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Eaglebrook School Faculty Guidelines

The guidelines in this handbook are intended to allow faculty to work well together, to create a collegial and cooperative community that effectively promotes the school’s mission. Following these guidelines will make daily school life proceed more smoothly and help avoid unnecessary conflicts.

2026-2027

Eaglebrook’s Mission Eaglebrook is a boarding and day school for boys in the sixth, seventh, eighth, and ninth grades. In a warm, caring, structured atmosphere boys learn more than they ever thought possible, discover inner resources, develop self-confidence, and have fun along the way. Eaglebrook welcomes boys of any race, color, nation, or religion, and all share the same privileges and duties. Eaglebrook’s role is to help each boy come into full and confident possession of his innate talents, to improve the skills needed for the challenges of secondary school, and to establish values that will allow him to be a person who respects individual differences and acts with thoughtfulness and humanity. At the heart of the school is the shared life of teachers, their families, and boys working together. Teachers make learning an adventure and watch over each boy’s personal growth. They set the academic tone, coach the teams, serve as dormitory parents, and are available for a boy when he needs a friend. They endeavor to motivate boys to reach beyond the easily attained and help them realize that mistakes can lead to progress.

3 Principles of Good Practice for Teachers National Association of Independent Schools Revised and approved by the NAIS board in 1990. Entrusted with the education of children, the independent school teacher promotes the best interests of the child within the context of the school's philosophy. Those who supervise teachers are responsible for the quality of teaching and for promoting growth in those who teach. The following principles of good practice provide guidelines for supervisors of teacher. Teacher 1.

The teacher has a thorough knowledge appropriate for his teaching assignment and stays abreast of recent developments in the field. 2. The teacher uses a variety of teaching techniques suitable to the age and needs of the students and subject matter being taught. 3. The teacher establishes positive relationships with students, which, while recognizing the differing roles of adult and child, are characterized by mutual respect and good will. 4. The teacher collaborates with colleagues and the school’s leadership in the design and implementation of curriculum within the context 5. of the school’s overall program and mission. 6. The teacher initiates growth and change in her own intellectual and professional development, seeking out conferences, courses, and other 7. opportunities to learn. 8. The teacher is self-aware and self-monitoring in identifying and solving student, curricular, and school problems. At the same time, the teacher knows the mission and policies of the school and, when questions or concerns arise, raises them with appropriate colleagues and supervisors. 9. The teacher serves his school outside the classroom in a manner established by the individual school and consistent with the 10. responsibilities of a professional educator. For example, teachers often serve as advisers, coaches, or activity sponsors. 11. The teacher participates in the establishment and maintenance of an atmosphere of collegial support and adherence to professional standards. 12. The teacher welcomes supervision in the context of clearly defined and well communicated criteria of evaluation. 13. The teacher models integrity, curiosity, responsibility, creativity, and respect for all persons as well as an appreciation for racial, cultural, and gender diversity.

4 Table of Contents Eaglebrook’s Mission Principles of Good Practice for Teachers Table of Contents Core Student Skills Eaglebrook’s Values

2 3 4 6 7

Information for All Faculty Outline of Faculty Responsibilities AOD Responsibilities Code of Ethical Conduct for Employees in Relation to Students Faculty A-Z Sexual and Other Unlawful Harassment Specific Faculty Responsibilities Thoughts on Working Well with Parents

9 11 13 15 37 40 45

Advising Advisor Job Description Daily Life for Dorm Faculty Advisor Responsibilities for Assemblies Adjunct Advisor Responsibility Description

48 50 56 57

Academics Teacher Job Description Teaching at Eaglebrook Grades, Comments and Commendations Academic Response Matrix Learning Support Information English Language Learner Program Considerations for Professional Communications Faculty Writing Guide Quick Reference Comment and Letter Writing Reminders More Detailed Suggestions about Grammar and Style

59 61 63 64 65 67 68 71 76 79

Athletics Coach Job Description Coaching at Eaglebrook

83 85

Information For Non-Dorm Faculty Out-of-Dorm Faculty Responsibilities Daily Life for Non-Dorm Faculty Day Student Study Hall and Informal Study Hall Guidelines Off-Sports Library Guidelines and Procedures Evening Study Hall and Extra Help

89 90 92 93 94 96

General Information Health Center Procedures Dining Hall Routines and Manners Dress Code Diversity Program and Affinity Groups Eaglebrook Business Office

98 101 103 104 107

Discipline

5 Discipline Philosophy Eaglebrook Conflict Resolution Process Common Consequences Discipline Response Suggestion Matrix Bullying, Harassment, and Hazing Policy Professional Development Review Teams and Self-Reflection Class Observations Conference Requests and School Visits Academic Advancement Mayer Grants Mentoring Plan

109 110 111 116 119

126 126 126 128 130 130

132 135 136 137

Emergency Procedures Campus Security Information Emergency Procedures Overview Harm to Self or Others Protocol for Dormitory Parents, Faculty and Staff Extreme Weather during Sports

6 Core Student Skills In the classroom, the dormitory, the dining room, the sports field, and in all other areas of school life, Eaglebrook seeks to foster and teach the following core skills. The Skills of Self-Advocacy and Accountability Ability to develop one’s passions and interests Ability to understand type of learner one is Ability to seek out additional help Ability to modify approach to situation in keeping with one’s learning style Ability to take responsibility for one’s actions The Skills of Understanding Information Ability to read information Ability to take notes effectively Ability to conduct research Ability to use technology appropriately to gather information The Skills of Communicating Information Ability to write effectively Ability to speak effectively Ability to listen effectively Ability to use technology appropriately to communicate The Skills of Critical Thinking Ability to listen effectively Ability to analyze information Ability to judge validity of information Ability to use creativity and imagination The Skills of Self Expression and Creativity Ability to connect ideas in unique ways and express oneself in a variety of media Ability to express oneself in ways that respect the feelings of others Ability to understand how ideas and emotions are communicated in a variety of media Ability to articulate the steps in one’s own creative process Ability to use imagination and creativity to solve problems in everyday life The Skills of Organization and Time Management Ability to maintain an organized academic life Ability to plans and guidelines into action Ability to maintain and organized extracurricular life Ability to use study time effectively Ability to use technology appropriately for organization The Skills of Citizenship Ability to work and collaborate as part of group Ability to appreciate and respect differences Ability to understand the connectedness of world Ability to act as a responsible cyber citizen The Skills of Healthy Living Ability to maintain a good diet Ability to practice cleanliness and hygiene Ability to get proper rest and exercise Ability to manage stress

7 Eaglebrook’s Values Lumen – Fides – Labor – Facta This is Eaglebrook’s Latin motto and the basis for values that are central to the community life of students and faculty at Eaglebrook. Lumen – Light, Wisdom This is the light that comes from • Determination • Passion • Curiosity • Humor • Compassion Fides – Faith, Trust This is the faith and trust that is the foundation of • Teamwork • Courage • Respect • Honesty • Confidence Labor – Work, Effort This is the hard work that is required for • Engagement • Determination • Resilience • Patience • Independence Facta – Deeds, Accomplishments These are the deeds that are reached through • Balance • Responsibility • Scholarship • Service • Accountability

Information for All Faculty

9 Outline of Faculty Responsibilities Faculty are expected to contribute in three main areas of school life: academics, athletics, and residential. However, the job goes beyond these three areas as faculty act as role models and mentors for the students throughout the day. The typical faculty member will spend a great deal of time with students during the day, and the quality of these interactions is critical. The responsibilities outlined below reflect a standard set of duties, though not all faculty members fulfill exactly the same roles. First and foremost, Eaglebrook faculty are role models for the students. Therefore, they must set an appropriate example for students in regards to respect for themselves and the community, manners, helpfulness, sensitivity, conscientiousness, and compassion. It is critical that they always maintain appropriate social and emotional boundaries with students. They should also try to help ensure that other faculty do the same. Typical Teaching Responsibilities ● ● ● ● ● ● ● ●

Plan and teach three age appropriate and thoughtfully individualized academic classes Plan and teach one trimester of an elective In conjunction with the Curriculum Office and Academic Support Department, design and implement individualized plans for students with differing learning styles Promptly and regularly grade, record, evaluate, and return student work Communicate regularly and as needed with Department Chair as well as each students’ advisors and parents Write reports for students in all classes at the midterm and trimester’s end Engage in appropriate professional development in one’s field (conferences, school visits, class visits, individual and group study etc.), and participate in self-evaluation and Review Team systems Meet regularly with Department Chair and attend and participate in department meetings

Dormitory Advisor Responsibilities ● ● ● ● ● ● ● ● ● ● ● ●

Meet with advisees regularly to discuss work, life, and school; promptly communicate relevant information to parents, administrators, and other faculty members Work with advisees, parents, and administration to plan and manage academic course selections, athletic commitments, and extracurricular and committee choices Be in frequent contact with parents, promptly returning phone call and emails Help steer advisees to appropriate resources on campus In conjunction with the Curriculum Office and Academic Support Department, design and implement individualized plans for students with differing learning styles Provide opportunities for advisees to socialize informally in faculty apartments Plan meaningful and varied Home Night activities Participate in the daily running of the safe, clean dorm according to dorm procedures and duty schedules Write advisor letters and comments at the midterm and trimester’s end Participate in formal discipline committee meetings involving advisees Meet with Dorm Head and attend dorm faculty meetings and full dorm meetings Participate in improving the quality of life in the dorm

Typical Coaching Responsibilities ● ● ● ● ● ●

Coach three sports per year In conjunction with head and co-coaches, plan and supervise safe, age-appropriate practice and competition in the sport. Engage in appropriate professional development in one’s sport(s) Ensure all athletes participate fully, promoting good sportsmanship, teamwork, and health - in addition to the skills and knowledge of the sport Organize team’s equipment and uniforms before and after games and practices When needed, drive students to away games in Eaglebrook vehicles

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Write game summaries that can be shared on the website Ensure accurate rosters on the website and write reports for athletes on team at the midterm and trimester’s end Communicate with athletic trainer and Health Center to correctly manage athlete injury and health Help supervise locker rooms and sports fields as assigned

General Responsibilities ● ● ● ●

Attend meals and supervise table in dining hall on a daily basis Attend and participate in weekly and yearly faculty meetings and in-house professional development Participate in all school events such as: Hilly Chases, Sunday Meetings, Athletic Banquets, Field and Memorial Days, daily assemblies, etc. Fulfill daily duties, weekend duties, and other duties as assigned

11 Outline of Responsibilities for Administrator on Duty (AOD) The Administrator on Duty (AOD) is the individual in charge of campus on each day. It is a rotating role, and the schedule of AODs is published for one trimester at a time. AODs are responsible for overseeing the daily program and for ensuring the health and safety of students. The AOD acts as the point person for any questions or issues that arise that day, collaborating with the Maintenance team, the Security team, the Health Center and counselors, the Dean of Students office, the Athletic office, and other relevant administrators as appropriate. A more detailed list of responsibilities is included below. The AODs are also important members of each dorm team. The AODs can support the Dorm Head in establishing a dormitory culture, expectations, and routines that are framed by the school’s mission. Dorm Heads should use the AOD as a resource, seeking their perspective and advice regarding certain issues within the dorm. ●

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Presence around campus: ○ Making announcement at the end of meals to ensure students know the upcoming plans ○ Checking in with the nurses in the evening to see if anyone is spending the night or if there are other needs ○ Visiting all dorms at least once over the course of a weekend ○ Being a visible presence during WEAs, afternoon activity period, etc. throughout the weekend, including transition times Student attendance: ○ Tracking down students who are reported to be unexpectedly missing from any commitment (e.g. meals, sports, WEA, etc.) ○ Coordinating changes to student WEA assignments ○ Ensuring students check out when departing campus and providing permission for new requests ○ Ensuring departures are tracked electronically ○ Keeping track of late returns from athletics or other trips and communicating with other faculty on the shift about it ■ Communicating with kitchen if a late return impacts a meal Weekend trips: ○ Distributing cash and credit cards and tracking who receives them ■ Collecting receipts and returning an organized bag to the Business Office ○ Ensuring trip attendance is tracked electronically Student behavior (in conjunction with Dean of Students Office and as per Discipline Response Matrix): ○ Responding to incidents in which serious contraband (e.g. vapes, alcohol, weapons) have been discovered ○ Responding to incidents of theft and vandalism ○ Responding to incidents of fighting ○ Responding to incidents of bullying Faculty management: ○ Clearing any changes to duty assignments ○ Contacting faculty members who are missing from a duty ○ Reporting faculty concerns to Dean of Faculty Health and Safety ○ Coordinating with Counselor, Health Center, and Security if an issue of self-harm arises ○ Following up on GoGuardian alerts reported by Security ○ Assisting nurses in tracking down students who need to visit the Health Center ○ Coordinating drivers for trips to the Emergency Room (First choice - advisor, Second choice - an out-of-dorm faculty member from that dorm team, Third choice - an AOD) ■ Texting / emailing the advisor and Dorm Head if not on duty ○ Coordinating with the Security Office to manage follow-up steps if there is an accident and / or mechanical issue with a school vehicle (e.g. ensuring everyone is safe, reassigning vehicles as needed, etc.) ○ Reporting suspicious people, vehicles, or activity to the Security Office

12 Communicating with Security after fire alarms Coordinating with Security and Athletic Department regarding management of severe weather conditions Maintenance ○ Communicating immediately with Director of Maintenance or Director of Physical Plant regarding emergent maintenance needs (e.g. leaks, heats, other issues that pose a danger) ○ Submitting work orders for non-emergent maintenance issues that are noticed Other Responsibilities ○ Delivering a weekend recap at the Monday morning administrative meeting ○ Attending Weekend Planning and Dorm Head - AOD meetings on a weekly basis ○ Providing permission for students to fly drones (if they have already completed all the registration steps with Security) Important AOD tips ○ Do not pass the phone to the next AOD with unread emails, texts, etc. When passing the phone, verbally tell the new AOD about any developing situations they should be aware of. ○ When receiving the phone, it can be a good idea to scan the recently received emails and texts. ○ Keep the phone charged. ○ Arrive early for meals. ○ ○

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13 Code of Ethical Conduct for Employees in Relation to Students Introduction This Code of Conduct is intended to provide guidance to all members of the Eaglebrook School community regarding appropriate interactions between adults and students. Although it is not intended to be an exhaustive list of expectations and prohibited behavior, it should serve as a reminder that the actions of faculty and staff should at all times be above reproach, governed by common sense, and taken with the best interests of the students and the school in mind. General Principles As employees of this learning and teaching community, we recognize that we have special responsibilities and duties of care for our students. We understand and fully accept the trust placed in us by our students and their families. We recognize that learning occurs best in a boarding school when trust and a sense of security are systemic within our community. In situations that raise concerns about the wellbeing or safety of any member of our community, it is our responsibility to utilize the available resources of the School to address the situation urgently. In light of the above: We promote a culture of dignity and respect within our community; We pledge to nurture the wellbeing and safety of our students at all times, always to be focused on these interests, and ready to act on them; We acknowledge that the inherent imbalance of power in our relationships with students requires us to maintain healthy boundaries in our interactions with them. In the behavioral domain, we adhere strictly to those sections of the Employee Handbook, especially but not only the prohibition on all forms of sexual or romantic contact, that have always been explicit about such interactions; In the verbal domain, we observe appropriate boundaries in spoken and written, including electronic, communication. In this last regard, we acknowledge and uphold the specific clauses of the Acceptable Use Policy that refer specifically to electronic communication. Standards of Behavior Employees should at all times act in accordance with the General Principles stated above. It is not possible to create an exhaustive list of standards for behavior to cover every potential situation involving conduct with students. The following are examples of behavioral standards to help guide employees when engaging with students. When interacting with students, whether in person or otherwise, employees must at all times: 1. Be alert to the imbalance of power that exists in relationships between adults and students and never abuse it. This imbalance can continue after the student has graduated from Eaglebrook School. 2. Establish and maintain healthy boundaries with students and refrain from any conduct that places the interests of the adult ahead of the student’s interests. 3. Conduct themselves as role models for the students. 4. Operate in a manner consistent with the mission of the school and which reflects well on the school. 5. Set appropriate limits with students and encourage their growth, learning, and autonomy. 6. Refer students in need of counseling or other health services or attention to the appropriate professional.

The following conduct by employees is prohibited: A. Any sexual, romantic, or dating relationship with students; any activity with students that could be considered sexual or romantic in nature; or any sexual, romantic or unduly familiar behavior or communications (including inappropriate personal stories and history) with students whether in person or indirectly through the use of email, telephone, social networking or other media. B. Engaging in, participating in or condoning in any way the use of alcohol or illegal drugs by students. C. Sharing or disclosing any information concerning a student, other than on a need to know basis, to any person not specifically authorized to receive such information. This includes, but is not limited to, information concerning educational assessments, test scores, grades, behavior, mental or physical health, and family background or finances. Compliance Compliance with this Code of Conduct and the expectations and policies contained in the Eaglebrook Employee Handbook is a condition of employment at Eaglebrook School. Individuals who fail to comply with this Code of Conduct shall be subject to discipline up to and including termination of employment. It is the duty of every member of Eaglebrook School community to report any and all instances of suspected violation of this Code of Conduct. Such reports should be promptly made directly to the Dean of Faculty and / or Director of Human Resources, verbally or in writing. Employees should not hesitate to raise questions about whether conduct or concerns regarding the appropriateness of behavior should be reported directly to the Director of Human Resources.. Reports or complaints will be investigated. It is the duty of all members of the community to cooperate with any investigation. Although confidentiality cannot be guaranteed, every effort will be made to protect the privacy of those involved and limit the sharing of information to those who have a need to know. Filing a false complaint, or providing false information in connection with the investigation of a complaint, is grounds for disciplinary action. Finally, employees and students who make good faith reports of possible inappropriate behavior or who cooperate with investigations are protected from retaliation. Any perceived retaliation should immediately be brought to the attention of the Director of Human Resources. Any individual found to have retaliated against someone for reporting a perceived violation of this policy, or participating in an investigation, shall be subject to discipline.

15 Faculty A-Z Absence (Faculty): ● ●

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For any absence during duty hours, other than for illness or other emergency, permission must be secured well ahead of time from the Dean of Faculty and Dean of School Life. If a teacher has to miss part or all of a day's classes, the teacher must communicate with the Dean of Faculty as early as possible. Faculty members who have a planned absence should arrange coverage for all classes. Lesson plans and coverage plans should then be shared with the Department Chair, the Dean of Faculty, and Main Office. For unexpected absences, please call your Department Chair and the Dean of Faculty as soon as possible so they can help to coordinate coverage.Every attempt should be made for the class period to remain productive. When possible, absent teachers can also teach via Zoom while the substitute manages the classroom in person. Teachers must not simply send classes to the library when absent. If you know you are going to be absent, in addition to communicating with the Dean of Faculty and your Department Head about class coverage, you must also contact the Dean of School Life, Director of Athletics, and your Dorm Head to ensure other duties are covered as well. Absences for school visits and conferences should be requested using the "Conference and School Visit Request Form" which can be found on the Resource page of myEBS. If approved, the teacher is then responsible for coordinating necessary coverages and communicating with the Dean of Faculty, Dean of School Life, Director of Athletics, Department Chair, Dorm Head, or other relevant administrators. Class trips must be proposed to the Director of Studies and Dean of School Life at least three weeks prior to the trip. The Program Management team will then provide final approval. Any weekend duty switch needs to be cleared through the Weekend Planning Group that meets on Tuesdays at least two weeks before the first weekend involved. This is to ensure proper coverage for all responsibilities is secured. Any change in duty coverage must first be cleared through the Dean of School Life and / or the AOD. Simply swapping or having a colleague fill in is not the appropriate procedure, as it is essential that the AOD, be aware of any changes. Faculty are not to call the kitchen and request their table to be closed for a specific meal. If you need to miss a meal when on duty, please coordinate with the AOD.

Absence (Student): Teachers must record attendance for every class period everyday in myEBS. If a parent or student conveys to you that they plan to miss a required school event for some reason, other than illness, please tell them to submit the Off Campus Permission Form in myEBS and direct them to the Dean of Students before final plans are made. The Main Office must also be alerted to student absences so attendance can be recorded appropriately in myEBS. ●

Excused Absences - The school seeks to discourage student absences from school for special events but recognizes that there are situations in which parents would reasonably feel that the event is more important than school at that time. Therefore, the school has a policy whereby students are allowed one “excused” absence from school requirements for any reason. Parents must submit the Off Campus Permission Form indicating the dates of the proposed absence. The Dean of Students ultimately determines whether an absence is approved and excused. If a student’s absence is excused, academic accommodations may be coordinated through the Director of Studies. Teachers should continue to use myEBS as the primary method of sharing work with absent students, though it is also appropriate to share work via email if it has been modified for the student’s situation and does not exactly match work posted for classmates. The advisor should also communicate with advisees to make sure the student has the necessary books and materials to do the assignments. In the event of an extended absence that is excused, the Curriculum Office and Health Center will work with the student, family, and / or relevant professionals to determine what, if any, schoolwork would be appropriate and beneficial during the absence.

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Unexcused Absences - For unexcused absences, students will remain fully responsible for their work and will be graded accordingly.

Whether an absence is excused or not, it is also important to note that certain in-class experiences and activities will not be able to be replicated for absent students. For all absences, advisors should actively serve in a support role. Academic and Advisor Reports: Reports are to inform the student and his parents - objectively and with encouragement and understanding - about his performance and experience in that marking period. Negative or critical comments should be carefully and sympathetically worded, if used, and must be accompanied by a clear statement of what the writer and /or others are doing to help the situation. Reports must be objective as well as clear, for they become part of a student’s record here and elsewhere. Stock or “boiler plate” text that is common to all students in the group should be avoided, as written reports are meant to be specific to the individual’s performance and experience. All letters and comments will be proofread by an assigned Proofer, though all teachers are expected to proofread their own work and submit reports that meet a professional standard of writing. Further information on the topic of comment and letter writing is available in the Faculty Writing Guide, which can be found in the handbook. The Academic Report Schedule is available in this handbook and on the website as well. It is essential that all teachers meet scheduled submission dates. Academic Honesty: It is our job to teach the students the basic parameters of academic honesty. Many students come to us with unclear notions of what constitutes appropriate academic conduct and some of this difference can be cultural in origin. Early in the year and frequently thereafter, every teacher should clearly state what his or her expectations are in terms of test taking, documentation of sources, completion of homework, group work, and use of artificial intelligence. Do not assume that a student understands what it means when you say “no plagiarism” or “all the work must be your own.” You should explain specifically what you mean by these terms. It is also advisable to directly address the use of AI with your students. It is also educationally appropriate for faculty to consider the academic and developmental maturity and cultural background of each student in assessing their understanding of academic honesty. Faculty should remember that students this age will make mistakes. This is how they learn, and we need to educate them rather than responding overly harshly to initial mistakes. The basic attitude of the school towards these matters is as follows: a student should take credit only for his work and never someone else’s. Another person’s work should be quoted and credited to that person. If someone substantially helps another person prepare a written assignment – composition, report, proofreading or answers questions or problems - the student is required at the end of his work to give credit to that person by listing his name and nature of the help given. When taking quizzes, tests, and examinations a student is expected to do all the work himself, avoiding talking, looking at someone else’s work, or using unauthorized notes or unauthorized technology. Teachers should bring suspected cases of academic dishonesty to the Director of Studies, who will work with the student(s), advisor(s), and teacher to determine what happened and how to respond. A matrix of standard responses can be found in the Faculty Handbook. Anyone who, in the opinion of the faculty and the Head of School, is taking unfair advantage of another person, is dishonest in terms of the preceding statement, or is deemed by the faculty to have a harmful influence on others could eventually be asked to leave the school, although this is not usually the response to a first offense. More information is available in the “Discipline” section of this handbook. Administrative Council: The Administrative Council meets every Monday morning in the Boardroom. It is comprised of : Head of School, Head of School’s Executive Assistant, Dean of Faculty, Dean of Students, Director of Studies, Director of Curriculum, Director of Secondary School Advising, Director of Admissions, Director of Athletics, Director of Dining Services, Director of Maintenance, Dorm Heads, Director of Health Services, School Counselors, and the previous weekend’s AOD. The purpose of this group is to review the weekend, share significant information about individual students and take care of the details of weekly scheduling and planning.

17 If you would like to submit an agenda item, please contact the Head of School’s Executive Assistant by the Friday prior to the Monday morning meeting. Any faculty member is welcome to present an idea for planning or sit in on meetings, but the Head of School needs to be informed by the Friday in advance of the meeting. Advisors: The advisor/advisee relationship is a cornerstone of the Eaglebrook experience, and it is expected that advisors will make every effort to have a strong relationship with his or her advisees. Frequent and open communication between the advisor and their advisees’ parents is critical to establishing trust and understanding between families and the school. While not every relationship will be a close personal one, every advisor should unquestionably know each advisee thoroughly and convey sincere concern for the student’s success to the family. All students should feel that their advisor is their advocate. Thorough, regular, and accurate communication with all individuals involved with a student (e.g. parents, teachers, coaches, dorm faculty members, administrators) is critical to being an effective advisor. The better an advisor knows his or her advisee, the more likely it is for a parent to develop confidence and trust in the system. Alcohol and Marijuana On-duty faculty members must not consume alcohol - nor should off-duty faculty members consume alcohol if it is likely that they are going to come into contact with students. There should be minimal visible evidence of alcohol use in and around apartments, including in recycling bins. Faculty should be very discreet with their consumption of alcohol when off duty and should never discuss it with students. It is critical that we teach students responsible attitudes towards drinking. Because marijuana is still illegal at the federal level and Eaglebrook is a school, marijuana and its derivatives may not be possessed or used on campus without a doctor’s prescription. Other illegal drugs are never to be consumed or possessed on campus. Announcements Important verbal announcements to the whole school, if truly necessary, should be made after lunch using the microphone. If an announcement only impacts a few students, please find each student individually instead of making an announcement to the whole dining hall. Please plan out announcements to avoid rambling or confusion. If an announcement involves students, the sponsoring faculty member should accompany them to the microphone or communicate with the administrator in charge of the meal. Students should have a script of what they will say. As a generality, faculty should not make announcements after morning assembly. If it is essential to make a last-minute announcement or change at assembly, please clear your announcement with the Dean of Faculty or AOD. If the announcement does not impact the morning classes then it should wait until lunch. Appointments with the Head of School To set up a meeting with the Head of School, please contact the Head of School’s Executive Assistant. Assemblies Every school day begins with an all-school assembly at 8:30am. All teachers are expected to attend on a daily basis. Guidelines for Sixth Form assemblies and an advisor’s responsibilities in assisting their advisees are available in the handbook. All teachers are expected to help keep order and avoid talking among themselves. Assembly Area Use The assembly area is used for certain regularly scheduled classes. If you would like to use the assembly area for a class period during which it is not already in use, please communicate with the Director of Studies. It is also critical to let the Main Office know that the class will be happening in a different location. Please also coordinate with the IT office if there are audio-visual needs.

18 The assembly area is also regularly used for study halls, WEAs, and other events. When such an activity or event ends, it is the teacher’s responsibility to leave the room neat and presentable for the next group. Clean-up should be completed as soon as possible after the activity, particularly large dramatic productions. Athletics - Supervision and Coaching Coaching is a teaching responsibility. Coaches must be on time in meeting and dismissing groups and must also make sure that all equipment is collected and stored properly. Students should be directed to pick up their clothing, water bottles, and other personal items before departing too. It is most important that each coach take attendance daily and follow up on any absences, making sure that the coach knows the whereabouts of all the athletes on his or her team during sports. Coaches are responsible for supervising their own teams until the locker room is cleared out. Faculty should consider sports as another class and plan accordingly. Practices should be structured, age appropriate, and safe. Proper supervision should include appropriate language, encouraging comments, and helpful coaching advice with all athletes fully involved, regularly active, and frequently encouraged. On full-staff days, all coaches should be present unless there is a specific school-related reason for the absence. If for some reason a coach cannot attend to their sports responsibility on any given day, the Director of Athletics, Dean of Faculty, and fellow coaches must be alerted. When coaching games, faculty should remember that they are representatives of the school and act accordingly. They are expected to be dressed in classroom dress or in Eaglebrook coaching attire. If a coach attends a game for his team on a day off, he or she must be in proper attire and participate fully in coaching the team; being at the game and only spectating sends a confusing message to the athletes and parents. If a student is listed “off sports” by the Health Center due to an illness or injury, that student must report to the “off sports” area during sports time. Athletic Trainers may also approve a student for limited participation, which will be communicated directly with coaches. Off-sports for reasons other than illness or injury are given only in very extraordinary situations; there is not a common provision for an “academic” off-sports. Athletics – Student Sport Selection Students sign up with the Athletic Office in the spring or over the summer and then confirm their choices prior to each season, and every effort is made to place them in their preferred sport. In some instances, however, a sport may have to restrict participants due to limited field space, lack of specific facilities, or qualified coaches. Once a season is underway, students are expected to continue with their chosen sport throughout the term. If for some reason a change of sport is felt necessary, the Director of Athletics should be contacted in advance of any discussion with students and parents. A meeting with the Director of Athletics, the student’s advisor, and coaches will determine if a change is appropriate and possible. In general, a student will not be cut from a team for disciplinary reasons. Coaches are expected to work effectively with a wide range of athletes who have a variety of needs. Similarly, faculty should not use a student’s participation in sports as a part of their discipline without working closely with the student’s coach, adviser, and the Director of Athletics. Attendance – Student: Teachers are expected to record attendance every day for each class. If a student is unexpectedly missing from class, please mark him absent and inform the Main Office as soon as possible. Depending on the reason(s) for the absence, it may be appropriate to coordinate with the Director of Studies and Dean of Students about academic and / or disciplinary follow up. See the Absence (Student) section for more information. Auditing Classes – Faculty: While we encourage faculty to visit each other's classes for professional development, faculty may not attend classes themselves as students. If you have any questions about this policy, please see the Director of Studies and / or Dean of Faculty. Bicycles: Bikes are allowed, and there are specific guidelines for their use in the E Book. Faculty knowledge of these rules and

19 consistent follow-through are essential in maintaining safety and enjoyment for all. Faculty with children should ask their children to follow the same rules, particularly in regards to helmets and location of bike use. Book Orders and Other Teaching Materials: Books and other teaching materials are most often ordered through the school’s Amazon account. In the “Ship To” field teachers should include their name and department. When prompted for a PO number, please type the department name. Department Chairs, the Curriculum Office, and / or other relevant administrators will have seven days to approve an order before it expires. For orders that will not be processed through Amazon, teachers will need to complete a paper form that can be found outside the Main Office. Department Chairs, the Curriculum Office, and / or other relevant administrators must sign the form for approval before it is brought to the Business Order to complete the order. Boundaries, social/emotional (teachers and students) Teachers must connect and work closely with students while ensuring that the relationship does not harm the student. They must establish clear social and emotional boundaries between themselves and the students, maintaining professional boundaries and always remaining in a professional role. Teachers should assess their behavior and choices by looking at the potential consequences on the student’s intellectual, social, and emotional development. To accomplish this all teachers must remember to: ● ● ● ● ● ● ●

Maintain a professional role with students at all times Act as a role model at all times Establish and reinforce clear social/emotional boundaries with students Encourage autonomy and independence of the students Make the student’s interests primary Act transparently in all their work with students Support the student’s developmental growth and social integration

If a faculty member has a concern about another faculty members’ conduct in this regard, they should speak with the Dean of Faculty and / or the Head of School. Building and Grounds – Care of: Classrooms – The creation of pride in the appearance of the classrooms and hallways is most important, and it is the responsibility of every teacher. Give immediate attention to the repair of damaged school property so its shoddy appearance will not encourage further marring. Erase or wash off scribbling or graffiti immediately, including on white boards. Please, promptly and in writing, report cases of willful destruction to the Dean of Students for students will be charged for the damage. Also report needed repairs to workorders@eaglebrook.org. Each time a teacher uses a classroom, he/she should be certain all papers are picked up and the room is left neater than when he/she first entered. Lights and Windows – Each classroom teacher is responsible for turning off lights and closing and locking up windows if they use a classroom at the end of the academic day or for a study hall. With the need to conserve energy this responsibility requires everyone’s attention. Use lights only when needed and turn them off when you leave a room. Grass: Stay on the sidewalks and encourage the students to do so as well. Picking up grounds: It is our responsibility to train students and ourselves to pick up unsightly trash. You should be seen by students picking up trash and you should ask them to do the same. Aftermath of special events: The clean up and return of furniture, signs, equipment, costumes, sets, etc. are part of the training to which students and faculty must discipline themselves. The final responsibility of this lies with the faculty member in charge. Clean up after activities should be completed the day of the activity.

