Complete Faculty Handbook rev_Spread

EMPLOYEE HANDBOOK

THE CHRISTIAN ACADEMY
4301 Chandler Drive

Brookhaven, Pennsylvania 19015
(610) 872-5100

═══════════════════════════

"...that in all things
He might have the preeminence."

Colossians 1:18b

Revised: September 2013

The information outlined in this handbook serves as
an overall guide to the general procedures and
operations as they may relate to The Christian

Academy. The information listed does not necessarily
mean that it is board written policy unless specifically

stated as such. Written memos or oral
announcements of various changes during the school
year from the Board or Administration will supersede

anything written in this handbook. Changes will be
reflected in updated versions.

-- Headmaster

INDEX

1.00 POSITIONAL STATEMENTS
1.03 Purpose
1.03.03 Vision
1.03.06 Mission
1.03.07 What is a Classical Christian Education
1.03.08 Acquiring a Christian Worldview
1.03.09 "Practical Elements" Chart
1.03.12 Strategic Planning
1.03.14 Commitments
1.06 The Philosophical Foundation of Christian Education
1.09 Implications of a Christian Philosophy of Education
1.12 Educational Objectives of The Christian Academy
1.15 Statement of Faith
1.18 Creation Policy
1.21 Statement of Final Authority
1.24 Statement on the Sanctity of Human Life
1.27 Same-Sex Relations
1.27.03 Statement on Homosexuality
1.27.06 Statement on Marriage, Gender, and Sexuality
1.30 The Ministry of Teaching

2:00 INSTITUTIONAL STATUS
2.03 Accreditation
2.04 AFG Objectives
2.06 Affiliations
2.09 State Recognition

3.00 ORGANIZATIONAL STRUCTURE
3.03 Administrative Responsibility
3.03.03 Headmaster
3.03.09 Business Manager
3.03.12 Principal
3.03.15 Director of Buildings and Grounds
3.03.18 Director of Admissions/Guidance
3.03.21 Dean
3.06 Staff Responsibility

3.06.03 Cleaning Personnel
3.06.06 System Support Technologist
3.06.09 Development Secretary
3.06.12 Financial Clerks
3.06.15 Maintenance Personnel
3.06.18 Receptionist

3.06.21 School Nurse
3.06.24 School Secretary
3.09 Organization Chart
4.00 PROFESSIONAL RESPONSIBILITY
4.03 Certification
4.06 Church Participation
4.09 Code of Ethics
4.15 Dress Code - Faculty
4.18 In-Service Program
4.21 Meetings
4.21.03 Headmaster’s Meeting
4.21.06 Faculty Meetings
4.21.09 Team Meetings
4.22 Tenure
4.23 Christian Conciliation Service
4.24 Professional Growth
4.24.03 MACSA Teachers' Convention
4.24.06 Professional Teachers’ Conventions
4.24.09 School Observations
4.24.12 Miscellaneous Options
4.27 Professional Development Cycle
4.30 Teacher Induction
5.00 PARENT-TEACHER COMMUNICATION
5.03 Conferences
5.06 Parent-Teacher Organization
5.09 Phone Calls/E-mails
5.12 Academic Progress
5.15 Grading Policy/Report Cards
5.18 Tuesday Capsule
5.21 OneCallNow Phone System
5.22 Expectations 1st-12thGrade Edline and Gradequick
6.00 SUPERVISORY DUTIES
6.03 Supervision
6.06 Bus Duty/Dismissal Procedures
6.09 Chapel -Teacher Attendance
6.12 Class Advisors

6.15 Collection of Money
6.18 Class Coverage
6.21 Extracurricular Duties
6.24 Field Trips
6.27 Fire Drills
6.30 Morning Duty
6.36 Homeroom

6.36.03 Attendance
6.36.06 Homeroom Devotions
6.36.09 Lockers
6.36.12 Lunch Duty
6.39 Student Conduct
6.40 Mandatory Reporting
6.42 Study Halls
6.45 Visitors
7.00 DISCIPLINE
7.09 Fines
7.12 Expulsion
7.15 Re-Admission after Expulsion
8.00 PROPERTY
8.06 Books and Other Supplies
8.09 Classrooms
8.24 Keys
8.27 Lost and Found
8.33 Purchase Requisitions
8.36 Use of Facilities
9.00 CLASSROOM PROCEDURES
9.03 Attendance
9.04 Closed Campus Policy
9.06 Classroom Atmosphere
9.09 Curriculum
9.12 Daily Announcements
9.17 National Honor Society
9.18 Evaluation of Students
9.18.21 Report Cards
9.18.24 Semester Exams

9.18.27 Testing
9.19 Intermediate Unit Remedial Students
9.21 GradeQuick
9.24 Homework Policy
9.27 Leaving the Room Unattended
9.30 Lesson Plan Book
9.33 Prayer
9.36 Student Health and Safety

9.36.03 First Aid
9.36.06 Infirmary
9.36.09 Medical Conditions
9.36.12 Medication
9.36.15 Student Wellness
9.39 Substitute Teachers
10.00 DAILY SCHEDULE
10.06 Emergency School Closings
10.09 Faculty Devotions
10.12 Leaving the School during the Day
10.15 Mailbox
10.18 Public Address System
10.24 Unscheduled Periods
11.00 PERSONNEL POLICY
11.01 Non-Discrimination Policy
11.02 Progressive Discipline Program (PDP)
11.03 Annual Contracts
11.06 Benefits
11.06.03 Educational Assistance
11.06.06 Health Insurance
11.06.09 Life Insurance
11.06.12 Miscellaneous
11.06.15 Retirement
11.06.18 School Tuition Benefits
11.06.21 Workmen's Compensation
11.06.22 Unemployment Compensation
11.09 Employment Agreement
11.10 Post-Employment Procedure

11.12 Guidelines for Holding a Position of Leadership

11.15 Leave
11.15.03 Bereavement
11.15.11 Medical Leave
11.15.12 Professional
11.15.15 Sabbatical
11.15.18 Sick Days and Personal Days
11.15.19 Sick Leave Buy-Back Program
11.15.21 Weddings

11.18 Salary
11.21 Stipends
11.22 Non-Staff Member Involvement with Extracurricular Activities
11.23 Hiring of Relatives
12.00 JOB DESCRIPTION
12.03 Headmaster
12.06 Business Manager
12.12 Principal
12.18 Director of Admissions/Guidance
12.21 Elementary School Dean

Middle School Dean
High School Dean
12.27 Director of Buildings and Grounds
12.30 Teacher
12.33 High School Class Advisor
12.36 Media Resource Specialist
12.39 Athletic Director
12.42 Alumni Relations Director
12.45 Educational Technologist
12.48 System Support Technologist

APPENDIX

A1 Pledges of Allegiance
A2 School Distinctives
A3 Student Dress Code

A4 Guidance Counseling Program
A6 The Board - Administration Relationship
A7 Probationary Period for New Students
A8 Possession of, Threat of, or Use of Weapons
A9 Possession of, Distribution of, or use of illicit Drugs or Alcohol
A10 Fundraising Efforts by Student Groups
A11 Participation in Extracurricular Activities
A12 Board Policy Regarding Reviewing Films
A13 Board Policy Regarding Resource Material for Classroom Use
A14 Administrative Directive on Crisis Management Plan

Evacuation & Lock-down Procedures
A15 Administrative Directive on The Christian Academy’s

Diversity Policy
A16 Administrative Directive on Elementary Classroom Teachers

serving as Coaches
A17 Administrative Directive on Coaching Multiple Seasons

A18 Board Policy Regarding Bullying/Cyber-Bullying
A19 Administrative Directive on Use of Social Sites, Email Correspondence,

Texting, Twitter, etc
A20 Administrative Directive on Cancellation of Outdoor/After-School Activities

Due to Inclement Weather

1.00 POSITIONAL STATEMENTS

1.03 Purpose

1.03.03 Vision - Something to strive for that is so obviously great that it inspires
passion and evokes committed action. It is an endpoint. - The vision of The
Christian Academy is to be a life-giving oasis in the desert where every student is
Biblically trained in body, mind and spirit so that they will radically influence their
communities for Christ and His glory.

