The philosophy of the Board of Education is to establish and maintain elementary schools which are structured to meet the unique needs of students at the elementary level. The elementary school program shall emphasize academics and provide opportunities for a wide variety of learning experiences. Programs shall be structured to enable students to develop social skills and learn to interact in a cooperative, supportive environment. Elementary school extracurricular activities shall be designed solely with the needs of elementary school-age students in mind and shall not mirror middle school activities or events. Activities which give all students opportunities to participate shall be encouraged with little or no emphasis given to competition. The Board, therefore, delegates to the District Administration responsibility for establishing policy regarding elementary school philosophy.
Administrative Policy This policy shall be administered according to the following administrative policy provisions: Memory Books
Yearbooks, such as those published in high schools, shall not be part of the elementary school program.
PTA organizations have the option of publishing a memory book on behalf of the school provided neither the school nor the staff assumes any responsibility for the publication, including liability for content, cost, and/or professional time.
Board Policy The philosophy of the Board is to establish and maintain middle schools which are structured to meet the unique needs of students in the transition years between elementary school and high school. The middle school program shall emphasize academics and provide opportunities for a wide variety of learning experiences. Programs shall be structured to enable students to develop social skills and learn to interact in a cooperative, supportive environment. Middle school extracurricular activities shall be designed solely with the needs of middle school-age students in mind and shall not mirror high school activities or events. Activities which give all students opportunities to participate shall be encouraged with little or no emphasis given to competition.
Administration Policy This policy shall be administered according to the following guidelines: Guidelines
Student Officers and Elections
Each homeroom or teacher advisory class shall select representatives in accordance with the school constitution. There shall be no eligibility requirements for the homeroom or teacher advisory class representatives. These representatives shall comprise the Student Council.
Each grade may elect up to four officers. No other elections shall be allowed.
Students must have and maintain a grade point average of 3.0 or higher and an acceptable citizenship rating to be eligible for these elected offices.
Election procedures shall be determined by the local school. Campaigning shall be limited to one election speech and two campaign posters for each candidate.
Class officers may be elected to serve either one-year or one-semester terms according to school choice.
The elected ninth grade class officers shall preside over the Student Council.
Athletics and Intramurals
The middle school athletic program shall be a broad-based, intramural program. Emphasis shall be on participation and skill building rather than on competition.
Intramural activities may be offered in a variety of sports including basketball, volleyball, flag football, etc.
Interscholastic competitive sports programs shall not be sponsored by middle schools.
Choral and Instrumental Music
Middle school choruses and instrumental groups may be organized for students enrolled in regular choral and instrumental music classes.
Uniforms shall not be provided for middle school choruses and instrumental groups either by the school or parents.
Students performing in choruses and instrumental groups may be asked to dress in a certain color or general style provided no unnecessary expense is imposed on parents.
District music festivals shall be the only extracurricular, interscholastic event for middle school choruses and instrumental groups.
Middle school choruses and instrumental groups shall be allowed to perform at special events by invitation.
Middle school students may be encouraged to participate in high school marching bands. If interest warrants, middle schools may organize a marching band as a summer activity. Uniforms shall not be provided for marching bands.
The middle school curriculum shall comply with State Core Curriculum guidelines.
Seventh grade classes may be offered in two-period blocks with instruction in compatible subjects; i.e., English/social studies or English/reading. Team planning shall be emphasized and all curriculum coordinated whether the block is taught by a team of teachers or an individual teacher.
Programs which recognize students for achievement, attendance, etc., shall be encouraged. The emphasis shall be on participation and performance within the school. Outside events or activities shall be discouraged.
Formal student clubs which limit membership are not part of the middle school program.
Supervised student enrichment activities which are open to all students shall be encouraged. No dues or uniforms shall be required for enrichment activities.
End of the Year Activities
Middle schools shall not hold promotional or graduation exercises.
