School Board Governance Policy Guide

Transcription

Parkland Immanuel Christian School – School Board Governance Policy Guide
SECTION 10
VISION/MISSION
11
Vision
12
Mission
13
Mandate
SECTION 20
HANDBOOK PROTOCOLS
21
Format
22
Updates
SECTION 100
FOUNDATION
101
Constitution
102
By-Laws
102.1
Society Meeting Quorum Guidelines
103
Education Policy
104
Standing Committees / Mandates
104.1
Education Committee Mandate
104.2
Finance Committee Mandate
104.3
Transportation Committee Mandate
104.4
Maintenance Committee Mandate
104.5
Promotion Committee Mandate
104.6
Personnel Committee Mandate
104.7
Kindergarten Advisory Comm. (KAC)
104.8
Salary Review Committee
104.9
Student Support Committee
104.10 Special Projects Mandate
105
106
107
108
109
Auxiliary Organizations
105.1
Ladies Aid
Board/Society Meetings
106.1
Rules of Order for Meetings
106.2
Board Meeting Preparation Guidelines
106.3
Board Timeline
106.4
Procedures for Society Meetings
Membership in Associations
107.1
Covenant Canadian Reformed Teachers’ College (CRTC)
107.2
Association of Independent Schools and Colleges in Alberta (AISCA)
107.3
League of Canadian Reformed School Societies (LCRSS)
PICS Life Advertising Policy
Board Strategic Planning
SECTION 200
FINANCIAL
201 Tuition Grid
202 Tuition Payment Policy
202.1
Tuition Arrears Policy Guidelines
203 Tuition Credit Policy
204 Bill Payment Procedures
205 Fundraising Procedures
SECTION 300 PERSONNEL
301 Collective Agreement
301.1
Code of Conduct
301.2
Discipline and Appeal Procedures
301.3
SUB Plan
301.4
Group RRSP Pension Plan Policy
Page 1 of 156
302 Professional Staff
302.1
Professional Development
302.2
Professional Development Days
302.3
Teacher Growth, Supervision and Evaluation Policy
302.4
Principal Evaluation Policy
302.5
Promotion and Termination
302.6
CRTA
302.7
School Administration
302.8
Staff Support and Recognition Policy
302.9
Teacher Mentoring Policy
303 Support Staff
303.1
Administrative Assistant
303.2
Janitors
303.3
Bus Drivers
303.4
Building Manager
304 Volunteer Policy
SECTION 400 STUDENTS
401 Admission Policy
402 Class Size Policy
SECTION 500 SCHOOL PROGRAMS / POLICY
501
School Regulations
501.1
General
501.2
Conduct Policy
501.3
Fire Drills and Emergency
501.4
Attendance and Punctuality
501.5
Dress and Grooming
501.6
School Appearance
501.7
Phone Use
501.8
Physical Education
501.9
Anti-bullying Policy
502
Student Evaluation Policy
503
Exemption Policy
504
Maturation Policy
505
Discipline Policy
506
Incident Reports Policy
506A
Incident Investigation Report
507
Child Abuse – Protocol for Reporting
508
Closing of School
509
Student Motor Vehicle Rules
510
Lost and Found
511
Conflict Resolution and Appeal Procedures
Page 2 of 156
512
513
514
515
516
517
518
519
520
521
522
523
524
525
526
527
In School Illness Procedure
No Smoking Policy
PICS School Supervision Policy
Policy for Student Course Requirements
Formal Testing and Assessment Protocol
Off-Campus Education Policy and Procedures
Specialized Services Policy
Sexual Abuse Complaints against Staff Members- School Protocol
Internet Policy
Field Trips and Excursions Policy and Procedures
Course Challenge Policy
Student Technology Policy
Board Member ‘In-School’ Visits
Board Member ‘In-Home’ Staff Visits
School Safety
Anaphylaxis Policy
601
602
603
SECTION 600 TRANSPORTATION
Bus Rules
Transportation Service Policy
Student Pick-up and Drop-off Policy
701
702
SECTION 700 BUILDINGS AND GROUNDS
Building Use Policy
Key Use Policy
801
802
SECTION 800 PROCEDURES
School Lockdown Procedure
Fire Drill Procedure
APPENDIX A
A106.1
A106.2
A202.1
A202.2
A202.3
A202.4
A301.4
A301.5
A301.6
A302.3
A302.4
A304.1
A304.2
A304.3
A505
A506
A520
A524.1
A524.2
A525
Simplified Robert’s Rules
Sample Board Agenda
Arrears Letter – First Notice
Arrears Letter – Second Notice
Arrears Letter – Third Notice
Arrears Letter – Final Notice
Annual Contract
Permanent Contract
Leave of Absence Request
Teacher Evaluation Forms
Principal/Vice-Principal Evaluation Forms
Volunteer Code of Conduct
Volunteer Application Form
Coaches Code of Conduct
Discipline Procedure Implementation Guidelines
Incident Report Form
Student Computer Network Access Agreement
Board School In-School Visit Form Part I & II
Policy Review Schedule
Board Member ‘In-Home’ Staff Visits Guide
Page 3 of 156
SECTION 10
11
VISION/MISSION
Vision ^
L.I.F.E. - Learning in Faith Everyday
Parkland Immanuel Christian School is a Reformed covenantal school rooted in God's Word and the confessions of
the Canadian Reformed Church. Our covenant community will have such harmony and support from its parents,
staff, and students that it forms a powerful voice glorifying God and demonstrating hope in a broken world. We will
continually strive to express our understanding of God's gift of grace and the value of providing consistent
instruction between school, church and home.
Enthusiastic Learning
Parkland Immanuel Christian School will seek to create an environment where staff and students are inspired and
challenged to use their God given talents as they joyfully teach and learn about our God and the world from a
covenantal perspective. They will engage in activities that foster a love for learning, develop the ability to think
critically about the world around them, and promote strong leadership skills.
Caring People
Parkland Immanuel Christian School will attract, develop and retain individuals whose words and actions glorify God
and model Christ's love and purpose in their own spiritual and academic growth. They will strive for excellence in
leadership and communication with peers, parents and the community.
Nurturing Community
Parkland Immanuel Christian School will be prayerfully supported by a welcoming multi-generational community
that is actively involved through volunteering, membership in committees or boards, and by participation in regular
school activities. It will seek to build strong partnerships with all members of the Reformed community and
promote a sense of belonging, ownership and pride.
Adopted: April 11, 2007
12
Mission ^
The purpose of Parkland Immanuel Christian School is to provide parents a Christian learning environment for
educating their children. We strive to develop the students’ talents so that they acquire the knowledge, skills and
attitudes needed for a life of responsible Christian stewardship. The school will also provide an atmosphere where
students can grow in maturity in their relationship with one another.
13
Mandate ^
Parents are primarily responsible for the education of their children. In order for education to be most effective,
there should be uniformity of purpose and direction between home, school, and church. To achieve this, parents
belonging to Canadian Reformed Churches of Edmonton have established a school society and elected a parental
board to operate and maintain Parkland Immanuel Christian School. It is the mandate of this board to hire suitable
staff to carry out the daily instruction in the school in accordance with the directives of the society and subject to
Holy Scriptures, as summarized in the Belgic Confession, Heidelberg Catechism, and Canons of Dort.
Reviewed by Board: Sept. 23, 1998
Page 4 of 156
SECTION 20
HANDBOOK PROTOCOLS
21 ^ Formatting
22 ^ Handbook updates
22.1
22.2
22.3
22.3
Limit board revision dates to the last revision date
Overall handbook revision number is increased with each revision
A revision log will be maintained at the bottom of the document which briefly describes the changes.
When viewed within MS Word use the control key (ctrl) and left mouse click when a hyperlink is
shown to navigate quickly within the document. When viewed in PDF format the ‘index finger
pointing hand’ indicates a hyperlink
22.4 The symbol ^ has be used by each section title to position a hyperlink back to the index.
SECTION 100 GENERAL
101 ^ Constitution of the Canadian Reformed School Society
ARTICLE I: NAME
The society bears the name “Canadian Reformed School Society of Edmonton.”
Article II: FOUNDATION
The society is committed to the infallible Word of God and also will be bound by the Three Forms of Unity, the Belgic
Confession, the Heidelberg Catechism, and the Canons of Dort as confessed by the Canadian Reformed Church.
Article III: PURPOSE
The purpose of the society is to organize and operate a school or schools, in order to give Reformed education to the
children of the church.
Article IV: MEMBERS
Membership of the society is open to members of the Canadian Reformed Church.
Article V: RELATION TO EDUCATION LEGISLATION
The society will be subject to Alberta Education Legislation as long as this is not in conflict with the Word of God.
Article VI: PUPILS
Pupils admitted will be children of members of the Canadian Reformed Church. The board will decide upon
admitting other children. This decision will in the first place concern the serving of the purpose of the school.
Article VII: PERSONNEL
Full-time teachers are to be confessing members of the Canadian Reformed Church.
Article VIII: The engaging and discharging of personnel is done by the board.
Article IX: CHANGING OF THE CONSTITUTION
A)
Articles of the constitution can be changed when at least two-thirds of the members present at a
general meeting vote in favour of a motion for change. The quorum will be two-thirds of all the members.
B)
The articles 2, 3, 7, and 9B cannot be changed or deleted.
Page 5 of 156
Article X: FINANCES AND MANAGEMENT
The income of the society shall consist of:
 Contributions
 Tuition Fees
 Donations
 Legacies
 Rent of Buildings
The properties of the society are managed by the board. On the annual meeting, the board shall present a financial
statement and shall be accountable for their actions.
Article XI: LIQUIDATION
The society can be liquidated by decision of a two-thirds majority of membership on a general meeting. Members
unable to attend such a meeting may send their vote by registered mail. In case of liquidation, all properties of the
society should be awarded to Canadian Reformed Education in Canada.
November 1976
Page 6 of 156
102 ^ By-Laws of the Canadian Reformed School Society of Edmonton
MEMBERSHIP
1.
All persons who are members of a Canadian Reformed Church, who are in agreement with the foundation
and purpose of the society, and paying the annual membership fee, are eligible for membership in the society.
2.
Membership includes the privilege of voting at the meetings of the society, participating in the society's
activities, and being eligible for nomination for election to and service on the board of directors unless otherwise
provided for hereinafter.
3.
The duties of a member shall be:
A)
To promote the purpose of the society whenever possible;
B)
To pay such membership fees and other dues as established by the society.
4.
A member may withdraw from the society upon written notice to the board.
5.
A member’s privileges shall be suspended if such member is in arrears to the society of more than three (3)
months membership dues or other obligations as set out by the society. Special circumstances shall be considered
by the board.
6.
A member may be expelled for just cause. Two-thirds of the society’s members in good standing must
approve this action.
BOARD OF DIRECTORS
7.
The society shall establish a board of directors hereafter called the “board.” The board shall consist of at
least five members of which one shall be president, one shall be vice-president, one shall be secretary, and one shall
be the treasurer of the society.
8.
Any member of the professional staff or a full-time employee in the employ of the society shall be ineligible
to serve as a member of the board.
9.
The term of office for any board member shall be three (3) years commencing from the meeting at which
they are elected excepting when a vacancy occurs during a member’s term. A by-election shall be held to fulfill this
member’s term. No board member may serve more than two (2) consecutive terms of office.
10.
The various functions on the board including the presidency shall be decided by the board by ballot and
made public within one (1) month after the elections.
11.
The board shall execute and regulate school policies in accordance with the constitution and by-laws of the
society.
12.
The board shall exercise good stewardship of the society’s business affairs.
13.
To ensure that the school’s educational program and board policies are faithfully carried out, to cultivate a
congenial working relationship between board and staff, and to facilitate timely improvements in procedures as
necessary, the board shall arrange annual visits of two board members with all members of the professional staff
individually. The board shall maintain a policy for the purpose of implementing these visits and analyzing the
results.
Page 7 of 156
14.
The board shall appoint and maintain qualified teaching staff.
15.
The board shall have the right and authority to interpret and construe the society's constitution and bylaws, rules and regulations adopted pursuant thereto by the society whenever such is called into question. Upon
receipt of such decision, a member shall have fifteen (15) days to notify the board, in writing with reasons stated,
that the decision will be appealed at the next general meeting. A two-thirds (2/3) majority of the society's members
in good standing will be necessary to alter the determination of the board.
16.
President – the president of the board shall, when present, preside at all meetings of the society and of the
board. The president shall enforce all the provisions of the society's constitution and by-laws. The president shall
be ex-officio member of all advisory committees with the privilege of voting at those committee meetings. Another
board member may assume these responsibilities for the meeting if the president is absent.
16a.
Vice-president – the vice-president of the board shall, when the president is not present, or when requested
by the president, preside at meetings of the society and of the board. The vice-president shall assist the president to
enforce all the provisions of the society’s constitution and by-laws. The vice-president shall be the convener of the
Personnel Committee.
17.
Secretary – the secretary shall keep an accurate account of the minutes of the society and board meetings,
and keep an official record of all correspondence of the society. All official documents shall be kept in a safe
manner. The secretary shall keep an up-to-date list of all members and addresses, and publicize all meetings as
required. A yearly report on the state of the society shall be presented at the annual general meeting by the
secretary.
18.
Treasurer – the treasurer of the society shall receive all monies paid to the society and to deposit such
monies into the society's bank account exercising good stewardship. The treasurer shall keep such books as may be
required to present a full detailed account of the receipts and disbursements of the society and to keep these books
current. A yearly report (duly audited) of the financial state of the society shall be presented at the annual general
meeting.
AUDITING
19.
The books, accounts and records of the treasurer shall be audited at least once each year by a duly qualified
accountant. A complete and proper statement of the standing of the books for the previous fiscal year shall be
submitted by such auditor at the annual general meeting.
20.
Financial records and minutes of the board and society may be inspected by any member of the society at
the annual general meeting or at any time upon giving reasonable notice and arranging a time satisfactory to the
officer having charge of same. Information relating to individuals shall remain confidential to the board.
MEETINGS
21.
The society shall hold at least one (1) general meeting. This meeting shall be held within twelve (12) weeks
of the fiscal year and shall also be considered the annual general meeting. At this meeting, annual reports of the
secretary and the treasurer shall be presented. All general meetings must be publicized at least ten (10) days prior
to the meeting.
22.
Special meetings of the society may be called with only three (3) days notice upon instruction by the board
and stating cause for such meeting. Other items may be placed on the agenda if two-thirds (2/3) of the members
present at the meeting are in agreement.
Page 8 of 156
23.
Special meetings of the society shall be called by the board if one-third (1/3) of the society's members in
good standing request such meeting.
24.
Board meetings shall be held as often as the business of the society requires, but at least every three (3)
months. Three (3) days’ notice of such meeting shall be given every board member unless all agree to waive this
requirement for the meeting.
25.
Special board meetings shall be called on the instruction of any two (2) board members and stating the
cause for such meeting. Three (3) days’ notice of such meeting shall be given every board member unless all agree
to waive this requirement.
26.
All meetings of the board and of the society shall be open to society members. Matters of a confidential
nature shall be dealt with in closed session.
27.
One-third (1/3) of all members in good standing constitutes a quorum at any meeting of the society. If no
quorum exists, a meeting may be properly called in fourteen (14) days time in which all members present at that
meeting shall constitute a quorum. Only items that were on the agenda of the previously called meeting may be
discussed at this meeting.
28.
A majority of board members constitutes a quorum for board meetings.
NOMINATION PROCEDURES
29.
Members of the society shall be requested to submit names for upcoming vacancies on the board at least
four (4) weeks in advance of the annual meeting. The board shall nominate at least as many candidates as there are
vacancies. Nominations shall be made public two (2) weeks prior to the budget meeting.
Alternate nominations may be proposed by the members provided that: the nomination(s) are received by the
secretary one (1) week prior to the election; the nomination(s) are supported by the names and signatures of two
(2) members and the signature of the nominee. These members and the nominee have to be members in good
standing.
VOTING
30.
All voting shall be done by show of hands except for election of board members which shall be done by
secret ballot.
31.
Voting may not be done by proxy whatsoever and by letter only for election of board members. The board
shall accept signed written letters from society members in good standing.
32.
Members with the largest amount of votes shall be considered elected to the board until all board vacancies
are filled. In case of a tie vote, the oldest member will be considered elected.
33.
All decisions of the society shall be taken by majority vote of those members present at the meeting.
REMUNERATION
34.
Unless authorized at any meeting and after notice of same shall have been given, no officer or member of
the society shall receive any remuneration for serving on the board or its committees.
FINANCES
Page 9 of 156
35.
The necessary funds for the operation of the society and its school(s) shall be obtained from payment of
tuition fees, membership fees, contributions, fund drives, rental of facilities and foundation grants, if and when
applicable.
36.
The board shall seek approval from the society for all borrowings exceeding ten percent (10%) of the
operating budget during the fiscal year.
ADVISORY COMMITTEES
37.
The board may establish advisory committees to assist in the operation of the society and its school(s). All
members appointed to such committees sit at the pleasure of the board. All committee terms of office are for up to
three (3) years and reappointments are permitted. The president shall be ex-officio member of all advisory
committees with the privilege of voting at these committee meetings.
STAFF
38.
The professional staff shall be appointed by the board after a careful consideration of their spiritual,
academic, and physical qualifications. They shall be appointed for such terms and with such conditions as the board
may determine.
39.
All professional staff shall be qualified under the Department of Education of the Province of Alberta.
40.
All professional staff must be (or become) members in good standing of the society.
41.
All professional staff must declare their unconditional agreement with Article II of the constitution. They
must be communicant members of a Canadian Reformed Church. They must be scripturally sound in their teaching
and lead exemplary Christian lives.
42.
All professional staff, as well as board, shall abide by the terms of the contract entered into by both parties.
The terms of such contract shall become null and void when either party fails to abide by its terms except for
contract clauses that relate to the execution and conditions of the termination. The board has the authority and the
responsibility to dismiss a teacher whose instructions and/or personal life conflicts with the foundation and purpose
of the society as put forth in Articles II and III of the constitution.
43.
A board's decision to dismiss a professional staff member during the term of their contract may be
appealed by that member to a committee of five appointed for that purpose. The appeal must be launched within
fifteen (15) days of date of dismissal. Two committee members shall be appointed by the board, two by the
dismissed staff member, and one with approval of both parties. The committee's findings shall be binding on both
parties.
44.
The substance of these articles governing professional staff shall be made a part of all contracts.
BY-LAWS
45.
The by-laws of the society may be rescinded or altered at a general meeting and upon the proposed
change(s) being made public at least one (1) month prior to the meeting. A quorum for such a specific purpose shall
be one half (1/2) of the members in good standing and a two-thirds (2/3) majority of the members present at the
meeting must be obtained before the proposed change(s) shall be adopted. If no quorum exists a new meeting shall
be called to consider the proposed change(s). A new meeting shall not be called within one (1) month but shall be
called within three (3) months of the date of the original meeting. Quorum for this meeting shall be the same as for
the general meeting as provided for (Art. 27). A two-thirds (2/3) majority of those members present must be
obtained before the proposed change(s) shall be adopted.
Page 10 of 156
46.
Changes in the by-laws which would contravene the provisions of Article IX.B of the constitution shall not be
allowed. Changes which do contravene Article IX.B shall in effect mean the dissolution of the society.
DISSOLUTION AND LIQUIDATION
47.
The society may be dissolved by a decision of a two-thirds (2/3) majority of the members in good standing
present at a general meeting specifically called to consider this proposal, and upon one (1) months notice to the
society of the proposal. Votes sent in by registered mail will be accepted.
48.
In case of dissolution, the board shall decide whether to appoint trustees to handle the affairs of the society
until another society conformable to the basis and purpose of this society is established in the Edmonton area or
whether to liquidate all society assets and all monies so obtained shall be directed to Canadian Reformed Education
in Canada.
Adopted: May 2, 1980
Last revision: Nov 29, 2004
Page 11 of 156
102.1 ^
SOCIETY MEETING QUORUM GUIDELINES
Reference: Constitution: Art. 9, By-laws 27, 45
Traditionally, husband and wife have each been allowed one vote on all matters at society meetings. This practice
will be allowed to continue; however, to ensure that the minimum quorum requirements of the Constitution and
Bylaws are met at meetings of the society the following procedures will be used:
1.
One month before the society meeting the treasurer will compile an accurate membership list of the
society.
2.
Members that are in arrears to the society for more than three (3) months membership dues or other
obligations (Bylaw 5) will be considered not in good standing. They will be contacted prior to the meeting and
informed that they are not permitted to vote. Their names will appear on the membership list (in order to maintain
Bylaw 20). However, they will not be included in the total membership count for purposes of quorum.
3.
No person who is arrears to the society for more than twelve (12) months’ membership dues or other
obligations will be considered as a member of the society.
4.
The attendance list for the meeting will show the name(s) of the member on the left side. To the right of
this will be two places for signatures of the members attending. Spouses shall sign separately beside their name.
5.
All members will be asked to sign the list as they enter the meeting. Provision will be made to pass the list
around to anyone who neglected to sign upon entering.
6.
Quorum requirements will be determined based upon the type of meeting and business of the meeting per
the applicable Bylaws or Articles of the Constitution of the society.
A)
Regular meeting – Bylaw 27 – one third (1/3) of all members in good standing.
a1) Replacement meeting – Bylaw 27 – all members present.
B)
To change bylaws – Bylaw 45 – one half (1/2) of the members in good standing.
b1) Replacement Meeting – Bylaw 45 – one third (1/3) of the members in good standing.
C)
To change the Constitution – Article IXA – two thirds (2/3) of all the members.
7.
The number of membership units represented (husband and wife count as one (1) membership for purposes
of determining quorum) will be counted and compared to the number of membership units required to reach a
quorum. The chairman of the meeting or his designate will determine if a quorum has been reached and if the
meeting can continue.
8.
The chairman will ask if there are any objections to his ruling that quorum has or has not been achieved.
9.
All requirements for quorum contained in the constitution and bylaws remain unchanged by this guideline.
Adopted: February 06, 1999
Page 12 of 156
103 ^ EDUCATION POLICY
The education policy seeks to ensure that PICS offers an educational setting that meets the expressed goal of
creating “an environment where staff and students are inspired and challenged to use their God given talents as
they joyfully teach and learn about our God and the world from a covenantal perspective. They will engage in
activities that foster a love for learning, develop the ability to think critically about the world around them, and
promote strong leadership skills.” This is done by:
-
Ensuring that all instruction is in accordance with God’s word, as it is summarized in the confessions.
-
Creating opportunities for students to develop a covenantal life and world view, so that they live as true
representatives of Jesus Christ.
-
Providing a safe and caring environment where all students are encouraged to develop to their talents
to the fullest of their potential.
-
Providing instruction that meets the stated expectations of the Alberta Curriculum.
-
Ensuring strong communication between home and school.
The administration will be responsible for ensuring that this policy is being successfully implemented, and will report
monthly on the education being provided at PICS to the Education Committee.
Board Decision: May 13, 2010
Page 13 of 156
104 ^ STANDING COMMITTEES AND THEIR FUNCTIONS
The board shall appoint a number of standing committees to assist in the operation of the Society and its school(s).
It shall be desirable that the convener of a committee be a member of the board. The board shall communicate
with the committee via the convener of the committee. The term of a committee member shall be three years. Any
member may be reappointed at the termination of his term.
All committees are directly responsible to the board and must submit written reports of its meetings and actions to
the board when requested.
The President of the board is ex-officio member of all standing committees and shall be informed of any committee
meeting so that he/she may be present if he deemed this necessary.
Revised: March 1, 2010
Page 14 of 156
Policy Title 104.1 ^
Education Committee Mandate
Effective Date
March 2011
Scope / Purpose
Responsibilities
Members
Stakeholders
Rationale
PICS-104.1
To ensure the curriculum and educational activities fulfill the mission and vision
statements of the school society.
1. Be aware of the overall changes in the Alberta curriculum, and how this
impacts our vision, mission and staffing requirements.
2. Discuss staffing requirements in light of fulfilling educational needs of
students.
3. Develop and maintain a rolling 3-5 year plan.
4. Monitor programming in the school.
5. Oversight of Student Support Committee (SSC).
Eight members:
a. Two Board members – appointed by the board, convener of Ed Com
and vice-president of Board (term generally 3 years, but may vary depending on
Board composition)
b. the Principal – permanent member
c. Two Divisional Leaders (1 elementary, 1 high school). One of the
Divisional Leader roles may be filled by the Principal if the Principal is teaching in
that Division, reducing the committee to 7 members – permanent members
d. Three parents - nominated by the committee, appointed by the board
(3 year terms)
Parents,
Board,
Staff and Administration
Students
The committee will promote and foster the glorification of God, enthusiastic
learning in His service, and development of caring students and teachers. It will
also encourage activities by the school to promote a nurturing community.
Page 15 of 156
Procedures
Guidelines / References
Board Adopted Date
Board Revision Date
The functions of the committee shall be:
a. To review teaching assignments, pupil class loads and school terms,
b. To make recommendations to the Board regarding teaching staff
requirements. See Note 1.
c. To make recommendations to the Board and provide pertinent advice to
other committees regarding education matters
d. To investigate and interpret the school curriculum by:
1. Ensuring that the school’s own objectives are met See Policy 103.
2. Ensuring that the requirements of provincial statutes are fulfilled;
3. Reviewing changes in the curriculum and in instructional materials with
the objective of maintaining a Reformed, Christian curriculum.
4. Reviewing the scope and sequence of courses as needs are identified.
e. To keep informed of the quality of all instructional programs, and assist in
developing and/or assessing all educational activities, materials, equipment
and climate
f. To ensure annual surveys (student and parent) are conducted to assess level
of satisfaction, and evaluate, communicate and action accordingly.
g. To address any other educational matters and issues as directed by the
board.
h. Meet with the SSC as necessary.
h. Meet once a month from Sept. to June, and only if necessary in the summer
months.
N/A
March 2011
Last Revision: March 15, 2011
Page 16 of 156
104.2 ^
FINANCE COMMITTEE MANDATE
PICS-104.2
Effective Date
June 1, 2011
Scope / Purpose
The committee shall administer all the financial affairs of the society, and report
on these to the Board and Society as necessary.
The Finance Committee will:
- Obtain budget recommendations from all committees and professional staff.
- Compile from these an annual operating budget, to be approved by the board
and the society.
- Facilitate the financial operation of the school(s) by issuing payment of duly
authorized expenses incurred and maintaining a proper record thereof.
- Recommend and, upon board and society approval, implement a tuition and
membership fee structure that will allow the annual budget to be met.
Responsibilities
- Prevail upon the membership to fulfill its obligation in payment of fees,
recommending allowances for those unable to meet the required amount,
and dealing appropriately with those unwilling to meet same.
- Provide receipts to the members for tax‐deductible donations received, as
government regulations allow.
- Propose long‐term financial plans to the board as appropriate.
- Keep the membership informed of the financial status of school operations on
a regular basis.
- Submit properly audited Financial Statements to Alberta Education as
required.
The Treasurer, from the Board of Directors, is the chairperson.
- Additional members consist of:
1. a member of the Administration Team, to ensure good communication
between Administration and Finance;
Members
2. the Bookkeeper, who will maintain the books of the Society on an
appropriate accounting system;
3. and a designated Statistician, who will assist in the compiling of financial
information where possible, and also keep confidential donation records in
good order.
Stakeholders
The Board, Staff, and members of the School Society
Page 17 of 156
PICS-104.2
Rationale
Proper financial administration is essential to the well-being of the School; being
good stewards of the blessings that God has placed in our hands will help to
provide a stable and nurturing environment for His covenant children.
- The Board shall appoint 4 signatories to Society Bank Accounts, any 2 of which
may sign cheques on the Society’s behalf
Procedures
- Bank Accounts held for the Society shall be reconciled each and every month
by the Bookkeeper and reviewed by the Treasurer, ensuring that outstanding
and erroneous items are dealt with appropriately
- All expenses shall be accounted for using GAAP (Generally Accepted
Accounting Practices) including a notation (by initial) of approval by the
Treasurer
- Private information of the School Society and Members are to be kept in the
strictest confidence.
The Board shall have the final decision in all financial matters.
Board Adopted Date
February 06, 1999
Board Revision Date
July 14, 2011
Page 18 of 156
Policy Title 104.3
^
Transportation Committee Mandate
PICS -104.3
Effective Date
Feb. 9, 2011
Scope / Purpose
Provide a system for the transportation of students to and from school and for
approved field trips.
The transportation committee has the following responsibilities:
Responsibilities

Provide client focused, cost effective bus service to the school
membership

Minimize long term cost of ownership of the bus fleet through
appropriate maintenance and acquisitions

Manage the employment of the bus drivers

Ensure the proper conduct of both bus drivers and students while using
the transportation system
Members
The transportation committee shall consist of at least three members. The
committee convener shall be a board member. Persons providing services to
the board for a fee shall not be committee members; however, the committee
may consult with them in their area of expertise.
Stakeholders
School Society members with children enrolled at PICS, the Board, and the bus
drivers.
Rationale
Given the location of the school and the community from which it draws its
membership, it is more cost efficient for the membership to maintain bus
service. This enables and encourages as many as possible to participate in the
school community.
Procedures
N/A
N/A
Board Adopted Date
November 20, 1999
Board Revision Date
February 9, 2011
Page 19 of 156
Policy Title 104.4
^
Maintenance Committee Mandate
PICS-104.4
Effective Date
April 04 2011
Scope / Purpose
To ensure that the school building(s) and physical equipment are kept in good
repair. To ensure that the school grounds are safe and an overall esthetic
appearance is upheld and maintained.
Responsibilities
-
Develop long term objectives and create specific goals to be achieved
within a 5 year period
-
Ensure that the school building(s) and physical equipment are kept in
good repair
-
Ensure that the grounds are neatly and safely maintained
-
Prepare maintenance budget recommendations and track maintenance
costs
-
Supervise as well as make recommendations regarding the hiring and
dismissal of the janitorial staff, building manager, and maintenance subcontractors
Members
Committee shall consist of one representative of the custodial staff, one
representative of the professional staff, 1 - 3 member(s) of the society at large,
one member of the board, and the maintenance manager. The convener of the
committee shall be the board member.
Stakeholders
Accountable to the PICS Board, School Society, and students. Will seek input
from PICS staff (including custodians and building manager) and guidance from
the Board.
Rationale
To ensure that the overall upkeep of the school is completed in an efficient,
cost effective manner.
Procedures
N/A
The board shall finalize all decisions pertaining to the budget and maintenance
personnel.
Board Adopted Date
February 06, 1999
Board Revision Date
April 04, 2011
Page 20 of 156
104.5 ^
PROMOTION COMMITTEE MANDATE
Policy Title
Effective Date
February 27, 1999
104.5
The Promotion Committee shall recommend and implement a course of action
designed to promote the school society and the case for reformed, covenantal
education in the Church Community.
The Promotion Committee has a responsibility for promoting PICS in the
following congregations:
Scope / Purpose
Responsibilities

Providence Canadian Reformed

Immanuel Canadian Reformed

St. Albert Canadian Reformed

Edmonton Protestant Reformed

Edmonton United Reformed
- Maintain a database re: the Church Community (monitor church bulletins to
maintain a list of all changes to addresses and phone numbers, family
additions, family members moving away or family members passing away.
This database is necessary for the annual school drive, promotional
contacts, open house invitations etc...)
- Organize the Annual School Drive (to take place in April)
- Promote PICS via the PICS website
- Maintain and update an information package to be forwarded to all new
families and interested individuals (eligible future school members only)
- Send cards to church community members at special occasions:





births
marriages
Profession of Faith
welcome/thank-you upon joining school society
thank-you for years of support when a society member moves away
and/or discontinues membership
Page 21 of 156
Policy Title
Responsibilities (continued)
104.5
- Call on or visit person/families who are not school society members. Contact
new church members by sending a card and following up with a visit or
sending an information package if they prefer.
- Organize an Open House/Promotion night for non-society members every
2nd or 3rd year or when feasible
- assist with Grandparents Day
- ex-officio member of the Run For Your Life Committee
- ex-officio member of the Building Legacy Golf Tournament Committee
- together with the Personnel Committee arrange for appropriate staff
appreciation (i.e. Christmas gifts) as well as appropriate staff recognition for
years of service
Members
The Promotion Committee shall consist of a minimum of 4 persons. One shall
be a member of the board, who will also be the convener of the committee;
one shall be a staff member.
Stakeholders
The Church Community, Society members
Rationale
Procedures
none
Staff Recognition and Support Policy - 302.9
Board Adopted Date
February 27, 1999
Board Revision Date
August 10, 2011
Page 22 of 156
104.6 ^
PERSONNEL COMMITTEE MANDATE
The Personnel Committee shall consist of at least four (4) members of the board. The vice-president shall be the
convener. The other members shall be the president, the treasurer, and a board member from the Education
Committee.
The function of the Personnel Committee shall be:

Hiring

Termination

Appraisals

Salary negotiations

Staff Recognition together with Promotion Committee
Adopted: Mar 16 2011
104.7 ^
KINDERGARTEN ADVISORY COMMITTEE (KAC)
Because of Alberta Education directives, the ECS (Early Childhood Services) program is operated differently than the
rest of the school.
The Parkland Immanuel Christian School Kindergarten is operated under the Canadian Reformed School Society of
Edmonton, which acts as the legal operator. Since the school society already has in place a number of
administrative functions, it is advantageous for the ECS program to be operated under the umbrella of the board.
The KAC concentrates on the educational dimension and leaves the administrative function to the School. The
School Administration handles the legal paperwork, signs the grant forms, receives the government grants, provides
the staff, transportation, facilities, equipment and provides the educational supplies and materials. The general
operation of the ECS program is the responsibility of the KAC.
KINDERGARTEN ADVISORY COMMITTEE (KAC)
The KAC helps coordinate the ECS program, plans events, organizes parent meetings, advises the board, and in
general, encourages parental involvement in the education of their children. The KAC functions as the board of the
kindergarten. The KAC consists of parents and school staff.
Revised: November, 2013
Page 23 of 156
104.8 ^
SALARY REVIEW COMMITTEE
The Salary Review Committee shall consist of five (5) members:

Two staff representatives, appointed by the staff.