1.03.06 Mission - A cause toward which you are working. Defines what function the
organization performs or what its business is. Comes out of the purpose and
states what the organization contributes to whom and with what intended result. -
The mission of The Christian Academy is to partner with Christian parents to
equip students through a classical education with the necessary skills to pursue
excellence through Christ in every area of life.

1.03.07 What is a CLASSICAL CHRISTIAN EDUCATION

In modern education, intellectual activity has not disappeared. Having a mind full of mental ‘stuff’
is not the same as thinking, however. This problem is not new; insightful people have seen it
coming for some time. In 1947, Dorothy Sayers, a clear thinking classicist, lamented this lack of
true thought. She observed; “Although we often succeed in teaching our pupils ‘subjects’, we fail
lamentably on the whole in teaching them how to think. They learn everything except the art of
learning.”

Her suggested solution to this problem was a return to an older educational method – the Trivium
of medieval education. This Trivium consisted of three parts: (1) grammar, during which students
learn the fundamental rules of each subject (who, what, where and when); (2) dialectic (or logic),
when students are stretched to consider the ordered relationship (how and why) of the particulars
in each subject, (3) rhetoric, throughout which students are taught how the grammar and logic of a
subject may be clearly and persuasively expressed. The Trivium equipped students with the tools
of learning; they were then prepared for the discipline and specialization of further study and a
lifetime of clear thinking. Before this classical model of education began to erode about 450 years
ago, it produced extraordinary thinkers, speakers and achievers for centuries.

A classical school is structured around this medieval pattern of learning. An early emphasis is
placed upon the “basics”, followed by formal instruction in logic and finally by development of clear
verbal and written skills of expression. “Intensive phonics” and primary reading sources (including
the Bible and appropriate classical literature) are used for instruction in reading and language arts.
A mastery approach to mathematics is used as well, with an emphasis on learning basic math
skills while building critical thinking. Latin is taught for its direct benefits and as a reinforcement
for understanding English grammar and vocabulary. Fundamentally, the same body of knowledge
is being taught; it is the method of education that is different. Two goals are achieved: the
foundational learning skills of a primary education are successfully imparted and young graduates
enter the world with a firm grasp on the tools of learning.

A classical Christian school seeks to teach each subject and skill as parts of an integrated whole
with Jesus Christ and the teachings of the Scriptures at the center. There is no such thing as
religious neutrality in education. Every fact, every truth, is understood in the light of a certain
worldview. All subjects must be taught in the light of God’s revealed truth. True Christian
education requires that a Biblical worldview be successfully passed on to students. The key to
making a classical education work is the Christian worldview.

1.03.08 Acquiring a Christian Worldview through a Classical Education

I. What is a classical approach to education?
What methodology is used in a classical approach?

There are three stages of learning:
A. Learn the words, vocabulary and facts.
B. String vocabulary and facts in meaningful ways.
C. Demonstrate proficiency in completely expressing what was learned.

THE TRIVIUM

GRAMMAR STAGE -- Concrete Thinking (acquisition of factual knowledge)
DIALECTIC STAGE -- Analytical Thinking (understanding)
RHETORIC STAGE -- Abstract Thinking (wisdom)

Grammar stage (grades K-5th) would find students gathering facts, storing up large amounts of
knowledge, dealing with concrete information, learning standards of truth, memorizing lists of
basics from each curricular area.
Students would primarily use these methods: memorization, recitation, games, oral drills, practice,
written and oral exercises, flash cards.
Dialectic stage (grades 6-8) would find students gathering information into proper relationships,
learning to reason, studying formal logic, putting parts together to form the whole, shifting from
concrete to analytical, doing cross-curricular projects, discovery, experiments.
Students would primarily use these methods: questioning, debate, investigation, research,
literature and discussions.
Rhetoric stage (grades 9 – 12) would find students using abstract thinking, delving deep into
curricular materials, using knowledge and understanding in application to life issues, writing and
presenting research.
Students would use these methods: essays, oral presentations, debate, defense papers, cross-
curricular projects and written expression.

II. Why change? Considering the success we have had and the tried experience of our
teachers: why make significant changes in curriculum?

1. This is in response to the invasion of progressive theories of education. Theories that
claim to teach children how to think. Because of the lack of training in basic facts and
the lack of training in formal logic and common sense, we develop students who
question moral authorities and undermine traditional values. It is unwise to encourage
students to “share their feelings” and draw strictly from their own experiences when
students lack knowledge (facts), understanding (logic) and wisdom (rhetoric) first.

There must be content not just process.

2. This is in response to a call from the faculty and the school community for vision and
leadership in taking TCA to a higher level in both academic standards of excellence and
Christ-centered instruction.

3. This is in response to the faculty’s desire to preset curriculum that is as challenging as
was presented 5 to 10 years ago.

4. This is in response to our desire not just to be better than the local public school but to
be excellent as Christ is excellent.

5. This is in response to the call to be true to our mission and vision and train students to
be able to skillfully and radically impact their communities for Jesus Christ using truth in
knowledge, understanding and wisdom.

6. This is in response to our frustration in knowing our graduates are not fully equipped to
hold firmly to a clear Biblical worldview.

7. This is in response to the cry from parents who want their children to be better equipped
both spiritually and academically.

8. This is in response to the cry in our society to train young people to become mature
responsible citizens able to analyze and discern right from wrong.

III. Why use a classical approach and classical methodology to address our need for
change?

1. People with a Christian worldview developed the classical educational system.

2. The classical approach coheres better with a Biblical view of man. Secular educational
theory views man as inherently good and, if left to his own devices, will choose the right
thing. While the classical approach inculcates information, how to think and how to
communicate rather than leaving the students to their own devices to discover their
own truth.

3. The Trivium model of classical education passes the Biblical test. The model is
comprised of three phases of learning - grammar, dialectic and rhetoric. These are but
new labels for progression in Biblical concepts, gaining knowledge, then understanding
and finally wisdom.

4. The classical Christian methodology acknowledges God as the source of all
knowledge. The classical approach establishes Scripture at every point as the
foundation on which to build all knowledge.

5. Classical methodology pays close attention to the development stages of a child’s
brain development and intellectual growth to maturity.

6. Classical methodology capitalizes on the strengths of God’s creative work by requiring
of a child what he is best equipped to do: memorization – Grammar stage; argument –
dialectic stage; analysis and expression – rhetoric stage.

7. Classical methodology is beneficial for the inner city student because the meeting of
high standards and expectations will build self-respect and develop confidence.
Emphasis on character building provides strength and a source of hope for
disadvantaged children.

8. Classical education’s emphasis on mankind’s common heritage is far more conducive
to racial harmony than multicultural ideologies that segregate people into assorted
categories.

9. The selection of classical is made after much reading, research and prayer.

10. Classical education does not permit students to perform below their ability level and
gives the instructor the tools to change the “who cares” tide.

11. Classical education provides a way for the learner to acquire information, grasp it
intellectually and use it purposefully. It teaches them not to simply learn a subject but
how to think.

12. Present schools who have adopted a classical education approach site great strides in
the academic and cognitive abilities of their students as compared to a modernistic
approach.