Ninth grade students shall be offered a field day at Lagoon or another appropriate recreational activity to celebrate the end of the ninth grade year.
In-school recognition assemblies shall be allowed for all grade levels.
Yearbooks, such as those published in high schools, shall not be part of the middle school program.
PTA and PTSA organizations have the option of publishing a memory book on behalf of the school provided neither the school nor the staff assumes any responsibility for the publication, including liability for content, cost, and/or professional time.
PTA and PTSA organizations who choose to publish a memory book on behalf of the school shall comply with the Administrative Guidelines for Middle School Memory Books.
The Board recognizes that people who staff the school system are discharging a public trust of great significance and value to the community and to the nation. It recognizes further that the human resources of the school system--the skill, the ability, the ingenuity, and the loyalty of each employee--are the key to a successful education system. The Board delegates the Adminsitration to fill all vacancies with the best qualified persons available without regard to race, color, sex, pregnancy, childbirth or pregnancy-related conditions, religion, national origin, age (if the individual is 40 years of age or older), disability, sexual orientation or gender identity in order to obtain and maintain a high level of employee performance and satisfaction. Utah Code 34A-5-106. It further charges the Administration to strive to retain capable and desirable employees already in the school system.
Definition of Personnel
Personnel, as described herein, refers to all licensed employees and education support professionals in the District. In addition, the philosophy, the Administration, and the policies which form the framework of the organization within which these groups operate are considered as integral parts of personnel.
Areas of Personnel Administration
Personnel administration includes in its responsibilities the formulation of and implementation of policies and standards relating to the eligibility, selection, assignment, compensation, efficiency, promotion, transfer, probation, resignation, dismissal, absence, retirement, professional growth, job descriptions, professional rights, welfare, and personnel records of all employees of the schools.
Welfare of Students The personnel organization shall provide children with educational opportunities of the highest possible quality. Toward this end, the following principles offer guidance:
Clarification of Educational Objectives - The entire school staff of the District and the Board should share in the development of educational aims which seek to fulfill the unique function of public education in American society. Those involved in this task should strive to be flexible, objective, and resourceful and to be aware of the implications of the constantly changing field of education. They should strive to develop a climate that stimulates creativity in the staff members and the students. They should consider as essential a problem-solving approach for reaching solutions to problems of the classroom, the school, and the District. Therefore, the school staff and the Board should work toward obtaining the services of employees of the highest competence who can help to achieve these aims. Personnel actions affect, and are affected by, school organization, curriculum, and staff morale.
Promotion of Pupil Achievement - Since one of the major purposes of each school system is to increase the degree and quality of each pupil's achievement in relationship to his/her ability, staff members of the highest caliber are needed. Personnel practices should be tested to determine the extent to which quality instructional services to pupils, in relationship to their abilities at all levels of education, are provided.
Maintenance of High Standards - In order to ensure instructional and supplementary services of high quality, personnel practices should reflect a consistent policy of selecting well-prepared employees and of encouraging the upgrading of services after employment.
Maintenance of Integrity - Individuals should have a clear and undeviating purpose to provide the best possible opportunity for students to learn. They should regard their position as a public trust, and their objectivity and efficiency consistently should justify the confidence placed in them.
Citizenship Training - All personnel should recognize the importance of their role in the citizenship training of all students. Every effort should be made to assist students to make worthwhile contributions to society.
Welfare of Personnel
The personnel organization should create a climate in which the individual staff member can make his/her best contribution.
Integrity of Purpose - Integrity of purpose is an obligation of all District employees. Respect for personality, mutual faith, trust and understanding should permeate all their relationships.
Cooperative Involvement in Development of Personnel Policies - In formulating and implementing personnel policies and practices, the cooperative involvement of those concerned is imperative.
Equality of Treatment - The principles of fairness and impartiality shall be followed in all personnel actions.