20 Cell Phones Faculty should strive not to use cell phones in ways that are prohibited to students. In general, faculty should not use cell phones in view of students unless for doing immediately necessary school business. Faculty should never use cell phones or text when driving students or when driving on campus. Child Abuse - Mandatory Reporter All employees are considered “mandatory reporters” in cases of suspected child abuse; faculty and staff are expected to report such issues to their supervisors. We must report if we have “reasonable cause” to believe that a child is suffering from physical or emotional abuse. In all cases you should consult with the Dean of Students, School Counselors, and / or Head of School on any suspected abuse situation. Below is the applicable passage from the Massachusetts statute: Any employee “who in his professional capacity shall have reasonable cause to believe that a child under the age of eighteen years is suffering physical or emotional injury resulting from abuse inflicted upon him which causes harm or substantial risk of harm to the child's health or welfare including sexual abuse, or from neglect, including malnutrition, or who is determined to be physically dependent upon an addictive drug at birth, shall immediately report such condition to the department by oral communication and by making a written report within forty-eight hours after such oral communication; provided, however, that whenever such person so required to report is a member of the staff of a medical or other public or private institution, school or facility, he shall immediately either notify the department or notify the person in charge of such institution, school or facility, or that person's designated agent, whereupon such person in charge or his said agent shall then become responsible to make the report in the manner required by this section.”. Coffee, Tea, and Snacks in LC: Faculty are expected to provide their own cups and mugs in the LC. Please use them responsibly, and clean up after yourself, make more coffee if you have finished it, wash and replace cups or mugs after using them, and make sure dishes and mugs are not left in classrooms. Communications with parents In addition to formal parent-teacher conferences that take place during the Country Fair and Winter Carnival weekends, parents may contact advisors, teachers, coaches, or dorm faculty at any time. Please write up parent communications and make sure the advisor and other relevant faculty members and administrators are up to date. Sending an email summary is a good way to widen the circle and maintain a record of such communications. If you learn that a parent’s phone number, mailing address, or email address has changed, please let the Main Office know so that information can be supplied to all offices. Computers Eaglebrook will provide a laptop computer for each teacher to use while employed at Eaglebrook. Faculty are to use their computers in accordance with the school’s acceptable use policy, which can be found on the Resource Board. These computers, the campus network, and email service are the property of Eaglebrook School and are provided for the faculty to use for school business, therefore the school reserves the right to search a computer or relevant logs if there is reasonable cause. It is worth noting that in recent legal cases, any technology used at all for school business (including a personal cell phone) can be searched during the discovery phase of a legal case. Faculty are responsible for any related peripheral items, such as AC adapters, video adapters, and related equipment. The school issued computer is to be returned if the faculty leaves employment with the school. Concussion Protocol (Academics) When a concussion is diagnosed, the Medical Director or Director of Health Services will notify the Director of Studies. Based on guidance from the Medical Director, the Director of Studies will communicate a plan for the student’s academic work to teachers and advisors - allowing for appropriate leeway of completion and individual accommodations as necessary. Updated accommodations will be shared with the teachers with each follow-up assessment.

21 Occasionally students with concussions will need to be assessed on a P/F basis (Pass / Fail) for a marking period. Likewise, it may be appropriate in certain circumstances for a student to receive INC (incomplete) or NG (no grade). The Curriculum Office will determine if any of the alternative grades are appropriate based on the unique circumstances of the situation. Conferences (Professional Development) Each year, every faculty member is encouraged to attend a conference or visit another school for professional development. To attend a conference, submit the Conference and School Visit Request Form (found in the Resources page of myEBS) along with applicable registration forms and information. The Dean of Faculty and other relevant administrators will review conference requests. This same group may also ask certain faculty to attend a specific conference. Approved requests will be given to the Business Office. Faculty should contact the Business Office to arrange for submission of registration forms and payment. Conferences are approved based on their relevance to one’s work at school, how often one has attended conferences in recent years, and the availability of funds. Faculty are expected to share what they learned from the conference or visit with the larger faculty in some form. More specific guidelines for professional development opportunities are available in the Faculty Handbook. Conflict Resolution Process: Eaglebrook is committed to helping students learn how to resolve, on their own, differences they may have with other students. The resolution process is designed to help two or more students, who are having problems with each other (including situations traditionally labeled as bullying and/or teasing) find constructive and non-confrontational resolutions to those difficulties. The Dean of Students, the School Counselors, and the Dorm Heads oversee this process with advisors. Any faculty or staff member can refer a situation to the team, and they will decide how to proceed in consultation with the advisors. Consistency of Conduct and Professionalism: The successful basis for working together with the students and parents rests primarily with each individual faculty member and his or her willingness to consistently follow established school policy. Criticism or belittling of school policies or other faculty or staff is unprofessional behavior that does not promote a healthy and stable school community. Of course, constructive criticism of policies and rules is both healthy and necessary and is welcomed by the Head of School or other relevant administrators in a private conference or faculty meetings, wherever appropriate. Equally important is our being attuned to student feelings. A simple guideline is to avoid completely talking about people behind their backs and instead talk directly to the person involved, straightforwardly and tactfully, of course. All faculty members are expected to conduct themselves professionally in all aspects of their daily life. This includes, but is not limited to, appropriate use of language, appropriate use of technology, appropriate dress, maintenance of relational boundaries, maintenance of confidentiality, punctuality, and dutiful completion of all responsibilities. Curriculum Committee: The Curriculum Committee meets regularly throughout the year to discuss how best to meet the school’s mission and to set policy accordingly. The Committee is chaired by the Head of School and includes all Department Chairs, the Dorm Heads, the Curriculum Office team, the Dean of School Life, the Dean of Students, the Director of Athletics, the Library Director, the Director of Admissions, the Health and Wellness Coordinator, the School Counselors, the Inclusion Coordinator, and the Technology Director. Additional individuals from the administration or faculty may be asked to attend depending on the topics being discussed. Faculty with items they would like to bring to the committee or who would like to attend should speak with the Director of Curriculum. Department Chairs Committee: Led by the Director of Curriculum this group meets on a monthly basis to examine and develop the academic curriculum and faculty professional growth. The committee is composed of all Department Chairs, the Health and Wellness Coordinator, the Inclusion Coordinator, and the Curriculum Office team. Digital Signage: Academic, athletic, weekend, and general announcements intended for students are posted to a digital bulletin board system which will have screens in the lobby of the Learning Center, Edward P. Evans Center, Gibbs Dining Hall, and

22 all the dorms. Students should check this board daily. Discipline – Classroom: Classroom management is teaching. As such, each teacher is responsible for classroom structure and behavior. It is important for faculty to remember that the most effective discipline is timely, clear, proportional, and individualized. Faculty should try to handle discipline situations themselves initially, as deferring discipline to another party can undermine one’s own authority. However, if a faculty member is not sure of how to proceed they should feel free to talk to the Dean of Students and / or Curriculum Office team before taking action. Department Chairs and Advisors or all students involved should also be informed of any challenges in the classroom. Official Notes can be a useful way to record and communicate issues of classroom discipline, but it does not replace a teacher’s responsibility to address the issue and communicate directly with the advisor. Recognizing that different teachers can have different yet effective styles, please observe the following basic guidelines as students benefit from some consistency in how classes are run: ●

● ● ●

Students who are dismissed from class for the remainder of a class period for discipline reasons should be sent to the Dean of Students. Asking a student to go into the hall for a “time out” is permissible as long as it is of relatively short duration. Immediate (after the class period) teacher follow-up (either in-person or by phone) is essential if the dismissal is to have any effect. Included in this procedure should be a note from the teacher (the same day) to the boy’s advisor. Dismissal from class should be used sparingly, and such dismissals are usually more effective if the teacher has talked with the Dean of Students and / or Director of Studies before doing so. The Dean of Students will record class dismissals and coordinate follow-up with the teacher and advisor. Thoughtful attention should be given to noise level so as to permit effective concentration and teaching in neighboring classrooms. Classroom furniture and furnishings should be treated responsibly and gently. Tipping back in chairs, writing on desks, walls, etc., are essentially destructive acts. Each teacher is expected to be conscious of student dress and to ensure that dress regulations are followed. Our own example is important.

Discipline – Major: Whenever there is a major infraction of school policy an incident response team consisting of the advisor, Dorm Head, the Dean of Students, other relevant administrators, and any other faculty directly involved with the situation will convene. After discussion and establishment of the facts, this team will determine an appropriate response. Each situation is evaluated on a case-by-case basis with the primary concern being to do what is best for the individual children involved and then, secondarily, what is best for the school community as a whole. The committee then submits its recommendation to the Head of School who makes the final decision. Dogs and other Pets: On-campus faculty members are welcome to have pets. It can be a valuable aspect of the family atmosphere that the school hopes to maintain. However, pet owners are responsible for the behavior of their animals. Dogs may not roam free on campus and must be leashed or confined in some manner. Owners are responsible for any messes the animals make. Invisible fences are recommended for wandering dogs, although it is the faculty member’s responsibility to obtain and maintain these. Dogs should not be in general school buildings and offices. Pet owners are also expected to use good judgment in selecting animals to have as pets on campus. Some animals are unsuitable to live on a campus full of active children and a dog which has proved dangerous to the community will not be allowed on campus. Faculty should seek out advice from experienced pet owners and administrators before choosing an animal to have on campus. Dorm Heads Meetings: The Dorm Heads of all six dorms meet regularly with the Dean of Faculty and Dean of Students. The purpose of this group is to assist in maintaining a consistent approach to dormitory life, to share common concerns, to help with long-range planning of school activities, and to promote best practices amongst faculty members.

23 Driving and Parking: All faculty must provide the Business Office with a copy of their driver’s license. Make sure you are familiar with any school vehicle you have to drive before you drive it with students on board. If you are not, contact the Dean of Faculty, Dean of School Life, or the Director of Athletics and they will either provide you with helpful information or direct you to someone who will. All faculty will complete a training class in order to be able to drive the larger school vehicles. Keys for school vehicles can be retrieved from the Security Office. Faculty must also complete the vehicle log provided by the Security Office when driving a school vehicle. Talking on a cell phone or texting while driving school vehicles or whenever driving students is prohibited and should also not be done in your own vehicle while driving on campus. Make sure to have accurate directions and or a programmed GPS, which you have reviewed, before you depart on long trips. Do not take more passengers than allowed in the vehicle. Make sure every passenger is wearing a seat belt. Students are never to be transported in the bed of a pick-up truck. Maintain appropriate speed limits, especially when on campus (15mph) or when driving in unfamiliar areas. Do not hesitate to pull over in order to manage students in the back of the vehicle. Trying to drive and supervise students in the back can be very distracting and dangerous. When you have completed your trip, make sure you immediately return the vehicle to the appropriate lot and place the keys in the lockbox. Failing to do this often creates significant problems for others. No faculty may use keys from maintenance without special permission. If you are involved in an accident or there is damage to a vehicle, please use the “Accident Kit” in each vehicle to record information. All accidents and damage must be reported to the AOD and Security Office immediately upon the vehicle’s return. Make sure the students check the vehicle for personal belongings and throw away all trash before departing. It is the faculty member’s responsibility to return the vehicle in a clean and orderly manner. If there are any mechanical problems, record them on the Security vehicle log and also send an email to workorders@eaglebrook.org . If the issue presents a safety concern, please contact the AOD, Security Office, and the Director of Maintenance immediately so no other trips use the vehicle before the issue is addressed. Remember that, unless you are driving because the school has specifically arranged with you to transport a student, when you drive a student in your car (such as for a Home Night) it is your insurance that would be used if there was an accident. Faculty who choose to transport students in their own vehicles assume full responsibility for the safety of those students. They should only transport as many students as the car has seat belts for, and students are required to wear them. If you have any questions about this, see the Chief Financial Officer. Faculty should park thoughtfully, understanding that parking on campus is limited. It is often necessary for faculty to park in less convenient areas on occasions when there are many visitors. Faculty may not park in the day student drop-off area, and faculty who live on campus should avoid parking in Baines Lot during the class day as there is limited space. Certain locations are also reserved for emergency vehicle access and cannot be used as parking spaces. Duty Rosters and Half Staff Days: All faculty who are on a duty shift will be assigned to one of the two shifts prior to the start of the term. Faculty are responsible for noting their weekends on duty. If a faculty member has a conflict because of a personal commitment with a duty weekend it is their responsibility to arrange coverage, not the school’s. Permission for such arrangements

24 must be given by the Dean of Faculty at least three weeks in advance of the event, if not earlier. The Director of Athletics, Director of Studies, and / or Dorm Head should also be alerted ahead of time if the absence impacts their area of school life. Please understand that the school’s primary concern is with arranging proper coverage and maintaining sufficient opportunities for students when reviewing possible duty switches. Requests for being placed on specific duty rosters should be submitted to the Dean of Faculty by July 1 for the fall, by October 1 for the winter, and by February 1 for the spring. Generally requests that are received first are given first priority; however, proper coverage of dorm and sports always is the deciding factor; regardless of when a request is submitted, there is no guarantee that it can be fulfilled. Half-staff days begin after a teacher's last class and end during the wake-up period on the following day. Lunch meetings are considered class obligations and must be attended even on a half-staff day. Weekends off begin after the last class on Friday and end at wake-up time on Monday. Faculty should not arrange for class coverage to allow early departures except in very special circumstances which must be approved by the Dean of Faculty. Email: All emails regarding a student are part of a student’s permanent record at school, which means that a parent has a legal right to view them if they wish. Therefore all emails should be factual and written professionally. Do not use emails to express personal emotions or draw unwarranted conclusions. All important emails, particularly those about students, should be copied to all faculty and administrators who might need to be aware of the information in the email. When in doubt, CC (or Bcc) emails at least to the advisor, Dorm Head, Curriculum Office team, Dean of Students, Dean of School Life, or other relevant administrator. If the email is about a student, particularly if it involves something that might be a discipline situation, the first and last names of any students involved should be in the subject line. Email communication with parents needs to be handled with particular care. Parents will be very sensitive to tone and emails about delicate situations should be reviewed by administrators and experienced colleagues. It is generally better to handle difficult situations by phone or in face-to-face conversation rather than by email, including relaying information about a disciplinary situation or other personal challenge. Faculty members are expected to check their school email regularly, at least twice a day when in session, and to respond in a timely manner. A more comprehensive discussion of the school’s professional communication policy is available in the “Considerations for Professional Communications” section of the handbook. All school email accounts (@eaglebrook.org) are the property of Eaglebrook School, and the administration has the right to review these accounts if it is deemed warranted. Email Group Addresses: There are a variety of school wide email addresses that will send email to a large group (faculty, all school, departments, dorms, advisers etc.) These email addresses/lists are for use for school business only, not to promote private events. If you wish to email something to the entire faculty, write and address the email as normal. If approved, the email will be sent to the list. If the email is not approved, you will be notified. ● ● ●

allschool@eaglebrook.org goes to those listed as employees allfaculty@eaglebrook.org goes to those listed as faculty, associated staff, and administrators allstudents@eaglebrook.org goes to all those listed as students

Questions about what group emails are available and who is included on which lists should be directed to the Director of Technology. Emergencies: The Director of Security publishes a set of guidelines for responding to emergencies and faculty should familiarize themselves with these procedures. Faculty should be particularly conscious of setting a good example during safety

25 drills (fire, lockdown) as the students will follow our lead in these situations. A more complete explanation is available in the “Emergency Procedures” section of the handbook. Facilities Use: Faculty are welcome to use school facilities on their own with the exception of the rink, pool, and ski hill. Faculty may have guests when they use Eaglebrook facilities, and it is the faculty member’s responsibility to ensure the facility is left in good condition. Any independent use of Eaglebrook facilities by either groups or individuals when a faculty member is not there must be cleared through the Chief Financial Officer and the Thursday Administrative group. Faculty Area: All faculty are responsible for keeping the faculty area clean. This means keeping one’s desk reasonably organized, occasionally discarding/ filing books, papers, and equipment that are not being used, and making sure that common areas (e.g. sink and coffee machine, copying machines) are neat and orderly. The faculty area in the LC is locked on weeknights after 8:45 PM and on weekends after 6:00 PM. Faculty Children: As the shared life is a critical piece of Eaglebrook’s mission, faculty families are a welcome and important part of the school community. Family children are encouraged to attend meals, sporting events, and other appropriate community events. However, faculty must be responsible for the supervision of their own children who are not students at Eaglebrook at all times. This means there may be times in which faculty must arrange their own childcare so as not to interfere with assigned duties. While it is not always proper or possible, faculty should make the attempt to have their own children follow school policies and rules while the students are on campus. This includes being timely to meals and not using cell phones around campus, for example. Faculty children who attend Eaglebrook should never be in the faculty area. Younger children should not be in the Faculty Area for extended periods nor brought to Faculty Meetings. Faculty Meetings: Faculty Meetings are essential to an engaged, informed faculty, and every faculty member should be present if possible. In these meetings we share important information about our students and our profession. It is important that these meetings be conducted in a most professional manner with strict confidentiality being observed. Faculty should not use computers or cell phones during meetings. Most Faculty Meetings are on Monday following classes and are required of all available faculty. If your team practices during this time, you should rotate coverage of the team and attendance at Faculty Meeting. Avoid scheduling any conflicting events or responsibilities. If you absolutely cannot attend, you must secure permission from the Dean of Faculty. If for some reason there will not be a meeting, faculty will be notified before noon on Monday. Faculty Review Meetings: As part of the ongoing professional development program, all faculty have meetings (according to a published schedule) with small groups of their supervisors to review their work to date and to set goals for the future. These meetings are intended to give faculty and supervisors a clear, consistent picture of the faculty member’s performance. For the meetings to be successful participants need to be honest, forthright and professional. Faculty review teams are typically composed of three members. Often these will be a faculty member’s Department Chair and Dorm Head, as well as an additional administrator to lead the meetings. If a faculty member does not live/work in a dorm or is not part of a department, they will be asked to select another faculty member to participate. Faculty members being reviewed will also be asked to complete a self-reflection prior to the review team meetings. A complete explanation of this program is included in the “Professional Development” section of the handbook. Field Trips: All trips that remove students from other school obligations - including meals - need to be cleared at least three weeks in advance by the Administrative Council. Written requests for such trips should be emailed to the Department Chair, Director of Studies, Dean of Students, and Dean of Faculty,, identifying the important details of the trip (e.g. students/classes involved, timing, costs etc.). Once permission has been obtained from the Administrative Council, the faculty leading the trip need to ensure that all students have checked with the teachers of any event they are missing to get assignments or to see if the absence is too disruptive.

26 Written information about the trip should also be sent home to day parents well in advance of the trip if it involves any deviation from normal school routines (e.g. drop-off or pick-up). This sort of information can also be published in the Parent’s Forum if there is sufficient advance notice. Information about large trips that involve more than one class should be circulated to all faculty by email two or three days before the trip. Fitness Centers: There are two fitness centers on campus. There is a student fitness center in the sports center and the Evan Fitness Center in the Schwab Pool, which is reserved for use by faculty members and their families. All faculty should follow posted guidelines for these rooms. If you note any problems please let the Director of Athletics know and / or send an email to workorders@eaglebrook.org. Gifts or Remuneration from Parents and/or Students: It is not unusual to receive gifts from parents and/or students and you are free to keep them. In the case of gifts worth more than $250, you should talk to the Dean of Faculty and Director of Advancement before accepting it as we must be careful not to create an impression of favoritism. You should decline any cash gifts from parents and direct the parent to contact the Director of Advancement. Faculty may not receive additional pay or gifts from parents in exchange for tutoring or other work while on Eaglebrook time. Gifts for students While tangible rewards for students can be a useful teaching device, anything given to students of greater value than a few dollars should be discussed with the Department Chair, Dorm Head, Director of Studies, Dean of Students, or other relevant administrator in that area. Grading: Eaglebrook utilizes traditional letter grades for all core classes and most electives. Communicate with your Department Chair and the Director of Studies if you have questions about grading. General indicators of letter grades are below. Teachers should also use +/- to further specify a student’s grade. ●

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B (80-89) - The B-range represents work that demonstrates general comprehension of content and / or general competence with skills. Quality of work, productivity, and / or engagement are generally reliable, though with clear room for refinement.

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C (70-79) - The C-range represents work that demonstrates clear gaps in comprehension of content and / or competence with skills. Quality of work, completion of assignments, and / or engagement may be inconsistent.

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D (60-69) - The D-range represents inadequate and unsatisfactory work, demonstrating a lack of engagement, a lack of completed assignments, and / or a lack of mastery of basic concepts.

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F (<60) - The F-range indicates that the most basic expectations have not been met.

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P / INC / NG - Occasionally students will be assessed on a P/F basis (Pass / Fail). Likewise, it may be appropriate in certain circumstances for a student to receive INC (incomplete) or NG (no grade). The Curriculum Office will determine if any of the alternative grades are appropriate based on the unique circumstances of the situation.

Health Center and Hospital Trips: The Health Center should be notified before transporting a student for medical care, whenever possible, and should be the first option for any medical care unless it is a serious emergency. The school physician can be reached by contacting our Health Center.

Transportation of students to and from the hospital is provided by a student’s advisor whenever possible outside of the classday. When the advisor is not available, the AOD will arrange for an alternative driver. It is important to remain in communication with the AOD and Health Center as things develop at the hospital. The Health Center arranges transportation during the academic day, while Security personnel are also available to help with transport after lights out. Please refer to the Health Center Procedure in the handbook for a more complete enumeration of Health Center policies. Homework: In addition to reinforcing subject matter, homework can also present valuable opportunities for students to develop Core Skills and independence. Assignments should be substantive, engaging, and constructive, providing valuable learning opportunities that are relevant to classroom lessons. It is important for instructions to be clear and to make sure students can access all necessary resources to complete the assignment. Homework is typically not the most effective way to introduce complex skills or material. ●

Amount ○ III and IV Form - 15-20 minutes per class per night ○ V and VI Form – 25-30 minutes per class per night ○ Homework should be assigned on a nightly basis.

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Posting and due dates ○ Assignments should be posted before the end of the class day. ○ Students are not responsible for assignments that are posted / edited after 6:00pm. ○ Homework should not be due on Thursdays following Home Night / Hilly Chase, nor on the day following a long weekend.

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Grading and feedback ○ Homework should be graded and returned in a timely manner. ○ Students should have access to their grades on individual assignments. Parents should not be given access to gradebooks in myEBS. ○ In addition to the grades themselves, homework is most effective when students receive individualized feedback about their performance. ○ Missing assignments should be indicated as such in myEBS, and teachers should also utilize Official Notes to alert advisors, Academic Support teachers, and others. This does not replace the need for teachers to communicate directly with students about missing work.

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Electives ○ Elective classes do not assign homework

Home Nights: On many Wednesday evenings the school kitchen closes, and advisees eat with their advisors at their respective residences. Home Nights should provide an opportunity for advisee groups to develop close rapport and establish a family atmosphere. The evening program is to be planned by each advisee group. The school provides $20.00 per person. Canned entertainment such as mall trips or movie trips should be limited, and trips to expensive activities that require additional charges to students should only be used on very rare occasions. Most Home Night activities should be planned to take place in the advisor’s residence and / or other campus facilities. The basic purpose is not to entertain the students but to provide a family situation where meaningful interaction takes place. Involving the students in planning, cooking, and cleaning up is good training, as well as fun. Advisors should take particular care to include Day Students and involve them in dormitory fabric and also notify their parents if a Home Night will run late. Adjunct advisors can be helpful, especially with tasks like shopping or picking up orders that in-dorm advisors may find challenging for scheduling reasons. Non-advising faculty are also encouraged to proactively offer assistance to advisors for Home Nights.

28 Illegal Drugs: Illegal drugs are never to be consumed or possessed on campus. Inter-Office Communications, Emails and General Memos to the Faculty: Faculty should make every effort to read memos and emails promptly and respond quickly as needed. Any communication should always have the date and the author’s name. Group emails to “allschool” or “allstudents” will go through an approval process before being sent. When an email is addressed specifically to you, it is accepted practice to acknowledge its receipt. Even if you do not have time to write a full response, a simple, “Thanks, let’s talk.” or “Thanks, I’ll get back to you later on this.” is appropriate. Responses to emails on which you are ”cc’d” are not always necessary. A more comprehensive discussion of the school’s professional communication policy is available in the “Considerations for Professional Communications” section of this handbook. Keys: Faculty will be provided with the keys and/or key fobs they need to accomplish their jobs; however, faculty will be charged for reissue of keys that are lost. Keys are obtained from the Security Office. Faculty will sign for each key they are issued and keys will only be issued by the Director of Security at the direction of the Dean of Faculty, Dean of Students, Director of Athletics, or other relevant administrator. Kitchen, Dining Room, and Nutrition: Enthusiastic and responsible support of the school’s nutritional efforts and dining hall procedures by all faculty is essential. The school cares deeply about nutrition and healthy eating habits. We have committed ourselves to family style eating three times a day and to maintaining our own kitchen, including hiring and training our own staff. We have our own bake shop and we grind organically grown wheat for our home baked breads. We attempt to serve properly cooked, carefully selected, whole foods. Fresh vegetables, salads, whole grains, and reduction of salt, sugar, and fatty meats are at the heart of our wholesome fare. If you have questions, suggestions, or concerns, please contact the Director of Dining Services. The Director of Physical Plant is in charge of coordinating dining hall functions with the school schedule, and there is a faculty member in charge of the KP program. The AOD is in charge of announcements at the end of each meal. Faculty members are assigned to a table at which they will eat throughout the year. If a faculty member’s table is not set at a given meal, faculty should sit at a table which appears uncovered by faculty for that meal - this is essential at the evening meal on half staff days. Faculty should encourage students to try all parts of each meal and eat a balanced diet. They should also remember to model good eating habits when dining with the students. Food is to be consumed only in the dining room and nothing should be taken from either the dining room or the kitchen. It is possible, however, to arrange for supplies for cooking and / or treats (cookies, popcorn, etc.) to be brought to the dorm by faculty members. To do this please contact the Director of Dining Services with requested items several days in advance. The kitchen will prepare bag lunches for sports or field trips when properly notified in advance. However if you are with a team that is going to unexpectedly be late or miss a meal, you should call the AOD to let them know when you will be arriving. In general if your players are going to arrive at the dining hall later than 20 minutes after the start of a meal you should try to arrange to eat on the road, ideally procuring a credit card from the AOD before you depart for the trip. Young faculty children should always be accompanied by parents or baby sitters responsible for them. Parents are responsible for cleaning up after their babies and young children.

29 Generally speaking, meals for faculty are not served during Thanksgiving vacation, winter vacation, nor spring vacation. During these times and the summer months, faculty working on specific school business may eat breakfast and lunch in the dining hall. Individuals should check with the Dean of Faculty or the Head of School if they are unsure whether they can attend meals at these times. General dining hall procedures include the following: ● ● ● ●

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Faculty and student proctors should serve the first serving, even if only small quantities, of all dishes, particularly fruit and salads. Faculty example is the best form of instruction of good table manners. Faculty are responsible for and must be conscientious about upholding good table manners. (See separate “Table Manners Guideline” sheet.) Students and faculty should enjoy the food that is served and not bring food, drinks, or condiments for their personal use. Conversation should be pleasant and involve everyone at the table. Whispering and attention-getting behavior should be stopped promptly by the table head and a clear explanation given why this is rude. Be conscious of avoiding playing favorites. All students take turns waiting on tables in the dining room or on K.P. Assigning additional waiting as punishment for lateness to meal or for poor behavior does not fulfill the general spirit of the “Waiter/KP system” and should not be used.

Language: Eaglebrook is an educational institution. The quality of our language and conversation should be both elevated and appropriate. Profanity, biting sarcasm, or angry verbal abuse are not appropriate when speaking with students, colleagues, and parents. Laundry: E&R provides laundry service to campus and faculty may purchase the use of the service by contacting the Business Office. Students are enrolled prior to the start of each year. The school does not support other, outside agencies. E&R picks-up laundry from the dorms and returns it on a weekly basis. Advising faculty need to help students manage their laundry. Advising faculty also need to help get laundry that is mis-delivered to its owner. In particular, faculty should make sure students have appropriate formal dress for Sunday Meetings. Lost and Found: An important part of the training of any youngster is to bring about an awareness of the care and conservation of property. Lost articles should be picked up and placed in lost and found areas in the following locations if there is no identifying label: the locker room in the gym, on the pegs in the entryway to the dining hall, and in the bin in the hallway near the Main Office. Marked items should be sent to the student’s dormitory. Lunch Meetings: Lunch meetings may be arranged when it is determined that it would be beneficial to discuss a student with his entire team - advisor, Dorm Head, teachers, coaches, counselor, and other relevant faculty members and administrators. Lunch meetings should be arranged at least a week in advance. The Director of Studies and advisor will coordinate meeting logistics, including date, time, location, and plans to pick up and return food from the kitchen. The Director of Academic Support will gather pertinent observations and information from teachers before the meeting in order to craft a productive agenda. The Director of Academic Support will also share meeting notes after the fact. Faculty participants should make sure their lunch table in the dining hall has coverage. Mailboxes in the Faculty Area, Email, and Voicemail: Every faculty member is responsible for checking his/her mailbox, email, and voicemail several times regularly. LC mailboxes should be checked on a daily basis; email should be checked at least twice a day; voicemail should be set up via Zoom phone to alert you to messages. Read promptly, reply to, and take appropriate action in response to communications, being sure to date sign messages. Medical Leave and Extended Absence Protocol (Student) Students can be absent for extended periods of time for health and / or personal reasons. This decision will be made

30 by a combination of the Medical Director, Director of Health Services, School Counselors, Dean of Students, and outside providers. In the case of an absence that extends beyond two weeks, whether for excused or unexcused reasons, the student may not be assessed with traditional letter grades. Instead, the student could be assessed on a pass/fail basis (P/F) or may earn no grade (NG). The Director of Studies will work with the family and health professionals to determine what work, if any, is appropriate and beneficial during the absence. The grading plan will then be determined and communicated to all teachers and the advisor The conditions and requirements for the student’s return to school will be made in consultation with the child’s outside providers, the Medical Director, Director of Health Services, School Counselors, the Director of Studies, the student’s advisor, and other appropriate school personnel. Mentors: Eaglebrook has a mentor program for all new faculty, although all experienced teachers should consider it part of their responsibility to help train new faculty. Dorm Heads, Department Chairs, Head Coaches, and Table Heads are particularly important in acclimating new faculty to their roles at Eaglebrook. Movies: Third, Fourth, or Fifth Form students are not to be shown any “R” rated movies either on or off campus. If faculty members have a film that they feel is essential to show in their classroom for an academic purpose and it is “R” rated, that viewing must first be cleared with the Department Chair and the Director of Studies. Faculty may use their discretion in showing an “R” rated movie to Sixth Formers. “R” rated movies may not be shown at times when underclassmen are available to be in the dorm. If a faculty member chooses to allow an “R” rated movie, he or she must view that film with the Sixth Form students and be willing to explain why the movie was shown. Not every “R” rated movie is appropriate for Sixth Form students. Eaglebrook supports movie theater policies on “R” rated movies in the theater. Notes and Reminders: Faculty Notes and Reminders are emailed to all faculty before Faculty Meetings on Monday and all faculty are expected to read them promptly and carefully. Any additions or corrections should be submitted to the Head of School’s administrative assistant before proceeding with plans. Such additions should be cleared by the Administrative Council to screen for conflicts. Official Notes: The purpose of Official Notes in myEBS is to keep advisors and administrators well informed and to detect and correct patterns. While Official Notes are most frequently used to report missing assignments, low assessment scores, or behavioral issues, they also may be used for positive feedback. Consistent use of this procedure by all faculty is necessary if it is to be effective. With each entry, an email is automatically sent to the advisor. Please include clear and sufficiently detailed information in the note so the advisor is able to follow up with the student effectively. Official Notes should be professional and reportorial in tone and faculty should not include expressions of personal emotions. These entries are part of the student's record and may be viewed by parents. While the note itself can be an effective communication tool, the teacher should also make a point to connect with the advisor, Director of Studies, and / or Dean of Students in person if concerns extend beyond a single incident. Overnight Guests on Campus: While a faculty member is permitted to have short-term overnight guests, it is important that the faculty member exercise appropriate discretion in hosting any visitors. All overnight guests should check in with security to get a temporary parking tag. Such visitors should not be alone with students unless they have been CORI-checked. Outside Work for Eaglebrook Parents: Any remuneration for services (pay, gifts, or payment of costs) from an Eaglebrook parent to a faculty member must be cleared through the Director of Studies. This includes special events or trips during the year, tutoring, or work over the summer. All tutoring must be cleared through the Director of Studies. No full time faculty may tutor for pay during the school year.