IV. What present TCA distinctives (strengths) must we safeguard as we develop a
classical approach to education?

1. The Biblical foundation upon which the founding fathers established TCA must be
maintained.

2. As a school we will continue to model the strength that can be achieved by a broad
number of churches (approximately 125) functioning in unity as part of the body of
Christ.

3. As a school we will continue to operate independent of any one specific church dogma
and utilize scripture as the only final authority for truth.

4. It is important for TCA to maintain a racially diverse student body that has become a
model to others within the community.

5. Through the admissions process we will continue to draw from a large geographic
area.

6. It is essential that as a school we continue to maintain a strong extracurricular program
in addition to holding to a high academic standard.

7. As a school it is important that we continue to recognize that there are legitimate
differences in learning styles among our students and do our best to continue to meet
their needs.

V. What does this mean for TCA – its faculty, students and parents?

1. The switch to classical will require our faculty to maintain their high quality of
instruction and creativity in the classroom.

2. The switch to a classical approach will require our faculty to carefully evaluate
methodology and content to be sure it fits with the developmental stages of a
child’s physical growth, brain development and the instructional stages of the
Trivium.

3. Curriculum content will be clearly defined. Specific lists of requirements for each
course will be written. Administration will oversee the completion of curriculum
requirements in the classroom.

4. The Shurley Method of teaching the elements of English grammar and basic
writing will be used in grades K-7. This exciting English program is hands-on,
visual and auditory. It assists students in their development of creative self-
expression while at the same time holding to a foundation of strong grammar skills.

5. Latin will be instructed in grades 3-5.

6. Logic instruction in grade 8 will continue.

7. Lists of basic facts regarding science, Bible and history will be adopted for the
elementary grades.

8. Teacher-directed instruction would be the primary method used in training
youngsters of the grammar stage. Students will attain knowledge from truth given
by fully trained teachers.

9. Elementary and Middle School students will find that the nature of their homework
may be somewhat different than before. Homework will consist of, among other
things, an increase in the amount of memorization of factual information as it
pertains to the different subject areas within the grammar stage.

10. Parents will need to assist their children in the studying of these lists of factual
data.

11. As appropriate, high school students will be expected to apply all of the areas of
logic and factual materials to their studies within the rhetoric stage.

12. Students will be required to give an oral defense of their Senior paper before a
faculty and peer review committee.

VI. Recommended Reading

Classical Education
By Gene Edward Veith, Jr . and Andrew Kern

Repairing the Ruins
Douglas Wilson, editor

Recovering the Lost Tools of Learning
By Douglas Wilson

The Lost Tools of Learning
By Dorothy Sayers

The Seven Laws of Teaching
By John Milton Gregory

1.03.09

Practical Elements of The Lost Tools of Learning

Beginning Grammar Logic Rhetoric
(Poll-Parrot) (Pert) (Poetic)

Grades K-3 Grades 3-6 Grades 7-9 Grades 10-12
Approx. ages 4-8 Approx. ages 9-11 Approx. ages 12-14 Approx: ages 15-18

Student Characteristics: Student Characteristics: Student Characteristics: Student Characteristics:

1. Obviously excited 1. Excited about new, 1. Still excitable, but 1. Concerns with present
about learning. interesting facts. needs events, especially in
challenges. own life.
2. Enjoys games, 2. Likes to explain, figure
stories, songs, out, talk. 2. Judges, critiques, 2. Interested in justice,
projects. debates, critical. fairness.
3. Wants to relate own
3. Short attention span. experiences to topic, 3. Likes to organize 3. Moving toward special
4. Wants to touch. or just to tell a story. items, others. interests, topics.
5. Imaginative,
4. Likes collections, 4. Shows off 4. Can take on
creative. organizing items. knowledge. responsibility,
independent work.
5. Likes chants, clever, 5. Wants to know
repetitious word “behind the 5. Can do synthesis.
sounds (e.g. Dr. scenes” facts. 6. Desires to express
Seuss).
6. Curious about feeling, own ideas.
6. Easily memorizes. Why? for most
7. Can assimilate another things. 7. Generally idealistic.

language well. 7. Thinks, acts as Teaching Methods:
though more
Teaching Methods: Teaching Methods: knowledgeable 1. Drama, oral
than adults. presentations.
1. Guide discovering. 1. Lots of hands-on work,
2. Explore, find things. projects. Teaching Methods: 2. Guide research in major
3. Use lots of tactile areas with goal of
2. Field trips, drama. 1. Time lines, charts, synthesis of ideas.
items to illustrate 3. Make collections, maps (visual
point. materials). 3. Many papers, speeches,
4. Sing, play games, displays, models. debates.
chant, recite, color, 4. Integrate subjects 2. Debates,
draw, paint, build. persuasive. 4. Give responsibilities, e.g.
5. Use body through above means. working with younger
movements. 5. Teach and assign 3. Drama, re- students, organize
6. Short, creative enactments, role- activities.
projects. research projects. playing.
7. Show and tell, 6. Recitations, 5. In-depth field trips, even
drama, 4. Evaluate, critique overnight.
hear/read/tell memorization. (with guidelines)
stories. 7. Drills, games. 6. Worldview discussion,
8. Field trips. 8. Oral/written 5. Formal logic. written papers.
6. Research projects.
presentations. 7. Oral/written

presentations.
8. Guest speaker,

trips.

1.03.12 Strategic Planning - Over the next three to five years The Christian Academy intends to
fulfill its vision and mission by strengthening educational programs, enhancing
professional growth of staff, upgrading facilities, and improving communications
with its various "support groups," in order to equip students to impact their world
for Jesus Christ.

1.03.14 The Christian Academy is committed to:

1. The authority of Scripture. God’s Word is recognized as inspired, inerrant and
authoritative.

2. Truth. All truth is God’s truth and all knowledge and every discipline is recognized as
created by Him.

3. Community. What drives our education comes from the interpersonal relationships
that are fostered in the educational process.

4. Excellence. We want to do everything to the glory of God. The relentless pursuit of
excellence in all aspects of the school must remain a priority.

5. The Faculty. The hallmark of the school; the backbone of the school, is our teachers.

6. A Biblical Worldview. Viewing every area of knowledge with a biblical perspective is
planned and instructed in order to live a life to the glory of God.

7. Diversity. The character and breadth of our school comes from our families’ cultural
heritage, economic ability and denominational differences and similarities.

1.06 The Philosophical Foundation of Christian Education

Christian education takes as its starting point the conviction that all truth has as its source the
God who has revealed Himself in the Bible. Education thus consists of the exploration of all
areas of life and knowledge, motivated by the desire to know and enjoy the God from whom life
comes and from whom knowledge flows.

The God who is both the foundation and the goal of Christian education is one being existing in
three persons, the Father, the Son, and the Holy Spirit. He created, sustains, and is sovereign
over all that exists, both material and non-material.

Man is unique among all of God’s creatures because he has been created in God’s image, a
rational, moral, and spiritual being, and has been given the special responsibility of exercising
stewardship over the rest of God’s creation. God also made man to live in relationship to other
people, and ordained institutions for that purpose - the family, the church, and the state.
Because of his fall into sin in the Garden of Eden, however, man has been alienated from God,
and is thus unable to fulfill the purpose for which he was created; apart from a right relationship
with God, he can neither find personal happiness and fulfillment, live harmoniously with others,
nor exercise proper stewardship over the created universe.

