25 October 2007
General Orientation Guide
Iteration I
Fall 2007
Proposal of a
General Orientation Guide
To
Life at Studio School
During Spring 2007, members of the Studio School Phase II Community Curriculum Development Project critiqued many of the Coalition of Essential Schools network schools. The group identified the ideals of Eagle Rock School in Colorado as those most closely related to the ideals we would like to see come to life in Studio School. The contents of this document, largely adopted from existing Eagle Rock School documents, have been edited with some of our Studio School specific ideas. As Studio School brings aboard a staff of its own, this and all other Studio School governing documents will be reiterated to better serve the actual Studio School staff, students, and families.
Vision and History of the Development of Studio School
Studio School is an educational reform effort with both a rich heritage and an innovative approach. It follows in a long line of successful reform efforts first marked by the reform of the Central Park East (CPE) Schools in Harlem, New York which was begun in 1974 by Deborah Meier and her local school community. Studio School joins Studio Based Learning (SBL) theory with the well established theory base of these early CPE reform efforts. Studio Based Learning means that Studio School will have a shared learning environment in which ambiguous questions are addressed iteratively through multi-modal analysis, proposition, and critique. More than just another educational reform fad, Studio School seeks to lengthen the life of typical reform efforts by making the act of reforming part of a continual SBL design-redesign process. As proposed, Studio School will operate from the following strong correlates of Meier’s CPE reform principles deeply embedded with Studio Based Learning ideals:
1. Studio School will be a shared learning environment where cooperation and independence balance the rigorous academic learning with strong, healthy relationships.
2. In its cooperative, culturally responsive community, Studio School students and families will read, write, imagine, and design primarily by proposing, critiquing, and re-iterating their learning.
3. Studio School will offer highly integrated curriculum and fewer subjects will be mastered more thoroughly.
4. Decisions about Studio School will be made by a diverse group of the community members who own school.
5. Studio School family members are on-site professionals, experts, and participants.
6. Academic periods (to include a regular advising/counseling period) will regularly last for at least two hours in Studio School.
7. Design projects about professional, service learning, and research experiences will drive the engaged, real world curriculum at Studio School.
8. Regular public exhibitions of students’ performance called juries and critiques will show and tell what Studio School students know and are able to do. Subjective, standardized, local, state, and national tests will be used only as single data points of success indicators and will never be a sole substitute for real performance.
These precepts have been crafted since 2005 during countless meetings of a broad spectrum of community members in Oktibbeha County and Noxubee County School District communities. Our Studio School Friends group has grown rapidly to include family members and students; local school teachers and principals; University faculty and administrators; school district Superintendents; and local, state, and national leaders. All have contributed to the Studio School concept.
Philosophy
Studio School believes in the inherent goodness of the human spirit and the creation of a community that exemplifies high expectations, ethics, and faith that its students will grow and learn. In order to make this difference, we must celebrate individuality, dare to take risks, and serve our community. We are a haven. We are hope.
The Schedule
Monday through Thursday
3-4 groups working simultaneously in the following ways:
8:15- 8:45 advisory/ goal setting/ progress checks/ problem solving
8:45- 10:45 Block I
Language Arts/ Social Studies/Literacy Development
Math/ Science
Internship/Career Development
10:45- 11:00- Morning Team Building
11:00-12:45- Block II
Language Arts/ Social Studies/Literacy Development
Math/ Science
Internship/Career Development
12:45-1:30- Lunch
1:30-2:30- Corporate Health and Wellness
2:30-4:45- Block III
Language Arts/ Social Studies/Literacy Development
Math/ Science
Internship/Career Development
4:45-5:00- Afternoon Team Building
Friday
8:15- 8:45 Advisory
8:45-1:30- Internship and Lunch
1:30-4:45- Enrichment
Music
Art
Theatre
Sports
Dance
Mississippi Crafts
4:45-5:00- Afternoon Team Building
The Curriculum
The following beliefs have guided the development of the curriculum, assessment, and professional development activities:
The gap between assessment and instruction must be closed.
Learning must be built into student experiences so learning is real life.
Learning experiences must be focused on particular goals or content standards.
Experiences must be learner-centered rather than student-centered or teacher-centered.
The curriculum is developed on the basis of Personal Design Plans (PDPs). The PDPs make it clear what competencies students must accomplish in order to graduate from Studio School. They are individualized in the sense that students work through them at their own pace, selecting from a variety of learning experiences that help them achieve competencies. The PDPs are elaborated on in the Curriculum Guide which makes clear what students must learn and demonstrate they know in order to achieve a competency on the PDP.