Two board representatives, appointed by the board. As a rule the board representatives will be the vicepresident and the treasurer of the board.

One independent representative from the school society, mutually agreeable to both the board and the
staff, appointed for a three year term.
The function of the committee will include the following:

Make yearly salary and benefit proposals for the professional staff at PICS for the Board’s consideration.

Review salary and benefits at other Canadian Reformed Schools in Alberta and Manitoba with a view to
ensuring that salaries and benefits are competitive with these other schools.

Review salaries and benefits of professional staff with the Edmonton Public School Board to ensure, as much
as possible, that salaries and benefits, as a percentage, do not drop further below these salaries and
benefits.

Keep annual records of the information gathered.
The committee will be given access to general board information regarding incomes received and expenditures. It
will not, however, have access to personal information regarding tuition and/or salaries.
The committee’s report must be made with a view to the fiscal viability of the society.
The report is to be presented to the board by November 30 of the preceding school year.
Adopted: March 8, 2000
Revised: March 1, 2010
Page 24 of 156
104.9 ^ STUDENT SUPPORT COMMITTEE
STUDENT SUPPORT POLICY
Parkland Immanuel Christian School creates and maintains an environment where staff, students, parents, and the
community are inspired and challenged to use their God given talents. The school recognizes the needs of students,
as well as those of parents and all stakeholders. The school actively encourages all to contribute to and to derive
benefit from this environment.
Through the Student Support Program, the school will encourage and guide students to realize their full potential for
service to God and the neighbour. The program supports the school’s vision in the following ways:

With teachers who nurture the development of the whole child.

With excellence in leadership and communication between staff, students, parents, and the community.

Through partnerships within the community, thus promoting a sense of belonging within the communion of
saints.

By awareness and through networking, maximizing access to expertise and to diverse supports for students,
teachers, parents and community.
The School will ensure that the Student Support Program provides the following:

Individualized ongoing support for all students as they progress through their school career.

A systematic approach to both formal and informal evaluation and assessment in establishing student
support needs and subsequent progress.

A Learning Assistance Program to support the needs of the students.

A Special Needs Program to support the needs of the students (and that fulfills government obligations).

Additional proactive support for exceptional, social, and/or emotional needs of the students.

An established systematic and continuing assembly of resource materials and information on available
resources and programs, and distribution of information about resource acquisitions and resource
information to all teaching staff.

Communication that Parkland Immanuel Christian School is prepared to support all of its students in the
development of their person and talents;
The school will implement this policy with the assistance and involvement of the Student Support Committee.
DEFINITIONS
Learning Assistance:
Refers to the help provided for students that require changes to the regular curriculum (changes to instructional
strategies, materials, resources, facilities, equipment or staffing). It is considered a temporary measure for students
with a mild learning difficulty specific to one subject area or a moderate learning difficulty that may be more global
(generally this involves 10% of the school population). LA does not include students who meet Alberta Education
guidelines and qualify for Special Needs funding.
Special Education:
Refers to teaching/learning situations in which students with special needs require adaptations to some or all of
their school day. Students with special needs include those with severe visual, auditory, physical, mental or chronic
Page 25 of 156
health impairments, behavior disorders, as well as, those who are highly gifted. Students’ needs must meet specific
criteria outlined by Alberta Education, and funding is available after an Individualized Learning Plan (IPP) is
submitted to and approved by the Special Programs Branch of Alberta Education.
Board Decision: September 10, 2008
MANDATE
The Student Support Committee is established to provide community support to the coordinator as he/she strives to
implement Parkland’s Student Support Policy and Program. The committee and coordinator shall strive to
continuously improve school systems to meet the diversity of needs that exist so that “the school will encourage and
guide students to realize their full potential for service to God and their neighbour.”
Together with the Learning Assistance & Special Needs Coordinator, the Student Support Committee will do the
following:

Act in an advisory capacity; providing advice, feedback and acting as a sounding board in response to
matters brought to the committee’s attention by stakeholders, i.e. the Board, the Administration and the
coordinator.

Act in an internal advocacy role for the Student Support Program, and assist the school in meeting the needs
of students and their parents, as well as the coordinator, teaching staff, Administration and the Board.

Respond to requests for advice or assistance from parents, teachers, Board, or committees.

Review and assess the degree to which the school meets the needs of students requiring Learning
Assistance or Special Education.

Develop and propose programs that support Learning Assistance and Special Education

Develop, establish and manage the systematic assembly of resource and assessment materials and
information, as well as take care of the acquisition and distribution of such materials with stakeholder input.

Provide access to services for the development and implementation of the Student Support Program and
the various programs, procedures and activities that presently or in the future may be established to meet
identified needs of students as directed by the Coordinator.

Ensure a Communication Plan is in place to raise awareness, and inform the extended community about the
Student Support Program, its value, success, and challenges.

On an annual basis, provide an update to the Education Committee and the Board of their action plan and
goals for the year.
Reporting Relationship:
The Student Support Committee works with the Learning Assistance & Special Needs Coordinator, who will in turn
inform the principal. The Education Committee will review recommendations from the principal for program or
policy changes and seek Board approval where appropriate. The SSC meeting minutes will be shared with the
Education Committee.
Page 26 of 156
Board
Principal
Program
coordinator
Education
Committee
Student
Support
Committee
Student
Support
Network
COMMITTEE COMPOSITION
The Student Support Committee will consist of the following:

Learning Assistance & Special Needs (LASN) Coordinator(s) – permanent member of the committee,
appointed by the principal.

Additional staff member(s) - may be appointed by the principal, and may serve multiple terms.

Board representative - a Board member may be appointed by the Board.

Community members - two to four members of the supporting Reformed Community nominated and
recommended by the Student Support Committee to the Education Committee, for appointment by the
Board, for a three-year term.

The principal - ex-officio member of the committee.

The Education Committee Chairperson – ex-officio member of the committee.
The SSC shall appoint itself a chairperson, a vice chairperson, and a secretary
Definitions
Student Support Policy: Board-adopted policy which describes at a high level the desired attributes of learning
assistance and special needs support at Parkland Immanuel Christian School. Within this document the Student
Support Policy is referred to simply as the “Policy.”
Page 27 of 156
Student Support Program: The program, the collection of activities, procedures, and practices that are carried out
that enable Parkland to realize the Policy. Within this document the Student Support Program is referred to simply
as the “Program.”
Learning Assistance & Special Needs Coordinator: The individual staff or staff members employed by the Board and
appointed by the Principal to administer the Student Support Program. The Learning Assistance & Special Needs
Coordinator receives direction from the school Principal or his / her delegate. Within this document the Learning
Assistance & Special Needs Coordinator is referred to simply as the “Coordinator” or “Coordinator(s).”
Student Support Committee: An advisory committee consisting of members of the community with special
knowledge in the area of special needs and learning, and the Coordinator(s). The committee influences the school’s
Policy and Program through recommendations to Parkland Immanuel Christian School’s Education Committee as
made by the Coordinator either directly to the Education Committee, or via the principal at the principal’s
discretion. Membership is appointed by the Board.
Student Support Network: A group of persons in the larger reformed community who have a personal commitment
to special needs and learning. The network may be individuals who have an expertise, an interest, an ability to
contribute, or a need. This network is not appointed or controlled by the Board, but a member or members of the
Committee could join the network for the benefit of all.
Adopted: September 02, 2009
Page 28 of 156
Special Projects Mandate
PICS-104.10
Effective Date
11/01/11
Scope / Purpose
The Special Projects Committee exists to assist with or complete projects that
fall outside of the mandate of other committees. The Special Projects
Committee will also provide assistance to other committees for specific
projects.
- The Special Projects Committee will identify projects that would be beneficial
to the school society.
Responsibilities
- The Board will identify projects for the Special Projects Committee to assist
with or complete.
- Other committees will request assistance from the Special Projects Committee
for specific projects.
Special Projects Convener, from the Board of Directors, is the chairperson.
Members
- Additional members and/or sub-committees may be added according to
project needs.
Stakeholders
The Board, staff, and members of the school society
Rationale
Identifying and helping complete key projects will help improve the quality of
education and community experience at PICS.
Encouraging other school society members to volunteer will promote a sense of
belonging, ownership and pride.
Procedures
N/A
N/A
Board Adopted Date
Jan 11, 2011
Board Revision Date
N/A
Page 29 of 156
105 ^ AUXILIARY ORGANIZATIONS
Auxiliary organizations are entities organized by the parents of the school society to provide assistance to the
school. These organizations operate independently from the board.
105.1 ^
LADIES AID
Ladies Aid provides additional funds to the school through various fundraising efforts.
Revised: November, 2013
106 ^ Board/Society Meetings
106.1 ^
RULES OF ORDER FOR MEETINGS
Meetings are to be run in good order. In general, a more informal approach is acceptable when interacting with
smaller groups (such as in Board meetings) or when dealing with less significant issues. When chairing larger
meetings or when substantive topics are set before the meeting membership, more formal approaches are
appropriate. In more formal circumstances, issues will be dealt with in a parliamentary fashion. Each member will
be allowed adequate time to present his or her opinion on the subject. Business is set before the body in the form
of motions. Only one main motion can be on the floor at the same time.
The Board Chair will normally provide the lead on when a more or a less formal approach is to be followed. Any
member may request a more formal approach if, in their opinion, the Chair is not demonstrating adequate care and
in all but the most unusual circumstances the Chair should acquiesce to this request.
See Appendix A106.1 for Simplified Robert’s Rules.
Page 30 of 156
106.2 ^
BOARD MEETING PREPARATION GUIDELINES
Purpose: the intent of these guidelines is as follows:

To facilitate efficient Board meetings.

To be respectful of all Board member’s time.

To set clear expectations for Board members.
1.
Submit material to the president on time: Material is to be emailed to the president by 8 PM on the sixth
day prior to the meeting (normally by Friday since we meet on Wed). Material received after the due date will be
carried forward to the next month’s meeting.
2.
Distribute agenda package on time: distribute agenda with attachments material to Board members on
Saturday before 8 PM. (See appendix A106.2)
3.
Start on time: Board meetings will normally begin at 7:30 pm sharp. Arrive prior to the start time to set up
laptops, etc.
4.
Written reports: All Committee reports must be written. Send the material to the president via email or via
the school. The photocopier at the school can be used to create PDF files. Reports must clearly distinguish which
items are for Information, for Input / Discussion, or for Decisions. The Board Report template can be used.
5.
Submit reports on time: Committee reports received past the deadline will not be included in the
information package sent to each board member. Verbal reports will not be accepted during the board meeting
other than during closed session.
6.
Information reports: If a Committee report is submitted as “Information,” no discussion will occur at the
board table save for a response to a potential question for clarification. The committee chair will not be given the
floor to read what is already formally presented in the report.
7.
Discussion / decision reports: If a committee report is submitted for “Discussion” or for “Decision,” ample
time will be afforded for these actions.
8.
Come prepared: Read all distribute material ahead of time. During board meetings there should only be
opportunity to comment on reports, not to read them.
9.
Between-meeting communications: Urgent or difficult issues can be sent to board members for input
between meetings; this will allow more time for careful consideration. In these circumstances, replies should be
directed only to the issue focal point (usually one of the committee conveners), without copying all other Board
members. The issue focal point can then assemble the responses and issue revised communications to the entire
Board or wait until the next Board meeting for further discussion.
The intent of this clause is as follows:

To avoid letting the schedule of routine monthly board meetings cause unnecessary delays.

To avoid large email loops / communications that may escalate.

To ensure that all have an opportunity to participate in decisions.

To have decisions made at board meeting – not via email.

To facilitate better meeting preparation and better proposals at of board meetings.
Adopted: March 11, 2009
Revised: March 01,2010
Page 31 of 156
106.3 ^ BOARD TIMELINE
The operations of the Board generally follow an annual pattern coinciding with the school year. To aid Boards in
performing these recurring tasks, a ‘Board Timeline’ document is available in the shared Board Google Documents
file: Time_Line_Board_Bhb106.3
This timeline should be updated annually by the Board secretary prior to the start of a new school year.
Revised: March 01, 2010, Mar 16 2011
106.4 ^
PROCEDURES FOR SOCIETY MEETINGS
To assist in the preparation of general membership society meetings a checklist of tasks to be performed by the
Board is available in the shared Board Google Documents file: MembershipMeetingPrepchecklist
Other steps may be necessary to suit a particular meeting.
This check list should be reviewed at Board Meeting prior to general membership meetings.
Adopted: Dec. 5, 2011
107 ^ Membership in Associations
The society may become a member of external associations for the benefit of the society, school and its staff.
Membership in associations will be approved by the board. Consultation with the society is at the discretion of the
board.
Adopted: Nov. 20, 1999
107.1 ^
Covenant Canadian Reformed Teachers’ College (CCRTC)
The society is a member of the Covenant Canadian Reformed Teacher’s College.
The CCRTC operates in Hamilton Ontario and is a post-secondary institution which provides a Reformed education to
its students to graduate as teachers.
At this time, graduates of the CCRTC are not recognized as qualified teachers in Alberta.
The purpose of this membership is to support the CCRTC, who share a biblical and covenantal foundation in the
matters of education and training of students within our communities, and to share resources to our mutual benefit.
 Support from the CCRTC in PICS external evaluations
 PICS support of the CCRTC student teacher-training program through student teacher placements at PICS
 PICS assistance to the CCRTC with building a case in seeking recognition and accreditation in Alberta
 CCRTC assistance to the board, staff and society of PICS in articulating our Christian identity in our teaching
and implementing the provincial curriculum in a way that meets the mission of PICS
 The CCRTC is available to provide in-service opportunities to teachers/boards via professional courses and
workshops presented through a Reformed worldview
Page 32 of 156
A member of the society is to be nominated by the Board and serve as governor for a term of 3 years.
Role of the governor:
 To act as liaison between the CCRTC and Board
 To speak and vote on behalf of the Board
 To receive minute packages and bi-monthly short reports from the CCRTC
 Working with the principal at PICS, to provide the CCRTC with information concerning matters relevant to
potential future recognition and accreditation in Alberta, through contact with the provincial Ministry of
Education
 Attend bi-monthly CCRTC Board meetings via Skype
 Attend Annual General Membership meeting in person at the PICS Board of Director’s discretion
 Report twice annually to the Board
Commencement of membership: October 2013
Revised: January 8, 2014
107.2 ^
Association of Independent Schools and Colleges in Alberta (AISCA)
The society is a member of the Association of Independent Schools and Colleges in Alberta.
AISCA is an association “Serving Independent Schools - Promoting Choices for Children.”
AISCA is a coalition of approximately 110 member schools which, while they meet all government standards, provide
alternatives to the public and separate school systems. They include religious schools, schools with unique
approaches to education, and schools which cater to children with special learning needs. These schools
complement the options and programs within the public and separate systems.
There are two categories of independent (or “private”) schools in Alberta: accredited and registered. Accredited
schools must have certified teachers and use an approved curriculum. They are also eligible for limited provincial
funding. Registered schools must have programs which meet Alberta standards, but are not eligible for any funding.
The quality of education in all independent schools is monitored by Alberta Education.
Alberta’s School Act challenges parents to be responsible for the decisions which affect their children’s education.
AISCA has existed since 1958 to help parents fulfill that responsibility and to ensure that they continue to have a
wide range of schooling options.
AISCA facilitates communication and co-operation between the schools and the government and its departments.
The association helps create and maintain the social and political climate in which parents can carry out their
educational responsibilities with the assurance that their initiatives are compatible with the legitimate concerns of
their communities and Alberta society.
Commencement of membership: Nov. 1987
Reviewed: Nov 20, 1999
Page 33 of 156
107.3 ^
League of Canadian Reformed School Societies (LCRSS)
The society is an associate member of the League of Canadian Reformed School Societies.
Associate membership allows the Canadian Reformed School Society of Edmonton to participate in the league’s
Extended Health Care Insurance Plan.
Reviewed: Nov. 20, 1999
Page 34 of 156
108 ^ PICS LIFE ADVERTISING POLICY
The purpose of PICS LIFE is to communicate with the community, and not to promote corporate gain; in general it
will not be used for commercial advertising purposes.
Advertising can be used at the discretion of the board to offset publishing costs.
Any advertising included in PICS LIFE shall be approved by the board or the board’s delegate prior to print.
Board Decision: April 8, 2009
Page 35 of 156
109 ^ Board Strategic Planning
Policy Title
Board Strategic Planning
PICS-109
Effective Date
Jan 1st 2012
Scope
Initiatives within the jurisdiction of and primarily directed by the Board of
Directors of the Canadian Reformed School Society of Edmonton
Policy Statement
The Board of Directors will drive school improvements which are consistent
with our vision and mandate in a systematic manner through the use of
strategic planning, which includes objectives, goals and metrics.
To create an environment where board members are continually challenged to
improve our school.
To create a long term, forward thinking mindset.
Rationale
To create a condition where the Board leads in a transparent and pro-active
manner
To support and/or drive the 3-year plan dictated by Alberta Education, and
created by Administration
To ensure strategic governance.
Board Members maintain 3 – 5 year objectives. Objectives do not require
frequent revisions once written.
Each objective has associated plans to achieve the objective.
Plans are typically updated on a 1 -2 year cycle. New plans are added as old
plans are completed.
Procedures
Plan progress is updated quarterly and reviewed at Board meetings.
The Board maintains a Google Document working version of procedure with
objectives, plans, and measures.
File name: <109 Board Strategic Objectives and Plans> Link below.
https://docs.google.com/a/parklandimmanuel.ca/spreadsheet/ccc?key=0Asi_Z
ghCjtjadDB4UW4zLWlXQ2JUNXNIaU9EM3kzSFE&hl=en_US#gid=0
Guidelines
References
109.1 Board Strategic Planning Flow Chart
Board in home staff visits 525, A525
525 Board Member ‘In-Home’ Staff Visits
Page 36 of 156
Measurement
Board Adopted Date

Number of Board Objectives Reviewed & Updated

Percentages of teachers, parents and students indicating that their school
and schools in their jurisdiction have improved or stayed the same the last
three years. (available each Oct from Ab. Ed. Accountability Pillar Results
for Annual Education Results Report (AERR))
Dec 5, 2011
109.1 ^ Board Strategic Planning Flow Chart
Board Adopted Date: Dec 5, 2011
Page 37 of 156
SECTION 200 FINANCIAL
201 ^ Tuition Grid
Canadian Reformed School Society of Edmonton
I (we) wish to become a member(s) of the Society at the applicable monthly
membership fee (see fee schedule) of $
per month.
Name:
Address:
Phone #:
Email:
Signature:
Payment Method:
Cheque:
*Please attach AFT authorization form.
Special Instructions (if any):
Date:
AFT*:
Please return form to: Canadian Reformed School Society of Edmonton
14, 9703 174 Street, Edmonton AB, T5T 6C5
or email to [email protected]
Note: Non-Tuition Membership merely indicates the amount of donation that
is required to be a member of the Society. We will, of course, accept
donations of any size.
Fee Schedule 2011-2012
TUITION FEES
Month
Family with at least one child in grades 1 - 12: tuition
is based on total family income (sum of line 150 on
husband and wife's tax return) as follows:*
1 Less than $30,000 per year
$330
2 $30,000 to $39,999 per year
$435
3 $40,000 to $49,999 per year
$495
4 $50,000 to $69,999 per year
$580
5 $70,000 to $ 89,999 per year
$650
6 Equal to or greater than $90,000 per year
$700
Secondary school surcharge (junior/senior high)
payable at the start of the year - per family
* A donation receipt will be issued for amounts paid
in excess of the cost of education
NON-TUITION MEMBERSHIP
MINIMUM DONATION
7 Student
$20
8 All Others - no children attending PICS
$100
9 Family with children in Kindergarten only
$250
Year
$3,960
$5,220
$5,940
$6,960
$7,800
$8,400
$300
$240
$1,200
$3,000
Page 38 of 156
*A donation receipt will be issued for amounts paid in excess of the cost of
education.
*Income categories are based on annual gross family income as per line
150 -Canada Revenue Agency Tax Return.
**Policy 203; A tuition credit of 33% of all non-tuition funds contributed before a
family had a child eligible to attend kindergarten will be granted.
Society Approved: March 26, 2008
Revised Nov 2, 2011
Page 39 of 156
202 ^ Tuition Payment Policy
All parents/guardians with children enrolled shall pay their required fees. The fee schedule shall be established each
year by the board, with society approval to be obtained at the spring society meeting. The family income used to
determine the appropriate fee level shall be based on total family income. This amount will be the sum of the
incomes of each income-earning parent for the preceding year, as found on line 150 of the Canada Revenue Agency
Income Tax Return.
The fees are due on the first day of each month for a full calendar year (i.e. 12 months). Additional fees may be
levied by the board with an appropriate payment schedule. Payment of these fees shall be made via post-dated
cheques for the entire school year. These shall be provided to the treasurer or a designate prior to September 1.
Alternately, Automatic Funds Transfer may be used to pay the fees, for which authorization from the member
should be obtained using an appropriate document. Such payments should generally be due on the first day of each
month, but other dates may be accommodated.
In cases where parents/guardians are in arrears, the treasurer shall prevail upon them for payment following the
provisions of the Tuition Arrears Policy (203). If, after these provisions have been duly adhered to, the Board is
convinced that the parents are unwilling to resolve the arrears in a manner that is acceptable to the Board, the
parents will be asked to withdraw their children from the school. Prior to making this decision effective, the council
of the family’s church will be informed, in order to provide the office bearers opportunity to help in resolving the
situation.
Society decision: May 21, 1996
Last revision: August 21, 2002
Page 40 of 156
202.1 ^
Tuition Arrears Policy Guidelines
Introduction:
The object of these guidelines is to streamline the “notification of arrears” process as much as possible. All cases
must be handled in an unbiased manner treating people with sensitivity and respect.
The process is set in motion at “step 2” with the consent of the board after a majority vote.
Each case will be judged on its own merits and the board reserves the right to deviate from these guidelines if it
seems fit to do so.
Members should not have their child(ren) expelled during the school year; unless unusual circumstances dictate
otherwise.
The procedure for addressing members in arrears will be as follows:
Step 1: After two (2) months in arrears a “Notice of Arrears” will be sent followed by a phone call from the treasurer.
(Both actions are to be done before the next payment due date.)
Step 2: After three (3) months in arrears, the board will be informed and a letter following the format of “Letter #1 Appendix 202.1” will be sent, followed by a phone call. (Both actions are to be done before the next payment due
date.)
Step 3: After four (4) months in arrears, the board will be informed and a letter following the format of “2nd NOTICE
– Appendix 202.2”, will be sent. This will be followed by a visit of two Board members. (Both actions are to be done
before the next payment due date.)
Step 4: After six (6) months in arrears, the board will be informed and letter following the format of “3rd NOTICE –
Appendix 202.3” will be sent. The letter is to be hand delivered or sent by registered mail. (These actions are to be
completed before the next payment due date.)
Step 5: After seven (7) months in arrears, the Board will be informed and a letter following the format of “FINAL
NOTICE – Appendix 202.4” will be sent by registered mail. (These actions are to be completed before the next
payment due date.)
Notes:
Any service charge assessed on returned will be recovered from the member.
Registrations will not be accepted until all previous obligations are satisfied or an agreement for arrears payments
has been reached.
Adopted Mar 15, 2011
Page 41 of 156
203 ^Tuition Credit Policy
Purpose: This policy has the following intent:
 To reduce the tuition shock for young families.
 To encourage a climate of giving within the larger community.
 To encourage involvement and membership from younger members.
 To provide positive reinforcement and recognition for early voluntary supporters of PICS.
Policy:
A tuition credit of 33% for all non-tuition funds contributed before a family has a child eligible to attend
kindergarten will be granted. The credit will apply to funds donated since Sept 1 2004. One third of the credit will
be applied for three continuous years starting when the eldest child attends grade 1.
Application:
 All donations after Sept 2004 made before parents have a child attending kindergarten are eligible even if
the contribution was made more than 5 years previous.
 If for any reason a child attends school at a location other than PICS and the attendance during K, 1, 2, 3 is
interrupted the credit will not be restarted when attendance at PICS is resumed.
 Contributions to other Christian schools will not count toward the credit at PICS.
 The earliest the credit would be available is in 2010 /2011 school year where the eldest child is attending
grade 1.
 The maximum credit possible is the tuition as per the fee schedule for that year. Tuition can be reduced to
zero if contribution prior to a child being eligible to attend kindergarten was 9 times the average annual
tuition.
 Contributions from both the father and mother made prior to marriage will be considered when calculating
the eligible tuition credit provided they were made after Sept 1, 2004.
 Contributions to capital projects and routine donations for operation expenses are eligible.
Adopted: September 09, 2009
Page 42 of 156
204 ^
Bill Payment Procedures
Introduction:
In order to ensure that invoices submitted to the society for services rendered or products purchased are properly
paid, communication amongst the parties involved is vital. As behooves a Christian organization, it is imperative
that payment of bills be done promptly within the terms provided by the suppliers. The parties involved in obtaining
and paying for goods or services are usually as follows:
 Purchaser: generally, the administration, the Maintenance Committee, or the Transportation Committee (or
someone authorized by one of these)
 School office: receives and processes invoices
 Bookkeeper: writes cheques and keeps records
 Treasurer: approves and signs cheques, reports to board.
Procedure:
1.
Purchase is made by the purchaser.
 Purchase orders should be used when possible.
 Invoices should be submitted to the school office by the supplier.
 In cases where the purchaser pays for the goods, proper documentation should be submitted to the school
office for reimbursement. This is important for purposes of claiming GST rebate from the federal
government.
 Purchases made by SKool Aid (which may frequently bear a large price tag) should be paid by the society,
and appropriate funds should then be donated by SKool Aid to cover the expense. Again, this will allow the
society to claim the GST rebate.
2.
Invoices are received by the school office, and items billed for are verified as having been
received/installed/repaired by school secretary and/or principal.
 On the 20th of each month, all invoices received since previous month’s cheque run are collected and
passed on to bookkeeper for payment.
 Invoices for items purchased by Maintenance and Transportation are photocopied and passed on to the
respective conveners for approval. Items purchased by administration require no further approval.
 If no objections or revisions are received from Maintenance or Transportation by the bookkeeper on or
before the 24th of the month, cheques will be written accordingly. Any adjustments requested by
Maintenance or Transportation are to be documented so that the bookkeeper is not left solely responsible
for paying amounts other than invoiced.
3.


