Staff & Volunteer Handbook
Information & Ethical Standards of Conduct
Whether you’re volunteering or joining our Staff, being part of a Sudbury School is a unique and usually very fulfilling experience. As it is indeed a unique environment, it’s very important for anyone participating in the school community to be familiar with the principles of the school and the role of adults.
Guiding Principles of a Sudbury School
Staff members act as role models of successful adulthood, facilitate student access to resources, and perform a wide variety of administrative and maintenance tasks. Staff ensure that the school lives up to its philosophy, anchoring its culture to values of freedom, respect, responsibility, and trust. Honoring the choices of students, they rely on the school’s judicial system to effectively resolve rule infractions. They thrive in an environment with frequent distractions and interruptions, and work well both independently and as a part of diverse teams.
Staff duties include instruction and assistance only as requested; participation in the democratic structures of the school; outreach (e.g., marketing, social media); parent support; and upholding the Sudbury model of education. A person accepting a staff position is agreeing to show a high level of initiative, even when work must occur during non-scheduled hours (e.g., evenings, weekends, holidays/breaks). Specific tasks and responsibilities are shared among all staff members.
When problems and conflicts arise, the school community uses mediation and The Judicial Committee (JC) to find solutions. Mediation sessions are held as needed. Any student or staff member can request mediation with any other student or staff member. The mediation process is inspired by Nonviolent Communication (NVC) and mediators are trained by the mediation team. When mediation doesn’t solve the problem, the issue may be referred to JC. JC meetings are held as needed and are comprised of 3 student jurors and 1 elected student JC Chairperson. Every student spends time serving on the JC jury throughout the year. The JC helps facilitate conversation and find solutions. As Sudbury Valley School founder, Daniel Greenberg, says, “Peer justice is amazingly effective.”Role of adults in promoting true student self-direction
Learning happens with the student, not with the teacher and not even with the presence of a teacher. Technology has come to a point where content is no longer a scarcity possessed only by teachers. It is abundant and freely available to all through a multitude of books, resources, and the internet.
Direction: As tempting as it is for adults, especially educators and parents, to want to provide direction, encouragement, or even seemingly innocuous nudges in a particular direction, to truly “own” one’s learning, a student must be allowed to explore, abandon, return, fail, and reinvent on their own. We may wish to “rescue” a child from what looks like boredom or from what we see as simple mistakes, or “open their eyes” to what we see as important topics, but those are ours, not theirs. Respecting the individual process of a child, adults must wait to be asked and stay attentive so as not to “take over” or even “steer” a ship that is not their own. What is beautiful about this, is that we adults can never fully predict what a young person may find interesting, nor where they will take that interest. We may be disappointed if they abandon an interest we see as valuable, but there is little value in it for that young person unless it is truly valuable to them. By not steering, we will find the student may explore areas we hadn’t even imagined using resources we may not have thought to even suggest.
Encouragement: Though it is very much part of our culture to “encourage” young people with phrases like “good job,” “well done,” etc., evaluation by adults can become addictive to some (you’ll see the young person that immediate looks for validation from adults) and can unintentionally take away from the process of finding their internal compass. Adults don’t need to comment on the work of children. If asked for our opinion, we can observe things like “you used a lot of green,” “looks like you’re really proud of what you did,” or “what do you like about this?” because ultimately it doesn’t matter what the adult thinks, but rather what the creator or participant in the activity thinks. Holding back commentary and evaluation is terribly difficult and terribly essential!
Interpersonal issues among young people: We adults may wish to intervene in disagreements, help students resolve issues, but this, too, is part of the learning process. They may bring grievances up in the Judicial Committee if they feel a rule has been broke, or The School Meeting if they feel a rule should be changed. Their process of negotiation is important. Many are habituated to having an adult arbitrate, and so it is our challenge to let them “work it out” with cheerful, disinterested confidence.
Other key aspects of Sudbury School life:
School Meeting
School Meeting is held weekly and handles the day-to-day operations of the school. The meeting includes announcements, agenda items, discussions, and voting. Common agenda items may include new rule proposals, budget approvals, or discussion about an issue in the community. The meeting is attended by students and staff who each have one vote. The annual staff hiring process happens at these meetings.
Judicial Committee (JC)
JC meetings are held daily and are comprised of an elected JC Clerk, rotating JC members representing a variety of age groups as well as a staff member. Every student spends time serving on the JC throughout the year. The JC helps facilitate accountability to the School Laws.. As Sudbury Valley School founder, Daniel Greenberg, says, “Peer justice is amazingly effective.”