See Appendix for a sample PDP.
You will see that there are graduation requirements for both academic and personal growth. These large categories relate to the Habits of Mind that emanated from the eight themes mentioned above. These habits give greater purpose to subject matter requirements:
The habit of perspective: Organizing an argument, read or heard or seen, into its various parts, and sorting out the major from the minor matter within it. Separating opinion from fact and appreciating the value of each.
The habit of analysis: Pondering each of these arguments in a reflective way, using such logical, mathematical, and artistic tools as may be required to render evidence and knowing the limits as well as the importance of such analysis.
The habit of imagination: Being disposed to evolve one’s own view of a matter, searching for both new and old patterns that serve well one’s own and other’s current and future purposes.
The habit of empathy: Sensing other reasonable views of a common predicament, respecting all, and honoring the most persuasive among them.
The habit of communication: Accepting the duty to explain the necessary in ways that are clear and respectful both to those hearing or seeing and to the ideas being communicated– being a good listener.
The habit of commitment: Recognizing the need to act when action is called for; stepping forward in response; persisting, patiently, as the situation may require.
The habit of humility: Knowing one’s right, ones debts, and one’s limitations, and those of others. Knowing what one knows and what one does not know; being disposed and able to gain the needed knowledge, and having the confidence to do so.
The habit of joy: Sensing the wonder and proportion in worthy things and responding to these delights.
What is really different about the graduation requirements are the personal design requirements. These requirements are at least as important at Studio School as the academic curriculum. Also, personal design of self sometimes precedes growth in academic areas. We’ve learned to trust that students will “get” the academics — once they have attended to their personal development needs.
Each box on the PDP stands for the learning expressed in the Curriculum Guide, based on the Mississippi curriculum standards. Students demonstrate mastery of these competencies through class work, demonstrations, exhibitions, or performances of learning, even tests. Their demonstration yields some form of documentation which is marked on the PDP. When all documentations are complete, the box above them is darkened and students are considered to have mastered that graduation requirement. When they have mastered all graduation requirements, they are ready to petition the school to graduate and do their final, graduation Jury.
There is no failure at Studio School. Courses are not what “counts,” so students get no grades for courses. Courses are vehicles for learning and demonstrating a competency — documenting mastery. If students are not YET (operative word) able to demonstrate competency through one course, they may be able to do so in the next, similar course they take.
Students get extra help if needed to master a competency. Students and staff assist them (through Advisory or informal relationships) or a tutor is provided.
Staff develop curriculum by designing learning experiences that will help students master graduation requirements. They use a form (in the Appendix) to plan — often in teams — what they will teach, what requirements can be met through their course; what content, skills, and concepts they will address; what project, reading, writing, oral presentations, and service they will require; and how they will assess students. The curriculum planning process is basically a “backwards planning design” developed by Grant Wiggins and others at the Coalition of Essential Schools. The focus is on planning classes that are interdisciplinary.
Student report cards, called “Learning Experience Record Sheets” (see Appendix), indicate mastery or not and list the documentations students have completed to mastery, the learning they have accomplished, and graduate requirements the student has achieved. These are sometimes backed up with student work. On the basis of these, boxes on the PDP are checked off.
The curriculum strives to be at least as rigorous as curriculum in public schools and many private schools. Although “time” is not the indicator of credit earned, as it is in most public schools, a comparison of learning time at Studio School and learning time at most public and private high schools is revealing:
* Students spend 40 hours a week on academics compared to the approximately 31.25 hours a week at public school.
Of course, some of this time would overlap because Studio School’s integrated curriculum means that a single learning experience may provide a student a chance to master concepts in English, social studies, and science, for example. And, Studio School is less concerned about time spent in class (Carnegie units/credits) than it is about mastery, so time is not an important credential at Studio School.
Special Events in the Program
First Week
The first week of each trimester is marked by several events:
They participate in an All School Activity that is different each trimester.
They participate in two-day service project that can be on or off campus and, collectively, are called StudioServe.
New Students prepare for ropes course experience
Proposals of Learning
During the trimester, veteran students (as we have these) begin to think about how they can present themselves as learners to the larger community. Studio School invites adults from throughout the larger community (Starkville, Oktibbeha County, the Golden Triangle Region, Mississippi, and even out-of-state) to serve as panel members to evaluate the Proposals of Learning. In addition, the entire community “turns out,” dressed for the occasion, for the POLs.
