
teacher in that lesson
Leading the lesson
Reviewing and assessing written classwork and homework outside of class time
Documenting and archiving teaching unit
Responding to parent questions relating to the subject area and the childs progress in
it
Responsibilities of Supporting Teacher:
Participating in lessons in keeping with the role proposed by the lead teacher
Making formative observation and assessment during lessons
Offering constructive feedback
Educational Leadership Team Support for Co-Teaching
Having a conversation with pair, twice annually, about co-teaching roles,
responsibilities, and experiences
Checking in with each individual, at least twice a year, about co-teaching roles,
responsibilities, and experiences
Actively intervening and supporting, when appropriate
Participating in planning meetings and classroom lessons, when appropriate
3. Middle School Teaching Teams
Vision
At Schechter Manhattan our vision of staffing in the Middle School is anchored by
collaboration within grade-level teaching teams. Because teachers in the Middle School
are responsible for teaching a limited range of subject areas, the teaching teams are
structured so as to develop cross-subject area planning and coordination between
teachers. This collaboration is meant to create a fluid learning experience for students in
which they sense the meaningful connections between their courses of study. The
success of the teaching team is dependent on mutual respect and collegiality between
members of the team.
Expectations
Full-time Middle School teachers are expected to meet with their grade-level teaching
team regularly. The team will address grade-level issues, including:
Cross-curricular collaboration and exchange of curricular materials
Coordination of student work load
8

Student review -- discussion of individual student progress and needs

Sharing of successful teaching strategies for the whole class or an individual student
Planning for special events or schedule changes

Educational Leadership Team Support for Teaching Teams

Participating in one teaching team meeting each week
Checking in with each individual teacher, at least twice a year, about the teaching
teams progress and the given teachers experience of team membership
Actively intervening and supporting, when appropriate
4. Faculty Meetings/Team Meetings
Faculty meetings are an opportunity for us to come together as a professional community
to discuss professional issues. Everyones voice is critical for the growth of our
institution and to support each others growth.
Days and Hours
Faculty members are required to attend weekly faculty meetings and monthly
professional development working group meetings and should, therefore, not schedule
any regular activities during those hours. Faculty meetings and Professional development
working group meetings occur on Thursdays from 4:00 p.m. until 5:30 p.m.
Absence from Faculty Meetings
Please notify your supervisor if a conflict arises which prevents you from attending. You
are responsible for following up with the Educational Leadership Team on the content of
a faculty meeting and with your working group colleagues on the content of a working
group meeting.
Grade-Level Team Meetings
Elementary School
Common planning time is set aside at least once during the school week for co-teaching
teams to plan, coordinate, and design their teaching for the week. In addition, co-teachers
are expected to hold a planning meeting once a week after school hours. Scheduled team
meetings occur with the appropriate member of the Educational Leadership Team or with
specialists on a weekly basis. At times, these meetings may be waived as other needs
arise.
Middle School
During the course of a week, team meetings are designated for core teachers in a
particular grade to meet and discuss students and points of integration across their
disciplines.
5. Planning and Preparation Time
When scheduling permits, Elementary School teachers have one prep period per day,
Monday through Thursday. This time is to be used for the preparation of materials and
lessons or other administrative responsibilities. Other planning and preparation should
take place before or after school hours. On rare occasions, a supporting teacher may find
it necessary to use class time for some preparation; the Educational Leadership Team will
9

monitor the frequency of these occurrences as part of his regular weekly check-ins with
the team.
Middle School core teachers are allocated numerous times during the day to prepare their
teaching. Some teachers may choose to meet with other core teachers in the same content
area to support each other in their teaching.

6. Professional Dress Code

We, as a faculty, are professional educators, and we convey this through our teaching
behavior as well as our dress. Please come to work dressed comfortably, yet
professionally. Blue jeans, casual t-shirts with writing, shorts, tank tops, exposed
midriffs or low-cut tops are not permitted. Visible body piercings, other than in the ear,
and tattoos are also not permitted.
7. Eating and Drinking in the Work Environment
Each teacher is afforded a thirty-minute lunch break.
Food
When bringing food into the building, please be sensitive to the fact that you are working
in a kosher institution. Bringing meat or shellfish products into the building is not
permitted.
The school kitchen is strictly kosher. Only food that has reliable kashrut supervision may
be prepared or stored there. Even if the teacher who prepared the food at home has a
kosher kitchen, it may not be stored or opened up or heated in the kitchen. The sole
exception is one shelf in the refrigerator which is designated for staff food so long as the
food is kept in a closed container or bag. There is a microwave oven in the faculty work
room that staff members may use for heating food from home, or bought from vendors
without reliable kashrut supervision.
Teachers are requested not to eat during classroom time, except during snack and lunch
times.
Drink
If you need to drink during the course of the day in class, please ensure that it does not
interfere with the smooth delivery of a lesson or your interactions with your students.
Please be mindful of safety issues with hot drinks.
Sharing Food
Food served at an official school event, such as a divisional faculty meeting, must be
store-bought and carry reliable kashrut supervision. It may not be prepared at home,
even if the teacher supplying the food has a kosher kitchen.
Teachers who wish to share food with colleagues by leaving it in the office or in a public
area are welcome to do so. However, if it is not left in its original container, they should
leave a note indicating its source so that colleagues can easily determine if they may eat
it.
10

8. Smoking in the Work Environment

Smoking is prohibited by law anywhere on the premises of our campus. Teachers (and
other staff members) are also not permitted to smoke anywhere where they are likely to
be seen by students.

9. Use of Hand-held Devices

Hand-held devices may not be used for personal business during class time, whether by
lead teachers or co-teachers, so that they may devote their full attention to their students.
Devices may be used at all times for urgent school business, such as in case of
emergency. Devices should also be silenced and not in use during any school-related
meetings, whether they are faculty meetings or parent meetings.
10. Computer Use
Every teacher is issued a school laptop for his or her use. If teachers wish to use
computers for personal use, they must do so during their break. Teachers should be
aware that computers are Schechter Manhattans property; therefore, information entered
or accessed on them is not confidential.
11. Upkeep of Classrooms and Hallways
A picture is worth a thousand words! Students are doing wonderful things in their
classrooms, the product of good planning and skilled practice by teachers and their
colleagues. Classrooms and hallways should reflect this learning. Classrooms are
expected to be kept neat and clean, with students work visible. Bulletin boards should
be well designed, labeled, and changed as the curriculum changes.
Rooms are cleaned every evening by maintenance staff, but teachers are responsible for
making sure that their students take responsibility for the cleanliness of the room and do a
substantive cleaning before leaving for the day. Teachers are responsible for following
up and organizing their materials before heading home.
12. Intellectual Property Rights
As a general rule, teachers own the intellectual property rights, including copyrights, to
all works they create, such as curricula, lesson plans, and literary or art works, in the
course of their work as teachers. However, the school may use the work for internal
educational purposes even after the teacher leaves the school. The school may also
modify the works for its internal use.
Teachers who use their works outside of school must name the school and acknowledge
its support in the works creation. If the school uses the work, it will name the teacher as
its author or creator.

11

If the school sponsors the creation of the work by providing exceptional financial or staff
support, and the teacher then uses the work for commercial purposes, the school will be
entitled to reimbursement for its extra or special costs.

12

Part III: COMMUNICATION

At Schechter Manhattan, we are committed to a high level of communication between all
stakeholders, whether parents, students, faculty, staff, or administration. Relationships with
parents, colleagues, and students tend to be the most challenging relationships to manage.
Following are some guidelines that will help to nurture these relationships.
1.

Communication with Parents

There are many ways to communicate with parents face to face, via telephone, e-mail,
student work samples, web page, assignment calendar, and letters. Teachers are expected
to be in regular contact with parents from the very beginning of the year. We highly
encourage co-teachers to make contact with every parent in the class within the first week
of school. Co-teachers may split the load of phone calls. Co-teachers are required to
make contact with every parent before Curriculum Night. Similarly, each Middle School
advisory teacher is expected to make some communication with the parents before
Curriculum Night.
Specialists are expected to be in regular contact with parents, as well. Specialists should
consult the appropriate member of the Educational Leadership Team for guidance.
We expect that parents will bring issues to you in a civil and menschlich way. However,
even if they do not, it is your obligation to respond to them in a civil and menschlich way,
as difficult as that may be. When a parent does not act in such a way, please be sure to
bring it to the attention of the appropriate member of the Educational Leadership Team.
Phone Calls
In the Elementary School, co-teachers are expected to set up a rotation of phone calls
throughout the year so that the parents of each child hear from you at least four times a
year. Do not wait for a reason to call a parent. Call to check in and share observations of
what the child is doing in class.
In the Middle School, a schedule of phone calls to parents is set up in each grade so that
the four calls per year are equitably distributed among advisory teachers and core subject
teachers.
Voice Mail and E-Mail
You are expected to check your voice mail at least once a day and return phone calls
within 24 hours. Additionally, you are expected to check your school e-mail account at
least once a day and reply to e-mails within 24 hours. It is also important that you check
your e-mail every morning for important internal information from your division head
and colleagues.
Student Work Samples
A key element of effective communication with parents is to showcase the powerful
teaching and learning that go on in our classes. One means of doing this is by regularly
sending student work samples home for review, accompanied by teacher correspondence
relating to curriculum:
13

 In the Elementary School, please send home work samples frequently, in

accordance with the schedule set by the division head.
In the Middle School, please send home all completed projects or exhibitions.
Web Page
The web page is another primary means of keeping parents informed of what is
happening in their childs class. Kindergarten through second grade teachers are expected
to update the text and visual content of their class web page prior to the beginning of the
school year. Thereafter, web pages are updated monthly using a standard template and in
accordance with a schedule that will be provided. Photographs taken by third through
eighth grade teachers are compiled in a slide show in the weekly Daf Kesher on a rotating
basis.

Assignment Calendar
Posting assignments to a shared assignment calendar is the primary means in the Middle
School of keeping both students and parents apprised of daily class work and homework
assignments. Assignments should be posted on a daily basis. This may be done as part
of the class routine, e.g., by recording the assignments during class on the SMART Board
and later uploading them to the calendar.
Progress Reports
At Schechter Manhattan, we are committed to advancing each child according to his/her
needs. Though assessment occurs on a regular basis by classroom teachers, twice a year
teachers are responsible for writing student progress reports. These reports serve a triple
purpose: they (1) help teachers to identify the strengths and challenges of every child; (2)
inform parents of such strengths and challenges; and (3) serve as a basis for conversation
between parents and teachers regarding a childs progress.
K-3:
Progress reports are written in November and March. In K, these reports are descriptive
narratives, and in 1-3 they are part narrative and part checklist. In both cases, they are
based on close observation by classroom teachers. The purpose of the report is to
describe a childs performance as specifically as possible. Inferences and judgments
should be avoided.
4-8:
Progress reports are written in November and June. Reports are part narrative and part
checklist, and are based on close observations by classroom teachers. The purpose of the
report is to describe a childs performance as specifically as possible and to offer a
concrete plan for progress and change. Inferences and judgments should be kept to a
minimum.
In addition, in the Middle School, an interim progress report, consisting of a checklist and
comments, is written in February. 7th and 8th grade teachers should bear in mind that the
checklist portion of the November and June progress reports will be shared not only with
parents and students, but with high schools, as well.
14

Specialists:
Specialists are required to write brief reports for each child according to the format used
in each division.
Parent-Teacher Conferences
Parent-teacher conferences take place twice a year and are an integral part of the
communication that happens between parents and teachers. However, in order for
conferences to be as valuable as possible, regular ongoing communication with parents
should be happening, as well. There should not be any surprises for a parent at a
conference.
K-3: Conferences occur in the fall and spring, and are based on the progress reports that
are written at the same time.
4-8: Conferences occur in the fall and spring. The first set of conferences is based on the
progress reports that are written at the same time. The second set of conferences is based
on the portfolios that students assemble over the course of their studies. Beginning in
fourth grade, students are required to attend.
2.

Communication with Colleagues

Teachers are encouraged to develop professional relationships and to conduct themselves
accordingly. When issues or difficulties arise, we expect that you will try to talk through
the issue first on your own. After that, we encourage you to turn to the school
psychologist or the appropriate member of the Educational Leadership Team for
additional support.
In the Elementary School, the co-teaching relationship is an intense and potentially
rewarding experience. Co-teachers need to communicate with one another frequently
over issues of curriculum, students, and general upkeep and administration of classroom
responsibilities. You and your co-teacher should strive to be on the same page at all
times, but especially when delivering information to a parent.
In the Middle School, communication between teachers is important to maintain a unified
learning experience for students. Teachers need to communicate with the colleagues on
their teaching team regularly about students, curriculum, and the larger Middle School
program. Mutual respect and collegiality between Middle School teachers creates a
positive working environment in which all members of the team can contribute
successfully.
Specialists are also colleagues, and it is recognized that their schedules often make it
more difficult for teachers to stay in communication with them. They have little down
time and are often moving from one class to another. However, it is important for the
specialists and the classroom teachers to be in touch with one another, especially
regarding students, but also regarding curriculum. Do not hesitate to invite specialists to
your planning meetings or to be in touch with them by phone and/or e-mail.

15

3.

Communication with Students

Childrens relationships with their teachers are as unique as their relationships with their
parents. As a teacher, you act in loco parentis. For the hours that they are in school, you
are responsible for their wellbeing. Such responsibility includes physical safety,
social/emotional safety, and safety in learning.
As educators, we are all role models for our students. They learn from watching us. We
urge you to keep this in mind at all times. You are expected to treat your students
respectfully at all times, even when a child is not acting appropriately towards you. In
those situations, you should feel comfortable asking for support from co-teachers, other
colleagues, the appropriate member of the Educational Leadership Team, and the school
psychologist.
Relational Boundaries with Students
We create an intimate, nurturing environment at school and expect that teachers and
students will develop close and sometimes personal relationships. Closeness and warmth
are often communicated by conversation, sharing, emotional awareness, and in some
cases, even by touch. It is imperative that you be sensitive to the boundaries of your
relationship. It is appropriate for you to share bits of your life with students so they get a
sense of you as a person, but teachers should know when to stop. It is also appropriate, in
kindergarten and first grade, to allow students to sit on the laps of teachers. After that
point, however, in most cases, we do not encourage it. We believe that a hand around a
students shoulder or a pat on a students back is appropriate through 5th grade.
Teachers should be much more careful and self-aware about the way they interact with
students in the Middle School. It is generally considered inappropriate for Middle School
teachers to have physical contact with students. Teachers should avoid even physical
signs of caring, such as hugs or putting an arm around a students shoulder, so as to
prevent misunderstanding. A handshake, high five, or verbal praise are more appropriate
ways of sending messages of positive reinforcement.
Intervention
When a child struggles academically or exhibits behavior that causes you to be
concerned, you should bring it to the attention of the appropriate member of the
Educational Leadership Team. Proper support and/or intervention can be a long-term
process and, therefore, requires patience. Sometimes, even though the school may feel
sure of the issues at hand, a family may not. As a school, we are committed to working
together with staff and families to bring about the right support and solution for a child.
That often takes time. We recognize that this may cause stress for you in the classroom.
We urge you to continue to work with the appropriate member of the Educational
Leadership Team and ask for support from your colleagues, division head, and school
psychologist as the process unfolds.