Jesus Christ came into this world to suffer the penalty for sinful men who were alienated from
God. It is only by placing their faith and trust in Him as Savior and following Him in a life of
obedience that the relationships that were destroyed by sin - with God, man, and nature - can
be restored. Jesus rose from the dead to give new life to those who trust Him. The Holy Spirit
works in the lives of these people, bringing about gradual conformity to the image of Christ. The
Christian is thus one who is being made like Jesus by the work of the Holy Spirit, and therefore
recognizes that his primary purpose in life is to understand and reflect the glory of God.

The world in which we live, though bearing the effects of sin, nonetheless reveals the God who
made it, despite the fact that men blindly refuse to see His hand at work. Because God is a
good God, He allows men to find truth in His world, even though they may not acknowledge
Him as the source of it. The Christian thus can expect to find the truth of God in many places.
He realizes, however, that truth can only ultimately be understood and interpreted in the light of
God’s revelation, the Bible, which is the only final standard by which observations and ideas
may be accurately assessed as truth.

1.09 Implications of a Christian Philosophy of Education

The philosophical foundation upon which Christian education rests implies certain things
for the operation of a Christian school. The fundamental institutions of society - the
family, the church, and the state - may not be viewed as purely cultural entities, but as
means designed by God through which people may relate to one another and serve
Him. The care of children has been entrusted by God to the family, rather than the
church or the state. Thus the Christian school must view itself as an extension of the
home, providing help to parents as they seek to fulfill their responsibility of raising the
children whom God has committed in loco parentis, and are responsible to maintain
close ties with the parents of their students. This includes the responsibility to impose a
standard of discipline on ourselves and our students that conforms to the Word of God.
Corrective discipline must be administered with firmness and love. This helps the
student to cultivate patterns of self-discipline, to understand what it means to submit to
the Lordship of Christ in his life, and teaches the student invaluable lessons about
getting along with others in the world. Corrective discipline is thus a means of
instruction, and should always be administered out of a desire to help the offender.

The instructional program of the school must reflect both the unity of all truth and the
developmental stages through which children grow. The Christian Academy has thus
chosen to implement a classical approach to education that emphasizes the need for
young children to memorize factual content (the Grammar stage), for pre-teens to learn
to combine facts in the form of coherent argumentation (the Logic stage), and for
teenagers to learn to communicate effectively, both in speech and writing (the Rhetoric
stage). At each level, students are given to understand the relationships that exist
among all areas of study, and shown how each discipline is to be grounded in the
teachings of the Word of God.

Christ has established the church as the means by which His work is to go forward in
this world. The Christian school should thus seek as much as possible to cooperate with
the churches in its constituent community, show respect for them in matters of school
priorities and activities, and encourage students to participate in the ministries of their
churches.

Since all knowledge comes from God and can only rightly be understood in submission
to God and His Word, the Christian school has the responsibility to employ only those
people who subscribe to the basic philosophy of Christian education and model their
commitment to Christ as they live before the students. This is true of all teaching
personnel as well as other school employees. Administrators, teachers, staff, and
coaches are to be living examples of what they teach, demonstrating the transforming
grace of God in their own lives and relationships and developing healthy connections
with students that allow them to address spiritual and moral as well as intellectual issues
in their lives.

We firmly believe that God deserves the best we are able to give. The school motto,
“The Pursuit of Excellence Through Christ,” conveys our conviction that to honor God
means to pursue excellence in all things, whether it be in academics, athletics or other
extracurricular activities, or in business and operational practices. To give less is to fail
to honor the God we serve.

1.12 Educational Objectives of The Christian Academy

The basic philosophy of Christian education and the implications that flow from it lead to
the establishment of certain objectives for the Christian educational institution.

1. Because we believe that the Bible is the inerrant Word of God, we seek to give
each of our students a knowledge of its content, structure, and principles for
living.

2. Because we believe that all knowledge has its source in God, we seek to
integrate the Scriptures with every discipline taught in, and every activity
sponsored by The Christian Academy.

3. Because we believe that all truth is part of one unified fabric created by God, we
seek to integrate educational disciplines with one another, rather than presenting
them as isolated realms that have nothing to do with each other.

4. Because we believe that God’s Word is the standard by which all claims to truth
should be judged, we seek to expose students to the rival claims of those
holding a variety of viewpoints, and teach them to evaluate what they read and
hear on the basis of a biblical worldview and articulate their understanding of the
truth in an effective way in a culture that largely rejects Christian teachings and
values.

5. Because we believe that man is made in God’s image, we seek to develop the
variety of talents with which our students have been endowed, and encourage
them to use those talents, whether academic, creative, athletic, or whatever they
may be, in a way that honors God.

6. Because we believe that God has created children and young people so that
they learn in different ways at different stages of development, we follow a
classical curriculum that is designed to take advantage of learning styles
appropriate to each age group in the student body.

7. Because we believe that God has given diverse gifts to His creatures, we seek to
bring students of different abilities together in the same classroom in order that
all may come to appreciate and benefit from the gifts given to others.

8. Because we believe that God has given diverse gifts to His creatures, we seek to
meet the variety of educational needs among the students entrusted to us by
providing Honors and Advanced Placement courses for students who are able to
benefit from them, along with individually-tailored educational programs for
students with learning differences.

9. Because we believe that God deserves our best, we seek to encourage our
students to strive for excellence in whatever they do, and provide an example for
them through the lives of our faculty, staff, and administration.

10. Because we believe that we are helping parents to fulfill their God-given
responsibility to raise their children, we seek to meet the needs of each student

in a way that will prepare him or her for the next stage of life, whether it be
further education, family living, or the world of work.

11. Because we believe that God alone is to be worshiped by all His creatures, we
provide regular opportunities for our students to worship God, including weekly
chapel times for each division of the school.

12. Because we believe that no person can find ultimate satisfaction in this life or
peace in the next apart from Jesus Christ, we seek to challenge each student
concerning his need for a right relationship with God.

13. Because we believe that the Bible teaches principles that govern all of life, we
seek to teach our students to make decisions on moral issues that are informed,
not merely by popular opinion or unexamined emotions, nor based solely upon
what they have been told by others, but by the unchanging truth of the Word of
God.

14. Because we believe that God created and Christ came to redeem the whole
person, we seek to emphasize the use and development of the body as well as
the mind in a way that honors God and follows His Word.

15. Because we believe that we are to be stewards of God’s world and the good gifts
He has given to us, we seek to impress upon students their responsibility to
respect the environment in which God has placed us, to care for their own
possessions and the possessions of others, and to use wisely the time for which
we are all accountable, whether through the practice of good study habits or the
responsible choice of leisure activities.

16. Because we believe that God has called Christians to a life of service, we seek
to inculcate in our students a desire to reach out and meet the needs of those
who are less fortunate than themselves, and provide opportunities for doing so
within the context of the educational process.

17. Because we believe that God wants His people to exercise leadership
appropriate to their gifts, gender, and calling in life, we seek to provide
opportunities for our students to develop leadership skills, both in the context of
the classroom and in extracurricular activities.

18. Because we believe that God has sovereignly placed each person where he is
for a purpose, we seek to acquaint students with the history, culture, and
language of their own people and other peoples around the world, and prepare
them to take a responsible place in that world.

19. Because we believe that all people share a common ancestry and are alike
partakers of God’s image, we seek to overcome the prejudice based on race,
color, or national origin to which sin makes us all susceptible.

20. Because we believe that God made people to live in community, we seek to
encourage our students to learn from and value diversity, benefiting from and

appreciating the gifts of others, as well as using their abilities for the good
of those around them.

21. Because we believe that man lives on after death, either enjoying the
presence of God or experiencing His wrath, we seek to motivate our
students to make choices now in light of eternity, establishing priorities
that recognize that this life is not all there is, and rejecting the materialism
of society while at the same time appreciating God’s good gifts to man.