Bookkeeper and treasurer will meet prior to month-end in order to sign the cheques.
This is the final authorization stage for all bill payments.
Bookkeeper will mail payment.
Adopted by board May 24, 2001
Last revision: May 13, 2010
Page 43 of 156
205 ^ Fundraising Procedures
Introduction:
In addition to membership and tuition fees, the society may collect revenue via various fundraising endeavors. To
ensure that proper records are maintained with a view to issuing of tax receipts and possible audits by authorities, it
is necessary that such fundraisers be carefully monitored by the board and that they be conducted in accordance
with the following procedures.
Procedures:
1.
Any fundraiser must be approved in advance by the board.
2.
A coordinator for the fundraiser should be appointed to ensure accountability. An organizing committee in
support of the coordinator is preferred, possibly under the auspices of the Promotion Committee.
3.
Records of all funds collected should be kept using the following guidelines and any others imposed by the
Finance Committee:
a.
A listing containing at a minimum each contributor’s name, address, telephone number and amount
contributed should be submitted to the Finance Committee.
b.
Such a listing must correspond with the bank deposit made for the fundraiser. If more than one
deposit is made, a separate listing should be prepared and submitted to the Finance Committee. Deposits should be
made only by an appointee of the Finance Committee.
4.
Costs incurred in the operation of the fundraiser will be paid by the society, either directly or through
reimbursement. Supporting documentation should be presented and will be processed as per 204 (Bill Payment
Procedures).
5.
To be eligible for a charitable donation receipt, contributions must meet the minimum amount established
by the Finance Committee. Potential contributors will be made aware of this minimum amount.
6.
A temporary receipt may be issued to contributors to acknowledge that funds have been received. Such a
receipt will not constitute an official receipt for income tax purposes. The latter will be issued by the Finance
Committee prior to February 28 of the year following the fundraiser.
7.
Appropriate acknowledgement of contributions should be made by the organizers, possibly via the
Promotion Committee.
Page 44 of 156
SECTION 300 PERSONNEL ^
301 ^
Collective Agreement
ARTICLE I - SALARY AND ALLOWANCES
A. The Board will maintain a current staff collective agreement which will be updated annually.
The agreement will define in Appendix B301 the following:
 Salary grid documenting compensation based on years of experience and qualifications
 The financial allowances for the principal.
 The financial allowances for the assistant principal.
 Substitute teachers’ compensation per day and per half day.
 Compensation rates for a teacher employed on a substitute basis
 The Educational Assistant compensation rate
B. A teacher who agrees to render service during the summer (July 1 to August 31). Christmas or spring recess
periods, at the request of the principal and the school board, shall be paid 1/200th of his/her total annual salary for
each day worked.
C. A teacher will normally commence duties on the first day of the school year. However, teachers will accept
professional responsibility for completing any preplanning deemed necessary by the principal before the school year
begins. This includes organizational staff meetings.
D. As of September 1, 2011 payroll for salaried staff hired on or after this date will be paid on the 1st of each month
for each month worked or expected to be worked. Existing salaried staff as at August 31, 2011 will continue to be
paid on the last day of each month worked.
E. A person who is unable to obtain a Letter of Authority or an Alberta Teaching Certificate and who instructs
students under the supervision of a certified teacher will be placed at the training level of 3 and the experience level
of 0 in the salary grid (Appendix B301) prorated to the amount of classroom instruction time.
Board Adopted Revision of Art .I D, July 14 2011
ARTICLE II - TIME ALLOTMENTS
ARTICLE III - FRINGE BENEFITS
A. The board shall contribute to the Employment Insurance Fund as required by law.
B. The board shall contribute to the Canada Pension Plan as required by law.
C. The board shall maintain membership in the LCRSS. It shall contribute 75% of the premiums of the plan and 75%
of dental care premiums.
D. The teacher shall pay 100% of the premiums for Long Term Disability Insurance.
E. The board shall maintain an RRSP Program for each teacher matching contributions of the teacher to a maximum
of 5.0% (B=5.0%; T=5.0%)
Page 45 of 156
F. The board shall carry insurance for injuries sustained by teachers on the job.
ARTICLE IV - CONTRACT POLICY
A. The board may, upon recommendation of its personnel committee, extend annual contracts to teachers
employed by the board. These contracts are extended to the teacher no later than February 14 and are to be
returned no later than February 28.
B. The board may, upon recommendation of its personnel committee, extend permanent contracts to teachers
employed for more than two years and who hold a Permanent Professional Alberta Teaching Certificate. These
contracts shall be in force until such time as the teacher resigns or the board terminates the contract.
C. Resignations which are to take effect at the end of the school year shall be given, in writing, to the board no later
than February 21.
D. Teachers who need to resign during the school year due to extenuating circumstances shall give written notice of
resignation to the board at least sixty days prior to the effective date of resignation.
E. The board may terminate a permanent contract only for the following reasons: reduction of staffing
requirements, incompetence, teaching which does not exhibit Christian direction, lifestyle which does not exhibit
Christian direction, as outlined in the Code of Conduct, unwillingness and failure to work with other teachers,
general inefficiency, conduct detrimental to the school, total lack of effective communication with the majority of
students and/or staff, leaving the supervision of the Can. Ref. Church or a sister church.
F. Should disagreement arise when the contract is terminated during the term of the contract, an arbitration
committee of five shall be appointed, two by the board, two by the teacher and one by mutual agreement of both
parties. This committee shall judge the dispute and its findings shall be considered binding and final for both
parties.
Board Adopted Revision of Art . IV, Dec. 5, 2011
ARTICLE V - TEACHER ACCREDITATION
A. The board shall grant one increment for every year of full-time teaching experience up to a maximum of ten.
B. Partial years of experience shall be accumulated and one increment shall be granted for every 170 days thus
accumulated.
C. The board shall allow teaching experience obtained at other schools to be applied in full value.
D. Any full-time teacher who has had one-half year of full-time teaching experience shall be granted the full
increment for that school year.
E. Part-time teachers shall be granted a full increment only after they have completed a full 170 days of teaching.
F. The teacher shall, upon request, provide the board with a written declaration of his/her past teaching experience
with references.
G. Credit for years of training shall be given on the basis of evaluation by TQS.
Page 46 of 156
H. A teacher shall be given credit for three years of training if he/she is not able to procure an Alberta Professional
Teaching Certificate.
I. An additional one year of training will be granted to teachers who have obtained a teaching diploma from a
Reformed Teachers College in addition to the TQS evaluation.
ARTICLE VI - LEAVES OF ABSENCE
A. The board may, upon application, grant leave of absence with or without pay, of any duration for any reason it
deems fit.
B. Salaried Staff:
i. Any leave of absence of 3 days or less shall be made, in writing, to the principal. The board will be
informed by the principal of the requests granted.
ii. Unless extraordinary circumstances dictate the principal shall grant requests that fall within the guidelines
of “E”, “F”, and/or “G” below. The board will be informed of all leave of absences granted or denied.
iii. If the request is for duration of more than 3 days (unless guidelines of paragraphs “E”, “F”, and/or “G”
below apply), the decision will be made by the Board. The request shall be made at least one week prior
to a board meeting to allow the board to make an informed decision. The request shall be forwarded,
along with the principal’s recommendation, to the board for its decision. All requests for leave of
absence shall be dealt with by the board at the next scheduled board meeting after the request has been
made.
C. Written notification as to whether the leave of absence has or has not been granted shall be given to the teacher
by the principal no later than one week after receiving the request if decided by the principal; or one week after the
board meeting if dealt with by the board.
D. One/two hundredths of the annual salary shall be deducted for each day of absence without pay.
E. Special Considerations
1. Up to five (5) days of compassionate leave, with pay, shall be given for critical illness within the
teacher's immediate family.
2. Up to five (5) days of compassionate leave, with pay, shall be given for a death within the teacher's
immediate family.
3. A maximum of ten (10) days, with pay, shall be given for both (# 1 and # 2 above), for any one
person in the teacher's immediate family.
4. Member of an immediate family is defined as:
a) Spouse
b) Parents
c) Parents-in-law
d) Brothers and sisters
e) Brothers and sisters-in-law
f) Children of teacher and spouse
g) Grandparents
Page 47 of 156
F. Sick Leave:
1.
2.
3.
Fifteen (15) days of sick leave (non-cumulative) shall be given, with full pay, for any given year, for
illness, disability or injury, and for the purpose of obtaining necessary medical and dental
treatments.
The board shall maintain a Supplemental Unemployment Benefit (SUB) plan through Human
Resources Development Canada, enabling teachers, teachers aides, and administrators who are
employed for .5 FTE or more, and who experience short-term illness, disability or injury to receive
financial support from the board (40% of salary) and Employment Canada (55% of salary) to a
maximum of 95% of regular salary for a period up to 17 weeks. The teacher will apply for EI benefits
and provide proof of having done so to the board.
Reference: SUB Plan in Appendix to Collective Agreement.
The board shall maintain a Long Term Disability Insurance for teachers, teachers aides and
administrators who are employed for .5 FTE or more. The plan will pay the teacher 75% of monthly
earnings subject to a maximum established by the policy. The benefit payment waiting period is 120
calendar days. The benefits terminate at age 65.
G. Ecclesiastical Assemblies.
The principal may grant a leave of absence for a staff member to attend an ecclesiastical assembly if the
following conditions are met:
1. The duration of the leave of absence is anticipated to be three days or less.
2. The staff member is limited to one such leave of absence per school year.
3. The staff member must provide the principal with the appropriate lesson plans for the substitute
teacher.
4. The staff member will be paid his regular pay less the cost of the substitute teacher.
Reference:
Board Adopted Revision of Art . VI, July 14 2011
ARTICLE VII - STAFF REPORTS AND RECOMMENDATIONS
A. Reports of visits made by the principal, or by the board or education committee members shall be discussed with
the teacher before they are passed on.
ARTICLE VIII - SCHOOL YEAR
A. The school year shall be as required by the department of education.
ARTICLE IX PROFESSIONAL DEVELOPMENT
A. Two days leave of absence per year, with pay, shall be granted for the purpose of attending the C.R.T.A.(Western
Canada) convention. Requests for leave of absence for other conventions shall be dealt with on an individual basis
by administration.
Reference 302.6
B. Two days leave of absence per year shall be granted for the purpose of in-service training.
Reference 302.2
Page 48 of 156
C. Remuneration for tuition and expenses of courses approved by the board taken by the teacher to improve his/her
professional ability shall be decided by the board on an individual basis. This benefit is subject to the teacher
continuing his/her employment with the society for the following year.
Reference 302.1
D. Teachers employed by the board under a Letter of Authority will:
1. Endeavor to obtain an Alberta Teaching Certificate;
2. Present to the principal during the first year of employment a program acceptable to the registrar toward
an approved university degree from a recognized institution or a program to upgrade deficiencies;
3. Take at least one full course per year from this program. (Due to heavy workload, courses during spring
session are discouraged).
E. The board shall pay one-half of the fee required for a teacher to obtain an Interim or Permanent Alberta Teaching
Certificate provided the teacher continues his/her employment with the society for the following year.
ARTICLE X - RELOCATION POLICY
A. Reasonable relocation expenses may be paid to a teacher entering the employment of the Canadian Reformed
school society of Edmonton, and agreeing to certain terms of employment.