4. Social Networking
Social networking sites are powerful tools that can help you to stay in contact with your
friends and colleagues. When used appropriately, these sites can provide you with
professional development opportunities, allow you to share ideas, news, and resources,
help you understand the websites your students are actively using, and allow you stay
ahead of the technology curve.
16

However, the special relationship between teachers and students requires that you take
particular care in your use of social networking sites. Please adhere to the following
guidelines at all times:
a. Friending When accepting friend requests or adding individuals to your friend list,
keep in mind that these individuals will have access to most information you post.
Teachers may never accept a friend request from students. If a student messages you
through your personal account on a social networking site, do not respond. Use of
social networking sites with students should be only for academic work and only
teacher-initiated.
In addition, we recommend that teachers not accept friend requests from parents of
students, or respond to a message from a parent through a social networking site.
b. Posting of school material Teachers are not permitted to post on their social
networking profile pages photographs of colleagues or students, messages about
them, or any other material that comes from or reflects on the school.
In addition, please keep in mind that information posted to your profile page is often
searchable. Each time you post a photograph or other information on a social
networking site, make sure you would feel comfortable if your students, their parents,
your division head, or the editor of the New York Times were to see it. If a friend
tags you in a photo or other content that could be considered inappropriate, remove
that tag and ask your friend to remove the content.
5. Communication with Administration
Schechter Manhattan is committed to creating an environment in which faculty help to
determine the course that the school takes in its development. We encourage teacher
leadership and initiative and are open to new ideas and critical thinking about the
educational program and the school. Though final decisions are made by the educational
administrative team and/or the Board of Trustees, often teachers are invited to be part of
the conversations that lead up to such decisions. The administration is always willing to
meet with any teacher about an issue or a concern at any time of the year.
Raising Concerns
Schechter Manhattan firmly believes that you should be able to freely express concerns
you may have about any of the circumstances of your employment and receive a prompt
reply to a question or issue. We aim to create a culture in which faculty and staff feel
comfortable raising issues as they occur. We encourage faculty and staff to share their
concern with us, and we ask that you do so in a respectful and menschlich way. We are
committed to doing the same. If you have a question or a concern about something
affecting your employment, you should initially bring it to the attention of your
supervisor. If your supervisor is unable to provide a satisfactory response, or if you feel
you cannot realistically discuss it with your division head or supervisor, you should direct
the matter to another member of the administration. While Schechter Manhattan cannot
guarantee the outcome, we will use our efforts to handle matters promptly, fairly, and
confidentially.
17

Part IV: PROFESSIONAL DEVELOPMENT

1. Individual Goal-Setting and Professional Development Cycles
Individual goal-setting and professional development cycles enable educators to refine
their practice and are a key guarantor of personal professional growth, educational
quality, student learning, and school improvement. Several times in their first year at
Schechter Manhattan, teachers will make use of a form that details teaching competencies
and rubrics to situate their practice within them. This reflection becomes the basis for a
conversation with the division head. Thereafter, teachers complete a reflection page that
becomes the basis for a conversation about the teachers current practice and future goals.
In subsequent cycles, progress toward previous goals is reviewed. Teachers who have
been at Schechter Manhattan for more than three years have such a meeting once or twice
a year, as mutually determined by the teacher and the supervisor.
It is not only teachers who go through annual (or twice-annual) professional development
cycles; administrators do, as well.
2. Corrective Action
The working assumption is that the purpose and agenda of the individual goal-setting and
professional development cycles are to enhance and enrich the teachers practice. On
occasion, however, it becomes clear that the more urgent need is to address shortcomings
in a teachers basic performance. In that case, such concerns will be shared during the
cycle in which they are first noted and will continue to be addressed in subsequent cycles
until the shortcomings are corrected.
Corrective action plans will generally include the following elements: the concern(s);
expected goals with reasonable timelines to allow for their achievement; support that will
be offered; and consequences if the goals are not met.
3. Training Opportunities
Every teacher is allotted $250 per semester to use towards a professional development
opportunity. The principal must approve such opportunities. Additionally, the principal
may choose to send a particular teacher to a workshop or institute based on observations
and conversations about that teachers practice. Teachers are also encouraged to spend
time observing the practice of their colleagues, here at Schechter Manhattan, or at another
school.

18

Part V: POLICIES AND PROCEDURES REGARDING CHILDREN

1.

Student Attendance
Teachers monitor a students attendance by filling out a daily attendance form. In the
Elementary School, teachers must turn in daily attendance forms to the office by 10:00
a.m. In the Middle School, teachers hand in attendance information by 9:00 a.m.
Students who leave school before 10:00 a.m. are marked absent for the day. Records are
kept by the school office.
Student Absence
If a child is out for a day, we encourage you (or fellow students, accompanied by a
teacher) to make a call home to check in. If a child is out for two days, a teacher should
call home to check in.
Student Tardiness
Elementary School
If a child comes to school routinely late, teachers are expected to bring the issue to the
attention of the childs parents. If the tardiness continues, teachers should make the
appropriate member of the Educational Leadership Team aware of the situation.
Middle School
Students are expected to arrive at school each morning beginning at 8:00 a.m. Between
8:00 and 8:15 a.m., students have the opportunity to go to their lockers, gather the
appropriate materials, and check in with their teachers. Classes begin promptly at 8:15
a.m. At that point, students are expected to be in their seats with all necessary materials at
their desks.
We are very firm in Middle School about prompt arrival. Students who arrive after 8:15
a.m. are marked late. If there is a valid reason for being late (e.g., illness, traffic, etc.),
s/he must bring in a written note. In the first 45 minutes of the school day, students
should report to class and give the note to the teacher. After 9:00 a.m., students must
check in at the main office. Absences and late arrivals are tracked and reported on
transcripts to high schools. Admission to screened New York City public high schools
can be affected by more than 10 absences or late arrivals in the 7th grade.

2.

Supervision and Participation during Classroom Time, Park Time, Trips, Tefilah
Though we encourage our children to be age-appropriately independent, we expect our
students to be supervised at all times by an adult. Teachers are responsible for their
charges at all times, whether in the classroom, in the hallway and on the stairs, or outside
in the park (see Park Protocol for more details). Therefore, teachers need to be actively
present. If children are working in small groups in more than one space, teachers must
rotate to monitor decorum and learning and to direct and intervene when necessary.
Additionally, as a role model, your presence in tefilah is of great importance. At least
one teacher per class is expected to join his/her class for tefilah and sit among them,
rather than on the periphery. (In the Middle School, Jewish Studies teachers are
19

responsible for joining the class for tefilah. However, other teachers are welcome to
participate at all times.) This kind of participation builds community and adds value to
the tefilah.
When a teacher or an administrator visits a class temporarily as a visiting teacher,
classroom teachers are expected to remain in the class to support the guest teacher. (This
is likely to occur during math, science, tefilah, health, advisory, Kabbalat Shabbat, and
taamei hamikra.)
3.

Hallway and Public Space Decorum

A calm and focused environment is important for maintaining strong learning and
relationships. Please help us maintain a level of decorum in the classrooms, common
areas, and hallways. Please reinforce appropriate classroom and hallway behavior with
your students.

4.

Homework
Homework is not formally given until 2nd grade. Even so, every child is expected to read
at home nightly, in English. Beginning in first grade, students are also required to do
Hebrew reading at home. The expectation to read in Hebrew at home continues through
8th grade. Teachers must see to it that students have appropriate Hebrew reading
materials.
K-1:
Though homework is not a regular part of the expectations for lower elementary
students, on occasion teachers may send home short assignments that are meant to
support classroom learning. In addition, if a child is not fulfilling expectations for
completion of work with class, arrangements may be made, in cooperation with
parents, to send work home to be completed. This, however, should not become a
pattern.
2-5:
Regular homework begins in 2nd grade, where, in addition to nightly reading,
students receive math and Hebrew homework twice a week. Beginning in 3rd
grade, students receive nightly homework. On average, students should be
assigned 45 minutes to an hour of homework a night. As students move up in the
grades, long-term projects should increasingly become part of the homework
routine. Homework assignments should be above and beyond the requisite 20
minutes of reading.
Middle School:
Middle School students should have a maximum of 15 minutes of nightly
homework per core area. When appropriate, longer projects may cause a
students homework load to increase temporarily. Middle School teachers and
specialists should consult with each other to ensure a proper balance in their
students workload; this coordination is a good use of team meeting time.
As a rule, please do not give homework assignments other than reading on
weekends or vacations, except when projects are becoming due.
20

5.

Conflicts of Interest
A conflict of interest is a set of circumstances that creates a risk that teachers
professional judgment or actions regarding their primary interest, the education and
welfare of students, will be unduly influenced by a secondary interest, such as financial
gain, the desire for professional advancement, or the wish to do favors for family and
friends. A secondary interest is not wrong in itself, but is problematic because it may
influence a teachers better judgment. The conflict of interest exists whether or not a
teacher is actually influenced by the secondary interest. It exists if the circumstances are
reasonably believed (on the basis of past experience and objective evidence) to create a
risk that decisions may be unduly influenced by a secondary interest.
For example, teachers may not babysit for a student in the school or for the sibling of a
student in the school, because this creates the possibility of a conflict of interest.
Similarly, a teacher may only tutor a student who is not in his/her class and will not be in
his/her class within the following year. The same holds true for siblings of that student,
as well.
The best way to handle a conflict of interest is to avoid it altogether. However, if the
potential conflict occurs and it is too late to avoid it, the next best protection is to disclose
it as soon as possible to ones supervisor.
If you are in a situation that you think may create a potential conflict of interest, please
speak to your supervisor, who will evaluate the situation. The supervisor will determine
whether you need to do anything further, in addition to disclosing it to him/her, to protect
yourself and the school from the legal or ethical consequences of a conflict of interest.

6.

Children with Special Needs

When a teacher has a question about a childs learning or behavior, s/he should raise the
issue with the appropriate member of the Educational Leadership Team, the learning
specialist, and/or the school psychologist, and, in the Middle School, with the advisory
teacher. Together, those involved will devise a plan that may involve more observation,
or trials of an intervention, or further assessment. Teachers should not suggest any
diagnoses of a child to a parent or recommend any kind of testing or therapy to a parent.
The school psychologist and the appropriate member of the Educational Leadership
Team, after consulting with the teachers, will make further recommendations to parents.

7.

Confidentiality
Conversation
Our jobs are often stressful, and the issues that arise in our classes are often sensitive and
create pressures that may be uncomfortable and difficult to deal with. It is natural to need
to talk about challenges that you face in the classroom. We ask you to do so with
sensitivity and discretion. It is important to maintain confidentiality and appropriate
discourse about our students and their families. We encourage you to reach out to your
colleagues and engage in collaborative problem-solving about student issues as well as
curricular issues. However, please do not discuss these matters in hallways or other
21

public places. When you talk with others, please do so in a way that protects the dignity
of the student and/or family.
You may not disclose, directly or indirectly, any confidential information relating to
Schechter Manhattan or its students, their parents, or employees, except in connection
with the performance of your job. Your obligation to keep matters involving Schechter
Manhattan and its students confidential continues even after you are no longer employed
by the school.
Documents
Further, we ask that you be careful with documents you may have that hold confidential
student information observational notes, a progress report, a report from an evaluation.
Please keep these documents somewhere safe. Additionally, be mindful as you use your
computer to close confidential documents if you step away from the computer.

8.

Child Abuse
Teachers are legally required to report all cases of suspected child abuse or maltreatment
to the state. If you are concerned for a childs welfare and believe that you may have
reason to suspect abuse, or even if youre not sure, please consult with your division head
without delay.

9.

Park Protocol
See appendix

10.

Class Events Protocol

See appendix

11.

Class Trip Protocol

See appendix

12.

Discipline
See appendix

22

Part VI: EMERGENCY AND MEDICAL PROCEDURES

1.

Fire Drills
The school will conduct fire drills and other emergency drills periodically over the course
of the year. The full emergency protocol is in the appendix.

2.

Student Health Issues

Every pair of co-teachers or every grade level team will receive a copy of the emergency
medical records for the children in the class. These records should be placed in the class
first aid bag and taken with the class any time it leaves the building. Please review them
and make note of special medical needs. Elementary first-aid kits are kept in individual
classrooms. Middle School first-aid kits contain emergency medical records for all three
Middle School classes and are kept in each Middle School classroom.

3.

Student Allergies
The school collects medical information, including information about allergies, from the
parents of every child. Depending on the severity of the allergy, the principal may
request advice from the childs doctor.
Based on the doctors advice, the principal will determine what adaptations to the
classroom environment are necessary in order to reduce the risk of exposure to lifethreatening substances, possibly including providing allergen-free areas, establishing safe
eating-area procedures, and taking special precautions during events such as field trips,
holiday celebrations, and extracurricular events, and will share this information with
teachers. In some cases, ongoing consultation with the childs parents may be necessary.
If teachers become aware of a student allergy that is not documented, they should bring
this information to their division head, who will follow up with the parents.
Teachers receive training each year to respond in an emergency to allergic reactions.

4.

Student Emergency Protocol

See appendix

5.

Student First Aid

See appendix

23

Part VII: EMPLOYMENT INFORMATION

Equal Employment Opportunity
Schechter Manhattan is an equal opportunity employer that does not discriminate on the basis of
age, race, creed, color, national origin, sex, marital status, sexual orientation, alienage,
citizenship, veteran status, disability, or any other characteristic prohibited by law. Our
administrative team is dedicated to ensuring the fulfillment of this policy with respect to all
terms and conditions of employment, including, but not limited to, hiring, placement, selection
for training, promotion, transfer, demotion, layoffs, termination, recruitment, rates of pay or
other forms of compensation, and general treatment during employment.

At-Will Employment
Any Schechter Manhattan employment agreement, whether written or oral, is at-will, which
means that it is not an agreement for employment for any fixed period of time. As an at-will
employee, either you or Schechter Manhattan can terminate the employment relationship at any
time, for any reason.