Adopted: July 21, 1998
Revised: October 18, 2005

1.15 Statement of Faith

1. We believe the Bible to be the inspired, the only infallible, authoritative Word
of God. (2 Peter 1:20-21, 2 Timothy 3:16)

2. We believe that there is one God, eternally existent in three persons:
Father, Son and Holy Spirit. (Isaiah 48:12-16, John 15:26-27)

3. We believe in the deity of our Lord Jesus Christ, in His virgin birth, in His
sinless life, in His miracles, in His vicarious and atoning death through His
shed blood, in His bodily resurrection, in His ascension to the right hand of
the Father, and in His personal return in power and glory. (John 11:25-26,
John 14:2-3)

4. We believe that for salvation of lost and sinful man regeneration by the Holy
Spirit is absolutely essential. We believe that salvation is based on grace
and grace alone, not by any works. (John 14:16-17, Ephesians 2:8-9)

5. We believe in the present ministry of the Holy Spirit, by Whose indwelling
the Christian is enabled to live a godly life. (John 14:26, Romans 8:26)

6. We believe in the resurrection of both the saved and the lost; they that are
saved unto the resurrection of life, and they that are lost unto the
resurrection of damnation. (John 5:28-29, 1 Thessalonians 4:16-17)

7. We believe in the spiritual unity of believers in our Lord Jesus Christ.
(Romans 12:4-5, Colossians 2:2)

8. We believe that God wonderfully and immutably creates each person male
or female. These two distinct, complementary genders together reflect the
image and nature of God. (Genesis 1:26-27)

9. We believe that the term “marriage” has only one meaning: the uniting of
one man and one woman in a single, exclusive union, as delineated in
Scripture. (Genesis 2:18-25) Please see the TCA’s Statement on Marriage
Gender, and Sexuality for further information.

1.18 Creation Policy

The following tenets are affirmed regarding Genesis 1-11:

1. The act of creation involved each member of the Trinity.

2. The Bible teaches that creation (“ex NIHILO”) was supernaturally and
intimately brought into being without any evolutionary process needed or
implied. (Genesis 1:1,3,16,21,25,27, 2:3; Hebrews 11:3; Psalm 33:6-9;
148:1-6; Mark 10:5-9)

3. The Scriptures and hence Genesis 1-11 are the inerrant and infallible
Word of God. (II Timothy 3:16-17; II Peter 1:20-21)

4. The text in Genesis 1-11 is to be taken as authoritative, historical,
chronological and narrative, and not to be interpreted as myth or allegory.
(Exodus 20:8-11; Hebrews 4:3-4; Mark 10:5-9)

5. The idea of adaptation within species is consistent with Biblical context,
but the Bible clearly excludes macroevolution. (Genesis 1:11,12 (2x’s),
21-24 (2x’s), 25 (3x’s))

6. Adam and Eve were specially created by God in His image as actual
human beings, the parents of all humanity; hence, they are not products
of lower forms of life i.e., hominids, ape. (Genesis 1:26-31)

7. An actual, historical fall of Adam and Eve brought all humanity and the
world into a state of sin, misery, and subjection to pain and suffering.
(Genesis 3)

8. God promises in His Word the provision of a Redeemer. (Genesis 3:15)

The following framework sets the parameters for teaching the Biblical principles found in
Genesis 1-11:

1. Creationism is the stated view of the school regarding the origin of the
universe.

2. Other theories about the origins of the universe may be presented in a
way that students understand, and which will enable them to articulate
how the theories impact their worldview.

3. In addition, it must also be noted that several critical beliefs are found in
Genesis 1-11 which are foundational to Christianity regardless of
denomination.

 Existence of the Triune Godhead (Genesis 1:26)
 Creation of all (excluding God) (Genesis 1:1-2:3)
 Establishment of Marriage and Family (Genesis 2:18-24)

 Sin and Death (Genesis 3)
 Salvation through the coming Redeemer (Genesis 3:15)
 Society and Law
 Flood (Genesis 6-9:17)
 Nations and Languages (Genesis 11)
 Uniqueness of man in God’s image

1.21 Statement of Final Authority

The statement of faith does not exhaust the extent of our beliefs. The Bible itself,
as the inspired and infallible Word of God that speaks with final authority
concerning truth, morality, and the proper conduct of mankind, is the sole and final
source of all that we believe. For purposes of The Christian Academy’s faith,
doctrine, practice, policy, and discipline, the Board of Trustees is The Christian
Academy’s final interpretive authority on the Bible’s meaning and application.

1.24 Statement on the Sanctity of Human Life

We believe that all human life is sacred and created by God in His image. Human
life is of inestimable worth in all its dimensions, including pre-born babies, the
aged, the physically or mentally challenged, and every other stage or condition
from conception through natural death. We are therefore called to defend,
protect, and value all human life. (Psalm 139)

1.27 Same-Sex Relationships

1.27.03 Statement on Homosexuality

Based on Biblical principles (Genesis 19:12-29; Leviticus 18:22-24; Romans
1:26,27; I Corinthians 6:9,10; 1 Timothy 1:8-10; Jude 7) concerning the sin of
homosexuality, The Christian Academy Association believes that the Bible is the
Word of God and directs us in laying the foundation of ethical principles for living
out our Christian faith before the world. Because we believe the Bible clearly
teaches that homosexuality is a sin against God Almighty, the Lord Jesus Christ
and vexes the Holy Spirit, the Holy Trinity and will be punished by God, no
homosexual will knowingly be allowed to be: employed by the school, join in or
serve in school ministries or become a member of The Christian Academy's Board
of Trustees.

1.27.06 Statement on Marriage, Gender, and Sexuality

We believe that God wonderfully and immutably creates each person male or
female. These two distinct, complementary genders together reflect the image
and nature of God. (Gen 1:26-27) Rejection of one’s biological sex is a rejection
of the image of God within that person.

We believe that the term “marriage” has only one meaning: the uniting of one man
and one woman in a single, exclusive union, as delineated in Scripture. (Gen 2:18-
25) We believe that God intends sexual intimacy to occur only between a man
and a woman who are married to each other. (1 Cor 6:18; 7:2-5; Heb 13:4) We
believe that God has commanded that no intimate sexual activity be engaged in
outside of a marriage between a man and a woman.

We believe that any form of sexual immorality (including adultery, fornication,
homosexual behavior, bisexual conduct, bestiality, incest, and use of
pornography) is sinful and offensive to God. (Matt 15:18-20; 1 Cor 6:9-10)

We believe that in order to preserve the function and integrity of The Christian
Academy as the local Body of Christ, and to provide a biblical role model to its
students and members of its community, it is imperative that all persons employed
by The Christian Academy in any capacity, or who serve as volunteers, agree to
and abide by this Statement on Marriage, Gender, and Sexuality. (Matt 5:16; Phil
2:14-16; 1 Thess 5:22)

We believe that God offers redemption and restoration to all who confess and
forsake their sin, seeking His mercy and forgiveness through Jesus Christ. (Acts
3:19-21; Rom 10:9-10; 1 Cor 6:9-11)

We believe that every person must be afforded compassion, love, kindness,
respect, and dignity. (Mark 12:28-31; Luke 6:31) Hateful and harassing behavior
or attitudes directed toward any individual are to be repudiated and are not in
accord with Scripture nor the doctrines of The Christian Academy.