Corporations
Corporations are formed by students through School Meeting to support student interests. Some examples of corporations are the music corporation, electronics corporation, games & toys corporation, animal corporation and art corporation. They take responsibility for materials, equipment, and other items related to their corporation. They also create guidelines and determine certification procedures for using the equipment.
Lawbook and Policies
The most basic rule is this: “We are responsible for taking care of our school through actions that contribute to freedom, order, respect, and trust.” Specific policies are created, as needed, to support this rule. These policies are related to the functioning of the school and safety of our students. Some policies are created by corporations for the use of particular materials (like art supplies or electronic devices). Some policies are related to using equipment (such as the microwave) or keeping the space clean. Rules and policies are a work in progress and constantly evolving. Current rules and policies are challenged, removed, and amended, while new ones are proposed, discussed, and added with a majority vote. This is one of the many ways students are empowered at a Sudbury school.
Staff and Volunteer Expectations & Responsibilities
School Staff & Volunteers - Ethical Standards of Conduct
The core values of our school are Freedom, Opportunity, Respect, and Trust. As a staff member or Volunteer at The Miami Sudbury School you are to maintain professionalism with all students and staff at all times. All staff must abide by the following Notice of Nondiscriminatory Policy for the school:
“The Miami Sudbury School, does not and shall not discriminate on the basis of race, color, religion/creed, gender, gender expression, sexual orientation, national and ethnic origin/ancestry, or ability. Students, families, and employees have access to all the rights, privileges, programs, and activities generally accorded or made available. It does not discriminate on the basis of any of the above in administration of its educational policies, admissions policies, tuition assistance programs, employment, and athletic and other school-administered programs.”
The school is a public place and all contact (physical/verbal) at school must reflect this fact. Also keep public all interactions with students. Remind students of the type of information that staff must report before starting a discussion. Also remember that you are not a social worker or therapist for the students. Discussions are the avenue to use when trying to inform a student of their responsibility rather than dictating or demanding a specific action. Be aware of who can hear the conversation and temper the discussion accordingly. Control your emotions during these discussions to allow yourself to hear and understand the student’s point of view. Be flexible and patient, and realize when to let go. Show trust in students ideas and actions. Use positive reinforcement by focusing on what was done right. Do not curse at students. Do not hit students. Understand that talking loudly can be construed by students as being yelled at. Model appropriate behavior, staff need to be extremely self-reflective, making certain that they are modeling positive behaviors. Do not intentionally expose a student to unnecessary embarrassment or disparagement. Do not intentionally violate a student’s legal rights. Do not exploit a relationship with a student for personal gain or advantage.
Staff are expected to model safe, respectful, and nonviolent, nondiscriminatory behavior. Encouraging or engaging in hurtful, teasing, unsafe play, or rude or disrespectful behavior may be grounds for dismissal. Respect the physical and verbal boundaries of other members of the school community: Err on the side of caution. Use of language that can reasonably be construed as racist, sexist, or otherwise discriminatory (e.g., towards people with disabilities or particular religions or sexual orientations), may be grounds for dismissal. Sexual harassment will not be tolerated. Staff accused of violating conduct expectations may be placed on unpaid leave pending investigation.
Staff and Volunteers must keep in confidence school/personally confidential information obtained in the course of professional service, unless disclosure serves professional purposes or is required by law.
What is school/personally confidential information?
Restrictions for access to and use of school/personally confidential information:
Awareness of the importance of maintaining respect and confidence of colleagues, of students, of parents, and of the community, staff of the school must display the highest degree of ethical conduct. This commitment requires:
Personal Space and Boundaries
Required Training
All staff and volunteers are required to fully understand and accept these standards of ethical conduct. Staff and fingerprinted volunteers will all have a current and acceptable VECHS fingerprint report securely maintained by the LASO certified staff member at school.
Reporting Misconduct by Staff
All staff and volunteers have a duty to report alleged misconduct by other staff or volunteers which affects the health, safety, and welfare of a student. Examples of misconduct include obscene language, drug/alcohol abuse. prejudice/bigotry, sexual innuendo, physical aggression, or accepting/offering favors. Reports of misconduct by staff should be made to the Ombudsman (Erika Caputo). Legally sufficient allegations of misconduct by Florida certified educators will be reported to the Office of Professional Practices Services.
Reporting Child Abuse, Abandonment, or Neglect
All staff, volunteers, and agents have an affirmative duty to report all actual or suspected cases of child abuse, abandonment, or neglect. Call 1-800-96-ABUSE or report online at:www.dcf.state.fl.us/abuse/report/.