1 year employment-75% of expenses paid back to society
2 years employment-50% of expenses paid back to society
3 years employment- 25% of expenses paid back to society
4 years employment- 0% of expenses paid back to society
All expenses are to be documented.
ARTICLE XI – SOCIETY MEMBERSHIP POLICY.
Teachers who are eligible to become members of the school society are required to do so.
Adopted 1982-83
Amended July 2011
Page 49 of 156
301.1 ^ Code of Conduct
Introduction
Parkland Immanuel Christian School exists to educate students in the light of the Lord’s revelation in scripture and
creation so that they may rejoice in who they are and serve their Creator and their neighbour with all their talents.
The school also sees itself as a witness to the meaning of an integrated faith and life in its relationship with the
community in which it exists. Our aim as a school is to be a “community of learning” in which every staff member,
including teachers, administrators, and all support staff serve as suitable and consistent role models for our
students. For that reason, we expect the conduct of every employee to be compatible with our statements of faith
and our mission.
As a condition of employment, every teacher and staff member must agree to the following statement of lifestyle
and conduct as an expression of the privileges and responsibilities of working in a Christian school.
Staff Conduct and Lifestyle
As a teacher or other employee of Parkland Immanuel Christian School, who on a regular or casual basis interacts
with students, I recognize the importance of my work and lifestyle as a role model of the values taught in this school.
To accomplish this I will do the following:
1. Make myself familiar with the Vision, Goals and Mission of the school, and agree to conduct myself in ways which
promote the Goals and Mission.
2. Respect my co-workers and deal with them in ways that reflect Christian ethical standards, including the
avoidance of gossip and second-hand criticism and any other behavior which may unjustly damage their professional
and personal reputation.
3. Honour and follow disciplinary and appeal procedures prescribed in the school’s policy manual.
4. Abstain from practices which this school’s Christian community finds unacceptable because they are seen to be in
conflict with scripture and with this community’s standards for the role models of its children and young people.
This includes the following behaviour:
a) The profession and practice of non-Christian beliefs.
b) Profane, abusive and blasphemous language.
c) Abuse of alcohol and other legal drugs and the use of illegal drugs.
d) Theft, fraud, or other criminal activity.
e) Racial, religious, or ethical prejudice, or membership in organizations that promote it.
f) Sexual activity of a promiscuous, extra-marital, or homosexual nature.
g) Violent or abusive behavior or sexual and gender harassment.
I understand that while the school community recognizes that all Christians have failings, it rightly calls me to live up
to the expectations outlined above. I expect that allegations of failure to do so will be dealt with in a caring and
loving manner which has repentance, forgiveness and reconciliation as its primary focus, and which is outlined in the
discipline and appeal procedures. However, I also understand that unrepentant or persistent continuance in
unacceptable behaviors or lifestyles constitutes grounds for dismissal from the school’s employment.
Signed: ___________________________________
Date: ________________________
Adopted by board Month, Year
Page 50 of 156
Last revision: Nov. 4, 2010
301.2 ^
Preamble: From time to time situations may arise that put a teacher in conflict with other individuals or with the
policy and direction of the school. These matters will be dealt with in a caring and loving manner which has
repentance, forgiveness and reconciliation as its primary focus. Matters involving physical or sexual assault will be
dealt with as required by law. (see 519 Sexual Abuse Complaints against Staff Members- School Protocol)
In all areas of conflict, the rule of Matthew 18 shall be followed; that is, complainants will be directed to talk first to
the person with whom they have a complaint
Any unresolved matter relating to the conduct and lifestyle of a teacher must be reported to the principal in writing.
Issues raised by students will not be carried forward but will be redirected to parents for discussion and resolution.
The principal, in consultation with the chairman of the board, will determine if the allegations warrant further
investigation. If not, the principal will inform the complainant that the allegations do not warrant further action. In
cases involving the principal, the Board president will take the lead role and a delegate from the board will take on
the consultative role described in guidelines 2 – 5.
If the complainant is not satisfied with the principal’s decision he may appeal to the board in writing.
If the principal decides that the matter warrants further investigation, he or she will communicate explicitly in
writing to the teacher:
 the substance of the allegations,
 the reasons and purposes of the investigation,
 the process, criteria and standards to be used,
 the time lines to be applied, and
 the possible outcomes of the investigation.
The principal will investigate the matter and prepare a written report with recommendations within the timelines
defined above.
The principal will give the teacher a copy of the report and its recommendations and discuss it with the teacher with
a view to resolving the matter. The teacher must provide the principal with proof of receipt of the report.
If the matter can be resolved, the principal will consult with the chairman of the board and inform him of the nature
of the resolution. The complainant will be informed in writing by the principal of the resolution of the matter.
If the matter cannot be resolved, the principal will present the report to the chairman of the board. The chairman of
the board and the principal will meet with the teacher to discuss the report and its recommendations with a view to
resolving the matter.
Page 51 of 156
If the matter cannot be resolved, the chairman of the board will present the report to the Personnel Committee.
The Personnel Committee will discuss the matter and the report with the teacher with a view to resolving the
matter.
If the matter cannot be resolved, the report with its recommendations will be presented to the Board for a decision
on the matter. After a decision has been made by the board the chairman shall immediately inform the principal of
the board’s decision. The chairman of the board and the principal shall inform the teacher of the board’s decision
personally and in writing within 48 hours.
Should the matter involve the suspension of the teacher and the termination of the teacher’s contract, the appeal
procedures outlined in the contract may be invoked.
Board Decision: Jan. 15, 2000
Reviewed Mar. 25, 2000
301.3 ^
Supplemental Unemployment Benefits (SUB) Plan
APPENDIX TO COLLECTIVE AGREEMENT BETWEEN THE BOARD OF THE CANADIAN REFORMED SCHOOL SOCIETY AND
THE STAFF OF PARKLAND IMMANUEL CHRISTIAN SCHOOL
SUB PLAN FOR THE STAFF OF PARKLAND IMMANUEL CHRISTIAN SCHOOL
The Board of Directors of the Canadian Reformed School Society of Edmonton, operating Parkland Immanuel
Christian School has implemented the following disability plan for its employees as described below:
The following groups of employees are covered by the plan:
 All teaching staff employed for more than 50% of Full Time Equivalent.
 All teachers’ aides employed for more than 50% of Full Time Equivalent.
 All administrative staff including principal and vice-principal.
The plan supplements EI benefits received by workers for unemployment caused by illness, injury, or disability.
Employees must prove that they have applied for and are in receipt of EI benefits in order to receive payment under
the plan.
SUB is payable at 95% of the employees’ weekly earnings (monthly salary divided by 4.33) while the employee is
serving the two-week EI waiting period.
The benefits paid under this plan are set at 40% of the employee’s weekly earnings (monthly salary divided by 4.33).
The weekly total of the SUB payment and the EI benefit rate (gross amount) will not exceed 95% of the employee’s
weekly earnings.
The SUB benefit will be paid for 17 weeks.
A. The plan is financed by the employer’s general revenues.
B. A separate record of the SUB payments will be kept.
Page 52 of 156
A. The duration of the current plan is from January 2011 to Jan. 21, 2016. The plan must be registered by school
administration in Jan. 2016.
B. HRDC will be informed in writing of any change to the plan within thirty (30) days of the effective date of the
change.
Payments of guaranteed annual remuneration, deferred remuneration, or severance pay will not be reduced or
increased by payments received under the SUB plan.
Dated: _____________________________
Signed: _____________________________
Principal for the Board
Revised: Feb, 2011
301.4 ^
Group RRSP Pension Plan Policy
Background
In August 1998, a group RRSP was set up for the regular contract (+ .50 FTE) teaching staff of the Canadian Reformed
School Society of Edmonton (CRSSE) to help teaching staff fund their retirement. Effective September 2009, this
plan was amended to extend it to regular (+ .50 FTE) administrative staff.
Contributions
The board will make contributions to the staff members (Teachers, Educational Assistants, and Administrators)
group RRSP, based on the amount contributed by the staff member in that year. The board’s contribution,
regardless of the amounts contributed by a staff member, will be capped at a maximum amount of 5% of a staff
member’s annual gross salary, based on the most current salary grid in effect. Contributions may be made to a
spousal RRSP. Contributions to the plan will normally be made on a monthly basis in connection with monthly
payroll.
Withdrawals
Funds contributed to the group RRSP are to remain in the plan until the employee leaves employment with CRSSE,
unless written approval for a withdrawal was provided by the board of CRSSE. This withdrawal policy governs both
employer and employee contributions. There are two exceptions to the withdrawal policy:
Withdrawal of funds to purchase a first home under the Homebuyer’s Plan, under the rules and guidelines that the
Canada Revenue Agency has in place governing this plan.
Withdrawal of funds to return to school under the Lifelong Learning Plan, under the rules and guidelines that the
Canada Revenue Agency has in place governing this plan.
Administration
The group RRSP plan will be administered by the Christian Credit Union Ltd. and their Financial Planning personnel.
Adopted by board: Aug, 1998
Revised: Feb 2011
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302 ^
Professional Staff
302.1 ^
The society through its board shall encourage teachers to upgrade their professional standing by providing the
following incentives:
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Recognition of professional development on the salary grid.
Contribution towards the costs (such as registration fees, books, etc.) upon the successful completion of the
course(s).
Reimbursement for tuition of courses taken at Board’s request unless such courses can be applied by the
teacher to upgrade his or her qualifications and standing on the salary grid.
The following procedure shall be followed by the applicant if they wish to apply for possible contributions or
reimbursements:
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Courses must have prior approval by the Board.
Extent of contribution by the Board should be sought before registration of course.
Transcripts of credits must be submitted to the Administration, if requested before payment is made.
Contributions and reimbursements are not automatic, but must be approved by the Board as per each request. This
benefit is subject to the teacher continuing his or her employment with the society for the following school year.
Last revision: Nov. 4, 2010.
302.2 ^
In order to put into practice the privilege of Christian education, the Board must provide teachers with time and
opportunities to develop professionally.
To this end the board will provide professional development time, including participation at the CRTA-West Annual
Teachers’ Conference.
Local professional development days should be well planned and should be used especially to improve the Christian
perspective on the school curriculum.
The Education Committee should be kept well informed.
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302.3 ^
RATIONALE FOR POLICY:
This policy has been developed by the Canadian Reformed School Society of Edmonton, operating Parkland
Immanuel Christian School, and is consistent with Alberta Education’s Policy on Teacher Growth, Supervision and
Evaluation. The policy;
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applies to all teachers,
will be reviewed in Spring 2001 and every five years following,
is consistent with the teaching quality standard,
is readily available to the members of the society in the Society’s Parent Student Handbook which is
available to the parents upon request,
will have the principal report information summarizing implementation of the policy to the members of the
society in the principal’s annual report to the society.
This policy was developed, implemented and reviewed in consultation with the teachers of Parkland Immanuel
Christian School.
POLICY:
School boards, superintendents, principals and teachers must work together to achieve the teaching quality
standard. Teacher practice must be consistent with the standard.
DEFINITIONS:
In this policy:
“ECS operator” means a board or person approved under section 24 of the School Act to provide an early childhood
services program.
“Evaluation” means the formal process of gathering and recording information or evidence over a period of time
and the application of reasoned professional judgment by a principal in determining whether one or more aspects of
the teaching of a teacher exceeds, meets, or does not meet the teaching quality standard.
“Notice of remediation” means the written statement issued by a principal to a teacher where the principal has
determined that a teacher’s teaching does not meet the teaching quality standard. Such a statement describes the
following:
 The behaviour or practices that do not meet the teaching quality standards and the changes required.
 The remediation strategies the teacher is advised to pursue.
 An explanation of how it will be determined that the required changes in behaviour or practice have taken
place. This includes applicable time lines and a statement of the consequences of not achieving the
required changes, including, but not limited to, termination of a teacher’s contract of employment.
“School authority” means a school board, a person, or society that operates an accredited private school.
“Supervision” means the on-going process by which a principal exercises educational leadership and carries out
duties in respect to teachers and teaching as required under section 14 of the School Act.
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“Teacher professional growth” means the career-long learning process whereby a teacher annually develops and
implements a plan to achieve professional learning objectives or goals that are consistent with the teaching quality
standard.
“Teaching quality standard” means the authorized standard and descriptors of knowledge, skills and attributes and
any additional standards or descriptors consistent with the Teaching Quality Standard Ministerial Order and the
mission of the school authority or the program statement of the ECS operator.
PROCEDURES:
Teacher Growth:
A teacher employed by the Canadian Reformed School Society of Edmonton (either under an annual probationary
contract or permanent contract, or under other provisions of the School Act if required by the policy of the Canadian
Reformed School Society of Edmonton), is responsible for completing during each school year an annual teacher
professional growth plan. Such a plan should meet the following requirements:
 It should reflect the goals and objectives based on an assessment of learning needs by the individual
teacher.
 It should show a demonstrable relationship to the teaching quality standard.
 It should take into consideration the education plans of the school, the school board, and the Government.
The teachers must submit their annual teacher professional growth plan to the principal for approval on or before
October 15.
An annual teacher professional growth plan
 may be a component of a long-term, multi-year plan; and
 may consist of a planned program of supervising a student teacher or mentoring a teacher.
A teacher must provide the principal with a preliminary annual teacher professional growth plan on or before
September 15 and a completed annual teacher professional growth plan on or before October 15. The principal will
approve the plan or communicate the need for change within seven days of receiving the plan.
If a teacher has not completed an annual teacher professional growth plan as required, the teacher may be subject
to disciplinary action which may include temporary suspension without pay and could eventually lead to dismissal.
Unless a teacher agrees, the content of an annual teacher professional growth plan must not be part of the
evaluation process of a teacher. A principal may identify behaviours or practices that may require an evaluation,
provided that the information identified is based on a source other than the information in the annual teacher
professional growth plan of the teacher.
Supervision:
A fundamental component of the policy is ongoing supervision of teachers by the principal. This includes the
following responsibilities:
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Providing support and guidance to teachers through regular classroom visits, through discussions regarding
the classroom visits and through ongoing interaction with teachers throughout the school year.
Observing and receiving information from any source about the quality of teaching a teacher provides to
students.
Identifying the behaviours or practices of a teacher that for any reason may require an evaluation. No
formal record of ongoing supervision will be placed in a teacher’s permanent file.
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Criteria for Supervision:
The following criteria serve as a basis for evaluating the quality of teaching. These criteria should be used to discuss
strengths and weaknesses of a teacher’s pedagogy, with a view towards improving day-to-day teaching, recognizing
contributions to a Christian community of learning, and encouraging professional growth. These criteria are not
intended to be a complete list, nor are they intended to provide a model of the perfect teacher. Rather, they are
intended to provide a basis upon which the board, committees, principals, and teachers can establish mutual
discussion of a teacher’s work.
Supervision of a teacher must include an evaluation of the teacher’s ability to teach according to the school’s
philosophy as explained in the society’s Mission and Mandate statements and its Vision and Beliefs statements, and
in conjunction with the Goals of Education and Schooling, as delineated by Alberta Education.
Planning
Planning involves elements of purpose and organization. Pedagogy can be implemented by developing long-range
plans, such as course outlines, and short-term plans, such as daily or weekly plans. The following are some of the
characteristics of planning:
 Course and unit outlines which reflect an understanding of the goals of the Christian school and the
Department of Education.
 Flexibility in adjusting plans to individual students and the needs of a particular class.
 Unit outlines which incorporate objectives, timelines, resources, methodology, and evaluation criteria.
 Integration with other subjects.
 Selection and use of Christian resource materials.
Methodology / Subject Area Competence
Learning can be improvised by variety in methodology and by teacher competence in a subject area. Appropriate
methodology can be characterized in the following ways:
 Material presented in lessons encompasses a range of difficulty that challenges and motivates students.
 A variety of approaches are used in the subject area.
 Teacher expectations are clear to the students.
 Subject matter is clearly presented and communicated effectively.
 The teacher is well prepared and knowledgeable in the subject area.
 There is evidence of a Christian approach in the subject area.
 Subject material allows for individual differences between students.
 A correlation exists between stated goals of course/units and what happens in the classroom.
Teacher / Student Relationships
A Christian community of learning is encouraged by the development of open and trusting relationships between
teachers and students. Good relationships between teachers and students can be encouraged in a number of ways:
 Recognition of each student as created in the image of God.
 Respect for individual differences between students.
 Fairness and kindness are demonstrated in relations with students.
 Firmness and consistency are demonstrated in classroom relations.
 Evaluation criteria are clearly established and consistently applied.
 Evaluation is based on a large and varied sampling of student work.
 Contact with parents is made when appropriate.
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Classroom Atmosphere
A favourable classroom atmosphere improves student learning. By means of organizational and personal ways,
teachers can establish an authoritative presence in the classroom. A classroom environment that is conducive to
learning can be established by qualities such as the following:
 Students are aware of teacher and course expectations.
 Cooperation, courtesy, and responsibility are encouraged.
 Rules are consistently applied.
 Physical arrangements in the room are conducive to learning.
 Displays and bulletin boards are used to enhance particular units and/or course goals.
 Class time is used efficiently.
Professional and Personal Qualities
Professional development can lead to improvements in the educational community. Expressions of personal faith
commitment model the goal of discipleship. The overall conditions in a school are improved by professional and
personal qualities such as the following:
 Working cooperatively with other staff members toward goals accepted by the school.
 Participation in meetings, committees, supervisory duties, and extra-curricular activities.
 Involvement in professional development activities such as workshops, conferences, reading, and
membership in professional organizations.
 Involvement in the development of Christian curriculum.
 Expression of personal faith commitment in the day-to-day school activities.
 Contribution to and encouragement of openness and trust in staff relationships.
 Support for, and carrying out of, board and school policies.
 Pursuit of professional upgrading.
Evaluation
The evaluation of a teacher by a principal shall be conducted within a month:
 upon written request of the teacher;
 for purposes of gathering information related to a specific employment decision.
The evaluation of a teacher by a principal may be conducted:
 for purposes of assessing the growth of the teacher in specific areas of practice,
 or when, on the basis of information received through supervision, the principal has reason to believe that
the teaching of the teacher may not meet the teaching standard.
A recommendation by an authorized individual that a teacher be issued a permanent professional teaching
certificate or be offered employment under a continuing contract must be supported by the findings of two or more
evaluations of the teacher.
On initiating an evaluation, the principal must communicate explicitly in writing to the teacher the following things:
 The reasons for and purposes of the evaluation.
 The process, criteria and standards to be used.
 The time lines to be applied.
 The possible outcomes of the evaluation.
Upon completion of an evaluation, the principal must provide the teacher with a copy of the completed evaluation
report. The teacher must provide the principal with proof of receipt of the evaluation. Teachers will have access to
their own personal file.
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Where, as a result of an evaluation, a principal determines that a change in the behaviour or practice of a teacher is
required, the principal must provide to the teacher a notice of remediation and may stipulate that the remediation
strategies stated in that notice replace the obligation of the teacher to develop and implement an annual teacher
professional growth plan.
This policy does not restrict a principal from taking disciplinary or other action, as appropriate, where the principal
has reasonable grounds for believing that the actions or practices of a teacher endanger the safety of students,
constitute a neglect of duty, a breach of trust, or a refusal to obey a lawful order of the Board of the Canadian
Reformed School Society of Edmonton, or constitute conduct detrimental to the school or the school society.
Appeals
If a teacher wishes to appeal an evaluation report, the teacher will submit an appeal in writing within two weeks of
receiving the report to the chairman of the board, and send copies of the appeal to the principal of the school and
the writer of the report.
The chairman of the board will direct the appeal to the board which will respond in writing to the teacher within five
weeks of the date of the evaluation report which is being appealed. Copies of the written response will be sent to
the principal of the school and the writer of the report.
References
Please refer to the following for additional information:
 An Integrated Framework to Enhance the Quality of Teaching in Alberta
 School Authority Accountability Policy 2.2.1
 Toward Teacher Growth, A Study of the Impact of Alberta’s Teacher Evaluation Policy
 Provincial Three-Year Plan for Education
 See Section 7 of Alberta Education’s the Policy Manual (date) for information about obtaining the above
document(s), and Department / Branch addresses, phone and fax numbers.
302.4 ^
Principal Evaluation Policy
The principal will be evaluated each year.
There will be at least three performance review sessions each year: initial, mid-year, and final. Evaluations
are to be based on business goals, identified by the board and principal at the beginning of each school
year. Through these evaluations and ongoing collaboration of board and principal, the excellence of our
school will be enhanced and the leadership of the principal will be strengthened.
Process
With the overarching goal of operationalizing the Vision of Parkland Immanuel Christian School, the
Principal will, in collaboration with the Board of Directors, set business goals in each of the following areas:
 Staff
 Community
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Academic excellence in the school (goal[s] established in collaboration with the Education
Committee)
 Professional development
o Of the principal
o Of the staff
 Student body
 Behavioural Expectations (one of which is leadership)
The goals will be identified during the summer months, and formalized on the evaluation form, and agreed
to during the initial review session before the opening of school each year. The Principal evaluation form is
found in Appendix ###.
Evaluation of the principal will be based on execution of the stated goals through ongoing monitoring of
progress and performance. This will occur by way of:
 Formal discussion and review between the principal and Personnel Committee, three times each year
at intervals designated by the Personnel Committee. Review discussion comments will be
documented on the evaluation form for mid-year and final review sessions. The evaluation form will
be filed with the board secretary following each review session.
 Consistent weekly or bi-weekly conversations between the principal and board president
 Staff feedback via survey developed by the board, led by the Personnel and Education committees.
Survey results will be reviewed and discussed by the board and principal, and filed with the board
secretary. Surveys will be completed every second year.
 Leadership team (vice-principals) feedback via survey developed by the board, led by the Personnel
and Education committees. Survey results will be reviewed and discussed by the board and principal,
and filed with the board secretary. Surveys will be completed every second year.
The purpose of regular and consistent reviews and collaboration between the board and principal is to
ensure ongoing progress toward goals is evident, and that issues and potential needs for additional supports
are identified and managed.
In July, a year-end report collating the pertinent points of the evaluation reviews and surveys will be
prepared by the Personnel Committee. This report will be reviewed and discussed by the Personnel
Committee and the principal and presented to the board.
This evaluation process will provide information to the Personnel Committee to aid in an annual review of
the principal’s remuneration. The committee will also take into consideration the fiscal viability of the
school society in its salary recommendation to the board.
Board approval:
Board revision:
302.5 ^
Nov 2010
Oct 2013
1. Written evaluation reports may form the basis for the board’s decision to extend an annual or permanent
contract to an individual teacher.
Permanent contracts will only be extended to a teacher if the board (upon recommendation of the principal and/or
his delegate) feels confident that major concerns are not evident in the teacher’s character or practice.
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Teachers who are eligible for permanent contract but who are deemed not to qualify will be informed by letter from
the personnel committee. This letter will stipulate areas where improvement will be required for future eligibility.
2. Written evaluation reports may form the basis for the termination of an individual teacher’s contract.
3. Additional reasons for the termination of a teacher's contract are outlined in Article 43 of the Society's by-laws,
Article IV.E of the Collective Agreement, Part 3 of the Teacher’s Contract and the Teacher’s Code of Conduct.
4. The procedure for contract termination is outlined in Article 43 of the Society’s by-laws.
5. Personnel employed by the school society may have their employment terminated only with the approval of the
board. This includes teachers, janitorial staff bus drivers, or any other paid positions.
6. If the administrator or a committee believes that for the well being of the school society an individual's
employment must be suspended immediately, and if the board is unable to meet in an appropriate time frame, then
the administrator or committee may seek the approval of at least two members of the board executive. If two
executive members support the proposal then the employee may be suspended with pay and without prejudice
until the board is able to review the matter. A committee may only act with regards to employees, or those
providing contracted services in their area of responsibility:
e.g.
Treasurer:
Bookkeeper
Transportation Committee:
Bus drivers
Principal:
Secretary, teachers
Education Committee:
Teachers
Maintenance Committee:
Janitors, Building Manager
Reference 301, Art. IV, E
7. If an employee is to be terminated for poor performance there must be supporting documentation which
demonstrates that the poor performance was identified to the employee, so that the employee has had an
opportunity to improve his / her performance.
Reference 301, Art. IV,
Reference 302.3 (Teacher Growth, Supervision and Evaluation)
Board Decision: January 09, 1995
302.7 ^
Parkland Immanuel Christian School: Principal’s Responsibilities
PRINCIPAL’S RESPONSIBILITIES
The position of Principal of Parkland Immanuel Christian School finds its place within the following responsibility and
accountability framework of the Canadian Reformed School Society of Edmonton:
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Canadian Reformed School Society of Edmonton
l
Board of Trustees
l
Principal
l
Faculty and Staff
l
Students
Within this flowchart, responsibility flows downward and accountability flows upward.
The task of the Principal serving Parkland Immanuel Christian School is defined in terms of the following seven areas:
1. TO ASSUME RESPONSIBLE LEADERSHIP OF PARKLAND IMMANUEL CHRISTIAN SCHOOL.
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Foster an atmosphere that will characterize the school as a Christian school, which reflects and upholds the
aims and purposes of the school’s Constitution, Vision Statement, By-laws, and policies.
Attend to the administration of the school as required by the laws of the Province of Alberta and by the
Board of Trustees (hereafter referred to as “Board”) of the school; oversee records of pupil progress,
admissions, transfers, and withdrawals.
Serve at all times the best interests of the students and of the School Society.
Participate in an external evaluation of the Principal
Take control of all personnel and students in the event of an emergency.
2. TO ACT AS THE EDUCATIONAL EXPERT TO THE BOARD OF TRUSTEES AND TO SERVE THE BOARD AS ITS EXECUTIVE
OFFICER.
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Implement decisions and policies of the Board.
Advise and assist the Board on all educational matters.
Prepare a written Board Report for all scheduled board meetings. The principal is expected to identify those
items that may require further board consideration
Assist the Board in coordinating the overall activities of the school towards the best interests of its
educational goals.
Ensure that the board is kept apprised of the program and staffing.
Promote a spirit of openness and transparency between the school and the home.
Approve faculty requisitions for the purchase of supplies and teaching resources. To oversee day to day
expenditures and ensure consistency with the approved budget.
3. TO BE RESPONSIBLE FOR THE SUPERVISION OF ALL PERSONNEL.
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Work with the Board and the Personnel Committee to staff the school with full time teachers who are
communicant members of the Canadian Reformed Churches.
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Ensure teaching and extra-curricular duties to the faculty.
Outline, in a general way, the methods and procedures to be followed in classroom teaching.
Supervise and evaluate the instructional process so that teachers and students are guided and motivated to
their greatest capacity.
Hold regular faculty meetings to inform the teaching staff on matters of school policy and to discuss various
ways and means to improve the school program.
Promote and organize professional development of the faculty and interpret faculty needs to the Board.
Keep an accurate record of professional development of faculty members.
Regularly visit all classrooms.
Supervise teachers to assist them in their self-improvement efforts and provide opportunities for
professional growth.
Encourage staff to suggest new ideas and to try new ways of doing things, acting as a catalyst for innovative
thinking and action on the part of others in the school.
Perform informal evaluations of all professional staff on an ongoing basis.
Perform professional evaluations of the full-time teaching staff: once per year for teachers with two or less
years of total experience, once in the first year for teachers that are teaching at PICS for the first time, once
every five years thereafter. Report completion of the professional evaluations in the written report to the
Board meetings. Share these evaluations with the Personnel Committee once a year or more frequently if
needed.
Arrange Substitute Teachers as needed.
Supervise the work of the school secretaries.
Present to the Education Committee in June, a tentative school calendar for the coming year, including
holidays, special school activities and professional development days; to submit this calendar to the Board
prior to school opening.
Regulate teacher supervision at lunch and recess breaks.
Work with the Board to maintain the PICS Handbook.
4. TO ASSUME RESPONSIBILITY FOR THE EDUCATION, SAFETY AND CONDUCT OF THE STUDENTS OF PICS.
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Initiate programs that promote positive behaviours and learning experiences.
Maintain a visible presence within PICS and encourage a positive atmosphere.
Exercise responsibility for the progress, assessment and placement of students.
Devise and implement clear policies and procedures for student evaluation.
Coordinate the identification of children with special needs or learning assistance needs, lead the
development of their academic and social programs and prepare a Special Education Budget
Ensure that the safety and welfare of students is maintained.
Notify the board if any student is believed to be infected with or exposed to contagious diseases which
would jeopardize the health of other students.
Enforce school expectations by disciplining students with firmness, fairness, love and concern. The Principal
may suspend, not expel, students from the school if this is considered to be in the best interest of the
student and the school.
Ensure that the buildings and grounds meet regional district safety guidelines.
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Be available to meet with teachers and parents to resolve difficulties that a student or teacher may be
experiencing.
Inform the Board of situations with students, teachers or parents that would warrant Board attention.
Supervise student registration, assemblies and special events.
Ensure scriptural principles of appearance: modesty, cleanliness, distinction between sexes.
5. TO BE RESPONSIBLE FOR THE IMPLEMENTATION OF THE SCHOOL’S EDUCATION PROGRAM.
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Supervise the development, implementation, and review of curriculum. Keep the Education Committee
informed by presenting educational programs and policies for their consideration.
Ensure that the requisite textbooks, supplies and equipment necessary to the school program are provided.
Assume responsibility for the scope and sequence of PICS curriculum.
Serve as educational advisor to the Education Committee.
6. TO REMAIN CURRENT WITH DEVELOPMENTS IN EDUCATION AND MAINTAIN PROFESSIONAL COMPETENCE.
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Review new education developments and Ministry of Education initiatives and implement as necessary or
appropriate.
Remain professionally competent by engaging in professional reading, attending conferences and/or
enrolling in courses that enhance professional development.
Communicate and promote the vision of Christian education through journal articles and school bulletins.
Attend meetings of Christian school administrators for personal and professional development, as the
opportunity arises.
7. TO REPRESENT PICS TO ITS MEMBERSHIP AND TO THE PUBLIC.
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Initiate and supervise programs and procedures for keeping parents in close contact with the school.
Provide an opportunity for parents of pre-school aged children to become aware of the school’s program
offerings and expectations.
Be available for consultation and guidance for students, teachers and parents.
Serve as the contact person for families seeking information about the school.
Act as the official spokesperson for the school.
Be available to visit with official visitors, such as Alberta education, health, safety and government officials.
Adopted by Board: Nov 2011
302.8 ^
In keeping with the vision of demonstrating and fostering a caring attitude towards the staff/employees at PICS, the
Board sponsors the following Staff Support and Recognition Policy.
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Moral support (beyond supplication and/or thanksgiving to the LORD) will be provided to the staff/employees of
PICS under the following circumstances:
 Marriage
 Birth or adoption of children
 Personal hospital stays due to illness or trauma
 Death of immediate family members
Verbal acknowledgement of the circumstances can be made at an appropriate School Society meeting on a
discretionary basis.
 Marriage: In the event of the marriage of a staff member, the staff member and their spouse shall be
presented with an appropriate greeting card and $50 gift certificate (or appropriate equivalent).
 Birth or Adoption: In the event of the birth or adoption of children to a staff member, the staff member and
their family shall be presented with an appropriate greeting card and a $50 gift certificate (or appropriate
equivalent) to the benefit of the child.
 Hospital Stays: Should a staff member or one of their immediate family be subject to a hospital stay (or
extended home stay) due to illness or trauma, an expression of Board support shall be made with an
appropriate greeting card and flowers valued at $50 (or appropriate equivalent).
 Death in Family: At the passing of an immediate family member of a member of the staff, an expression of
Board support shall be made with an appropriate greeting card and flowers valued at $50 (or appropriate
equivalent).
Recognition will be provided to the staff/employees of PICS under the following circumstances:
 Extended Service
 Career Milestones
 Departure
 Retirement
 Permanent Teaching Certificate Achievement
 Completion of college diploma(s), and undergraduate or graduate university degree(s)
Acknowledgement and presentations shall be made at the nearest and most appropriate School Society meeting.
Extended Service: At the 5, 10, 15, 20, 25, 30, 35 and 40 year employment milestones, the staff member will be
acknowledged according to the following guideline:
 5 year – flowers and $50 gift certificate
Substitute teachers shall be acknowledged at the 20, 25, 30, 35 and 40 year employment milestones, they will be
acknowledged according to the following guideline:
 20 year- flowers and $50 gift certificate
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
40 year- flowers and $150 gift certificate
Career milestones shall be recognized as follows: If a current teacher reaches a milestone of teaching for 20, 25, 30,
35 or 40 years they shall be recognized at that time instead of following the standard extended service guideline.
He/she shall receive flowers and a gift certificate with appropriate consideration to the proximity to the extended
service milestones (i.e. if an extended milestone is imminent then the gift shall be increased, and vice versa).
Departure: Upon a teacher’s departure, he/she shall be presented with an appropriate greeting card, a
commemorative brass/bronze bell as per *supplier* (or equivalent), flowers and a gift certificate with appropriate
consideration to the proximity to the extended service milestones (i.e. if an extended milestone is imminent then
the gift shall be increased, and vice versa).
Retirement: In general, retirement recognition shall be similar to departure. Any recognition beyond that which is
described in this policy is at the discretion and impetus of the broader school community, and independent of PICS
Board sanction or involvement.
Teaching Certificate: Professional staff achieving their Permanent Teaching Certificate shall be presented with an
appropriate greeting card and flowers with a $50 gift certificate.
College or University: Teaching staff achieving a diploma or degree shall be presented with an appropriate greeting
card and flowers with a gift certificate, (~$50 - $100 depending on the level and significance of the achievement).
This policy will apply to professional teaching staff, teacher assistants, administration, administrative support
personnel, bus drivers, janitors and maintenance staff.
Board Decision:
Board Revision:
302.9 ^
September 10, 2008
August 10, 2011
The Teacher Mentoring Process is a cooperative arrangement between peers in which new members of the teaching
profession are provided ongoing assistance and support by one or more skilled and experienced teachers. This
relationship should be collegial in nature, and all experiences should be directed toward the development and
refinement of the knowledge, skills and dispositions necessary for effective learning. This process is expected to be
mutually beneficial for all parties involved and to result in improved instructional practice and professional
performance. The mentoring should be done on a voluntary basis and adequate planning and meeting time needs
to be available. The mentoring process does not include and is not involved in teacher evaluation.
IMPORTANT CHARACTERISTICS OF MENTORS: Demonstrated excellence in teaching, participation in professional
development activities, similar certification or specialty area as the new teacher (if possible), active and open
listener.
CORE EXPERIENCES FOR NEW TEACHERS:
 knowledge of community
 classroom management
 parent/ guardian interaction
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alignment of curriculum
diversity in the classroom
networking
knowledge of teacher evaluation
use of volunteers
time management
knowledge of how to use resources
STRUCTURE OF TEACHER MENTORING PROGRAM
 a classroom visit once per month by the mentor teacher
 a meeting once per week between the mentor and new teacher
 the possibility of coordinating professional development
 an annual review by the Principal to assess the effectiveness of the program
Board Decision: September 10, 2008
303 ^ Support Staff
303.1
Administrative Assistants
Primary Administrative Assistant (PAA)- The PAA addresses all matters of school administration as directed by the
principal.
Secondary Administrative Assistant (SAA)- The SAA addresses all matters of school administration as directed by the
principal and the PAA.
303.2 ^
Janitors
(pending)
Page 67 of 156
303.3 ^
Bus Drivers
A
BUS DRIVERS’ SALARY GRID
A schedule grid for bus driver compensation rates will be maintained in Appendix B303.3_A
B:
OTHER RATES
Compensation for substitute drivers, half day and full day field trips, extra trips, year-end bus cleaning and
bookkeeping will be maintained in Appendix B303.3_B
C: DAILY RATE CALCULATIONS
In the morning, time is calculated from the time the driver leaves the house to the time they get to school with the
students. In the afternoon, time is calculated from the time they leave the school to the time they get home.
An additional 30 minutes per day is allowed for fuelling, paperwork and bus cleaning.
An additional 10 minutes per day is allowed for waiting to load at the school in the afternoon.
The minimum time paid is 2.25 hours per trip or 4.5 hours per day.
Time per day is calculated as follows:
AM
PM
a) Leave house to arrive at school (includes pre-trip inspection).
b) 10 minutes (pre-trip inspection / waiting to load).
c) Drive from school to home.
d) 30 minutes (daily fuelling, paperwork and cleaning allowance).
Page 68 of 156
303.4 ^
Building Manager
Responsibilities:
It is the Building Manager’s responsibility to ensure that all non-instructional physical assets of the school are
maintained in exceptionally good condition and within the budgetary constraints approved by the Board.
This includes, but is not necessarily limited to, the following responsibilities:
 Maintenance or repair of the school building, furniture, grounds, and utility systems (grass cutting, snow
removal, sports field maintenance, playground equipment maintenance, water treatment system, septic
systems etc.)
 Identify enhancements to the school structure to eliminate or reduce recurring maintenance costs.
 Complete repairs or modification either personally or secure volunteers or contractors as appropriate.
 Procure tools / equipment necessary for maintenance.
 Develop a long term maintenance plan that covers recurring tasks for all maintenance.
 Support the Maintenance Committee Board member in agenda preparation and scheduling of Maintenance
Committee meetings. (The building manager should demonstrate leadership and help drive these meetings
if needed.)
 Prepare quarterly reports on maintenance status (spending completed, projects completed and planned) (To
be available at the June, October, January, and April Board Meetings)
 Support the Maintenance Committee Board member in the preparation of the annual maintenance budget
for submission to the Board Sponsor / Liaison at the March Maintenance committee meeting.
 Supervise janitorial staff. This includes providing recommendations for pay increases and hiring / dismissal.
 Maintain facility records such as construction drawings, permit, equipment records. (School administration
staff should be used to support this)
Compensation Guidelines
 Pay is hourly, and is based on hours submitted by the person in the role.
 The hourly rate is set annually by Board and documented in Appendix B303.4.
 The Building Manager must manage his / her hours within the budget by balancing the amount of work
performed.
 When budgeted compensation is reached, a Board request will need to be made to support additional
hours.
 All hours related to executing the responsibilities of this role are billable at the discretion of the Building
manager.
Performance Review
 Assessments and feedback will be completed by the Board Maintenance Committee Convenor
 Performance reviews will be completed annually
Adopted by Board: June 17, 2010
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304 ^ Volunteer Policy
A. Overview and Purpose
In order to support the Vision of Parkland Immanuel Christian School, the school encourages voluntarism as part of
its caring community. This provides many benefits to the students, the staff, the broader school community, and
the volunteer.
The intent of this policy is as follows:
 Provide a framework for registering and monitoring volunteers.
 Guide, support, and encourage the use of volunteers in school and school-related activities.
 Ensure a quality experience and maximum benefit for all involved.
 Maintain an adequate level of safety and security in all school and school-related activities.
B. Definitions
Volunteer: A person from within the school community who provides unpaid time, expertise, and other
contributions for the benefit of the school and its students.
Regular Contact Volunteer: A volunteer who is registered with the school and is involved in providing support,
guidance, and supervision directly to students, either with or without the assistance or supervision of school faculty
members.
Casual Volunteer: A volunteer who provides support and services to the school community without any direct
contact with students during their volunteering activities, or who is assisting on a casual basis under the direct
supervision of staff members or regular contact volunteers.
C. Roles and Responsibilities
Board of Directors
 Ensure that the Volunteer Policy is maintained and periodically reviewed by the Education Committee,
to guide and support the effective use of volunteers.
 Approve the appointment of a volunteer coordinator as proposed by the Education Committee.
Education Committee
 Review and approve proposals from the Volunteer Coordinator for volunteer involvement.
 Review and approve volunteer job descriptions.
 Review and evaluate volunteer programs annually.
 Share evaluations with the Board of Directors and committees as appropriate.
 Maintain the Volunteer Code of Conduct (Appendix A304.1).
 Recommend persons for the position of the Volunteer Coordinator to the Board of Directors.
 Ensure that all legal and government requirements, if any, are met.
 will organize recognition of volunteers

Promotion Committee
 Ensure that volunteers receive appropriate recognition for their efforts (annually).
Principal

Supervise the duties of the Volunteer Coordinator.
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




Recommend personnel for the position of Volunteer Coordinator to the Education Committee.
Together with the Volunteer Coordinator, review applications for Regular Contact Volunteers.
Periodically review the volunteer registry to ensure all volunteers are properly screened and
documented.
Provide direction to faculty to ensure the Volunteer Policy is maintained.
Ensure that all coaches review and sign the Coaches Code of Conduct. (Appendix A304.3)
Volunteer Coordinator
 Develop proposals for volunteer involvement and clear with principal.
 Initiate recruitment of required volunteers.
 Ensure that all regular contact volunteers complete and sign a volunteer application form (Appendix
A304.2 ) and receive a copy of the Code of Conduct.
 Collect and review signed volunteer applications; interview applicants as necessary.
 Ensure that all Direct Contact Volunteers obtain a Police Check unless an exemption is granted by the
Principal.
 Act as advisor in placing volunteers in appropriate positions.
 Coordinate volunteer orientation and training.
 Liaise between volunteers and principal.
 Maintain a volunteer roster naming all current volunteers and assignments.
 Together with the Principal, develop and maintain a routine to be followed by all volunteers attending
school functions.
Faculty and Others Requiring Volunteer Support
 Ensure that all new regular volunteers have proper screening and approval by the volunteer
coordinator.
 Provide appropriate support and supervision to volunteer activities.
 Provide feedback to the volunteer coordinator.
Volunteer
 Complete a volunteer application and sign the Volunteer Code of Conduct.
 Provide feedback to the Volunteer Coordinator regarding the effectiveness of the assigned program(s).
Appendix A304.1: Volunteer Code of Conduct
Appendix A304.2: Volunteer Application Form
Adopted by Board:
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SECTION 400 STUDENTS
401 ^ Admission Policy
Parkland Immanuel Christian School was established by members of the Canadian Reformed Churches in Edmonton,
who formed the Canadian Reformed School Society of Edmonton. The Society is committed to the infallible Word of
God and bound by the Three Forms of Unity as confessed by the Canadian Reformed Churches.
1.
Admission of students from Canadian Reformed families
Since the school has as purpose the provision of reformed education to the children of the church, the children of
members of the Canadian Reformed Churches and its sister churches will be admitted as students.
2.
Admission of students from families in non-Canadian Reformed churches
Although the school was established for the children of Canadian Reformed families, other children may be
admitted, should their enrolment not conflict with the primary purpose of the school.
Children of parents/guardians who are not members of the Canadian Reformed Churches may be admitted at the
discretion of the board, but only after the parents have been interviewed by the board. The board will determine
via such an interview that the parents of these children wish to have them educated at Parkland Immanuel Christian
School because of their Reformed confession and for that reason wish their children to benefit from Reformed
education. Parents of such students must agree to have their children participate in religious instruction in
accordance with the doctrinal standards of the Canadian Reformed Churches.
3.
Admission of students from families in churches which are seeking ecclesiastical fellowship
Since the federation of Canadian Reformed Churches is in constant search for unity with others who share the truth
of its confessions, it is possible that other local churches of Reformed persuasion may in time be accepted as sister
churches by the federation. While the process towards an ecclesiastical relationship is under way, enrolment of
children from members of these churches will be considered in the same manner as those from non-Canadian
Reformed churches.
4.
Admission of foster children
The Board will seek to deal justly with requests to admit foster children. Additionally, the Board will require written
authorization from the natural parents, the guardian(s), or the social worker responsible. Admission of foster
children is desirable in the following circumstances:
 These children are fostered and thus included in Christian households which are committed to Reformed
education, and which are members of the school society.
 The foster parents wish to use all available opportunities to influence these children and through their
teaching and example wish to lead them to Christ.
On the other hand, admission of foster children is not desirable in the following situations:
 If their attendance is opposed by the children’s natural parents, guardian(s), and/or social worker.
 If the academic needs of such children cannot be reasonably met or will require a level of teacher support
that cannot realistically be achieved.
 If the assignment of the children to their foster parents is only short-term, or the timing of the request
relative to the school year is not educationally viable.
5. Age of Admission:
Page 72 of 156
The school’s criteria regarding the necessary age for admission to the Kindergarten program is that children must
turn 5 by December 31st of the year they enter the program.
6. Obligations once children are admitted
Once admitted to the school, all students will be afforded equal status and treatment. Regardless of their church or
society membership, all parents will be obliged to support the work of the school in the following ways:
 Payment of the tuition fees as per the current schedule.
 Encouragement of their children in complying with school policies.
 Prevailing upon their children to submit to the authority of the principal and teachers.
In addition, all students admitted to Junior or Senior High School must indicate their willingness to abide by the
school’s rules and regulations, including submission to the authority of the principal, teachers and other staff, and
participation in religious instruction.
7.
Continued enrolment and expulsion
Continued enrolment of all students shall be assessed annually by the Board. The Board will weigh the desirability of
continued enrolment upon hearing and considering the recommendation of the school administration. Such
recommendations should be based on an assessment of program requirements, as well as student needs and the
effect thereof on teacher workload, the student body and general school operation. Logistical limitations or
difficulties in transportation may require that enrolment permission be withdrawn at school year-end.
Expulsion may be necessary should a student persist in demonstrating unwillingness to submit to the school’s
standards, to obey staff or to participate in religious instruction. Such persistent defiant behaviour shall be dealt
with in accordance with the Discipline Policy of the school (505), of which expulsion is the final step.
Adopted:
Revised:
January 12, 2002
November, 2013
402 ^ Class Size Policy
The school will support students in the following ways:
Ensuring reasonable class sizes using the following guidelines:
- Grades K-2
o Up to 19 students- classroom teacher
o 20-25 students- classroom teacher and EA
o More than 25 students- split grades
- Grades 3-6
Up to 24- classroom teacher
o 25 to 28 students classroom teacher with some EA support
o 29 or more students- split grades
- Grades 7-12
o Up to 32 students- classroom teacher with EA support as needed
o 33 or more students- split grades
Page 73 of 156
Revised:
Dec 2012
Page 74 of 156
SECTION 500 SCHOOL PROGRAMS
501 School Regulations
501.1 ^
General
School regulations, which are revised from time to time, are designed for the safety and welfare of the students and
the care of the school property. Students should obey the rules, not because they must, but because they realize
rules are for the welfare and happiness of all. In a Christian school it is hoped that the conduct of the students will
be such that few rules will be needed. If each of us used a great deal of common sense and good judgment and
applied biblical principles, no rules would be necessary. However, since students are young, relatively
inexperienced, and sinful (as we all are), they may not always behave in ways that reflect the image of Christ
There are four guidelines that will help all students avoid situations that cause difficulties:

Conduct should be such that everyone has the maximum opportunity for learning.

The emotional, mental and spiritual well-being of fellow students should always be a priority.

Conduct should be such that there is no possibility for injury.