1.30 The Ministry of Teaching

Teachers and school administrators are called by God to help raise up the
young in the ways of faith. Jesus, the Savior, was also a teacher. He gathered
His disciples and others around Him and taught with such conviction and
truth that the “many who heard him were astonished, saying, ‘Where did this
man get all this? What is the wisdom given to him? What mighty works are
wrought by his hands!’ ” (Mark 6:2, RSV). His apostles, likewise, were teachers
and gave witness “with great power,” through their words and their deeds, and
“gave their testimony to the resurrection of the Lord Jesus, and great grace was
upon them all” (Acts 4:33).

The ministry of teaching obligates the teacher to assist his or her students in
understanding not only mathematics or physics, but also how the order and
discipline of mathematics or physics reveals the mind of God. It obligates one
not only to instruct in geography and history, but also to inculcate the faith by
helping the students know that God created the mountains, the sea, the rivers,
the deserts, the forests, the plains, and all the creatures that inhabit them, and
helping them learn that human discoveries, empires, conflicts, and social
movements are measured by the divinely ordained order. The ministry of
teaching requires one not only to help students acquire skill in spelling,
reading, grammar, and writing, but also to understand that human language is a
primary means by which students might explore the wonders of poetry and
narrative and sacred Scripture itself—all of which indirectly or directly disclose
salvation history. Regardless of the subject, true teachers minister to their
students by helping them follow Paul’s admonition:

Finally, brethren, whatever is true, whatever is honorable,
whatever is just, whatever is pure, whatever is lovely, whatever is
gracious, if there is any excellence, if there is anything worthy of
praise, think about these things. What you have learned and
received and heard and seen in me, do; and the God of peace
will be with you. (Philippians 4:8–9)

Teachers in a Christian school must be ever mindful that they instruct not just
through rational explanation of formal subject material but even more powerfully
through word, deed, example, and shared experience. Simply put, they teach
the faith by modeling the faith and by modeling faithfulness. This is why all
teachers, even before their first meeting with students, must subscribe to the
school’s statement of faith. This is why teachers are required to give a godly
example, both at school and away. Teachers must teach truth and avoid
falsehood. “Therefore, putting away falsehood, let every one speak the
truth with his neighbor, for we are members one of another.… Let no evil talk
comeout of your mouths, but only such as is good for edifying, as fits the
occasion, that it may impart grace to those who hear” (Ephesians 4:25, 29).

Teachers minister to their students by providing them with faith experiences.
They lead the youth in prayer, praise, and mercy. Paul urged Christians: “Let
all bitterness and wrath and anger and clamor and slander be put away from

you, with all malice, and be kind to one another, tenderhearted, forgiving one
another, as God in Christ forgave you” (Ephesians 4:31–32). Teachers also
model the Christian life by being active in their own church community and by
serving as intermediaries assisting their students in becoming active in their
respective church communities so that those students might be further nurtured
in faith where their friends and family are around them.

2.00 INSTITUTIONAL STATUS

2.03 Accreditation

The Christian Academy is accredited by the Middle States Association of
Colleges and Secondary Schools.

AFG Objectives

Objective #1: When God created man, He said, “Let us make man in our image, in our
likeness” (Genesis 1:26). Math is beautiful because it reflects the mind of God; our
minds are created to reason as a reflection of the working of God’s mind. The
consistency we find in the world around us bears witness to the fact of objective truth
and gives us confidence that the things that present themselves to our senses are real.
Mathematics is a tool that God gave us for comprehending and explaining His creation
in order to enjoy it and to thrive in it. Our understanding of math deepens our
appreciation for the God who created it and us. It is therefore our intention that TCA
students improve in their math and reasoning skills according to the following measures:

 By the year 2020, average junior PSAT math scores will average 49.5.
Baseline (2012) - 49.0. [Note that this is a high for us; our 10-year average is
47.6 and the national mean, over the last 10 years, averages 48.6].

 By the year 2020, the average IOWA math score of each class in 1st through 8th
grade will be at or above the 65th percentile.
Baseline (2012) – 1st – 51
2nd – 53
3rd – 62
4th – 76
5th – 73
6th – 72
7th – 66
8th – 60

 By the year 2020, 80% of the students in grades 3-8 will be either proficient or
advanced based on the Scholastic Math Inventory (SMI) quartile rank.
Baseline (2014) - 3rd – 81%
4th – 79%
5th – 63%
6th – 79%
7th – 87%
8th – 69%

Strategy 1: Standardize end-of-the-year testing for Algebra I, Geometry, and Algebra
II

Strategy 2: Tailor instruction to close the existing gap between the advanced and
regular math tracks

Strategy 3: Move towards individualized supplementary instruction to correct weak
areas in elementary school math.

Objective #2: Colossians 1:17 emphasizes that Christ is before all things and in Him all things
hold together. To emphasize the connectedness of knowledge, TCA students participate in
interdisciplinary projects. In this AFG objective, TCA students in each division will improve their
ability to apply mathematical and scientific concepts through experimentally-based projects.
Specifically, in grade appropriate ways, they will understand and apply the scientific method,
mathematically manipulate and/or analyze data results, and visualize data through a graph or
chart. Progress will be measured using data from three interdisciplinary science-oriented
projects in grades 5, 7, and 10. NOTE: The Interdisciplinary Science/Math Project Committee
will consist of classroom teachers who will be overseeing the projects, MS AFG Student
Performance sub-committee chair, division level Deans, technology teacher as needed.

Baselines and Goals: Because the fifth- and seventh-grade projects are new, baselines will be
established and goals set at the end of the 2013-2014 school year. The goal for the tenth
grade Biology Science Fair is that 70% of the students will score 80% or better on the entire
project. The baseline, established in 2012, is that 63% of students scored 80% or better.

Strategy 1: Develop and Implement Curriculum and a Professional Development Plan

Strategy 2: Develop and implement a project for fifth-grade students.

Strategy 3: Develop and implement a project for seventh-grade students.

Strategy 4: Develop and implement a Biology Science Fair for tenth-grade students.

Objective #3: In II Timothy 3:17, the Apostle Paul states, “So that the man of God may
be thoroughly equipped for every good work.” In light of this biblical mandate,
professional development opportunities are crucial for our faculty (the backbone of our
school) to maintain its health and vitality. It is therefore our intention that the faculty at
The Christian Academy be thoroughly equipped to engage students as they learn to
serve, develop godly character, and grow in wisdom.

Strategy 1: Create a Professional Development Plan (PDP) for new employees

Strategy 2: Create a Professional Development Plan (PDP) that expands the current
skill sets of all teachers.

Strategy 3: Incorporate Special Topics into the Professional Development Plan (PDP)

Strategy 4: Develop a plan whereby TCA is recognized as an ACT 48/CEU provider

2.06 Affiliations

The school is affiliated with the following organizations: Association of
Christian Schools International (ACSI), Mid-Atlantic Christian School
Association (MACSA), Independent Schools' Teachers Association
(ISTA), National Council of Teachers of English (NCTE), and National
Council of Teachers of Mathematics (NCTM).

2.09 State Recognition

The Christian Academy is recognized by the Commonwealth of Pennsylvania
as a "bona fide religious school."

3.00 ORGANIZATIONAL STRUCTURE

3.03 Administrative Responsibility

3.03.03 Headmaster - reports to the school board; chief executive officer;
responsible for school policies and general spiritual impact of school;
deals with general concerns or suggestions, serious home problems of
students, board or administrative problems, and personnel problems;
decides staff and faculty contracts.

3.03.09 Business Manager - works under the supervision of the headmaster;
oversees the entire financial program of the school to include but not
limited to purchasing, salary and fringe benefits, financial statements, and
bank liaison; office manager for the entire office staff; handles building
management with respect to rental and housecleaning; supervises the
maintenance staff.