Students may choose one specific learning experience to focus on — or the sum total of all their learning experiences. They may focus on something they learned during a class or something they taught themselves. Whatever they select, they are asked to present themselves as learners in 15 minutes and be prepared for panel and audience questions for 15 minutes.
Students prepare a packet to be sent to panel members prior to the presentations. These packets contain an autobiography, a self-evaluation of learning, a list of learning experiences during the trimester, a reflective sheet (”I used to be. . .but now I am. . .”), and a resume.
This is an exciting time for students and staff — seeking meaning from learning–and it’s an intense time. Staff help students plan their presentations (”How can you make this more visually exciting?”) and also coach students as they rehearse their presentations.
The Presentations of Learning are videotaped and make a good record of student progress and quality of work.
Parent/Sponsor Day A Quarter
Parents and sponsors are invited to work with students during a day each quarter in activities designed to help adults and the adolescents who are at Studio School work better with each other.
Graduation
Graduation consists of the following:
a presentation on personal design, including the creation of two portfolios
a final graduation Jury/Presentation of Learning, held before the entire community and a panel of the graduate’s choice.
The graduation Jury consists of one-half hour of presentation (usually quite elaborate and focused on academic growth and personal design) and a half hour of questions, tears, applause, and congratulations.
Depending upon the number of graduates, the graduation Juries occur on Thursday afternoon and Friday morning.
a graduation ceremony, usually on Friday afternoon, for which the entire community gets dressed up (in academic regalia, if possible), marches in (the staff in order of hire), listens to speeches, sings, applauds, cries, and cheers the graduates.
a receiving line at the end of the graduation ceremony and a reception in the lodge, followed by dinner and the slide show and Studio School Excellence Awards mentioned earlier.
Staff Meetings Between Quarters
Either right after the quarter ends or before the next begins, staff (including interns and student teachers if possible) meet to reflect on the previous trimester and plan for the next one. These meetings include discussions and hard work on a variety of issues and thorough “staffings” of many students.
Studio School Norms and Sayings
Several norms and sayings govern life at Studio School. These are the subtle things that underlie life in the community.
The 3 Ps: Punctuality, preparedness, and participation. Each student is scored on the 3 Ps in every class (and other learning experiences) every day. A summary of how students are doing on the 3 Ps is published for advisories weekly. All adults are expected to help students monitor their performance on the 3 Ps.
“You have no right to no opinion.” (”Therefore, participate, speak up; “‘I don’t know’ is unacceptable.”)
“Explain your answer.” “How so?”
“There’s no back of this classroom!” (In the Studio School classrooms, studio-style, there really is no back of the room.)
“Leave this place better than you found it.”
“Take everything you want, but eat everything you take.”
“Find a need and fill it.” Service is a way of life here.
“They don’t call it the daily struggle for nothing.”
STUDENTS AT STUDIO SCHOOL
Who They Are
Students come to Studio School from Oktibbeha, West Point, and Starkville school districts. When Studio School is at full enrollment (75 students the first year), one-third of the students will come from each district. Half will be male, half female. Students are between 12 and 15 years of age when they are admitted; students stay until they choose to leave or show their choice through their actions. . .or graduate.
It is hard — and probably undesirable — to put students into a box and give that box a label. The only one that applies to all students is that they have not been successful in traditional American high schools. They did not expect to graduate from high school. It is true that, underlying the lack of success at typical schools, may be a number of other problems. Some students at Studio School will have experienced abuse or abandonment; some will have alcohol and drug abuse problems; some will have become parents while still children themselves; some will have broken laws and have chosen to come here instead of going through some form of incarceration.
Whatever else you can say, our students represent the growing number of students across America who are not well served in traditional programs. These students either physically drop out of school or intellectually and emotionally drop out. These students are at Studio School because the country can no longer (if it ever, really, could) afford to “write them off” or cast them as “throwaway children.”
How They Are Admitted
Students are referred to Studio School by participating districts or “friends of Studio School.”
Students complete an application form and related materials and send them in to us. These materials are screened for the most promising candidates for admission.
Studio School staff travel to meet students who seem most likely to succeed at Studio School; they interview the student and any adults who are interested in the student.
If the student is still a good candidate, he or she is brought to Studio School to spend approximately three days, living the Studio School life. Prospective students check us out, and we check them out. During a challenging hike or KP or in a formal meeting, some serious discussions happen. “Do you understand this is not Club Med? How do you feel about giving up your typical past school life? How committed are you to yourself? Are you ready for hard work?”