Recognition of Excellence - District employees, the school system, and students benefit when excellence of service is recognized by words of appreciation, leadership opportunities, and advancement. Employees deserve recognition for their contributions and accomplishments. The very nature of public education makes sensitivity to this concern paramount. Through such recognition, individuals find helpful encouragement for creativity and self-expression within the framework of their positions.
Provision for Leadership Opportunities - Personnel procedures should enable those staff members who have the potential, to be advanced to positions of leadership in the school system, through an orderly procedure for professional advancement and promotion.
Maintenance of Good Communications - Avenues for clear and candid two-way communication in all personnel relationships are essential. The continuous flow of information through recognized channels contributes to a better understanding of the total educational enterprise. Any employee has the obligation to be available for consultation, in confidence, in privacy, and in an atmosphere of sympathetic understanding.
Fostering of Quality of Service - All District employees share in the responsibility of creating a climate wherein the employees can work at maximum efficiency. Excellence in performance is more nearly possible when economic rewards, physical facilities, and a favorable psychological climate are provided.
Every Jordan District student is entitled to be educated in an environment facilitated by qualified teachers, who implement evidence and research-based best practices in order to provide appropriate and productive learning opportunities, promote academic excellence, and encourage the development of college and career ready individuals and contributors to our society.
Administrative Policy The accompanying administrative policy provisions shall be followed:
Every student shall be considered a worthwhile, valuable individual.
Every student shall be considered capable of learning which results in progress toward appropriate educational goals.
Every student shall be treated with respect regardless of intellectual, physical, religious, ethnic, gender or socio/economic status.
Every student shall be expected to perform at a level commensurate with the student's ability, age, and rate of personal development.
Every student shall be challenged to strive for the highest level of academic performance possible.
Instructional programs shall be offered in an atmosphere that is conducive to physical and emotional health and safety.
Instructional programs shall be offered in an environment that promotes appropriate school conduct and encourages a cooperative approach to learning and the active participation of all students.
Instruction shall be implemented to cultivate student interest and stimulate learning.
Instruction shall include multiple strategies to address the needs of all learners and incorporate both large and small group interactions, interventions, and enrichment opportunities.
Instruction shall take into account the mental, physical, emotional, social and cultural aspects of all students.
Instructional content shall:
Comply with state and federal requirements and implementation of Utah State Core Standards.
Include training in basic skills and provide opportunities for students to learn to read, write, speak, calculate, and master other practical skills needed for success in the adult world.
Provide a proper understanding of American history and government, which is essential to good citizenship (Utah Code 53G-10-302).
Focus upon helping students learn to reason and acquire course-related knowledge, skill, and understanding.
Provide opportunities for students to learn through direct personal experiences as well as through the experiences of others.
Provide opportunities for students to discover the world of nature and learn about and demonstrate an understanding of a variety of cultures and societies.
Encourage lifelong learning by providing opportunities for students to learn how to study as well as provide exercises in critical thinking and problem solving.
Incorporate the ideals of human liberty, equality, justice, and ethical principles.
Promote the values of ethical character, individual responsibility, economic sufficiency, civic usefulness, and personal health and hygiene.
Respond to emerging societal needs for developing productive, healthy, law-abiding citizens.
Foster student progress, involvement, and coverage of appropriate content by providing instruction based upon current research findings in classroom management, instructional delivery, interaction with students, instructional planning, and professional development.
Education is a shared responsibility. Students, parents, teachers, school administrators, and other staff as necessary shall work cooperatively for the good of each student.
Student growth and achievement shall be consistently monitored and communicated to parents through report cards, at parent/teacher conferences, and other occasions as necessary.
Instructional quality shall be monitored through a variety of performance evaluations. Curriculum guides and ongoing staff training shall be provided.
Instructional delivery shall provide for the development of the personal, social, academic and vocational potentials of students.
Teachers shall collaborate in Professional Learning Communities, and share resources and ideas as a way of improving instructional processes in order to sustain a focus on results, a focus on collaboration, and a focus on learning.