31 Personal Information Privacy Policy: Massachusetts has a data security law that the school must abide by: Any 'Personally Identifiable Information' (any document that includes a person's name in conjunction with their social security number, credit card number, or any information that can be used in identity theft) must be protected against malicious use. Such information cannot be left where it can be found by unauthorized individuals and must be encrypted. This also includes digital data. Such material; should not be transmitted via email. Please see the school's Information Security Officer for further details. Permission for Students to Leave Campus: Students must always communicate with the AOD before departing campus, making sure the school knows who they are going with and when they plan to return. Dorm faculty should also be made aware of any departures from campus. Families should be directed to submit the Off Campus Permission Form anytime a student is going to depart campus. This follow-through is essential not only to know the whereabouts of the students, but also for the schools and your personal liability. Photocopiers: Please follow printed directions. If you do not know how the machine works, get checked out with a faculty member or administrative assistant who does. These machines need proper care and you should not leave a malfunctioning machine without notifying someone. The Main Office is in charge of these machines. Students are not to use copiers in the Faculty Area. There is a copier for student use in the library. Professional Development: Faculty members participate in a Review Team during each of their first two years, and then once every subsequent four years, or every time they move into a new role. Additionally, faculty members are expected to pursue their own professional development by participating in classroom observations, making visits to other schools, and / or attending conferences / webinars / etc. There are also opportunities to be supported in pursuit of one’s graduate studies. Details of these expectations can be found in the Professional Development section of the handbook. Program Management and Thursday Administrative Meeting: These groups alternate meeting on Thursday mornings before the class day begins. Program Management consists of the Head of School, Dean of Faculty, Director of Studies, Director of Curriculum, Dean of Students, Director of Athletics, Director of Secondary School Advising, and Director of Admissions. The Thursday administrative group includes those individuals in addition to the Director of Maintenance, Director of Physical Plant, Director of Advancement, Director of Communications, Director of Technology, Director of Health Services, Director of Health and Wellness, Director of Dining Services, and Chief Financial Officer. Agenda items generally focus on long range planning and policy discussions. Promotion/ Leadership Opportunity Process: If there is an opening for administrative positions, faculty may be notified and invited to apply for the position. The application can be found on the Resource Board of myEBS and is often usually emailed to the full faculty with an announcement of the opportunity. The appropriate administrators review the applications, and make a recommendation for the position to the Head of School who makes the final decision. Every attempt will be made to notify all applicants of the decision before the general faculty is notified. Property: Do not remove any school property from campus or move it to a new location without the approval of the appropriate administrator, the Chief Financial Officer, or the Head of School. School vehicles are not for personal use. Only faculty who currently live on campus may use campus storage, and property stored on school grounds must be identified. The school cannot take responsibility for personal property stored in the various buildings. When a faculty member moves off campus all property must be moved out of storage, and it will be discarded if it is left behind. Relocating Classes: If you have your class meet in a different location for any reason, whether for a day or permanently, the Main Office must be made aware. It is critical for the Main Office to know where each class is meeting in case of emergency or in

32 case a particular student or faculty member needs to be contacted. Repairs: Requests for repairs or other work are to be submitted to workorder@eaglebrook.org. If an issue needs to be addressed immediately - such as leaks, problems with heat and hot water, or issues that pose a danger to the community - please contact the Director of Maintenance and / or AOD and Security Office by phone. School Supplies for Students: Each student is provided with essential school supplies at the start of each year, including things like pens, pencils, highlighters, scissors, tape, glue stick, ruler, graph paper, eraser, and protractor. If a teacher requires students to have specific resources beyond those basics, it is the teacher’s responsibility to procure and distribute the supplies. These supplies should be ordered through the school Amazon account, which will then be approved by your Department Chair and Curriculum Office. School Supplies for Faculty: Faculty can also submit orders for their own school supplies on Amazon. They will need to be approved by the Department Chair and the Curriculum Office or other relevant administrators. Security: Eaglebrook is fortunate to have a professional security team available on campus at all times throughout the year. Faculty cooperation with requests made by security personnel is important. The Security cell phone number is 413-772-9026; the number to the office in Doubleday is 413-774-9168. The security team will regularly patrol the buildings and ground, manage access to buildings, ensure protocols and resources are in place for emergencies, lead emergency drills, supervise the arrival of guests on campus, among other things to keep our school community safe on a daily basis. The school also has security cameras in many locations. Live footage may be viewed, particularly at night or if there are concerns about an immediate issue of community safety, but archived footage will only be viewed at the direction of the Head of School and Director of Safety and Security. We are all collectively responsible for safety and security on campus. If you are the last person to use a facility, you should carefully lock and secure the room or building, checking all entrances and windows. If you see a building being used at a time when you would not expect it to be in use, you should check it out or call the person in charge of campus. If you see strangers do not hesitate to introduce yourself and ask if you can help. Report suspicious people or cars to the Security Office and the AOD. This is particularly true during vacations when there are few people on campus. Securly: Securly is a tool that allows the school to manage and monitor student internet use. Securly generates alerts for any web searches or online behavior that indicate potential concern for violence, self-harm, or other dangerous behaviors. The Security Team and certain administrators receive these alerts via automatically generated emails and follow up immediately. Dorm teams and individual teachers can also use Securly to manage and monitor student internet use during study halls and classes - allowing access to certain sites while blocking others, and also allowing faculty to see what is on the screen of each student in live time. Smoking, e-cigarettes, and other tobacco products: The center of the Eaglebrook campus is a smoke free area; this includes all school buildings. No faculty or staff should smoke or use e-cigarettes in this area or in areas where others may encounter it. Smoking, by law, is not permitted in any room or building. Likewise, no faculty or staff member should use chewing tobacco or related products when students are present. All faculty should remember that our primary job is that of role model, and modeling good decisions in regard to a healthy lifestyle is essential.

33 Social Networking Sites: Faculty should exercise great discretion in interacting with students, parents, and alumni on social networking sites. It blurs the professional boundary between faculty, students, and families of students. No faculty member should interact with a current student or any alumnus younger than eighteen years of age on a social media site. Likewise, faculty members should never post an image or name of a student who is not their child to personal social media accounts. Some social media platforms do not require mutual acceptance of connection for people to view posted materials. As a result, all posted materials should be appropriate. Student Assembly Area Seating and Attendance: Students are assigned specific seats in the Assembly Area and are expected to be in their respective seats for all regularly scheduled school meetings (e.g. Morning Assembly, Hilly Chase Program, Sunday Meeting, etc). Attendance is taken by two administrators at all assemblies and Sunday Meetings. Student Council The Student Council meets on a regular basis with the a faculty member who serves as the group advisor. The group helps to organize certain student activities and to serve as a venue for hearing students’ ideas. Student Folders: Confidential files for students are kept in the Learning Center Faculty Area, with a key held at the Main Office. Under no circumstances are these files to be taken from the faculty area. When using a file in the Faculty Area, you must sign it out there. Return it immediately after use. File cabinets containing student folders are to be locked each night. If you wish to add a memo to the student’s file that is fine but bear in mind that a parent can request to view all the contents of this file. Any memos or communications must reflect the utmost professionalism. When in doubt as to whether a memo belongs in the permanent file, check with a Dean or the Curriculum Office. It is often better to maintain these memos in one's own personal file for the student. Every advisor should maintain their own personal file, both electronic and physical, for each of their advisees where they collect memos and notes. These files are particularly useful when writing advisor letters. Student Memos: Faculty members should record noteworthy conversations with or about a student by sending an email to the advisor. This could be regarding communication with the student’s parents, an issue that has arisen with the student, or any other noteworthy development involving the particular student. Include other relevant administrators as well, such as the Dorm Head, Director of Studies, Director of Athletics, Director of Secondary School Advising, etc. If you’re not sure whether to write such a memo, always err on the side of doing so, as a “paper trail” is often of great importance. Reports should be reportorial, factual, and not gossipy. Written communication to the advisor is essential for each advisor to keep fully up to date and effectively counsel his respective advisees. Remember that parents have the right to request to see the school’s folder (physical or digital) on their child at any time so all memos should be written as if a parent will read it. Student Weekend Permissions: Final permission for student weekends and town trips will be granted by the Dean of Students. For weekends away from campus, families must submit the Off Campus Permission Form and students must communicate with advisors, Dorm Heads, and other relevant faculty members. General weekend permissions begin after a student’s final academic or athletic commitment and end before 5:00 on Sunday afternoon. For extended permissions, see “Absences (student, excused)” Study Hall: In managing a group study hall, teachers must be present before students arrive in order to set a positive and productive tone from the start. A consistent pattern of supervision should be followed by all teachers. Expectations for both formal and informal study halls are outlined in the E Book.

34 If a student is consistently uncooperative and / or unproductive, the adviser should be contacted. If supervising a study hall in a classroom building, be sure the room is neat when you dismiss the study hall. Have all students help pick up papers and straighten the classroom. Summer Administrative Work Days: On certain days during the summer all administrators, Dorm Heads, and Department Chairs may be expected to be on campus for the workday to accomplish necessary projects and attend meetings. The dates of these days will be communicated ahead of time. Any conflict needs to be discussed well ahead of time with the Dean of Faculty. There is also an administrative retreat in July which all senior administrators attend and to which many other administrators may be invited. Sunday Meeting: Sunday Meetings are an important time for community reflection when a faculty member or guest speaker discusses a topic - usually for 20 to 30 minutes- that is important to them. All faculty on duty are required to attend Sunday Meeting with the community. We encourage all faculty to attend anytime and also to lead meetings. Dress is formal for those attending Sunday Meeting. Communicate with the Sunday Meeting coordinator if you are planning to lead a Sunday Meeting. Supervision of Students: As our primary goal is always to maintain the safety and security of our students, every student group must be at all times under the supervision of a teacher. Within the general framework of our philosophy as a school, teachers may use their discretion as to how direct that supervision is, but the final responsibility and accountability are the particular teacher’s. If a special activity is planned which would prevent a teacher from fulfilling a supervisory responsibility, he or she must plan for substitute supervision for the initial responsibility with the AOD. Sustainability: All faculty are expected to help improve the efficient use and conservation of resources on campus. Setting a good example in this regard is of primary importance - for example, by turning off lights, using recycling bins, avoiding wasting food, and closing doors and windows appropriately. Swimming: All advisors are responsible for knowing the swimming ability of their advisees. Careful and cautious adult supervision is a requirement in any student-swimming situation. Off campus swimming requires a ratio of one adult to five students for small groups up to ten boys. Supervision for groups larger than ten will be approved on an individual basis by the Weekend Planning Committee, depending on the qualifications of supervisors and location of the swim area. Swimming in Whipple Pond, the Deerfield River, or any fast moving water is not allowed. Any faculty member supervising a swim group must be aware of the swimmers’ ability prior to leaving campus. The faculty supervisor must check out with the AOD each time he/she takes any group swimming. Procedures for use of the Schwab Family Pool are posted at the pool. There must be an assigned lifeguard on-duty any time the pool is being used in addition to the faculty member supervising the students; the faculty supervisor and the lifeguard may not be the same person. Tardiness: It is most important that teachers set a consistent example of promptness for the students to follow. This means being on time to all classes, meals, assemblies, athletics, and all other commitments. Dismissing students promptly is also critical to ensuring they will arrive at their next commitment in a timely manner. Telephones: Each faculty member has a Zoom phone number, for which calls can be made through the app on one’s laptop or cell phone. Zoom Phone should be used for professional purposes whenever possible. Likewise, each dormitory apartment is provided with landline phones. Additionally, there are multiple lines for student use in each dormitory. Tutoring: Eaglebrook wants to promote self-advocacy in its students, and working with one’s teachers is an important part of

35 developing this Core Skill. Occasionally, a student’s needs may require the use of an outside tutor. Eaglebrook only arranges for tutors to work with students who are in persistent difficulty in a class after extra help and all other resources have been exhausted. Eaglebrook teachers may not tutor students for payment during the academic year or the summer while a student is enrolled at Eaglebrook, unless specific permission has been granted by the Director of Studies and Dean of Faculty. There are also opportunities for students to connect with outside tutors digitally. Such an arrangement cannot interfere with any part of a student's Eaglebrook schedule, including classes, athletics, meals, study halls, bedtime, and other school activities. Any outside tutoring done via a digital platform must still be cleared through the advisor and Director of Studies. Vacation Trips: All vacation trips involving Eaglebrook students traveling with Eaglebrook faculty must be cleared at least five months ahead of time. Approval will be granted by the CFO, Dean of Faculty, Dean of Students, and, if applicable, Athletic Director. A detailed proposal must be shared with that group over five months before the trip would begin. No trip should be announced to students until this has happened. Website: The school seeks to have a robust and useful school website. Faculty are encouraged to visit the site regularly to view school news, the media gallery, and other announcements. Any faculty with suggestions for items that might be useful or interesting on the website should contact the Director of Communications. Weekend Coverages and Supervision: AODs rotate being in charge for a full weekend. There are multiple AODs on each shift. On-duty faculty members will have responsibilities beginning Friday after classes and carrying through to Monday morning. On Friday this will consist of typical athletic duties in the afternoon, attendance at buffet dinner, dormitory coverage, and / or an evening supervisory activity (e.g. opening the gym). On Saturday, coverages include all three meals, morning WEAs, afternoon activity period, evening WEAs, and dormitory coverage. Athletic competitions often replace these other typical duties on Saturdays. On Sunday, coverages include dormitory coverage, afternoon activity period, attendance at Sunday Meeting, and dinner. If you have a special request, such as a unique, off-campus trip, be sure to contact the Dean of School Life by the Tuesday prior to the weekend. Weekend Elective Activities (WEA): Students are able to choose from a variety of activities on Saturday mornings and Saturday evenings. For the morning WEAs, on-duty faculty offer unique activities that they would like to share with students from 9:30-10:45am. For the evening WEAs, students may choose amongst various facilities that will be supervised (e.g. gym, rink, tennis courts, library). Students complete a signup form in the middle of the week and are then placed into their activities by the WEA coordinator. Below are other WEA reminders.

• Faculty should sign up by completing the WEA spreadsheet by Tuesday. • If you want to take an activity off campus, check with the Dean of School Life to see if a vehicle is available. • If you do not know what to do for an activity or are unsure of an idea you have, see the Dean of School Life. • On Friday evening, the list of students and the activities to which they are assigned will be shared with on-duty faculty and students. • If students are absent at 9:45am call their dorm and/or check their dorm if possible, call the health center, still no luck – call the weekend duty cell phone. In all cases make sure to follow up at lunch with the student, dorm faculty, and the in-charge administrator.

36 Weekend Planning Meeting: This group meets weekly, typically on Tuesday morning before the class day begins, to plan for the upcoming weekend. Anyone in charge of a special event on the weekend is welcome to attend. Meeting attendees include: Dean of School Life, Dean of Students, Director of Athletics, Dean of Faculty, AODs, and the individual coordinating WEAs. Other faculty members may attend on certain weeks depending on events that may be upcoming. Wellness: All members of the faculty are encouraged to lead a healthy lifestyle which includes good nutrition, adequate rest, regular exercise, and thoughtful lifestyle decisions. The school provides the Evans Fitness Center and Schwab Family Pool for faculty use, as well as miles of trails on which one can enjoy fresh air while doing a variety of activities. Likewise, the kitchen staff works incredibly hard to provide healthy meals each day. Healthy Living is one of Eaglebrook’s Core Skills and it is important for faculty to set a good example for the students to follow. Workday/ School Day: Faculty should consider the workday to begin at 8:00am and end at 4:30pm. This means that all faculty, both full and part time, are expected to be available during these times and may be assigned specific duties (e.g. study halls, group supervision) which they need to consider of primary importance.

37 Sexual and Other Unlawful Harassment Eaglebrook is committed to promoting a workplace that is free of sexual harassment and other types of discriminatory harassment based on race, sex, age, national origin, ancestry, religion, sexual orientation, gender identity or expression, color, genetic information, military status, or disability (mental or physical), or any other protected class under applicable law. Harassment of employees occurring in the workplace or in other settings in which employees may find themselves in connection with their employment will not be tolerated. This policy includes all work-related settings and activities, whether inside or outside the workplace, and includes business trips and business-related social events. School property (e.g., phones, tablets, copy machines, facsimile machines, computers, and computer applications such as email and Internet access) may not be used to engage in conduct that violates this policy. Eaglebrook’s policy against harassment covers employees and other individuals who have a relationship with the School, which enables Eaglebrook to exercise some control over the individual's conduct in places and activities that relate to the School’s work. General Provisions Employees are expected to contribute to a productive work environment that is free from unlawful harassment and discrimination. Because Eaglebrook takes allegations of harassment and discrimination seriously, we will respond promptly to complaints and act promptly to eliminate the conduct and impose such corrective action as is necessary, including disciplinary action up to and including termination of employment. Please note that Eaglebrook has authority to discipline or take remedial action for all workplace conduct that we deem unacceptable, regardless of whether that conduct satisfies the definition of sexual harassment or other types of harassment generally. Further, any retaliation against an individual who has complained about harassment or discrimination, or retaliation against individuals for cooperating with an investigation of a harassment complaint will not be tolerated. Definition of Sexual Harassment In Massachusetts, the legal definition for “sexual harassment” is sexual advances, requests for sexual favors, and verbal or physical conduct of a sexual nature when: 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; or b. Such advances, requests, or conduct have the purpose or effect of unreasonably interfering with an individual’s work performance by creating an intimidating, hostile, humiliating, or sexually offensive work environment. Under these definitions, direct or implied requests by a supervisor for sexual favors in exchange for actual or promised job benefits such as favorable reviews, salary increases, promotions, increased benefits, or continued employment constitutes sexual harassment. The legal definition of sexual harassment is broad and in addition to the above examples, 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 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:

38 a.

Unwelcome sexual advances, whether they involve physical touching or not;

b. Sexual epithets, jokes, written or oral references to sexual conduct, gossip regarding one’s sex life, comment on an individual’s body, comment about an individual’s sexual activity, deficiencies or prowess; c.

Displaying sexually suggestive objects, pictures, cartoons;

d. Unwelcome leering, whistling, brushing against the body, sexual gestures, suggestive or insulting comments; e.

Inquiries into one’s sexual experiences; and

Discussion of one’s sexual activities.

Other Forms of DISCRIMINATORY Harassment It is also against Eaglebrook’s policy and the law to engage in verbal or physical conduct that denigrates or shows hostility or aversion toward an individual because of their race, sex, age, national origin, ancestry, religion, sexual orientation, gender identity or expression, color, genetic information, military status, or disability (mental or physical), or any other protected class under applicable law that: (1) has the purpose or effect of creating an intimidating, hostile, humiliating, or offensive working environment; (2) has the purpose or effect of unreasonably interfering with an individual's work performance; or (3) otherwise adversely affects an individual's employment opportunities. Depending on the circumstances, the following conduct may constitute prohibited discriminatory harassment: (1) epithets, slurs, negative stereotyping, jokes, or threatening, intimidating, or hostile acts that relate to race, sex, age, national origin, ancestry, religious creed, sexual orientation, gender identity or expression, color, genetic information, military status, or disability (mental or physical), or any other protected class under applicable law; and (2) written or graphic material that denigrates or shows hostility toward an individual or group because of race, sex, age, national origin, ancestry, religious creed, sexual orientation, gender identity or expression, color, genetic information, military status, or disability (mental or physical), or any other protected class under applicable law, and that is circulated in the workplace, or placed anywhere on Eaglebrook’s premises such as on an employee's desk or on School equipment or bulletin boards. Other conduct may also constitute discriminatory harassment if it falls within the definition of discriminatory harassment set forth above. Reporting Harassment If any employee believes that they has been subjected to harassment or discriminatory harassment, they should immediately notify the Director of Human Resources, an Administrator, or the Head of School, either in writing or orally. In addition to the above reporting options, if you believe you have been subjected to discrimination or harassment on the basis of a protected class, you may file a formal complaint with either or both of the government agencies set forth below. Using our complaint process does not prohibit you from filing a complaint with these agencies. Each of the agencies has a 300-day time period for filing a claim. The United States Equal Employment Opportunity Commission (“EEOC”) John F. Kennedy Federal Building, 15 New Sudbury Street, Room 475, Boston, MA 02203-0506; Phone 800.669.4000; Fax 617.565.3196; TTY 800.669.6820; ASL video phone: 844.234.5122. The Massachusetts Commission Against Discrimination (“MCAD”) One Ashburton Place Sixth Floor, Room 601, Boston, MA 02108; Phone: 617.994.6000; TTY: 617.994.6196.

39 Anyone who becomes aware of a potential harassment incident is encouraged to report the incident to the Director of Human Resources, an Administrator, or the Head of School, either in writing or orally. However, all supervisory staff must immediately notify the Director of Human Resources, an Administrator, or the Head of School as a requirement of their position at Eaglebrook. Investigation Process When the School receives 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 will include a private interview with the person filing the complaint, any witnesses, and the person alleged to have committed the harassment or discrimination. When we complete 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 been committed by one of our employees, we will take such action as is appropriate under the circumstances. Such action may range from counseling to termination of employment and may include such other forms of disciplinary action as we deem appropriate under the circumstances. Retaliation is Prohibited Retaliation against an individual who has complained about harassment, discrimination, and/or retaliation or against an individual for cooperating with an investigation of a harassment complaint will not be tolerated. 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. No adverse action will be taken against an employee for reporting or participating in the investigation of a violation of this policy. Eaglebrook prohibits any form of retaliation against an individual for reporting any violation or participating in any investigation under this policy in good faith. Employees who believe they have been retaliated against in violation of this policy are urged to promptly notify the Director of Human Resources, an Administrator, or the Head of School.

40 Specific Employee Responsibilities 2026-2027

Assistant Head / Dean of Students

Brian Rose

Assistant Dean of Students

Nicole Lavin-Williams, AJ Bourdon

Dorm Head - Mayer

Dylan Weichselbaumer

Dorm Head - Kravis

Jack Faulstick

Dorm Head - Flagler

Colby Runk

Dorm Head - Taylor

Ejaaz Jiu

Dorm Head - Halsted

Ryan McClure

Dorm Head - Eagles Nest

Jeff Lamb

Inclusion Coordinator

Yuan Hsiu Lien

Assistant Head / Dean of Faculty

Nick Leyden

Director of Curriculum

Ginny Morsman

Database Manager

Erika Looman

Department Chair - Visual Art

Emily Fay

Department Chair - Performing Art

Wendi Melnik

Department Chair - Third Form

Shappy LaPointe

Department Chair - Learning Support

Kathy Watroba

Department Chair - Math

Miles Harlow

Department Chair - English

Nicole Lavin-Williams

Department Chair - Science

Brie Dickinson

Department Chair - History

Karen Pleasant

Department Chair - World Languages

Rachel Blain

Librarian

Rachel Meier

Director of Athletics

Luke Williams

Assistant Director of Athletics

Wiley Robinson, Tim Winslow

Director of SSA

Jim Fay

Assistant Director of SSA

Jennifer Martyn

Director of Admissions

Sean Forys

Associate Director of Admissions

Emily Luker, Tim Winslow

Medical Director

Wayne Hioe

Wellness Coordinator

Heather Gagnon

41 School Counselors

Autumn Porubsky, Amy Zaranek

Director of Safety and Security

Phil Snow

Director of Technology

Bill McGuirk

Director of Dining Services

Ed Howle

Director of Maintenance

John Durant

Director of Physical Plant

Wes Smith

Communications Manager

Karen Corday

Director of Advancement

Schuyler Bogel

CFO

Eric Malloy

Director of Human Resources

Dave Gagnon

Academic Honesty

Ginny Morsman

Academic Scheduling

Nick Leyden

Administrator on Duty

Andy Bedell, Jim Fay, Nicole Lavin-Williams, Nick Leyden, Yuan Hsiu Lien, Brian Rose

Advisor Booklet

AJ Bourdon

Affinity Groups

Yuan Hsiu Lien

Alumni Relations

Marty Keane

Amazon and Paymerang Approvals

Nick Leyden and Ginny Morsman

Archives

Tom Doyle

Art Displays

Emily Fay

Assembly Attendance and Supervision

Brian Rose, Nick Leyden

Assembly Schedule

Carter Townsend, Nick Leyden

Assembly Seating

AJ Bourdon

Athletic Equipment

Seven Terry

Bicycles

Erika Looman

Block schedule

Ginny Morsman

Boomerang - Summer Storage

AJ Bourdon

Class Scheduling

Nick Leyden

Classroom Assignments

Nick Leyden

Clubs and Sixth Form Committees

Jim Fay, Jennifer Martyn

Community Outreach

Nicole Lavin-Williams

Country Fair Coordinators

Shappy LaPointe, Carter Townsend

Curriculum Committee meetings

Ginny Morsman

Department Chair meetings

Ginny Morsman

E & R Laundry Coordinator

AJ Bourdon

E-Book

Brian Rose

42 Eagle Learning Groups

Ginny Morsman

Eaglebrook Magazine

Schuyler Bogel

EBS Talks

Wiley Robinson, Tod Pleasant

Employee Handbook

Dave Gagnon

Enterprise Risk Management

Eric Malloy

Facilities Manager

Wes Smith

Faculty Assignments and Responsibilities

Nick Leyden

Faculty Guidelines

Nick Leyden

Field Day

Seven Terry, Track Coaches

Financial Aid

Tim Winslow

First-Aid Training

Heather Gagnon

Form Dean - Third

Shappy LaPointe

Form Dean - Fourth

Nicole Lavin-Williams

Form Dean - Fifth

AJ Bourdon

Form Dean - Sixth

Jim Fay

Gibbs Dining Hall

Heather Gagnon, Yuan Hsiu Lien

Gibbs Dining Hall - Dining Services

Ed Howle

Gibbs Dining Hall - KP

Yuan-Hsiu Lien

Gibbs Dining Hall - Table Seating (Adults)

Nick Leyden

Gibbs Dining Hall - Table Seating (Students)

Carlos Rios

Global Awareness Day

Shappy LaPointe

Health and Safety Inspections

Phil Snow

Health Center

Wayne Hioe

Hilltop Ramble

Heather Gagnon

Hilly Chase Speaker Series

Tod Pleasant

Hiring and Promotions

Nick Leyden

Human Resources

David Gagnon

Innovation Lab

Nick Sadnytzky

Library

Rachel Meier

Mail and Packages

Dave Miller

Main Office

Lori Daby

Mountain Club

Erika Looman

Mountain Day

Erika Looman

myEBS (Blackbaud)

Erika Looman

Notes and Reminders

Sharon Calvo

Off-Campus Permission

Nicole Lavin-Williams

Outlook

Zack Mandell

Parents’ Forum

Karen Corday

43 Photography

Aric Russom

Pick-a-Time

Erika Looman

Professional Development and Faculty Training

Nick Leyden

Proofing

Ginny Morsman

Psycho-Educational and Neuropsychological Testing

Kathy Watroba

Registrar

Erika Looman

Review Teams

Nick Leyden

Robotics

Paul Huang

SSAT Testing

Haley Tyree

School Calendars

Nick Leyden

School Pictures

Lori Daby

School Store

Karla Doherty

Ski Day

Erika Looman

Snack Pack

AJ Bourdon

Snow Sports Program

Noah Harrison

SOS / ACT

Heather Gagnon

Special Events

Karla Doherty

Student Conduct in myEBS

AJ Bourdon

Student Council

Rachel Blain

Student Travel (Vacations)

Karla Doherty

Summer Semester

Brian Rose

Summer Welcome

Emily Luker

Sunday Meeting

Mark Mariani

Sustainability

Shappy LaPointe

Talon

Carmen Ramirez

Teaching Assignments

Nick Leyden

Teaching Kitchen

Yuan Hsiu Lien

Technology - Faculty & Student Support

Tyler Wool

Technology - Academic Technology & AV

Tod Pleasant

Technology - Security Systems Administration

Bill McGuirk

Test Innovators

Erika Looman

The Hearth

Emily Bedell, Ana Leyden

Transcript requests

Jennifer Martyn

Website

Karen Corday

Week Ahead

Karen Corday

Weekend Elective Activities (WEA)

Andy Bedell

Weekend Planning meetings

Nicole Lavin-Williams

Weekend programming and play-by-play

Nicole Lavin-Williams

44 Winter Carnival Coordinator

Brian Rose, Noah Harrison

Woodshop

Rob Trimbach-Rios

Work Orders

Karla Doherty

Year-End Awards

Nick Leyden

45 Thoughts on Working Well with Parents Parents care deeply about their children. Even if you feel that they could be handling a situation differently, you need to try to view things from their perspective. They generally want what is best for their child, and they feel that it is their job to push - or even fight - for their child’s rights and well-being. Many parents will not be simply content to let us do what we think is best. They will make us justify and prove the efficacy of the course of action we have chosen. Our work with parents will go better, however, if the parent feels that we, too, care deeply about the child. As much as possible you need to justify your ideas in terms of what is best for the child and not necessarily what is best for the institution. Sometimes what is best for the school is relevant, but it will mean less to a parent than what is best for the child. Always be professional. If you become emotional or angry, you will likely compromise your standing with the parent. Stay focused on working out a solution that is best for the child; do not think in terms of winning or losing an argument. The best outcome is when the parent thinks that they have obtained what they wanted by doing what the school wanted them to do. A parent will expect you to be well informed. Make sure you are well versed about a situation before you talk to a parent. If you don’t know something, do not try to cover that up, instead, say that you will find it out. Remember that parents can come into conversations with their own fears that they are being judged. Use conversations with parents as an opportunity to get new useful information. Ask questions as much as you answer them. Parent/Teacher Conferences Conferences with parents should be friendly but substantive. The goal is to establish that you know the child well including any background testing or information that may be in the file - and that you are caring and sincere about helping the child make progress. To that end, it is worthwhile having a plan for approaching each conference. Here are a few things to bear in mind as you make that plan: ●

●

Listen: While parents expect to hear from you about their child, it is also critical that you listen to them. Solicit their input on any situation you are discussing and listen to what they have to say. This is often particularly important when a parent is emotional or angry. The rule of three: Generally people are able to hold three main ideas in their mind so going into the conference with only three key points to make will help keep the session focused and useful. A litany of issues can often be counter-productive. Save other issues for follow-up conferences. Lead with a positive: It helps set a positive and friendly tone so start by saying what the student is doing well and showing that you care for them and know them well. Leading with criticism is more likely to put a parent on the defensive. End with a plan of action: Particularly if you have made any constructive criticisms, end the conference by restating the plan that you have worked out with the parents. Make sure it is not just about “encouraging the student to work harder.” Following through on the plan, particularly if it involves communicating with the parents on a regular basis, is most important. Write it down: It is always wise to take notes, particularly about the parents’ concerns and the plan of action. This sends the message that you are serious about these things. However, be careful with your grade book, memos, and notes as, if you have something out on the table, the parent may try to scrutinize it.

Remember, most parents love what is going on with their child at Eaglebrook and more often than not parent-teacher conferences are positive and affirming. Be well-prepared, remember that you are the “expert,” but also make sure that the emphasis is on parents and teachers working together as a team. Email Email can be a very effective tool; however, it can also lead to misunderstandings and unnecessary conflict. As a generality, use email for routine communications and to set up discussions of more difficult issues. It is usually a poor

46 idea to try to settle a disagreement via email. Phone calls are better and face-to-face discussions are best. Use an email to set up a later face-to-face discussion or a phone call. Remember that, even though email can be instantaneous communication, it doesn’t have to be and doing so may be a problem. Writing an email when you are emotional is a poor idea; instead, wait until you are feeling calmer to write the email and then have an experienced colleague or administrator read it. Nonetheless, you should respond to all emails within 24 hours, even if only to say you will respond later in more detail. Not returning email addressed specifically to you is unprofessional and poor manners. Phone Calls with Parents As with parent/teacher conferences, phone calls with parents are critical in creating a strong trusting working relationship between parents and teachers. Don’t wait until something goes wrong to establish good communication. You can put a great deal of “money in the bank” with a parent by calling before there is any issue. Advisors should try to call their advisees early on for no other reason than just to touch base. If a parent seems nervous or “involved,” call more often. It will make any difficult calls easier if you have already established a basis of trust. When talking with parents, particularly if they are emotional, allow them to speak first and fully express themselves. Avoid trying to rebut each point they make as it comes up. Rather acknowledge that you are listening to them and wait for them to solicit your response. If a parent implies that another faculty member is doing something wrong, say you cannot comment on that without speaking to the faculty member in question. Avoid making important calls when you are rushed or stressed with other matters. Also, if you receive a call that is likely to be difficult and you are surrounded by noise and confusion, move to a better location or ask if you can call back at a better time. For particularly difficult situations, it can be helpful to have an experienced faculty member or relevant administrator join you. Always return phone calls as promptly as possible; however, do a bit of research beforehand. Talk to teachers who might be involved and try to collect facts that might be helpful. Often parents are upset because they do not know how the school works; part of your job is to explain this to them. Make sure you know yourself. If you do not know the answer, say you will find it for them and then make sure to get back to them promptly. If you are initiating the call about a difficult subject, plan it out like a parent/teacher conference: ● Remember to listen. ● The rule of three: focus on three main points. ● Lead with a positive and then introduce the difficult subject ● End with a plan of action that includes checking in with the parent again. ● Write it down and share important information with other faculty and administrators. If you do have trouble with a parent and you feel you have reached an impasse, say they should call whatever administrator you feel would be most immediately involved with the issue.

Advising

48 Advisor Job Description The advisor/advisee relationship is a cornerstone of the Eaglebrook experience, and it is expected that advisors will make every effort to have a close relationship with their advisees. Thorough, regular, and accurate communication with all individuals involved with a student - including parents, teachers, coaches, counselors, and / or relevant administrators - is critical to being an effective advisor. Advisors should know their advisees as thoroughly as possible, and parents will assume that the advisor possesses the knowledge of important aspects of the students’ lives. Advisor Responsibilities ●

●

● ●

●

Active support of school Mission ● Model appropriate student conduct ● Advocate for advisees ● Individualize approach to each advisee ● Promote the shared life Student supervision ● Supervise advisee’s academic work ● Monitor daily preparation and homework completion ● Help coordinate make up work when student is absent or falling behind ● Advise on course selection and extracurricular involvement ● Communicate with teachers and parents on student developments ● Help coordinate plans to address issues with advisees ● Initiate and organize advisee team meetings when necessary, in consultation with Curriculum Office, Dean of Students Office, and Counseling Office ● In conjunction with the Curriculum and Academic Support offices, design and implement individualized plans for advisees with differing learning styles ● Help students develop age appropriate life skills, such as: ● Personal hygiene ● Time management ● Technology use and management ● Interpersonal communications ● Seeking appropriate resources Communication ● Coordinate opening Zoom meetings with advisee families before school begins ● Act as a liaison between parents and school through phone and / or written communication ● Maintain communication with dorm team members, Counselors, Health Center and others around campus who play a role in supporting the wellbeing of the student ● Complete necessary written reports: ● Midterm and end-of-term comments ● New Student letters, Adjustment letters, midterm and end-of-term letters ● Fifth Form Reports ● Secondary school recommendations (if necessary) Plan meaningful and varied Home Night activities ● Provide opportunities for advisees to experience a family atmosphere in faculty residences Advocate for advisees in disciplinary situations ● Participate in formal discipline meetings involving advisees ● Mediate conflicts between students ● Mediate difficulties between teachers and advisees ● Assign appropriate consequences in discipline situations and communicate those to colleagues ● Model good practices Other Logistics ● Facilitate meaningful advisee meetings, including use of advisee booklet and other agenda items shared by Dean of Students Office

● ● ●

● Meet with advisees and the SSA Office in preparation for applications ● Help advisee prepare for Sixth Form Assembly ahead of time ● Announce birthdays at lunch and prepare for potential celebration in the dorm Participate in the daily running of the dorm according to dorm procedures and duty schedules Attend weekly Dorm and Full Faculty meetings Meet with Dorm Head to evaluate performance as advisor and participate in professional development program

Advisor Skill Set ●

● ●

●

● ●

Communication skills ● Skillful written and oral communication ● Understanding of importance of prompt communication Ability to build trusting, inclusive, supportive relationships Ability to plan and organize ● Anticipate upcoming events ● Balance demands of class preparation, coaching, advising, etc. ● Prepare advisees for upcoming events Knowledge of adolescent development ● Model fair and appropriate discipline and student interactions ● Basic understanding of child development and psychology Consistency ● Ability to follow policies and procedures consistently Cooperation ● Willingness to take direction and apply it ● Desire to work as part of a team and accept group decisions

50 Daily Life for Dorm Faculty A Generic Play-By-Play This document is by no means the last word or a guide to all the rules and responsibilities of a dormitory faculty member; it is, rather, a general outline of the daily life of faculty that might be of particular worth to new faculty. Nonetheless, experienced hands might also find it a helpful guide on occasion. It is well to remember that, throughout the day, the boys will constantly be testing the system; this is what teenagers do. Our job is to help them to comply with the program we have without it becoming a contentious issue. There will be times when it is necessary to decisively hold the line or make a point, but, in general, a low-key approach that emphasizes humor and goodwill is the most effective method. While it is important that the students be held to standards, we want to avoid the appearance of a rigid or militaristic approach. We are a family school. Faculty should remember that the dorm is the student’s home while at school, and they deserve to have their privacy respected unless there is a compelling, specific reason not to. Knocking on doors and respecting their possessions is an important part of this. Treat students as you would wish to be treated; this is particularly true when they have made a mistake or have done something wrong. Throughout the day it is critical that you be in frequent communication with other faculty about any plans you may have that deviate from the normal schedule and will result in your not being able to fulfill a schedule responsibility. Schedules for advisors and dorm team members who do not live in the dorm may vary somewhat from what is written here, but it is important to remember that out-of-dorm advisors need to know their advisees well, and that means being in the dorm frequently. Your Dorm Head will give you a schedule for work in the dorm but, in general, more time in the dorm with the boys is better than less. TYPICAL WEEKDAY 7:20 Rising for students: All students should be awake by 7:20. Those who wish to shower must wake themselves up and do so prior to 7:20. Faculty should knock on all doors at 7:20 and make sure students are awake so they can begin preparing for the day. Proctors can help with this, but it is the faculty’s job to make sure that all the boys are up and getting ready to leave the dorm so that they are in the dining hall when the bell rings to start breakfast. Faculty doors should be open at this time and throughout the morning wake-ups and cleanup. 7:30-7:55 Preparation and cleaning: During this period of time faculty should be making sure that students are fully prepared for the class day. This includes wearing classroom dress, packing their backpacks, and retrieving their Chromebooks from the technology carts. This can also be a time during which students tidy their rooms and / or complete chores around the dorm. Remember that tours and visitors are around campus quite often, and the condition of the dorms says a great deal about the school. Faculty should pay particular attention to common spaces. Each dorm is allowed a certain amount of leeway in establishing policies for chores, proctoring, and other morning tasks but the expectation is that all dorms are presentable and all students arrive to breakfast in a timely manner with the materials they need for the class day. Students who need to visit the Health Center prior to breakfast should be ushered out of the dorm by 7:50. 7:55 Depart for breakfast: Breakfast begins at 8:00 and students - and faculty - are expected to be at their table by that time. Leaving the dorm by 7:55 puts students in a good position to arrive in a timely manner. Advisors and other dorm faculty should follow up with students who are consistently late to breakfast, perhaps instituting earlier wakeups, packing backpacks before bedtime, restricting visitors in their room, or more closely managing other aspects of their morning that are contributing to their lack of punctuality.