A student is admitted, if
he or she appears to understand what Studio School is all about. . .and WANTS to come, understanding all that…
he or she has a deep determination, even a passion, to turn his/her life around
he or she is willing to sign a letter indicating willingness to learn according to the Studio School community precepts.
Commitments and Responsibilities
The letter students sign states that they will commit themselves to:
1. live in respectful harmony with men and women of all races and religions,
some of whom will have disabilities or different learning styles.
2. develop their minds through intellectual discipline, their bodies through
physical fitness, and their spirits through thoughtful contemplation.
3. learn how to communicate more effectively in speech and writing.
4. serve the Studio School and other communities through the contribution of
their labors.
5. become a steward of the planet.
6. make personal choices which will support healthy living.
7. find, nurture and develop the designer inside them.
8. increase their capacity to exercise leadership for justice.
9. practice the arts of citizenship and democratic living.
10. devise an enduring personal moral and ethical code.
Also has students sign an elaboration of this contract called “I understand and therefore I accept.” It spells out a few general conditions, such as “I understand that Studio School believes that every student who accepts the offer to come, regardless of the past, has the capacity to achieve at both a high academic and character development level.”
Embedded in these commitments, particularly 1, 2, 6, 8, 9, and 10, are five non-negotiables, actions that are guaranteed to have consequences. They are non-negotiable in that there is no way to argue about whether or not they are allowed — they are not — but the consequences may vary, depending upon the situation, the student’s status (probation? Second Chance?) and how the student handled committing a non-negotiable. The five are:
1) no use of tobacco
2) no use of alcohol
3) no use of drugs in any form
4) no violence (physical, emotional, mental, including theft)
5) no sexual relations
In addition to these commitments and the non-negotiables embedded in them, Studio School is clear about the 3Ps — being punctual, prepared, and ready to participate in class — and students’ achievement of these in each learning experience each day are reported weekly. KP is no excuse for lateness, by the way — nor is it an excuse for leaving a class earlier than scheduled.
Getting to Know Students
The best way is to jump right in, introduce yourself, ask a student his/her name, where he/she is from, etc. One of the things students complain about in terms of their previous schooling is the fact that no one talked to them, no adult noticed them, said “hello,” asked them how they were. They will be open to your sincere interest in them. They may even initiate the conversation.
Expect trust to take time. Be willing to share something of yourself. Students need to know you’ll be here. . .for them.
Someone has suggested that we have a Hall of Fame with student pictures (these are taken of new students on the day they arrive at Studio School
Staff meetings provide an opportunity for all of us to “staff” several students — that is, discuss them in some detail, sharing knowledge and techniques for dealing with particular students. At the beginning or end of the quarter, during staff seminars, we’ll staff many students. Do not hesitate to ask about a student in a weekly staff meeting
We sometimes put students on academic probation, which we may manage through weekly meetings involving the student, the Director of Curriculum, the Director of Students, the student’s advisor, and — frequently — a coach the student has selected.
Student Functions
Students serve various leadership roles. Among these are
class leader (male and female elected by each house)
peer council leaders(elected by students to serve on the Peer Council)
peace mediators (specially trained to mediate student disagreements)
student staff (specially trained students who work in the PDC, the business office, the LRC and the HPC)
PDC Advisory Council
guides for visitors and tours
There may be other leadership roles students can play. Be on the lookout for these.
ROLES AND RESPONSIBILITIES OF STUDIO SCHOOL EMPLOYEES
Who to call? This section looks at who works at Studio School and what they do. In it, you’ll find information about permanent employees, adjunct faculty, student teachers, interns, and groups of people.
Permanent Employees
The employees are divided into two categories–1) Instructional Specialists and 2) Administrative and Support Personnel. Instructional Specialists are likely to have more of a teaching function than Administrative and Support Personnel, although in one way or another everyone at Studio School teaches. People who currently occupy the positions are listed.
Student Teaching/ Internship in Studio School
As part of the professional development program, Studio School makes available one or two opportunities for student teaching each quarter. Student teachers come from area colleges and participate in every aspect of community life as if they were fulltime and permanent, and they also engage in professional development activities. They are not paid, but they are offered the chance to work on campus and eat with students and staff.
Interns
Internships are offered to up to twelve people a year. Most are college students, some working on advanced degrees. They participate in every aspect of Studio School life as well as professional development opportunities.