Signs of physical abuse: i.e. bruises, cuts, burns and a child may seem withdrawn/depressed,afraid to go home, shy away from physical contact, be aggressive, or wear inappropriate clothing to hide injuries.
Signs or sexual abuse: the child may have trouble walking or sitting, pain or itching in genital area, or a STD, or have unusual knowledge of sex, or gain/lose weight suddenly, of shy away from physical contact.
Signs of neglect: the child may have unattended medical needs, little/mo supervision at home, poor hygiene, or be frequently tired or hungry, or overly needy for adult attention.
Liability Protections
Any person, official, or institution participating in good faith in any act authorized or required by law or reporting in good faith any instance of child abuse, abandonment, or neglect to the department or any law enforcement agency, shall be immune from any civil or criminal liability which might otherwise result by reason of such action. (FS 39.203)
An employer who discloses information about a former or current employee to a prospective employer of the former or current employee upon request of the prospective employer or of the former or current employee is immune from civil liability for such disclosure or its consequences unless it is shown by clear and convincing evidence that the information disclosed by the former or current employer was knowingly false or violated any civil right of the former or current employee protected under chapter 760. (FS 768.095)
Information & Ethical Standards of Conduct
Whether you’re volunteering or joining our Staff, being part of a Sudbury School is a unique and usually very fulfilling experience. As it is indeed a unique environment, it’s very important for anyone participating in the school community to be familiar with the principles of the school and the role of adults.
Guiding Principles of a Sudbury School
- People of every age deserve respect.
- Children are naturally curious.
- The deepest learning happens when the content is meaningful and/or of interest.
- All people are creative when allowed to develop their unique talents.
- Mixed-age community promotes growth for all members.
- Freedom is essential to the development of personal responsibility.
Staff members act as role models of successful adulthood, facilitate student access to resources, and perform a wide variety of administrative and maintenance tasks. Staff ensure that the school lives up to its philosophy, anchoring its culture to values of freedom, respect, responsibility, and trust. Honoring the choices of students, they rely on the school’s judicial system to effectively resolve rule infractions. They thrive in an environment with frequent distractions and interruptions, and work well both independently and as a part of diverse teams.
Staff duties include instruction and assistance only as requested; participation in the democratic structures of the school; outreach (e.g., marketing, social media); parent support; and upholding the Sudbury model of education. A person accepting a staff position is agreeing to show a high level of initiative, even when work must occur during non-scheduled hours (e.g., evenings, weekends, holidays/breaks). Specific tasks and responsibilities are shared among all staff members.
When problems and conflicts arise, the school community uses mediation and The Judicial Committee (JC) to find solutions. Mediation sessions are held as needed. Any student or staff member can request mediation with any other student or staff member. The mediation process is inspired by Nonviolent Communication (NVC) and mediators are trained by the mediation team. When mediation doesn’t solve the problem, the issue may be referred to JC. JC meetings are held as needed and are comprised of 3 student jurors and 1 elected student JC Chairperson. Every student spends time serving on the JC jury throughout the year. The JC helps facilitate conversation and find solutions. As Sudbury Valley School founder, Daniel Greenberg, says, “Peer justice is amazingly effective.”Role of adults in promoting true student self-direction
Learning happens with the student, not with the teacher and not even with the presence of a teacher. Technology has come to a point where content is no longer a scarcity possessed only by teachers. It is abundant and freely available to all through a multitude of books, resources, and the internet.
Direction: As tempting as it is for adults, especially educators and parents, to want to provide direction, encouragement, or even seemingly innocuous nudges in a particular direction, to truly “own” one’s learning, a student must be allowed to explore, abandon, return, fail, and reinvent on their own. We may wish to “rescue” a child from what looks like boredom or from what we see as simple mistakes, or “open their eyes” to what we see as important topics, but those are ours, not theirs. Respecting the individual process of a child, adults must wait to be asked and stay attentive so as not to “take over” or even “steer” a ship that is not their own. What is beautiful about this, is that we adults can never fully predict what a young person may find interesting, nor where they will take that interest. We may be disappointed if they abandon an interest we see as valuable, but there is little value in it for that young person unless it is truly valuable to them. By not steering, we will find the student may explore areas we hadn’t even imagined using resources we may not have thought to even suggest.