3.03.12 Principal - works under the supervision of the headmaster; supervises
disciplinary and spiritual matters, the instructional program, present
course structure, and addition of new courses; maintains the daily
schedule and operation of the school; supervises the faculty and deals
with school problems in general.

3.03.15 Director of Buildings and Grounds - works under the supervision of
the headmaster; student and faculty cars; reports educational equipment
and classroom needs to the business manager; over-sight of building
maintenance, and security (keys, fobs, locks, etc.); supervises
assignment and repair of student lockers.

3.03.18 Admissions/Guidance Director – Admissions Director is responsible
for publicity ideas such as newspaper articles, radio slots, TV and general
mailings. The Admissions Director also handles the admission of new
students. Guidance Director works under the supervision of the principal;
coordinates school guidance and counseling program, college
applications, personal counseling, higher education financial aid
information, career guidance.

3.03.21 Dean - works under the supervision of the principal; schedules and
chairs department meetings; supervises development of curriculum and
implements departmental objectives; encourages, evaluates and works
with teachers within the department; supervises selection of course
material and textbooks; provides input regarding filling staff vacancies and
course offerings; oversees division level special activities.

3.06 Staff Responsibilities

3.06.03 Cleaning Personnel - work under the supervision of the building
maintenance person; clean classrooms, offices, and entire building
according to a prescribed schedule.

3.06.06 Systems Support Technologist - functions as an operation and
system manager with oversight and generation of report cards and
transcripts.

3.06.09 Development Secretary - works under the supervision of the
headmaster; supervises school mailings; assists in promotional banquets
and related fund-raising activities; keeps accurate records of
memorial/honorarium gifts; assists in the layout and editing of The
Sentinel; handles correspondence and office work directed by the
headmaster.

3.06.12 Financial Clerks – clerks work under the supervision of the business
manager; accounts receivable records and deposits all income; contacts
parents by telephone or letter when their tuition is delinquent; accounts
payable vouchers all invoices; issues checks in payment of invoices; files
all paid invoices; prepares semi-monthly payroll.

3.06.15 Maintenance Personnel - works under the supervision of the Director
of Buildings and Grounds; handles all requests for repairs, equipment,
and vehicles via the Business Manager; oversees cleaning personnel;
provides input for long-range planning and maintenance schedule.

3.06.18 Receptionist - works under the supervision of the business manager;
answer the telephone, greets visitors to the business office, and handles
inquiries concerning school enrollment; distributes the mail; does general
office work as directed by the business manager and/or headmaster.

3.06.21 School Nurse - works under the supervision of the principal; attends
to the special and personal medical needs of students; maintains student
medical records; helps doctor/nurses administer eye and ear tests and
physicals, and maintains immunization records; provides help in medical
emergencies; compiles a student medical confidential list for teachers.

3.06.24 School Secretary - works under the supervision of the principal;
handles correspondence and related paper work as directed by the
principal; handles student problems related to their academic schedule.

3.09 Organization Chart

4.00 PROFESSIONAL RESPONSIBILITIES

4.03 Certification

Faculty members should obtain certification in their specific subject areas
through the Pennsylvania Department of Education.

4.06 Church Participation

Each teacher must be a member of a church that fully subscribes to the
school's "Statement of Faith." The school administration will request and
review Statements of Faith of all churches attended by each employee in
order to substantiate their conformity with the Statement of Faith of The
Christian Academy. As a faithful servant and good example, a teacher is
expected to regularly attend and be an active participant in their church.

4.09 Code of Ethics

Since the teacher is a professional, one is expected to maintain a professional
decorum in all of one's work. More importantly the teacher is a Christian
and should reflect the image of Jesus Christ. Please consider the
following guidelines as you relate to students, faculty and staff, the
administration, and the community.

Concerning the Teacher in the Classroom

1. Upholds other teachers and administration in decisions.

2. Respects each student as an individual.

3. Respect all cultures and backgrounds.

4. Observes confidentiality.

5. Does not belittle other teachers, administration or salary.

6. Observe copyright laws.

Concerning the Teacher in the School

1. Honors the terms of the school contract.

2. Does not demean students to other teachers.

3. Does not gossip or criticize members of the staff, faculty,
administration, students and families.

4. Supports the policies of the school even when not completely in
agreement with them.

Concerning the Teacher in the Community

1. Does not speak critically of school children to other members of the
community.

2. Exhibits a positive attitude about the teaching profession and salary
compensation.

Concerning the Administration

1. Speaks constructively of the staff.

2. Uses Scriptural principles (Matthew 18) in dealing with
problems in relationships.

3. Does not disclose confidential information about one teacher to
another.

4. Counsels and works with a teacher regarding deficiencies in
teaching and professional responsibilities.

5. Speaks in professional way concerning Christian schools,
public schools and educators.

6. Shares in doing difficult tasks for the general good of the
school.

7. Gives a fair and accurate evaluation of teachers.

8. Does not accept compensation that would create a conflict of
interest.

9. Upholds the philosophy and policies of The Christian Academy.

4.15 Dress Code - Faculty

A basic purpose of the dress code is to reflect an attitude of seriousness about
teaching responsibilities; dress should be modest and discreet. Although
dress is not an indication of spirituality, it is important in the teacher's
testimony to students. Teachers are to be neat, clean, professional
and business-like in appearance.

Women are to wear dresses or skirts or dress slacks with tops. No jean-style
pants are permitted. Dress slacks having no more than 4 pockets – 2
side pockets and 2 slit pockets in the back are to be worn. No patch or
cargo pockets of any kind are permitted. Dress and top necklines must
be modest, revealing no cleavage at all. Dress and skirt hemlines should
be at the knee or longer.

Men are to wear dress slacks having no more than 4 pockets – 2 side pockets
and 2 slit pockets in the back. No patch or cargo pockets of any kind are
permitted. Dress shirts, either long or short-sleeved, of any color (striped,
solid or plaid) may be worn.

No denim fabric of any color, no t-shirt style tops, no sweatshirts or hoodies, no
Capri pants or shorts, no sneakers, no hats may be worn unless part of a
planned school activity . Flip flops of any kind are not permitted. Only
dress sandals may be worn. Men faculty members are not permitted to
wear sandals. P.E. teachers may wear appropriate athletic apparel or
warm up suits.

4.18 In-Service Program

The school recognizes the importance of professional growth and
development. For that reason, opportunities will be provided for faculty to
become involved in various in-service programs whether internal or
external to the Academy.

4.21 Meetings

4.21.03 Headmaster's Meeting - Scheduled periodically for the entire TCA
faculty. Attendance is required.

4.21.06 Faculty Meetings - Approximately once a month and after school,
these meetings are called by the principal for all the faculty. Attendance
is required.

4.21.09 Team Meetings - The structure of the team meetings over the
course of each month should include teacher and student issues that
would benefit the team in their work with the students.

4.22 The Christian Academy does not operate a tenure system
(see Board Policy Manual Section 3.011-1).

4.23 Christian Conciliation Service

The parties to this agreement believe that the Bible commands them to make
every effort to live at peace and to resolve disputes with each other in
private or within the Christian community in conformity with the Biblical
injunctions of I Corinthians 6:1-8, Matthew 5:23-24, and Matthew 18:15-

20. Therefore, the parties agree that any claim or dispute arising out of,
or related to, this agreement or to any aspect of the employment or
school relationship, including any claim or statutory claims, shall be
settled by Biblically-based mediation.

If resolution of the dispute and reconciliation do not result from such efforts, the
matter shall then be submitted to a panel of three arbitrators for binding
arbitration. The selection of the arbitrators and the arbitration process
shall be conducted in accordance with the Rules of Procedure for
Christian Conciliation as printed in the Christian Conciliation Handbook.