Teacher Candidates
Occasionally, Studio School hosts undergraduates who need to observe and help with teaching for a short time on less than a fulltime basis. They are not paid and usually not offered room and board, but we do not expect them to engage in community life beyond their observations and assistance in specific classes.
Educational Administration Internships
Part of the goal of Studio School is to spread its theory and practice throughout the state. Studio School welcomes administrative interns to the school to learn how to lead schools in new and innovative ways. These interns participate in a course on educational reform in conjunction with Studio School leaders.
Residents
The Professional Development Center welcomes practicing teachers School and university professors for residencies and sabbaticals, often focused on research. The terms of their residencies are established on a person-by-person basis.
Groups of Staff
The following groups of people meet regularly:
Advisories Advisors and the students they advise meet several times each
quarter. Advisors also call home frequently and go on home visits if
possible.
Interns Interns, student teachers, and others on campus for professional
development meet regularly for learning seminars.
IS Instructional meetings for ISs occur regularly. Sometimes they involve
not only ISs but also interns and others involved in instruction.
Staff Staff meetings involve permanent, fulltime and adjunct staff, interns and
student teachers.
PROCEDURES
How to Get Going Here
There are many ways to get established at Studio School. One of the best is to live up to one of Studio School’s mottoes — Find a need and fill it. As a new school, Studio School hasn’t figured everything out yet, and you can probably identify something you can do right away. Offer to help.
Another way to get going is to observe what is going on — visit classes, show up for any event at any time during and after the school day.
Obviously, another way is to offer a friendly greeting and ask who you are greeting about the school — something about which you’re really curious.
Medical Emergencies
Medical emergencies should be handled by calling 911 if appropriate or taking the student to Oktibbeha County Hospital, first calling to let medical personnel know Studio School has an emergency. The hospital will have insurance information about each student.
Discipline
Studio School’s primary goal is to encourage self-discipline and self-regulation, developed through an understanding of the parameters that help support a safe community. Leadership skills also play a large role in the development of self-discipline. Throughout a student’s tenure at Studio School, there are many opportunities to learn and follow instructions, accept constructive feedback, accept “no” for an answer, and resist unwelcome peer pressure. Some of these opportunities come from authority figures; others from a student’s peers.
Above all, the 10 commitments are the focal point for disciplinary action. Students agreed to uphold these commitments when they chose to come to Studio School; failing to do so may indicate a choice to depart from Studio School.
As much as possible, consequences fit the circumstances of the violation. So, if students fail to perform KP adequately, they may need to comply with the logical consequence — the next meal service shuts down. It takes only one such incident — and the resulting ire from students and staff alike — for KP to be performed as it should be.
The following structures focus on helping students develop self-discipline:
Leadership Skill Development: Provides opportunity to serve as class leaders, KP crew leaders, peer council members, sports team captains, student staff for the HPC, student staff for the LRC and peace mediators.
Studio School Council: If a student violates a community (such as the 3 Ps) or class agreement, he or she may be referred to peer council by either a student or a staff member using these guidelines:
The student or staff member making the referral must complete a peer council “log” that describes in full what happened. In addition, this person may make comments or special requests regarding the incident. Available in PDC.
The student or staff member making the referral places this “log” in the peer council box in the PDC administrative offices.
On the date the student is to appear before peer council, his or her name is read aloud at Gathering and a “summons” is delivered.
Using the “log,” students on peer council and the supervising staff member meet to discuss the incident, using the peer council process.
The peer council recommends a course of action to be completed by a certain date. In addition to other actions, all students who go before peer council must publicly acknowledge their offense and apologize to the whole community at a Gathering. The course of action is reported to all staff members.
Peer council members maintain a chronicle log in which they follow up on a student’s completion of the recommended action.
Students may only be referred to peer council 6 times during a trimester before other action will be taken.
Issues referred to peer council include the following: being late more than 5 minutes to class, damage to school property, missing or being even a second late to KP, and disruptions in class that affect student learning,
NOTE: Even if an instructional specialist/intern works things out with the student, the student should still be sent to peer council for these issues.
Peace Mediation: If a student is involved in an interpersonal conflict, any member of the Studio School community may refer him/her to peace mediation according to the following procedure:
The community member who refers the student(s) completes a peace mediation log (found in the PDC administrative offices).
The referral is used by the staff member overseeing peace mediation to schedule a trained peace mediator for the process.