Sexual Harassment
Introduction
It is Schechter Manhattans goal to promote a workplace that is free of sexual harassment by
employees, independent contractors, vendors, or other agents. Sexual harassment of employees
occurring in the workplace or in other settings in which employees may find themselves in
connection with their employment is unlawful and will not be tolerated by this school. Further,
any retaliation against an individual who has complained about sexual harassment or retaliation
against individuals for cooperating with an investigation of a sexual harassment complaint is
similarly unlawful and will not be tolerated. To achieve our goal of providing a workplace free
from sexual harassment, the conduct that is described in this policy will not be tolerated, and we
have provided a procedure by which inappropriate conduct will be dealt with, if encountered by
employees.
The school takes allegations of sexual harassment seriously. We will respond promptly to
complaints of sexual harassment, and, where it is determined that such inappropriate conduct
has occurred, we will act promptly to eliminate the conduct and impose such corrective action as
is necessary, including disciplinary action where appropriate.
Please note that, while this policy sets forth our goals of promoting a workplace that is free of
sexual harassment, the policy is not designed or intended to limit our authority to discipline or
take remedial action for workplace conduct which we deem unacceptable, regardless of whether
that conduct satisfies the definition of sexual harassment.
Definition of Sexual Harassment
Sexual harassment is defined as:
sexual advances, requests for sexual favors, and verbal or physical conduct of a
sexual nature when:
24

(a) submission to or rejection of such advances, requests, or conduct is made

either explicitly or implicitly a term or condition of employment or as a basis for
employment decisions such as favorable reviews, salary increases, promotions,
increased benefits, or continued employment, regardless of whether the harasser
actually carries through with the threats to alter the subordinates terms or
conditions of employment; or
(b) such advances, requests, or conduct have the purpose or effect of unreasonably
interfering with an individuals work performance by creating an intimidating,
hostile, humiliating, or sexually offensive work environment.
Other sexually oriented conduct, whether it is intended or not, that is unwelcome and has the
effect of creating a workplace environment that is hostile, offensive, intimidating, or humiliating
to male or female workers may also constitute sexual harassment.
While it is not possible to list all those additional circumstances that may constitute sexual
harassment, the following are some examples of conduct which, if unwelcome, may constitute
sexual harassment, depending upon the totality of the circumstances, including the severity of the
conduct and its pervasiveness:
- Unwelcome sexual advances whether they involve physical touching or not;
- Sexual epithets, slurs, jokes, written or oral references to sexual conduct, gossip
regarding ones sex life; comments on an individuals body, comments about an
individuals sexual activity, deficiencies, or prowess;
- Displaying sexually suggestive objects, pictures, cartoons;
- Leering, whistling, brushing against the body, sexual gestures, suggestive or insulting
comments;
- Sending or circulating, whether in print or electronic form, literature or
communications (articles, magazines, or e-mails) of a sexual nature;
- Inquiries into ones sexual experiences; and
- Discussion of ones sexual activities.
All employees should take special note that, as stated above, retaliating against an individual
who has complained about sexual harassment, and retaliating against individuals for cooperating
with an investigation of a sexual harassment complaint is unlawful and will not be tolerated by
this school.
Complaints of Sexual Harassment
If any of our employees believes that he or she has been subjected to sexual harassment, the
school encourages employees to inform the offender that the conduct is unwelcome and request
that the conduct stop immediately. The school recognizes, however, that it may be difficult or
impossible to confront an offender directly; therefore, any employee who believes that he or she
has been subjected to sexual harassment and does not want to speak to the offender directly
should file a complaint with their division head, supervisor, their immediate campus
administrator, or the Head of School. This may be done in writing or orally.
Any employee who has reason to suspect harassment is occurring must notify his/her division
head, supervisor, immediate campus administrator, or the Head of School. These people are also
available to discuss any concerns you may have and to provide information to you about our
policy on sexual harassment and our complaint process.
25

Sexual Harassment Investigation

When we receive a complaint, we will promptly investigate the allegation in a fair and
expeditious manner. The investigation will be conducted in such a way as to maintain
confidentiality to the extent practicable under the circumstances. Our investigation may include
a private interview with the person filing the complaint and with any witnesses. We may also
interview the person alleged to have committed the sexual harassment. When we have
completed our investigation, we will, to the extent appropriate, inform the person filing the
complaint and the person alleged to have committed the conduct of the results of that
investigation.
If it is determined that inappropriate conduct has occurred, we will act promptly to eliminate the
offending conduct, and, where it is appropriate, we will also impose disciplinary action up to and
including termination of employment.

Other Unlawful Harassment

Schechter Manhattan strongly supports the rights of all its employees to work in an environment
free from all forms of harassment, including harassment on the basis of race, color, religion,
gender, sexual orientation, national origin, age, disability, or any other protected category.
Unlawful harassment is verbal or physical conduct that denigrates or shows hostility or aversion
toward an individual because of race, color, religion, gender, sexual orientation, national origin,
age, disability, or any other protected category; and that:
(1)
creates an intimidating, hostile, or offensive working environment;
(2)
unreasonably interferes with an individuals work performance; or
(3)
otherwise adversely affects an individuals employment opportunities.
Unlawful harassing conduct includes, but is not limited to:
epithets;
slurs;
negative stereotyping;
threatening, intimidating, or hostile acts that relate to the above characteristics;
written or graphic material that denigrates or shows hostility or aversion toward
an individual or group because of the above characteristics, and that is placed
on walls, bulletin boards, or elsewhere on the employers premises, or
circulated in the workplace on paper or electronically.
The school prohibits unlawful harassment of any kind. Any violation of the schools unlawful
harassment policy should be reported in accordance with the complaint procedure in the
sexual harassment policy.
All situations will be treated confidentially to the maximum extent practicable and will be
promptly investigated. The school prohibits any form of retaliation against an employee for filing
a bona fide complaint under this policy or for assisting in a complaint investigation. If the result of
26

the investigation indicates that corrective action is called for, such action may include disciplinary
measures up to and including immediate termination of the employment of the offender.

Employee Conduct
As an integral member of the school, you are expected to accept certain responsibilities, adhere
to acceptable professional practices, and exhibit a high degree of personal integrity at all times.
This involves respecting the rights and feelings of others and refraining from any behavior that
might be harmful to you, your co-workers, students, and/or the school. You are encouraged to
observe the highest standards of professionalism at all times.
These guidelines are fundamental in nature and are matters of judgment and common sense.
Since it is impossible to list guidelines to cover every situation, the absence of an illustration
from this list does not signify that the omitted behavior is permissible.
The school expects you to follow rules of conduct that will protect the interests and safety of all
employees, students, and the school. Types of behavior and conduct the school considers
inappropriate include, but are not limited to:

Falsifying employment or other school records;

Violating the schools nondiscrimination and/or employee harassment policy.
Failing to disclose a conflict of interest;
Breach of student or school confidential information;
Excessive, unnecessary, or unauthorized use of school supplies or telephones,
particularly for personal purposes;
Reporting to work intoxicated or under the influence of non-prescribed drugs, or
possession, use, distribution, manufacture, sale, or dispensation of any controlled
substance or illegal drug;
Fighting or using obscene, abusive, or threatening language or gestures;
Stealing from students, the school, or fellow employees, misappropriation of the assets
of the school, or failure to report knowledge of such acts;
Possession of firearms or weapons on the schools premises or while on school
business;
Disregarding safety or security regulations;
Insubordination; i.e., failure to comply with a request from the administration;
Defacing or damaging school property;
Interfering with normal workflow, productivity, or morale of a co-worker;
Any action whatsoever that has the potential to negatively affect good relations
between the school and its students or between the school and any of its employees.

Should your performance, work habits, conduct, or demeanor become unsatisfactory in the
judgment of the school, based on either violations of the above, any other school policies, rules,
or regulations, or for any other reason in the discretion of the school, you will be subject to
disciplinary action, up to and including termination.

27

Whistleblower and Non-Retaliation Policy

A whistleblower as defined by this policy is an employee of the school who reports an activity that
he or she considers to be illegal or dishonest to one or more of the parties specified in this policy.
The whistleblower is not responsible for investigating the activity or for determining fault or
corrective measures; appropriate management officials are charged with these responsibilities.
Examples of illegal or dishonest activities are violations of federal, state, or local laws; billing for
services not performed; and other fraudulent financial reporting.
If an employee has knowledge of or a concern of illegal or dishonest fraudulent activity, the
employee is to contact the Head of School. If the Head of School is the object or concern of the
complaint, it should be directed instead to the President of the Board of Trustees. The employee
must exercise sound judgment to avoid baseless allegations. An employee who intentionally files a
false report of wrongdoing will be subject to corrective action up to and including discharge,
Confidentiality
You are protected as a whistleblower in two important areas confidentiality and against
retaliation. Insofar as possible, your confidentiality as a whistleblower will be maintained.
However, your identity may have to be disclosed to conduct a thorough investigation, to comply
with the law, and to provide accused individuals their legal rights of defense.
Retaliation Protection
The school will not retaliate against a whistleblower. This includes, but is not limited to,
protection from retaliation in the form of an adverse employment action such as discharge,
compensation decreases, or poor work assignments and threats of physical harm. Any
whistleblower who believes he or she is being retaliated against must contact the Head of School
(or the President of the Board of Trustees, as appropriate) immediately. The right of a
whistleblower for protection against retaliation does not include immunity for any personal
wrongdoing that is alleged and investigated.
All reports of illegal and dishonest activities will be promptly submitted to the Head of School (or
the President of the Board of Trustees, as appropriate), who is responsible for investigating and
coordinating corrective action.
Employees with any questions regarding this policy should contact the Head of School.

Smoking in the Workplace

Smoking is prohibited by law anywhere on the premises of our building. Teachers (and other
staff members) are also not permitted to smoke anywhere where they are likely to be seen by
students.
If a faculty member or other staff would like to file a complaint regarding a violation of this
policy, report the problem to the Head of School, who is responsible for resolving such
complaints. Please be advised that in resolving such complaints, the health concerns of the
employee(s) desiring a smoke-free work area shall prevail. Employees will not be retaliated
against if they exercise their rights under this policy. Employees should also bring complaints of
retaliation to the attention of the Head of School.
28

Employment Classification
Full-Time Employees Full-time employees include:
Teachers for kindergarten through fifth grade who work at least 35 teaching hours per week; and
Teachers for sixth through eighth grade who work at least 21 teaching hours per week; and
All other employees who work at least 40 hours per week.
Full-time employees are generally eligible for the schools full benefit package, subject to the
terms, conditions, and limitations of each benefit program. Full-time employees may be
exempt or non-exempt as defined below.
Part-Time Employees Employees hired to work less than the full-time schedules described
above. These employees receive all legally-mandated benefits, such as Workers Compensation
and Social Security benefits. Part-time employees may be eligible to participate in any of the
other of the schools benefit programs, subject to the terms and conditions of such programs.
Exempt Employees Employees whose positions meet specific tests established by the Fair
Labor Standards Act (FLSA) and state law and who are exempt from overtime pay requirements.
Executives, professional employees, and administrative positions are typically exempt. Exempt
employees are generally paid on a salary basis, which means that such employees will receive
their full salary for any week in which they perform any work without regard to the number of
days or hours worked.
Schechter Manhattan may make deductions from exempt employees salaries for absences when
such employees do not have remaining paid time off. Any exempt employee who feels that an
improper salary deduction has been made should alert the Business Office immediately. All
complaints will be investigated, improper deductions will be repaid, and good-faith efforts will
be made to ensure that improper deductions do not happen again.
Non-Exempt Employees Employees whose positions do not meet FLSA exemptions tests and
are subject to the overtime provision of the FLSA. Unless state law provides otherwise, these
employees will receive time and one-half (i.e., one and one-half times) their basic rate of pay for
all hours worked in excess of 40 hours actually worked in a workweek.

Salary Administration Program

Faculty
For newly hired teachers: A salary scale exists; the starting salary for a teacher with a bachelors
degree and no previous teaching experience is set, for September 2015, at $49,000. Teachers
entering with a masters degree receive an additional $2,000 at employment inception;
recognition for prior teaching experience includes a $1,000 increment for each year credited, to a
maximum of $62,000. Salary credit for qualifications other than a masters degree (for example,
a post-bachelors teaching certification program that is not degree-granting) is at the discretion of
the Head of School. (For example, a teacher with a bachelors degree and five years of teaching
experience would be hired at a salary of $54,000; a teacher with a masters degree and one year
of teaching experience would be hired at $52,000).
29

A salary scale exists for assistant teachers, as well; the starting salary for an assistant teacher
with a bachelors degree and no previous teaching experience is set, for September 2015, at
$39,000. Assistant teachers entering with a masters degree receive an additional $2,500 at
employment inception. Recognition for prior teaching experience varies between $100 and
$1,600 for each year credited, as per the scale, to a maximum of $48,675.
For returning teachers: Each spring the Board of Trustees sets a salary increment and a total
salary amount for the entire faculty. The Head of School has the sole discretion to determine
individual teachers salaries in a way that reflects various factors including, but not limited to,
the performance of each teacher during the preceding school year and business conditions. In
assessing a teachers performance, the Head of School consults with the teachers supervisor
and, in addition, is guided by matters that were discussed between the teacher and the division
head at the teachers professional development and goal-setting conference(s) that year.
Teachers whose performance has met or exceeded the expectations of teachers in general are
eligible to receive an increase equal to or greater than the salary increment determined by the
Board. Teachers whose performance is deemed, in the schools discretion, to fall short of the
expected standard will generally not be reappointed.
Administrative and Service Staff
Administrative and service staff include administrative assistants, maintenance staff, and
teaching assistants. Wage rates for new administrative and service staff employees are set in
accordance with their qualifications, skills, and prior relevant experience and reflect the
prevailing rates of pay for comparable positions in similar independent and Jewish day schools.
Wage rates may be adjusted annually, on July 1 of each year, in consideration of cost-of-living
changes, business conditions, and/or the employees performance in his or her job assignment.

Overtime
Overtime may be necessary to address work overflows encountered during peak periods or
resulting from unanticipated events. Only non-exempt employees are eligible for overtime
pay. A nonexempt employee is an employee whose position does not meet Fair Labor Standards
Act (FLSA) or applicable state law exemption tests and who is subject to the overtime provision
of the FLSA or applicable state law. Certain executive, administrative, and professional staff
(called exempt employees) are exempt from the requirements of the FLSA and state wage
payment laws and are not eligible for overtime pay.
All paid overtime must be authorized in advance (in writing) by your supervisor. Overtime pay
will be provided only for actual hours worked by eligible non-exempt employees as follows:

One and one-half times the regular rate of pay for actual time worked in excess of 40
hours. Salaried non-exempt employees will be provided their regular salary for all
hours worked below 41 hours per week.