Encouragement: Though it is very much part of our culture to “encourage” young people with phrases like “good job,” “well done,” etc., evaluation by adults can become addictive to some (you’ll see the young person that immediate looks for validation from adults) and can unintentionally take away from the process of finding their internal compass. Adults don’t need to comment on the work of children. If asked for our opinion, we can observe things like “you used a lot of green,” “looks like you’re really proud of what you did,” or “what do you like about this?” because ultimately it doesn’t matter what the adult thinks, but rather what the creator or participant in the activity thinks. Holding back commentary and evaluation is terribly difficult and terribly essential!
Interpersonal issues among young people: We adults may wish to intervene in disagreements, help students resolve issues, but this, too, is part of the learning process. They may bring grievances up in the Judicial Committee if they feel a rule has been broke, or The School Meeting if they feel a rule should be changed. Their process of negotiation is important. Many are habituated to having an adult arbitrate, and so it is our challenge to let them “work it out” with cheerful, disinterested confidence.
Other key aspects of Sudbury School life:
School Meeting
School Meeting is held weekly and handles the day-to-day operations of the school. The meeting includes announcements, agenda items, discussions, and voting. Common agenda items may include new rule proposals, budget approvals, or discussion about an issue in the community. The meeting is attended by students and staff who each have one vote. The annual staff hiring process happens at these meetings.
Judicial Committee (JC)
JC meetings are held daily and are comprised of an elected JC Clerk, rotating JC members representing a variety of age groups as well as a staff member. Every student spends time serving on the JC throughout the year. The JC helps facilitate accountability to the School Laws.. As Sudbury Valley School founder, Daniel Greenberg, says, “Peer justice is amazingly effective.”
Corporations
Corporations are formed by students through School Meeting to support student interests. Some examples of corporations are the music corporation, electronics corporation, games & toys corporation, animal corporation and art corporation. They take responsibility for materials, equipment, and other items related to their corporation. They also create guidelines and determine certification procedures for using the equipment.
Lawbook and Policies
The most basic rule is this: “We are responsible for taking care of our school through actions that contribute to freedom, order, respect, and trust.” Specific policies are created, as needed, to support this rule. These policies are related to the functioning of the school and safety of our students. Some policies are created by corporations for the use of particular materials (like art supplies or electronic devices). Some policies are related to using equipment (such as the microwave) or keeping the space clean. Rules and policies are a work in progress and constantly evolving. Current rules and policies are challenged, removed, and amended, while new ones are proposed, discussed, and added with a majority vote. This is one of the many ways students are empowered at a Sudbury school.
Staff and Volunteer Expectations & Responsibilities
- Responsibility and Courtesy. Please be on time or early and give advance notice for sub/replacement need. Be present and available without being directive or judgmental. Participate without “taking over” at JC and School Meeting.
- Safety: Follow all school protocols including safety & emergency procedures when necessary
- Community Confidentiality: Respect that a student may not wish their projects and interests to be discussed outside of school. Don’t share JC or School Meeting proceedings and decisions outside of school.
School Staff & Volunteers - Ethical Standards of Conduct
The core values of our school are Freedom, Opportunity, Respect, and Trust. As a staff member or Volunteer at The Miami Sudbury School you are to maintain professionalism with all students and staff at all times. All staff must abide by the following Notice of Nondiscriminatory Policy for the school:
“The Miami Sudbury School, does not and shall not discriminate on the basis of race, color, religion/creed, gender, gender expression, sexual orientation, national and ethnic origin/ancestry, or ability. Students, families, and employees have access to all the rights, privileges, programs, and activities generally accorded or made available. It does not discriminate on the basis of any of the above in administration of its educational policies, admissions policies, tuition assistance programs, employment, and athletic and other school-administered programs.”
The school is a public place and all contact (physical/verbal) at school must reflect this fact. Also keep public all interactions with students. Remind students of the type of information that staff must report before starting a discussion. Also remember that you are not a social worker or therapist for the students. Discussions are the avenue to use when trying to inform a student of their responsibility rather than dictating or demanding a specific action. Be aware of who can hear the conversation and temper the discussion accordingly. Control your emotions during these discussions to allow yourself to hear and understand the student’s point of view. Be flexible and patient, and realize when to let go. Show trust in students ideas and actions. Use positive reinforcement by focusing on what was done right. Do not curse at students. Do not hit students. Understand that talking loudly can be construed by students as being yelled at. Model appropriate behavior, staff need to be extremely self-reflective, making certain that they are modeling positive behaviors. Do not intentionally expose a student to unnecessary embarrassment or disparagement. Do not intentionally violate a student’s legal rights. Do not exploit a relationship with a student for personal gain or advantage.