Conduct should be such that there is no damage to school property or equipment.
Board Decision: Mar. 25, 2000
Page 75 of 156
501.2 ^
Conduct Rules
The list given below is not exhaustive: the teachers may add to these rules or relax these rules as necessary.
1. School property and equipment may not be deliberately damaged or defaced.
2. Students shall refrain from throwing objects that may cause harm to others or damage to property.
3. In order to preserve the things which God has created, students shall take care not to damage planted trees,
shrubs, flowers, etc. or other landscape features. For this same reason students shall not torture or abuse
animals or insects.
4. In order for teachers to maintain efficient supervision, pupils shall play in approved areas of the school or
the grounds.
5. To prevent physical, emotional, and spiritual injury, the students shall refrain from such activities as bullying,
teasing, and fighting and shall promote the welfare of their neighbours' at all times.
8. Dancing and inappropriate music are not to be part of any school function.
9
Students will not smoke or consume alcoholic beverages on school property.
10. Any drugs not specifically approved by the parents will be confiscated for the protection of the student.
Please note that teachers will not dispense any medicines, including aspirins, at the request of students.
With regard to the use of drugs, the parents shall inform the teacher or principal of any prescription or nonprescription drugs or medicines that they want their children to take while at school.
11. Music players, cell phones or other distracting articles will not be used by students during school hours
except at the express request of the teacher. Also see policy 523
In conclusion, it is expected that the conduct of each student in the classroom and on the playground will foster a
good learning climate and a healthy social atmosphere to the end that God might be glorified by all.
Revised by Board: Jul. 14, 2011
501.3 ^
The administration will maintain a fire drill and emergencies procedure, effectively communicate it with the staff
and students, and publish a current version each year in the student handbook (front cover of agenda) or distribute
and post copies for each class.
As a minimum two fire drills and one test of the lockdown procedure will be held throughout the year.
The emergency procedures will provide detailed description of the steps to be taken by those responsible for the
effective response. The administration will review and update emergencies procedures annually.
Records demonstrating that emergency procedure reviews were conducted will be maintained and kept current.
October 23, 2000
Revised: Nov 2011
Page 76 of 156
501.4 ^
Attendance:
 It is the responsibility of the parents to see to it that their children attend school.
 Continuous attendance is essential for success at school.
Absences:
 If a student is absent for a good reason, he will receive every reasonable consideration by the teacher to
assist him to do the work missed. Students should make every effort to obtain and complete missed
assignments.
 In the event of an emergency which requires that a student leave the school, permission must be
obtained from the principal. Students must not leave the school for appointments or any other reason
without first notifying their teacher. If students have outside appointments, the parents should notify
the teacher or principal by note or phone call.
 The principal will report excessive student absences to parents and, if unresolved, to the Board.
 Students with an excessive number of absences may be suspended from school by the principal, who
will report the suspension to the Board at the next subsequent board meeting.
 Students who are excessively truant will be reported to the Attendance Board of Alberta Education.
Early Arrivals:
 Elementary students who arrive early will normally wait outside. The principal may allow students
inside during adverse weather. High School students who arrive early will normally enter the school.
The students who arrive early are expected to abide by established regulations. The school provides
supervision from 8:25 AM until 3:30 PM. Students who are at school outside these hours are the
responsibility of the parents, unless they are participating in a school sponsored event.
After School Time:
 Students should proceed directly to their transportation upon dismissal from school. The busses will
depart on schedule.
Field Trips:
 Field Trips are taken periodically in conjunction with different classes. Advance notice is sent home with
the students, and permission slips must be signed and returned to the teacher. A small charge may be
assessed for transportation or for admission. Parents may be asked to help supervise field trips.
Revised by Board: Mar. 25, 2000
501.5 ^
Dress and Grooming
It is recognized that standards and modes of dress for students may change from time to time. However, all
students are expected to adhere to reasonable standards of dress and grooming considered in good taste by the
parents and staff. The following items do not necessarily comprise an exhaustive list of dress and grooming
guidelines. On occasion there could be situations where something not listed may have to be brought to the
attention of students and parents. If any questions arise on any issue, the decision of the school will prevail.
Page 77 of 156
It is the responsibility of the parents to see to it that the students wear clothes appropriate to the occasion. The
following guidelines are presented as a reminder to all parents, students, and teachers.
Footwear:
Because of the problem of tracking in mud, snow, and water, and in order to maintain clean floors in the school:
 Muddy footwear of Elementary students shall be removed in the foyer area and placed on the boot
racks.
 Snow boots shall be removed in the foyer area and placed on the boot racks.
 All skates brought to the school must be fitted with skate blade guards. No one will be allowed to walk
in the school with skates without guards. Skates may be carried in the school and hung up on the coat
hooks or in the lockers.
 For safety and hygienic reasons, students are encouraged to have and use an extra set of footwear
(runners, shoes,) for exclusive inside wear.
Coats:
Parents are to see to it that students wear coats appropriate to the prevailing weather conditions, considering
that students may have to be outside for extended periods of time.
 Students must have appropriate clothing for the season to permit routine outdoor activities and to be
prepared for emergencies such as fire alarms or bus breakdowns.
Clothes:
Parents are to see to it that students are properly and decently dressed.
 Since clothes are an important aspect of attitude and atmosphere, it is desirable that the clothes worn
by students contribute to a positive attitude in the school.
 Torn and ripped clothes are discouraged.
 In class, during warm weather, students shall wear clothes that cover their shoulders. Shirts shall be
buttoned up. Tube tops, halter tops, tops exposing the midriff, and low cut shirts and blouses are not
acceptable.
 No hats shall be worn in school.
 For Physical Education activities, students are expected to wear gym shorts, T-shirts, and runners
(provided the weather is appropriate).
 Students may change into their Physical Education clothes at noon provided they change back into their
classroom attire before classes commence.
Grooming:
 Parents should see to it that students are sent to school observing basic hygiene standards: face
washed, hair combed, hands washed, finger nails cleaned, etc.
Revised: Jan. 29, 2000
501.6 ^
School Appearance
Every student should be proud of the appearance of an attractive school. Here are things that everyone can do
to help keep it neat and attractive:
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





Keep the inside of desks and shelves tidy.
Keep hall lockers in neat condition, cleaning them out periodically. Locks are mandatory for all lockers.
Locker doors shall be latched shut when not in use.
Only tacks and staples should be used on tack boards. Tape is not to be used on walls or doors to
prevent permanent sticking to and marring of the walls.
Bulletin boards are reserved for school matters. Announcements of activities must be approved by a
teacher before posting.
School property shall not be damaged in any way. Anyone responsible for such damage may be
assessed for the full replacement or repair cost.
In order to keep the outside of the school looking presentable, balls and other objects shall not be
thrown on or against the school.
Revised by Board: Jan. 29, 2000
Page 79 of 156
501.7 ^

Phone Use
A courtesy phone available in the office area can be used by the students, subject to the discretion of
the staff.
Board Revision: Dec 16, 2010
501.8 ^
Physical Education

All students are required to take Physical Education and are encouraged to take part in other sport
activities. Students who present a doctor's certificate may be excused from Physical Education but must
accompany their class to the gymnasium.





Physical Education and participation in other sport activities is encouraged.
Proper non-scuffing running shoes must be worn at all times in the gym.
Locker room housekeeping is very important and is the responsibility of the students.
All equipment required for classes will be issued by the teacher.
All junior and senior high students must dress for Physical Education classes. Suitable clothing is
mandatory and a minimum standard is gym shorts, a plain t-shirt, and acceptable running shoes. All
personal belongings must be marked for identification.
For the safety of all students, all jewelry and accessories such as rings, ear-rings and watches shall be
removed during Physical Education classes.

501.9 ^
Anti-Bullying Policy
Introduction
“Parkland Immanuel Christian School will attract, develop and retain individuals whose words and actions
glorify God and model Christ’s love and purpose in their own spiritual and academic growth” (PICS Vision
2007).
We are all created in God image (Genesis 1:26); He loves us and we are His children. He commands us in the
Bible to “do unto others as you would have them do unto you” (Matthew 7:12) and to “Be kind and
compassionate to one another, forgiving each other, just as in Christ God forgave you” (Ephesians 4:32). As
a result of God’s command and to facilitate Learning In Faith Everyday, bullying will not be tolerated.
To create a safe and caring Christian school this policy recognizes the human failings in us all and the need to
actively address our weaknesses in all facets of life: in the school, the home, and the church.
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Principle: Conduct should be such that one’s neighbour receives respect and consideration.
Objectives
This policy seeks to accomplish the following:
 To prevent physical and emotional injury, the students shall refrain from such activities as bullying,
teasing, and fighting and shall promote their neighbours' welfare at all times.
 Support the creation of a safe, friendly and Christian school environment.
 Direct the Principal to implement programs that will:
o Educate and raise awareness among staff, students and parents about bullying.
o Lay out the strategies of prevention and intervention of bullying.
o Encourage all members of the school community to work together to minimize incidents of
bullying.
Definition
Bullying is a deliberate, conscious and willful hostile act intended to harm others. It usually involves the
overpowering and controlling of another person (s) to intimidate, dominate, or exclude them. It can be
direct or indirect, and it comes in various forms. Bullying can be physical, verbal, social, or spiritual in
nature. It can be a single incident, but often it is persistent.
Bullying is an unchristian act.
Accountability
A formal process is consistently used to manage and resolve incidents of bullying at the school. This
process, which is addressed specifically in the school’s discipline policy, in addition to anti-bullying programs
and initiatives, will also enable the school to develop and maintain measurable goals to reduce incidents of
bullying and promote a school environment that is true to the vision of “Living in Faith Everyday”.
The Education Committee will review the bullying policy and programs annually and make
recommendations to the Board.
Board Decision: April 2010
Revised: September 14, 2011
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502 ^
PICS Student Assessment Policy
Parkland Immanuel Christian School will strive to use assessment practices that inspire and challenge students to
use their God-given talents to joyfully learn about God and our world from a covenantal perspective.
DEFINITIONS
Assessment as Learning (a component of formative assessment): the collection and use of assessment
information by students to learn about their learning processes in order to plan, regulate and reflect on their own
learning and metacognitive strategies.
Assessment for Learning (a component of formative assessment): the collection and use of assessment
information by teachers to adjust teaching for the purpose of improving students’ learning. This process involves the
ongoing exchange of information among the teacher and students. This information is not usually used for grading
and reporting.
Assessment of Learning (also known as summative assessment): the collection and use of assessment
information by teachers to make judgments about students’ achievement at key points during and at the end of a
cycle of instruction, for the purpose of grading and reporting.
GUIDELINES
1. Assessment information shall be used for the purposes of assessment of learning, assessment for learning
and assessment as learning.
2. Students shall be actively involved in assessment as users of assessment information to support learning.
3. Principals shall inform students and their parents/guardians of how students’ achievement will be assessed
and of the achievement standards.
4. Teachers shall assist students to understand achievement standards for learning outcomes.
5. Teachers shall inform students on an ongoing basis how their achievement will be determined.
6. Teachers shall assess student achievement across the range of learning outcomes.
7. Communication among teachers, students and parents/guardians shall be ongoing and timely, employing a
variety of methods to identify progress, success and gaps in students’ achievement of the learning
outcomes.
8. When students fail to submit a sufficient number of assessments for grading purposes, and every
effort to obtain the assessments has been exhausted, teachers in consultation with the principal shall use
professional judgment to determine students’ marks for the missing assessments, that is, failing marks or
zeros.
9. The School Board shall hear appeals from administrative decisions that significantly affect the education of
a student provided the appeal is brought in accordance with this policy and its associated guidelines and
Policy
Assessment Practices:
1. Principal ensures that guidelines and procedures are in place within the school to support assessment of, as,
and for learning.
2. Teachers assess students’ performance and determine their achievement (attainment of the learning
outcomes in the Alberta Program of Studies) across the range of learning outcomes.
3. Assessment tasks and instruments assess enduring understandings and transferable skills where
reasonable.
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4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
Assessment tasks and instruments are valid and reliable and clearly linked to identified learning
outcomes.
Assessment tasks and instruments are reviewed on an ongoing basis for validity and reliability.
Teachers assess students’ performance and determine their achievement of learning outcomes at the
grade level assigned for their instruction.
Teachers select assessment methods that are compatible with the learning outcomes being assessed.
Teachers inform students on an ongoing basis of how their achievement will be determined.
Teachers provide students with clear descriptions of performance criteria and standards, such as in
rubrics and exemplars, prior to assessment tasks.
Teachers ensure students with special education needs receive appropriate accommodations to complete
assessments.
Teachers retain assessment records in indirect forms, such as anecdotal notes, recordings, rubrics, and
percentage scores.
When percentages are used for final grades, teachers may use their professional judgement to raise marks
that border pass/fail, honours/not honours. For example, 48 or 49% becomes 50%, 78 or 79% becomes
80%.
Teachers use the evidence that supports their most accurate judgement about students’ achievement of
learning outcomes. For example, a teacher may exclude an assessment that contradicts achievement
consistently demonstrated by a student when determining a final grade.
Teachers use a variety of methods to gain insights into students’ interests and learning profiles for the
purpose of planning assessment.
Teachers monitor students’ actions and performance on an ongoing basis to determine and respond to
their learning needs.
Teachers provide students with feedback that describes in a clear and understandable way students’
current performance relative to learning outcomes.
Teachers teach students to become aware of their own learning strengths and needs and to identify their
own progress toward learning outcomes.
COMMUNICATION AND REPORTING
1. Principal ensures communication with parents/guardians about students’ learning.
2. Principal ensures that the schedule for final assessments is communicated to students and
parents/guardians.
3. Teachers employ a variety of strategies to communicate student progress and achievement to
parents/guardians.
4. Students unable to write a final assessment because of serious illness, injury, bereavement or for other
compelling reasons for which sufficient cause is demonstrated, should apply to the principal who
determines if an alternative final assessment is appropriate. Accommodation may take the form of
a) an exemption from the final assessment, if sufficient assessment evidence is available to
determine students’ achievement of the learning outcomes.
b) Students writing an equivalent final examination or the same final assessment administered
under secure conditions.
5. Report cards will be issued a minimum of twice during a semester and a minimum of three times for full
year programs in grades K-12.
6. The report card and Individualized Program Plan (IPP) are complementary documents for students
identified with special education needs. An IPP is based on diagnostic information and provides the
basis for intervention strategies. The report card indicates achievement in life skills, foundational skills,
academic readiness and/or achievement of learning outcomes.
7. Students who have not completed a sufficient number of assessments for the assessment of their
achievement will have their achievement reported as Incomplete (I) until these assessments have been
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8.
9.
10.
11.
completed.
Parent/teacher/student conferences (students optional) will be offered a minimum of two times per year.
Principal ensures that appeals are dealt with in a timely manner according to appeal procedures.
Every student and/or parent/guardian has the right to appeal final assessment results to the principal or
designate. Information regarding the appeal procedures is to be made available to students and
parents/guardians (unless students are independent). If the student and parent/guardian are not satisfied
with the decision made at the school level, they may appeal to the School Board.
Appeal Procedures:
The student and/or parent/guardian may appeal a school awarded final course grade, final examination
mark or a course or program placement. This appeal must be submitted in writing, to the
principal/designate within 14 days of the assessment results being made available. Once received, a
decision on the appeal must be made in writing within ten school days. In reviewing an appeal, the
principal/designate:
a) meets with the student and parent/guardian
b) consults with appropriate teachers to review assessment information
c) submits, in writing to the student, parent/guardian (where applicable) and teacher(s), a
decision regarding the appeal.
PLACEMENT
1. Decisions concerning course, grade and program are made in consultation with the student (where
appropriate), parents/guardians, and teachers and principal/designate. These decisions are
the result of ongoing communication between the school and student and parents/guardians. Retention of a
student in Kindergarten to Grade 9 will be considered only if parents/guardians and the principal and
teacher(s) are in agreement that a student’s social, emotional, and academic development would benefit.
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503 ^ Exemption Policy
Junior and Senior High school students may be exempted from writing final exams in each subject if they meet the
following conditions:
Senior High
 achieve an average of 80% in their work during the year in that subject,
 and achieved an average of 80% in their last term (fourth term).
Junior High
 achieve an average of 80% in their work during the year in that subject,
 and achieve an average of 80% in their last term (third term),
 or in case of semestered courses, achieve an average of 80% in their second semester (second term in June)
Guidelines
1. This policy does not apply to Departmental Examinations or Achievement Tests.
2. This policy applies separately for each subject.
3. The decision to exempt is the prerogative of the principal upon recommendation of the subject teacher.
4. Exemptions may be refused for students with a poor disciplinary record.
5. The teacher may refuse to recommend and the principal may refuse a recommendation for any reason including
(among others) failure of the student to complete assignments, poor student attitude, etc.
Purpose of this policy:
A. It gives the students an incentive to work for.
B. It gives the students an incentive to work hard and behave themselves (in that class and in general).
C. It gives the student who qualifies a break at the end of the school year.
Reviewed:
Jan. 29, 2000
504 ^
Maturation Policy
Every other year a maturation lesson is taught to students in Grades 5 and 6. The girls’ lesson is taught by a female
teacher and the boys’ by a male teacher.
The teachers present a prepared lesson plan. The principal will approve these plans.
A letter and a permission slip will be sent to all parents outlining the lesson plan and recommended resources.
Questions or concerns by the parents may be brought to the Principal. Those students without affirmative
permission slips will be excused.
Board Decision: January 09, 1985
Board Revision: February 11, 2009
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505 ^
Discipline Policy
The purpose of discipline is to enable students to develop a clear understanding as to how they are to live a life of
obedience in the Lord. Discipline matters will be dealt with in a caring and loving manner which has repentance,
forgiveness and reconciliation as its primary focus. (For implementation of the policy please refer to the guidelines 505A)
If and when discipline problems occur, the teacher and/or administration will take, but not be limited to, the
following measures:
 Counseling and/or detentions.
 Disciplinary record and/or withdrawal of privilege(s).
 Staff and/or Board – parent contact.
 Appeal process.
 Financial compensation.
 Suspension.
 Expulsion.
1. Counseling and/or detentions
This is the first step in dealing with indiscretions and/ or slight misconduct. Students are expected to be positive role
models. Unacceptable attitude has its consequences and it will be recorded if a student has repeatedly
demonstrated inappropriate behaviour. This will result in a student losing, for a specified period of time, privileges
in taking part in intramurals, school teams, clubs, and school trips. The recorded information is examined by the
vice-principal, who then reviews it with the student. If necessary, a counseling session may be required. Counseling
can be informal and immediate between the teacher and the student or it can be more formal when a case of slight
misconduct is referred to the principal and the parents. If students are detained by the teacher and/or
administration, this shall take precedence over any other school activities.
2. Disciplinary records and/or withdrawal of privilege(s).
Disciplinary records (forms that are filed) are used for serious misconduct such as continued improper attitudes or
actions by the student when routine discipline, teacher counseling and/or teacher contact with the home has not
produced the desired results.
- Disciplinary probation
Students are placed on disciplinary probation after the second suspension or if, at the discretion of the principal,
probation is needed because of the severity of the prior disciplinary record. If a new infraction worthy of suspension
occurs while the student is under disciplinary probation, subject to review by the Board the student may be
expelled.
3. Staff and/or Board – parent contact.
Parents will be contacted by the teacher when misconduct has occurred, or when it is repeated. Parental
involvement is critical in providing the student with the image of shared discipline in the school and the home. The
need for a meeting to resolve and help the student can and/or will be scheduled.
4. Appeal process
If a student feels that discipline was given unfairly, he or she should not argue his or her case during class time, but
discuss the matter privately at a time convenient to the person who disciplined him or her. The original decision
may be modified if the teacher agrees with the student. If not, the discipline should be accepted. Students and staff
are expected to exhibit courtesy and respect at all times.
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5. Financial compensation
If a student damages school property, he or she will be required to compensate the school for its repair and/or
replacement. If a student denies involvement and yet investigations prove guilt, a suspension will be added.
6. Suspension.
A suspension demonstrates to other students that serious misbehavior will not be tolerated; it also gives time to
assess behaviour and to allow counseling by the parents. Grave misconduct (as defined in guideline 505A) will result
in a student being suspended.
The length of the suspension (between 1 and 3 days) will be determined by the principal. The suspension duration
depends on the severity and/or record(s) of previous misconduct. Students are responsible for all work missed
during a suspension. They will only be allowed to complete tests and/or exams. All suspensions will be served on
regular school instruction days, (excluding but not limited to holidays, in-service days, school closures). After a
student’s second suspension, a meeting with the student, parents, two Board members, and school administration
will take place. In some circumstances the principal may recommend to the Board that suspensions for greater than
three days be implemented or that the student be expelled. The length of the suspension or the decision whether a
student is expelled will be determined by the Board within 5 school days after notification of the offence.
7. Bullying.
Bullying is a deliberate, conscious and willful hostile act intended to harm others. It usually involves the
overpowering and controlling of another person(s) to intimidate, dominate, or exclude them. It can be direct or
indirect, and it comes in various forms. Bullying can be physical, verbal, social, or spiritual in nature. It can be a
single incident, but often it is persistent.
1. Clear incidents of bullying will be recorded formally as a slight, serious, or grave offence in accordance with
PICS discipline policy. Depending on the severity of the offence detentions, an in-school suspension, or an
out of school suspension will be assigned. In addition, the discipline record will be sent home to parents.
Parents of victims will also be contacted.
2. If a previous discipline record exists, depending on the severity of the offence an in-school suspension, or an
out of school suspension will be assigned. A meeting will be called with parents at which time a positive
plan of action will be formulated.
3. If two previous discipline records exist, the student will be suspended and parents will be asked to meet
with representatives of the board. Depending on the outcome of the meeting, the student may be expelled.
8. Expulsion.
Expulsions – unlike suspensions – are intended to be permanent. Typically, once expelled, a student will not be
permitted to attend PICS at any future date. Expulsion is never considered lightly.
Subject to the discretion of the Board, a student may be expelled for the following reasons:
 If, while a student is under disciplinary probation, he/she commits an infraction worthy of suspension.
 If a student receives 3 suspensions in one school year.
 If a student commits any other offense that at the Board’s discretion warrants an expulsion.
Any student who is expelled and who seeks readmission must be approved for re-admission by the Board.
Board Decision: Feb 9, 2005
Board Revision: September 14, 2011
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506 ^
The school principal is responsible for the welfare and safety of all students and shall thus be advised of all
incidents that have caused significant injury to any pupil, staff member or visitor. A report of the incident shall
be written on the appropriate form and filed in the school office.
These incidents are to be investigated by the administration, discussed at staff meetings, and recommendations
should be made. The recommendation shall be entered on the Incident Report Form. The results are to be
shared with all staff members and those involved and then they should be passed on to the proper authorities
for implementation.
Revised by Board: Feb. 26, 2000
See A506 Incident Report Form
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507 ^
Background
Educators play an important role in protecting God’s young image bearers from potential abuse. Because teachers
have regular contact with children, they are often the first adults to be aware of child abuse. Christian school
communities may perceive themselves to be immune to abuse in families, but it has also affected Christians in this
way. Therefore, educators must be alert to the possibility of an abused child in the school and be prepared to help
the student in need.
The Government of Alberta, Child, Youth and Family Enhancement Act, requires that any individual who has
reasonable and probable grounds to believe that a child is in need of intervention should report that information to a
director. Any person that fails to report a child in need of intervention is guilty of an offence.
Protocol
1.
Recommended Procedures for Reporting Suspected Cases of Child Abuse.
Step One: When a teacher suspects that a child has been abused, that teacher should note the following:
 The name, age, grade, address and telephone number of the child.
 The names of the parents and/or guardians.
 The reasons for concern and any relevant statements made by the child.
Step Two: The teacher should then immediately inform the school administration (principal and vice-principal). All
school personnel are reminded that no investigation should be carried out by school personnel at this time or any
other time.
Step Three: The school principal should then contact Alberta Human Services. A note should be made at this time of
the following:
 The name of the person making the call.
 The name of the intake Social Worker receiving the call.
 The time and date the call was made.
 The action proposed by Alberta Human Services.
Step Four: A social worker from Alberta Human Services (and a police officer in cases of sexual abuse or serious
physical abuse) will interview the child, usually on the same day the complaint is made.
Step Five: Alberta Human Services (or the police) will then interview the alleged abuser and other family members.
A decision concerning the safety of the child will be made by Alberta Human Services at this time.
Step Six: The principal should be prepared to follow the case by contacting Alberta Human Services to learn the
results of the investigation as these results pertain to the school.
Step Seven: At the end of the investigation and disposition of the case, the teacher, principal and vice-principal
should meet together to discuss the steps the school could take to assist the child if and when it has been
determined that abuse has occurred.
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2.

Recommendations
No school personnel should notify the child’s parents or guardians before contact with the family has been
made by Social Services.

If Social Services social workers appear at the school to interview a child concerning abuse, the school
administrator should cooperate, provided the proper identification has been produced by the social worker.

School personnel should not insist on being present during the interview although the social worker may ask
that some person be present in order to support the child.

School personnel are not responsible for gathering evidence of abuse, only to inform Social Services of a
reasonable suspicion of abuse. School personnel should not, therefore, actively seek a disclosure of abuse
from the child as the number of interviews undergone by the child should be kept to a minimum.
(Adapted from Recommended Procedures for Reporting Cases of Child Abuse produced by the Sexual Assault Centre
in Edmonton, Alberta).
If the Principal fails to contact Alberta Human Services in a suspected case of child abuse, the teacher must assume
responsibility for directly contacting Alberta Human Services. Under the Child Welfare Act, teachers who have
reasonable grounds to believe that a child has been abused and needs help MUST report to Alberta Human Services.
Anyone failing to report is guilty of an offense and could face a fine up to $2,000 and imprisonment up to six
months. Any suspicion of a child at risk must be kept confidential.
If teachers are unsure about how to detect possible child abuse situations, they should consult a social worker for
input and advice.
Alberta Human Services wants to keep families affected by child abuse intact if at all possible and is willing to
expend a great deal of effort and money in order to treat those families. Families and/or teachers may specify what
treatment facilities they believe are most appropriate. If preference is not stated, the social worker will refer them
to a treatment facility of his/her choice. This policy allows schools to refer cases of child abuse to a Christian
treatment centre. One such organization is the Cornerstone Counseling Centre in Edmonton.
Details on protocol procedures for reporting child abuse may be obtained from the Child Welfare Act of Alberta and
a booklet entitled Responding to Child Abuse, A Handbook. These documents may be obtained through Alberta
Human Services and are available in the principal’s office.
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508 ^
Closing of School
Upon consultation between the President of the society and the Principal of the school, the school may be closed
during inclement weather conditions or other causes having a possible affect on the safety and health of the
students.
1. Classes will be suspended for the day when the temperature reaches minus 37 degrees C. by 6 AM (Edmonton
International Airport Weather Office), or when the temperature combined with the wind chill reaches minus 42
degrees C., or weather conditions make travel inadvisable. Teachers will be informed.
2. As a result of weather advisories issued by the Edmonton Weather Office, classes may be dismissed early on short
notice. This will be coordinated with the bus drivers.
3. When weather advisories or travel advisories are issued, all voluntary after school activities such as meetings,
sports practices, games, etc. will be canceled and rescheduled.
4. When a blizzard warning is announced, classes will be suspended for the day.
5. If three or more busses are temporarily inoperative in the morning, school will be closed.
6. Weather conditions permitting, teachers may be asked to come to school for staff meetings or other necessary
work.
Board Decision
1982
Revised:
Dec 09, 2009
509 ^
Student Motor Vehicle Policy
All students from Kindergarten to Grade 12 will only leave school during school hours with specific permission from
their parents; this permission must be communicated by parents directly to the Administration office. Students are
also forbidden from driving other students (with the exception of siblings) from school to school sponsored events.
All parents who drop off or pick up elementary aged students must escort their children to and from their vehicles to
the south sidewalk of the school.
On school days from 8:25 AM to 8:35 AM and from 3: 23 PM to 3:33 PM there is a No Vehicle Movement Rule in
effect. This means that parents must keep their vehicles parked during this time to ensure students can move safely
to the busses, and to ensure a smooth arrival and departure of busses to and from the school. Parents who arrive
during this time must use the East entrance by the church and park on the East end of the parking lot.
Board Decision; Student Parent Handbook, 1982
Board Revision: Feb 26, 2000
Board Revision: Dec 2010
Board Revision: Sep 2010
Board Revision: Dec 2012
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510 ^
Lost and Found
Found articles will be kept in the school for a reasonable period of time and, if not claimed, will be disposed of.
511 ^
Conflict Resolution and Appeal Procedures
A. Policy:
1. In all areas of conflict, the rule of Matthew 18 shall be followed; that is, complainants will be directed to talk first
to the person with whom they have a complaint. Communication and reconciliation is the primary focus.
2. In the event that Point 1 does not resolve the conflict, the complainant should raise the issue with the principal.
3. Matters involving physical and sexual abuse will be dealt with as required by law (see policy 518).
General Guidelines
1. An unresolved matter should be reported in writing to the principal. In cases involving the principal, this shall be
brought to the board president who will assign a delegate of the board to consult with on this matter.
 Issues raised by students will not be carried forward but will be redirected to parents for discussion and
resolution.
2. The principal, in consultation with the board president, will determine if the allegations warrant further
investigation. If not, the principal will inform the complainant of this determination.
3. If the principal decides that the matter warrants further investigation, they will communicate in writing to the
accused:
a. the substance of the allegations
b. the reasons and purpose of the investigation
c. the process, criteria and standards to be used
d. the time lines to be applied; and
e. the possible outcomes of the investigation
4. The principal will investigate the matter and prepare a written report with recommendations for the complainant,
the accused and the Personnel Committee.
5. If the complainant is not satisfied with the decision, they may appeal to the board in writing.
6. Should the matter involve the suspension of a teacher and the termination of the teacher’s contract, the appeal
procedures outlined in the contract may be invoked.
N.B. As is indicated in guideline #1, in cases involving the principal the board president will take the lead role and a
delegate from the board will take on the consultative role in guidelines 2 – 5.
Board Decision
Nov 2008
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512 ^
In School Illness Procedure
Students who become ill during class time are to report to their teacher.
Student illness or injuries during class breaks are to be reported to the supervising teacher or to the school
secretary.
Students who are ill may be directed to go to the Medical Room by their teacher until arrangements can be made
for them to go home.
If necessary, a parent will be notified to arrange for the student to go home.
In the event of an emergency situation, the welfare of the student will take precedence, and medical aid will be
summoned. In such an event, the parents will be notified as soon as possible.
The administration will be informed of any student sent to the Medical Room. The administrative assistants will be
responsible for maintaining regular supervision of the student.
Medications will only be provided to students through the office. A written record will be made of the medication
provided. Recurring requests for medication will be brought to the attention of the parents.
Board Decision: Feb. 26, 2000
Board Revision: April 2011
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513 ^
No Smoking Policy
There will be no smoking at any time in the school or on school property. (The school property includes the
school/church parking lot.)
Infractions of this policy will be dealt with as a serious offense under the discipline policy (reference 505)
Revised:
April 16, 2003
514 ^
PICS School Supervision Policy
Purpose: As part of ensuring that PICS continues to be a safe and caring school, the board and administration will
maintain an effective supervision program.
Accountabilities: The School Principal is responsible for delegation and documentation of specific supervision
responsibilities, including scheduling and communicating with supervisors. The education committee is responsible
to review this policy and procedure annually to ensure effectiveness and continuity over time.
School Supervision Procedure
In order to fulfill the requirements of the School Supervision Policy, the following supervision procedure will be
followed by the staff/volunteers at PICS:
Scheduling:
1. Supervisors will be scheduled by the Principal or designate. Schedules will be posted in the Staff Room and
will be reviewed twice a year.
2. Supervisors will be pulled from the pool of Staff Members and Volunteers. The Principal will ensure that
staff members responsibilities are shared fairly.
3. Supervision Volunteers must meet the requirements of the Volunteer Policy. The Principal is responsible for
regular review of this during scheduling process.
Supervision Times Provided at PICS:
1. Prior to school (8:25-8:40):
a. There will be 2 outdoor supervisors. One supervisor will monitor the South side of the school where
the busses drop off the students, and the other will monitor the playground area. On days when it is
-20 degrees Celsius or colder the students will be allowed to go directly into the school, and will be
supervised by their homeroom teachers.
2. During Elementary Recess (9:58- 10:17):
a. 3 supervisors will be outside. One will cover the area along the parking lot between the Immanuel
church and the school (will refer to as zone 1). Another supervisor will monitor the playground
(zone 2), and the third supervisor will oversee the area to the north of the school (zone 3). The
zones will be filled in numerical order as supervisors come outside.
3. During Lunch Hour (12:40-1:13):
a. Outside supervision will be the same as Recess
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b. One teacher will supervise the homework room.
c. One teacher will supervise the hallways, beginning with the elementary end (to ensure all
elementary students have gone outside).
d. One teacher will supervise the gym.
4. After School (3:23-3:30):
a. One teacher will supervise students getting on the busses, and will wave off the busses at 3:28
(unless the supervisor is aware of students still needing to get on the bus, in which case the busses
may be momentarily delayed).
b. All elementary students waiting to be picked up, will remain in the office area until their ride arrives.
The outside supervisor will ensure all elementary students go to the office area to wait, and will be
responsible for monitoring the students until their departure.
c. Students who remain after school, (to watch sporting events, to wait for a sibling to complete
participation in extracurricular activities, or for other reasons not involving participation in
extracurricular activities) will not be supervised by the school.
5. PICS does not provide supervision for students outside of the hours mentioned above, unless they are at the
school specifically for a school sponsored event.
Supervisor Responsibilities:
1. All outside Supervisors will wear safety vests to identify them as Supervisors
2. Supervisors will be familiar with the following School Policies and Procedures and ensure that they are
followed appropriately:
a.
b.
c.
d.
e.
f.
g.
h.
Bullying Policy
Lockdown Policy and Procedure
Accident and First Aid Reporting Policy and Procedure
Playground Safety
Discipline Policy and Procedure
Dress Code Policy and Procedure
School Security Policy and Procedure
Bus Safety Policy and Procedure
Controls, Records and Review (if it isn’t documented, it didn’t happen):
1. This policy and procedure will be reviewed and signed off by supervisors as part of the August/September
Policy and Procedure review program at the start of each School Year
2. Records will be kept by the administration, in the office, for the duration legally required.
Adopted: June 1, 2011
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515 ^
POLICY FOR STUDENT COURSE REQUIREMENTS -
RATIONALE FOR POLICY
Encourage Maximum Instruction Periods:
It is each individual’s responsibility to develop their God given talents to the fullest, and Staff and Board at Parkland
Immanuel Christian School will provide and encourage an industrious learning environment.
Discourage Excessive Spares:
Our objective is to discourage excessive spares, not all spares. Spares or study periods can be just that – a time for
study enabling the student to achieve better grades in the courses they are taking. In the more senior grades this is
increasingly important. However, more than five 40 minute blocks of “Spare” time during the course of a week is
considered excessive. Excessive student loitering or free time has disadvantages that outweigh the benefits. During
this time students are not developing their talents to their utmost. The atmosphere of leisure is infectious,
encouraging other students to spend too much of their time in a similar unproductive manner. Without adequate
study facilities, students with spares are often idle in the halls or foyer. This does not present a good image of the
school to visitors or other students.
Lost Revenue:
Each Spare taken by students deprives the school of the corresponding government grant income. This loss of
income occurs when in general the staffing is available and is currently teaching a class with room for additional
students. This is not good stewardship – when grant income is foregone this implies these revenues must be raised
by other means, for example by increased tuition.
New Culture:
Compliance with the course Requirement policy requires a change in the current culture. We seek to replace the
expectation of light course loads by providing an environment where staff and students are inspired and challenged
to use their God-given talents as they grow spiritually and academically. Compliance with the policy is considered by
the Board to be critically important for the benefit of the school and of all students.
DEFINITIONS
Spare: A 40 minute block without supervised instructional activity (excluding lunch).
Lunch: A student is entitled to a 40 minute lunch break. If classes are scheduled during lunch, equivalent spare
time will be allowed and will not count toward the allowable spare allotment.
New Policy:
High School students at Parkland Immanuel Christian School must be enrolled in 35 periods of class time per week.
Under this policy, students are expected to obtain a minimum of 35 credits per year. These credits may be obtained
by taking teacher-taught courses at PICS; correspondence courses will only qualify if approved by the administration.
All students are expected to be in class during all class time, not including lunch break. If students are taking
correspondence courses they are expected to be working on their course material during class time. Failure to do so
will result in disciplinary measures. Representatives of the School Board will visit parents and students who do not
wish to comply with this policy.
Board Decision: November 1988
Board Revision: April 2006
Board Revision: March 2012
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516 ^
Purpose
This protocol outlines the management of formal student testing and assessment and related activities at Parkland
Immanuel Christian School (PICS).
Protocol
Parents and/or teachers can request formal testing and assessment for a student, when they feel this is necessary.
In order to apply for formal testing and assessment, the following steps are to be taken:
 All requests regarding formal testing will be directed to the LASN coordinator.
 The LASN coordinator will review the request with the principal, and will do one of the following things:
o If the request is denied, explain in writing to the requester why the request has been denied.
o If the request is granted, the LASN coordinator will arrange for the testing to occur.
 Costs for the testing will be paid by the family’s extended medical plan to the degree it is covered. If not it will
be carried by the school to the degree that budget constraints allow.
Board Decision
Board Revision:
Jan. 18, 1994
Feb 11, 2009
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517 ^
1.0 POLICY
The Board of Parkland Immanuel Christian School supports the provision of off-campus education opportunities
through school/ community partnerships to help students acquire knowledge, skills and attitudes and gain practical
experience related to life skills and career opportunities. Off-Campus Education credits will only be offered when
sufficient number of students are enrolled to make offering the program feasible. Such decisions are at the
discretion of administration.
2.0 DEFINITIONS AND REQUIREMENTS
2.1 Key terms
“Off-campus education” includes work experience programs and registered apprenticeship programs (RAP).
“Work Experience” means off-campus experiential learning undertaken by a senior high school student that meets
the following criteria:
a. It is an integral part of a planned school program.
b. It is under the cooperative supervision of a teacher-coordinator and the employer.
c. It constitutes a separate course based on 25 hours per credit.
“Registered Apprenticeship Program” means experiential learning undertaken by a senior high school student that
meets the following criteria:
a. It is an integral part of a planned school program.
b. It is under the cooperative supervision of a teacher-coordinator and the employer.
c. The student is a registered apprentice.
d. The program meets the acts and requirements of Alberta Advanced Education relating to apprenticeship
training.
e. The learning experience constitutes a separate course based on 25 hours per credit.
2.2 The work experience program consists of three courses: Work Experience 15, 25, and 35. There are no
prerequisites for these courses. Students may obtain from three to ten high school credits in each of these three
work experience courses provided they have successfully completed a minimum of 25 hours for each credit.
2.3 Students shall comply with the age requirements under the Employment Standards Code, S.A., 2005, sec. 65 &
66 in order to participate in off campus education.
2.4 Off-campus education shall be carried out under the supervision and guidance of a professional staff member.
2.5 Off-campus education shall be evaluated by the supervising teacher-coordinator. The means of evaluation shall
be conveyed to the student and the employer, as approved by the principal.
2.6 The off-campus education teacher-coordinator shall specify learner expectations, except for the Registered
Apprenticeship Program, for each student in consultation with the student and the employer.
2.7 Off-campus education shall include an in-school job orientation and debriefing component to facilitate the
development of knowledge, skills, and attitudes that students must acquire in order to enter, adjust and advance in
a career.
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2.7.1 Selected Career Transitions modules from the Career and Technology Studies Program are
components of Work Experience 15, 25, and 35:
a. CTR1010: Job preparation is a required component of the first work experience course taken by a
student.
b. Students are strongly encouraged to take CTR2010 and CTR3010.
2.8 The off-campus education teacher-coordinator shall determine that a work site/station is acceptable. An
approved work station or work site must meet the following criteria:
2.8.1 A trade, occupation or profession will be represented.
2.8.2 A supervising person who is qualified in the trade or occupation will give direction and supervise the
student.
2.8.3 The supervising person will have time to supervise and give direction to the student.
2.8.4 The work site/station will be acceptable in the terms of Employment Standards Code, Canada
Department of Labour Legislation, Occupational Health and Safety Act, Workplace Hazardous Materials
Information System (WHMIS), local standards and other legislated requirements.
2.8.5 The off-campus learning opportunity is acceptable to the school principal and to the parents of the
student in terms of its educational content.
2.9 For students registering in a program that includes off-campus education, the school shall meet the following
criteria:
2.9.1 The work sites/stations shall be approved by the superintendent or board-approved designee.
2.9.2 The “Agreement for Off-campus Education Program” will be signed for approval by parent/guardian,
employer and participating student.
2.10 The superintendent of schools or designee shall make an annual evaluation of the program that shall be in the
form of a written report to the school board.
2.11 The Off-campus Education Policy shall be made available to students, parents and other stakeholder groups.
2.12 The Off-campus Education Program shall be monitored every five years in keeping with Alberta Education’s
monitoring expectations.
3.0 PROCEDURES
3.1 The annual “Application for Approval of Work Sites/Stations” shall be completed by the school, preferably in the
spring of the preceding school year. This form shall be approved and signed by the superintendent of schools or
designee.
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3.2 The “Agreement for Off-campus Education Program” shall be signed by the employer, the student worker, the
parent/guardian and the teacher-coordinator.
3.3 The annual “Application for Approval of Work Sites/Stations” and the “Agreement for Off-campus Education
Program” signed by all parties as named in Procedures 3.2 shall be on file at the school before students are placed in
work sites/stations. A copy with the original signatures shall be kept at the school as required by law.
3.4 The superintendent of schools or designee shall receive the following information before the implementation of
the school’s Off-campus Education Program:
3.4.1 A copy of the annual “Application for Approval of Work Sites/Stations.”
3.4.2 A list of all students participating in the program and their program placements.
3.5 In the case of a student working after 6:00 p.m. and/or on weekends, the teacher-coordinator shall make
available to students and employers a telephone number where someone responsible for the program can be
reached.
3.6 The working hours for senior high school work experience students are restricted to 7:00 a.m. to 10:00 p.m. The
exemption from the minimum wage by the Employment Standards Branch, Alberta Labour, and Workers’
Compensation Board coverage by Alberta Education applies only during these hours.
3.7 A supervising teacher shall contact the work site/station once a month over the period of the off-campus
placement. The principal and the supervising teacher-coordinator shall ensure that adequate supervision is
provided for students.
3.8 An annual report shall be prepared by the coordinating teacher. This report shall be submitted to the principal
by June 30 and shall include the following:
3.8.1 Enrollment figures for off-campus education, including work experience courses, Registered
Apprenticeship Program.
3.8.2 Problems encountered and methods used to deal with them.
3.8.3 Innovations to the program.
3.8.4 Feedback received from business.
3.9 An annual report combining the information from each school’s annual evaluation of the Off-campus Education
program shall be prepared by the superintendent or designee and provided to the school board.
3.10 The Off-campus Education Policy shall be kept current and systematically reviewed under the direction of the
superintendent of schools or designee, based on consultation with any one or more of the Board, high school
principals, the teacher/board advisory committee, teachers, students, parents or other stakeholders.
3.10.1 The superintendent of schools or designee shall initiate the review process.
3.10.2 The review process shall be undertaken every three years or sooner if the need arises.
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3.10.3 The superintendent of schools or designee shall establish a timeline for completion of the revisions.
3.11 In the case of a Workers’ Compensation Board (WCB) claim, the off-campus education teacher-coordinator
shall submit the necessary forms to the superintendent or designee. The superintendent or designee will insert the
Alberta Education Account Code, 345912/6, then submit the forms to WCB with the forms plus a copy of the
approved “Application for Approval of Work Sites/Stations” to Policy Unit, Curriculum Standards Branch, Alberta
Education for processing and filing with the Workers’ Compensation Board.
Board Decision: Sept. 22, 2005
Board Revision: Dec 2010 (pending)
518 ^
Policy Parkland Immanuel Christian School
Policy Title
Effective Date
May 2012
Scope / Purpose
Responsibilities
Members
Stakeholders
Rationale
Parkland Immanuel Christian School will provide coordination of services for students
with special needs.
This policy outlines the management of student referral to external specialized services/
programs at Parkland Immanuel Christian School (PICS).
Parents and/or teachers can request referral to external specialized services/ programs for
a student. These services/programs can be provided by:
 Speech and language pathologists
 Occupational therapists
 Physical therapists
 Adapted physical education consultants
 Behavioural therapists
 Psychologists
 Consultants for students with a visual or auditory impairment
 Inclusive education consultant
 other
School administration will be responsible for implementation of the policy, coordinated by
the learning assistance coordinator.
Administration, teachers, learning assistance coordinator, parents, students and student
support committee.
Specialized services tailored to students with special needs will promote and foster the
glorification of God, enthusiastic learning in His service, development of caring students
and teachers, and promote a nurturing community by inclusion of all students in a regular
classroom setting.
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Procedures
Board Adopted Date
Board Revision Date
In order for a student to get referred to an external specialized service/ program, the
following steps are to be taken:
1. All requests regarding external specialized services/ programs will be directed to
the LASN coordinator.
2. The LASN coordinator will review the request with the student’s teachers and the
principal, and will either:
a. If the request is denied, explain in writing to the requester why the
request has been denied.
b. If the request is granted, the LASN coordinator will refer the student to
an external specialized service /program.
3. If the request is granted, any external specialized services /programs that are
funded through the government will be fully accessed through PICS. Any other/
extra cost to access the external specialized service/program will be paid by the
family’s extended medical plan to the degree it is covered. If not covered by the
family’s extended medical plan, it may be carried by the school to the degree that
budget constraints allow.
N/A
May 2012
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519 ^
Sexual Abuse Complaints against Staff – School Protocol
Background
Many reports of sexual abuse are valid and educators need to routinely take every complaint seriously.
Occasionally, generally with older teenagers, allegations about sexual abuse are fabricated. However, the school is
neither judge nor investigator; these roles should be left to trained professionals. But, the school must take each
complaint seriously. Definitive action is important to protect not only the child, but the parents, school and teacher
as well.
Policy
If a principal or school board member is approached by a person claiming a teacher is sexually abusing a
child/children:
1. The principal (or whoever receives the complaint) should immediately without further discussion with the
complainant or any other people, contact Child Youth and Family Services or the police (Sexual Assault Unit if that is
appropriate to the complaint).
The police or child welfare officer should interview the complainant in person immediately. The officer will then
determine whether the accusation is credible and if further action is warranted. NO investigation should be done by
the school or any other organization (e.g., school board, church) as it could interfere with the legal process.
2. The complainant should be strongly advised to keep all these matters confidential. Leaked information will hurt
the child and/or damage the staff member’s reputation.
3. If charges are laid, the staff member must immediately be suspended with pay.
4. The principal and school board president should make the staff member aware of the complaint and any action
taken. The staff member should maintain confidentiality and, if necessary, seek legal counsel.
5. The principal of the school and the president of the school board are the only two people required to know about
these matters. If charges are laid, the police will notify the child’s family.
6. The police have to be involved in order for the investigation to be credible. Confidentiality is important to protect
everyone involved. Suspension with pay should continue until the legal process is complete.
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520 ^
Acceptable Computer Usage Policy
General Access
Access to PICS computer systems and network is a privilege, not a right. These privileges may be removed for
anyone, at any time.
Without exception, no student will have access to the systems or internet without written permission (form) of a
parent or guardian. See the Student Computer Network Access Agreement (Appendix A520).
All users are to abide by and accept this policy. Noncompliance will result in suspension or termination of privileges
and other disciplinary actions consistent with the PICS discipline policy.
PICS will cooperate with law enforcement of any level in any investigation concerning or relating to misuse of the
schools computer systems. PICS will also report any events to law enforcement as required by law (illegal
activities/child pornography).
Privacy/Confidentiality
No users at PICS have any expectation of privacy/confidentiality in the content of electronic communications or
other computer files sent and received on the school computer systems or stored in his/her directory. The System
Administrator may at any time review the subject, content, and appropriateness of electronic communications or
computer files.
Disclaimer of Liability
PICS’ computer system is connected to the internet and while PICS does its best to filter, block and supervise
objectionable content and sites it is possible that users may be exposed to unwanted material. It is impossible for
any network system to block all objectionable content, and PICS is not responsible for any information found or
displayed on the internet. PICS is not responsible for ensuring the accuracy or usability of any information found on
the internet.
PICS cannot guarantee 100% system availability. In the event of an outage, students are still responsible for
completing assignments using computers either at home or at a location where computers can be utilized such as a
public library.
PICS is not responsible for any lost student data, and students must ensure that files are backed up on personal
memory keys.
Termination of Access
PICS may at any time suspend the rights and responsibilities of any user upon violation of the General and/or
acceptable usage policies. Termination or suspension of access may, at the discretion of the Board, last up to the
remainder of the school year. While access is revoked, users are responsible for completing assignments or work on
time, using systems either at home or at a local library.
Responsibility of the User
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The user agrees to follow these rules:
 NOT
o Use the computer system for illegal, inappropriate, or obscene purposes, or support said activities
o Attempt to fix, attempt repair, or otherwise in any way modify the computer systems (including
adding small network switches to “split” the connection without consent from the System
Administrator(s)
o Participate in plagiarism, or infringement of copyrights (downloading music/illegal videos)
o Waste network space, internet bandwidth, printer paper/toner
o Download, install, or run programs not authorized by the System Administrator(s)
o Circumvent, work around, bypass, or tamper with system security. That includes internet filtering,
file blocking, administrative rights, etc.
o Use any account other than assigned to the user
o Participate in chat rooms, forums, or send chain letters
o Harm, or attempt to harm another users account, data or work
o Participate in cyber bullying of any kind (Includes, chat, email, social networking sites)
 TO
o Use the systems for research, homework, and classes
o Treat the system with respect, and as a privilege
o Leave any web site immediately if inappropriate content is found, and to report it to the System
Administrator(s)
o Report all problems to the System Administrator(s)
o Utilize computer systems in ways that glorify God and build up our neighbours
 AT PICS it is expected that all students will use computer technology and the Internet for appropriate
educational activities. Any abuse of this privilege through inappropriate use will result in the loss of their
computer access. The computers will be monitored on a regular basis
Board Decision: June, 2001
Board Revision: Dec, 2010
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521 ^
POLICY
The Board of Parkland Immanuel Christian School endorses carefully planned and supervised field trips that have
clear educational value in supporting and enhancing student learning as described in the Program of Studies.
DEFINITIONS
“Field Trip” means an approved school activity that occurs outside of school property. This definition includes
classes, programs that occur outside of school property but excludes work-study and work experience
programs, and extra-curricular activities.
“Safety Guidelines” means the most current edition of Youth Safe Outdoors Field Trip Safety for Alberta Schools.
“Lead Teacher” means the teacher directly responsible for the planning, coordination and implementation of the
field trip.
“Parent” means a person defined as a parent in the School Act, Section 1(1) and (2).
“Supervisor” means an adult over the age of 18 years who is not a high school student and who has been selected by
the Lead Teacher and approved by the Principal to assist on a field trip.
AUTHORIZATION
 School field trips may be approved by the principal of the school provided the following conditions are met:
 The principal is satisfied that the trip supports the ongoing educational program of the school.
 If transportation is required, it is provided in accordance with the policy regarding transportation in
private vehicles or bus use for field trips.
 Adequate supervision of students partaking in the trip or remaining behind in the school has been
arranged.
 No field trip shall be undertaken without prior authorization in writing from:
 The principal (for within province field trips).
 The principal and Board (for both out of province and out of Canada field trips).
LEAD TEACHER
 The lead teacher
o arranges for principal approval of the field trip.
o communicates the particulars of the field trip to parents, students and staff.
o plans and organizes the field trip.
o addresses supervision and safety issues to the satisfaction of the principal.
o ensures that all requisite field trip documentation is provided to the principal prior to the field trip.
o advises the principal of any problems, accidents, unusual incidents or unsafe situations as soon as
possible at the conclusion of the field trip.
ACCESS AND ELIGIBILITY
 No student shall be denied participation on a field trip due to lack of funds.
 A student may not participate in an off-site activity unless the student is enrolled in PICS and is part of the
class or group taking part in the activity.
 The school reserves the right to deny a student the opportunity to engage in a particular activity or field trip
if in the principal’s opinion the students skill level, maturity level or behavioural characteristics do not
permit adequate supervision
PARENTAL CONSENT
 The official PICS parent consent letter template will be distributed to parents in advance of the field trip.
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





No student shall be permitted to participate in any field trip unless the parent/guardian consent letter has
been fully completed, signed, and dated by the parent or guardian and received by the school prior to the
commencement of the trip.
The lead teacher will provide parents with information concerning the following:
 The purpose and destination of the trip.
 The proposed cost of the trip.
 Transportation, accommodation and eating arrangements.
 Date and time of departure & estimated time of return.
 A detailed itinerary.
 The name of the lead teacher and a telephone contact number as well as a cell phone contact for
the trip if available.
 Any unusual factors such as rigorous physical activity, water-related activities or water sports.
 Any inherent risks and consequences associated with the activity (inherent refers to the hazard,
danger, chance of injury, damage or loss that exists in something as a natural and inseparable
quality or characteristic of that thing).
 Safety precautions for dealing with risk situations.
 The need for any special equipment, clothing or personal items.
 A reminder that parents or guardians must inform the lead teacher about any relevant medical
conditions of the student (such as food allergies).
 Emergency procedures to be followed in the event of injury, illness, or unusual circumstances.
 Any other relevant information about the activity that may influence the parents or guardians
decision to withhold permission (e.g. a controversial museum exhibit).
The lead teacher shall be responsible for carrying a list of student participants, including telephone contact
numbers, Alberta Health Care numbers, medication and medic-alert needs.
One Parent Consent Letter maybe provided to and signed by the parent and will be sufficient for repetitive
field trips, (such as athletic events, swimming lessons, and physical education classes) provided that the
Parent Consent Letter includes a schedule of all activities, destinations and dates.
The principal will determine if a parent meeting needs to be held to provide additional information about a
specific field trip and will arrange one if needed.
Consent letters will be kept on file at the school for three calendar years after the field trip has occurred.
SUPERVISION
 All designated supervisors accompanying students on field trips must be 18 years of age or older and must
be advised by the lead teacher as to the nature and requirements of the field trip and their responsibilities
prior to departure.
 Students must be supervised during the course of the field trip. (See the current edition of Youth Safe
Outdoors Field Trip Safety for Alberta Schools for potential guidelines). If the activity is not detailed in the
Safety Guidelines, or the guidelines will not be applied, then the principal shall approve acceptable
supervision arrangements.
 The Lead Teacher must ensure that same-gender supervisors accompany each group on overnight field trips
 For high-risk activities, competent instruction and supervision in these activities are mandatory.
Competence maybe established by virtue of a certificate from a governing body for an activity, or where
certificates are not issued, competence may be consist of virtue of experience and demonstrated expertise
in the activity.
VOLUNTEERS
 All volunteers are responsible to the lead teacher in charge of the field trip and shall be briefed on their
duties prior to the start of the field trip.
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SAFETY
 Off site activities must take place within a context of
o attention to the safety and security of students.
o attention to risk assessment of off-site activities.
o safety and legal protection of students, staff, volunteers and PICS.
 An appropriately equipped portable first aid kit must be accessible
 The standards set out in the current edition of Youth Safe Outdoors Field Trip Safety for Alberta Schools
must be referred to for all off-site activities for which standards are provided.
TRANSPORTATION
 Students shall not under any circumstances be used as drivers on field trips.
 When possible, the method of transporting students will be the use of school busses and bus drivers.
 Use of private vehicles will be permitted for use subject to the following condition:
o Copies of current automobile insurance for each vehicle is provided to the lead teacher (retained on
file)
 The number of passengers in each vehicle shall not exceed manufacturer’s ratings.
RESPONSIBILITY OF PARTICIPANTS
 All participants will be expected to act in a manner consistent with the standards of conduct at their schools.
If participants contravene these standards they will be subject to a disciplinary process.
PROHIBITED ACTIVITIES
 Participation in the following activities is prohibited on school board property, as a school-organized activity,
and as an off-site activity:
1. Aerial gymnastics
2. Automobiles-racing, drag racing, motor cross, motorcycling, snowmobiling, off road all terrain
vehicles
3. Aviation-small aircraft, helicopters, hot air balloon rides, skydiving
4. Boxing
5. Bungee jumping
6. Chuck wagon races
7. Demolition derbies
8. Dunk tanks
9. Gladiator-style activities
10. Luge
11. Mechanical bulls
12. Mountain climbing-ice climbing, deep caving, repelling/rappelling, rock climbing
13. Open water scuba diving
14. Pole vaulting
15. Motorized watercraft
16. Rodeos
17. Trampolining
18. White water rafting
HIGH RISK ACTIVITIES
 The following are classified as high risk activities and must be conducted in accordance with Section 7.4 of
this policy:
1. Archery
2. Broomball (ice)
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3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
Canoeing in moving water of grade 1 or less
Cycling/mountain biking
Firearm courses-rifle ranges
Gymnastics
Hunter Training
Lacrosse (field, box)
Scuba in a swimming pool
Skiing, (alpine)/snowboarding
Swimming
Track and field-field events; javelin. shot-put, discus, high jump
Wall climbing
Weightlifting
Appendix A: Safety Considerations
Severe/Inclement Weather:
1. Outdoor activities will not be held during inclement weather
2. During severe weather or poor driving conditions, the principal must ensure that weather and road
conditions are conducive to travel before students leave for an off-site activity trip.
3. On the return trip, the lead teacher must verify weather and road conditions.
4. Students must be appropriately clothed for travel by road during the winter, as determined by the lead
teacher.
Water Activities:
1. All participants involved in sailing or boating activities must
a. Have swimming skills commensurate with the activity and
b. Wear a Transport Canada approved lifejacket or Personal Floatation Device.
2. When canoe trips take place on lakes or rivers, the lead teacher must have visited the site prior to the
trip, and be familiar with the proposed route and the seasonal conditions at the time of the trip.
3. Adequate instruction and demonstration must be given to all participants involved before allowing the
participants to undertake any water-related activity.
Swimming Pools:
1. Students may not use swimming pools on off-site activities unless there is a lifeguard on duty.
2. If the facility operator does not provide a lifeguard at a swimming pool, students may use the swimming
pool if the school provides a lifeguard with current certification in National Lifeguard Service (NLS),
Standard First Aid, and CPR Basic Rescuer for every 50 participants using the swimming pool.
Remote or Wilderness Areas:
1. In a remote or wilderness area, the lead teacher must do the following:
a) Acquire sufficient awareness of and information about the proposed site(s) of the activity to make a
safety assessment for the activity.
b) Use professional guides when appropriate or as directed by the trip approving authority (principal or
Board as applicable).
c) Establish and communicate class safety and emergency procedures to all participants.
d) Ensure that appropriate communication devices are taken on the trip.
e) Ensure constant communication within the group and access to external communication as needed.
f) Be familiar with the nearest accessible medical station and telephone service.
g) Notify local area authorities, such as RCMP, forestry or pack officials or other persons in the area.
h) Obtain fire permits, fishing and other licenses and area use permission where required.
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2. In a remote or wilderness area, if a group splits into two or more independent travelling groups, each
group must have a teacher or supervisor in charge. Independent travelling groups do not include groups
of two or more high school students conducting course related field studies in an area designated by the
teacher in charge provided prior specific instruction has been given to students on the area of study, reassembly procedures and timelines, and emergency procedures applicable to the situation.
Mountain Biking
1. Mountain biking is permitted within urban and suburban areas on designated roadways, quiet
residential streets near the school, bicycle pathways and trails at established parks.
2. Backcountry mountain biking is not permitted unless professional guides are employed.
Skiing and Snowboarding
1. Downhill skiing and snowboarding are acceptable activities for students as long as all of the following
conditions have been met:
a. Skiing or snowboarding are part of a well balanced yearly program, and reflect the school’s
commitment to a quality physical education program.
b. For novices (grade seven students, and first time skiers or snowboarders) the activity includes, at a
minimum, one mandatory lesson at the beginning of each day on a ski hill.
2. School sponsored downhill skiing and snowboarding activities shall be restricted to grades 4-12: Only
commercially operated ski facilities with suitable teaching areas, (gentle slopes) should be used. The
area should be patrolled by members of a recognized ski patrol.
Board Decision: November. 9, 2005
Board Revision: March 11, 2009
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522 ^
GENERAL INFORMATION
1. Course Challenge is a provision that allows senior high school students who believe that they have acquired the
knowledge, skills and attitudes as defined in the program of studies for a given course (and are ready to
demonstrate that achievement) to participate in a summative assessment/evaluation process, be given a final
course mark, and, if successful, credits in that course.
2. The Assessment Process is the process of a student performing a number of tasks and showing samples of work
that demonstrate the degree to which the student has achieved the expected standards for the outcomes of the
course. The student’s performance and the quality of his or her work are evaluated by a certified teacher who has
expertise in the subject/course in question.
3. Course Challenge in Diploma Examination Courses applies only to the school-awarded mark component of the
course, and therefore will NOT result in a final course mark or in credits until after the student successfully
completes the diploma examination for that course. The opposite is also true. Students who successfully complete
the Diploma Examination but not the school awarded mark portion of the course will also NOT get a final course
mark.
4. The Purpose of a Course Challenge is to enable the student to propose a Course Selection consisting of more than
40 credits in current or following years.
GUIDELINES
1. General.
a. The principal shall administer this policy in conjunction with that of the Department of Education and may write
additional policy concerning Course Challenge at the school level as needed
b. The right to challenge courses shall be limited to those students who are enrolled at Parkland Immanuel
Christian School.
c. Students may not challenge the same course more than once.
d. Students may enroll in the course to be challenged concurrently with their application to challenge. If the
application to challenge is approved a student proceeding with the challenge must withdraw from the course
and may not re-register in the course until the following cycle the course is offered.
e. The student shall initiate the course challenge process and shall take responsibility for providing evidence of
readiness to challenge the course in the form of a portfolio of work.
2. Application.
a. The student is responsible for initiating any challenge by applying to the high school principal in writing
explaining the reason for the request and providing any relevant supporting material.
b. The principal shall make the student aware of relevant policies, procedures and, in particular, the possible
breadth of the evaluation process. A student must possess a strong academic standing in that course stream. In
order for the challenge to proceed the student must complete the prerequisite course. Students are
encouraged to write the Diploma Exams during the August Session.
c. A student’s readiness to challenge the course shall be determined in consultation that includes the principal,
student, parent(s), and subject teacher or teachers. The consultation shall include discussion of the student’s
Page 111 of 156
chance of successfully meeting the acceptable standard for the course, and the student’s apparent capacity to
handle successfully the course at the next level.
d. The principal shall make the final decision about the student’s readiness for the course challenge. The principal
shall base his decision on the consultation noted above.
e. The principal shall ensure that assessment for the course includes strategies that assess the breadth and scope
of the learning expectations for the course as outlined in the program of studies. He shall ensure that these are
processed in a timely and practical manner.
f. The principal shall assign the administration and evaluation of assessment for a course challenge to a certified
teacher who has taught the course.
g. The teacher shall provide the principal in writing a list of requirements in terms of supporting evidence
(portfolio of student work) and a timeline for submission of the portfolio and its assessment. The letter shall be
approved by the principal and passed on to the student.
3. Challenge Assessment Process.
a. Once an application for a challenge has been approved the principal will assign the administration and
evaluation process to a teacher who has taught or is teaching the course.
b. The teacher will pass on to the student the requirements for the evaluation process together with a timeline
and mark breakdown.
c. Once the evaluation process is complete, the teacher shall award a mark and submit it to the principal.
d. The principal shall report the mark according to the Department of Education’s current policies and procedures
and, if the student’s challenge is successful, grant any applicable credits, including any retroactive ones. In case
of Diploma Exam courses the school awarded mark shall be reported to Alberta Education. The student is
responsible for writing the Diploma Exam.
4. Appeal.
Decisions made under this policy may be appealed according to the appeals procedure of the Student Evaluation
Policy.
Board Decision: November 09, 2005
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523 ^
Student Technology Policy
1. Student communication by handheld electronic devices during school time will be done outside of the school
building.
2. All students will keep handheld electronic communication devices in their lockers or their backpacks.
3. Handheld electronic devices will only be allowed in the classroom if the teacher deems it to serve an educational
purpose.
4. Students who have handheld electronic communication devices outside their lockers or backpacks during class or
in the school will have them confiscated.
5. When confiscated, any information on the device may be accessed by the school staff.
Board decision:
February 13, 2008
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524 ^
Board Member ‘In-School’ Visits
Purpose
The primary intent of the monthly board member visits to the school is as follows:
 To educate the board members with respect to the daily activities of the school.
 To facilitate more effective and informed decisions by the Board.
Secondary purposes are as follows:
 To enhance communications between the board members and the staff.
 To assess the physical school facilities.
 To ensure that Board policies are being followed and are effective.
Process for school visits
 Board members are delegated to visit the school throughout the school year; these visits are noted in the
Board’s action registry.
 In addition to visiting classes and facilities, the Board member will review and assess assigned Board policies
from the Board Handbook.
 Board members should review the visit form in Appendix 524.1, and the Policy Review Schedule Appendix
524.2 prior to conducting a visit.
 Board members shall contact the Principal the day before the visit.
 Visiting Board members meet with the principal at an agreed upon time, typically prior to school.
 The purpose is
o to determine if there are special activities occurring that day.
o to identify how to best assess the assigned policy to be reviewed.
o to itemize which area they plan to visit.
 Unless invited to speak by the teacher, the Board member should observe the class in silence.
 A Board visit form (BHb Appendix 524.1) should be completed and Emailed to the president and principal
prior to the following Board meeting.
 Although it is not the intent of this process to evaluate staff, nevertheless circumstances may arise where
opinions about staff competencies are formed. Any observations shared with others that might be
interpreted as critical must be shared with the staff member of concern or the principal before being
brought to the attention of others.
References: Appendix A524.1 Board School Visit Form
Appendix A524.2 Policy Review Schedule
Adopted by the Board: May 13, 2010
Revised by the Board: Aug 10, 2011
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525 ^
Board Member ‘In-Home’ Staff Visits
Introduction
Visits are made by 2 Board members to each staff member approximately once per year. The intent of the visit is to
help the Board be aware of issues or concerns that exist within the school society so that they can provide
leadership that will improve the school. The visit can be conducted at a location mutually convenient to the
participants. It is termed the ‘In-home’ visit to distinguish it from the ‘In-School’ visit where class instruction is
observed.
Method
 Board members record staff concerns or comments on what has worked well or ideas on how we can
improve the school.
 The meeting record (see Appendix A525) is sent to the Board member in the Special Project role who will
group similar comments under common themes.
 The Board will discuss the possible initiatives which address the concerns or improvement opportunities
raised.
 The Board will select initiatives to champion – not all suggestions will be addressed but those that are
perceived to have the most impact and most likely to be successfully implemented.
References:
School Society Bylaw13
Appendix A525
Adopted by the Board: Apr 2012
526 ^
School Safety
POLICY:
The Board recognizes that it has a shared responsibility to ensure the safety of its students. Every reasonable effort
will be made to provide students with a safe learning environment. Student Safety is a shared responsibility of the
Board, its employees, parents and students.
Responsibilities:
All parties should be familiar with the policies and procedures related to school safety. Specific responsibilities
include:
School Board:
- The Board accepts the responsibility for leadership of the safety program, for its effectiveness and
improvement, and for provision required to ensure safe conditions.
Staff:
-
Staff are responsible for ensuring that all operations are performed with the utmost regard for safety and
health.
Students:
- Students should learn to behave in ways that show respect for the safety and well-being of both themselves
and others.
Page 115 of 156
The Board and Administration will regularly review, and will ensure that all parties involved are familiar with, the
following safety policies and procedures:
-
Volunteer Policy
Anti-Bullying Policy
Discipline Policy
Closing of School Policy
Supervision Policy
Transportation Policy
Lock down procedure
Fire Drill Procedure
(304)
(501.10)
(505)
(508)
(514)
(601)
(801)
(802)
Adopted: Nov. 2nd , 2011
527 ^ Anaphylaxis Policy
Overview:
In our school we have several children who are at risk for potentially life-threatening allergies. Depending on the
student these allergies can range from foods, insect stings, medications, latex or other substances. While
anaphylaxis can lead to death if untreated, anaphylactic reactions and fatalities can be avoided. Education and
awareness are key to keeping students with potentially life-threatening allergies safe.
Our school anaphylaxis plan is designed to ensure that children at risk are identified, strategies are in place to
minimize the potential for accidental exposure, and staff and key volunteers are trained to respond in an emergency
situation.
Identification of Children at Risk:
At the time of registration, parents are asked about medical conditions, including whether children are at risk of
anaphylaxis and asthma. All staff must be aware of these children.
It is the responsibility of the parent to:
 Inform the school principal of their child’s allergy (and asthma).
 In a timely manner, complete medical forms and the Anaphylaxis Emergency Plan which includes a
photograph, description of the child’s allergy, emergency procedure, contact information, and consent to
administer medication. The Anaphylaxis Emergency Plan should be posted in key areas such as in the child’s
classroom (posted on the wall or inside a cupboard door), and the staff room. Parental permission is
required to post the child’s plan.
 Advise the school if their child has outgrown an allergy or no longer requires an epinephrine auto-injector. (a
letter from the child’s doctor is required)
 Have the child wear medical identification (e.g. MedicAlert bracelet). The identification could alert others to
the child’s allergies and indicate that the child carries an epinephrine auto-injector. Information accessed
through a special number on the identification jewelry can assist first responders, such as paramedics, to
access important information quickly.
Page 116 of 156
Availability and Location of Epinephrine Auto-injectors
 Children at risk of anaphylaxis who have demonstrated maturity should have one auto-injector available to
them at all times and have a back-up located in the school. Most children are able to carry their own autoinjector and asthma inhaler (if needed) by grade one to two. For children with stinging insect allergy, this
would not have to be for the full year but during insect season (warmer months).
 Posters which describe signs and symptoms of anaphylaxis and how to give an epinephrine auto-injector will
be placed in relevant areas, such as the classroom and staffroom.
Emergency Protocol
 An individual Anaphylaxis Emergency Plan should be signed by the child’s physician. A copy of the plan will
be placed in the staff room (and potentially the classroom).
 Adults will be encouraged to listen to the concerns of the child at risk, who usually knows when a reaction is
occurring, even before the signs appear. It cannot be assumed that anyone suffering from anaphylaxis will
be able to self-administer their auto-injector.
 During an emergency:
o One person stays with the child at all times
o One person goes for help or calls for help
o Administer epinephrine at the first signs of reaction. The use of epinephrine for a potentially lifethreatening allergic reaction will not harm a normally healthy child, if epinephrine is not required.
Note time of administration.
o Call 9-1-1. Have the child transported to an emergency room even if symptoms have subsided.
Symptoms may recur hours after exposure to an allergen.
o Contact the child’s parents/guardian.
Training
 Each year there will be training for staff which includes an overview of anaphylaxis, signs and symptoms and
a demonstration on the use of epinephrine. Staff will have an opportunity to practice using an auto-injector
trainer, and are encouraged to practice with the auto-injector trainer throughout the year, especially if they
have a student at risk in their class.
 Substitute teachers will be advised to review the Anaphylaxis Emergency Plan for children in their class.
 Students will learn about anaphylaxis in assemblies or class presentations.
Creating an Allergy-Safe School Environment
Individuals at risk of anaphylaxis must learn to avoid specific triggers. While the key responsibility lies with the
students at risk and their families, the school community must also be aware. Special care is taken to avoid
exposure to allergy-causing substances. Parents are asked to consult with the teacher before sending in food to
classrooms where there are food-allergic children. The risk of accidental exposure to a food allergen can be
significantly diminished by means of such measures.
Given that anaphylaxis can be triggered by minute amounts of an allergen when ingested, children with food
allergies must be encouraged to follow certain guidelines:
 Eat only food which they have brought from home unless it is packaged, clearly labeled, and approved by
their parents.
 Wash hands before and after eating.
 Not share food, utensils, or containers.
 Place food on a napkin or wax paper rather than in direct contact with a desk or table.
Page 117 of 156
Resource: Anaphylaxis in Schools & Other Settings Canadian Society of Allergy and Clinical Immunology
Adopted: Oct 2010
SECTION 600 TRANSPORTATION
601 ^
Bus Rules
1. Passengers must be seated at all times when school bus is in motion.
2. The emergency exit (rear door) shall not be used except in emergencies.
3. Passengers must at all times keep their bodies or extensions of their bodies (arms, legs, head) completely
within the school bus.
4. There shall be no loud or annoying noise which may distract the school bus driver’s attention.
5. At the discretion of the bus driver, there shall be no consumption of food, gum, or beverages on the school
bus.
6. No litter is to be left on school bus or thrown from the school bus. School bus driver will hold passengers
responsible for cleaning up litter left by them.
7. No fighting or disturbances of any kind is permitted on school bus.
8. No feet are allowed on seats or backrests.
9. Passenger seating is arranged by the bus driver.
10. Passengers or parents of passengers will be held responsible for damage done to the school bus.
11. Passengers shall enter the school bus by the front door only.
12. When school bus has reached its destination and come to a complete stop, passengers shall leave the school
bus by front door only.
13. Passengers are not to ride school busses other than the one to which they have been assigned. Exceptions will
be considered (for after school birthday parties, etc.) if requests have been made at least one day prior to the
event, and permission is granted by school bus driver. Regular school bus driver must also be notified of this
change.
14. Parents of passengers shall notify school bus driver of absentees of passengers prior to route departure.
15. All passengers are to be dressed to suit weather conditions (cold, rain, etc.).
16. The school bus driver has the authority to enforce the rules of the bus. If a passenger persists in behaviour
contrary to the rules and having been admonished, the bus driver will inform the Transportation Committee
Convener, who in turn will confront the parents with the passenger's misbehavior. If the wrong doings persist,
the passenger will no longer be transported for the duration of one week, and the penalty may be increased
for subsequent offenses as approved by the Board.
17. Some of the above rules were obtained from the Alberta Highways Traffic Act and can be enforced by law. If
not adhered to by passengers, local law enforcements could levy a fine to the bus driver. This fine will become
the responsibility of passengers or parents of passenger who is the cause of this offense.
Revised by the Board: Aug 10, 2011
Page 118 of 156
602 ^
Transportation Service Policy
INTRODUCTION
The Canadian Reformed School Society of Edmonton has over many years worked together to provide bus service to
the Edmonton area. This communal effort has resulted in service being provided at a lower cost than what most
families could do independently; indeed some families may not be able to provide transportation on their own.
Bussing is an essential service. The Transportation Committee is mandated to “provide client focused, cost effective
bus service to the school membership”. The Transportation Committee will strive to provide the service described
below under normal circumstances.
POLICY OBJECTIVES
The main objective of this policy is to provide clear criteria for bus stop locations and for where bus service will be
provided. With consistently applied criteria, members will be able to anticipate the level of bus service they should
expect when purchasing a home. Having a common understanding of the commitments is critical for meeting
‘client’ (or member) expectations with respect to bus service provided.
1. Service Areas.
The Transportation Committee will publish a map on the PICS web page displaying the bus pick-up zones,
which will be updated periodically. See sample map below. These zones will be determined based primarily
on the society’s population densities, and are subject to Board approval.
Inside Bus Pick-up Zone: Bus service will typically be provided.
Outside Bus Pick-up Zone: Routes will be extended if the extra time travelled will be 2 minutes per student
or less, without exceeding the target ride times (see below). Bus routes will contract if populations diminish.
When the pick-up point is adding more than 4 minutes per student to the route, parents will be responsible
to bring students to an acceptable pick up location.
2. Target Bus Ride times.
Inside Bus Pick-up Zone: less than 60 minutes. *
Outside Bus Pick-up Zone: less than 75 minutes. *
If travel times exceed these targets alternatives will be considered such as changing pickup locations,
rebalancing routes or procuring more buses.
* From first pick up point to school
3. Pick-up locations.
The Transportation Committee will target to construct bus routes such that pick-up points are within:
 Line of sight of residence when the eldest child is in kindergarten or grade 1
 500 m for all others.
Pick-up points are contingent on:
 The road is navigable in a practical and safe manner.
 It must be legal per municipal requirements for bus use.
 Support by the Transportation Committee, to account for other factors not pre-defined. (Decisions
may be appealed to the Board).
Page 119 of 156

Please note: pick-up location may change from year to year. Senior students may be expected to
walk further, and when the number of students at a pickup location is too low that pickup point may
be eliminated. (see 3. Service Areas)
4. Communications.
 Updated bus pick-up zones will be published on the school web page.
 Bus routes and phone trees will be published in the August PICS Life.
 When contemplating a change in residence families should notify the Transportation Committee at
[email protected] to confirm if bus service will be available.
 Transportation Committee requires a minimum of 2 weeks notice prior to an actual route change.
Sample Population Density with Pick-up Zones.
Board Decision: June 12, 2013
Page 120 of 156
603 ^
Student Pick-up and Drop-off Policy
1. The Transportation Committee assigns each student to a pick-up and drop-off location and time at the
beginning of each school year. The student is to be at the pick-up location 5 minutes before the assigned
time and stay at the pickup location up to 15 minutes after in case of traffic congestion or any other delay of
the bus.
2. If the bus arrives at a pick-up location before the scheduled pick-up time, the driver is required to wait until
the scheduled pick-up time. If a student is late in arriving the driver is not required to wait. Out of courtesy,
the driver should look for the student and wait if the student can be seen. If a student is consistently late
the driver will contact the Transportation Committee so a solution can be reached with the family.
3. Parents are responsible for ensuring the safety of their children until they have boarded the bus in the
morning and after they are dropped off in the afternoon.
4. Parents are responsible for informing the bus driver if their child will be absent from the bus, or if they need
to be picked up or dropped off at a different point along the route.
Board Decision: June 12, 2013
Page 121 of 156
SECTION 700 BUILDINGS AND GROUNDS
701 ^
Guidelines for use of School Building, Grounds and Equipment
1. The Board has established a Building Use Committee to supervise the non-school use of the school facilities,
equipment and grounds.
Members are: a member of the Board, the Assistant Principal of the school and a Building Use Coordinator.
These members are responsible to the Board.
2. Requests for permission to use the school facilities should be directed to the Building Use Coordinator at least
one week in advance of intended use. The Building Use Coordinator will supply the key for access to the
school. Requests for use of the kitchen equipment (dishes, cutlery, pots and pans) belonging to the SKool Aid
should be directed to the school administrative assistant who can consult with the SKool Aid representative as
appropriate.
3. Permission will be granted to a responsible adult who supports our School Society either through membership
or enrolment of their children in our school. They will be responsible that the activities are conducted in an
orderly fashion.
4. The person granted permission may obtain a key from the Building Use Coordinator.
5. The school security system must be properly armed when locking the premises.
6. The key must be returned promptly within 24 hours after use.
7. The following rules will be observed:
 There will be no alcohol in the school or on the school grounds except for weddings and other special
events. In such cases a liquor license and the permission of the Principal or Board are required.
 There will be no smoking on school property.
 There will be no entry to the rest of the building.
 Facilities will be left in good order; chairs and tables will be put away and garbage will be bagged and
placed in the garbage bin outside (located on the church property between the church and the school);
lights out; doors locked.
 In situations of non-sport use, the vinyl floor mats will be laid down to protect the hardwood floor.
 In the event of bad weather, all efforts will be made to keep dirt, mud and snow outside.
 Cleanup after the event is not the responsibility of the school janitor.
 Long distance calls will not be made from school phone.
 The entertainment will be within limits acceptable to the Committee.
8. The Building Use Coordinator should be informed immediately about damages.
9. Public use should not interfere with school activities and school bus operation.
10. Generally, the premises shall be vacated by 12:00 midnight. If facilities are to be used after midnight, this
should be mentioned in the initial request.
11. The Committee reserves the right to claim the use of the school facilities for school board and schoolsponsored activities and weddings should these conflict with activities for which permission has already been
granted. The Building Use Coordinator will notify the party intending to use the facilities.
12. The Committee reserves the right to decide who will use the facilities in case of conflicting requests.
13. The Committee reserves the right to refuse permission for facility use for any reason it deems justifiable.
14. Any appeals against a decision of the Committee may be directed to the Board.
15. Fee schedule for members and supporting families* (rates are per day/evening):
Gym (regular scheduled sports)
$15/evening
or max.
$200/year
Gym (one time only sports)
$25/evening
Gym and foyer
$35
Page 122 of 156
Foyer and kitchen
Gym, foyer and kitchen
$40
$70
* parents or children of all members and all tuition paying families with enrolled children
16. Payment will be made in advance or when the key is obtained.
17. Fees may be waived by the Committee at its discretion for non-social and non-recreational church-related study
activities. Requests for waiver should be directed to the Building Use Facilitator with the initial request.
18. Those parties wishing to use the school grounds and such facilities as the soccer field, baseball diamond, hockey
rink, for which no key is needed, should nevertheless request permission from the Building Use Facilitator.
19. Requests for information regarding scheduling and availability of all facilities and equipment should be directed
to the Building Use Coordinator.
20. A log shall be kept of all activities occurring in and around the school by the Building Use Coordinator and such a
log shall be kept by the Building Use Coordinator.
Board Decision October 24, 1984
Board Revision: Aug 10, 2011
Page 123 of 156
702 ^
Key Use Policy
The school’s lock system has been organized so that there are three kinds of keys.



Grand Master Key which will open any door in the school.
Teacher’s Key which will open all doors except the offices of the principal and assistant-principal.
Rental Key which will open only the gym foyer, gym, front doors, change rooms, and kitchen.
1. The staff will be issued a Teacher’s Key. This key will not be loaned out or copied and will be returned when no
longer needed.
2. Keys will be issued to the President, Building Committee Convener, Maintenance Committee Convener and
Janitor or any other individual authorized by the board, and will be returned when no longer needed.
3. All after hour use of the school is coordinated through the building use coordinator
4. When the gym is to be used by other groups, the door will be personally opened (as much as possible) by the
janitor or by those in possession of keys. Where necessary, a responsible adult may be issued a rental key
provided it is promptly returned.
5. Keys will be returned to the principal at the request of the board for any reason it deems fit.
6. The principal will keep a record of all keys issued.
7. The principal will be in charge of all keys. The principal will retain a copy of any key in use in the school in his
office. This includes teacher's desk locks, file cabinet lacks, padlocks, bus keys, locker padlock keys, combination
numbers of student lockers (whether locks are school supplied or student supplied), kitchen cabinet keys,
electrical panel keys, etc.
Board Revision: Aug 10, 2011
801 ^
School Lockdown
In accordance with PICS School Safety Policy, the school will maintain a current lockdown procedure. The steps for
the procedure are as follows:
Step 1: Issue Lock-Down Command
- The pre-arranged signal with staff to lock down the facility and account for all students is the sounding
of the lock down alarm, or the statement “this is a lockdown” over the PA system.
- Students in class should get down low, move to a wall where they aren’t visible from the door, and
remain silent. Students in library must move into the nearest supervised room.
- Students and supervisors outside should proceed to the Immanuel Church building unless specifically
told over the PA system to enter the school building. If the church is locked they should go behind the
building on the manse side; if the Minister is home he has a key to gain access to the church.
- Staff should lock down their area (classroom; office) and turn off lights.
Page 124 of 156
-
Everyone stays in position until instructed by school official or police to move.
Step 2: Call Police
- Administration will call police; Asst. Principals will communicate with office to ensure this has occurred,
and will call police from classroom if they can’t confirm.
- Police will handle the evacuation of the building once officers are in position
- Police will need to be provided with floor plans of the school (one is posted in each classroom).
o Floor plans should indicate where all doors, windows and exits are
Step 3: If lock down is for intruder with a weapon
- If a school employee is faced with an intruder who has a weapon they need to consider:
o Type of weapon
o Age of suspect
o Mental state of suspect
o Risk to others
o Past history of suspect, if known
- School employees should try to remain calm and non-confrontational
o Encourage suspect to move to a private area
o If suspect attempts to leave the building, do not attempt to stop the person
 Note a description of the suspect, vehicle, direction of travel
o Engage the suspect in dialogue until the police arrive
o Listen; do not argue
o Avoid physical contact, as this may increase hostility
Step 4: Role of Crisis Management Team (activates after lockdown has been removed)
- Administrative support team will prepare for controlled student release if they can’t remain in the
building, or aren’t allowed to re-enter after evacuation
- High School Assistant Principal will secure perimeter and ensure all students have been checked out
properly before leaving. He will also direct parents to the Parent Information Centre (room #14)
- Rest of staff will meet with homeroom students to discuss what has happened and to defuse the
situation
- Designated first-aid staff member will deal with injuries
- Initiate phone tree to contact parents if required
Step 5: Release Information
- Secretary, or designate, will answer calls and provide only brief information, such as “the police have the
situation under control. No one has been injured.”
- Administration or designate will:
o check if the police will be making a statement
o prepare a school media release form, and a list of facts
o If necessary, hold a press conference
o Prepare a letter to parents explaining what has happened and how the school responded; if
appropriate post this information on the school website or distribute via email.
o Prepare a detailed incident report as soon as possible
o Review the complete guideline found in “Responding to a School Emergency” (located in
assistant principal’s office)
Adopted: Oct. 12, 2011
Page 125 of 156
802 ^ FIRE DRILLS
1. There will be fire drills throughout the year. Prior to running a drill the principal will contact the fire
department to make them aware a drill is being run.
2. At the sound of the fire bell students will stop their work, stop their talking and wait for the teacher's
instructions.
3. The teacher will give directions as to what the students should do.
4. A student will be appointed to close the windows.
5. The last person out of the room will close the door.
6. Students will leave their room row by row in single file; they will walk and proceed to their designated
exit.
7. During a fire drill students will leave the building quietly and line up quietly.
8. The teacher in room #1 will check the elementary washrooms.
9. The administration will designate individuals responsible for checking the washrooms.
10. The first student to reach the first closed door will hold that door open and when all the students have
passed by, will close the door and follow his class outside. This applies to inside doors as well as outside
doors.
11. The students will line up outside in their designated spot along the safety rail of the church parking lot.
12. When the students are lined up the home room teacher will do a roll call (count heads first; if count
does not match the register, call names.)
13. The teacher will send one student to report to the principal that all the students are accounted for in
that class. If a student is missing, report that also. After reporting, the student will return to his class.
Under no circumstances will students re-enter the school to look for missing students.
14. The principal will be stationed by the entrance to the East Fire Lane.
15. In the event of an actual emergency, after roll call the teachers will escort the students to the church.
Administration is responsible for having keys to the church.
16. In the event of a real emergency the fire department will be called by the principal, teacher designated
by the principal or by the alarm company.
17. The students will return to class when the fire bell stops ringing.
18. Summary: A. Listen; don't talk.
B. Walk; don’t run.
C. Clear school quickly.
D. Line up quickly.
E. Report quickly
Adopted: Nov. 2, 2011
Page 126 of 156
APPENDIX A
A106.1 ^
Simplified Robert’s Rules
Part 1: Getting business before the body
Main motion
Purpose

to place business properly before the body

requires a seconder

is debatable
Amendment to motion
Purpose

to change the motion on the floor in one of three possible ways

add to it

delete from it

substitute one part (but not all) of it with something else.

an amendment to an amendment may be proposed but only one such is in order at a time.

requires a seconder

is debatable

an amendment belongs to the main motion and cannot be tabled or postponed by itself.
Substitute Motion
Purpose

To substitute an entirely new motion (to serve the same purpose) as one already on the floor is like an
amendment to the whole motion.

requires a seconder.

is debatable and amendable
An amendment to the motion

is voted on first

if defeated the main motion is discussed and voted on

if passed it is incorporated into the main motion, discussed and voted on.
Part 2: Disposing of main motion
Motions are meant to get business before the body and decisions made about it. Sometimes for various reasons
other methods of disposing motions are beneficial.
Purpose of Committees

to save time, collect more information and advise, set motion out of way
Page 127 of 156


is debatable and amendable
To lay on the table (to table)
Purpose

to lay aside motion. to get rid of motion altogether without voting on it, to test strength of opposing sides


is not debatable and amendable

a motion to table may be made even after debate has been closed on the subject and shall be voted on first
Take from the table
Purpose

to put back before the body a motion which has, during the same meeting been laid on the table.