Overtime pay is based on actual hours worked. Time spent during lunch periods will not be
counted in determining actual hours worked for purposes of calculating overtime pay. Employees
may not work through lunch unless they receive prior written approval from their supervisor.
Hours worked do not include vacation days, personal days, holidays, or any leave of absence.
30

Payroll
Employees are paid on a semi-monthly basis, on the 15th and last day of each month. The law
requires that Schechter Manhattan make certain deductions from every employees
compensation. Among these are applicable federal, state, and local income taxes. Schechter
Manhattan also must deduct Social Security taxes on each employees earnings up to a specified
limit that is call the Social Security wage base. When you collect your pay stub, you will note
that the deductions are listed in detail on your pay stub. You may wish to retain the stubs for
your records.
Should you have any questions about your pay check or pay stub, please feel free to contact the
Business Office.
The school may make deductions from exempt employees salaries for absences when such
employees do not have remaining paid time off. Any exempt employee who feels that an
improper salary deduction has been made should alert the Business Office immediately. All
complaints will be investigated, improper deductions will be repaid, and good-faith efforts will
be made to assure improper deductions do not happen again.

Employee Benefits
This section of the manual describes some general features of the group benefits available to our
employees. Schechter Manhattans group benefit plans are described more fully in summary
plan description booklets (SPDs) and official plan documents, which employees are provided
once they are eligible to participate in these plans. Complete details of our plans are contained in
official plan documents, such as insurance contracts and master plan documents. If there is any
contradiction between the information appearing in this manual and our SPDs and the
information which appears in these official plan documents, the official plan documents will
govern in all cases.
Participation in the insurance and retirement plans requires completion of application and
enrollment forms which are available in the Business Office. Enrollment in any program
constitutes authority for the appropriate payroll deductions to be made.
Schechter Manhattan anticipates continuing to make available to its employees the benefits
described in this section; however, we reserve the right to amend or terminate these benefits at
any time.

1.

Health Insurance

Schechters health insurance plan is underwritten by Oxford. The Oxford Freedom EPO Plan,
modeled after the HMO (health maintenance organization) plans, offers access to Oxford's
Freedom network (tri-state area) as well as United Healthcare Choice Plus (nationally) but
restricts all services to the network. This plan includes preventative services and wellness
programming, including an annual $400 allowance for health club membership for the employee.
The Oxford Freedom EPO provides a large network (the Freedom Network) of HMO health care
31

providers; You can search for your doctors and hospitals in the Oxford Freedom & Oxford
Liberty provider networks at the following Internet link:
https://www.oxhp.com/secure/providerSearch/content_doctor.html
Each participant may select a primary care physician (PCP) who assumes responsibility of the
patients health care needs, but the use of specialists within the network does not require a
referral from the PCP. Again, there is no out of network coverage with this plan.
Employees have the option to upgrade their benefits coverage to either Oxfords Liberty or
Freedom Select PPO Plans at their own cost. Both of these plans allow visits to non-network
physicians and facilities, though specific deductibles and co-payments (coinsurance) apply. The
Freedom Select PPO uses the same Freedom network as the EPO. This network is much larger
than the Liberty network that is used by the Liberty PPO. Reimbursements for out-of-network
services are subject to usual, customary, and reasonable (UCR) limits. With the upgraded plans,
no PCP authorization is required for out-of-network utilization; however, failure to pre-certify
utilization in the case of certain services received may lead to a reduction in benefits. See the
plan for a complete summary of benefits and conditions of use.
Eligibility and Effective Date
Effective September 1, 2009, for full-time employees, the Solomon Schechter School of
Manhattan currently pays 85% of the premium applicable to coverage for the employee only.
The employee pays 15% of the individual employee premium as a payroll deduction. The
employee may additionally enroll spouse and/or dependents by paying the additional premium
for their coverage on a pre-tax basis.
Participation is available on the 1st of the month coincident to or immediately following the date
of hire. (That is, if an employee commences employment on the first day of a month,
participation is available from the first day of employment; if employment commences during a
month, the employee becomes eligible to participate on the first day of the following month.)
Should participation not be elected on this date, it becomes unavailable until the occurrence of a
change in status as prescribed by federal regulations or until the next anniversary date of the plan
at which, depending upon prior health insurance coverage, a health examination may be required
by the insurer for all applicants. The results of this examination may lead to pre-existing
condition limitations on benefits available to such enrollees.
When an eligible employee experiences a qualifying event that would result in a loss of health
care coverage (such as reduction in hours, end of employment, or divorce), the school is required
by Federal law to offer the employee the opportunity to continue coverage. This continuation
coverage is known as COBRA.
Information about COBRA coverage is available from the school's human resource provider,
ADP, in their publications and on their website. To find out more, go to the ADP
website, www.adptotalsource.com, or call the employee service center at 800-554-1802.
2.

Flex comp (IRC) Section 125: Cafeteria Plans

The school utilizes Internal Revenue Code Section 125 (Cafeteria Plans) as the vehicle for
delivery of its health insurance, health care expense reimbursement, and dependent assistance
reimbursement plans.
32

The plan allows eligible employees to redirect a portion of their otherwise taxable salary into the
receipt of non-taxable benefits, up to a maximum amount established by the schools human
resource administration provider. The election to participate in the cafeteria plan must be made
prior to the beginning of the plan year (June 1st May 31th), and is irrevocable during the plan
year except under special circumstances. Amounts unused and remaining in any of the
employees cafeteria plan accounts at the end of the plan year are forfeited in accordance with
applicable regulations. Reimbursements of incurred and qualifying expenses are exempt from
federal, state, and city income taxes.
Employees of the school participate in the cafeteria plan through income redirection. Each semimonthly pay period during the plan year, participating employees redirect a portion of their
otherwise taxable income into the receipt of tax-exempt benefits through deposit of these
amounts into their benefits banks.
Accumulations in the benefits bank are available to provide for employee, spouse, and
dependent participation in any combination of the three tax-exempt benefit accounts available:
(1) payment of employer-provided health insurance premiums;
(2) direct reimbursement for out-of-pocket and uninsured health care expenses (health,
dental, vision, out-patient psychiatric, counseling, etc.); and
(3) direct reimbursement for employment-related dependent care expenses, as provided
for in Section 129 of the Internal Revenue code and applicable IRS regulations, and
subject to the conditions and limitations provided therein.
Under federal regulations, employees who are covered under health insurance plans provided
through spousal employment or other means may not be reimbursed for the premiums paid for
such insurance plans through a flexible compensation plan.
Eligibility and Effective Date
Eligible employees whose service is 50% or more of full-time status are eligible to participate in
the schools flex comp program. Participation is available on the first day of the month
coincident with or next following the employment date. Should participation not be elected on
this date, it becomes unavailable until the occurrence of a change in status as prescribed by
federal regulations or until the next anniversary date of the plan.
3.

Life and Accidental Death and Dismemberment Insurance

Schechter Manhattan provides an employer-paid group term life insurance program in the
amount of one times the employees basic annual earnings rounded up to the nearest $1,000, plus
an additional $25,000, provided by the health plan. The combined minimum coverage is
$45,000 and the maximum is $195,000. The program includes a schedule of indemnifications
for loss of sight or accidental dismemberment. The face amount of the policy is doubled in the
event of death arising from accidental causes. Life insurance and Accidental Death & Disability
benefits are reduced to 65% upon attainment of age 70 and are further reduced at age 75 and
thereafter to 33% of the annual salary as rounded up to the nearest $1,000.
33

Eligibility and Effective Date

Employees whose average weekly term of service is expected to aggregate at least 88% of a fulltime employees schedule, for their job category, are covered under the group term life insurance
plan. Coverage is effective on the first day of the month coincident with or next following the
employment date (the date services commence).
4.

Long-Term Disability Insurance

Schechter Manhattan provides all employees who are expected to work at least 88% of a fulltime employees schedule per week, for their job category, with long-term disability insurance
benefits. Under this program, eligible employees who are disabled for more than 90 days
because of injury or sickness (in accordance with the definition of extended disability specified
in the summary plan description booklet regarding long-term disability and master insurance
contract) are eligible to receive a benefit equivalent to 60% of their basic monthly earnings to a
maximum benefit of $6,000 per month. The amount received under the schools long-term
disability insurance will be reduced by any other income replacement benefits received by the
employee as a result of the employees disability (e.g., Social Security benefits, workers
compensation benefits, statutory temporary disability insurance, automobile liability insurance
policy), so that the total paid from all sources is 60% of last salary earned to a maximum of
$6,000 per month. Benefits continue for as long as your qualifying disability continues in
accordance with the maximum benefit periods specified in the schools summary plan
description and master insurance contract.
According to the schools current insurance contract, the maximum benefits period is 65 years of
age. However, if the onset of disability occurs after age 60, the period of receipt of disability
benefits may be extended beyond age 65 see the Summary Plan Description for details. Should
the employee die after 180 consecutive days of disability but prior to the termination of
applicable disability payments (e.g., before reaching the age 65 or older), a survivor benefit equal
to six months of additional payments may be provided, in accordance with the official plan
documents.
Under curtain circumstances, as described in the official plan documents, your disability benefit
may be increased by an additional 20% of last salary earned. This additional benefit is not
subject to deduction for other sources of income and is capped at $5,000 per month.
After one full year of benefits receipt, your monthly benefit may be increased by a cost of living
adjustment (COLA) of 3%. This adjustment would be applied each year on the anniversary date
of your receipt of benefits.
If you are a participant in the schools retirement pension plan at the time you become disabled,
the LTD plan will pay the school an additional 10% of last salary earned (not to exceed $1,000
per month) for continuing deposit into your retirement plan assets.
The complete schedule of insurance detailing limitations, exclusions, and the conditions under
which total disability is deemed to exist is contained in the Group Insurance Plan booklet
(Summary Plan Description) distributed to all eligible employees and, more fully, in the
insurance contract available in the Business Office.
Eligibility and Effective Date
34

Employees whose average weekly term of service is expected to aggregate at least 88% of a fulltime employees schedule, for their job category, are covered under the group long-term
disability insurance plan. No employee contribution is currently required for participation in this
plan. Coverage is effective on the first day of the month coincident with or next following the
employment date (the date services commence).
5.

Retirement Pension Plan

The Solomon Schechter School of Manhattan TIAA-CREF (Teachers Insurance and Annuity
Association College Retirement Equities Fund) retirement pension program is a fully funded
retirement plan providing for retirement income. The plan is qualified under 403(b) of the
Internal Revenue Code and, as such, receives contributions from employers and employees. The
amount of benefits you receive when you retire depends upon, among other things, the total of
employer and employee contributions made during the working years, earnings from the
investments to which the contributions have been allocated, and the form in which the retiree
chooses to receive his benefits.
For the 2014-15 school year, the Solomon Schechter School of Manhattan will not make
contributions to the TIAA retirement plan. Employee contributions are received by the plan on a
voluntary, tax-deferred basis, subject to an annual election and periodic payroll salary reductions.
Contributions made by employees are not subject to federal, state, or city income taxes at the
date of contribution; they are, however, subject to Social Security (FICA) contributions. When
plan assets are withdrawn on and after the employees retirement date, ordinary income taxes
will then be due.
TIAA-CREF provides various investment options which can change from time to time. Please
consult the official plan documents for a description of all investment options. In the case of
CREF, at retirement the fund pays each month the current value of the number of annuity units
that have accumulated from contributions made during the working years. The actual dollar
amount paid changes from year to year, reflecting primarily changes in the market price,
dividends, and interest of the investments owned by the fund.
Employees may choose to split the employers contributions, if any, and their own contributions,
if applicable, among the two accounts offered by TIAA and the eight investment vehicles of the
variable annuity (CREF) as they see fit and to change this allocation scheme at their discretion.
While TIAA provides helpful information concerning the investment portfolios offered,
employees may wish to seek professional advice before determining their selection of investment
vehicles in this program.
Eligibility and Effective Date
An employee whose annual service commitment is expected to aggregate not less than 1,000
hours is eligible to participate in the schools retirement pension plan. Participation in this
benefit begins on the first of the month coincident with or next following the expiration of one
year of service. However, a new employee who participated in a retirement plan in his or her
immediately previous employment is eligible to participate in this plan on the first of the month
coincident with or next following commencement of employment.
35

6.

Supplemental Retirement Annuity (SRA)

Many people desire to defer receipt of a portion of current salary to provide additional reserves
for the retirement years. The deferral of current salary and its investment in suitable financial
instruments can be made more effective by also deferring the income taxes associated with the
contributed amounts and the investment earnings to the future periods in which the funds will
utilized. Programs that accomplish these goals are termed tax-deferred annuities (TDAs) or
supplemental retirement annuities (SRAs). Funds contributed to such vehicles through payroll
salary reduction are subject only to Social Security taxes (FICA) at the point of contribution.
Income taxes are due at the time the funds are withdrawn from investment. Solomon Schechter
School of Manhattan cooperates with an employee who participates in tax-deferred SRA by
providing salary reduction and direct deposit into selected SRA and tax-deferred annuity
programs.

Salary Continuation Programs

1.

Bereavement Leave

Employees who suffer the death of an immediate family member (spouse, child, sibling, parent,
and parent-in-law) will be provided five days of bereavement leave without reduction of salary.
In the case of other family members, three days of paid bereavement leave are provided.
Employees who incur special circumstances and require additional time off for bereavement
leave may apply to the Head of School for an extension of bereavement leave.
2.

Jury Duty Leave Benefit

The school recognizes employee obligations to fulfill their jury duty obligations. However,
when employees are summoned to jury duty, they are expected to request postponement of jury
service until the summer vacation, or another vacation during which the school is closed. In the
event that the request is denied and an employees jury duty must occur while the school is in
session, the employee will be paid his or her normal salary for three days. The employee is
expected to return to work, when reasonable, during regularly scheduled school hours or if
released earlier than anticipated.
Employees who are absent from school on account of jury duty, and who receive both their
normal pay and a government stipend for serving on a jury, must remit the government fee to the
school.
Occasionally, employees may be legally compelled to attend a judicial proceeding. In these
circumstances, an employees attendance at work will be excused. Employees must notify their
supervisor immediately upon receiving a summons or subpoena compelling attendance at a
judicial proceeding and must present the summons or subpoena to the supervisor. An employee
charged with a crime, who is required to attend a judicial proceeding in connection with this
charge, is not covered by the jury duty leave benefit. Similarly, an employee who initiates a civil
action and is required to attend a judicial proceeding in connection with this civil action, is not
covered under the jury duty leave benefit.
3.

Temporary Disability Insurance (Statutory)

36

Employees who have met the statutory minimum employment and earning requirements may be
eligible for temporary disability insurance, pursuant to New York State law. This insurance is
designed to provide income for you when you are absent from work for more than seven
calendar days due to non-occupational illness, injury, or pregnancy-related disability. New
Yorks statutory disability insurance is a wage supplement for when an employee is on an
authorized leave; it does not entitle employees to any time off, nor does it extend the duration of
any applicable leave.
The benefits are calculated as a percentage of your salary up to a weekly maximum, as specified
by state law, for a duration of up to 26 weeks. The cost of this insurance is shared between the
school and the employee.
You must provide us with written notice, including a doctors certificate stating the nature of the
disability and your expected date of return to work. Disability insurance information may be
obtained from the Business Office.
4.