Peace mediation is confidential. The only people who know what happens in the meeting are the parties involved and the peace mediator. Although they do not attend the actual mediation, faculty keep records on the results of the process.
Probation, Suspension, and Expulsion: All are options at Studio School, especially if a student has violated a non-negotiable. As a community constantly in search of justice, we try to treat each situation individually, keeping in mind the goals of Studio School school, the protection of the community itself, and the needs of the individual. Precedence is a factor, but not the only factor.
Final decisions are usually made by the Head of School and the Director of Students, but only rarely without consultation with students and staff.
Dress Policy
Students are expected to dress in a way that creates an environment of mutual respect. A T-shirt that degrades women or another group, advertises alcohol, drugs or cigarettes, displays violent scenes, or carries offensive language does not promote a safe atmosphere or mutual respect and therefore is unacceptable. Our simple slogan is, “No Boobs/No Butts.”
Language
Any language that demeans another person is inappropriate and is not tolerated at Studio School. Appropriate language means both verbal and body language which is respectful of other people.
Absentees:
Students who are absent from school must bring a doctor’s excuse by the end of the following week. Students are expected to call as soon as they know they will be absent for any reason. Full participation is expected at Studio School.
Non-Negotiables
At Studio School, students and staff participate in a safe community where the use of alcohol, tobacco, drugs or violence, and engagement in sexual relations are unacceptable and may lead to immediate dismissal from Studio School.
Probation
Occasionally, a student will be put on academic probation, during which the student will attend classes, have a coach, and meet weekly with a committee composed of the advisor, the Director of Students, and the Director of Curriculum. Occasionally, a student on probation will not continue to attend classes but will work with a tutor to meet academic standards or complete work.
Sometimes students will be put on general probation, which means that the student will not attend classes but will work on some special project or task to learn some important, non-academic, lessons at Studio School. One example is probation that involved students in a number of community service projects at Studio School.
Safety
Off campus, or when traveling in remote areas on the property, students should use the “buddy” system — a minimum of two people traveling together and a staff member, preferably a house parent, approving the trip and destination.
Second Chance
Studio School understands that the teenage years are a time of experimentation, pushing the limits, and learning from mistakes, and the school works with students as they struggle to grow within its guidelines and develop their own sense of self-discipline. However, any students who violate the school’s expectations on any of the non negotiables are subject to immediate dismissal from Studio School. Students who repeatedly violate community agreements or display inappropriate behaviors that make Studio School an unsafe place may also be dismissed.
Students who leave Studio School, voluntarily or otherwise, may have the opportunity to reapply for re-admittance under the Second Chance program. Procedures for doing so are in the Student Handbook and involve staying away for a set number of days, doing service, writing about it and making journal entries, writing a one-page letter to the community addressing a number of issues. The whole Studio School community considers this letter and makes a recommendation.
There is no third chance.
Public displays of affection (PDAs) are limited to actions that do not embarrass others. Staff and students alike need to make clear when they are offended by students’ behaviors. French kissing, heavy petting, and lying down next to each other in an intimate pose in public are, for example, offensive to many, and staff and students need to make clear how they feel about those behaviors. If students continue these behaviors, they should be referred for disciplinary action.
Three Ps
Using the 3P sheets available at the mailboxes in the PDC, all staff should keep track of punctuality, preparedness, and participation. These should be turned in at the end of the week to be tallied, with results reported by each Wednesday. Decisions on special events or opportunities can be made on the basis of how students are doing on their 3 Ps.
Walkmans
Walkmans are allowed as students work at the computers and in between classes during the school day, provided no one (NO ONE) can hear them.
Business and Personnel Policies
Standards of Conduct
All staff are expected to uphold the Standards of Conduct for Studio School, a copy of which is included in the Appendix.
Drugs, Alcohol and Tobacco
It is the policy of Studio School and Professional Development Center to maintain an alcohol-, drug-, and tobacco-free environment which will help ensure that employees perform their duties safely and efficiently. The school prohibits the use, sale, purchase, transfer, possession, manufacture, or storage of an illegal drug, alcohol or tobacco while on the property, while on the job, while on on-call status, or while operating a vehicle that is owned or leased by the school. It is also a violation of this policy for employees to report for work, or to remain on duty, while under the influence or impaired by an illegal drug or alcohol.
Expense Reports
If you travel as a Studio School employee, save ALL receipts (even though you might not need all of them), complete a Travel Expense Form and turn in to your supervisor for signature.