51 8:00 Breakfast. Being punctual to meals is important as the table head needs to help supervise the table jobs, take attendance, manage student behavior, and promote healthy and respectful dining hall habits. Consult the E Book for a detailed account of the various jobs and expectations in the dining hall. Faculty should model the behaviors we want to encourage at the dining table (e.g. being punctual, not being selfish with food items, engaging all students in conversation, helping with table jobs). A major part of the education at Eaglebrook takes place in the dining room and we need to be effective, conscientious teachers there. If a student is missing from a meal, ask the advisor, dorm faculty, and Health Center before reporting it to the administrator in charge of the meal. At the table faculty should model 8:20-8:25 Breakfast ends. Students should go directly to the Assembly Area when dismissed from breakfast. Day students who choose not to eat breakfast in the dining hall should also report to the Assembly Area at this time. Students are not to return to their dorms unless they have obtained special permission from their dorm faculty. All faculty should help get the students to assembly on time. 8:30 Assembly. Faculty should plan to attend assembly every morning as this sends a major statement about their importance to the whole community. While faculty generally sit in the back of the Assembly Area during the presentation, any and all faculty can help to quiet the students and maintain order while waiting for it to begin. Planning for first period classes - including copying - should be done beforehand so all teachers can attend assembly. At times it is appropriate to make an announcement at the end of assembly. If you think you need to do so, communicate with the Dean of Faculty and / or Dean of Students beforehand for approval. 8:45-2:10 Class day: There is a rotating class schedule in which four classes meet before lunch and two meet after lunch. A specific timetable will be available on myEBS for each trimester. You should be timely to all classes, arriving early whenever possible in order to manage student behavior as they arrive and set the tone for the class period. It is also important to release classes on time so as not to cut into other teachers’ time in the subsequent block. Plan ahead to bring all the materials you need to class so that you do not need to return to the faculty area while teaching, except on rare occasions. You may use free periods during the class day in a variety of ways, from grading and prepping classes, to running errands or exercising. It is your responsibility to make sure you return prepared and in time for your next class. It is often wise to use free periods for class work, report writing, or other related tasks because it can be hard to find time after the class day ends. Faculty members are encouraged to spend time at their desks in the faculty area, taking advantage of opportunities to collaborate and exchange ideas with colleagues. 12:05 Lunch: Do your best to be at your assigned table when the bell rings to begin the meal. The more supervision there is in the dining hall when the boys arrive, the better it is for everyone. Consult the E Book for a detailed account of the various jobs and expectations in the dining hall. At times you may have to attend lunch meetings, which generally meet in the library. In that scenario, please coordinate coverage for your table in the dining hall. The end of lunch is typically the best time for faculty to make announcements that are appropriate for the whole school community. Please try to avoid announcements that apply only to small groups, taking the time to find them individually throughout the meal. 2:15-2:55 Afternoon study hall: There is a brief study hall at the end of the class day, generally supervised by out-of-dorm faculty. Third Form and Fourth Form students complete the study hall in assigned classrooms. Fifth and Sixth Form boarding students return to the dorm for study hall, while their day student companions report to assigned classrooms. In the dorms the afternoon study hall is considered informal, but it is formal for those in classrooms. Please consult the E Book for specific expectations and policies of informal and formal study halls. Faculty coverage for these study halls will be published prior to the start of each trimester. For those serving on a regular duty shift, your day off begins when the afternoon study hall begins. 2:55-3:15 Transition time: The faculty responsible for supervising study halls on any given day are also responsible for making sure students depart in time to get to their athletic commitment in a timely manner. 3:15-4:30 Sports: Faculty need to consider this another class and approach every day with a plan, aiming to build skill, knowledge of the game, and fitness, as well as sportsmanship and team spirit. It is critical that all athletes be

52 involved in every activity in some way. Generally speaking, practices should be designed to end at 4:30 so dorm faculty can return to the dorm and so that athletics does not become a more dominant feature of the students’ day than other aspects of the program. If there is a reason a practice must extend beyond 4:30, make sure appropriate coverages are arranged. Coaches are responsible for making sure everything is picked up and put away at the end of practices and games, and it is advisable to enlist the students in doing so. Coaches are also responsible for lockerroom supervision. 4:45-5:55 Free time in dorm: By this time all on-duty faculty should be back in their dorm with their apartment door open unless they have specifically arranged for someone to cover for them. While this is not a time when supervision needs to be particularly active, it is important that faculty make their presence known with occasional laps down the halls. Faculty should make every effort to quell small disturbances as it is often in these unstructured times that students make poor decisions. High faculty visibility will help to decrease this. 5:55 Depart for dinner: Dinner begins at 6:00 and students - and faculty - are expected to be at their table by that time. Leaving the dorm by 5:55 puts students in a good position to arrive in a timely manner. Advisors and other dorm faculty should follow up with students who are consistently late to dinner, perhaps restricting technology use, visitors in their room, or more closely managing other aspects of their afternoon that are contributing to their lack of punctuality. 6:30-7:15 Free time in dorm: Faculty should return to the dorm and if they will be delayed by a meeting or other responsibility they need to communicate with their dorm faculty. This period runs similarly to the time before dinner; an adult presence is important, though supervision does not need to be tremendously close and active. Faculty may relax in their apartment but their door must be open and they need to pay attention to what is happening on their floor. Technology carts are opened at this time and students may retrieve their personal devices. Many students will take advantage of this to play games, watch videos, and / or connect with family and friends. Faculty are not expected to be monitoring GoGuardian at this time, but it is appropriate to ask and see what students are doing on their devices. If there are concerns about how a student is using their device or the internet, talk to your Dorm Head. 7:15 Study hall prep and personal device turn-in: All students are expected in their own dorms 15 minutes prior to the start of study hall. (Note: In the winter, study hall begins at 7:15 so study hall prep begins at 7:00. Sundays also have a different study hall schedule, all of which is outlined in the E Book.) Faculty should encourage students to get ready for study hall by using the bathroom, gathering materials needed to complete assignments, asking classmates clarifying questions about assignments, etc. Personal devices should be removed from dorm rooms at this time. Students who will be spending study hall in the library should depart the dorm by 7:25 at the latest. Students will also be turning in phones and other personal devices at this time so as not to have extra distractions during study hall. 7:30-9:00 Study hall: Students should remain in their rooms throughout this time, only coming out to use the bathroom or ask other students for help with permission from a faculty member. Faculty should make it a habit to circulate through their floor every five-to-ten minutes to make sure the rules are being followed. (A detailed explanation of study hall expectations and policies can be found in the E Book.) Faculty may not expect to get much work done in terms of their own correcting or lesson planning, as one’s attention should be focused first on ensuring an effective study atmosphere on the floor. This is another major educational time during the day and good routines will be created only if the faculty are visible and involved on a regular basis. This is a good time for advisors to check on advisees and observe their study habits first hand. 9:00-9:30 Bedtime prep: Third, Fourth, and Fifth Formers will go to bed at 9:30, using the time between study hall and bedtime to prepare. Chromebooks should be collected by 9:15 and underformers should brush their teeth, use the bathroom, and complete any other bedtime routines. Faculty will need to circulate frequently through the halls at this time to provide reminders. Sixth Formers should turn their Chromebook in by 9:45. 9:30-10:00 Bedtime: Third, Fourth, and Fifth Formers should be in their rooms at 9:30 for bedtime. Sixth Formers will go to bed at 10:00. On-duty faculty members should leave their apartment doors open until at least

53 10:30 and should address students who are making noise or leaving their rooms after bedtime. Security Officers will also circulate through the dorms throughout the night, responding to late night issues and communicating with dorm faculty the next morning. TYPICAL WEEKENDS On-duty weekends can be long and tiring and advance planning is critical to being an effective teacher and leader throughout. Some of the most important learning the students experience takes place on the weekends, and tired and disorganized faculty generally don’t make effective teachers. Anticipate what stresses you will face on upcoming weekends (e.g. games, letters or comment writing, class planning, family responsibilities) and start planning early so you will be able to handle them all. Communication with your colleagues is always critical but never more so than on the weekends. With games and activities that take you out of the dorm at odd times, ensuring that there is always coverage in the dorm is of primary importance. Faculty on duty for the next weekend should start planning for the weekend at the dorm faculty meeting on the preceding Monday. They should review their athletic commitments, and any special trips or plans to make sure that the dorm will be properly covered. If there is a problem they should contact the Dean of School Life before the weekend planning meeting on Tuesday to make sure that proper coverage is arranged. The Friday work day remains the same as a half-staff day through sports. Students who are leaving campus for the weekends generally depart campus sometime between the end of classes and dinner; however some students leave later in the day or on Saturday. Regardless, if they are on campus they should be following school procedures. If a student requests to leave campus at any time during the weekend, with either their parent or another student’s parent, then they must check out with the AOD as well as with their dorm. In all cases, parents should be encouraged to submit the off-campus permission form. A face-to-face check-out is preferred but if the student is a responsible one leaving for an unremarkable outing, then calling and/or leaving a message on the AOD phone is fine. FRIDAY 5:45-6:30 Buffet dinner: Friday is the only night of the week without a family-style meal. Instead we have a buffet dinner for which students from each dorm come at assigned times. Typically out-of-dorm faculty help to serve the food. All other faculty should help to maintain general decorum and provide reminders to students about cleaning up their tables. 6:30-7:45 Free time: Students enjoy free time after dinner. Typically out-of-dorm faculty cover facilities like the gym and courts while in-dorm faculty provide supervision in the dorms. 7:45-8:00 Dorm meetings and study hall prep: All dorms should have meetings at 7:45 on Friday evenings. Faculty can use these meetings to set the tone for the weekend, remind students about the weekend schedule, and / or to address issues of community life in the dorm. Following the meeting students should prepare for study hall. Personal devices and cellphones are collected. 8:00-9:00 - Study Hall: These run in the same manner as on the weekdays. In general, we avoid altering this study hall for any special activities, particularly in the first half of the year as we want to establish good routines. 9:00-9:45 Free Time: Students have more free time before bed on Fridays, though there are no facilities open and they are not permitted to visit other dorms. For on-duty faculty this period runs similarly to weekday free times; an adult presence is important, though supervision does not need to be tremendously close and active. Faculty may relax in their apartment but their door must be open and they need to pay attention to what is happening on their floor. High visibility often helps avert mischief on weekends when energy may be higher. 10:00-10:30 Bedtime prep and bedtime: Underformers go to bed at 10:00. Sixth Formers go to bed at 10:30. Chromebooks for all students should be collected 15 minutes prior to bedtime and faculty should be active in the

54 hallways to provide reminders about bedtime routines and timing. As on the weekdays, faculty should plan to stay awake and keep their doors open for at least 30 minutes after the students go to bed. SATURDAY 8:30 Rising: Students may take showers in the dorm at this time and each dorm can establish their own specific guidelines, but faculty should be awake and ready to work as during the school week. Knock on all doors to make sure all students are awake by this time. Faculty should have their doors open in the same way as during the school week. 9:00 Breakfast: Students should depart the dorm at 8:55 in order to arrive on time. They should also already know what their Saturday Morning WEA assignment is. 9:30-10:45 Saturday morning WEA: All on-duty faculty are expected to offer a weekend elective activity (WEA) on Saturday mornings unless they have an athletic competition or similar conflict. WEAs should be planned in advance and recorded on the spreadsheet shared by the WEA Coordinator early in the week. (Students identify their preferences and rosters for each WEA are then created and shared by Friday.) See the entry titled “Weekend Elective Activities” in this handbook for more information. 10:45- 12:25 Free time in dorms: Students have more free time before lunch on Saturdays, though there are no facilities open and they are not permitted to visit other dorms. For on-duty faculty this period runs similarly to weekday free times; an adult presence is important, though supervision does not need to be tremendously close and active. Faculty may relax in their apartment but their door must be open and they need to pay attention to what is happening on their floor. Chromebook carts may be opened at this time. High visibility often helps avert mischief on weekends when energy may be higher. 12:30 Lunch: Please be punctual to weekend meals and encourage students to do the same. Students should be encouraged to bring whatever equipment or materials they intend to use for the afternoon activity period, as the dorms will be locked when lunch begins. 1:00-3:30 Activity period: Students may not be in the dorm at this time and can take advantage of a variety of facilities and activities. Dorm doors will be automatically locked. From a faculty perspective, the activity period is divided into two segments of 75 minutes. Faculty members will have an assigned duty for one of the segments. When you have an assigned duty, you need to arrive promptly, remembering that by being late you are lengthening the time another faculty member must cover. It is important that faculty learn and enforce the rules for the various areas they cover (e.g. gym, rink, ski slope, tennis courts, swimming pool, library, art studio etc.). Also when you are covering these areas you must not become so engrossed in what you are doing that you fail to supervise the area. For example, in the gym, you can play a little squash but you need to spend most of your time out where the students can see you. The other segment of activity period serves as free time for faculty. Coaches with games on a Saturday afternoon do not have additional duties assigned at this time. 3:30-5:55 Free time in the dorms: Students are allowed to return to the dorm at 3:30 and the expectation is that on-duty dorm faculty will return at that time as well. If you are going to be substantially late, be sure to let the other faculty on-duty in the dorm know. This is a fairly relaxed time for everyone but again faculty need to be aware of what is going on in the hallways. Students are often making phone calls and this is often a time when they visit with faculty to watch TV or chat. 6:00 Dinner: Students should depart the dorm at 5:55 in order to arrive on time. They should also already know what their evening WEA assignment is. They should bring whatever equipment or materials they’ll want for their WEA because they will not be allowed to return to the dorm after dinner. 6:30-8:30 Saturday evening WEA: Third, Fourth, and Fifth students sign up for an evening WEA earlier in the week and are assigned to a specific facility for the evening (e.g. gym, rink, courts). Typically these activities are supervised by out-of-dorm faculty. Sixth Form students are allowed to join the WEAs but most choose to spend time in the dorms. Dorm visitations are allowed for Sixth Formers at this time, but visitors must clearly communicate with dorm faculty and check in upon arrival. In-dorm faculty are typically in the dorm at this time to supervise the Sixth

55 Formers. It is fairly common for faculty to reserve a vehicle and take the Sixth Formers off campus to grab a bite to eat, watch a movie, or participate in some other activity off campus. Cell phones and personal devices available for Sixth Formers. 8:30- 10:15 Free time in the dorm: This is similar to the free time before bedtime on Friday evenings. There are no facilities open and no dorm visitations, but students can enjoy free time in their own dorm. As always, an adult presence is important, though supervision does not need to be tremendously close and active at this time. Faculty may relax in their apartment but their door must be open and they need to pay attention to what is happening on their floor. High visibility often helps avert mischief on weekends when energy may be higher. Cell phones and personal devices available for Underformers Formers. 10:15-11:00 Bedtime prep and bedtime: Underformers go to bed at 10:30; Sixth Formers go to bed at 11:00. Devices for all students should be collected 15 minutes prior to bedtime and faculty should be active in the hallways to provide reminders about bedtime routines and timing. As on the weekdays, faculty should plan to stay awake and keep their doors open for at least 30 minutes after the students go to bed. SUNDAY 9:00-12:00 Buffet brunch: This is generally covered by out-of-dorm faculty. Students may wake up and go to brunch when they wish. Faculty should plan to have their doors open by 9:00, at which point the Chomebook carts should be opened. Faculty do not need to monitor the halls particularly closely and actively during this time, though it is important to maintain a quiet atmosphere in which students can remain asleep. 1:00-3:30 Activity period: This period of time operates the same way as Saturday afternoon. 3:30-5:15 Free time (in the dorm) and Sunday Meeting prep: Students return to the dorm after the Activity Period and have a little bit of down time in the dorm. Dorms will likely set certain expectations for cleaning bedrooms and common spaces during this time. Students also need to be reminded to be in formal dress for Sunday Meeting. Departing the dorm at 5:15 will ensure students are in their assembly seats prior to the beginning of Sunday Meeting. It is important for faculty to model proper dress and punctuality as well. Students who departed for the weekend are expected to return by 5:00. 5:30 Sunday Meeting: All on-duty faculty are expected to attend Sunday Meeting, model appropriate audience behavior, and help to manage students. Ideally faculty can engage students in discussion about the Sunday Meeting topic later on. 6:00 Dinner: Dinner follows immediately after Sunday Meeting and people should walk directly to the dining hall when dismissed. Students and faculty remain in formal dress, including jackets, throughout dinner. 6:45 - 7:00 Personal Tech: Personal technology and cell phones are available for students. 7:05 Study hall prep: All students should turn their phones into technology carts prior to study hall. Students then have a 10 minute study hall prep which follows the same expectations as during weekdays. 7:15-8:45 Study Hall: This follows the same expectations as study hall on weekdays. Generally speaking students should not be granted “late lights” on Sunday. Instead they should be advised about how to more effectively manage their time over the weekend. 8:45-9:30 Bedtime prep and bedtime: Third, Fourth, and Fifth Formers go to bed at 9:00 on Sundays. Sixth Formers go to best at 9:30. Devices should be collected 15 minutes prior to bedtime. As always, faculty should plan to be awake with doors open for at least 30 minutes after the Sixth Form bedtime.

Advisor Responsibilities for Assemblies A Sixth Former’s assembly is one of the highlights of his or her last year at Eaglebrook. Quality assemblies are well thought out, thoroughly prepared, and often display a unique talent, interest, or personal story. In order to maintain the high quality of all assemblies, please read this review of advisors’ responsibilities and suggestions on assembly preparation. Be aware of the date: Advisors must be aware of assembly dates. They are not to be traded or switched. Although there may be some valid reasons or extenuating circumstances, all switches in assembly dates must be cleared through the assembly coordinators. Ensure preparation: Thorough preparation and a few practice sessions with your advisee are a necessity and will assist each boy in acquiring the confidence he needs to do his best. Although some will claim they are completely prepared, direct faculty supervision is essential. Advisors should confirm that the speech is being written at least two or three weeks ahead of time. It should be written on a Google Doc that can be shared with the advisor and the assembly coordinators. The speech should be completed a week prior to the assembly date. If a student intends to display images, the slideshow must also be shared at this time. Sixth Form assemblies must be between 6 and 8 minutes. In terms of text, that is generally between 900-1,200 words. Suggest to your advisees that they consider carefully their style of presentation. Assemblies that are merely slideshows or video compilations are not the standard Eaglebrook upholds. A student should be actively involved in his or her presentation rather than just a bystander. An assembly that demonstrates individuality or academic interest is usually an excellent assembly. If your advisee is unsure of a topic and is thinking of broad interests, like baseball or a favorite music group for example, suggest putting an interesting spin on the topic that will make the presentation unique and personal. Assemblies that display a hobby, an interesting project that they have undertaken, or something creative and personal will usually be of high quality and should be encouraged. A positive tone is to be kept at all times in all assemblies. They should be in good taste, and are not to poke malicious fun at, or criticize in a negative fashion, any particular person, group, or belief. The language used throughout should be appropriate to an all school meeting. Attend rehearsals: Assembly coordinators will arrange a rehearsal one week in advance. There will be another assembly at 8:00 on the morning of the assembly, meaning advisors should help the student grab a bite to eat in the dining hall before breakfast begins. Advisors must plan to attend both rehearsals and must make sure the student arrives on time and prepared.

Adjunct Advisor Responsibility Description The function of the adjunct advisor program is twofold. The first goal is to support the advisors in their work with the students, and the second is to involve non-advising faculty more fully in the residential life of the school. There is no specified set of responsibilities. The advisor and the adjunct should talk on a regular basis to see in what ways the adjunct can be helpful and involved. Each adjunct/advisor relationship will be different, but all such relationships should be characterized by good communication and an attitude of mutual support. Some of the many ways that an adjunct can help are: ● ● ● ● ●

Driving for Home Night Hosting a Home Night Grocery shopping for Home Night Making and delivering a meal for Home Night Participating in and helping to supervise special events in the dorm

Adjunct advisors will be matched with an advisor before the school year begins. Not all advisors are able to have an adjunct, and priority is given to new advisors. Speak with the Dean of Faculty and Dean of School Life if you have questions about the adjunct program.

Academics

59 Teacher Job Description Classroom teaching is a central responsibility and is critical to the success of the school’s mission. Teachers are expected to do all they can to meet each student’s needs and help them make as much progress as possible. Teaching faculty are expected to constantly improve their approaches and techniques in order to be the best teacher possible. Teaching Responsibilities ●

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Actively support the school’s Mission ● Model appropriate teacher conduct and best practices ● Advocate for students Manage Classrooms and Courses ● Plan and teach three academic classes ● Differentiate content and teaching approach to meet individual student needs ● Plan and teach one trimester of an elective ● Promptly and regularly grade, evaluate, and return student work ● Help coordinate make up work when student is absent or has fallen behind ● Maintain appropriate classroom discipline ● Maintain clear standards for behavior in classes ● Assign appropriate consequences when standards are not met Professional Development ● Engage in appropriate professional development in one’s field ● Participate in Review Team meetings and self-reflection ● Meet regularly with Department Chair and attend and participate in department meetings ● Read and apply information gained from memos, meetings, and conferences ● Support and advise other faculty in the execution of their jobs ● Help school and department develop sound, age appropriate curriculum ● Keep abreast of new developments in adolescent development and subject area Communicate ● Communicate regularly and as needed with students’ advisors and parents ● Write thoughtful and complete reports for students in all classes at the midterm and trimester’s end ● Participate actively in meetings about students ● Follow through with administrators and advisors about discipline issues ● Communicate information gained from your own experience to others (other faculty, administrators, students, and parents) Organize ● Organize short and long terms class goals and lesson plans ● Anticipate events and workload, maintaining a personal calendar ● Properly arrange necessary coverage for absences ● Attend weekly department and full faculty meetings ● Manage paperwork (grades, gradebook, comments, letters, etc.)

Teaching Skill Set ● ●

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Belief in School Mission Good Communication Skills ● Good written and verbal communication skills ● Understanding of importance of prompt communication Ability to Plan and Organize ● Anticipate upcoming events ● Balance demands of class preparation and planning and other responsibilities ● Provide students with necessary structure to learn to organize themselves Relational Skills ● Ability to build and maintain meaningful connections with students

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● ●

● Maintain an empathetic approach to supporting students ● Demonstrating to students one’s availability and openness to providing help and support ● Ability to create clear boundaries in teacher-student relationship Knowledge of Adolescent Behavior ● Model mature, caring, and responsible adult behavior ● Basic understanding of child development and psychology ● Willingness to learn more about adolescent behavior Knowledge of Subject Area ● Understands and recalls important information in main area of teaching ● Knowledge of appropriate level of content for middle school students ● Willingness to learn more about areas in which assigned to teach Knowledge of Adolescent Pedagogy ● Understand range of ability for middle schools students in area of teaching ● Basic understanding of how to develop differentiated lesson plans ● Willingness to learn more about and employ good teaching practices Consistency ● Ability to follow policies and procedures consistently Cooperation ● Willingness to take direction and apply it ● Desire to work as part of a team and accept departmental decisions

61 Teaching at Eaglebrook The classroom may be the place where we can most carefully structure our approach to achieving the school's mission. We can regularly create situations where students “learn more than they ever thought possible, discover inner resources, develop self-confidence.” In order for students to do this, teachers must be thoughtful and thorough in how they plan, teach, and evaluate their classes. It is always important to remember that parents have chosen Eaglebrook for its small class size, individual attention, and possibilities for growth. For many students, it is a fresh start. That being said, we are a middle school and we need to teach “middle school appropriate” content and the skills to access that content. Teachers are responsible for providing students with the tools for success and an environment that supports their learning. If you have questions or concerns about a student, please communicate with the Department Chair, advisor, and / or Academic Support teacher. Teachers are responsible for making academic integrity part of their lesson plans. The school has an Academic Honesty policy which can be found in the E Book and this handbook. Preparation: Have both short and long-term lesson plans that anticipate where you are going in the next few weeks and where you will be at term’s end. It is advisable to utilize backward planning to ensure your lessons are framed by the identified learning goals for each class. Know each learner. Read each student's file, including the learning profile in myEBS, and design lessons, assignments, and assessments that put the student in position to grow and succeed. Be prepared to differentiate when necessary. Actively maintain the gradebook in myEBS by posting grades for all assignments and assessments. This requires grading assignments and assessments in a timely manner and providing students with feedback on their work. It also requires an intentional system for grades and grade weights for all assignments, which should also be communicated with students. The Classroom: Be proactive. Students benefit from routines and respond well when expectations are clear. Foster a classroom environment that promotes Eaglebrook’s Core Skills and Core Values. Think about how to set up the classroom (e.g. circle, rows, groups) in ways that will promote the learning goals. Choose who students sit next to if it is necessary either for learning or social reasons. Communication and follow through: Communicate often, with the student, the advisor, your Department Chair, parent(s), and any other relevant faculty member or administrator. If something is not quite right, say something. In particular, if you encounter any difficulties with a student your Department Chair and the advisor should be among the first to know about it. If a student needs extra help, be sure to facilitate it. Set a specific time and place and if the student doesn’t show up, make sure to follow through. If this happens more than once, get in touch with the advisor and enlist his or her assistance. Assessments: It is helpful to use formative assessments to find out what the students know first - and to help them find out what they do not know. Summative assessments can be used for grading purposes, with major assessments following less significant assessments that address similar skills and material. For Sixth Formers, in particular, cumulative assessments may be appropriate in our efforts to prepare students for the challenges of secondary school. Students

62 should know what material may appear on an assessment. Traditional tests are not the only form of assessment, though, and teachers should utilize a variety of assessment strategies. It is also critical for teachers to differentiate assessments according to student needs and learning profiles. Consult with the Director of Academic Support for advice about accommodations and modifications. Curriculum by Form: Third Form: The Third Form operates in a self-contained manner, typically with between 18-24 students. There is a dedicated team of teachers who work with the Third Formers in their core classes - English, History, Science, Math, and Spanish. All Third Formers also take Woodworking for one trimester. Fourth Form: The Fourth Form generally grows to between 45-55 students. They have individualized class schedules and work with a variety of different teachers. All Fourth Formers study Colonial American History, Fourth Form Science, and English IV. Their math and language classes are dependent on previous experience. For one trimester, all Fourth Formers also take a class called Foundational Art. Fifth Form: The Fifth Form generally grows to between 80-95 students. All Fifth Formers take English V. There are several different history classes offered, all of which have to do with different aspects of American history, and students are placed into classes based on their preferences. The majority of Fifth Formers study Earth Science though some study Anatomy, often because they have previously studied Earth Science at a different school. Their math and language classes are dependent on previous experience. All Fifth Formers take a Health class for one trimester. Sixth Form: The Sixth Form is roughly the same size as the Fifth Form, generally between 80-95 students. All Sixth Formers take English VI and Biology. There are Honors sections of both English and Biology; members of those departments and the Curriculum Office determine Honors placements, not students and their families. There are several different history classes offered, all of which have to do with different aspects of world history, and students are placed into classes based on their preferences. Their math and language classes are dependent on previous experience. All Sixth Formers take World Views for one trimester. Concussion Protocol (Academics): See the Concussion Protocol entry in the Faculty Guidelines and Reminders section. Medical Leave and Extended Absence Protocol (Student): See the Medical Leave and Extended Absence entry in the Faculty Guidelines and Reminders section.

63 Grades, Comments, and Commendations Faculty assess a student’s progress using a three-part evaluation system including: ● ● ●

a standard letter grade a teacher’s comment a commendation

Together the three parts of our grading system provide a well-rounded and accurate appraisal of where a student is in terms of his academic maturity, potential, and general preparedness. The standard letter grade ●

●

● ●

A (90-99) - The A-range represents outstanding work, indicating mastery of content and skills. Students may also demonstrate noteworthy consistency, commitment, willingness to go beyond what is required, attention to detail, and / or active engagement. B (80-89) - The B-range represents work that demonstrates general comprehension of content and / or general competence with skills. Quality of work, productivity, and / or engagement are generally reliable, though with clear room for refinement. C (70-79) - The C-range represents work that demonstrates clear gaps in comprehension of content and / or competence with skills. Quality of work, completion of assignments, and / or engagement may be inconsistent. D (60-69) - The D-range represents inadequate and unsatisfactory work, demonstrating a lack of engagement, a lack of completed assignments, and / or a lack of mastery of basic concepts. F (<60) - The F-range indicates that the most basic expectations have not been met.

Teachers also use traditional +’s and –‘s to further refine the assessment. Occasionally students will be assessed on a P/F basis (Pass / Fail). Likewise, it may be appropriate in certain circumstances for a student to receive INC (incomplete) or NG (no grade). The Curriculum Office will determine if any of these alternative grades are appropriate based on the unique circumstances of the situation. For students whose grades are in the C, D, or F ranges, it is critical for the teacher to be in communication with the advisor, Department Chair, and Director of Studies so the appropriate support can be put in place. This may include accommodations, extra help sessions, study hall in the library, Academic Support, or other applicable interventions. In rare cases a personal tutor may also be coordinated by the Director of Academic Support and Director of Studies, in consultation with parents. The teacher’s comment Comments may be written by teachers, coaches, and / or advisors at the midterm and term’s end. For academic classes, it is vital that class comments provide congruent explanations of the letter grades. It is within the comment that the level of achievement represented by the grade is explained. There is a more thorough discussion of the structure and content of comments in the Faculty Writing Guide. The commendation Commendations can be awarded at the end of each term. They often recognize students for effort, achievement, and / or improvement, though they can be used to highlight any particularly noteworthy aspect of a student’s performance. Each teacher establishes their own criteria for awarding commendations, though it is advisable to discuss strategies with Department Chairs and teachers of similar classes.

64 Academic Response Matrix

Infraction

Who should know?