To postpone definitely
Purpose

to postpone discussion of a motion until later in the meeting.


is debatable

requires 2/3 vote to pass (2/3 of those present and voting)
Previous question (to close debate)
Purpose

to stop debate and bring the motion before the body to a vote.



requires 2/3 vote to pass (2/3) of those present and voting)
To rescind
Purpose

to repeal or annul a motion passed earlier

may be made any time by any member


is debatable

requires 2/3 vote to pass (2/3 of those present and voting)
To reconsider
Purpose
Page 128 of 156

to call back for further discussion and another vote, a motion already passed or defeated

this motion may only be made at the same meeting and only by a member who voted with the prevailing
side. Otherwise the required motion is to rescind.


is debatable

needs only a majority vote to pass.
To adjourn
Purpose

to end the meeting

requires seconder
not debatable or amendable
Page 129 of 156
A106.2 ^
Sample Board Agenda
__________________________________________________________________________________
AGENDA PICS Board Meeting: MM-DD-YY
1. Opening: Reading TEXT and prayer
2. Attendance and welcome
Name 1
Name 3
Name 5
Name 7
Name 2
Name 4
Name 6
Name 8
7:30 – 10:30 PM.
Name
Name
09
10
3. Adoption of Agenda
4. Minutes of Board MM ‘YY
(Attachment 1)
5. Business arising from minutes (not already on agenda or action list or comm. rpts)
5.1.
5.2.
5.3.
6. Review Action List (document items completed)
(Attachment 2)
6.1.
6.2.
7. Correspondence sent/visits made:
7.1.
7.2.
8. Correspondence received
8.1.
(Attachment 3)
8.2.
(Attachment 4)
9. Special items as required
(Attachment 5)
10. Principal’s Report
(Attachments 5 - 8)
10.1. Attention item1
10.2. Attention item 2 etc.
11. Closed session
11.1. Minutes of previous closed session
11.2. Business arising from minutes
11.3. Correspondence sent/received
11.4. Visits made
11.5. Tuition arrears /
11.6. Committee items to be dealt with
11.6.1.
11.6.2.
11.6.3.
12. Facilities Development Committee report
(Attachment 9)
13. Playground committee's report
(Attachment 10)
14. Treasurer’s Report
(Attachment 11)
15. Transportation Committee
(Attachment 12)
16. Promotion Committee Report
(Attachment 13)
17. Ed. Comm. Report
(Attachment 14)
18. Maintenance Committee
(Attachment 15)
19. Personnel
(Attachment 16)
20. Board / Staff (in home) YY/YY - visit reports
21. Special items as required
(Attachment 17)
22. Board Member of the Month report
(Attachment 18)
23. Action Registry – (Review items added this meeting)
23.1.
(Attachment 2)
Page 130 of 156
23.2.
23.3.
23.4.
24.
24.1.
24.2.
24.2.1.
24.2.2.
24.2.3.
24.2.4.
24.2.5.
24.2.6.
24.2.7.
Next PICS Life: Sunday MM DD
Material to [email protected] by Monday prior to publication MM DD
Content:
Principal’s / President Report (every other issue)
Tuition fee schedule (each issue)
Direct deposit form (each issue)
.
.
.
24.3.
Next scheduled Board Meeting: MM DD
24.3.1.
25. Question Period
25.1. .
25.2. .
26. Closing Prayer: Name 1,2, …
BIN LIST: listing of lower priority items / topics to be dealt with when the agenda time permits.
Page 131 of 156
A202.1 ^ Arrears Letter – First Notice
1st NOTICE
Dear
It has come to our attention that we have not been receiving the required school dues from your family.
The school society’s constitution and by-laws require that all members pay the applicable dues and fees. For the
school to continue functioning and meeting its obligations we must have the financial support of all members.
Therefore we request that you immediately submit post-dated cheques for your monthly school dues for the
remainder of the school year. We also urge you to contact our treasurer, _____________________ within two
weeks to arrange for a mutual agreement to pay arrears.
We trust that we will hear from you soon and that you will fulfill the obligations you undertook when you enrolled
your child(ren) at PICS. We hope and pray that you will help us resolve this matter.
With Christian greetings.
For the Board
___________
___________
Chairman
Treasurer
Page 132 of 156
A202.2 ^ Arrears Letter – Second Notice
2nd NOTICE
Dear
It has again come to our attention that we have not been receiving the required school dues from your family and
that you are presently more than three months in arrears. (Total arrears to --------------, (year) is $--------------).
As Christians we believe in sharing each other’s burdens. In the school society we do this by having a graduated fee
structure based on family income. By each of us meeting our obligations and paying the agreed upon fees, we avoid
hindering others with extra financial burdens.
We again request that you submit post-dated cheques for your monthly school fees immediately and contact our
treasurer, ___________________ to arrange payment of arrears.
In cases where members refuse to meet their obligations, even though able to do so, the society has given the Board
the mandate to refuse admission to children of these families. Where there are real financial difficulties the Board
urges you to request the aid of family members and your local congregation via the deacons. The Board believes
that it should not be placed in the position of determining financial need; this falls within the mandate of the
deacons.
Please consider our requests prayerfully and act quickly so that the education of your children can continue at PICS.
With Christian greetings.
For the Board,
___________
___________
Chairman
Treasurer
Page 133 of 156
A202.3 ^ Arrears Letter – Third Notice
3rd NOTICE
Dear
Despite our two previous letters and several phone calls you have still not made satisfactory arrangements to pay
your tuition/fee arrears and have not submitted post-dated cheques for the remainder of the school year. Presently
you are more than six months in arrears. (Total arrears to --------------, (year) is $----------)
Please contact any of the members of the Board executive to discuss this situation.
Contact: Treasurer, _____________________
or
Chairman, ______________________
or
Vice Chairman, __________________
or
Secretary, _______________________
We regret to inform you that if satisfactory financial arrangements are not made soon we may no longer allow you
to send your children to PICS. This course of action would be very difficult for us. It is, however, the duty of all
members to support the school society in all ways, including financially. By not contributing you are placing
additional burdens on others who do meet their obligations.
Please consider this matter prayerfully that the education of your child(ren), ------------------------- can continue
unhindered at PICS.
With Christian greetings
For the Board
___________
___________
Chairman
Treasurer
Page 134 of 156
A202.4 ^ Arrears Letter – Final Notice
FINAL NOTICE
Dear
It is with deep regret that we inform you that the Board cannot allow you to send ___(child’s name)______to
Parkland Immanuel Christian School for the upcoming ___(date)____ school year, UNLESS you are to take the
following actions BEFORE _____(date)_______:
1. You will make arrangements with the Society’s Board (please contact the treasurer, ___________ (name, phone
number)_______ to pay the arrears which you owe the school society; either as a lump-sum payment or
incrementally over a mutually agreed upon amount and period of time.
and
2. You provide the Society’s Board with either full payment for the upcoming year’s tuition or 12 post-dated cheques
with the proper amount for your payment category. (See attached fee schedule).
The Society requires that each member take their responsibilities, including financial responsibilities, including
financial responsibilities, seriously so that we can keep our school operating. We hope and pray that we can come to
an agreement so that ----------------- (child’s names) can continue to benefit from a Christian education at Parkland
Immanuel Christian School.
Yours in Christ’s service, for the Board
___________
___________
Chairman
Treasurer
Page 135 of 156
A301.4 ^ Annual Contract
CANADIAN REFORMED SCHOOL SOCIETY OF EDMONTON
ANNUAL TEACHER'S CONTRACT
This agreement made this
day of
, between the board of Trustees of the Canadian Reformed School
Society of Edmonton, Alberta, as first party, and
, teacher of
, second party witnessed:
First party hereby employs second party as teacher in its school for the year to , at an annual salary subject to
the current collective agreement, payable in twelve monthly installments and subject to the regulations of the
Income Tax Act.
In consideration therefore, second party accepts said employment and salary and agrees to perform faithfully the
duties of teacher in the school of first party subject to the following conditions:
1. That second party subscribes to and is in full agreement with the following statement: "I believe the Scriptures of
the Old and New Testament to be the Word of God, the only infallible rule of faith and practice, and that this Divine
Word of God has most clearly and consistently been interpreted in the Reformed Creeds: the Belgic Confession, the
Heidelberg Catechism, and the Canons of Dort."
2. That the terms of employment are subject to the provisions of the Constitution and By-Laws of the Canadian
Reformed School Society and the Collective Agreement between Staff and the School Society.
3. That the second party's inability to render adequate service because of inefficiency, physical disability, or conduct
detrimental to the School Society shall constitute just cause for terminating this contract.
4. Should a disagreement arise when the contract is terminated, an arbitration committee of five will be appointed,
two by the Board, two by the teacher and one by mutual agreement of both parties. This committee shall judge the
dispute and its findings shall be considered binding and final for both parties.
First party further agrees that it will respect and maintain the second party's professional status.
If either party shall default in any of the provisions of this contract as set forth above, said contract shall be deemed
terminated.
This contract is valid only if signed by both parties, and is subject to Society approval of the Budget.
THE BOARD OF THE CANADIAN REFORMED
SCHOOL SOCIETY OF EDMONTON, first party
BY________________________________________
President
BY ______________________________________
Secretary
BY ______________________________________
TEACHER, second party
Page 136 of 156
A301.5 ^ Permanent Contract
CANADIAN REFORMED SCHOOL SOCIETY OF EDMONTON
PERMANENT TEACHER'S CONTRACT
This agreement made this
day of
, between the board of Trustees of the Canadian Reformed School
Society of Edmonton, Alberta, as first party, and
, teacher of
, second party witnessed:
First party hereby employs second party as teacher in its school on a tenured basis, at an annual salary collectively
determined each year and based on the teachers' university training and teaching experience, payable in twelve
monthly installments and subject to the regulations of the Income Tax Act.
In consideration therefore, second party accepts said employment and salary and agrees to perform faithfully the
duties of teacher in the school of first party subject to the following conditions:
1. That second party subscribes to and is in full agreement with the following statement: "I believe the Scriptures of
the Old and New Testament to be the Word of God, the only infallible rule of faith and practice, and that this Divine
Word of God has most clearly and consistently been interpreted in the Reformed Creeds: the Belgic Confession, the
Heidelberg Catechism, and the Canons of Dort."
2. That the terms of employment are subject to the provisions of the Constitution and By-Laws of the Canadian
Reformed School Society and the Collective Agreement between Staff and the School Society.
3. That the second party's inability to render adequate service because of inefficiency, physical disability, or conduct
detrimental to the School Society shall constitute just cause for terminating this contract.
4. Should a disagreement arise when the contract is terminated, an arbitration committee of five will be appointed,
two by the Board, two by the teacher and one by mutual agreement of both parties. This committee shall judge the
dispute and its findings shall be considered binding and final for both parties.
First party further agrees that it will respect and maintain the second party's professional status.
If either party shall default in any of the provisions of this contract as set forth above, said contract shall be deemed
terminated.
This contract is valid only if signed by both parties, and is subject to Society approval of the Budget.
THE BOARD OF THE CANADIAN REFORMED
SCHOOL SOCIETY OF EDMONTON, first party
BY _____________________________________
President
BY ______________________________________
Secretary
BY ______________________________________
TEACHER, second party
Page 137 of 156
A301.6 ^ Leave of Absence Request
LEAVE OF ABSENCE REQUEST
Teacher: ___________________________________Today’s Date:____________________
Proposed Dates of Absence: _________________________
My request is for Leave of Absence (check one):
with pay _____without pay _____
A. I request Leave of Absence under the following paragraph of the Collective Agreement:
(Check one or complete Section B)
Art. VI; Par. E (Special Considerations) _____
Art. VI; Par. F (Sick Leave)
_____
Art. VI; Par. G (Ecclesiastical Leave) _____
Please provide particulars: _____________________________________________________________
B. I request leave of absence for the following occasion not covered in the Collective Agreement:
___________________________________________________________________________
PRINCIPAL’S DECISION
Leave of Absence is:
1. Granted
2. Denied
3. Deferred to Board
_____
_____
_____
Date: ____________________
Reasons for denial / deferment: __________________________________________________________
Recommendation to Board: ____________________________________________________________
Principal’s Signature: _____________________________
TEACHER’S APPEAL
I hereby appeal the Principal’s decision to deny my request for Leave of Absence:
Teacher’s Signature: ______________________________
_____
Date: ____________________
BOARD’S DECISION
Leave of Absence is:
1. Granted
2. Denied
_____
_____
Date: ____________________
Reasons for denial: __________________________________________________________________
Board Chairman’s Signature: ______________________________
Page 138 of 156
A302.3 ^ Teacher Evaluation Forms
(pending)
Page 139 of 156
A302.4 ^ PRINCIPAL / VICE-PRINCIPAL EVALUATION FORM
“Rather, speaking the truth in Love, we are to grow up in every way into him who is the head, into Christ, from
whom the whole body, joined and knit together by every joint with which it is supplied, when each part is working
properly, makes bodily growth and up builds itself in love.” Eph. 4: 15, 16
______________________________________
Name (of teacher making evaluation)
______________________________________
Date
______________________________________
Years taught (under current principal)
______________________________________
Years of teaching experience
The purpose of this review is to allow for a formal evaluation of the Principal’s/Vice Principal’s role in the school. By
emphasizing the positive aspects and adjusting areas for improvement, ideally the excellence of our school will be
enhanced. The results will be kept confidential and collated by the school board.
Following are a list of skills or competencies that enable the staff to perform their job satisfactorily and effectively.
They are divided into two parts:
a. Core skills that apply to the overall performance as a member of PICS and that reflect expectations of all staff,
and;
b. Job specific skills that relate to being principal of PICS.
Please rate the person evaluated in each of the skill areas, according to the following ratings. Provide specific
examples to support your ratings.
Ratings:
#1. Unsatisfactory
#2. Improvement desirable/developmental opportunity.
#3. Fully satisfactory/good strong performance.
#4. Superior Performance.
CORE SKILLS
1. Professionalism (sensitive to needs of teachers and students alike, respects confidentiality, demonstrates honesty
and integrity, and works well under pressure, responding appropriately to crises).
2. Communication (listens, speaks to staff and students courteously and effectively).
3. Problem solving, decision making and troubleshooting skills.
4. Flexibility (accepts and adapts to change, demonstrates patience with changing situations and with
staff/students).
Page 140 of 156
5. Initiative, creativity and innovation (takes appropriate action, suggests new approaches to systems and
processes).
6. Planning (organization of work and setting priorities).
7. Reliability (does what he/she commits to doing, completes tasks/requests).
8. Attitude (demonstrates a positive attitude, enthusiasm for work, presents a positive image of PICS).
9. Attention to detail (thoroughness and accuracy in accomplishing tasks).
10. Self management (demonstrates accountability and responsibility).
11. Resource management (uses time of students and staff, and equipment wisely).
JOB SPECIFIC SKILLS
1. Accuracy (performs work accurately in comparison to PICS standards).
2. Efficiency (speed, performs expected work).
3. Proficiency (indicates interest and motivation to learn new skills, and is open to new ideas).
4. Follows PICS standard of practices and policies.
5. Contributes to overall well-being and improvement of PICS.
6. Carries our Board policies and recommendations effectively.
7. Is a team player (offers constructive feedback, accepts constructive feedback, is able to resolves conflicts).
Teacher: ______________________________________
Board Member______________________________________
Date signed______________________________________
Additional comments on this review are welcomed. Please attach them on a separate paper.
Page 141 of 156
A304.1 ^ Volunteer Code of Conduct
Parkland Immanuel Christian School
Volunteer Code of Conduct
Those who volunteer for all services to the school have a duty to support the Vision, Mission, and Mandate of the
School. Honouring the spirit of this Code of Conduct will help to fulfill the Vision of the school while also providing
essential support to all aspects of school life.
Outlined below are six core values that are expected of volunteers:
Responsibility:
Carry out all designated services with a sense of pride and responsibility. Be aware of all aspects of assigned duties,
communicating all concerns to the Volunteer Coordinator in order to provide solid grounding to current and future
activities.
Respect:
Consistently treat all people with respect, and require the same of all fellow-workers. Accept the authority of the
school administration and Board of Directors in all volunteer matters.
Trustworthiness:
Volunteers are expected to show total trustworthiness in their service. Any information obtained in the course of
providing service to the school is to be considered strictly confidential and not divulged to any other party. By
demonstrating this trait in all aspects of your service, you will also encourage others in this area, and inspire
confidence in school management and staff.
Caring:
Consistently demonstrate concern for both the school and the supporting community. Encourage others to be
involved; best results are achieved when the work is shared and also understood by as many as possible. Display an
objective attitude in discussions and avoid conflict by referring difficult situations to the Volunteer Coordinator.
Leadership:
Be a worthy role model; be mindful of the visibility and influence you carry as a volunteer. Consider the
opportunities to provide leadership in assisting the school with your talents. Show impartiality and fairness in all
activities.
Citizenship:
As a citizen of the kingdom of Christ, approach all activities with a Christian attitude and ethic. Be aware of the ‘big
picture’ and contribute to the spiritual and material growth of the school by also providing advice and information to
the Volunteer Coordinator, Principal, and the School Board as opportunities arise.
Board Decision: May 13, 2010
Page 142 of 156
A304.2 ^ Volunteer Application Form Parkland Immanuel Christian School
Name:
Date of Birth:
Address:
Phone:
Cell:
Preferred areas of service:
Additional information relevant to working for the school:
Acknowledgement:



I, ___________________________________, have read and understood the Volunteer's Code of Conduct, and
agree to follow all the requirements listed therein, as well as any amendments to this Code of Conduct as may be
advised from time to time.
I also agree to obtain for the school a police check if such is requested by the Volunteer Coordinator.
I also agree that in the event that a police check or other source reveals information that, in the view of the
Volunteer Coordinator, constitutes a hazard to the school in any way, my services may be terminated without
notice.
DATED this __________ day of __________________, 20____ at Edmonton in the Province of Alberta.
______________________________________
Volunteer
_____________________________________
Witness
Witness Name:
Volunteer Coordinator Notes:
APPROVED FOR (X):
REGULAR CONTACT: [
______________________________________
Principal
Date (year/month/day)
]
CASUAL: [
]
_____________________________________
Page 143 of 156
A304.3
^
Those who coach student-athletes are teachers of athletics, who have a duty to insure that their sports programs
impart important life skills and promote character development. Parkland Immanuel Christian School’s vision states
that those involved in the school “will have such harmony and support from its parents, staff and students that it
forms a powerful voice glorifying God and demonstrating hope in a broken world.” Coaches for PICS sports teams
must also work out of this vision. Honouring the spirit of this code of conduct will fulfill the vision while enhancing
the program quality and the well-being of our student-athletes.
Outlined below are key facets of seven core values:
Trustworthiness
“Put your trust in the light while you have it, so that you may become sons of light." John 12:36
Trustworthiness - Be worthy of trust in all you do. By demonstrating repeated patterns of expected
behaviors, the coach helps set the tone for the importance of integrity, honesty, reliability, and loyalty. Do
not engage in or permit dishonest or unsportsmanlike conduct.
Integrity - Model high ideals of ethics and sportsmanship. Always pursue victory with honour. Teach,
enforce, advocate, and model (T.E.A.M) the importance of honour and good character by doing the “right
thing” even when it’s unpopular or personally costly.
Primacy of Educational Goals - Always place the academic, emotional, physical, and spiritual well-being of
student-athletes above desires and pressures to win.
Respect
“So that your daily life may win the respect of outsiders and so that you will not be dependent on anybody.”
1 Thessalonians 4: 12
Respect - Consistently treat all people with respect, and require the same of student-athletes.
Taunting - Don’t engage in or allow “trash talking”, taunting, boastful celebrations, or other actions that
demean individuals or the sport. Assure that student-athletes conduct themselves in an appropriate
manner.
Respect of Parents/Guardians - Treat the parents/guardians of student-athletes with respect. Communicate
your expectations, goals, and policies on a regular basis and maintain open lines of communication. Provide
reasonable opportunities for parent/guardian input and listen to their concerns.
Professional Relationships - Maintain appropriate professional relationships with student-athletes and
respect proper coach-student boundaries.
Responsibility
“Brothers, each man, as responsible to God, should remain in the situation God called him to”. 1 Corinthians
7:24
Page 144 of 156
Positive Environment - Strive to provide a challenging, safe, enjoyable, and successful experience for
athletes by maintaining a sports environment that is physically and emotionally safe. Failure is going to
occur in athletics. Find the positive in each experience, regardless of the significance of the situation.
Privilege to Compete - Assure that student-athletes understand that participation in extramural sports
programs is a privilege, not a right. Student-athletes are expected to represent their school, team, and
teammates with honour, both on and off the field.
Self-Control - Control your ego and emotions. Avoid displays of anger and frustration. Coaches will never
retaliate.
Protecting Athletes - Put the well-being of student athletes above all. Be aware of situations that could
jeopardize the safety of student-athletes. Take proper steps to protect them from inappropriate conduct.
Fairness
“Masters, provide your slaves with what is right and fair, because you know that you also have a Master in
heaven”. Colossians 4:1
Fairness and Openness - Be fair in competitive situations, discipline, and all other matters. Be open-minded
and willing to listen and learn.
Effort and Teamwork - Encourage student-athletes to pursue victory with passion, as well as think and play
as a team. Student-athletes must give their best and continually improve through personal effort and
discipline.
Caring
“Therefore, as God's chosen people, holy and dearly loved, clothe yourselves with compassion, kindness,
humility, gentleness and patience”. Colossians 3: 12
Caring Environments - Consistently demonstrate concern for student-athletes as individuals. Encourage
them to care for each other as well as think and act as a team. Be alert to situations where peer/team
pressure could make an athlete uncomfortable. Hazing of a team or individuals will not be tolerated.
Positive Coaching - Use positive coaching methods to make the experience enjoyable. These methods will
increase self-esteem as well as foster a love and appreciation for the sport. Refrain from physical or
psychological intimidation, verbal abuse, and conduct that are demeaning to the student-athlete.
Citizenship
“But our citizenship is in heaven. And we eagerly await a Savior from there, the Lord Jesus Christ,” Philippians
3: 20
Promoting Sportsmanship - Promote sportsmanship on a consistent basis. Regularly practice pre-game and
post-game rituals and traditions that reinforce the principles of sportsmanship. Positively acknowledge acts
of good sportsmanship in your athletic arena.
Class - Class is “grace under pressure”. Be a good sport. Teach and model class. Be gracious in victory and
accept defeat with dignity.
Page 145 of 156
Respect of the game - Treat the game, officials, and all coaches with respect. Good faith disputes with
officials need to be handled in a respectful way; model professional behavior.
Personal Conduct - Refrain from profanity, disrespectful conduct, and the use of alcohol, tobacco, or any
illegal substance in the presence of or while in any supervisory situation with student-athletes.
Verbal Abuse/Bullying - Verbal abuse or bullying of student-athletes or others will not be tolerated. This
includes, but is not limited to: name-calling, put-downs and insults, ridiculing, swearing, humiliation,
blaming, intimidating, threatening or hazing a student-athlete.
Leadership
“We have different gifts, according to the grace given us. If a man's gift is…leadership, let him govern
diligently;” Romans 12: 6-8
Role Modeling - Be a worthy role model. Always be mindful of the high visibility and great influence you
have as a coach. Consistently conduct yourself in a manner that represents this code.
The Parkland Immanuel Christian School Code of Conduct for coaches serves to provide a guideline for coaches to
follow. By honouring the code, this will assist in creating a positive environment for both coaches and studentathletes. Parkland Immanuel Christian School is committed to the continued growth of our student-athletes.
I have read and understand the guidelines of the Parkland Immanuel Christian School Code of Conduct. I understand
that I will sign this document one time and it will be kept in my file in the office.
_________________________________________
Coach Signature
__________________
Date
Board Decision: October 14, 2009
Page 146 of 156
A505 ^ Discipline Procedure Implementation Guidelines
School Sanctions address student misconduct at three general levels:
 slight misconduct
 serious misconduct
 grave misconduct
Repeated slight misconduct is considered to be serious and repeated serious misconduct is understood as grave
misconduct. It should be understood that levels of misconduct represent a continuum. It is not always readily
obvious that a specific event falls in a particular category. The context in which an incident takes place helps to
understand it. Furthermore the student response and recognition of wrong doing helps in determining how best
to deal with the situation. The school considers it appropriate and necessary to review a student’s entire school
record to determine the seriousness and implications of a particular incident.
The school will make every effort to ensure that matters of discipline are handled in a fair and equitable manner.
Students and parents are informed that there is opportunity to appeal and/or review the decisions of the school.
Slight Misconduct
 For the most part, slight misconduct is restricted to classroom and other first offence incidents.
 Sanctions against such misconduct can include detentions, loss of privilege in some combination.
 Repeated misconduct in this category is considered to be serious.
Serious Misconduct
 Serious misconduct will often be shown through repeated misconduct of a less serious nature.
 The ongoing undermining of respect and authority is considered a serious offence.
 Expressed attempts to inflict injury and harm (verbal or physical) to others will be treated in a serious
manner.
 Sanctions against serious misconduct include detentions (before and after school), school suspensions
(resulting in being sent home or isolated from others at school) for a maximum of three days.
Any student while on suspension is prohibited from attending or participating in any school activity. Tests
and/or exams are exempt. They are responsible for any and all work missed while on suspension.
 Repeated misconduct in this category is considered to be grave.
Grave Misconduct
 Grave misconduct will often be shown through repeated and deliberate misconduct of a serious nature.
 Violation of the expectations relating to drugs and alcohol is considered to be grave on the first offence.
It is our expectation that students will not possess, use, or dispense of alcohol or illegal drugs on school
property or during school sponsored activities.
 Ongoing and prolonged violations which very seriously undermine authority and respect, are considered
grave.
 Violations which very seriously and deliberately endanger the health and safety of others such as verbal
and/or physical and mental abuse are considered grave.
 Sanctions against grave misconduct may include longer suspension, community service, and expulsion
from school and are generally reviewed and determined by the school board.
Disciplinary records
Disciplinary records are to be produced in duplicate by the teacher initiating the record and signed off by the
Principal or vice Principal. One copy remains in the file and one is mailed home to the parents. The
Page 147 of 156
implementation and the recording (such as the accumulation thereof) is the responsibility of the administration.
All records will be kept on file for the use of the staff and administration. If a student receives 3 such disciplinary
records in one year they will receive a suspension. (see Section 6 of Policy 505 – Suspension, for further details)
Board Decision: Feb 9, 2005
Page 148 of 156
A506 ^
Incident Report Form
INCIDENT INVESTIGATION REPORT
Date:_________________________
Date of Accident:____________________________ Time: __________________________________
Location: __________________________________
Person(s) involved:
Name
Person in Charge: ________________________
Address
Phone:
__________________________________________________________________________________________
___________________________ __________________________________________
Accident reported by: ___________________________
Reported to: _____________________________
Date reported: _________________________________
Time reported: ___________________________
Conditions at time of accident: ___________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
Description of accident:
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
Diagram of scene:
Page 149 of 156
What were the causes of the incident: Immediate? ________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
What were the causes of the incident: Underlying? _______________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
Recommended action(s) to prevent re-occurrence? Immediate? ______________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
Recommended action(s) to prevent re-occurrence? Long-term? ______________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
Persons responsible for implementing corrective action(s)? _________________________________________
__________________________________________________________________________________________
Signatures:
Teacher: ______________________________
Principal: ______________________________
Witnesses: Name
Address
Phone
__________________________________________________________________________________________
__________________________________________________________________________________________ Injuries –
Person injured:
Name: ___________________________________
Date of Birth: ___________________________
Address: _________________________________________________________________________________
_________________________________________________________________________________________
Was first aid given?
Yes
No
By whom? ______________________________
Were parents called?
Yes
No
By whom? ______________________________
Was injured transported to medical aid? Yes No
By whom? _____________________________
Where to? ________________________________
Name of Doctor: _________________________
Page 150 of 156
A520 ^ Student Computer Network Access Agreement A520 ^ Student Computer Network
Access Agreement
Consent to this form allows the user access to the computers systems at PICS, and access to the Internet. This form
is to be completed yearly. No access will be allowed until a signed form is submitted to and processed by the System
Administrator.
Student Agreement
First/Last Name:
Grade:
I have read and understand the Parkland Immanuel Christian School Acceptable Use Policy, regarding access to the
computer network system. I agree to abide by the provisions in the policy and understand that violation may result
in disciplinary action including complete revocation of system access.
Student’s Signature:
Date:
Parent/Guardian Agreement
I have read and understand the Parkland Immanuel Christian School Acceptable Use Policy, regarding access
to the computer network system. I hereby release Parkland Immanuel Christian School, its operators, and
institutions with which they are affiliated from any and all claims and damages of any nature arising from my child’s
use of, or inability to use, the system.
First/Last Name of Parent or Guardian:
Date:
Page 151 of 156
A524.1 ^
Board ‘In-School’ Visit Form
SCHOOL VISIT FORM Part I (also complete Part II next page)
Do not refer to individual staff or students; any issues observed which due to their nature require names to be mentioned should be first discussed with the
individual involved, and then if necessary with the Principal.
Date of Visit
Visiting Board Member
Observations
What you learned
High School Classes
Junior High Classes
Elementary Classes
Building Condition
(Maintenance)
School grounds (outside)
Page 152 of 156
SCHOOL VISIT FORM Part II
Policy Assessment.
Note the listing of polices to be reviewed is provided in A524.2
Policy ID
Board Handbook Policy Title
Board Member
Are appropriate personnel aware of the policy?
Is the policy being followed?
Does the policy provide value?
Is the policy effective?
Should the policy be revised?
Can the policy be simplified?
Page 153 of 156
A524.2 ^
Mnth
Year
103
Education Policy
Sep
2011
104.1
Education Committee
Sep
2011
104.7
Local Advisory Committee (LAC)
Sep
2011
104.4
Maintenance Committee
Oct
2011
104.8
Salary Review Committee
Oct
2011
104.9
Ad Hoc Parent/Student Handbook Committee
Nov
2011
104.1
Student Support Committee
Nov
2011
301
Collective Agreement
Nov
2011
301.1
Code of Conduct
Dec
2011
301.2
Dec
2011
301.3
SUB Plan
Dec
2011
301.1
Jan
2011
301.2
Jan
2011
301.3
Jan
2011
302.4
Principal & Vice-principal Evaluation Policy
Jan
2011
302.5
Feb
2011
302.6
CRTA
Feb
2011
302.7
Leave ... Ecclesiastical Assemblies
Feb
2011
302.8
School Administration
Mar
2011
302.9
Mar
2011
302.10
Mar
2011
303.1
Secretary
Apr
2011
303.2
Janitors
Apr
2011
303.3
Bus Drivers
Apr
2011
304.1
May
2011
501.1
General
May
2011
501.2
Conduct Policy
May
2011
501.3
Jun
2011
501.4
Jun
2011
501.5
Dress and Grooming
Jun
2011
501.6
School Appearance
Jun
2011
501.7
Phone Use
Jun
2011
501.8
Physical Education
Sep
2012
501.9
Conflict Resolution
Sep
2012
501.10
Student Relations
Sep
2012
Board Member
Responsible as assigned
by the Board Secretary
Page 154 of 156
502
Student Evaluation Policy
Oct
2012
503
Exemption Policy
Oct
2012
504
Maturation Policy
Oct
2012
505
Discipline Policy
Nov
2012
505A
Discipline Procedure Implementation Guidelines
Nov
2012
506
Nov
2012
506A
Incident Investigation Report
Nov
2012
507
Nov
2012
508
Closing of School
Nov
2012
509
Student Motor Vehicle Rules
Nov
2012
510
Lost and Found
Dec
2012
511
Lunch Policy
Dec
2012
513
No Smoking Policy
Dec
2012
514
French Policy
Dec
2012
515
Study Periods
Dec
2012
516
Jan
2013
517
Jan
2012
518
Speech Language Pathology Policy
Jan
2012
519
Sexual Abuse Complaints against Staff Members- School Protocol
Jan
2012
520
Internet Policy
Feb
2012
521
Feb
2012
522
Feb
2012
601
Bus Rules
Mar
2012
701
Building Use Policy
Mar
2012
702
Key Use Policy
Mar
2012
Board Decision: May. 13, 2010
A525 ^
Staff ‘In-Home’ Visit Guide
Questions
It is a good idea to listen to what the staff members have to say without prompting them since if we ask questions
we may inadvertently steer the staff to certain topics that we preconceive may be issues. This should be primarily a
listening session. The introduction to the visit may vary depending on whether the staff member has been exposed
to this previously but an example might be, ‘we as Board are trying to prioritize the issues that we should address or
focus on over the next 12 – 18 months. We are not only looking for input on what are problem areas, but also what
is working well. The topics we can discuss are wide open from the school facilities or salaries to the relationship
between staff, parents, students and other staff members.’
If you have trouble starting here are some possible questions
Are you enjoying teaching at PICS?
Page 155 of 156
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If yes - What is that you find you enjoy most
If no - What is that you find you enjoy least
Do you think the students are receiving a quality education?
In what way are the needs of the students not being met?
Are the student learning how to be Christian role models in society – are we teaching more than facts?
Over the time you have been at PICS what has got worse?
Over the time you have been at PICS what has improved?
Do the staff work well together
In what way are the needs of the staff not being met?
What could the Board be doing that would improve the school?
What could the Staff be doing that would improve the school?
Do you have all the resources you need to be the most effective teacher you can?
When complete you should feel you touched on, or had the opportunity to touch on the follow areas:
School facilities (class room equipment, space, condition, … )
Relationships (between staff / between students / staff and students /Parents / Board)
Working conditions (salary, benefits, time off policies, equitable workload, …)
Environment (Christian, nurturing, challenging, organized …)
The form to be used is available on the Board Google Documents file. It can be downloaded from this location for
your use during the visit.
Page 156 of 156

School Board Governance Policy Guide

Transcription

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