Short-Term Disability Benefit

In addition to statutory benefits which may be available to eligible employees under New York
state law, eligible employees who work at least 60% of the full-time schedule for their job
category may be eligible to participate in the schools short-term disability program. The
purpose of this program is to provide a wage supplement while an employee is on a qualified
medical leave. If an employee becomes medically disabled (including due to pregnancy) and is
unable to work and has exhausted all other paid time off he/she will receive short-term
disability pay for the number of weeks the employee is disabled, not to exceed five (5) weeks in
the 12-month period measured backward from the date you last used medical leave.
Certification from the employees physician is required in order to qualify for short-term
disability benefits, and may also be required to continue receiving such benefits.
Receipt of pay under this policy does not extend an employees entitlement to leave under an
applicable leave policy. Additionally, the payments made under the schools private short-term
disability program will be reduced by any New York State statutory disability benefits to which
the employee may become entitled. Upon exhausting all benefits under the schools short-term
disability program, the employee may still be eligible to receive income benefits under the New
York State Disability Benefits Law (as described above).
For employees who are hired after July 1, the number of weeks included in the disability income
benefit will be prorated based on the number of calendar weeks existing between the date
services commence and June 30th.
5.

Workers Compensation

You are automatically covered by Workers Compensation Insurance from your first day of work
with Schechter Manhattan. This insurance provides for your medical expenses and a percentage
of your income for an injury or illness sustained in the course of employment that requires
medical, surgical, or hospital treatment. Subject to applicable legal requirements, workers
compensation insurance provides benefits after a short waiting period or, if the employee is
hospitalized, immediately.
37

You must report any job-related injury or illness immediately to the Business Manager, no
matter how minor the injury or illness may seem. You should seek medical treatment promptly.
Your supervisor will conduct an investigation and complete an accident report expeditiously.
While Schechter Manhattan encourages the reporting of any valid job related injury or illness,
abuse of the Workers Compensation benefit will not be tolerated. The school reserves the right
to investigate the legitimacy of any claim for Workers Compensation and will take appropriate
disciplinary action where an employee is found to have deliberately filed a false claim.
6.

Parental Benefits

When an eligible full-time employee is on an approved Family Leave because they have adopted
a child, or had a child placed with them for foster care, Schechter Manhattan will provide salary
continuation for three weeks (15 school days).
When an eligible full-time employee is on an approved Family Leave to care for an employees
own newborn child, Schechter Manhattan will provide salary continuation for one week (5
school days). At no time will an employee be provided with salary continuation benefits greater
than their regular rate of pay; therefore, if an employee is receiving salary continuation from the
schools or the states disability insurance, their parental benefits will be reduced accordingly.
Parental benefits are provided as a wage supplement during an employees qualifying leave and
does not extend such leave. Employees can only collect parental benefits for qualifying leaves
taken within 12 months of the birth, adoption, or placement of a child in the employees home.

Time Away from Work

1.

Vacation Leave

Administrators, administrative staff, and maintenance staff employees who usually work at least
60% of full-time schedule for their job classification are eligible to accrue vacation days in
accordance with the following provisions. Administrators include the Head of School, Division
Heads, Business Managers, Development Directors, and Admissions Directors. Employees
whose service is customarily expected to range from 60% to 79% of the full-time schedule for
their job classification are eligible to accrue 75% of the maximum annual vacation accrual
amount. Employees whose service is customarily expected to be at least 80% of the full-time
schedule, for their job classification, are eligible to accrue the maximum annual vacation accrual
amount, as described below.
Administrators serve under contracts of employment that extend from July 1 through the
following June 30. Administrators are eligible to accrue a maximum of twenty (20) days of paid
vacation each contract year, at a rate of 1.67 days per complete month of service. Under
ordinary circumstances administrators are eligible to take vacation time during school vacation
periods, as defined by the school calendar.
The service year for administrative and maintenance staff is July 1 through June 30.
Administrative and maintenance staff in their first service year will accrue a prorated amount
(against 10 vacation days) of vacation days, but cannot use any accrued vacation days until the
38

following July 1. Thus, although eligible administrative and maintenance staff accrue a prorated
amount of vacation time in their first year of service, they cannot use their accrued vacation until
after the June 30th following their start date. For example, if an administrative or maintenance
staff member is hired in September, they will be eligible to accrue approximately 8 vacation days
(10/12ths of 10) through June 30th, but cannot use the accrued vacation time until after June 30th.
After the completion of one service year, administrative and maintenance staff are eligible to
accrue ten (10) days of paid vacation, and accrue vacation at a rate of .833 days per complete
month of service. After three service years, administrative and maintenance staff are eligible to
receive fifteen (15) days of paid vacation, and accrue vacation at a rate of 1.25 days per complete
month of service.
The faculty employment contract year extends from September 1 through the following August
31. The actual term of service for faculty commences with the opening of school meetings
typically held in late August and concludes in June, following upon the closing faculty meetings.
Because of this arrangement, faculty are considered to receive paid vacation during the months
of July and August and during other school holiday periods.
Requests for vacation must be submitted to your supervisor at least one (1) month in advance.
Although supervisors will attempt to grant an employees request for vacation, they have the
discretion to deny such a request if the employees request is not convenient for the school.
Vacation time cannot be carried over from one contract or service year to the next. However, if
an employee was unable to take accrued vacation because of school needs, the Head of School
may permit the employee to carry over their accrued vacation days. If the school permits an
employee to carry over their accrued vacation day(s), the employee must use their accrued
vacation days within 90 days of the completion of the contract or service year (whichever is
applicable). If the employee is not permitted to take their carried-over vacation days with the 90
day period because of school needs, the employee may receive payment for the accrued but
unused vacation time at the regular rate of pay that the employee was earning when the vacation
was accrued. Accrued, but unused, vacation time will not be paid out upon termination.
2.

Personal Days

Eligible full-time employees are provided 12 paid personal days per contract or service year.
Eligible employees whose annual term of service is expected to aggregate between 76% and 99%
of full-time for their job classification are provided 9 personal days per contract or service year.
Eligible employees whose annual term of service is expected to aggregate between 51% and 75%
of full-time for their job classification are provided 6 personal days per year contract or service
year. Eligible employees whose annual term of service is expected to aggregate between 26%
and 50% of full-time for their job classification are provided 3 personal days per year. Eligible
employees whose annual term of service is expected to aggregate less than 25% of full-time for
their job classification are provided 1 personal day per year. Employees who do not start
employment at the beginning of the contract or service year will be eligible for a pro-rated
number of personal days.
In addition to the above provisions, if an employee experiences a legitimate hardship caused by
an extended illness for example, an absence of five or more days due to pneumonia and the
employee has used all of their personal days, the employee may request additional personal days,
not to exceed 5. An employees request for additional personal days will be considered at the
39

sole discretion of the Head of School in the light of relevant circumstances, including but not
limited to that employees overall management of absences.
Personal days are provided as a safety net, ensuring that an employee who must be absent from
work because of his or her own illness, that of an immediate family member (spouse, dependent
child, or adult resident in the employees household), or for reasons of legal or other professional
appointments or for business that cannot be conducted outside or normal work hours does not
suffer a reduction in compensation because of this unavoidable situation. The school reserves
the right to request an employee to present a statement from their treating physician or
appropriate doctor to confirm the need for personal time off for illness or to care for an
immediate family member with an illness.
Personal days may be requested for absences on any scheduled work days; however, personal
days are not to be taken more than one day at a time for non-illness or injury related reasons.
Additionally, the use of personal days for non-illness/injury reasons is restricted before and after
the following five designated holiday periods: Thanksgiving, winter vacation, Presidents Week,
Pesach, and summer vacation. On the days before and after summer vacation, teaching staff are
not eligible to take personal days, except in the case of illness/injury. On the days preceding and
following the other listed holiday periods, only one teacher per division may request personal
days for non-illness or injury reasons. Those days are available on a first come-first served basis.
Depending on the specific way in which other holidays fall in a given year, there may be one or
two additional holidays that are treated in the same way in a particular year. If this is the case,
teachers will be notified before the start of the school year when those holidays are.
Employees are not permitted to carry unused personal days from one contract or service year to
the next. Additionally, employees will not be paid for unused personal days upon termination.
3.

Holidays

The school will be closed on the following holidays:

Labor Day
Rosh Hashanah (up to 2 days)
Yom Kippur
Sukkot (up to 2 days)
Shmini Atzeret
Simchat Torah
Thanksgiving
Friday following Thanksgiving
Christmas (2 days)
New Year (2 days)
Martin Luther King Jr. Day (This is an in-service day for teachers.)
Presidents Day
Pesach (up to 4 days)
Memorial Day
Shavuot (up to 2 days)
Independence Day (July 4 or the nearest weekday designated as the national holiday)
In addition, from time to time, the Head of School may prescribe certain other days in the
calendar as paid holidays. Holiday observances will normally be announced in advance. If a
40

holiday falls on a weekend day, it is usually observed on the preceding Friday or the following
Monday. If a school holiday falls when an eligible employee is on an authorized paid vacation,
holiday pay will be provided instead of the paid time off benefit that would otherwise have
applied. Non-faculty employees scheduled to work on a school-observed holiday will be
compensated at their regular rates for the scheduled hours of service.
4.

The Family and Medical Leave Act (FMLA)

Schechter Manhattan provides eligible employees up to twelve weeks of unpaid family and
medical leave pursuant to the federal Family and Medical Leave Act of 1993 (FMLA).
Employees eligible for leave may also be eligible for certain compensation options based on
Schechter Manhattans parental benefits policy and our short-term disability policy.
Family Leave. Schechter Manhattan provides eligible employees unpaid family leave for any of
the following reasons pursuant to the FMLA:
* to care for an employees own newborn child
* the adoption by an employee of a child or the placement of a foster child in the
employees home
* to care for an employees own spouse, child, or parent who has a serious health
condition
A serious health condition means an illness, injury, impairment, or mental condition that
requires you to care for your family member and which involves either:
1. a period of incapacity or treatment in connection with, or consequent to, inpatient care
(i.e., an overnight stay) in a hospital, hospice, or residential medical care facility;
2. a period of incapacity requiring absence from work, school, or other regular daily
activities of more than 3 calendar days, which also involves continuing treatment by (or
under the supervision of) a health care provider; or
3. the continuing treatment by a health care provider for (a) a period of incapacity due to
pregnancy or prenatal care; (b) a period if incapacity or treatment for such incapacity due
to a chronic serious health condition; (c) a period of incapacity which is permanent or
long-term due to a condition for which treatment may not be effective; and (d) a period of
absence to receive multiple treatments by a health care provider either for restorative
surgery after an accident or for a condition that would likely result in a period of
incapacity of more than three consecutive calendar days.
Medical Leave. Schechter Manhattan provides eligible employees unpaid medical leave
pursuant to the FMLA. As described in more detail below, you may be entitled to:
Up to twelve weeks of medical leave in a twelve-month period;
Certain reinstatement rights;
The continuation of medical coverage during the approved medical leave, provided
you pay your share of the contribution.
If you have a serious health condition and you meet the eligibility requirements (see below), you
may take an unpaid medical leave of absence. A serious health condition means an illness,
41

injury, impairment, or mental condition which makes you unable to perform the essential
functions of your job and which involves either:
1. a period of incapacity or treatment in connection with, or consequent to, inpatient care
(i.e., an overnight stay) in a hospital, hospice, or residential medical care facility;
2. a period of incapacity requiring absence from work of more than three calendar days,
which also involves continuing treatment by (or under the supervision of) a heath care
provider; or
3. the continuing treatment by a health care provider for
(a) a period of incapacity due to pregnancy or prenatal care;
(b) a period of incapacity or treatment for such incapacity due to a chronic serious
health condition;
(c) a period of incapacity which is permanent or long-term due to a condition for
which treatment may not be effective; and
(d) a period of absence to receive multiple treatments by a health care provider
either for restorative surgery after an accident or for a condition that would
likely result in a period of incapacity of more than three consecutive calendar
days.
Although medical leave is unpaid, you may be eligible to receive certain disability or workers
compensation benefits during you medical leave of absence, including salary continuation
payments (See short-term disability policies). However, even though you may qualify for these
benefits, you are still required to follow the procedures in this section in order to be on an
approved leave of absence for medical reasons.
Eligibility. You are eligible for medical and/or family leave only if you have been employed for
at least 12 months and have completed at least 1,250 hours of service in the 12-month period
immediately prior to your request for the leave of absence.
Entitlements. You are entitled to up to twelve weeks of medical leave and family leave, in total,
in the 12-month period measured backward from the date you last used either medical leave or
family leave. Because the total leave time is limited, you should coordinate your medical and
family leave time if you plan to take both types of leave in the same 12-month period. Any
employee who is eligible for and takes any period of family and medical leave will have that
leave designated as family and medical leave and counted against their total leave allotment.
If you have any accrued but unused vacation time or personal days, you may substitute this paid
time off for any otherwise unpaid family or medical leave. However, the unpaid leave (both
medical and family leave) and the paid time off (vacation days) used during the leave of absence,
in total, still may not exceed the maximum 12 weeks in the 12-month period.
Note that family leave for the birth or adoption of a child or placement of a foster child can only
be taken within twelve months of the childs birth, adoption, or placement.
During your medical and/or family leave, the schools health insurance, as well as your medical
flexible spending account plan, will continue as if you were actively employed, unless you elect
not to continue your coverage. As such, during the medical leave, you are required to pay your
portion of the cost of such coverage. If you continue to receive pay while on leave, the cost of
42

your coverage will automatically be deducted from your pay, as it is while you are working. If
you stop receiving pay while you are on leave, you must send the payment to the Business Office
(payable to Schechter Manhattan) every month. Alternatively, you may pay the entire cost of
your coverage at the beginning of the leave or when automatic deductions cease.
Also during your leave, Schechter Manhattan's other group insurance benefits will continue as if
you were actively employed unless you elect not to continue your coverage. If you choose to
continue coverage, you must pay for the coverage in the same manner as paying for continued
medical insurance, as provided above. You will not continue to accrue vacation days while you
are on leave. Your period of absence will be treated as continued service under Schechter
Manhattans 401(k) plan and Retirement Pension Plan, subject to the terms of the plans.
Notification. At least thirty days written advance notice of the leave of absence must be given
to the Business Office, if the leave of absence is foreseeable. If it is impossible to provide thirty
days advance notice, you must provide notice as soon as is practicable, ordinarily within one to
two working days of the unforeseen event. Your notice must explain the reasons for the leave to
allow the school to determine whether the leave actually qualifies as medical or family leave.
Certification for Medical Leave. At the time you request a medical leave, you will be asked to
provide a certification from your physician of the necessity of your medical leave. If you do not
supply the school with the certification at the time you make the request for the leave, or within
fifteen days of the request, your leave will be denied until the time that you provide the proper
certification. Schechter Manhattan may also require examination(s) by a physician or physicians
of its choice to confirm the necessity for the leave, as well as its duration. You may also be
asked during your medical leave of absence to have your physician provide recertification of the
continued necessity of your medical leave.
Certification for Family Leave. At the time you request a family leave to take care of an ill
family member, you will be asked to provide a certification from your family members
physician of the serious health condition of that family member. If you do not supply Schechter
Manhattan with the certification at the time you make the request for the leave, or within 15 days
of the request, your leave will be denied until the time that you provide the proper certification.
You may also be asked during your family leave of absence to have the physician provide
recertification of the continued necessity of your leave. No certification is necessary if the leave
is in order to care for a newborn child or adoption of a child or placement of a foster child.
Intermittent or Reduced Schedule Leave. The leave of absence (medical or family) may be
available on an intermittent or reduced schedule basis, if you (or your family member) are
receiving treatment for a serious health condition and it is medically necessary for you to take the
time-off on this basis. You must support requested leave for this purpose with a certification
from your physician that such leave is medically necessary and the expected duration and
schedule of such leave. If you do not supply Schechter Manhattan with the certification at the
time you make the request for the leave, or within fifteen days of the request, your leave will be
denied until the time that you provide the proper certification. If the leave is foreseeable based
on medical treatment, you will be required to schedule the treatment so as not to disrupt unduly
the operations of your department, if reasonably possible. Schechter Manhattan may, at its
option, temporarily transfer you to an available alternative position with equivalent pay and
benefits if you request intermittent leave or a reduced work schedule and the alternate position
better accommodates recurring periods of leave than your regular position.
43

You will not be permitted to take intermittent or reduced schedule leave after the birth or
adoption of your child or placement of your foster child in your home unless you receive
permission from the Head of School.
Special Rules Applicable to Teaching Faculty. Schechter Manhattan may require teaching
faculty members who request intermittent or reduced schedule leave which would be more than
20% of the total number of working days over the period the leave would extend to:
1. take leave for a period or periods of a particular duration, not greater than the duration
of the planned treatment; or
2. transfer temporarily to an available alternative position for which the faculty member
is qualified, which has equivalent pay and benefits and which better accommodates
recurring periods of leave than does the faculty members regular position.
If a faculty member begins leave more than five weeks before the end of a term, Schechter
Manhattan may require the faculty member to continue taking leave until the end of the term if:
1. the leave will last at least three weeks, and
2. the faculty member would return to work during the three-week period before the end
of the term.
If a faculty member begins leave for a purpose other than the faculty members own serious
health condition during the five-week period before the end of a term, Schechter Manhattan may
require the faculty member to continue taking leave until the end of the term if:
1. the leave will last more than two weeks, and
2. the faculty member would return to work during the two-week period before the end
of the term.
If a faculty member begins leave for a purpose other than the employees own serious health
condition during the three-week period before the end of a term, and the leave will last more than
five working days, Schechter Manhattan may require the faculty member to continue taking
leave until the end of the term.
Reinstatement. On your return from leave, you are entitled to the same position you held when
the leave commenced, or to an equivalent position with equivalent benefits, pay, and other terms
and conditions of employment. You should note that you have no greater right to reinstatement
or to other benefits and conditions of employment than if you had not taken the leave (e.g., you
will not be entitled to reinstatement if, due to economic conditions, you would have lost your job
regardless of whether or not you went on leave).
Any group benefits discontinued during your leave may also be reinstated when you return to
work.
In the case of medical leave, you will be asked to provide certification of your ability to return to
work from your physician (i.e., fitness for duty report). Schechter Manhattan may not allow
you to return to work if you fail to submit a fitness for duty report. If you are not well enough to
return to work prior to exhausting all of the allowable medical leave, you may be eligible to take
an unpaid personal leave of absence. In such a case, your leave will become an unpaid personal
leave of absence and you will be entitled to any rights and benefits under that policy.
If you fail to return to work after an approved medical or family leave and are not authorized to
take any additional leave time, then your position at the school will be considered abandoned.
This will be treated as a voluntary termination of employment on your part. Schechter
Manhattan also may seek reimbursement for all health insurance premiums paid by the school
during your leave.
44

Legal Compliance. These policies will be interpreted and applied in accordance with the federal
Family and Medical Leave Act, regulations thereunder, and all other applicable laws, and to the
extent that this policy may conflict with those laws they are controlling over this policy. Further,
Schechter Manhattan retains all rights and remedies under applicable law, whether or not
expressly set forth in this policy.
5.

Unpaid Personal Leave

Under certain circumstances, Schechter Manhattan may, at its sole discretion, grant employees
an unpaid personal leave of absence without pay for employees who: (i) have exhausted all
accrued vacation time; (ii) are not otherwise eligible for a medical or family leave, or (iii) have
exhausted their allowable medical or family leave entitlement under our policy. The grant of an
unpaid personal leave is not guaranteed. Your request will be considered on the basis of staffing
requirements and your reasons for the leave, as well as your performance and attendance records.
Normally, an unpaid personal leave of absence will be granted for a period of up to four (4)
weeks. Under unusual circumstances an extension of a personal leave (beyond the original
grant) may be granted if you request an extension in writing to the Head of School prior to the
expiration of your initial unpaid leave.
Employees are eligible for personal leaves of absences only after six (6) months of continuous
service with Schechter Manhattan. You will not accrue seniority or school benefits during an
unpaid personal leave of absence in excess of one month for each personal leave requested. If
your leave extends beyond one month, you will be responsible for the payment of your health
insurance premiums in advance of the leave.
Notification: An employee requesting an unpaid personal leave must submit such a request in
writing to the Business Office specifying the anticipated starting and ending dates of the leave, as
well as the reasons for the leave. If the reason for the personal leave of absence is foreseeable,
employees must submit their request thirty (30) days in advance of the anticipated starting date. If
it is impossible to provide such advance notice, employees must submit their request as soon as
practicable. If an employee does not submit their request in accordance with this policy, their
leave may be denied.
Certification: In the event an eligible employee needs to be out of work for a certain period of time
to care for a sick family member, but has exhausted their accrued vacation or is not otherwise
eligible for a family leave or has exhausted their allowable family leave entitlement under the
FMLA, they must follow these procedures. At the time the employee requests their leave to take
care of an ill family member, they will be asked to provide a certification from their family
members physician of the serious health condition of that family member. If the employee does
not supply the school with the certification at the time they make the request for the leave, or
within 15 days of the request, the leave will be denied until the time they provide the proper
certification. The employee may also be asked during their personal leave of absence to have the
treating physician provide recertification of the continued necessity of their leave.
In the event an eligible employee needs to be out of work because of their own medical condition,
but has exhausted their accrued vacation or is not otherwise eligible for a medical leave or has
exhausted their allowable entitlement under the FMLA, they must follow these procedures. At the
45

time the employee requests their leave, they will be asked to provide a certification from their
physician of the necessity of their personal leave. If the employee does not supply the school with
the appropriate certification at the time they make the request for the leave, or within 15 days of the
request, their leave may be denied or delayed until the time they provide the proper certification.
The school may also require examination(s) by a physician or physicians of its choice to confirm
the necessity for the leave, as well as its duration. The employee may be asked during their leave
of absence to have their physician provide recertification of the continued necessity of their leave.
Returning from an Unpaid Personal Leave: Upon returning from a personal leave of absence,
reinstatement is not guaranteed. However, the school will make an effort to allow you to return
to your former position (if it is available) or another available position for which you are
qualified. Please note that business conditions, among other reasons, may preclude
reinstatement. If a position becomes available, the school will try to advise you of the opening
and may give you an opportunity to return to work.
If you fail to return to work after an approved unpaid personal leave and are not authorized to
take any additional leave time, your position at Schechter Manhattan will be considered
abandoned. This will be treated as a voluntary termination of employment on your part.
If you do not return from a personal leave you will cease to be covered under the health insurance
policy. At such time, you will be given an opportunity to continue such coverage under COBRA.
If you do not return to employment after an unpaid personal leave, Schechter Manhattan reserves
the right to recover premiums it paid for maintaining group health plan coverage during any period
of your leave.
No Work While On Leave: Employees may not take another job while they are on an unpaid
personal leave, or any other authorized leave of absence. An employee who takes another job
while on an authorized leave will be subject to discipline, up to and including immediate
termination.

Health and Safety

1.

AIDS and Infectious Disease Control Policies

Policy on AIDS and Serious Infectious Illnesses: Although this policy focuses upon AIDS, it is
also intended to apply, as appropriate, to any life-threatening infectious illnesses. The school
recognizes that life threatening illnesses, such as Acquired Immune Deficiency Syndrome
(AIDS) and its related conditions, have a tragic impact on those afflicted and involve significant
issues for students, faculty, and staff. The school also recognizes that both employees and
students who contract such serious illnesses may wish to continue their employment or education
at the school. As long as employees who have a life-threatening illness are able to maintain
acceptable performance standards in accordance with established Schechter Manhattan policies
and procedures, such employees with a life-threatening illness will be permitted to continue to
work. In this policy, the term AIDS will be used to describe both AIDS and its related
conditions (both symptomatic and asymptomatic).
The school is committed to satisfying its obligation to provide a safe and effective educational
and working environment for its students, employees, and visitors. Accordingly, the school will
46

take appropriate precautions to ensure that any health and safety concerns arising out of an
individuals illness are managed in accordance with current health knowledge and procedures.
With these principles in mind, the school has established the following policy for students and
employees with AIDS and serious infectious illnesses. In promulgating this policy, the school is
aware that the best course of action for dealing with an illness may vary from case to case.
Accordingly, this policy only attempts to outline the schools general approach to serious
infectious illnesses, for each case must be addressed with proper regard for the context in which
it arises.
The policy is divided into three sub-sections. The first sub-section sets forth the principles that
are applicable to both employees and students. The second sub-section specifically focuses on
an employee who has contracted AIDS or any life-threatening infectious illness. The third subsection addresses students who have contracted AIDS or any life-threatening infection illness.
General Policies:
(1)

The school complies with all federal, state, and local laws and regulations regarding
AIDS. This includes considering making reasonable accommodations to an employees
condition, consistent with applicable law.

(2)

The school may, where possible, provide ongoing AIDS education to students and
employees to provide information about the nature of this disease and to help allay the
fear often experienced by employees owing to a lack of understanding of AIDS and
especially of how it can be transmitted.

(3)

At the present time, the overwhelming health and scientific evidence and opinion,
including statements from the United States Public Health Service, Centers for Disease
Control, hold that the AIDS virus is not casually transmitted in ordinary educational,
occupational, or social settings or conditions. Accordingly, all members of the school
community will be expected to continue to work with an employee or student with AIDS
and not to harass or discriminate against such an individual. Any student or employee
who does not adhere to these requirements shall be subject to disciplinary action. It is,
moreover, the policy of the school that individuals with AIDS should be treated with
compassion and understanding in dealing with their illnesses.

(4)

The school will take all reasonable precautions, to the maximum extent possible, to
ensure that information about an employees health remains confidential. This means
that the school restricts access to such information to those with a legitimate need for the
information. An exception to this rule will allow when the employee or student with
AIDS authorizes wider disclosure of such information. Since the particular individual
with a need to have access to such information will vary from case to case, the Head of
School will decide in each case whom to inform.

(5)

The school may from time to time change or discontinue this policy or adopt a new
policy with respect to this subject, as it determines health opinion and other
circumstances warrant.

Employees with AIDS:

47

(1)

The school strongly recommends that employees who suspect they might have contracted
AIDS undertake a diagnostic test for the virus. In addition, employees with AIDS are
encouraged but not required to inform the Head of School of their illness so that the
school can effectively implement the provisions of this policy.

(2)

The school will provide reasonable accommodation for an employee disabled by AIDS,
or any other illness, when requested by the employee and needed to enable the employee
to continue to perform the essential functions of his or her job or to otherwise benefit
from the privileges of employment, so long as the accommodation does not impose an
undue hardship upon the school.

(3)

An employee with AIDS, or any life threatening illness, will be allowed to work at the
school so long as he or she is able to perform (with or without the aid of the
aforementioned accommodations) the essential functions of his or her position and he or
she does not present a health or safety risk to himself/herself or other employees or
students, as determined by the Head of School or his/her designee. If an employee
contracts AIDS, the school may require a letter from the employees attending physician
stating that the employee is fit to continue to work in accordance with this standard. The
school may also require, from time to time, further health evidence and a health
examination, by a physician or physicians designated by the school, to ascertain the
employees ability to work.

(4)

The school treats AIDS in the same manner as other illnesses in terms of its employment
policies and does not permit unlawful discrimination against employees with AIDS or
any other life-threatening illness.

Students with AIDS:

(1)

Students with AIDS or any life-threatening illness (or the parents of such students) are
required to inform the Head of School of the students health condition so that the school
can effectively implement the provisions of this policy. The school may then require a
letter from the students physician stating the physicians health opinion regarding the
students illness and the propriety of the student attending the school. The school may
also, from time to time, require further health evidence and health examination, by a
physician or physicians designated by the school, to ascertain the propriety of the student
attending the school.

(2)

The school will make reasonable modifications in its policies, practices, and procedures
in order to allow a student with AIDS or other life-threatening illnesses to benefit from
the academic and other services offered by the school, so long as the modifications do not
fundamentally alter the nature of service that the school provides. In addition, the school
will provide whatever auxiliary aids and services may be required to allow a student to
benefit from the schools services, as long as the provision of such auxiliary aids and
services does not constitute an undue burden on the school or fundamentally alter the
nature of the service that the school provides.

(3)

A student with AIDS or other life-threatening illnesses will be allowed to remain at the
school so long as his or her health condition allows him or her to perform (with the aid of
the aforementioned modifications and/or auxiliary aids and services) up to the schools
standards and does not present a health or safety risk to other students, faculty, or staff.
48

While at the school, a student with AIDS, or other life-threatening illness, will be allowed
to partake fully and equally in the educational, social, and extracurricular activities
offered by the school, so long as such participation does not present a health or safety risk
to the student, other students, faculty, or staff.
(4)

The school will review, on an ongoing basis, the enrolment of a student with AIDS, or
other life-threatening illness, and make decisions regarding whether and under what
circumstances the student can remain at the school. The school will make these decisions
in accordance with the schools interpretations of its policies and the applicable laws and
in light of health scientific opinion and advice.

2.

Blood-Borne Pathogens

Consistent with federal OSHA requirements and to protect the wellbeing of employees, Solomon
Schechter School of Manhattan has adopted a plan to eliminate or minimize employee exposure
to blood-borne pathogens known as the Occupational Exposure to Blood-borne Pathogens Plan.
The purpose of this plan is to limit occupational exposure to blood and other potentially
infectious bodily fluids where exposure to these materials could result in infection, illness, or
death of employees. The policy is designed primarily to limit exposure to hepatitis B (HBV) and
human immunodeficiency virus (AIDS).
This policy covers all employees at Solomon Schechter School of Manhattan, but particularly
those employees who could reasonably anticipate coming into contact with blood or other
potentially infectious materials as a result of performing their job duties. The following job
classifications have been identified as positions that potentially could come into contact with
blood or other potentially infectious materials as a result of performing job duties.
1. Physical education instructors exposure could occur when responding to a student who is
injured while participating in physical education activities.
2. Athletic trainers - exposure could occur when responding to a student who is injured while
participating in athletic training activities.
3. Coaches exposure could occur when responding to a student who is injured while
participating in athletic activities.
4. Athletic Director exposure could occur when responding to a student who is injured while
participating in athletic activities.
5. School Administrators - exposure could occur when responding to a student who is injured
while participating in athletic activities.
6. Maintenance, Housekeeping, and Security staffs - exposure could occur when cleaning an
area that has been potentially contaminated when a student becomes sick or is injured.
7. Kindergarten Teachers
Hepatitis B Vaccine: Employees falling into the above categories may receive the Hepatitis B
vaccine at no cost. Employees declining to receive this injection are required to sign waivers
which will be maintained permanently in their personnel files in the Business Office.
Information on the Hepatitis B vaccine is available from the Business Office on both campuses.
Hazards/Exposure Incidents: When dealing with any bodily fluid, especially blood, or any item
that has been contaminated by a bodily fluid, the following steps should be taken by all
employees:
49

1.
2.
3.

4.
5.

Proper hand washing must be done prior to putting on latex gloves, and after the removal
of the gloves. See number 5 for proper hand washing procedures.
Put on provided latex gloves prior to handling bodily fluids.
Notify the Business Office of the incident, and arrange for health and post-exposure
evaluation and follow-up. The Business Office will assist the employee in completing an
Employees Report of Injury. A copy will be maintained in the employees personnel
records maintained in the Business Office. A copy will be furnished to the physician
examining the employee.
Notify the Business Manager of the incident for disposal of the potentially hazardous
material and disinfection of the site.
After removing latex gloves, and in the event of an accidental exposure (torn gloves, no
gloves, etc.), proper hand washing procedures must be followed:
a.
Remove all jewelry.
b.
Wet hands with running water.
c.
Apply liquid soap, and lather well.
d.
Wash hands using a circular motion and friction for 15 to 30 seconds.
e.
Rinse hands well under running water, so that water drains from wrist to
fingertips.
f.
Dry hands well with paper towel and discard.
g.
Turn off water faucets, wipe surfaces surrounding sink with clean paper
towel and discard.

Removal and Clean-Up Procedures: The removal and disposal of bodily fluids will be done only
by maintenance personnel. The following procedures should be taken:
1)

Spills of bodily fluids should be cleaned up immediately as follows:

a.
Wearing latex gloves, mop up spill with paper towels or other absorbent
materials.
b.
Wash the contaminated area well with accepted cleaning solutions for
blood borne pathogens, (EPA registered germicides) or using as solution,
one part household bleach (sodium hypochlorite) in ten parts water.
c.
Dispose of gloves, soiled articles and supplies, or other waste in sealed,
double plastic bag. One waste container located in the School Office is
designated for disposal of potentially contaminated waste. The container
will be decontaminated daily.
d.
Potentially contaminated waste should be disposed of according to local
and state regulations for health waste.
e.
Bodily waste, such as urine, vomit, feces, should be disposed of in the
toilet.
f.
Needles and sharp objects should be placed in a metal, or other punctureproof container, then disposed of according to state regulations for health
waste. A container for needles and other sharp objects is located in the
School Office. The housekeeping department will check weekly to
determine if it needs to be emptied. After the container is emptied
according to state regulations for health waste, the housekeeping
department will decontaminate the container. Decontamination should be
done with EPA registered germicides.

50

2)
Contaminated Laundry - Avoid handling contaminated laundry except when
absolutely necessary. Articles of laundry identified as contaminated should be dealt with
in the following manner:
a.
b.
c.
d.

Put on latex gloves when handling contaminated laundry.

Wash with hot water and detergent for at least 25 minutes.
Cool water washing is also acceptable if an appropriate detergent is used
for the water temperature.
Dry in a hot dyer for 20 minutes.

51

Part XII: APPENDIX

Contents:
Park Protocol
Class Events Protocol
Class Trip Protocol
Behavior and Discipline Protocol Elementary School
Supportive Behavior Management and Discipline in the Middle School
Injury Protocol
Core First Aid Procedures
Emergency Protocol

52

Park Protocol
When going to the park, each class must carry its classroom first aid kit. The kit includes
each respective classs medical forms. Teachers are responsible to make sure that the
first aid kit is fully tooled. First-aid kits are kept in individual classrooms. Additionally,
at least one teacher should carry a cell phone in case of emergency.
Travel Protocol
1. Do a head count before leaving for the park.
2. Sign the class out at the security desk.
3. In the elementary school, students walk to and from the park in line with a partner.
4. Each student remains assigned to his/her partner(s) for that day.
5. A good suggestion for keeping track of all students is to assign a place in the order of the
line for each pair, which is then maintained even on the return trip to the school.
6. While walking to the park, one teacher walks in front of (or near the head of) the group
and the other teacher follows behind.
7. While en route to and from the park, teachers should routinely take a head count to
ensure that all students are with the group.
8. Students may not cross the street (even with a green light) without a teacher leading the
group.
9. When reaching a corner, stop and re-organize the group before proceeding across the
street.
10. While crossing the street, the teacher at the back of the group should move up to the
middle of the group and stand in the middle of the road, facing oncoming traffic and
signaling them to wait until the last student has finished crossing.
Park Supervision
1. Make sure that students know and understand the rules for safe behavior in the park,
including how to use playground equipment that is appropriate for their age group.
Review these guidelines periodically.
2. Work together to keep all students within at least one teachers line of sight at all times.
3. Stand close enough to the students as they are playing to be able to hear them, as a visual
reminder to them that they are being supervised, and for instructions and warnings to be
heard.
4. Stay focused and maintain eye contact with students so that students know they will be
noticed if they experiment with unsafe activities.
53

5. Move throughout the play area in an unpredictable pattern.

6. Encourage students to have fun and enjoy themselves while behaving safely.

54

Class Events Protocol

Class events are a terrific way to showcase the work you are doing with your students and to
foster community. Parents are eager to learn what their children have been doing in your class.
These events are always full of goosebump moments moments where parents and teachers
alike kvell at the accomplishments of the children.
Because these opportunities occur only several times during the year, and because they are so
priceless, it is crucial that they be well thought out and executed professionally. What parents
experience at a class event will serve as a prototype in their minds for the kind of work you do on
a daily basis in your class.
Please use the following guidelines to plan your event.
Logistics
1.

Consult with the appropriate member of the Educational Leadership Team regarding
date, time, and plan for event. Wait for an ok on the date before sending out a notice.

2.

Inform parents, by means of a notice in Daf Yomi, at least one month in advance of
the event, to save the date, including time and location. Further details may follow at
a later date, no later than two weeks before the event. This notice should be repeated
in Daf Yomi a week before the event, and again three days before. Pay attention to
grammatical and spelling accuracy and submit notice to your division head for
review.

3.

Determine location of program and complete Class Events Needs Form. Turn in form
to the appropriate member of the Educational Leadership Team, who will pass it on to
the Business Manager.

Program
1. Determine purpose/goal of program. What are you showcasing? What will parents see
a product? a process?
2. Plan an introduction and conclusion that explains the context of the program to parents.
Make sure that there is a clear beginning and end to the program.
3. Review expectations with children before parents arrive (e.g., listening while other
present, using a loud voice, etc.)
4. Review expectations with children in presence of parents, as a reminder. Inform parents
of any expectations you may have of them. (e.g., we ask that you hold applause until all
of the children have presented; we ask that you hold your questions until the end.)
5. Thank appropriate people at the end of the program.
6. Dont forget to smile!

55

Class Trip Protocol

We encourage you to make New York City your classroom. We are fortunate to have many
wonderful opportunities to take our children on field trips. Please follow these guidelines when
planning your trip.
Each class is afforded a limited budget for field trips. Most local field trips are covered by this
amount, and transportation is covered from a separate budget line. If you are not certain whether
your trip falls within your classs budget, please consult with the appropriate member of the
Educational Leadership Team.
Preparation:
1. Check the date on the school-wide calendar, to avoid conflicts with other programming.
2. Check the date and time with your division head.
3. Fill out field trip form clearly and neatly and turn it in to Business Manager. Business
Manager will arrange for transportation needs.
4. Decide if you will need parent volunteers and make contact with them at least 3 weeks in
advance.
5. Inform parents, by means of a notice in Daf Yomi, at least 2 weeks before the trip.
Please check notice for grammatical and spelling accuracy and submit to your division
head for review. The following information should be included:
Name/Location of trip
Purpose of trip
Date
Departure time
Return time
Special needs: e.g., paper bag lunch, sunscreen, etc.
6. Make sure you have made provisions for lunch space, if you are eating lunch at a
particular place.
The Trip:
1. Spend some time talking with children about the trip: where they are going, what theyll
be doing, how it connects with what they are doing in class, etc.
2. Review expectations with students for safe travel and appropriate behavior on trip.
3. Make sure you have first-aid kit with emergency medical information and a cell phone in
case of emergency.
4. Children in the Elementary Division should not have name tags, but rather school name
tags with the name of the school and the telephone number of the school. No childs
name should be on his/her tag.
56

5. Introduce yourself to the bus driver (if you are taking a bus).
6. Do a head count before you give the bus driver permission to leave.
7. Introduce yourself to the docent (if there is one at the destination).
8. Review expectations for participation at destination.
9. Thank the docent at the end of the trip and ask students to say thank you, as well.
10. Do another head count before you leave to return to school.

57

Behavior and Discipline Protocol

Elementary School
The following steps were designed by the faculty, in earlier years, to be used as a guide when
dealing with disruptive students. At the same time that teachers work to implement these steps,
it is equally important that they work to understand what lies behind the childs behaviors. We
recognize that any one of these steps may not necessarily apply in a given situation or with a
particular child. We ask that teachers try various interventions and work with a student and
his/her family in a proactive and supportive way. When appropriate, teachers should involve the
appropriate member of the Educational Leadership Team and/or school counselor.
1. The teacher gives respectful, non-verbal personal cues.
2. The teacher gives a verbal warning to a student, discreetly and respectfully. This may
be accompanied at a later time by a conversation.
3. The child sits out of the activity (e.g., not participating actively or physically moving
away from the group of children).
4. The teacher notifies the appropriate member of the Educational Leadership Team of
the issue.
5. As a last resort, the child leaves the room (is told to come back when s/he is ready
this must be monitored closely so that a child does not remain outside the room for an
unreasonable amount of time; no more than 2 minutes in kindergarten or first grade
and no more than 5 minutes in second through fifth grades.) The teacher notifies the
appropriate member of the Educational Leadership Team and calls the parents to
discuss the behavior.
6. The teacher asks the appropriate member of the Educational Leadership Team to meet
with child.
7. The teacher asks the school counselor to become involved.
8. An appropriate plan for intervention is developed and implemented.
9. After repeated incidents, the teachers ask parents to come in for a meeting.
Depending on the situation, a division head may or may not attend. An appropriate
time frame is established for follow-up.
10. In some circumstances, the staff develops a daily report or contract, or an evaluation
system is put into place
11. If a situation is severe and may require asking a child to leave the school, the Head of
School should be involved.
12. A probation period is established.
13. The child is asked to leave the school.
Note: Often, a child needs a breather from a situation, and it may be most productive for
him/her to go to another class to help a teacher/other students or to the office to help there
(younger students) or take a walk/break in the hall (older students). Sending a child to sit
outside the room should be a last resort. If a child is asked to sit outside the class, s/he
must be in sight of a teacher (younger students) or directly outside the classroom (older
students), and the teacher must keep the amount of time that the child is out of the
room to a reasonable limit no more than 2 minutes in kindergarten and first grade
and no more than 5 minutes in second through fifth grades.

58

Supportive Behavior Management and Discipline

In the Middle School
Middle school students are in the midst of growing from dependence to independence. Along
the way they will undoubtedly push against behavioral boundaries and make mistakes.
Recognizing that children at this complex stage of development are not likely to make all of the
right decisions compels middle-level educators to develop proactive systems that support
appropriate behavior. It also compels us to respond to middle school students who act
inappropriately or make bad decisions in developmentally supportive ways.
Proactive systems to support student behavior

Give students clear criteria of appropriate behaviors

Set up routines for students to follow

Include predictable structures, limits, and consequences

Responses to inappropriate behaviors that support middle school student development

Approach discipline as a teaching opportunity

Give students opportunities to reflect on their actions and then change their
behavior

Allow students to take responsibility for their actions by making amends

Respond to the whole child by taking a team approach of home and school
working together

Educate and re-educate

Middle School-wide Rules
Middle School students need clear criteria of appropriate behavior. The following rules apply to
all Middle School students in all school settings. These rules are non-negotiable and breaking of
these rules will warrant administrative response.
NON-NEGOTIABLE RULES To ensure a safe, secure, and effective learning and living
environment for all:

Students are held responsible for use of abusive and inappropriate/vulgar

language.

Students are held responsible for aggressive, violent, or inappropriate

affectionate physical contact. Students are held responsible for injury to another
person.

Students are held responsible for theft or destruction of school property or of

another persons belongings.
Creating Class Rules
In addition to the Middle School non-negotiable rules, each grade level teaching team will meet
together with the students to develop class rules. The goals of the exercise are to share
responsibility for the quality of life in the learning community with the students and to help
students internalize the value of the rules developed. The outcome of the class meeting can vary
e.g., a list to be posted or a social contract to be signed. Often, successful class rules revolve
around core concepts, such as respect or responsibility.
Classroom strategies for redirecting students who are having trouble meeting expectations

Teacher proximity
59

Reminders
Move seat location
Independent work assignment
Conference before or after class
Breather break a short walk to regain focus

Removal from class

A student may be asked to leave class if

After a variety of responses to the behavior within the classroom, the student
persisted with the behavior repeatedly.

The behavior constituted a serious breach of a non-negotiable school rule.

Procedure for removal from class:

Teacher fills out Student Incident Checklist

Teacher calls Middle School Head or Main Office to inform that student is coming

Teacher sends student with the Student Incident Checklist to

o
Middle School Heads office
o
Main office

Student meets with administrator (Ben, Gary, or Shira)

When appropriate, student returns to class with signed pass from administrator

Administrator follows up with teacher, parent, and student as necessary

Students who cross over behavioral boundaries will be required to repair any damage done
to the school community- physical, emotional, or of trust.
Possible actions for repair include

Conference with parent, teacher, and Division Head to plan steps for repair

Formal apology- to individuals or group

Clean up or fix of physical damage

Rebuild trust through time of limited privileges

Removal from classroom or school community

60

Injury Protocol
1. When a child is not feeling well or is injured, an adult must attend to him/her.
2. A childs emergency form (located in each class first-aid bag) should be checked for
special instructions relating to appropriate medication and care.
3. Important emergency numbers are located in the first-aid bag.
4. If a child requires immediate medical care outside of school (on a field trip or at the
park), contact the school office immediately. If two teachers are present, one teacher
should travel with the injured child either back to school (if he or she is able) or to a
hospital (if the situation requires it). The other teacher should ensure that the remaining
children return safely to the school building. If a teacher is alone, the teacher should call
the school office to send for another teacher to help if possible or should call 911 if the
situation calls for it. In such a case, the school office should be informed as well.
5. If a child requires immediate medical care at school, one teacher should remain in the
classroom while the other takes the child (if s/he is able) to the office for care. In the
event that a child may not be moved, the rest of the class should be moved to another
area. If a teacher is alone, s/he should ask a student to bring another adult for help. If a
teacher is unsure whether to move an injured student or not, the teacher should consult a
staff member who is trained in first aid or a building administrator.
6. In the case of an emergency or even when a relatively smaller issue occurs, a teacher
must notify an administrator (and depending on the severity of the case, the parent as
well) of the event. This is particularly true when an injury occurs.
7. Teachers should contact parents when an injury has been suffered, even if it is relatively
minor. If you are unsure whether to contact a parent, please clarify the situation first with
an administrator.
For more serious injuries, an Injury Report must be completed on that day, documenting
the event and care administered on site.

61

Core First Aid Procedures

Be aware of individual childrens medical needs (e.g. asthma), allergies, etc.
(Instructions, asthma inhalers, Epi-pens, etc. are in a classs emergency bag.)

Ask a child whats wrong and what hurts before moving him/her or addressing the
problem.

Often a child is hurt by the initial shock of the trauma, but within minutes s/he calms
down and is able to move on his/her own.

TLC, water, and a Band-Aid often go a long way in helping a child.

Before administering any medication (Tylenol, Advil, etc.), you must check a childs
medical information for instructions and possible allergies. This information is kept
in your first aid backpacks and can be found in the schools data base, which is
accessed by the administrative assistants in the school office.

With basic scrapes and cuts, first wash out the dirt thoroughly with soap and water
before bandaging (there is water in every bag.)

In cases of injuries/bruises, apply ice to prevent swelling.

If there is a deep wound, cover and apply pressure to help stop the bleeding. Then get
help.

If a child complains about pain in a limb or back, do not move the child unless s/he is
able. Call for help.

If a child is unconscious, do not move him/her. Keep him/her warm and

call either Hatzolah (212-230-1000) or 911.

In case of an injury, make sure that available adults supervise all other children while
one remains at the side of the injured child. Call for help.

IF YOU USE FIRST AID SUPPLIES, PLEASE MAKE SURE THEY ARE
REPLENISHED BEFORE GOING OUT WITH THE FIRST AID KIT THE NEXT
TIME.

62

Emergency Protocol
1. In any emergency:
- Remain calm
- Your primary concern and responsibility are your students
- Get as much information from the administration as is available
- Be a model for your students
- Be attentive to their concerns, anxieties and questions
- Give clear and precise instructions to your students
- Listen for updated information or directions
2. Evacuation of the Building (including Fire Drill)
A fire alarm will sound, or a verbal order by the campus head to evacuate will be
given.
Teachers should take their evacuation bag (attendance register, flashlight, pen,
and cell phone) and vacate the building with the students in their class quickly and
quietly, using the nearest emergency exit. Make sure you know all exits and
stairways (an emergency exit route is marked on a sign just inside the door of
every classroom), and remember to consider alternate exits if your primary path
out of the building from your classroom is obstructed.
Do not stop (or let your students stop) to get anything, including coats, even if the
weather is inclement.
Close doors and windows and turn out lights as you evacuate. This will slow the
spread of fire or smoke.
Any unaccompanied student from another class should join any class or group
being evacuated by a teacher.
Never use elevators in an emergency.
Upon arrival at the assembly point (towards Central Park West on West 100th
Street for those exiting through the lobby, and towards 97th Street on Columbus
Avenue for those exiting from the side exit), take attendance. Report any student
missing to the campus administrator. If safety permits, a staff member will escort
any student who belongs to a different class to that class.
When the campus head gives the all clear signal, return to class with students in
a quiet and orderly way.
If the campus head decides to relocate to the evacuation facility (Whole Foods
Market, 808 Columbus Avenue, between 97th and 98th Street), proceed with
students to the designated site and await further instructions.
If students are to be dismissed from the evacuation site, record who picks up each
child and submit an accounting to the campus head. No teacher is relieved until
all students have been released.

63

3. Lockdown
In the event of a lockdown, the signal will be given by either the activation of the buildings
burglar alarm or via the two-way radios (walkie talkies) which are located in the classrooms and
Ulam. The burglar alarm has a different sound from the fire alarm, and we will demonstrate both
of them during practice drills. If the two-way radios are used, you will hear: ATTENTION,
ATTENTION, WE ARE IN LOCKDOWN. WE ARE IN LOCKDOWN. PLEASE INITIATE
LOCKDOWN PROCEDURES.
When the lockdown signal is given, please follow these procedures:
1. Lock the classroom or office door immediately. If you have sent students to sit
immediately outside the classroom, or other students are passing by your door, call them
inside as you are closing the door. Do not wait for students out of class (e.g., in the
bathroom) to come back. They will report to the nearest classroom or be directed by
sweepers.
2. Cover the pane of glass adjacent to the classroom door with the foamboard strip that
is stored near the door. Use the Velcro strip above the pane of glass to secure the
foamboard strip.
Special instructions for Ulam: if you are using the Ulam and the partition is not fully
closed, lock both doors to the hallway and cover both panes of glass. (If the partition is
fully closed, it is locked.)
3. Turn out lights.
4. Ask the students to sit on the floor away from the door and, if possible, with furniture
or bookcases between them and the door. Explain to the students that this is a special
kind of fire drill in which we take shelter inside our classroom and wait for further
instructions. Reassure them that they are safe and you are in charge. Project a calm
attitude.
Special instructions for Ulam East, the Humanities room, and the Science and Art room:
also close the blinds or shades and have the students sit away from the windows as well
as away from the door.
5. Record the names of students who are in the room, including extra students, and
note who is missing. Grab the evacuation bag and keep it on your person.
6. Do not attempt to use the two-way radio to communicate with anyone else, unless it
is an absolute emergency. Examples: the intruder is trying to break down your
classroom door, or someone has been badly hurt and requires immediate medical
attention.
7. Ignore all attempts to get you to open the door, including the fire alarm, or someone
coming to the door who claims to be a police officer or other emergency worker (ask the
person to slide his or her identification under the door).
8. The only form of notification to open the door will be Steve, Gary, or Ben personally
coming to the door of your room, identifying himself in a voice that you recognize,
64

and giving the all-clear signal: This is _________ (Steve/Gary/Ben). All clear. All
clear. The lockdown is over. Please unlock your door. If you are not certain that you
recognize the voice you heard, do not open the door.
After the lockdown has ended, turn the lights back on, invite the students to sit in their seats,
unlock the door, remove the foamboard from in front of the glass, answer any questions the
students have, and give them a chance to process what just happened.
4. Shelter-in-Place
A. What is a Shelter in Place Drill?
Shelter in place is a procedure we would follow in the event that we receive notification that the
air in the vicinity of the building may be unsafe to breathe. Typically, a shelter in place lasts for
up to several hours. (For the purposes of our drill, it will last five minutes). During this time,
students and staff gather in areas away from windows and doors, and these areas of potential
exposure to outside air are sealed tight.
B. Notification of Shelter in Place:
In the event of a shelter-in-place emergency, the signal will be given by walkie-talkie:
ATTENTION, ATTENTION. SHELTER IN PLACE, SHELTER IN PLACE. PLEASE
FOLLOW SHELTER-IN-PLACE PROCEDURES.
When the shelter-in-place signal is given, please follow these procedures:
1. Close any open windows immediately. It is not necessary to turn out lights.
2. Grab the first aid kit/evacuation bag and keep it on your person.
3. Proceed with your class to its designated shelter area, closing the classroom door
behind you, as follows:
Gan main office
Kitah Aleph the foyer area outside the main office
Kitah Bet the hallway between Garys office and the end of Gans cubbies
Kitah Gimel the hallway between Gans cubbies and Kitah Dalets classroom
Kitah Dalet the hallway from the bathrooms to the janitors closet
Kitah Heh the hallway from Kitah Dalets classroom to the middle school lockers
Middle school the hallway from the middle school lockers to the middle school foyer
(including
the foyer)
Note: these shelter-in-place locations are for the students in these classes, even if they are
not in their regular classrooms at the time the procedure begins. (For example, if Gan is
in the Ulam for phys. ed., they still proceed to the main office. If there is a middle school
Hebrew class in the library, they still proceed to the middle school hallway/foyer area.)
Note: All staff who are not teaching when a shelter in place begins should proceed to
either of the shelter areas (the hallway or the main office) and be prepared to assist with
supervising students, or sweeping, or accompanying students to their shelter area, or
collecting/distributing/ securing plastic sheeting and duct tape, or collecting/distributing
emergency food.
65

4. Sweep areas near you, such as bathrooms and unoccupied classrooms, for
unsupervised students. Students should be sent to meet up with their classes in the
designated shelter areas. (Kindergarten children, and any older children who express
anxiety or uncertainty, should be accompanied to their shelter areas.)
5. Have the students sit down, leaving room for passage down the hallway. Record the
names of the students present in your area, and note who is missing. Explain to the
students that this is a special kind of fire drill in which we take shelter away from
windows because the outside air may not be safe to breathe. Reassure them that they are
safe and you are in charge. Project a calm attitude.
6. Await further instructions.
Once everyone is in place, students may talk quietly to other students whom they are
sitting next to or directly across from. Students may not get up to move next to other
students they want to speak to. Please monitor the volume so that important
announcements can be heard.
7. Designated staff teams will proceed to the office to collect plastic sheeting and duct
tape to secure all doorways and open vents, while other designated staff teams will
proceed to the pantry to collect emergency food and other supplies for distribution
to classes. The names of designated staff team members are listed in an addendum to
these procedures.
8. Designated middle school students will help staff teams secure doorways and vents
and distribute food and supplies to classes. The names of designated students are also
listed in the addendum to these procedures.
9. The Security Guard and/or the Administrative person stationed downstairs will lock
the front door and cover it with the plastic sheeting which is stored downstairs in a bag
with duct tape.
10. During a shelter in place, the bathrooms available for use will be the staff bathroom
and the girls bathroom. The staff bathroom will be shared by male staff and boys, and
the girls bathroom will be shared by female staff and girls.
The shelter in place will end when Steve, Ben, and/or Gary circulate through the shelter area and
tell each teacher in charge of a class that the procedure has ended.
After the shelter in place has ended, the designated teams will remove the plastic sheeting,
classes will return to their classrooms, students will return to their seats, and teachers will answer
any questions the students have and give them a chance to process what just happened.
5. Bomb Threat
If you answer the phone and the caller says there is a bomb in the building, signal
for help while listening to the caller. Politely show interest as you complete the
Bomb Threat Call Checklist (located under the phone). Stay on the line with the
caller for as long as possible, asking questions from the checklist to extend the
call.
66

 If you see a staff member on the phone signaling for help, call 911 and report the
bomb threat, including if possible the phone number of the line on which the
threat is being received. Stay on the line with the 911 operator until police officers
arrive, and notify the campus head.

6. Special Circumstances
Early Dismissal Prior to Scheduled Dismissal
The campus head will verbally announce an early dismissal.
Keep students in the classroom until parent or caregiver picks them up.
The campus head will provide information updates to reduce stress.
Record who picks up each child and submit an accounting to the campus
head. No teacher is relieved until all students have been released.
Going to Park or Off-Campus
Adhere to Park Protocol (see p. 53).
Keep an eye out for suspicious people in the park.
Intervene when needed.
Use cell phone to contact campus head when needed.
If you are informed (by cell phone or runner) that there is a dangerous
situation on campus, remain in place until you receive an all clear signal
and are instructed to return to school.
In the event of sudden severe weather, seek shelter immediately and call
the school office to report your location and situation. Unless instructed
otherwise, remain in sheltered location until the event has passed.
On the Subway
If on a train between stations during an emergency, stay calm and listen
for crew member instructions. If the public address system is not working,
crew members will walk through the train with instructions.
Do not leave the subway car unless you are instructed to do so. Never exit
onto the tracks unless instructed to do so by uniformed subway personnel
or emergency response personnel. While being escorted by emergency
personnel, never touch the larger third rail, which carries a dangerous
electrical current.
It is almost always the wrong choice to pull the emergency cord. Only pull
it if someone gets caught between cars or doors and is being dragged
while the subway is in motion. Stopping the train between stations will
delay the arrival of medical or other emergency personnel.

67

HANDBOOK ACKNOWLEDGMENT FORM

The employee handbook describes important information about Solomon Schechter School of Manhattan
(Schechter Manhattan), and I understand that I should consult the Business Office regarding any
questions not answered in the handbook. I acknowledge that the handbook does not constitute, nor
should it be construed to constitute, an agreement or contract of employment, express or implied, or as a
promise of treatment in any particular manner in any given situation. Since the information, policies, and
benefits described here are necessarily subject to change, I acknowledge that revisions to the handbook
may occur, except to Schechter Manhattans policy of employment-at-will. I understand that revised
information may supersede, modify, or eliminate existing policies.
I acknowledge that my employment will be at-will. Accordingly, either Schechter Manhattan or I can
terminate the relationship at any time, with or without cause or notice. I acknowledge that no supervisor,
manager, or representative of Schechter Manhattan has the authority to enter into any agreement with me
for employment for any specified period of time or to make any promises or commitments contrary to the
foregoing. I further acknowledge that any employment agreement entered into by the Head of School or
Business Manager shall not be enforceable unless it is in a formal written agreement and signed by the
Head of School or Business Manager and me.
Furthermore, I specifically acknowledge that I have thoroughly read Schechter Manhattans Sexual and
Unlawful Harassment Policies and Complaint Procedure. I agree to abide by the policies requirements.
I agree that if there is any provision of the policy that I do not understand, I will seek clarification from
the Business Office.

EMPLOYEE PRINTED NAME ___________________________________________________

EMPLOYEE SIGNATURE _______________________________________________________
DATE ________________________________________________________________________

(Please review the Faculty Handbook, located on SSSM Google Drive and sign and return this form
to the business office.)

68