Potential Responses

Unprepared for class

●

Advisor

● ● ●

Teacher submits Official Note Teacher follows up with student to make plan Loss of points on assignment

Repeatedly unprepared for class

● ● ● ●

Advisor Department Chair Director of Studies Parents

● ●

All responses from above Teacher and advisor coordinate required extra help and / or loss of free time to make up work Advisor coordinates required library study hall or other adjustments to study hall

● ● ● ● ●

Advisor Department Chair Director of Studies Dean of Students Parents

● ●

● ● ● ●

Advisor Teacher of previous class Director of Studies Dean of Students

●

● ● ● ●

Advisor Department Chair Director of Studies Parents

● ●

Failure to to meet classroom behavior expectations

Repeatedly tardy

Academic dishonesty

●

● ● ●

● ●

Repeated academic dishonesty

● ● ● ● ●

Advisor Department Chair Director of Studies Parents Head of School

● ● ● ●

Teacher submits Conduct report Teacher names and addresses the behavior in the moment Teacher makes a plan to address the behavior going forward (e.g. assigned seating) Student is sent to Dean of Students office Advisor and Dean of Students coordinate loss of free time

Teacher records attendance and / or submits Conduct report Teacher and advisor determine reason for tardiness and make plan Teacher and advisor coordinate required loss of free time to make up for missed time and work

Teacher submits Official Note Student completes the assignment again for the learning opportunity, earning 50% credit Teacher and student meet with Curriculum Office to discuss reasons for the incident and strategies to avoid future offenses Advisor communicates with parents

All responses from above Research about academic honesty policies at secondary school and / or writing assignment about importance of academic honesty Disqualification from Academic Excellence Awards Possible academic probation

65 Learning Support Information There are a number of supports that Eaglebrook offers students who need them. The first and primary method is the extra help offered by all teachers on a regular basis. This, combined with daily study halls, often provides all the structure and support a student needs. For some students, enrollment in a Learning Support class is also valuable. Learning Support is a skills-based course with additional time allocated for academic class work. Learning Support classes meet as a regular part of a student’s schedule, generally taking the place of an elective class. Students can be placed into a Learning Support class when educational testing suggests the need for additional support, or when teachers and advisors observe consistent struggles across multiple classes. The Learning Support Department partners with families and faculty to encourage thoughtful, informed communication regarding a student’s learning profile. We appreciate and respect that each student has a unique learning style and acknowledge that each child learns differently. We believe each student possesses strengths and experiences that enhance all learning, and we work collaboratively to reinforce areas needing additional attention. In our Learning Support classes, we recognize that every student has a responsible role in their learning, and through effective student-centered skill instruction, we promote personalized independence. In Learning Support, a primary focus is on the executive functioning skills of time management, organization, task initiation, planning, goal setting, and self-regulation. Faculty within their respective Learning Support classes identify the skills necessary to help their students make informed academic choices. We guide our students in advocating when they need additional clarification on assignments and provide a structured and accepting space to ask questions. In Learning Support, we consistently offer the time to reflect on the day's expectations, promoting a stabilizing environment. The Learning Support class also offers writing reinforcement to help students understand the writing process, provide guidance on essay structure, and navigate the many curricular elements of a research paper. Through our Copley Library, we introduce many resources, including databases, audiobooks, and citation tools. We help facilitate the writing process by utilizing current assistive and grammatical technology and promote independent writing skills by using assigned content to reinforce writing development. Advisors and academic teachers are expected to maintain regular communication with the Learning Support teacher in order to provide support as a team. Enrollment in Learning Support does not negate any of the advisor’s or academic teacher’s responsibilities. Eaglebrook School recommends that all students have a general cognitive evaluation, usually a WISC, prior to enrolling. The results are used as a baseline measure of a student’s general cognitive style and aptitude. When a student is struggling in classes but the reason is unclear, the Director of Learning Support may determine psycho-educational testing is necessary and will communicate with families about the process. Such testing is not conducted by Eaglebrook and families will pay for a private service. The final support available to struggling students is a private tutor. This measure is implemented only when all of the other supports have been exhausted and a student is in need of regular one-on-one support. This is a private pay service. Initial enrollment for the Learning Support Department is often determined by: ● ● ● ●

Testing with specific diagnosis (e.g. Dyslexia, Dysgraphia, ADHD, Written/Expressive language disorder, etc.) Testing that indicates non-diagnosed (e.g. executive functioning, anxiety, low WISC scores, processing speed, working memory, perceptual reasoning, etc.) Parent/teacher concerns for learning issues that are not yet determined Other information and observations shared by parents or previous schools

66 Students may move into Learning Support in the middle of a term if the following measures have been met: ● ●

Advisors, parents, teachers, Department Chairs, Dorm Heads have been in communication about the concerns. This may include a lunch meeting. Regular extra help and other interventions (e.g. attending study hall in the library) have already been implemented, and further support appears necessary

67 English Language Learner Program A significant percentage of the student body at Eaglebrook do not speak English as their first language. While many of the boys have excellent English skills, you will encounter language and cultural issues within your classes, in the dorms, and on the athletic fields. English as a Second Language (ESL) classes can be offered to a small group of students. These classes are customized to the student’s needs, often providing support with work from other classes in addition to more general English tutorials. While many students may need a degree of help managing language challenges, the ESL classes are used for those in more significant need. While students will struggle with different aspects of language in class - e.g., written grammar, oral participation - it is likely that some of the basic approaches below will be helpful for most students for whom English is not the first language. ● ● ●

●

Step by step instruction: Providing clear, easy-to-follow instructions will put your students in the best position to meet your expectations. Avoid or explain idioms and figurative language: We often forget how much idiomatic language sneaks into our speech. Be careful, as this may be unclear for some. Explain historical and cultural references: Do not assume that students have the same knowledge base heading into your class. A reference to Abraham Lincoln or Babe Ruth, for example, may not be understood by a 13 year old from the other side of the world. Clarity of assignments and expectations: Be sure to explain the goal of an assignment. Are you assessing more for content or grammar, for example? Were the grading guidelines about an essay clear? As a content teacher, you do not have to correct every grammar mistake, but if you see the same errors repeated, they should be pointed out to the student. Careful and intentional wording on assessments: Be careful with the wording on your quizzes and tests. The ESL students may know the studied information, but they may not know other wording in your questions or in multiple-choice answers. Encourage extra help: Many of these students will not know how to seek out help. Please encourage extra help or make it mandatory at times. This will help you get to understand their issues better and clarify where they are having difficulties. Ask for help when concerned: Please contact the advisor, your Department Head, as well as the Academic Support and ESL Chairs when you have questions about a particular student’s needs.

68 Considerations for Professional Communications Clear, timely, and accurate communication is a critical part of our jobs. The quality and professionalism of our communication with parents, colleagues, students, and others strongly influences how well a message will be understood and received. It has a significant effect on school culture and it is something which we should always strive to do better. General Thoughts on Communications Know your audience. The perspective of the person you are communicating with should influence the way you communicate with them. For example, we should avoid too much educational jargon when communicating with parents but specific educational terminology is needed for communications with colleagues. You should also be cognizant of when the recipient will be getting a message: the end of the day on Friday is not a great time to put something substantial on someone else’s plate. Know clearly what the communication is intended for. Whether intended to gather information, make a request, ask a question, or organize a meeting, the message should be clear in articulating the intention. Be professional. All communications related to our work should be professional in tone and content. Be factual and neutral in tone, and avoid loaded language (e.g. bullying), assumptions about the intentions of others, suppositions, diagnostic terminology, or expressions of frustration. Be sensitive. It is advisable to discuss sensitive or difficult messages with trusted colleagues before you send written communication. Choose the right form of communication. Take into consideration the relative need for immediacy, whether documentation of the communication is important, and the sensitivity of the issue when choosing the form of communication. Use physical resources first. Avoid asking for answers that you could find on your own using lists, handbooks, or the website. This respects your colleagues' time. Suggestions for specific media Face-to-Face Conversations Can be useful for: ● Discussing sensitive and complex issues ● Understanding the perspective of others ● Brainstorming “big” ideas Can be less effective for: ● Transmitting simple information ● Documenting something Face-to-Face conversations best practices: ● Consider your own feelings about the subject prior to the discussion. Consider what might be challenging for you - personally and professionally - and how you will manage those feelings before you initiate the conversation. ● Make time for the conversations if sensitive; avoid bringing up important matters informally. ● Try to listen first and listen more than you talk; reflect and summarize what you hear. ● Pay attention to non-language communication (tone, body language, facial expressions). ● Be neutral in tone, avoiding loaded language (e.g. bullying). ● Be curious about the other person’s perspective and experience. ● Avoid judgments and assumptions about the intentions of others or suppositions.

69 ● ● ● ● ● ●

Recognize that some complex issues may require multiple conversations to address. Think about what is most important to address first. Try to find some common ground first to help build trust before addressing the more challenging aspects. Do not have conversations about students or parents within earshot of students. Discuss behaviors as opposed to assigning characterizations (ie. the student did not complete his homework vs. the student is lazy). Significant conversations should be documented in writing and circulated to appropriate colleagues.

Phone Calls Are useful for: ● Discussing sensitive and complex issues ● Understanding the perspective of others Are less effective for ● Documenting something ● Transmitting detailed information Phone call best practices: ● Return calls promptly and allow sufficient time for them. ● Prearrange times for more challenging or complicated conversations. ● Try to listen first and listen more than you talk. ● For sensitive phone calls, enlist a colleague to be part of the call, even as a silent partner. ● Document the call (including date and time). ● Quickly summarize conversation, even if only emailing yourself, and share with appropriate colleagues. ● If using a cell phone make sure you have good service, can fully focus on the call, and have adequate time. ● If receiving a call at an inopportune time, explain to the caller and arrange a better time. ● End important calls with a quick summary and a clear statement of any action points. ● For important issues, follow up the call with an email documenting the action points, including timeframe. Emails Are useful for: ● Reporting simple information and documenting actions taken ● Arranging meetings ● Sharing simple requests or questions Are less effective for: ● Launching a complicated idea ● Providing feedback ● Discussing your feelings about an issue Email best Practices: ● Use a clear and specific subject line. ○ If about a student, use first and last names. ○ If about planning for an event, include name of event, date and time. ● If you are the addressee, respond promptly - ideally within 24 hours, even if the response is, “Thank you. I am looking into this and will get back to you.” ● Be thoughtful about whom the addressees are. ○ Avoid sending emails that need a response to groups ○ If a response is expected from specific people, include them as main addressees. CCing or BCCing others indicates that responses are not expected from them, but that keeping them informed is important. ● Be clear about the outcome that is desired. ● Be concise, factual, and include information only that is needed to understand the situation. ● Be neutral in tone, avoiding loaded language (e.g. bullying).

70 ● ● ● ●

Avoid assumptions about the intentions of others. Double-check addresses before you send. Do not use email to vent frustrations. Remember that emails can be copied and/or forwarded; be careful and professional with your writing.

Texts Are useful for: ● ●

Concise, time-sensitive information Coordinating immediate activities

Are less effective for: ● ●

Anything complex When a lengthier reply is needed

Best practices for texting: ● ● ● ●

Double-check addresses before you send Avoid texting with students Avoid emojis and / or inappropriate slang if texting for professional purposes Remember that others can forward and or copy your texts

Group Meetings Are useful for: ● ● ● ● ●

Getting input/feedback Brainstorming Refining a plan Building a team Developing a consensus

Are less effective for: ●

Transmitting basic, factual information

Best Practices for Meetings: ● ● ● ●

Establish a set of clear norms to guide regular meetings (e.g. expectations for technology use, attendee participation, etc.) Define the purpose and set a clear agenda, which is ideally shared ahead of time Set clear starting and ending times, and allocate time for all agenda items Assign actions items to specific people with specific deadlines

71 Faculty Writing Guide All of our writing about a student provides a permanent record of our work with that student. It should therefore reflect the best qualities of our teaching and be compassionate, thoughtful, and individualized. Although they can be time consuming, our written records are a critical part of our work as educators. Specific technical instructions for using myEBS to submit comments and letters will be provided well before written reports are due. Please read over following, which highlights some key areas and gives important suggestions End-of-Term Course Comments Course Descriptions Course descriptions, commonly referred to as blurbs, should be roughly one paragraph in length. Generally speaking, the student comment should be longer than the course description. Blurbs should outline the material that was covered in class that trimester, as well as key assignments and assessments. A brief explanation of how grades are determined can also be helpful. They must be shared with Department Chairs for proofreading before being submitted in myEBS, as proofers only review the comments about students. Athletic teams also require blurbs, and they must be submitted to the Athletic Director for proofreading before being submitted in myEBS. Content of Comments Comments should be compassionate, specific, and individualized. The goal is to discuss the student’s performance, framed by the goals of the class. Comments should demonstrate that the teacher genuinely knows the student including learning profile - and is actively supporting the student’s growth. Families want to know how their child has performed in meeting your goals, what learning and behavioral patterns you have observed, and what measures you are taking to correct problems or to stimulate further growth and success. In each comment, aim to highlight three or four unique aspects of a student’s performance, being specific and providing examples. (Sample aspects of student performance are listed below.) Comments should also discuss a plan or goals for moving forward. Remember that comments are written to the parents, not directly to students, and are part of a student’s permanent record. General Suggestions: ● ● ● ● ● ● ● ●

● ● ●

Lead with a positive and maintain a supportive tone throughout. Be sure the tone of the comment matches the grade. Be objective; avoid sweeping statements and hyperbole. Don’t try to promote yourself. Promote the student instead. Be brief, concise, and sympathetically direct. Be precise when commenting on strengths and difficulties, citing specific examples whenever possible. Avoid making comparisons that, in praise of one student, might disparage another student, the class, or even the school. Do not mention other students directly. Always be sure to state what you are doing to address the student’s needs. While it may indeed be necessary for a student to take responsibility for his own improvement, you still need to say how you plan to facilitate that change. Be encouraging. Brief anecdotes can be effective in getting across your message. Avoid “playing psychiatrist.” Leave deep analysis of the student’s character or family and other relationships to counselors and specialists. Stick to observed facts from which the parents and student can draw conclusions, perhaps with your help. Avoid conspicuous cleverness and even humor. They can be misunderstood. Sarcasm is particularly inappropriate. Avoid predictions. Avoid comments that make you or the school seem ineffectual e.g. “I don’t know what to do about…”

72 ●

● ● ●

A parent should not first learn of a significant problem in an end of term comment. If there is an issue, the teacher and advisor should have been in touch with parents before comments are written. Nonetheless, such issues must be sensitively and constructively addressed in a comment. If you awarded the student a commendation, you should generally explain in the text of the comment for what reasons the commendation was awarded. Do not mention medications or other health issues directly in a comment. Use sophisticated and specific language, avoiding weak adjectives and adverbs - such as nice, good, great, very.

While it is not possible to touch on every single aspect of the student’s work in your class in a brief paragraph, you should aim to discuss three or four specific aspects of his performance. These might include: ● ● ● ● ● ● ● ● ● ●

Homework completion and quality Class participation and attention Note-taking skills Test preparation and test taking Writing skills Organizational skills Ability to work cooperatively Ability to take feedback and apply instruction to their work Ability to work independently Citizenship

The concerns of elective classes are often different from traditional academic offerings. For these classes discussing items from the following list could be appropriate: ● ● ● ● ● ● ● ● ●

Creativity Focus, concentration, attentiveness Follow through Problem solving Initiative and independence Skill development Cooperation and helpfulness Participation Specific or unusual accomplishments, growth, or insights

End-of-Term Advisor Comments These end-of-trimester comments are intended to detail how the student has been faring in areas not documented by the academic and athletic comments. These comments should reveal a sensitive knowledge of the student and their strengths and weaknesses. There is no “course description” for advisor comments, and they should be 5-10 sentences in length. Illustrative anecdotes are appropriate but the focus needs to be on succinct communication of pertinent information about the student’s maturation and social life at school. Topics that could be covered: ● ● ● ● ● ● ●

Productivity and conduct during study hall Participation in school and community service Participation in weekend programming Extracurriculars not described in other comments Friendships Adjustment to school life Leadership

73 ● ● ●

Citizenship Ability to manage daily schedule and responsibilities independently On-going issues that you are working on with the student or that parents have asked you to address

As with all other comments they should be honest, sensitively worded, encouraging and fair. These will be part of the students file and secondary schools can see them.

Midterm Comments At the midterm all teachers and coaches provide an update by writing brief comments for all the students in their classes and sports. These are designed for internal use only - to be read by advisors and other relevant faculty and administrators - and they are not shared with families. Professional language, tone, and content are still expected though, and there are circumstances in which families ask to see midterm comments. These comments are also helpful to advisors in their efforts to craft accurate, thorough, and meaningful advisor letters. No course descriptions are needed for midterm comments.

Advisor Letters Once per term advisors compose a letter to be shared with the family of each advisee. In general these are meant to inform the parent about how the student is faring in different aspects of school life. Because these are really business letters, it is not a good idea to discuss your personal affairs, the weather and social arrangements, even if the parents are good friends of yours. These should be succinct, objective letters about your advisees, whom the parents expect you to know fairly well. Any significant remark made by a teacher in their midterm comment about this student should be echoed, but not directly quoted, in this letter. These letters provide an opportunity for parents to discuss their child’s performance with him, and specifics will help them to do this. These letters do not go to secondary schools as a part of the student’s record, but they should be considered an important piece of documentation of the student’s performance nonetheless. Try to view the letter as a short essay on the student. Utilize a basic essay structure - an introduction, a body in which you comment on all the pertinent aspects of the student’s life at school, and a conclusion in which you briefly summarize and finalize the letter. Like any essay, quality research is essential. Your interactions with your advisees and the faculty with whom they work serve as much of your research for the letters. Making brief notes throughout the term when something significant occurs with a student will make writing the letter at term’s end much easier. Content Advisor letters can briefly summarize the feedback received from the student’s teachers and coaches, especially if there are clear trends or patterns. It is also appropriate to discuss your observations of the individual’s approach to his academics - for example, how effectively he uses the study hall time, or how organized his desk and backpack are. The letters should not be entirely academic in nature though. They should also discuss other aspects of a student’s experience - such as citizenship and manners, responsibility with daily routines and expectations, engagement with weekend programming and other extracurricular opportunities, peer relationships and consideration for others, independence, self-confidence, engagement at Home Nights, etc. It is important that both the significant positive and negative comments be conveyed so that parents have a clear and accurate picture of their child’s experience. However, the letter should never be the place that a parent first hears of a significant problem. Likewise, any discussion of weaknesses or problems should be followed by an explanation of what we are doing to help the child improve. Format In general, faculty should compose letters in Google Docs or Word, and then paste the completed letter into myEBS. Specific instructions for how to do so will be shared well in advance of the letters’ due date. Keep these suggestions in mind as you prepare to write your letters.

● ●

● ● ● ●

Letters should be 3-4 paragraphs in length. Many advisors find it useful to frame one paragraph around academics, one around extracurriculars, and one around social and residential aspects of their experience. Standard or “Boilerplate” sections of the letter should be avoided. They are most often transparent and give the impression that the writer is just trying to take up space. They also lead to embarrassing mistakes such as using the wrong name in the body of the letter. It is fine to follow a similar pattern in each letter, but each letter ought to be an original piece of writing, as each student is an individual. Do not indent paragraphs; instead skip lines between paragraphs. Include a salutation (e.g. Dear Mr. and Dr. Smith). It is also ok to use first names if you feel you have that relationship with the family. Letters are written to the parents and should not address the student directly. Include a valediction (e.g. Sincerely, Your Name). Be sure to re-read previous letters prior to writing the new one to avoid repetitions and contradictory statements. Statements made in previous letters can often be good starting points for the new letters.

You should write thoughtfully and proofread carefully so that your letters will require few, if any, changes. The job of the proofreader is not to change your style of writing or to significantly modify your text but rather to find those errors that elude all of us, even the most careful and proficient. However, proofers can and will make changes to adjust the content and tone if they deem it necessary. Faculty should communicate with their proofreader about any changes about which they have questions. New Student Adjustment Letters The New Student Adjustment Letter is primarily a friendly, straightforward report to the parents about their child’s initial adjustment to school. It should reflect that the advisor has made an effort to get to know the student. Letters should avoid making sweeping conclusions or detailed analyses but rather should note areas of potential strength and weakness. In the case of weaknesses it is important to say what you plan to do to help. These letters should be upbeat and sympathetic, both with the difficulties a young boy might have struggling to make his way in a new environment and with the parents who have sent their beloved child into a new environment. Avoid conveying the impression that you have learned more in two weeks than the parents have learned in twelve years. Chances are the parents know their children quite well, although sometimes they need help in identifying what the important issues are at a given point in time. Also remember that boys this age can change rapidly and today’s struggling young boy could be tomorrow’s star and vice versa; it is important to keep things in proper perspective. Areas to comment on would include the boy’s adjustment to life with a roommate, his ability to make friends, his ability to cooperate and help out with dorm jobs, his involvement with sports, his experiences at the first Home Night, electives he might be excited about, or his general productivity in study halls and classes. The small details of the student’s life are likely of great interest to the parents and specific anecdotes make the letter much more personal. It can be a good idea to reference previously identified goals as well. Returning Student Adjustment Letters These letters are very similar in form, and content to the New Student letters. They are primarily a friendly, straightforward report to the parents about their son’s readjustment to life and work at school. The letter should clearly reflect that the advisor has made an effort to get to know the individual and is familiar with the important areas of growth and learning that may have been identified the previous year. Other areas of content can be the same as those in the New Student Adjustment Letters - roommate and peer relationships, engagement in various aspects of campus life, experience at Home Night or other events, success in settling back into routines, goals, etc.

Official Notes (myEBS) Faculty members may utilize the Official Notes function on myEBS to record and communicate issues regarding student performance, both positive and negative. While entries generally remain for internal use only, all Official Notes are part of a student’s permanent record and parents have a legal right to view them. As such, it is important for entries to be objective and written professionally. Expressions of personal frustration or even well intentioned humor are not appropriate as they can be easily misinterpreted. Official Notes should be detailed enough to allow advisors and / or other faculty to help the student with the issues. If reporting that a student did not complete homework, for example, it is most helpful to identify the specific assignment(s) and include information about due dates or opportunities for extra help. Timely submission of Official Notes is also critical if they are to be effective. Official Notes cannot replace a teacher’s responsibility to follow up on the reported issue, especially if it is part of a pattern or if it is a single event that is more egregious. Speaking in person with the student, the advisor, and / or other relevant faculty and administrators is important to make sure everyone is on the same page about the issue and the plan to move forward.

Emails to Parents and Colleagues All emails about a student are effectively part of a student’s permanent record and parents have a legal right to view it if they wish. Therefore all emails should be factual and written professionally. Such emails should be copied to all faculty and administrators who might need to be aware of the information in the email. Generally speaking, the advisor and Dorm Head should be included on emails about students. The Director of Studies, Dean of Students, Athletic Director, Dean of School Life, Inclusion Coordinator, Counselors, or other administrators may also be included depending on the nature of the email. Email communication with parents needs to be handled with particular care. Parents will be sensitive to tone and emails about delicate and personal matters should be reviewed by administrators and experienced colleagues. It is generally better to handle sensitive conversation by phone or face-to-face rather than by email. Please see the “Email” section of this Handbook for other general information about professional expectations for email.

76 Quick Reference Comment and Letter Writing Reminders Please remember to: ● ● ● ● ● ●

Start letters with positive statements and maintain a friendly tone throughout Convey that you know and like the advisee and are helping him/her succeed at Eaglebrook Think about how the parent might react to the letter Be specific Touch on important areas of student’s life at school and cite specific examples where possible If there are areas of growth worth mentioning at this time it’s helpful to include a plan of action that says how you will help the student

Please avoid: ● ● ● ● ● ● ●

Comparing boys to other boys Using superlatives (fastest runner, scored the highest grade, etc.) Making definitive predictions Using other boys’ name in letters Making assumptions about what the student wants or feels Including stock paragraphs that are not specifically about the student Bringing up problems that have not already been discussed with the parents

Eaglebrook Style Conventions Name of School - We say Eaglebrook School, not The Eaglebrook School. ●

The “Hill” should be capitalized if used in place of the name for school

Advisor - Eaglebrook says “advisor” as opposed to “adviser.” Core Skills - Eaglebrook capitalizes “Core Skills.” Values - Eaglebrook capitalizes “Values.” Eaglebrook calls them “Values,” not “Core Values.” Mission Statement - Eaglebrook capitalizes Mission Statement. Date and Time ● ● ● ●

August 31, 1983 (no th or st ) 2:00 p.m. (lowercase initials, periods after each one, and space after the time) from 4:00 to 5:00 p.m. (the p.m. only appears once after the second time if both times are in the afternoon) from 11:30 a.m. to 12:30 p.m. (both a.m. and p.m. since the event starts in the morning and ends in the afternoon)

Seasons - Names of seasons are not capitalized (e.g. fall, winter, spring). Trimester - Eaglebrook runs three trimesters as opposed to two semesters. Forms - Forms are always capitalized and written out with the words. ● ● ● ●

Third Form (not III Form or 3rd Form) Fourth Form Fifth Form Sixth Form

77 Places - Specific place names on campus are capitalized. For example: ● ● ● ● ● ●

Assembly Area Eagles Nest Halsted House Evans Center Learning Center Gibbs Dining Hall

School Titles - Specific school titles are capitalized. For example: ● ● ● ●

Director of Studies Department Chair Dorm Head Director of Safety and Security

School Traditions - We capitalize names of specific school traditions. For example: ● ● ● ● ● ● ● ● ● ● ● ● ●

Home Night Hilly Chase Sunday Meeting Mountain Day Country Fair Candlelighting Winter Carnival Ski Day Grandparents’ Day Global Day Field Day Baccalaureate Commencement

Sports Titles - The level of the team is capitalized; the name of the sport is not. For example: ● ● ●

Thirds soccer Varsity basketball Junior Varsity tennis

Subject Areas - When referring to a department, utilize capital letters - e.g. Science Department. However, when discussing individual classes, capitalization depends on whether you are using the specific, proper name or a more general descriptor. For example: ● ● ●

He is succeeding in his Middle Eastern History class. - OR - He is succeeding in his history class. He has struggled to consistently complete homework in Algebra II. - OR - He has struggled to consistently complete homework in math. Her creativity has been on display in Printmaking. - OR - Her creativity has been on display in her art elective.

Book Titles - Names of books are put in italics. ● ●

The Owner’s Manual for Driving your Adolescent Brain by JoAnn Deak Small Teaching by James Lang

Formatting -

78 ● ● ●

Use only one space after a period (not two). Do not indent for new paragraphs. Instead incorporate a space to show the new paragraph. Use the Oxford comma. (When listing items in a series, please use a comma before the “and.” For example, “Study halls take place in fall, winter, and spring.”)

79 More Detailed Suggestions About Grammar and Style If you have a grammar question, your first point of reference should be this handbook as there can be some variability on points of grammar in other style guides. If an issue is not included here, consult a proofer. Listed below are a few of the common errors and problems that often have occurred in our reports and letters. Adjectives / adverbs: Avoid overuse of weak descriptors - including adjectives such as good or nice, and adverbs such as really, very, and quite. ● ●

Weak: He did a very nice job with his homework this fall. Improved: He reliably completed homework in a timely manner this fall.

Agreement ●

●

1) Pronouns must agree with their antecedents in number. ● Incorrect: He gave the homework the time and effort they deserved. ● Improved: He gave the homework the time and effort it deserved. ● Incorrect: Each student has done their best. ● Improved: Each student has done his best. 2) Subjects and their verbs must agree in number ● Incorrect: There is several reasons for his decline. ● Improved: There are several reasons for his decline. ● Incorrect: Nearly everybody in the class have problems with reading. ● Improved: Nearly everybody in the class has problems with reading.

Apostrophes: ●

●

The possessive singular of nouns is formed by adding ’s, no matter what the final consonant is. There are few exceptions to this rule. ● Charles’s friends, Burns’s poems, the witch’s wart, James’s grades An apostrophe is also used to form the contraction of it is. (See Contractions below) ● it’s — it is (It’s time to leave.); its — possessive pronoun (The dog lost its bone.)

Capitalization: Names of forms (Fourth Form, etc.), specific courses (Modern European History), and specific events (Home Night, Winter Carnival, Thanksgiving) will be capitalized. Varsity and Junior Varsity should be capitalized when being used as the name of a team. Generic course names should not be capitalized (history, math, science), nor should names of seasons or trimesters. The word “commendation” should not be capitalized in the body of a comment. Contractions: These should not be used in formal writing, including our comments and letters. Commas: Underuse or overuse of commas can diminish the clarity of one’s writing. Use commas in the following situations: ●

Before the conjunction in a compound sentence ●

●

To separate items in a series (including the final item) ●

●

“John did well as a fullback on defense and he was able to score a few goals.”

, and English.”

“He received commendations in science math

To set apart non-essential clauses ●

“John’s work in history which has been a troublesome class for him before has improved.”

80 Exclamation Points: Exclamation points should be used sparingly, if at all, and never more than one at a time. Italics and underlining: The title of longer works (books) should be italicized as well as grades mentioned in the text of a comment or letter (B+, C-, 95%). Shorter works (short stories, song names, chapter titles, poems) should be in quotation marks. Hyperbole: Avoid excessive intentional overstatements; they can seem insincere and can also mislead readers about a student’s level of success. ● ●

Weak: John was a real superstar on the soccer field. Improved: John was our team’s scoring leader.

Jargon: Avoid using language that would be familiar only to those in the education field, opting instead for plain English equivalents even if they require more words. ● ●

Weak: By working hard, Bill has been able to demonstrate considerable ability in several modalities. Improved: By working hard, Bill has shown the ability to communicate his ideas in verbal and written form.

Modifiers: ●

●

Modifiers should be placed close to the words they modify. ● Unclear: There are several ways to write a poem which are quite effective. ● Improved: There are several effective ways to write a poem. ● Unclear: Students are eager to study the Rocky Mountains in the Fourth Form. ● Improved: Students in the Fourth Form are eager to study the Rocky Mountains. Modifiers must have a word to logically modify. ● Unclear: To become a good student, perseverance is necessary. ● Improved: To become a good student, Bob must learn to persevere.

Prepositions: Prepositions should not be used to end a sentence. ● ●

Weak: Jim has a great store of creativity which he draws from. Improved: Jim has a great store of creativity from which he draws.

Passive Voice: The thing that would be doing the action in reality should be used as the subject of the sentence. ● ●

Weak: The project was completed on time by the group. Improved: The group completed the project on time.

Reflexive Pronouns: A reflexive pronoun (himself, herself, themselves) is used when the subject and object of a verb are the same. Use a reflexive pronoun when it is the object of a verb that refers back to the subject which is also its antecedent. e.g. “Jim needs to ask himself if he is working as hard as he should.” Semicolons: ● ●

Semicolons are used to separate independent clauses not joined by conjunctions. ● William’s test scores were not strong; it was apparent he had not studied. They are also used before the conjunction in compound sentences where the independent clauses contain commas. ● Jim, while doing well on many quizzes, was challenged by the major tests; and his abilities, which are considerable, were not fully reflected in his grade.

81 Sentence Variety: Repeatedly writing simple sentences with the same structure should be avoided. The best place to focus your attention is varying how you start sentences. Examples of a few ways to begin sentences are shared below. ● ● ● ●

When Jim works hard on homework, he does exemplary work. ● (Sentence begins with a subordinate clause) During our study of the Pleistocene, Ed’s effort waned. ● (Sentence begins with a prepositional phrase) Perceptive, thoughtful and hardworking, Madeline excelled in the study of Spanish. ● (Sentence begins with a series of adjectives.) Smiling even as the rain poured down, Jeff’s love of the game was always evident. ● (Sentence starts with a participial phrase.)

Slang: The readers of our comments and letters expect us to communicate in a professional manner and therefore slang is most often inappropriate. Likewise, slang and colloquialisms can be unclear and confusing for many folks who do not speak English as a first language. ● ●

Weak: Jeff was totally stoked for practices. Improved: Jeff was always excited during practice.

Spelling: We need to find and locate all misspelled words. Sometimes the simplest words are most frequently misspelled. As all of our reports are written on the computer, careful spell-checking is a requirement. Remember, however, that a spell-checker will not correct homonym mistakes (there, their, they’re) and often they will suggest the wrong word as a correct spelling.

Athletics

83 Coach Job Description Coaching is another form of teaching and coaches are expected to approach their work with athletes with the same professionalism that they bring to classroom work. Faculty are expected to be models of good sportsmanship, sound coaching technique, and appropriate competitive spirit. Skill Set ● ●

●

● ●

Belief in School Mission Effective Communication Skills ● Effective written and verbal communication with athletes, parents, and other coaches ● Ability to communicate with athletes and officials verbally, including in stressful situations Ability to Plan and Organize ● Anticipate upcoming events ● Balance demands of practice and game preparation and other responsibilities ● Provide students with necessary structure to learn to organize themselves as student-athletes Knowledge of Adolescent Behavior ● Ability to create and maintain a safe athletic environment, both emotional and physical ● Model mature, caring, and responsible adult behavior ● Basic understanding of child development and psychology ● Willingness to learn more about adolescent behavior Knowledge of Sport ● Understand and communicate important skills and strategies of sport ● Knowledge of appropriate competitive level in sport for middle school athletes ● Willingness to learn more about areas in which assigned to coach Knowledge of Sound Coaching Practice ● Understand range of ability for middle schools students in sports ● Basic understanding of how to develop practice and game plans ● Willingness to learn more about and employ safe and appropriate coaching practices Approachability ● Openness to helping athletes, parents, and other coaches ● Ability to create clear boundaries in coach/athlete relationship Consistency ● Ability to follow policies and procedures consistently Cooperation ● Willingness to take direction and apply it ● Desire to work as part of a team and accept departmental decisions

Responsibilities ●

●

Active support of school Mission ● Model appropriate coaching conduct ● Advocate for athletes ● Individualize approach to each athlete ● Ensure all athletes participate fully and learn principles of training and sportsmanship Coach games ● Ensure adequate and appropriate playing time for each athlete ● Model and enforce good sportsmanship ● Ensure a safe, competitive environment ● Communicate about upcoming contests Organize Practices ● Plan safe and age-appropriate sessions, both emotionally and physically ● Plan varied sessions that have clear purpose and goals ● Develop skills for a variety of athletes

● ●

● ● ● ● ● ● ● ● ●

● Maintain appropriate practice discipline ● Maintain clear standards for behavior in classes ● Assign appropriate consequences when standards are not met ● Follow through with administrators and advisors about discipline issues Organize team’s equipment, uniforms, and roster for games Communicate with advisors and parents on athlete progress ● Determine when to send emails or make phone calls ● Write thoughtful, informative comments at the midterm and trimester’s end ● Participate in meetings about student athletes Communicate with athletic trainers and Health Center to ensure cooperative management of injuries Communicate information gained from your own experience to others (parents, administrators, and other faculty) Engage in appropriate professional development in one’s sport Support and advise other faculty with their coaching Help the school develop sound age appropriate sports curriculum Keep abreast of new developments in sport-specific and general athletic training for adolescents Anticipate events and workload, maintaining a personal calendar Properly arrange necessary coverage for absences Help supervise locker rooms and sports fields as assigned

85 Coaching at Eaglebrook While students often view athletics as the fun part of the day, it is a central activity for fulfilling the school’s mission. In athletic practices and games, “students can learn more than they ever thought possible, discover inner resources, develop self-confidence, and have fun along the way.” Therefore it is essential that coaches bring the same care and thoughtfulness to their work here as they do to their endeavors in the classroom and in the dorms. Added to this is safety. Parents expect their children to be safe at school, and it is essential that sport’s practices and games be conducted with the safety of all athletes in mind. Your role as a coach at Eaglebrook: For many students, athletics is the most exciting time of the day. For others, this time causes the most anxiety. It is important that coaches are prepared for the day, and ready to provide a practice or game plan for all levels that represents the mission of the Eaglebrook Athletic Program. Athletics is a piece of our curriculum. This time is part of the school day and preparing for your practice should mirror what you would do to prepare for a class. Be on time and be prepared. Be flexible and be ready to change the plan depending on the weather, mood/focus of your team, etc. As we all know, working with teenagers does not always go exactly as we planned. Making a practice plan: Speak to co-coaches about a plan for the day and discuss what was practiced the previous day. Write down a plan for your practice time and remember to include a few alternative drills. Remember to include a warm up and cool down. Each practice plan should have a clear purpose and clear goals, developing specific skills or tactical understanding. Often the best practices have a single aim, with each activity building upon the previous one as athletes work toward mastery of a certain skill or concept. Radios: The radios are a key component to the safety of our students. The radio provides a direct line to the Athletic Trainer, the Health Center as well as the AD. They are kept in the athletic training office and need to be picked up daily. Each field must have a radio before you begin practice. Please remember to return the radios so they will be charged for the next day. Rainy Days: From time to time, the weather may have an impact on practices and games. There will be an announcement at lunch or before the end of the day about the plan for the afternoon as well as any cancellations that may have occurred. Faculty will receive an email from the Athletic Department with details about facility coverages in place of coaching duties for the afternoon. Typically this includes supervising the gym, pool, library, Innovation Lab, etc. On full-staff days the dormitories may also be opened on rainy days. Transportation to games: Sometimes the Athletic Department will arrange third party transportation for away games. Generally speaking, buses will pick up teams at the facility which houses their locker room (e.g. gym, rink, pool). Drivers typically have directions and / or GPS, but it is advisable to familiarize yourself with the directions. It is the coaches’ responsibility to make sure athletes behave appropriately on the bus. At other times coaches are responsible for driving in school vehicles. In that case, coaches will be assigned specific vehicles for the trip and must retrieve the keys from the Security Office. Security will also provide a binder in which coaches will record certain details of their trip, such as the destination and mileage. Upon returning, coaches must

86 return the key to a lockbox in the parking lot and leave the binder in the vehicle. It is also incumbent on the coaches to make sure the athletes do a thorough job picking up trash, gathering belongings, and generally leaving the vehicle in good condition. Driving safely and cautiously is paramount. The vehicles are large - and full of students - and they do not handle like most of the cars to which we are accustomed. All faculty will be trained to drive the school vehicles. It is advisable to practice more before your first trip, especially if you are inexperienced with larger vehicles or if you are uncomfortable. Uniforms and equipment on game day: Coaches are responsible for making sure each player has their uniform and other necessary equipment on game days. The equipment manager(s) will have uniforms ready before the time of departure and will distribute them to each athlete, but it is advisable for coaches to double check with athletes before departing campus. Coaches should get the equipment ready for the game on the previous day and leave it where it can be easily retrieved. Lunches and dinner while off campus: The Athletic Director will contact the kitchen regarding meals missed while teams are away on athletic events. Sometimes teams bring box meals, which will be brought to the locker room prior to departure. It is the coaches’ responsibility to make sure the food is then brought onto the vehicles and distributed at the right time in an orderly manner. Coolers and / or other leftover food should be returned to the kitchen after the trip. At other times coaches will be given a school credit card or cash with which meals can be purchased on the road. In that case, it is important to keep receipts and return everything to the Business Office as soon as possible. When Games Unexpectedly Run Late: If you are scheduled to be back for the regular meal time but something comes up (e.g. delays for traffic, injury, weather, etc.) please call the Athletic Director and / or the AOD and let them know. You will either be asked to eat dinner on the road or to return to campus where the kitchen will have the meal waiting for you and your team. The key is to communicate with someone on campus at the earliest time possible so arrangements can be made. Team Apparel: There is sport-specific apparel available for purchase through the online store, which can be found through the Athletics page of the school website. No teams will be allowed to purchase additional, team-specific gear. Team write-ups: All coaches are asked to write a quick paragraph to summarize each game. The write-up should be positive and highlight the whole team and their accomplishments. Whether you win or lose, find something positive to mention (i.e. “Although we were outscored, the team played hard and fought to the end.”). For team sports, it is generally advisable to either mention all participants by name or no participants by name. These write-ups should be shared with the Communications Office as soon as possible. They are among the most popular pages on the website. The Athletic Department can share past examples if it would be helpful. Communication with Parents: It is important to communicate with parents about athletics. In fact, it is fairly common for parents to be more involved in a student’s athletics experience than academic experience. If you are having an issue with a student on your team, please first communicate with the advisor and Athletic Director. Typical issues of concern may include: playing time, poor sportsmanship, team placement, and injury. Gifts from Parents to Specific Teams:

87 Do not accept significant gifts for specific teams from parents - e.g. team jackets. Smaller contributions, such as post-game snacks, are perfectly acceptable and even encouraged. Should a parent approach you about the desire to give a gift to the school that pertains to a specific team of the Athletic Department, please direct them to the Athletic Director. Please never ask for donations that pertain to athletics from a parent or student. If you feel that your team needs an item, ask the Athletic Director.

Information For Non-Dorm Faculty

89 Out-of-Dorm Faculty Responsibilities The outlines below are the basic expectations, outside of teaching, coaching, advising, and other administrative assignments, for the faculty who are within the category. While there will be variations to these expectations based on faculty members’ specific duties and personal situations, each faculty member should meet these standards unless they have specifically discussed altering them with either the Dean of Faculty and / or Head of School. Dorm team members with on-campus housing Weekdays ● ● ● ● ● ●

Attendance at assembly Attendance at all scheduled faculty meetings Supervision at all on-duty meals (breakfast, lunch, half-staff dinner) Supervision of afternoon study hall Weekly dorm duty in the evening Duty assignments on all special days (e.g. Mountain Day, Global Day, Hilly Chase, etc.)

Weekends ● ● ● ● ● ●

Attendance at all meals over on-duty weekends Supervision of Saturday morning WEA Supervision of Saturday afternoon activity period coverages Supervision of Saturday evening WEA Supervision of Sunday brunch coverage and / or Sunday afternoon activity period coverage Attendance at Sunday meeting

Dorm team members living off-campus Weekdays ● ● ● ● ● ●

Attendance at assembly Attendance at all scheduled faculty meetings Supervision at all lunches and half-staff dinners Supervision of afternoon study hall Four nights of dorm duty per trimester Duty assignments on all special days (e.g. Mountain Day, Global Day, Hilly Chase, etc.)

Weekends ● ● ● ● ● ●

Attendance at all lunches and dinners over on-duty weekends Supervision of Saturday morning WEA Supervision of Saturday afternoon activity period coverages Supervision of Saturday evening WEA Supervision of Sunday brunch coverage and / or Sunday afternoon activity period coverage Attendance at Sunday meeting

Faculty members who are not members of a dorm team ● ● ● ● ●

Supervision of LC on weekday mornings and attendance at assembly Attendance at all weekday lunches Attendance at all scheduled faculty meetings Supervision of afternoon study hall Duty assignments on all special days (e.g. Mountain Day, Global Day, Hilly Chase, etc.)

90 Daily Life for Out-of-Dorm Faculty A Generic Play-By-Play This document is by no means the last word or a guide to all the rules and responsibilities of out-of-dorm faculty members; it is, rather, a general outline of the daily life for faculty members who do not live in a dormitory. In all duties throughout the day, it is worth remembering that students may constantly test the limits. This is what adolescents do. Our job is to help them to comply with the program we have without it becoming a contentious issue. There will be times when it is necessary to hold the line or make a point, but, in general, a low key approach that emphasizes humor and good will is the most effective method. While it is important that the students be held to standards, we want to avoid the appearance of a rigid or militaristic approach. We are a family school. Throughout the day it is critical that you be in frequent communication with other faculty about any plans you may have that deviate from the normal schedule and will result in an inability to fulfill a schedule responsibility. 8:00 Faculty arrival on campus: While everybody’s individual schedule at home is different, teachers should make every effort to be on campus well before assembly begins. Some faculty will be expected to attend breakfast; others may be assigned coverage in the Learning Center at that time. For those without a duty on a certain day, it is still advisable to arrive at this time and make sure everything is prepared for classes, etc. 8:25 Supervise students arriving for assembly: Out-of-dorm faculty should be in the hallways encouraging students to get to assembly on time and checking for dress code, etc. Out-of-dorm faculty will also be expected to provide coverage in the Assembly Area itself. Here the goal is for the faculty to arrive early for assembly and maintain order as students arrive. The students should be asked to sit quietly when they come in, although absolute silence is not the goal. There should be no rough housing and all students should be wearing the proper dress. 8:30 Morning Assembly: Faculty should plan to attend assembly every morning as this sends a major statement about their importance to the whole community. While faculty generally sit in the back of the Assembly Area during the presentation, any and all faculty can help to quiet the students and maintain order while waiting for it to begin. Planning for first period classes - including copying - should be done beforehand so all teachers can attend assembly. At times it is appropriate to make an announcement at the end of assembly. If you think you need to do so, communicate with the Dean of Faculty and / or Dean of Students beforehand for approval. 8:45-2:10 Class day: There is a rotating class schedule in which four classes meet before lunch and two meet after lunch. A specific timetable will be available on myEBS for each trimester. You should be timely to all classes, arriving early whenever possible in order to manage student behavior as they arrive and set the tone for the class period. It is also important to release classes on time so as not to cut into other teachers’ time in the subsequent block. Plan ahead to bring all the materials you need to class so that you do not need to return to the faculty area while teaching, except on rare occasions. You may use free periods during the class day in a variety of ways, from grading and prepping classes, to running errands or exercising. It is your responsibility to make sure you return prepared and in time for your next class. It is often wise to use free periods for class work, report writing, or other related tasks because it can be hard to find time after the class day ends. Faculty members are encouraged to spend time at their desks in the faculty area, taking advantage of opportunities to collaborate and exchange ideas with colleagues. 12:05 Lunch: Do your best to be at your assigned table when the bell rings to begin the meal. The more supervision there is in the dining hall when the boys arrive, the better it is for everyone. Consult the E Book for a detailed account of the various jobs and expectations in the dining hall. At times you may have to attend lunch meetings, which generally meet in the library. In that scenario, please coordinate coverage for your table in the dining hall. The end of lunch is typically the best time for faculty to make announcements that are appropriate for the whole school community. Please try to avoid announcements that apply only to small groups, taking the time to find them individually throughout the meal.

91 2:15-2:55 Afternoon study hall: There is a brief study hall at the end of the class day, generally supervised by out-of-dorm faculty. Third Form and Fourth Form students complete the study hall in assigned classrooms. Fifth and Sixth Form boarding students return to the dorm for study hall, while their day student companions report to assigned classrooms. In the dorms the afternoon study hall is considered informal, but it is formal for those in classrooms. Please consult the E Book for specific expectations and policies of informal and formal study halls. Faculty coverage for these study halls will be published prior to the start of each trimester. For those serving on a regular duty shift, your day off begins when the afternoon study hall begins. 2:55-3:15 Transition time: The faculty responsible for supervising study halls on any given day are also responsible for making sure students depart in time to get to their athletic commitment in a timely manner. 3:15-4:30 Sports: Faculty need to consider this another class and approach every day with a plan, aiming to build skill, knowledge of the game, and fitness, as well as sportsmanship and team spirit. It is critical that all athletes be involved in every activity in some way. Generally speaking, practices should be designed to end at 4:30 so dorm faculty can return to the dorm and so that athletics does not become a more dominant feature of the students’ day than other aspects of the program. If there is a reason a practice must extend beyond 4:30, make sure appropriate coverages are arranged. Coaches are responsible for making sure everything is picked up and put away at the end of practices and games, and it is advisable to enlist the students in doing so. Coaches are also responsible for locker room supervision. Out-of-dorm faculty who are not on a regular duty shift and have no further duties on a particular day may depart at this time. 5:55 Supervise students arriving for dinner: Out-of-dorm faculty who are on a regular duty shift should aim to be in the dining hall by this time to ensure students are supervised upon arrival. Dorm faculty will likely arrive after many of the students, as they need to usher them out of the dorms. 6:30-10:30 Dorm coverage: On four occasions per trimester, out-of-dorm faculty members who are on a dorm team will provide coverage in the dorm. This will include the free time after dinner, study hall prep, study hall, collection of devices, and bedtime. Details about these procedures can be found in the section titled “Daily Life for Dorm Faculty”; it is also important for out-of-dorm faculty to be in close communication with the Dorm Head and other faculty to make sure they are confident with the evening protocols.

92 Day Student Study Hall and Informal Study Hall Guidelines Day students (and boarding students in Third Form and Fourth Form) attend a required study hall in an assigned classroom. This is a formal study hall, guidelines for which can be found in the E Book. Faculty proctors should aim to be in their respective study hall areas as soon after the last academic class as possible and at least five minutes before the study hall begins. Study hall should begin promptly at the designated time. Boarding students in the Fifth Form and Sixth Form return to their dorms for an informal study hall at this time. Attendance should be taken at the outset of the study hall. It is the responsibility of the study hall teacher to follow-up on any absence to the best of their ability, calling the AOD if a student cannot be located. At times, students will miss study hall because of conflicts with athletics, performing arts, other extracurriculars, or extra help. It is the student’s responsibility to communicate with the study hall proctor about these conflicts. At other times, it may be appropriate for students to visit the Innovation Lab or an art studio during study hall. Students must be in good academic standing and receive permission from the study hall proctor to do so. If a faculty member is utilizing study hall time to meet with students for any of the above reasons, the expectation is that they will keep the students for the entirety of the time, not releasing them before the study hall period ends. Day Student Study Hall Routines ● ● ● ● ● ● ● ●

Food and drinks are not permitted in study hall. Students do not talk during study hall without special permission. The faculty proctor should aim to maintain a quiet atmosphere for productive study. In the unlikely event that a student has completed their homework before the end of study hall, they may read for the remainder of the study hall. Videos and /or video games are not permitted. Students who have other activities during study hall must check out before Study Hall begins with the supervising faculty. Students should arrive with all necessary materials and should remain in the room for the duration of the study hall. The faculty proctor may designate the seating arrangement. Students may use only their Chromebooks for academic purposes during this period. They may not use other personal devices. Phones should not be in the room. Students may not use headphones or audio equipment except as part of an assignment and with permission of the faculty proctor.

Informal Study Hall Routines Informal Study Halls are similar to Formal Study Halls with the following distinctions. (A detailed explanation of study hall expectations and policies can be found in the E Book.) ● ● ● ● ●

Students do not have to sit at their desks. Students may read newspapers, magazines, or books; draw; or quietly work on a hobby. Students must maintain an academic atmosphere. Students in the same dorm may study together with a note from their teacher and permission from the supervising faculty. Students may use headphones provided they are not a distraction to others.

93 Off-Sports Off-Sports time runs from 3:15 until 4:30 and is intended for students who, because of illness or injury, cannot attend practice with their teams. The Health Center and Athletic Trainers maintain a Google Doc indicating which students are “off sports” for that day. If a student is absent from sports and does not appear on the list the coach should contact the Athletic Trainer, Director of Athletics, or AOD to initiate locating the student. All designated students on the list are expected to be at the specified location for the entire sport’s period. As a generality “Off-Sports” are not granted for academic reasons. Off-Sports Guidelines ● ● ● ●

This is not an academic study hall so students need not be doing academic work. Students may use their Chromebook but not their personal devices at this time. Students must remain at the designated location for the entire Off-Sports period. A student whose team practices early should attend the regular study hall in the dorm or Learning Center and then attend Off-Sports from 3:15-4:30.

94 Library Guidelines and Procedures Hours During the academic year, the Copley Library is open to students, faculty, staff, and the Eaglebrook community Monday to Friday from 8 a.m. to 4 p.m. In the evenings, the library hosts a supervised study hall. It is also typically available for students during the activity period on Saturday and Sunday afternoons. Scheduling use of the library during the class day Faculty interested in using the library for their course instruction should email the librarian or stop by the library and indicate on the calendar (located on the circulation desk) the teacher’s name, class time, and reason for use. Borrowing library materials All members of the Eaglebrook community are invited to borrow materials from the library. Materials need to be signed out at the self-checkout terminal, located on the circulation desk. Instructions on how to use the self-checkout system are provided on site. Borrowing period The loan period for books is two weeks (14 days). Patrons receive an automated reminder email when materials are overdue. Renewing an overdue book is allowed as long as there is not another patron waiting to read the book. Borrowing limits There is no limit to the number of items that can be borrowed. Returning materials The library has a book return slot located at the circulation desk in the library. Please do not leave library materials outside the library doors. Overdue notice procedure Overdue notices will be sent automatically by email. For renewals or lost items, please contact the library staff. At the end of each trimester, library staff will contact students, Dorm Heads, and advisors for missing materials. Overdue Fines There will be no fines charged for the late return of library materials. However, please remember that others may want to borrow what you have checked-out so be considerate in your use of them. Lost and damaged materials A replacement fee will be incurred for lost and damaged materials. School supplies The library has a small stock of school supplies available for students. Some of the supplies are for in-library use only. Please see a library staff member if you are in need of anything. Use of copiers and printers The library has one copier/printer for community use. Please be mindful of the number of jobs and pages sent to this machine at one time. Faculty should not send an entire class into the library to print at one time. General Library guidelines ● ● ●

All books and other materials that leave the library must be checked out. Please use the self-checkout system located on the Circulation Desk. Book browsing is encouraged but please do not reshelve the books. Place them in the book return slot at the circulation desk or hand them to a library staff member. Use an appropriate indoor voice. While talking isn’t prohibited, be mindful of those around you.

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Food is not allowed in the library. Closed containers of water are allowed but please be careful with spills and drops, and remember to take/recycle your water bottle when exiting the library. Use and treat the library and library materials appropriately. Be kind, respectful, and considerate of your classmates, teachers, other Eaglebrook community members and visitors. Don’t hesitate to ask a library staff member for help! We are here for you!

Suggestions The library is an ever-evolving space and collection, both of which aim to meet the needs of its users. If there is something you think we do well, could improve upon, would like to see, or an item that you would like us to consider purchasing for the collection, let us know through the “Suggestion box” located on the circulation desk. Faculty are invited to discuss with library staff titles of interest for possible purchase.

96 Formal Evening Study Hall and Extra Help Evening study hall procedures There is a formal study hall in the evenings that runs from 7:30 - 9:00 p.m. It is meant to be a focused, quiet study period during which only academic work is permitted. ● ● ● ● ● ● ●

Students return to their dorm rooms before 7:15 p.m. The next 15 minutes are to be used for “study hall prep”. Students should check their assignments and organize the materials that they need—Chromebook, pencil, books, paper, etc. Cell phones and other devices are not permitted during study hall. From 7:30 - 9:00 p.m. students sit at their desks to work, with their doors open and lights on. Students may not use headphones or listen to music during study hall. Students may not go to the bathroom, get a drink of water, ask for help, or leave the room during study hall without permission from the on-duty faculty. Students should have reading material with them in case they finish their assignments before study hall ends. Students may not study together during the evening study hall.

It is advisable for faculty to circulate through the hall(s) regularly throughout the study hall to help students maintain focus and productivity. Taking a lap at least every 10-15 minutes should be an aim, even more frequently if students are making noise or struggling with distractions. Many faculty members choose to sit in the Common Room or the hall during study hall to increase their visibility and presence. It is acceptable for a faculty member to be in their own apartment during study hall as well, but only if circulation is frequent and the students are maintaining an appropriate atmosphere. Evening Library Study Hall Each school night a faculty member supervises the study hall in the library. This individual should report to the library by 7:00 p.m. for students who would like to arrive early or check out a book. Each dorm may send a small number of students to the library. Often this is because students have struggled to complete homework consistently and / or cooperate with expectations of study hall in the dorm. Some students also choose to attend study hall in the library on their own accord because they appreciate the study environment. Students attending study hall in the library should leave their dorm with all the materials they need to study by 7:20 p.m. so they can be settled in the library before study hall begins at 7:30 p.m. Dormitory faculty should email the individual supervising the library with a list of students who will be attending. When possible, individual students should sit at their own tables in the library. Orienting them so that the supervising faculty member can see their Chromebook screens is helpful as well. The supervising faculty member should also circulate regularly from table to table to check in with each student, offering assistance and keeping them on track. At the end of study hall the supervising faculty member should be sure that the room is fully straightened, books returned, windows shut, lights out and all doors locked. Extra Help At times it is necessary for a teacher to be available for extra help. Often teachers and / or advisors note when a student would benefit from extra help and take the lead in arranging the opportunities. At other times, students may request extra help on their own. Teachers will need to consider their other responsibilities as well as the student’s other commitments when determining the best time to provide extra help. The time between dinner and study hall is often a convenient time. It is also possible to coordinate extra help during study hall, though communication with dormitory faculty is key in that scenario.

General Information

98 Health Center Procedures The physical and emotional wellbeing of the Eaglebrook Student is the priority of the entire Health Service Team. We render care to the extent of our ability to the Eaglebrook faculty and staff, prior to them seeking the care from their personal care physician. In order to care for our students most efficiently and effectively, the Health Team at times relies on the observations of faculty regarding a student in order to see the whole picture of the student. The whole picture allows us to provide optimal care to a student. The Health Center is staffed by registered nurses seven days a week, twenty four hours a day. ● ●

Eaglebrook’s Physician will have scheduled appointments as well as be available for emergency consults with the nurses. School counselors are available for student needs twenty four hours a day.

Important Procedures Health Center Hours ●

The Health Center is staffed every day, twenty four hours a day, with registered nurses, throughout the academic year.

Medication ●

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Students taking medication on a regular basis in the morning are to come to the Health Center before breakfast. This timing optimizes the start of the school day in performance as well as interruptions to the class room with calls for a student who missed his morning medication No student is to have medication of any kind in the dorm. The only exception would be a request form the students primary physician, approval of the Eaglebrook school Medical Director, and in writing from the Director of the Health Services along with notification to the adviser. OTC medication such as Tylenol or Advil may be given to a student by a dorm faculty . All medications administered by a faculty must be reported to a registered nurse stating the medication and reason.

Doctor Appointments ●

Doctor appointments are scheduled with the school Physician and community specialist as needed. Arrangements include the actual making of the appointment to arranging transportation. Every attempt is made to avoid class time. It needs to be understood that the local physicians accommodate Eaglebrook School to the best of their ability while at the same time serving the entire Franklin County and beyond. Consequently, appointments often do take time away from the class. If you have a student missing your class that you have not been notified about you should check with the Health Center to make sure that student is at an appointment. All inquiries regarding appointments from faculty, students or parents need to be directed to the Director of Health Services.

Health Center Visits During Class Time ●

All students visiting the Health Center during class time must have a note. If a student does not have a note he will be sent back to class. The exception is an emergency. If the Health Center visit is of an urgent manner that student should be accompanied by another student, faculty or a phone call should be placed to the Health Center alerting nurses of the urgent visit. In turn, a teacher should require of the student a note from the Health Center always keeping the student accountable to his whereabouts.

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All students and faculty who arrive for an assessment, must check in and wait for their turn. All patients will be seen in order of checking in, with the exception being one of an emergency nature. It is important for adults on campus to set the example of courtesy and following rules when coming to the Health Center.

Illness and In patient stays ●

If a student arrives at the Health Center injured or feeling ill, he will be assessed and may be kept at the Health Center to be monitored. If a student misses more than half the class day due to illness, he will remain at the Health Center during sports time. In the event that the student does not feel well enough to go back to the dorm by 8:00 PM he will remain an in-patient at the Eaglebrook Health Center.

Off Sports / Sports Time Protocol ● ● ●

The Health Center nurses and Athletic Trainer are the only people to grant off- sports for health reasons. We will not give an off sport for academic purposes. Students will observe off-sports technology free in the Library or Nemes Lounge, as determined by the schedule. It is the responsibility of every coach of every team to contact the Health Center or Athletic Trainer to check on any missing team member. Every team should pick up a radio from the Athletic Trainer’s room prior to sports so that there is the capability to contact the Health Center or the Athletic Trainer to check on students or to call in emergencies.

Ambulance Calls ●

During sports time when a student is injured and it requires an ambulance, the Health Center is called by radio. The Health Center places the 911 call. It is important to maintain radio contact with the Health Center until advised by the nurse that it is no longer necessary. A faculty member preferably the student’s adviser is expected to accompany the injured student to the hospital. A student should not be at the hospital alone. The Health Center Staff will manage all paperwork.

Emergency Procedures and Magnus Electronic Medical Records ● ●

Magnus Health portal affords the school the ability to be more efficient with students' health information reaching the hospital quickly and completely. During each sports season, every coach has the capability of using the Magnus App which enables you to fax all necessary health information to the hospital from your phone regarding the members of your team in case of a sports related emergency transport to the hospital. All Deans and other faculty deemed appropriate have access to all students’ health information giving them the ability to fax any students necessary forms to the hospital in case of a general emergency.

Counseling Services ●

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Counseling services are available to students at the school on an individual basis, group basis, and for situational stressors. Counselors work with students to develop strategies to address social-emotional issues that may be caused by a variety of different reasons including, but not limited to, academic, family, and peer stressors.. School counseling is available 24/7 for mental health needs for students. School faculty should contact the counselor on call for urgent needs at 413-774-9145. If a student is experiencing a crisis level of mental health, the counselor will work with local crisis professionals who are available 24/7 to help evaluate the student. If concerned for the safety of the student, emergency services should be called immediately. The counselor will work with the Health Center team and with crisis services to determine the students plan of care. Students can be referred for counseling services by the Health Center, their advisor, faculty, administration, parents/guardians, or by self-referral.

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If a student has an established outside therapist, the school counselor will work in collaboration with the therapist and the student’s advisor as a liaison for the student and their support team at school. Counseling services will utilize guidelines established to determine if a student's level of support needs exceed the school counseling scope of practice, and outside therapy or a therapeutic counseling program may be recommended.

Checklist for Returning From the ER ● ● ● ● ● ●

Parents informed Updated the nurse on duty Delivered paperwork from ER to the Eaglebrook Health Center Notified AOD Notified Adviser Notified Dorm Parent if applicable

Contact info Eaglebrook Health Center 413-774-9181 Baystate Franklin Medical Center 164 High Street Greenfield, MA 10301 413-773-2263 (direct line to the ER) 413-773-0211 (main hospital number)

Threat of Self Harm or Harm to others Protocol There is a detailed explanation of the protocol for responding to potential self-harm or harm to others in the Emergency Procedures Manual, which can be found in the Resource Board on myEBS. If a faculty member encounters an emergency, the faculty member should remain with the student and call 911 immediately. If a student has engaged in self harm, they should be evaluated by the health center immediately. The Security Office, AOD, and School Counselor should then be notified as soon as possible. If a faculty member has questions or concerns about potential threats of self-harm or harm to others, the AOD should be contacted immediately. The AOD will then communicate with a School Counselor, as well as Security and the Health Center if needed. Please see the Emergency Procedures Manual to learn more about the details of the protocol.

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Dining Hall Expectations

Because the school views eating together as part of the students’ education, most meals are sit-down, family-style affairs. Faculty members will be assigned to a table for the school year. It is critical for faculty members to attend all on-duty meals, and they must communicate with the AOD, Dean of Faculty, Dean of School Life, or other relevant administrators if they will be absent. It is expected that faculty members will arrive in a timely manner and remain in the dining hall until the meal's end. Faculty members should model and teach healthy eating habits, polite manners, and inclusive and respectful conversation. They should also follow the other expectations and procedures that students must follow, such as those listed below. General Conduct ● ● ● ● ●

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Prior to seating assignments, each table head selects a Sixth Form Proctor for their table. Students are assigned to sit at faculty tables for two-week periods. New table assignments generally begin on a Tuesday at breakfast. Students are assigned to certain jobs - waiter, assistant waiter - for one-week periods. Students are expected to arrive before a meal begins. Everyone remains standing behind their chairs until after grace. Faculty and / or proctors should serve the meal, ensuring that everyone gets a reasonable portion on the first serving. Everyone should be encouraged to eat a little of everything, though students cannot be required to eat any particular item. When seated at their table students should: ○ Speak in a conversational tone and include everyone at the table. ○ Say “please” and “thank you” and use their tablemates’ names when making requests. ○ Take one serving of each food item at a time, being considerate of others and being conscious of healthy portions and minimizing waste. ○ Refilling empty dishes is a task that can be shared fairly amongst students and faculty at a table. The table head will establish a protocol for doing so. When refilling, it is best to know how many more servings the table would like in order to minimize waste. ○ Ask permission to leave the table. ○ Respect the requests of the proctor. When seated at their table students should not: ○ Read or study. ○ Play with the table settings or food. ○ Talk or visit between tables. ○ Slouch or lean back in the chairs. ○ Be loud or overly boisterous.

Waiters and Assistant Waiter Responsibilities ● ● ● ● ●

Waiters go to the kitchen before the meal begins, bring the first course to the table, and place the food in front of the table head. Waiters use side tables for storing trays and stacking dishes. Dishes should not be stacked on the table. At the end of the meal the assistant waiter returns food to the kitchen and brings dessert to the table. The waiter carries plates and glasses into the kitchen. At the end of the meal the assistant waiter wipes the table, and the waiter picks up around the table.

Dining Hall Proctor Responsibilities The role of the dining hall table proctor is to assist the table head in making sure the table runs smoothly, particularly when the faculty member is not in attendance. The proctor can not discipline other students but is expected to report to faculty in an unbiased manner if a student has not cooperated or fulfilled his responsibilities. It is then the faculty member’s responsibility to decide what response is appropriate.

102 Proctor Responsibilities: ● ● ● ● ● ● ●

Set a good example by being punctual for meals, following all the rules of the dining hall and displaying a positive attitude and good manners. Help the table head serve the meal. Offer to help get refills of food and drink from the kitchen, or to assist the waiter and assistant waiter, particularly on busy days. Help determine who will fill in for a missing waiter or assistant. Proctors should also regularly offer to take on the job of a waiter or an assistant who is absent. Stay after the meal to make sure chairs are pushed in, napkins are picked up, and table jobs are done. Proctors are not to permit students to visit other tables. A proctor can not close a table unless he has cleared it with the faculty member in charge of the dining hall.

Being a table proctor absolutely does not mean that the Sixth Formers has “no job.” If the Sixth Former is doing the job well he will find that he is fairly busy. Understanding the table seating list Students are listed in a specific order on the table seating list. Student 1 - Proctor Student 2 - Waiter - Week 1 Student 3 - Assistant Waiter - Week 1 Student 4 - Waiter - Week 2 Student 5 - Assistant Waiter - Week 2 Student 6 - Waiter - Mondays, Wednesdays, and Fridays at lunch Student 7 - Assistant Waiter - Mondays, Wednesdays, and Fridays at lunch Student 8 - no job

103 Dress Code Faculty members are expected to dress professionally and appropriately for the various settings throughout the day. At a minimum, faculty members must always meet the expectations for students in each setting, though it is often advisable to exceed the expectations. Clothing is an important way to establish clear boundaries in one’s role. Classroom Dress is to be worn on weekdays for breakfast, classes, lunch, and Hilly Chase presentation. This includes: ● ● ● ● ●

Chino, corduroy, or other dress pants - or shorts of the same style, but only in the fall and spring - along with a belt A button-down shirt that is tucked in. Turtlenecks may be worn beneath button-downs, while sweaters and fleeces may be worn over them. Sneakers, hiking books, dress shoes, or other closed-toed shoes No hats indoors - though winter hats can be brought for use while walking between buildings No outdoor jackets should be worn indoors

Formal Dress is to be worn for Sunday Meetings, banquets, and other formal events as communicated. This includes: ● ● ● ● ● ● ●

Chino, corduroy, or other dress pants A brown or black belt A white, long-sleeved, button-down shirt A navy blazer A tie Dark socks Polishable shoes

Informal dress can be worn in the afternoons, evenings, and weekends. T-shirts, shorts, hooded sweatshirts, sweatpants, sandals, and other common items are allowed. However, faculty members should still maintain a neat and clean appearance during informal times. Individuals should always be wearing pants / shorts and a shirt when interacting with others in their role as faculty members. Articles of clothing should not contain text or images that are inappropriate for the school setting (e.g., profanity, derogatory language, sexual references, drug / alcohol references).

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Diversity Program and Affinity Groups Diversity at Eaglebrook: Eaglebrook is a school with a diverse student body, with students representing numerous countries and a broad range of ethnic, cultural, and socioeconomic backgrounds. We have LGBTQ students and parents, students of differing religious faiths, and a wide variety of life experiences. There is great value in diversity, and we strive to learn from each other and ensure that everyone is welcomed and treated with respect. The chief goal of the diversity program is to support each student in developing and maintaining his or her own unique personal identity while also cultivating inclusive, rather than exclusive, relationships among students and the community at large. Every student is unique and brings something to the diversity of our school. The program is not only “for” students of particular backgrounds or national origins, although we recognize that certain groups need greater support in adjusting to life at a New England boarding school, and we endeavor to provide that. However, throughout the year all members of the school community will have opportunities to participate in events, discussions, and conferences on issues related to diversity and difference. Goals of Affinity Groups: Affinity groups are essentially groups of students with similar backgrounds, perhaps based on nationality, race, culture, faith, sexuality, or some other aspect of identity. The purpose of affinity group meetings is to create a safe space for them to discuss issues affecting their school life with a trusting adult; to provide opportunities for older students to mentor the younger students; and to help them all to maintain their cultural identity by celebrating and sharing their traditions. It is a way to affirm each child’s identity and place at the school. Affinity groups serve to create a positive environment by working with each other and the greater Eaglebrook community. Members of one affinity group will occasionally meet with members of other groups to create dialogue among their respective students and to work to foster a more inclusive and connected, yet still diverse, school community. During the fall term, group leaders meet with the students to help them understand Eaglebrook and the broader culture. We hope to provide a comfortable environment for them to continue their traditions and celebrations. It is important for the individual student and for the community as a whole that they be provided with opportunities to preserve their own identities while still being a valued part of the greater student body. Principles (from the National Association of Independent Schools) underlying our diversity program include: ● ● ● ● ● ● ●

Our school’s diversity is dynamic. We value and celebrate our cultural diversity. Becoming intercultural is a developmental process. Stereotyping is a danger, but ignoring the language, values, and traditions of a particular culture may be equally harmful. Conflict is natural and inevitable Affinity groups are a vehicle to build community, cultural competence, and diversity awareness. Affinity groups provide a structure for consistent and collaborative conversation.

Guidelines for Affinity Group Meetings: While meetings are generally social in nature, meetings should not be primarily social time. Meetings should be used for discussion of issues or planning community-wide activities. Social events should be infrequent and should be planned for free time. “Breaking the Bread” is a way to bring the group together and it enables the students to enter into casual and sometimes important conversations about their life at Eaglebrook School. Almost all of the students enjoy cooking and eating authentic food, particularly during important holiday celebrations. Affinity groups meet as frequently as necessary, depending on the needs of the participants and the requirements of the larger school schedule. It may be advisable to meet within the first two weeks of school, at the beginning of each

105 trimester, and / or before and after extended vacations, keeping in mind that transitions can be difficult for some students. Faculty running affinity groups should be thoughtful about their other responsibilities when scheduling meetings. At times it is appropriate to use an official duty time for an affinity group event - e.g. an on-duty Sunday afternoon - but generally speaking it is preferable for meetings to take place when they do not interfere with a faculty member’s other duties. Possible Meeting Times ● Weekday evenings, between dinner and study hall ● Saturday morning WEA ● Saturday evening WEA ● Sunday afternoon activity period When affinity group leaders plan a meeting, they are asked to inform the Inclusion Coordinator and the Dean of School Life by the preceding Tuesday morning. If the meeting is approved and they have a large group, they may be asked to communicate with the Dorm Heads as well. Leaders should plan a topic of discussion for each meeting. Reminders about the calendar, social issues, cultural issues, humor/sarcasm, understanding expectations, lateness/promptness, dress code, reaching out to students with different cultural backgrounds, home/ school transitions, homework, and academic issues might be useful topics. Meetings can begin with a check in and an “ice breaker” exercise. Often students are asked to each share with the group any news or information on how they are doing in school. As the students may miss significant cultural celebrations, it is often possible to schedule events to acknowledge and honor those traditions. In conjunction with the Inclusion Coordinator, leaders should develop guidelines for conversation. The affinity group should be a place where students can speak freely and openly about issues that impact them at school. Confidentiality should be established. Students should learn to listen without judgment. Participation from all students is encouraged. Though leaders should make every effort to keep meetings confidential, any serious issue that arises should be shared with the Inclusion Coordinator, Dean of Students, and / or other relevant administrators. Leaders should take a few minutes after meetings to document who attended, the location of the meeting, and the information that was shared, sending it to the Inclusion Coordinator. There are limited funds available for community activities (decorations or media, etc.). Please discuss your needs with the Inclusion Coordinator. Funds may also be used to supplement social gatherings. Questions or concerns about affinity group meetings or the diversity program should be addressed to the Inclusion Coordinator. Diversity and Disciplinary Responses for Racial and/or Discriminatory language Eaglebrook is committed to providing a safe community where students can thrive in a diverse setting, and all faculty and staff are involved in mentoring, guiding, and teaching students how to appropriately and respectfully communicate and connect with the community as a whole. Eaglebrook understands that middle school boys make mistakes and test boundaries, even in regards to using racial or discriminatory language. Therefore, Eaglebrook aims to first educate students who use racial or discriminatory language, helping them to understand the major impact their words or actions may have on others. While we do not tolerate such language, we are dedicated to helping students learn and grow. Use of such language may lead to a Conflict Resolution meeting and / or consequences such as: community service projects, research and reflective writing, the writing and presenting of an apology letter, and dorm or room restrictions for a set period of time. If a

106 student continues to use such language they may be asked to return home temporarily or, in more severe cases, asked to leave the school permanently. We understand that each student has a different background which plays a large role in their decisions in regard to racial or discriminatory language. Not all students have been exposed to different races, ethnic backgrounds, and religions, which means some students need to be educated surrounding racial and discriminatory language. For this reason, while we have set guidelines for first offenders, we look to handle any repeated offenses based on the personality and/or background of the individual student or students. This does not mean that we give lesser consequences to certain students; rather we do our best to tend to each individual’s needs based on who they are as a person. It is critical that faculty work together on such important but sensitive issues, communicating openly and arriving at outcomes which are constructive for both the perpetrators and targets of bigoted language.

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Eaglebrook Business Office The Business Office oversees all financial operations of Eaglebrook. All employees play a key role in the successful management of the School's resources. Below is a list of whom to contact in the Business Office for specific areas. Employee benefits and payroll - Director of Human Resources Invoices and reimbursement - Please email documentation to accountspayable@eaglebrook.org Credit cards, missed meals and petty cash - Senior accountant Student accounts - Senior accountant Department budgets - CFO

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Discipline

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Discipline Philosophy This document is for the reference of faculty; it should not be shared with students or parents. At some point or other, all adolescents do something wrong. It is part of being an adolescent and is the norm. We should not be surprised when adolescents make mistakes, sometimes big ones. In all cases the best disciplinary responses are those that are prompt, proportional, and logical. Delaying a response unnecessarily, escalating a punishment disproportionately, or assigning meaningless drudgery all can be counterproductive. The goal is to respond in a way that helps the student learn that what they did was wrong. When dealing with a repeat offense, using the same response again is often appropriate as adolescents often try a behavior more than once to see if we mean what we say. If you ratchet up consequences too rapidly, you can be left in an untenable and indefensible position. If you are uncertain of a response, seek advice from colleagues, particularly Dorm Heads and / or other relevant administrators. Often it is better that we speak of “consequences” as opposed to punishments. It is best that students feel that the consequences for a given infraction are what occur naturally and / or logically because of the incident rather than being imposed from the outside. When interviewing students about discipline situations, it is very useful to ask for precise information which you write down. Lies often fall apart in the details, even fairly insignificant ones. A careful interview in which a student realizes that they may be caught out in a lie, can often lead to the student being honest more rapidly. Promising leniency for prompt honesty is acceptable, as we want to teach students to take ownership of their actions, but in the instance of major school rules (e.g. drugs, bullying, etc.) it is not appropriate to promise leniency. If more than one student is involved in a serious situation, always try to isolate the students to prevent them from communicating with each other and other students and interview them individually, checking the specifics of one student’s story against the other’s. If the situation is one that could potentially be labeled as bullying, faculty must contact the Dean of Students, who will include the school counselors, school resource officer, or others as necessary according to our bullying protocols. Part of any discipline response is communicating what you have done. Letting the student’s parents, other faculty, and administrators know what you have done is an important part of making sure all are on the same page in regards to a student. After a situation is settled, this should be done in writing, as a record of events often proves necessary or useful in future incidents. It also helps for a consistent response. For more serious incidents, administrators should be notified immediately. A basic guideline though is that if you are not sure whether someone should be notified or not, then you should let them know. It is better that we have too much information than too little. As a generality, if the discipline infraction generates a memo, it should be circulated to all Dorm Heads; this will help to maintain consistency.

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Eaglebrook Conflict Resolution Process

When students experience a conflict one of the best ways to guide them through it is using the Conflict Resolution Process. Anyone can run a conflict resolution as long as the steps are followed. In a Conflict Resolution, it is best if at least two adults are present. The ideal configuration would be the adult who either witnessed the incident or the adult who was presented with the situation. Additionally, the advisors of each student should be present as well as the dorm head of at least one of the students. In order to facilitate a Conflict Resolution both students need to agree to participate. If one does not want to, give them some time and space for them to calm down and reflect and ask them again. This could take up to a day. The following steps outline the process: 1. The issue. Outline the issue and explain why everyone has gathered for the meeting. 2. Gathering stories. Each student has the opportunity to explain what happened. They must stick to the facts. It is important that this is done without interruption. 3. Express your feelings. When doing this the student will use “I” statements. 4. Validation. The faculty member leading the resolution will validate, reiterate, and summarize the student account so that there is accurate understanding among the group. 5. Student needs. What do you “the student” need to move through this incident. This is repeated for both students. 6. Solutions. What can we as a group agree on? 7. Make an action plan. Accept the agreement, and have students restate what their role in the plan is. The main goal is for each to recognize the role they played in the situation, apologize and shake hands. 8. Advisor follow up. The advisors will follow up to make sure both students are following through with the established agreement. This is a crucial step of the Conflict Resolution process. 9. Advisor communicates information to parents if it is necessary.

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Common Consequences School Service: a work project to be completed. A work project of more than 6 hours will likely be unproductive. It is usually up to the advisor and Dorm Head to create an appropriate work project, and there needs to be a faculty member who can supervise the completion of the project although he doesn’t need to stand with the boy the whole time. Adding additional hours for poor completion of a project or for other offenses, can lead the student to feel that there is no “light at the end of the tunnel” and lead to greater defiance. Campus Restrictions: confinement to campus for a specified period. A student would only be permitted to leave campus for required school activities. Generally applied to weekends. It is important for AODs to know about such restrictions. Room Restrictions: confinement to room for free times. If the boy has a roommate this is less effective but the roommate can be asked not to have guests for a specified period. Loss of other privileges: Loss of time to use technology may be the most common example, but other privileges can also be rescinded when related to the offense - e.g. loss of dorm visitation privileges, loss of opportunity to participate in certain events, etc. Early Wake-ups/ bedtimes: Usually in response to being up after hours or being late to breakfast. Can be combined with an early morning work project. The downside of this is the faculty member needs to get up too. Conflict Resolution: a mediation process whereby two students, who are having difficulty getting along, can meet with each other to sort out their conflicts in the presence of advisors. The no-blame process is specifically an alternative to traditional discipline. A situation in which both parties had accepted a no-blame process would not result in a disciplinary outcome unless one of the parties specifically rejected the process. More serious consequences can be given as the result of a formal Incident Response Team meeting. An Incident Response Team may be composed of the Dean of Students, Dean of School Life, the Dorm Heads of the boys involved, the advisors of the boys involved, School Counselors, and other faculty who are directly involved with the incident. An additional faculty member may also be invited to provide a different perspective and to allow more people to become acquainted with the process. The Incident Response Team makes a recommendation for a response to the Head of School, who then makes a final determination. Probation: Probation is an official notice from the school that a student has violated a major school policy and any future significant infractions could lead to dismissal. Probation is usually focused on one issue (e.g. possession of tobacco) although in some cases a general probation may be used. This can only be assigned as the result of a full Incident Response meeting. Letters documenting the probation are given to the student and to the student’s parents. These letters do not become part of the student’s permanent record. In-house suspension: When a student lives too far away to justify sending them home for a shorter period an in-house suspension will be used. It is essentially a strict room restriction for a specified period that is more formally documented and would be the result of an Incident Response meeting. Temporary departure: In effect this is a “time-out” from school during which a student is asked to leave school for a specified period. It is a decision that is made by the Incident Response team in conjunction with the Head of School. It is not considered a formal suspension and does not become part of the student’s permanent record. Suspension: A decision to send a student home for a specified period of time made by an Incident Response team in conjunction with the Head of School. This is used infrequently, largely because experience has shown it not to be particularly effective. Such a suspension does become part of a student’s permanent record.

112 Dismissal: A decision to send a student home for the remainder made by an Incident Response team in conjunction with the Head of School. The only offenses that tend to earn dismissal on the first offense are drugs and alcohol, although dismissal is always an option for any significant infraction. A child who is dismissed may be offered the option of reapplying for the following year. A dismissal does become part of a student’s permanent record. Withdrawal: In some circumstances a family will be counseled by the Head of School to withdraw their child from school rather than face a more serious consequence which may come eventually. A withdrawal does become part of a student’s permanent record but it is left up to the parent’s to explain why if anyone were to question it. Note: Students may contemplate running away as a result of a major discipline incident, so close supervision of boys who are in the middle of a major disciplinary process is important. The Health Center can be used as a place to safely monitor students until their potential departure from campus. Security will also support the departure process.

Specific infractions In any situation, making sure that students are safe and will remain so is your first job. Never put other students at risk while focusing on the response to a situation. Contraband: Student’s may receive one shoe box sized box of outside food every two weeks. Generally, for a student who has more than the approved quantity of food that is considered contraband, you would simply confiscate the food. It is appropriate to share that food with the whole dorm in a public way; however, it is not appropriate for the faculty to make it their own. Repeated violation of contraband rules might lead to restrictions that limit the student’s ability to obtain more contraband. Also, while contacting parents is appropriate, it is worth noting that many parents will not consider this a big deal and even may be the ones providing the student with the contraband. It is probably not worth arguing with the parent other than to say you will enforce the school’s rules. In the case of contraband of a more serious nature such as a dangerous knife, fireworks, etc., the Dorm Head and Dean of Students office should be notified right away. Pornography: As computers and cell phones are usually the medium of choice it is appropriate to treat it as a violation of the school’s acceptable use policy. It is worth noting that an interest in sexuality is not unnatural for students this age and, while parents should be notified and the incident addressed, it is inappropriate to shame the student. Possession of Someone Else’s Property: Experimenting with stealing is not unusual in adolescence. Probably most adolescents will at some point knowingly take possession of something that is not theirs. If the item stolen is not particularly expensive it can be handled at the dorm level. Initially it is often a good idea to give the opportunity to admit any dishonesty with diminished consequences. This should not be done if the incident seems particularly serious and could lead to a major consequence. Possible consequences when it becomes clear that they did take something could include some combination of campus and room restrictions, restitution, apology, call home, and an email documenting response to dorm faculty and key administrators. More serious stealing situations would involve a discipline committee meeting. Teasing: The first approach to issues of teasing should be an attempt to mediate the issue between the parties involved. Quite often there is responsibility on both sides and we should try to educate both parties. The first recourse after more informal resolution attempts is to refer the student to Eaglebrook’s Conflict Resolution Process through a Dorm Head, Dean of Students, or another administrator. If the teasing is a pattern for a student the situation may move into the formal discipline process even progressing to an Incident Response meeting and the most serious of consequences. In order to prepare for such an eventuality it is important that any preliminary steps be documented.

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Use of Racial Slurs and Sexual Harassment: Use of slurs - whether regarding race, gender, sexuality, or another aspect of identity - must be addressed every time they are heard, no matter who is saying it or what the context. This does not mean there has to be a consequence beyond a clear statement that such language is unacceptable. More callous, conspicuous, or aggressive use of slurs should first be dealt with as an instance of bullying with the use of mediation and the Conflict Resolution process being the favored approaches. If a student is unwilling or uncooperative with mediation, then the situation can be dealt with as a discipline situation. Initial consequences might be: room and campus restrictions, work project, phone call home, letter of apology. Repeatedly flagrant or aggressive use of such language can eventually result in dismissal. Good communication with other faculty and with the parents and documentation on this issue is important to determine whether a student has a pattern of using such slurs. Fighting: The first step in a physical altercation is to stop it. If you feel physically unable to intervene, find someone who can help as quickly as possible. The next step is to isolate the individuals to locations where they cannot continue the argument with others or communicate with other students. For example: send one to your apartment, while you ask one to come with you into another faculty member’s apartment. If you can, try to interview anyone who witnessed the event with an emphasis on getting both perspectives. If the students who were there are all one boy’s friends, collect their stories carefully, looking for inconsistencies and conflicting details. They could be biased. Many altercations are caused by actions or words from both parties. A common scenario is for two boys to exchange insults until one boy physically attacks, so not every fight involves bullying. In such instances it is often appropriate to treat both boys the same. In such instances, have the boys participate in a mediation process or a no-blame meeting. As part of this, parents should always be notified. (You should expect that parents will often see their own child’s viewpoint and want to see the other child punished but not theirs.) Also, after any physical altercation, the advisor, other dorm faculty, Dorm Head, Dean of Students, and Dean of School Life should all be notified in writing in order that a pattern of such behavior be identified quickly. Repeated physical altercations can lead to restrictions, probation, or expulsion. Improper Dress: The first response is to draw it to a student’s attention and then pay attention to it yourself. You may treat an isolated instance differently than you would a habitual behavior. Most often, simply requiring the student to rectify the situation - e.g. go back to the dorm to get the article of clothing - is all that is required. For repeated infractions, it is best to communicate with the advisor about a good response. Having the student check-out before he leaves the dorm in the morning to insure proper dress might help. It also might help to create a point system, whereby if the student was out of dress code a specified number of times in a week, then a certain consequence might be enforced. If the child is young it is best to also include a reward if they meet the standard. It is useful to remember that for a student who is having a host of struggles at school, dress might be a low priority and it might be a battle you would choose not to fight with too much vigor. Tardiness to class: Every teacher should be taking attendance in myEBS at the start of class. On the first incident or two of tardiness, simply saying that being late is not acceptable is fine. If it becomes habitual, it would be wise to say on the next incident that a consequence will be assigned by the teacher. It is generally accepted that a note from another teacher will excuse lateness so if a student says he is with a certain teacher but has been habitually late then asking the student to go get a note is a good idea. Other responses could include making up the time missed at another time of day, ideally during the student’s free time. For particularly callous and repeated lateness and after other techniques have been tried, the student could be sent to the Dean of Students office. Anytime a situation moves beyond a basic reminder, the advisor should be notified. Tardiness to other activities: A logical option is to make up the time at the other end, so if a student is five minutes late to study hall then have them stay in the study hall five minutes longer; the same can be applied to athletics, meals, etc. If the problem is more habitual, communicate with the advisor and Dorm Head to coordinate a more extensive plan and response.

114 Misbehavior in class: If verbal reprimands have proved ineffective, assign specific consequences such as assigned seating or making up for lost time outside of class. Students should be given specific feedback about classroom expectations and why their behavior is not aligned. Advisors and Department Chairs should also be made aware of habitual issues. Teachers and advisors can determine who and how to communicate the issue(s) to parents as well. If such systems do not work, a student or students may be sent to the Deans of Students office. It is important that the teacher follow through on this to make sure the student arrives and ideally to review the situation with a Dean. Rudeness or use of inappropriate language towards faculty: It is important to be consistent early on. Any rudeness should be addressed even if clearly said in jest. If a student seems out of control, you might have to allow the situation to settle before you confront the behavior. Students can become much more rational with time. (This also applies to you; it is a bad idea to try to assign a consequence if you are angry.) Continued instances may lead to the students being excluded from the activity that is happening. It is often quite effective to call home with the student and have them tell their parents how they spoke to you or to contact an administrator who would have a similar discussion with the student. Sometimes students will be even ruder with their own parents. It is appropriate for you to terminate such calls if the student's conduct violates community standards of respect. Other reasonable consequences would be: room restrictions, a work project, and / or a sincere apology. Late night activity: Your response to this should be related to why the students are up late and whether it has become a pattern. The mildest response (e.g. telling them just to go to bed) would be appropriate for a student who was up late reading or studying and has not done so habitually. If the student was utilizing technology, the device should be confiscated for a certain period, potentially in addition to other devices depending on the circumstances. Students who are gathering together after lights out may also earn room restrictions in the following days and / or early bedtimes. Similar consequences could be appropriate for students who are interrupting the sleep of others. Generally speaking it is advisable to send students to bed in the moment and deal with consequences in the morning; it is usually not a good idea to escalate a situation at night. However, if there is a major school rule being broken, do not hesitate to call the AOD no matter how late it is. Eaglebrook’s security team is also active in the dorms at night. They often are the first responders when students are up after lights out - reminding students to quiet down and get to bed. Security officers maintain a log of such incidents and also send emails to dorm faculty to make sure everyone knows who is struggling to meet expectations at night. Vandalism: If the action is in process, you should stop it first. Discovering the culprit should be a priority particularly if the vandalism is significant or offensive. When possible, it is advisable to have the perpetrating student involved in the repair. They should also be billed for any repair costs. Having them write a letter admitting their responsibility is also useful. If it is someone else’s personal property that was damaged, a letter of apology to them and appropriate restitution is important. Academic Dishonesty: Academic honesty is a serious issue that will get more serious at upper grade levels. It is important to remember that many students genuinely do not understand what academic dishonesty is and why it is detrimental to their learning. While it is certainly a disciplinary issue, it is also an educational one that is relative to the student’s grade level. It is important that a teacher make it clear early in the year what the standards in their particular class are. A student in the Fourth Form will have different expectations than one in the Sixth Form. In all cases the student’s advisor, the Department Chair, and the Director of Studies should be notified in writing of any situations of academic dishonesty. They should be part of the decision making process for any significant or repeated infraction. For a first, minor offense, it is often effective to explain the situation to the student and have them re-d0 the assignment. A standard response for subsequent incidents or more significant incidents would include: re-doing the assignment for the learning opportunity and to earn 50% credit, meeting with the Director of Studies to discuss the reasons it happened and how to avoid it in the future, communicating with parents, and disqualification from Academic Excellence Awards.

115 Possession of tobacco, vapes, or related nicotine products: The first step is to isolate the student and ascertain if you have found everything and to ensure the student cannot communicate to others so as to hide anything. Isolating the student in a safe location with close faculty supervision and notifying the Dorm Head, Dean of Students, and AOD should be the next steps. A thorough search of the student’s room and belongings, as well as other suspicious areas, will be necessary. Interviews with other students will also likely be necessary. On a first offense probation, certain restrictions, and parental notification are in order. It is within the schools policies to dismiss a student for this, however. Possession of drugs or alcohol: After making sure the student’s health is not in danger, the first step is to isolate the student and ascertain if you have found everything and to ensure the student cannot communicate to others so as to hide anything. (If the student is ill or unresponsive, call 911.)Isolating the student in a safe location with close faculty supervision and notifying the Dorm Head, Dean of Students, and AOD should be the next steps. A thorough search of the student’s room and belongings, as well as other suspicious areas, will be necessary. Interviews with other students will also likely be necessary. Clear infractions of these rules generally result in withdrawal or dismissal. A student who is missing: This will not necessarily be a discipline situation but may develop into one. The first step is to do a thorough check of the premises. Asking peers about recent interactions may be helpful as well. If these initial searches come up empty, notify the Security Office, AOD, and other dorm faculty. They will help organize a search that will go further and might involve calling the student’s parents or possibly the police. Bullying: In accordance with Massachusetts law, the school has a formal policy regarding incidents of bullying. Because this can become a legal issue, it is important that faculty adhere to the school’s policy, documenting the steps they have taken.

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Discipline Response Matrix This matrix is designed to guide a faculty member’s efforts in responding to disciplinary situations. It is not prescriptive. Rather, it is intended to provide general guidance regarding what steps may be taken and with whom to communicate. Not every potential response will be appropriate in every situation; the degree to which a behavior is repetitive and / or egregious should be weighed when determining a response. Dorm Heads, AODs, and / or Deans of Students should be consulted whenever there is a question about how to proceed.

Infraction Cell phone / personal tech misuse

Who may need to know? ● ● ●

Advisor Dorm Head Dean of Students

Potential responses? ● ● ●

Chromebook misuse

● ● ● ● ●

Advisor Dorm Head Dean of Students Office Technology Office Curriculum Office

● ● ● ● ●

Inappropriate language swearing

Inappropriate language insensitive, hateful

Late night activity

● ● ●

Advisor Dorm Head Dean of Students Office

●

● ● ● ● ● ●

Advisor Dorm Head Dean of Students Office School Counselors School Resource Officer Head of School

●

● ● ● ●

Advisor Dorm Head Dean of Students Office Security Office

●

● ● ● ● ● ●

● ● ● ●

Late to responsibility (e.g. meal, WEA, medicine)

● ●

Advisor Dorm Head

● ● ● ●

Conduct report is submitted and advisor discusses issue with the student Loss of device - one week for first infraction, one month for second, remainder of term for third Communication with family

Conduct report is submitted and advisor discusses issue with the student Student placed in “penalty box” Communication with family Restricted / eliminated access during free time Loss of Chromebook

Conduct report is submitted and advisor discusses issue with the student Room and / or tech restrictions

Conduct report is submitted and advisor discusses issue with the student Communication with family Written apology Research paper Probation Separation from community Dismissal

Conduct report is submitted and advisor discusses issue with the student Early lights out (first infraction of term) Room restrictions (second infraction of term) Communication with family Potential separation from community

Conduct report is submitted and advisor discusses issue with the student Earlier departure from dorm and / or faculty escort to responsibilities Tech and / or room restrictions (if connected to cause of tardiness) Potential makeup jobs at table

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Skipped responsibility (e.g. meal, WEA)

● ● ● ●

Advisor Dorm Head Dean of Students Office AOD

● ● ● ● ●

Contraband - food

Contraband - safety (e.g. weapons, fire risks)

Room uncleanliness

● ● ●

Advisor Dorm Head Dean of Students Office

●

● ● ● ● ●

Advisor Dorm Head Dean of Students Office AOD Security Office

●

● ●

Advisor Dorm Head

●

● ● ●

● ● ● ● ●

● ● ● ●

Late return from weekend

Other inappropriate / problematic behavior

Theft

Vandalism

Possession / use of alcohol or

Conduct report is submitted and advisor discusses issue with the student Loss of free time (e.g. room and campus restrictions, or assigned activities on weekends) Tech and / or other restrictions (if connected to cause of absence) Assigned seat at halfstaff meals if table is cut Communication with family

Conduct report is submitted and advisor discusses issue with the student Confiscation Tech and / or package restrictions Communication with family

Conduct report is submitted and advisor discusses issue with the student Confiscation Communication with family Room and / or campus restrictions Restrictions on packages Probation

Conduct report is submitted and advisor discusses issue with the student Loss of free time for cleaning Loss of belongings Restrictions on packages Communication with family

● ● ● ●

Advisor Dorm Head Dean of Students Office AOD

●

● ● ● ●

Advisor Dorm Head Dean of Students Office School Counselor

●

● ● ● ● ●

Advisor Dorm Head Dean of Students Office AOD Head of School

●

● ● ● ● ● ●

Advisor Dorm Head Dean of Students Office AOD School Counselor Head of School

● ● ● ● ●

Conduct report is submitted and advisor discusses issue with the student Written apology Communication with family Payment and / or work to repair damage Room and / or campus restrictions

●

Advisor

●

Conduct report is submitted and advisor

● ●

●

● ● ● ● ● ●

Conduct report is submitted and advisor discusses issue with the student Campus restrictions for following weekend Communication with family Conduct report is submitted and advisor discusses issue with the student Varies depending on behavior

Conduct report is submitted and advisor discusses issue with the student Written apology Communication with family Return or replacement of belongings Room and / or campus restrictions Probation Separation from community

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drugs

Possession / use of nicotine or related products

Fighting

Bullying (see Bullying section for more details)

● ● ● ● ●

Dorm Head Dean of Students Office AOD School Counselor Head of School

● ● ● ● ● ●

Advisor Dorm Head Dean of Students Office AOD School Counselor Head of School

●

● ● ● ● ● ● ● ●

Advisor Dorm Head Dean of Students Office AOD Security Office School Counselor School Resource Officer Head of School

●

● ● ● ● ● ● ● ●

Advisor Dorm Head Dean of Students Office AOD Security Office School Counselor School Resource Officer Head of School

●

● ● ● ●

● ● ● ● ●

● ● ● ● ● ●

discusses issue with the student Communication with family Probation Separation from community Dismissal

Conduct report is submitted and advisor discusses issue with the student Communication with family Probation Research paper Separation from community Dismissal Conduct report is submitted and advisor discusses issue with the student Communication with family Room restrictions Conflict Resolution Probation Separation from community Dismissal

Conduct report is submitted and advisor discusses issue with the student Communication with family Room restrictions Tech restrictions Probation Separation from community Dismissal

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Eaglebrook School Bullying, Harassment, Hazing Policy Harassment, discrimination, hazing, and bullying (including cyber-bullying) are serious offenses, prohibited by federal and/or state law as well as Eaglebrook’s policies. Verbal, physical, or electronic conduct that has the effect of creating an intimidating, hostile, or offensive environment for any member of the community will not be tolerated. This conduct is prohibited on school grounds and at school-sponsored events, activities, functions, and programs. This conduct is also prohibited on school buses and other vehicles owned, leased, or used by the Eaglebrook, and through use of technology or an electronic device owned, leased, or used by the Eaglebrook. In addition, harassment, discrimination, hazing and bullying are prohibited at a location, activity, function, or program that is not Eaglebrook-related or through the use of technology or an electronic device that is not owned, leased, or used by Eaglebrook, if the bullying creates a hostile environment at Eaglebrook for a targeted student; infringes on the rights of a targeted student at the Eaglebrook; or materially and substantially disrupts the educational process or the orderly operation of Eaglebrook. Through education and intervention, Eaglebrook makes every effort to achieve an educational environment that is free from harassment, discrimination, hazing, and bullying. Definitions Harassment or Discrimination: Harassment or discrimination is defined as behavior that is pervasive or severe and has the purpose or effect of 1) creating an intimidating, hostile, or offensive environment; 2) interfering unreasonably with an individual’s academic performance; or 3) creating a situation where academic decisions of a student depend on his or her submitting to and/or not objecting to the behavior. Discrimination and harassment can take many forms. Examples include, but are not limited to: 1) limiting opportunities to participate in certain clubs, teams or activities based on certain characteristics; 2) slurs, jokes, statements, remarks, questions, gestures, pictures, e-mails texts or cartoons regarding legally protected status that are derogatory or demeaning to an individual’s or group’s characteristics or that promote stereotypes; 3) demands for sexual favors in exchange for favorable treatment, academic rewards, or continued participation in a program or project; 4) offensive or unwelcome sexual flirtation, advances or touching; 5) obscene, demeaning or abusive commentary about an individual’s body or other personal characteristics; and 6) responding to refusals to provide sexual favors with verbal, emotional or physical abuse. Often, unwelcome and/or harassing behavior results from ignorance and flirting or teasing that is not welcome or that becomes excessive. Being sensitive to other peoples’ feelings and communicating clearly are the best ways to prevent harassment and discrimination. Hazing: Hazing is defined as conduct or a method of initiation into any organization which willfully or recklessly endangers the physical or mental health of any student or other person. Examples of hazing include, but are not limited to: whipping, beating, branding, forced calisthenics, exposure to the weather, forced consumption of any food, liquor, beverage, drug or other substance, or any other brutal treatment or forced physical activity which is likely to adversely affect the physical health or safety of a student or other person, or which subjects a student or other person to extreme mental stress, including extended deprivation of sleep or rest or extended isolation. All activities related to membership in a group or team (such as new membership and elections) must comply with applicable Eaglebrook rules and community standards. Officers and members in any organization, team, or group are also responsible for making sure that hazing does not happen. Bullying: Bullying is defined as the repeated use by one or more individuals of a written, verbal, or electronic expression or a physical act or gesture or any combination thereof, directed at a target that:1) causes physical or emotional harm to the targeted individual or damage to the targeted individual’s property; 2) places the targeted individual in reasonable fear of harm to himself or herself or of damage to his or her property; 3) creates a hostile environment at school for the targeted individual; 4) infringes on the rights of the targeted individual at school; or 5) materially and substantially disrupts the educational process or the orderly operation of the school. Bullying can include, but is not limited to, any of the following: 1) hitting, slapping, pushing and other physical conduct that causes bodily harm; 2) threatening in a manner that puts someone down or is cruel; 3) deliberately excluding someone as a way to humiliate or demean them; 4) sexually harassing conduct; 5) hazing activities.

120 Cyber-bullying: Cyber-bullying is bullying through the use of technology or electronic devices such as telephones, cell phones, computers, fax machines, and the Internet. It includes, but is not limited to, e-mail, instant messages, text messages, and Internet postings, whether on a webpage, in a blog, or otherwise. Cyber-bullying may include, but is not limited to, any of the following kinds of behaviors: 1) taking a private email, instant message, or text message and forwarding it, or threatening to forward it to others or posting it where others can see it to embarrass or intimidate a person; 2) spreading hurtful rumors online about another person; 3) threatening or insulting through aggressive e-mails, instant messages, or text messages; 4) posting, or threatening to post embarrassing pictures of someone online without his or her permission; 5) creating a Web page or blog in which the creator assumes the identity of another person or the knowing impersonation of another person as the author of posted content or messages, if the creation or impersonation causes any of the conditions listed in the definition of bullying listed above. Hostile Environment: A hostile environment is one in which discrimination, harassment, hazing or bullying causes the school environment to be permeated with intimidation, ridicule, or insult that is sufficiently severe or pervasive to alter the conditions of an employee’s work. Retaliation: Retaliation is any form of intimidation, reprisal, or harassment directed against an individual who reports discrimination, harassment, hazing or bullying, provides information during an investigation of such behavior, or witnesses or has reliable information about such behavior. Retaliation against any individual for reporting violations of the policy, whether by the object of the complaint or someone else, will not be tolerated and will be subject to the same strict discipline as harassment, discrimination, hazing or bullying itself. Each retaliatory offense will be investigated and sanctioned separately. Individuals who themselves are not complainants, but who participate in an investigation, for example, as witnesses, will also be protected from retaliation under this policy. Legal Definitions and Eaglebrook Policy It is important to bear in mind that stricter standards of behavior than those provided by law may apply under Eaglebrook’s policies in order that we may prevent inappropriate verbal and physical conduct. For example, although the law defines bullying as “repeated use” of certain expressions, acts, and/or gestures, Eaglebrook reserves the right to apply disciplinary measures and other corrective action in a case of a single expression, act, or gesture, if Eaglebrook determines in its sole discretion that it is of sufficient severity to warrant disciplinary measures or other remedial action. Conduct need not meet the legal definitions of harassment, discrimination, hazing or bullying to violate Eaglebrook’s expectations for appropriate behavior. Reporting Complaints and Initiating Investigations Any individual (faculty student or staff) who believes he or she has been hazed, harassed, discriminated against or bullied, who has witnessed such an incident, or who otherwise has relevant information about such an incident, should bring the matter immediately to the attention of the Incident Response Team. Such notification can be made anonymously. The individual receiving the complaint will ensure that it reaches the proper channels for investigation. Also, any individual who is subject to retaliation in violation of this policy or who knows of another individual who has been subject to retaliation is likewise required to promptly report it. The incident response team may also initiate an investigation based on its own observations or based on information received from rumors, social media or its members' observations. Any member of the faculty or staff who witnesses or otherwise becomes aware of discrimination, harassment, hazing, or bullying in violation of this policy or who becomes aware of retaliation against a student who provides information concerning a violation of this policy is required to report it immediately to the Incident Response Team. A member of the faculty or staff may not make promises of confidentiality to a student or parent who informs him/her of an allegation of harassment, discrimination, hazing, bullying, or retaliation. Faculty and staff may not make reports under this policy anonymously. Students and parents may make reports anonymously, but generally no disciplinary action will be taken based solely on an anonymous report. Although there are circumstances in which an anonymous report can be better than none at all, it is far more difficult to determine the facts of what occurred if complaints are made anonymously. Also, while Eaglebrook cannot promise strict confidentiality, because information must be shared in order to conduct an effective investigation, Eaglebrook releases information concerning complaints of harassment, discrimination, hazing, bullying, and retaliation only on a need-to-know basis, such as to conduct a comprehensive and effective investigation or to ensure that the requirements of this policy and applicable law are met. Eaglebrook , through the Incident Response Team, will report all incidents of unlawful hazing to appropriate law enforcement officials, as required by law.

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Investigation Process The Incident Response Team is customarily made up of the deans, and the Chief financial officer. This initial group may then determine if others, such as advisors, Dorm Heads or other administrators should be part of the team.When notified of an incident the team will appoint a main investigator for the incident and members of the team who might have conflicts of interest in the situation may be excused. Once contacted, the Incident Response Team (IRT) will promptly innate a screening process to determine whether a full, formal investigation is warranted In situations for which an informal process is appropriate, the Incident Response Team may provide advice to the student complainant or the adult representing the student complainant as to how to respond to the situation on his/her own. Alternatively, the Incident Response Team may obtain support for the student to moderate a conversation, in person or writing, between the student and the person perceived as the aggressor. Such mediation may be conducted by a dean, counselor, or other appropriate individual. While the IRT is conducting both its initial assessment for formal investigation it may take step[s to insure safety of those involved including but not limited to: taking steps to avoid contact between parties in issue, leaves of absence, changes of supervisor or medical leaves. The IRT may also decide to hire an outside investigator and/or consult with local law enforcement, the Department of Children and Families, legal counsel, or other administrators. In the event that an informal process is unsuccessful or inappropriate, the Incident Response Team will initiate a formal investigation of the complaint. Such an investigation may include but is not limited to interviews of those individuals directly involved in the incident and any potential witnesses, and collecting documents and any other evidence bearing on the incident as well as a review of school policies and applicable laws. The Incident Response Team will at all times during the process maintain confidentiality to the extent, in its judgment, the situation permits. All members of the School community are expected to cooperate fully with any investigation under this policy. Upon completion of its investigation, the Incident Response Team will submit a written report recording the facts it has developed and summarizing its findings and recommendations to the Headmaster. The Headmaster, in consultation with the parties necessary, will determine what, if any, remedial action or disciplinary measures should be initiated. Upon the implementation of appropriate remedial measures, the Headmaster or his designee, working with the Incident Response Team as appropriate, will inform individuals directly involved of the outcome of the investigation and whether action has or will be taken. In addition, the Headmaster or his designee, in conjunction with the Incident Response Team, will provide documentation as appropriate for inclusion in the student record of persons found to have engaged in discriminatory, harassing, hazing, bullying or retaliatory behavior. Suggested steps in an investigation ● Gather relevant physical evidence (photos, notes, emails, personnel files if applicable) ● Review relevant policies and laws ● Create timeline for event ● Plan sequence of interviews and preliminary questions ● Document Interviews (consider using note taker) Interviews ● Interviews should be conducted in a private location with more than one investigator present whenever possible. ● Start with broad open-ended questions. ● Elicit facts, not conclusions. ● Make interviewee comfortable; do not intimidate or threaten. ● Listen carefully to answers and follow the evidence. ● Cross reference with other interviews. ● Don’t share all your evidence. ● Consider follow-up interviews. ● Explain to all parties interviewed policy about retaliation, warn against engaging in retaliation and instruct to report if they feel they have been retaliated against. ● Investigate and respond to accusations of retaliation.

122 Basic Questions for Complainant ● Who, what, where, when, and how? ● How did you react? ● How did the action affect you? ● Does anyone have relevant information? Was anyone present? Did you tell anyone about it? Did anyone see you immediately after? ● Has this happened to anyone else? ● Do you have any relevant evidence : notes, photos, emails etc? ● Make sure to ask: How would you like this resolved? Basic Questions for Accused ● What is your response to allegations? ● If the accused claims the allegations are false, ask why he/she believes the complainant would lie. ● Are there others with relevant information? ● Do they have any notes or other evidence? ● Do they know of any other relevant information or witnesses? Basic Questions for Witnesses ● What did you see or hear? ● When did you see or hear it? ● Describe the accused behavior towards the complainant or others? ● Has the complainant told you anything? What was it? When was it told to you? ● Do they know of any other relevant information or witnesses? Questions to ask when Assessing Credibility ● Are stories told believable and consistent with known facts? ● What was the person’s demeanor in the interview? ● Did the person have a reason or motive to lose? ● Are the statements corroborated by other evidence or witnesses? ● Do the parties have any relevant past record to the type of incident or veracity. Questions to ask when making an assessment ● Are the allegations credible? ● Did illegal activity occur? ● Is there a reporting obligation? ● Was a school policy violated? ● Are the findings inconclusive? Written Report of Investigation should include: ● A summary of complaint with actual complaint attached if written. ● The issues investigated, the timetable of investigation, list of people interviewed. ● Summary of important information from interviews. ● Factual findings on each allegation or issue. ● Conclusions and results, responses, or consequences. ● An executive summary that can be shared with parties involved without violating confidentiality. Although the School’s goals are to support and educate members of the community as the principal means of preventing harassment, discrimination, hazing and bullying, it is both a principled goal and the legal duty of Eaglebrook to ensure a learning environment free of such behavior. Eaglebrook and the Incident Response Team thus reserve the right to act promptly and if necessary, unilaterally, to end harassment, discrimination, hazing, bullying and retaliation where such intervention is deemed to be warranted. Individuals who have been found to have engaged in harassment, discrimination, hazing, bullying or retaliation will, in accordance with the procedures outlined above, be subject to remedial action or discipline as appropriate, from counseling to dismissal from school.

123 In addition, the Head of School may take further action, up to and including a dismissal from school, for any individual’s failure to comply with the terms of any remedial action or discipline imposed. False Complaints/Abuses of Process Because allegations of discrimination, harassment, hazing, or bullying are serious and can be damaging to accused persons’ reputations, any person who knowingly, maliciously or recklessly makes a false complaint will be subject to severe discipline. In addition, because candor and honesty are essential to the investigation and remediation process, they are required of all participants, including third-party witnesses. The withholding of material information in an investigation by complainants, witnesses, and/or the accused party is prohibited. Employees are expected to cooperate fully in an investigation conducted by Eaglebrook; failure to demonstrate such cooperation will lead to disciplinary action. Abuse of the process, including falsifying information, will result in discipline being imposed, up to and including termination. Massachusetts Anti-Hazing Law 269:17 - HAZING; ORGANIZING OR PARTICIPATING; HAZING DEFINED. Section 17. Whoever is a principal organizer or participant in the crime of hazing, as defined herein, shall be punished by a fine of not more than three thousand dollars or by imprisonment in a house of correction for not more than one year, or both such fine and imprisonment. The term “hazing” as used in this section and in sections eighteen and nineteen, shall mean any conduct or method of initiation into any student organization, whether on public or private property, which willfully or recklessly endangers the physical or mental health of any student or other person. Such conduct shall include whipping, beating, branding, forced calisthenics, exposure to the weather, forced consumption of any food, liquor, beverage, drug or other substance, or any other brutal treatment or forced physical activity which is likely to adversely affect the physical health or safety of any such student or other person, or which subjects such student or other person to extreme mental stress, including extended deprivation of sleep or rest or extended isolation. Notwithstanding any other provisions of this section to the contrary, consent shall not be available as a defense to any prosecution under this action. 269:18 FAILURE TO REPORT HAZING. Section 18. Whoever knows that another person is the victim of hazing as defined in section seventeen and is at the scene of such crime shall, to the extent that such person can do so without danger or peril to himself or others, report such crime to an appropriate law enforcement official as soon as reasonably practicable. Whoever fails to report such crime shall be punished by a fine of not more than one thousand dollars. POLICY ON REPORTING ABUSE, RAPE, HARASSMENT Under the laws of Massachusetts (Massachusetts General Law, Chapter 119, section 51A), a faculty or staff employee of a school such as Eaglebrook must take steps to report any instance in which he or she has reason to believe a student under the age of 18 is a victim of child abuse. Such abuse may be physical, emotional or sexual. A telephone report should be made promptly as described in the next paragraph and a written report must be filed within 48 hours of the telephone report. Reports of suspected child abuse must be filed with the Massachusetts DCF. The obligation to report is absolute and is enforced by criminal sanctions for failure to act. Faculty members are advised that such sanctions have been imposed on private school officials who failed to report suspected sexual abuse, even though the failure to report was supported by professional advice. An employee can meet her or his responsibility under the statute by making a report to the individual designated by the school to make reports under the statute. In the case of Eaglebrook, that person is the Director of Student Life. If it is not possible to reach the Director of Student Life. a report should be made to the Assistant Headmaster or, if he or she is not available, to the Chief Financial Officer. If it is impossible to reach any of these individuals within 12 hours of learning of child abuse, a telephone report should be made by calling DCF’s Area Office and asking for the Screening Unit. If the call is made outside the hours DCF is open, it should be made to the Child-At-Risk Hotline at 800-792-5200.

124 The types of conduct that constitute reportable child abuse are listed below. The important point is that these are only the most obvious forms of child abuse. Any activity that causes physical or emotional injury or the substantial risk of such harm to an individual under the age of 18 must be reported to Eaglebrook as outlined above. Abuse: The non-accidental commission of any act by a caretaker upon a child under the age 18 which causes, or creates a substantial risk of, physical or emotional injury. Physical Abuse: Any use of force that results in injury, pain or impairment, i.e., neglect, malnutrition, hitting, improper restraint, burning. Emotional Abuse: Willful infliction of mental, psychological or emotional anguish by threat, humiliation, intimidation or any other abusive conduct, including frightening, isolation or neglect. Sexual Abuse: Commission of any sex offense against a child, as well as any of the above described types of abuse that involve sexual relations or overtones, or any sexual contact between a caretaker and a child under the care of that individual. A “caretaker” can be a child’s parent, step-parent, guardian, or any household member entrusted with the responsibility for a child’s health or welfare. It also includes any person entrusted with the responsibility for a child’s health or welfare outside of the child’s home, such as teachers and staff in a school setting. In addition, an adult member of Eaglebrook is obligated to report criminal conduct to the police. Eaglebrook treats any form of nonconsensual sexual activity as rape, including instances in which only students are involved. All members of the faculty and staff are expected to report instances of rape of a student. A member of the faculty and/or staff who is a direct witness to the act of rape involving a student or is contacted by a student victim of rape immediately after the act should at once inform the Director of Student Life, and Incident Response Team. When a member of the faculty and/or staff becomes aware that a rape of a student occurred at some time in the past, he or she should report the matter to the dean of students as soon as possible. In addition, sexual penetration (oral, anal or vaginal), even if consensual, involving a person of either gender who is younger than 16 years of age constitutes statutory rape, which as a sex offense must be reported to DCF. Therefore, any instance of sexual penetration involving a person under the age of 16 should be reported. In general, because of the potentially serious consequences of nonconsensual sexual activity, faculty and staff are expected to be alert to the possibility and to report sexual activity that they reasonably believe to be nonconsensual to the Director of Student Life. Diversity and Disciplinary Responses for Racial and/or Discriminatory language Eaglebrook is committed to providing a safe community where students can thrive in a diverse setting, and diversity is an area in which Eaglebrook work together, mentoring, guiding, and teaching students how to appropriately and respectfully communicate and connect with the community as a whole. Eaglebrook understands that middle school boys make mistakes and test boundaries, even in regards to using racial or discriminatory language. Therefore, Eaglebrook aims to first educate students who use racial or discriminatory language, helping them to understand the major impact their words or actions may have on others. While we do not tolerate such language, we are dedicated to helping students learn and grow which is why we hold conflict resolution meetings, first, when such issues arise. However, repeated use of such language can result in more serious consequences, such as community service projects in place of sports, the writing and presenting of an apology letter, and dorm or room restrictions for a set period of time. If a student continues to use such language they may be asked to return home for a “time out” or, in more severe cases, asked to leave the school permanently. We understand that each student has a different background which plays a large role in their decisions in regard to racial or discriminatory language. Not all students have been exposed to different races, ethnic backgrounds, and religions, which means some students just need to be educated surrounding racial and discriminatory language. For this reason, while we have set guidelines for first offenders, we look to handle any repeated offenses based on the personality and/or background of the individual student or students. This does not mean that we give lesser

125 consequences to certain students, rather we do our best to tend to each individual’s needs based on who they are as a person. It is critical that faculty work together on such important but sensitive issues, communicating openly and arriving at outcomes which are constructive for pith perpetrators and targets of bigoted language.

Professional Development

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Professional Development Opportunities In order to be effective guides for our students, it is essential that faculty members regularly assess their performance in the classroom, dormitory, and athletic fields and actively pursue their continued development as educators. To facilitate this, Eaglebrook facilitates opportunities for self-reflection, feedback from administrators and peers, and participation in outside professional development. Self-Reflection and Review Teams Faculty members participate in the review team process in each of their first two years of employment, followed by once every four subsequent years. Individuals entering their first year in new administrative roles will also be scheduled for a review team. Review teams are led by an assigned administrator and also include Department Chairs and Dorm Heads. For individuals who do not have a Dorm Head and / or Department Chair, other relevant administrators and faculty members may be asked to participate. Experienced faculty may also be given the opportunity to select one member of the review team as well. Prior to a review team meeting, the individual being reviewed must complete a self-reflection form that asks about the various aspects of the individual’s role(s) at Eaglebrook. Various self-reflection forms have been tailored to certain roles to ensure the process is as relevant as possible. The self-reflection will then be shared with all members of the review team to assist in creating an agenda. Aspects of a faculty member’s performance that may be discussed include: classroom teaching, advising and dormitory life, coaching, comments and letters, professionalism, etc. Review team meetings should be more reflective and constructive than evaluative. It is important to highlight and validate areas of strength while also identifying areas for growth. After each review team meeting, the leader will produce a written summary of the meeting’s key points, which will be shared with the Dean of Faculty via submission of a Google Form. This summary will include multiple areas of strength, multiple areas of growth, and one specific professional development recommendation. First year faculty have two review team meetings, generally one in the early winter and a second in the spring. Experienced faculty only have one review team meeting when it is their turn. The Dean of Faculty will communicate with the faculty being reviewed as well as the potential members of the review team in the fall trimester. Observations All faculty members are expected to visit at least one class per year. Likewise, all faculty members are expected to have at least one class visited by a colleague per year, in addition to standard visits by Department Chairs. In a review team year this may happen naturally as members of the review team may observe class in preparation for the meeting. In other years, it is incumbent on the faculty member to make sure this exchange is taking place. Such observations will be most meaningful and constructive if the teacher and observer agree upon specific goals for the observation beforehand. Following the visit, the duo should meet again to discuss the observation. Dorm Heads, the Athletic Department, and other administrators and colleagues are encouraged to complete observations of a faculty member’s work in the dormitories, athletic fields, and elsewhere around campus. Conferences and school visits In addition to the review team process, each faculty member is expected to pursue formal professional development opportunities on an annual basis. Pursuing academic advancement, attending a conference, or visiting another school

127 are three ways to work toward this goal. This is in addition to other on-campus opportunities that can be either required (e.g. workshops and meetings at faculty meetings, CPR training, etc.) or informal (e.g. class visits). As an institution we are committed to attending certain annual conferences hosted by relevant professional organizations, such as AISNE, POCC, TABS, and AMLE. Groups sent to these conferences are a combination of those selected due to institutional need and those who communicate their interest in attending. Interest in attending these larger conferences should be communicated by mid-September of each school year, using the professional development conference request form. Other conferences may be applied for at the request of the individual or the recommendation by a supervisor or administrator. For conferences under $250 of total expense to the school, submission of the conference request form should merit a response within 5-7 days. For conferences above $250 of total expense to the school, submission of the conference request form should merit a response within 7-14 days. For school visits ● Faculty are encouraged to visit schools that may present relevant and unique learning opportunities for their role; ● Faculty who travel for school visits may submit travel costs, but not overnight costs; ● Requests for school visits should be submitted through the conference request form at least a week before proposed visit; ● Deliverables are the same as reflected below for conferences. For presentations at conferences ● Faculty are encouraged to submit applications to present at conferences; ● Faculty should discuss their applications to present at conferences with the Dean of Faculty at the time of submission to provide more context; ● Financial support for these opportunities is contingent mostly upon appropriate and timely communication and the number of opportunities granted within the year. ● Deliverables are the same as reflected below for conferences. For conferences under $500 of total expense to the school ● Faculty are encouraged to attend annually; ● Special applications for exceptions to the policy are available by marking the appropriate section in the Conference Request Form and by having a conversation with the Dean of Faculty. ● The dollar amount does not roll over. For conferences over $500 of total expense to the school ● Faculty may apply to attend such conferences once every three years or if asked to attend by the school; ● Special applications for exceptions to the policy are available by marking the appropriate section in the Conference Request Form and by having a conversation with the Dean of Faculty; ● The dollar amount does not rollover. Approval based on: ● Number of conferences attended in that school year ● Whether faculty member is being supported by the school in graduate study ● Applicability to work ● Whether there is a group going to the conference ● Overall disruption to school life ● Availability of professional development funds ● Tenure of employment and length of anticipated employment at Eaglebrook ● Deliverables may be: ○ presentation at a faculty learning session, ○ presentation at a department meeting,

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detailed conference write-up, documentation of a lesson or other practical application of ideas from the conference, or invitation to peers, supervisor, and administrators to observe a class wherein a lesson has been planned that reflects materials learned from the conference.

Coverages at School: Faculty are expected to arrange coverage, and circulate arrangements to the Dean of Faculty, Department Chair, Dorm Head, Dean of School Life, Director of Athletics, Curriculum Office, and Main Office for all that apply: ● Classes ● Dorm ● Sports ● Weekend Duties ● Other duties (e.g proofing, travel, snack, etc.) Approved by: The Dean of Faculty approves conferences in consultation with the Curriculum Office and appropriate administrators, Department Chairs, and Dorm Heads. Costs: ● For approved conferences, the school will pay for conference fees and reasonable travel expenses (e.g. tickets, parking, mileage, hotels, meals). ● Faculty must keep receipts and turn them into the business office using appropriate accompanying forms for reimbursement. Academic Advancement Teachers and staff seeking academic advancement will enter into a process separate from the Conference Request process and the Mayer Grant process. Applications include recommendations from two supervisors, program details including costs, duration, and class schedules, and a written statement as to why the individual is seeking this opportunity. Please utilize the Application Form for these details. Letters of recommendation can be submitted separately. These materials must be submitted prior to acceptance into the program if the individual is seeking any financial support or if there will be any impact in daily responsibilities. Individuals who have been at the school for 2-3 years may apply for grants of money to do graduate course work. Increments available, awarded by committee. Individuals who have been at the school for 4-10 years may apply for grants of money and time, (e.g. decrease of one course, one season coaching). Awards are made in dollar amounts, not relative to the cost of the program. The grants are limited and are awarded by committee. Individuals who have been at the school for 11-25 years may apply for grants of money and time. Time may include relief of weekend duty and advisory relief. The number of such grants are not limited and will be determined by committee. Tenure is a factor in determining the amount of money awarded to each individual in each case. General ranges of support may vary depending on availability of funds. Awards may range up to $5000, but are likely to be less than this amount. Those who are provided with Academic Advancement Awards are asked to give professional consideration to remain at Eaglebrook for at least 3 years beyond the completion of their program. The academic advancement award will serve as the professional development activity for the year and is to be included in the professional development file; conferences and workshops will not be available for funding consideration during the time of active completion of the degree, though applications for exceptions to this will be considered on an individualized basis.

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Coverages at School: Faculty are expected to arrange coverage, and circulate arrangements to Dean of Faculty, Department Chair, Dorm Head, Dean of School Life, Director of Athletics, and Main Office for all that apply: Classes Dorm Sports Weekend Duties Other duties (e.g proofing, travel, snack, etc.) Approved by: The Dean of Faculty works with the Head of School, CFO, Curriculum Office, Dean of School Life, and other relevant administrators to determine awards for academic advancement. The Head of School, Director of Human Resources, CFO, and direct supervisor serve to support applications from staff members. Costs: ● The school will expect faculty pursuing graduate work to bear some of the overall cost of attending the program, including travel expenses and/or books. Faculty will be asked to provide information regarding other sources of funding they are utilizing. ● For approved graduate work the school will pay a portion of tuition (amount to be determined). ● Faculty and staff should arrange payment to the institution with the business office. Approval based on: ● Demonstrated enactment of professional development in work at school ● Demonstrated ability to sustain additional workload ● Applicability of degree to work ● Overall disruption to school life ● Length of program ● Cost of program and availability of professional development funds ● Length of anticipated employment at Eaglebrook ● Deliverables may be: ○ presentation at a faculty learning session, ○ presentation at a department meeting, ○ documentation of a lesson or other practical application of ideas from the coursework, ○ articles or research papers completed within the year, ○ or invitation to peers, supervisor, and administrators to observe a class wherein a lesson has been planned that reflects materials learned from coursework. Ongoing approval based on: ● Successful completion of applicable elements of graduate program. Faculty should provide copies of their transcripts at the end of each graduate school academic term into their professional development file and also share with the Dean of Faculty. ● Successful management of core aspects of employment as part of their re-application process. Coverages at School: ● Faculty and staff should seek opportunities that minimize the disruption to school life and the need for arranging fill-in coverage. ● Faculty and staff should not expect to be relieved from regular duties while attending graduate school; depending on the number of years that faculty have been at Eaglebrook and the type of academic advancement award given, there may be opportunities for relief from school duties. These arrangements are made individually by the committee reviewing the applications. ● Faculty and staff are expected to work with appropriate administrators to arrange coverage for any duty (see below), and circulate arrangements to the Dean of Faculty, Department Chair, Dorm

130 head, Dean of School Life, Director of Athletics, Curriculum Office, and Main Office. If a staff member, circulation of coverage should include the direct supervisor and CFO. Classes Dorm Sports Weekend Duties Other duties (e.g proofing, travel, snack, etc.) If class schedules change, the individual should connect with the Dean of Faculty prior to every trimester/semester to update accordingly and also communicate approved changes in coverage with the individuals mentioned above. Mayer Grants The Mayer Grants are considered unique opportunities for personal enrichment that may not necessarily occur during the active months of the school year; no deliverable is required beyond entry of the award into your professional development file. The individual is encouraged to share their experiences at learning sessions, assemblies, department meetings, Sunday Meetings, or other appropriate times.

Mentors A mentor is a person to whom one can turn, without hesitation, for advice and guidance. Over time, most faculty members will acquire several informal mentors but we also like to establish a formal system for a faculty member’s first year. Dorm Heads, Department Chairs, the Athletic Director, and proofers will also work closely with new faculty members to support them in those specific aspects of their experience, but the mentor can be a valuable role to support them in other aspects of life at Eaglebrook (e.g. discussing broader issues of school culture, answering questions they may not want to ask their direct supervisors, pointing them in the best direction to find used furniture or the best deals on groceries, etc). Prior to the opening of school, a mentor will be assigned to each new faculty member. The mentor will contact the mentee before new faculty meetings begin to make a quick introduction and offer the opportunity to connect. There is no standardized requirement for mentors and mentees to meet formally at given intervals. However, mentors are encouraged to check in informally on a regular basis to see how the mentee's adjustment to school life is going. The school will also reimburse the pair for a meal off campus up to two times per year (for a total of $100 or less). Mentors should not try to schedule these meals for on-duty nights. Regardless of any formal mentoring program, all faculty should feel free and are expected to help and advise all new faculty.

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Emergency Procedures

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Campus Security Information

The health, well-being, and safety of both our students and the greater community is our highest priority at Eaglebrook. The Department of Safety & Security is comprised of the director, a team of full-time officers, and a pool of part-time officers. Together, they provide 24/7 coverage, to assist with road crossings and traffic, and event management among other duties. The Department of Safety & Security encourages the conception of a community driven approach. While they are available to respond to safety and security related matters, they are also widely available for support of any type. The Department of Safety & Security strives to integrate themselves into the campus community and to establish relationships with all members of the community. This should allow everyone to become better problem solvers while working through not only emergencies but day-to-day issues as well. With that said, there are certain roles that faculty will play when emergencies do occur. Below is contact information for the Department of Safety & Security, with an outline of what roles faculty may have throughout the most common types of campus emergencies: fire alarms, medicals, and suspicious activity. Contact Information Email: security@eaglebrook.org Phillip Snow: Director of Safety & Security: phillip.snow@eaglebrook.org Shannon Murphy: Assistant Director of Safety & Security: shannon.murphy@eaglebrook.org Emergency Phone Numbers ● Fire, Ambulance, Police: 911 ● 24/7 Security Phone Line:413-774-9168 ● Remember - if you call 911, immediately call security after! Office Location Doubleday – 1st floor Security Vehicle Toyota RAV4 – color gray with school seal on side doors Fire Safety Why do fire alarms occur on campus? Generally speaking, they originate from burned food, steam, kicked up dust, horsing around, or sometimes even bugs. But – they can also originate from FIRES! This is why practicing fire safety is so important. Fire safety on campus takes form in a few different ways: (a) fire alarms; (b) fire drills; and (c) fire code. Through these mediums, faculty greatly assist to enhance the safety of Eaglebrook School students. Please read below to better understand your role. Fire Alarms When a fire alarm is activated, loud sirens will sound, and strobe lights will flash. This is your cue to begin assisting students with evacuating the building and/or dormitory. Even if you know why the alarm was activated, and life safety is not threatened, the building must be evacuated. If you live in a dormitory apartment, your family must also evacuate.

133 If you are in a classroom, assist all of your students outside. If you are in a dormitory, all student rooms must be checked before you exit and doors should be closed. The fire department will respond, and so will Eaglebrook School Security. Once evacuated, report to your designated area and take a headcount. If any students are missing, you must advise the AOD. The AOD will then advise security. You are only authorized to re-enter the building once security has notified you it is safe to do so. Under no circumstances should you attempt to tamper with the fire alarm panel or attempt to reset the alarm. Fire Drills Fire drills provide opportune time to practice fire safety. It is imperative that fire drills are practiced in the same way a live alarm would be handled. If faculty facilitate their role appropriately, students will have a better sense of what to expect when a live alarm is activated. This may assist to lessen their anxiety amid emergency and allow for all motions to transpire more fluidly. Practice, practice, practice. Fire Code All dormitories at Eaglebook are equipped with a fire suppression sprinkler system. Under no circumstances should sprinkler pipes or sprinkler heads be used to hang items of any type. Dormitory hallways and exits should remain clear of obstruction at all times. Move-in and move-out days may provide temporary exceptions, along with boots outside of rooms on a rainy day, but at large it is the responsibility of faculty to assist students with maintaining a sense of order in the hallways and near exits. Obstructions slow us down. In the case of a real fire, time is critical to life safety. If fire code safety violations are notable, a Security Officer will document and report the violation to the dormitory residents. All reported violations should be addressed and fixed as soon as practicably possible by on-duty dormitory staff. Medical Emergencies Medical situations can manifest in various ways. From physical injury and illness, to mental health struggles, members of the Eaglebrook School community deserve the greatest care possible. Outside of the Health Center and hospital settings, medical incidents contain a number of moving pieces. Prior to students receiving care from a doctor or nurse, faculty members and Eaglebrook Security will play a pivotal role in medical first response. The Department of Safety and Security strives to maintain a high level of medical training. Through a combination of EMTs, Medical First Responders, and CPR/AED certificate holders, officers are prepared to assist with initial care, transportation, and transfer of care. However, for this to happen effectively, faculty may be asked to assist by wearing different hats time-to-time. Care Providers The first hat faculty may be asked to wear is that of a care provider. If a second hand is needed to help provide quality care, security may ask faculty to assist with particular requests. Such requests could be calling 9-1-1, retrieving an AED, retrieving medical supplies, writing down notes, gathering a student’s personal items, assisting to bandage a wound, or helping direct emergency responders to where they need to be. Extra hands will help enhance the experience of any medical incident. This hat will be the easiest hat to wear, as you are able to simply be yourself. Inherently, the presence of a security officer, firefighter, EMT, or police officer may increase any acute or chronic anxiety a student may feel. Faculty faces are often the most familiar faces to students. By simply having a presence, students may feel a heightened sense of relief. Traffic Help At times, security may need help directing an ambulance to the location of an incident. If security must remain at the scene, an officer may request for help flagging down an ambulance and directing it to where the patient is. Time-to-time, it may be necessary to also escort EMTs through a building to the patient. Security will let you know if any of these requests are needed. Suspicious Activity

134 When reporting suspicious activity to Eaglebrook Security, remember to call the security cell phone, as the communication of details is significant. Remember to write down any notes about the suspicious activity you may have as soon as you can. Depending on a situation, security may ask to meet you somewhere in person before they investigate. When investigating reports of any kind, Security likes to remind everyone of the basics to information gathering: who, what, where, when, and why. The following questions are examples of information that will help Security to move forward with their investigation: ● Who was involved? ○ How many people? ○ Male, or female? ● What was happening? ● What did they look like? ● What were they wearing? ● What were they saying? ● Where did this occur? ● When did this happen? ● Why was this perceived as suspicious? ● Vehicles are important pieces of information as well. What type of vehicle? Color? Make/model? Did you observe any license plate information? Did the vehicle have an Eaglebrook vehicle decal? Were they on a bike? Visitors On Campus Eaglebrook Security encourages all employees to communicate any expected guests (personal or work-related) on campus, their length of stay, and what vehicle(s) they may have. Remember, if Security knows ahead of time, they will have an answer when someone else calls to report someone they do not recognize! Vehicle Registration All employees are required to register their vehicle with Eaglebrook Security. In return, you will receive a vehicle window cling decal to be affixed on the inside of your rear driver’s side window. This will help Security differentiate vehicles on campus that are affiliated with the campus community from those outside of the community. Please remember to communicate to Eaglebrook Security: ● ● ●

If you need a new vehicle decal You change your vehicle You need to use a temporary vehicle for any period of time

Building Access Building access includes physical turn-keys and electronic key-fobs. Eaglebrook Security manages all building access throughout campus. If you have a change in duties or circumstances, please contact Phil Snow by email. Such situations may include but are not limited to: ● ● ● ●

Lost keys or key-fob Broken or non-working keys or key-fob A request for new keys or a change in key-fob access due to change in coverage duties Change in campus housing

135 Please remember, if you do not need keys anymore, to return them to Eaglebrook Security! Do not pass keys off to other faculty as Security manages key-records. You are accountable for the keys issued to you!

Emergency Procedures Overview In all emergency situations, our responsibility is for the safety of all the students in our care. Therefore it is important that we not place either ourselves or other students at risk while focusing on an emergency. In all emergency situations it is critical that the appropriate personnel be notified to establish an early presence of leadership. In all situations, the call tree below should be used to initiate the proper school response. ● ●

Eaglebrook Security: 24/7 Line: 413-774-9168 ○ Security notifies Eric Malloy Administrator on Duty 24/7 Line: 413-834-0296

Emergency management and incident command will assemble from the following locations. 1. Board Room - Lodge 2. Security Office - Doubleday All inquiries from the media should be directed to Schuyler Bogel at 413-774-9182 Specific Procedures Eaglebrook School has an Enterprise Risk Management group that meets to discuss various safety and security, and risk-related topics. With collaborative efforts between this group, Eaglebrook Security, and local officials, guidelines for specific emergencies have been put together in the form of a Comprehensive Emergency Management Plan. This document can be found on the Resource Board in myEBS (in the panel titled “Emergency Procedures”).

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Harm to Self or Others Protocol for Dormitory Parents, Faculty and Staff There is a detailed explanation of the protocol for responding to potential self-harm or harm to others in the Emergency Procedures Manual, which can be found in the Resource Board on myEBS. If a faculty member encounters an emergency, or if self-harm has been attempted, the faculty member should remain with the student and call 911 immediately. The Security Office, AOD, and School Counselor should then be notified as soon as possible. If a faculty member has questions or concerns about potential threats of self-harm or harm to others, the AOD should be contacted immediately. The AOD will then communicate with the School Counselor, as well as Security and the Health Center if needed. Please see the Emergency Procedures Manual to learn more about the details of the protocol.

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Extreme Weather during Sports When inclement weather is predicted to develop during scheduled sporting events, whether it be practices or games, Security will send a RAVE text and email alert notifying the community of the potential conditions and what weather events they are favorable to support. At the discretion of the Athletic Director, Assistant Athletic Director, and Athletic Trainers, a decision will be made whether or not to cancel sports for the afternoon. Should an extreme weather event develop with little or no notice during scheduled athletic events, the Athletic Director, Assistant Athletic Director, or Athletic Trainers will notify coaches by radio to gather teams in safe locations outlined below. Security and the AOD should also be notified. ● ● ●

Teams on the track and tennis courts - Report to the pool Teams on the lower fields - Report to the rink Teams on the upper fields - Report t0 the gym

Once the Athletic Department, Security, and AOD determine that it is safe to return outdoors, coaches will be notified by radio that all is clear.

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Appendix

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