Staff are expected to model safe, respectful, and nonviolent, nondiscriminatory behavior. Encouraging or engaging in hurtful, teasing, unsafe play, or rude or disrespectful behavior may be grounds for dismissal. Respect the physical and verbal boundaries of other members of the school community: Err on the side of caution. Use of language that can reasonably be construed as racist, sexist, or otherwise discriminatory (e.g., towards people with disabilities or particular religions or sexual orientations), may be grounds for dismissal. Sexual harassment will not be tolerated. Staff accused of violating conduct expectations may be placed on unpaid leave pending investigation.
Staff and Volunteers must keep in confidence school/personally confidential information obtained in the course of professional service, unless disclosure serves professional purposes or is required by law.
What is school/personally confidential information?
- Tuition contracts and payment plans
- School Meeting information, agendas, minutes, reports, and computer files relating to School Meeting Members
- Bulletin Board information
- Committee and SM Corporation agendas and minutes
- JC information, reports, records, and computer files
Restrictions for access to and use of school/personally confidential information:
- Discussions with Staff and parents about students should happen with the student present
- School Meeting may vote to allow the discussion of relevant confidential JC information
- Never share student information with others outside of Staff
Awareness of the importance of maintaining respect and confidence of colleagues, of students, of parents, and of the community, staff of the school must display the highest degree of ethical conduct. This commitment requires:
- Maintain honesty in all professional dealings
- Shall not interfere with a colleague’s exercise of political or civil rights and responsibilities
- Shall not engage in harassment or discriminatory conduct which unreasonably interferes with an individual’s performance of professional or work responsibilities or with the orderly process of education or which creates a hostile, intimidating, offensive, oppressive environment
- Shall not make malicious or intentionally false statements about a colleague.
Personal Space and Boundaries
- Staff and Volunteers shall never be in the restroom at the same time as a single student.
- It is always preferable for Staff and Volunteers to be in a public space or with the door open if alone with a single student.
- Unless a Volunteer has a recent VECHS fingerprint report on file with the school, Volunteers may never be alone with students; Non-fingerprinted Volunteers must always have a Staff member present.
- Staff and Volunteers need to be constantly aware of personal space with students. They can ask if a student wants a high five or a short hug, but must be aware of personal boundaries. Staff and Volunteers should also maintain their personal space and boundaries at all times, clearly requesting it when necessary.
- There should never be a shadow of a doubt that anything inappropriate could possibly be happening between a staff member or volunteer and a student both on and off campus.
Required Training
All staff and volunteers are required to fully understand and accept these standards of ethical conduct. Staff and fingerprinted volunteers will all have a current and acceptable VECHS fingerprint report securely maintained by the LASO certified staff member at school.
Reporting Misconduct by Staff
All staff and volunteers have a duty to report alleged misconduct by other staff or volunteers which affects the health, safety, and welfare of a student. Examples of misconduct include obscene language, drug/alcohol abuse. prejudice/bigotry, sexual innuendo, physical aggression, or accepting/offering favors. Reports of misconduct by staff should be made to the Ombudsman (Erika Caputo). Legally sufficient allegations of misconduct by Florida certified educators will be reported to the Office of Professional Practices Services.
Reporting Child Abuse, Abandonment, or Neglect
All staff, volunteers, and agents have an affirmative duty to report all actual or suspected cases of child abuse, abandonment, or neglect. Call 1-800-96-ABUSE or report online at:www.dcf.state.fl.us/abuse/report/.
Signs of physical abuse: i.e. bruises, cuts, burns and a child may seem withdrawn/depressed,afraid to go home, shy away from physical contact, be aggressive, or wear inappropriate clothing to hide injuries.
Signs or sexual abuse: the child may have trouble walking or sitting, pain or itching in genital area, or a STD, or have unusual knowledge of sex, or gain/lose weight suddenly, of shy away from physical contact.
Signs of neglect: the child may have unattended medical needs, little/mo supervision at home, poor hygiene, or be frequently tired or hungry, or overly needy for adult attention.
Liability Protections
Any person, official, or institution participating in good faith in any act authorized or required by law or reporting in good faith any instance of child abuse, abandonment, or neglect to the department or any law enforcement agency, shall be immune from any civil or criminal liability which might otherwise result by reason of such action. (FS 39.203)
An employer who discloses information about a former or current employee to a prospective employer of the former or current employee upon request of the prospective employer or of the former or current employee is immune from civil liability for such disclosure or its consequences unless it is shown by clear and convincing evidence that the information disclosed by the former or current employer was knowingly false or violated any civil right of the former or current employee protected under chapter 760. (FS 768.095)