The parties agree that these methods shall be the sole remedy for any
controversy or claim arising out of the employment or school relationship
or this agreement and expressly waive their right to file a lawsuit against
one another in any civil court for such disputes, except to enforce a legally
binding arbitration decision.

Each party, regardless of the outcome of the matter, agrees to bear the cost of
his/her/its own arbitrator and one-half of the fees and costs of the neutral
arbitrator and any other arbitration expenses.

(See Board Policy Manual Section 3.009-1)

4.24. Professional Growth

Professional growth is vital to every committed Christian teacher. The school
earnestly supports the concept of continual, worthwhile professional
growth. Each teacher is given one full day for professional growth each
year. Possibilities that may qualify as professional growth is:

4.24.03 MACSA Teachers' Convention - A two-day convention held in
Lancaster, Pennsylvania.

4.24.06 Professional Teacher Conventions - Teachers are encouraged to
attend conventions such as those hosted by the National Council of
Teachers of English and National Council of Teachers of Mathematics.

4.24.09 School Observations - Observation of other schools whether
Christian, public, or private can be very beneficial if well planned with
specific goals and objectives.

4.24.12 Miscellaneous Options - Other avenues of professional growth
include curriculum development, research on new courses, conducting
workshops at conventions, writing for publications, involvement in
professional organizations (usually including a subscription to a
professional journal), graduate studies, and serving on accreditation
teams.

4.27 Professional Development Cycle

• Annual Goals: prior to first week of school

•Classroom Observations: pre-conference, observation, post-
conference.

•Classroom Visits: frequent, unannounced, short duration.
The teacher should not feel it necessary to stop their instruction
during an informal visit but may stop to tell what the class is doing.

•Mid- and End-of-Year Evaluation: These will be used by
administration for helping the teaching staff in their
professional development.

4.30 Teacher Induction

I. PHILOSOPHY:

The Staff Induction Plan is designed to provide each new staff member with a
support system that includes the help of experienced support teachers,
administrators, and other personnel. The Induction Program is designed
to ensure an orderly, successful first year for professionals new to the
school. This plan is developed to meet the requirements of Chapter 49,
Title 22 of the Pennsylvania Code, Section 49.16.

OBJECTIVES:

1. To provide a formal structure for identifying and solving the problems of
the new teacher.

2. To provide knowledge of the school's expectations as they relate to
instruction, curriculum, and classroom management and
organization.

3. To adjust to building level standards and methods of operations.

4. To provide a structure through which the new teacher can objectively
analyze the effectiveness of his/her teaching and have resources for
self-improvement readily available.

5. To provide the new teacher with regular periodic diagnosis of his/her
instruction and provide prescriptive feedback soon after the
classroom episode occurred.

II. ORGANIZATIONAL STRUCTURE

A. Administrative Council (meets weekly)

1.Headmaster, school principal, business manager, admissions
director.

Responsibility: To make any changes in the program to
facilitate or make it more effective.

B. Education Committee (meets quarterly)

1. School board member, Headmaster, principal, teachers and parents
from all divisions (various grade levels).

Responsibility: To receive feedback from teachers about
what changes should be made to better orient them
as new teachers.

C. School Principal and Support Teachers

Work together to serve, plan, facilitate, implement, evaluate, and
recommend changes. Will meet with inductees monthly.

1. Role Definitions:

Principal - The principal will be responsible for coordinating and
supervising the program.

Support Teachers: The support teacher(s) will:
*Establish support as a helping person.
*Help new teachers to identify their most
immediate and pressing needs.
*Suggest ways to plan for instruction.
*Arrange for inductees to observe experienced teachers.
*Help with ways to teach curriculum.
*Help with the diagnostic and prescriptive aspects
of the teaching process.
*Prescribe ways to communicate to parents.
*Serve as a sounding board.
*Help obtain available resources such as materials, services,
persons, etc.
*Meet with inductee regularly.

Inductees: The inductee(s) will:
*Meet with the support teacher (mentor)
regularly.
*Interact with induction team members.
*Communicate needs to respective induction
team members.

*Make an effort to carry out prescribed suggestions
made by induction team members.

*Maintain a log that will list dates of meetings,
participants, topics, and prescriptions.

*Participate in beginning teacher and school
wide seminars and activities.

*Promote professionalism.

III. SELECTION OF SUPPORT TEACHERS:

A. Required criteria

1. An experienced teacher with no less than
three years of successful teaching in the
school.

2. A teacher having good understanding of
learning theory, demonstrating knowledge
and use of good classroom management
principles, and showing lesson
organizational techniques.

3. A teacher having knowledge of the school's
staff development program.

4. A teacher who has displayed skills in working
with children and fellow teachers; who is
enthusiastic, has a positive attitude, and
a desire to serve the Lord in the
Christian ministry of teaching.

5, A teacher who has established a reputation
with students, parents, and staff for
knowledge of subject matter, and the
ability to teach.

B. Other criteria - These criteria are to be met as
closely as possible in each situation.

1. Identical building assignment.

2. Teaching same grade level or subject area.

3. Has had practice in instruction diagnosis and prescription.

C. Process

1. All teachers will be asked regularly each year if they would be
willing to be a support teacher for the upcoming year.

2. Support teachers will be selected from a list of volunteers
based on the established criteria.

D. Role of Support Teacher

1. To establish rapport with the new teacher.

2. To aid the new teacher in identifying immediate needs.

3. To suggest topics for further study as requested, such as
planning for instruction and managing the classroom,
using group procedures, and other curriculum matters.

4. To help obtain available resources as needed.

5. To meet with the new teacher and serve as a sounding board
and monitor such topics as "Teaching Skills" and
"Classroom Management."

6. To assist the new teacher with the design and use of tests and
other methods of measuring the written curriculum.

7. To be present in the building before the beginning of the school
year to help the new teacher to prepare for opening day.

E. Training of Support Teachers

1. The school principal will have the primary responsibility for
seeing that necessary support for teacher training is
provided.

2. Once approved, support teachers will receive training as
needed before being assigned to an inductee.

F. New Teacher

For this Induction Plan, "new teacher" is defined as a contract
teacher, new to the teaching profession or a certified teacher
who has been removed from teaching for five (5) or more
years.

IV. TRAINING PROGRAM:

A. School Induction Committee

1. No additional training other than reading and review of
information pertaining to induction programs.

2. Shall be provided school orientation by the Administrator.

3. The school principal shall be responsible for training and
working with support teachers.

B. Support Teacher

1. Expected to have knowledge of the New Teacher Induction
Program and the Staff Development Program of the
school.

2. Will be expected to have knowledge of the following

a. the curriculum to be used by the new
teacher

b. problems frequently encountered by new teachers
c. instruction techniques as especially related

to the "Elements of Effective Instruction"
d. classroom management procedures
e. communication skills
f. Time on Task technique
g. problem solving skills
h. decision making skills
i. new teaching techniques based on research
j. test and measurement skills

C. New Teachers

1. Participate in the school's classroom management techniques,
new curriculum content, peer counseling, etc.

a. learn to select objectives at the correct level of difficulty
b. learn to teach to an objective
c. learn to monitor the learning and adjust the teaching
d. learn to make use of the principles of learning

2. Become aware of the complexities of teaching situations and
alternative ways of coping.

3. Become aware of, and make use of, peer support and the
models of successful and experienced professionals
available.

4. Participate in seminars as scheduled by the induction team.

5. Participate in all designated school in-service day programs.

6. Participate in visitation of classrooms to observe different
teaching techniques.

7. Expected to maintain a "Teacher Induction Program Log"
which would include things such as: