Employee Handbook 2004

ALLEN-STEVENSON
EMPLOYEE HANDBOOK
THE ALLEN-STEVENSON SCHOOL
132 East 78th Street

New York, NY 10021-0381
Main Switchboard
(212) 288-6710
Fax Machines
Academic Office: (212) 288-6802
Faculty/Admissions Office: (212) 288-6083
Business Office: (212) 288-0349
Development Office: (212) 933-5228
Website
http://www.allen-stevenson.org/
Issued September 2004

Foreword
Allen-Stevenson flourishes because of everyone’s best contribution, so it is up to each employee to put the
School’s collective “best foot” forward. The School is fundamentally a human community, and employees
often personify the institution. This Employee Handbook hopes to make that responsibility easier by defining
our policies and procedures, along with our values and traditions and hopes. It is meant to be an educational
document. It tries to depict a big picture.
Seeing the big picture can make work easier. As you read through this Employee Handbook, try to think of it
not just as a book of rules, but as a larger view of Allen-Stevenson and of the powerful impact it can have on
the boys in our care. Colleague John Pariseau has suggested that all rules boil down to four kinds of respect.
Respect for Self

Respect for Others
Respect for Pro perty
Respect for Ed uca tio n
In a society that often shows so little, we seek to nurture respect while maintaining a positive outlook. One of
my favorite stories suggests the power of one’s attitude to make work meaningful. The story goes like this:
One spring day a man was walking down a street when he encountered a large construction
site. Because he was naturally curious and had a moment to spare, he decided to see what was
being built.
He came upon a stonemason laying stones and asked him what he was doing. The stonemason
replied, "I am laying stones."
The man continued walking and came upon a second stonemason. He asked, "What are you
doing?" The second stonemason replied, "I am building a wall."
The man continued walking and came upon a third stonemason. Again he asked, "What are
you doing?" And this third stonemason replied, "I am building a cathedral."
Three men - all working at the same site, performing the same task - each had three very
different perspectives of what he was working toward.
For all of us Allen-Stevenson really can be a cathedral, a sustaining community in which to teach and learn and
work. It is certainly now an astonishing environment for boys in their most important developmental years—
school the way it should be for them. Why not pool our resources to make it that good for the adults, too?
If you can consider these suggestions as you read through the School’s rules, you may discover what it is about
Allen-Stevenson that makes it so extraordinary. Even though this document is long, the Handbook is the most
current compilation of how the School works. So please forgive the inclusion of guidelines that may seem like
common sense or that may be repeated in various parts. Sometimes I have risked stating the obvious, or
repeating a point, for the sake of clarity and thoroughness. Fortiter et recte!
David R.Trower
Headmaster
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ALLEN-STEVENSON EMPLOYEE HANDBOOK 2004
Disclaimers
This Employee Handbook is a new edition of what for years has been
called “agreed procedures.” It sets forth obligations of each employee of
the School and assumes the employee’s agreement to follow those policies
and practices. It is meant to be helpful, practical, instructive and useful to
all Allen-Stevenson employees. The School reserves the right, however, to
make changes at any time to any provision in this Handbook.
Provisions of this Employee Handbook can be modified, interpreted or

eliminated at the School’s sole discretion. It does not restrict the School’s
right of employment at will, and the employee’s at-will status can be
changed only by a written document signed by both the employee and the
Headmaster. Nothing contained in any policy or work rule of the School
shall constitute agreement for a definite or specified term of employment
or for a guarantee of continued employment.
Current benefit plans maintained by the School may be modified,

interpreted or eliminated at the School’s sole discretion at any time. Please
refer to the actual plan documents and summary plan descriptions for
answers to specific questions regarding the benefit plans. Those
documents are controlling. Nor does anything in any policy or work rule
of Allen-Stevenson alter the at-will employment relationship between the
School and its employees.
Acknowledgement is gratefully given for the use of language and policies

suggested by national and state associations and used by many schools and
educational institutions. Handbooks, manuals and the like from these
various other entities have been most helpful in putting this Employee
Handbook together for Allen-Stevenson. Their language has sometimes
been used directly or paraphrased, where appropriate.
Receipt of this Employee Handbook acknowledges the employee’s

acceptance of the professional responsibility to become familiar with its
contents and his or her agreement to make every attempt to follow the
policies and procedures contained herein.
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Table of Contents
FOREWORD.....................................................................................................................................................................I
CHAPTER I: BACKGROUND................................................................................................................................1
A BRIEF HISTORY...........................................................................................................................................................1
MISSION STATEMENT.......................................................................................................................................................1
CORE VALUES AND CULTURE...........................................................................................................................................1
The Allen-Stevenson Code.....................................................................................................................................2
An Allen-Stevenson Boy is a Scholar and a Gentleman................................................................................ ..............2
Behavior becoming an Allen-Stevenson boy is expected at all times......................................................... .................3
“ACHIEVEMENT AND THE PURSUIT OF EXCELLENCE”...........................................................................................................3
GOVERNANCE.................................................................................................................................................................4
ADMINISTRATION............................................................................................................................................................4
Leadership Roles...................................................................................................................................................5
Headmaster................................................................................................................................................................... ....5
Associate Headmaster....................................................................................................................................................... 5
The School’s Management Team............................................................................................................................. .........5
Head of Lower School (Kindergarten—3rd grade)............................................................................... ......................6
Head of Middle School (4th—6th grades) & Head of Upper School (7th—9th grades)...................................... ........7
Director of Learning Resources................................................................................................................................... 7
Director of Technology............................................................................................................................ ...................7
Director of Athletics and Physical Education................................................................................................. .............8
Director of Admissions and Financial Aid................................................................................................................ ...8
Director of Development........................................................................................................................................... ..8
Business Manager........................................................................................................................................ ...............9
Facilities Manager.................................................................................................................................................. .....9
PARENTS AND THE PARENTS ASSOCIATION..........................................................................................................................9
ALUMNI AND THE ALUMNI ASSOCIATION..........................................................................................................................10
ADMINISTRATIVE REPORTING RELATIONSHIPS....................................................................................................................10
.............................................................................................................................................................................11
CHAPTER II: TEACHING AT ALLEN-STEVENSON.......................................................................................12
PHILOSOPHY.................................................................................................................................................................12
PASTORAL CARE...........................................................................................................................................................13
Homeroom Teachers............................................................................................................................................14
ESSENTIAL FUNCTIONS OF ALL TEACHERS........................................................................................................................14
Teachers must be punctual.................................................................................................................. ......................14
Teachers need to be organized............................................................................................................................ .......14
Teachers must maintain good discipline.......................................................................................................... ..........14
Teachers need to manage classrooms well................................................................................................................ .15
Above all, teachers must be professional.................................................................................................................. .15
SUPERVISION................................................................................................................................................................15
NEATNESS....................................................................................................................................................................16
FACULTY ATTENDANCE..................................................................................................................................................16
Normal Responsibilities......................................................................................................................................16
The Unexpected...................................................................................................................................................17
Absences..............................................................................................................................................................17
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School Vacations.................................................................................................................................................17
Leaving the Building...........................................................................................................................................17
Jury Duty.............................................................................................................................................................17
ASSISTANT AND ASSOCIATE TEACHERS.............................................................................................................................18
RECOMMENDATIONS TO OTHER SCHOOLS.........................................................................................................................18
“COMMAND PERFORMANCES” AND OTHER SCHOOL EVENTS...............................................................................................19
"Command performances" (unless previously excused):....................................................................................... ....19
Attend if invited or requested (as professional, sometimes job-related responsibility):.................................. ...........19
Desirable to attend, but not usually required:.............................................................................................. ..............19
CHAPTER III: STUDENT EXPECTATIONS......................................................................................................21
THE ALLEN-STEVENSON CODE ......................................................................................................................................21
ACADEMIC INTEGRITY...................................................................................................................................................22
DRESS REQUIREMENTS..................................................................................................................................................22
HATS, CAPS, GUM AND FOOD........................................................................................................................................24
STUDENT ATTENDANCE AND ABSENCES ...........................................................................................................................24
Absence Requests................................................................................................................................ .....................24
Attendance Records.............................................................................................................................. ....................24
Leaving School Early........................................................................................................................................ ........25
Field Absences.......................................................................................................................................... ................25
STUDENT BEHAVIOR......................................................................................................................................................26
Specific Applications...........................................................................................................................................26
DISCIPLINE: WHEN BEHAVIOR STANDARDS ARE VIOLATED.................................................................................................27
Suspension................................................................................................................................................. ...............27
Probation............................................................................................................................................................. ......27
Expulsion.................................................................................................................................................... ..............28
CHAPTER IV: SCHOOLWIDE POLICIES..........................................................................................................29
RESPONSIBILITIES OF EVERY EMPLOYEE...........................................................................................................................29
ANTI-DISCRIMINATION...................................................................................................................................................29
DIVERSITY...................................................................................................................................................................30
NON-HARASSMENT.......................................................................................................................................................30
SEXUAL HARASSMENT...................................................................................................................................................31
DRUG AND ALCOHOL ABUSE..........................................................................................................................................32
HEALTH EVALUATION PROCEDURE...................................................................................................................................32
PERSONAL USE OF SCHOOL RESOURCES...........................................................................................................................33
PROFESSIONAL ATTIRE...................................................................................................................................................33
CONFLICTS OF INTEREST................................................................................................................................................34
TUTORING AND SPECIAL LESSONS...................................................................................................................................34
Guidelines for Tutors and Special Lessons......................................................................................................... .......34
Weekends...................................................................................................................................................... ............35
Building Use Rules................................................................................................................................ ...................35
SCHOOL MAIL AND PERSONAL MAIL...............................................................................................................................35
NO SMOKING...............................................................................................................................................................35
COMMUNICATION WITH THE MEDIA.................................................................................................................................36
FUNDRAISING...............................................................................................................................................................36
CHAPTER V: ADMINISTRATIVE PROCEDURES...........................................................................................37
TEACHER EVALUATION PROCESS.....................................................................................................................................37
Division and Department Heads............................................................................................................................ ....37
All Teachers............................................................................................................................................. .................37
Associate and Assistant Teachers............................................................................................................ ..................37
New Teachers and Those with New Responsibilities......................................................................... .......................37
Forms............................................................................................................................................................. ...........37
The Review Year............................................................................................................................................. ..........38
Annual Evaluation for All Teachers Not in a Review Year.............................................................................. ..........39
Other Evaluation Considerations and Criteria............................................................................................ ...............39
Classroom Performance and Observations.................................................................................................... ............39
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General Performance.............................................................................................................................................. ...40
COMMUNICATIONS.........................................................................................................................................................40
Publications.........................................................................................................................................................40
The Allen-Stevenson Website...............................................................................................................................41
Calendars............................................................................................................................................................41
SIDEWALK DUTY .........................................................................................................................................................42
SECTIONING.................................................................................................................................................................43
OBSERVATIONS ABOUT STUDENTS....................................................................................................................................43
TRANSCRIPT REQUESTS..................................................................................................................................................44
SUPPLIES FOR TEACHERS................................................................................................................................................44
PERSONAL GIFTS TO TEACHERS......................................................................................................................................44
RESUMES.....................................................................................................................................................................45
END-OF-YEAR CHECKLIST.............................................................................................................................................45
CHAPTER VI: EDUCATIONAL PROGRAM......................................................................................................46
THE THREE A’S............................................................................................................................................................46
SOCIAL AND EMOTIONAL LEARNING ...............................................................................................................................46
CURRICULUM MAPPING.................................................................................................................................................48
HOMEWORK.................................................................................................................................................................48
ASSESSMENT POLICY.....................................................................................................................................................49
Lower School.................................................................................................................................................. ..........49
Middle School................................................................................................................................................... ........50
Upper School........................................................................................................................................ ....................50
STANDARDIZED TESTING................................................................................................................................................51
Testing Coordinator................................................................................................................................................ ...52
Follow-up.............................................................................................................................................................. ....52
Hunter High School............................................................................................................................ ......................52
LEARNING RESOURCE CENTER........................................................................................................................................52
Mission of the LRC............................................................................................................................................ .......52
Shared LRC Goals............................................................................................................................... .....................53
ACCOMMODATION FOR LEARNING DIFFERENCES................................................................................................................53
OUTSIDE EVALUATION & TUTORING................................................................................................................................54
LIBRARY MEDIA CENTER...............................................................................................................................................54
Library Media Access......................................................................................................................... ......................55
Teaching Services............................................................................................................................... ......................55
Resources/Other Services...................................................................................................................................... ....55
LANGUAGE FUNDAMENTALS...........................................................................................................................................55
TRANSITIONS FROM ONE DIVISION TO THE NEXT..............................................................................................................55
Entering Lower School....................................................................................................................... ......................56
From Lower School to Middle School................................................................................................... ...................56
From Middle School to Upper School................................................................................................................. ......57
ATHLETICS AND PHYSICAL EDUCATION............................................................................................................................57
Participation in Outside Athletic Activities........................................................................................ .......................58
THE ARTS....................................................................................................................................................................58
Art and Shop........................................................................................................................................................58
Music...................................................................................................................................................................59
Music Lessons Policy............................................................................................................................................. ...59
Musical Instruments........................................................................................................................................ ..........60
Drama.................................................................................................................................................................60
ETHICS AND COMMUNITY SERVICE..................................................................................................................................60
EXTRACURRICULAR PROGRAMS.......................................................................................................................................60
Electives................................................................................................................................................................. ...60
Extracurricular Events ......................................................................................................................................... .....60
Alligator Soup .................................................................................................................................................. ........60
MiniSoup............................................................................................................................................... ...................61
Summer Program..................................................................................................................................... .................61
TRIPS AWAY FROM SCHOOL...........................................................................................................................................61
Field Trips....................................................................................................................................................... ..........61
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Special Trips....................................................................................................................................... ......................61

Overnight Trips........................................................................................................................................... ..............62
AWARDS AND PRIZES....................................................................................................................................................63
OUR TEN YEAR PROGRAM.............................................................................................................................................63
Admissions and Financial Aid.............................................................................................................................. .....63
Secondary School Placement ............................................................................................................... ....................63
The 9th Grade Year............................................................................................................................... ....................64
Facing History and Ourselves ............................................................................................................ .....................64
CHAPTER VII: TECHNOLOGY...........................................................................................................................65
COMMUNICATIONS ACCESS.............................................................................................................................................66
Telephones .............................................................................................................................................. .................66
Voice Mail.......................................................................................................................................................... .......67
E-mail.................................................................................................................................................... ...................67
Student Telephone Use...................................................................................................................................... ........68
Guidelines for Teachers....................................................................................................................................... ......68
Computer Equipment................................................................................................................................ ................68
Personal Laptops............................................................................................................................................. ..........69
TEACHER EXPECTATIONS................................................................................................................................................70
ONLINE SECURITY........................................................................................................................................................70
CELL PHONES..............................................................................................................................................................70
AUDIO-VISUAL EQUIPMENT...........................................................................................................................................71
Distribution System................................................................................................................................................. ..71
Requesting equipment other than Video Players.................................................................................. .....................71
Requesting Video Players...................................................................................................................................... ....71
CHAPTER VIII: PROFESSIONAL RESOURCES..............................................................................................72
PROFESSIONAL DEVELOPMENT........................................................................................................................................72
THE MASTER TEACHER.................................................................................................................................................72
INSTITUTIONAL RELATIONSHIPS.......................................................................................................................................72
GRANT AND GRADUATE WORK.......................................................................................................................................77
FACULTY SUMMER READING .........................................................................................................................................78
END-OF-YEAR MOVIES.................................................................................................................................................79
RECOGNITION OF TEACHERS...........................................................................................................................................80
Kellner Great Teaching Award................................................................................................................................. .......80
Riklis Professional Development Grants; Faculty Enrichment Grants.................................................................... ........80
CHAPTER IX: FACILITIES AND SAFETY........................................................................................................82
HOURS OF OPERATION: ENTRANCES AND EXITS...............................................................................................................82
Weekdays during the School Year.............................................................................................................. ...............82
Main Entrance.............................................................................................................................................. ........82
East Entrance................................................................................................................................... ....................82
Nights and Weekends During the School Year....................................................................................... ...................83
Vacation Periods...................................................................................................................................................... ..83
Noon Dismissals................................................................................................................................... ....................83
KEYS AND ACCESS CARDS.............................................................................................................................................84
BUILDING SAFETY AND SECURITY...................................................................................................................................84
SPACE AND SCHEDULING................................................................................................................................................84
ELEVATOR USE.............................................................................................................................................................84
CRISIS PROCEDURES......................................................................................................................................................85
Emergency Procedure.........................................................................................................................................85
Evacuation: If the School Cannot Be Re-Entered...............................................................................................85
Fire Emergency...................................................................................................................................................86
Telephone Threats...............................................................................................................................................86
Lockdown Procedure...........................................................................................................................................87
Lockout Procedure ............................................................................................................................................88
Short-Term Shelter in Place................................................................................................................................88
ROOF GUIDELINES........................................................................................................................................................88
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STUDENT SAFETY.........................................................................................................................................................88
Students in the School................................................................................................................................. ...................88
Action in Event of Accident........................................................................................................................................... .88
Special School Trips........................................................................................................................................... ............89
Leaving the Building....................................................................................................................................... ...............89
Gym, Field, Recess..............................................................................................................................................90
Off-Limits Areas..................................................................................................................................................91
Movement Within The School..............................................................................................................................91
Wheels and Helmets............................................................................................................................................92
CARE OF EQUIPMENT.....................................................................................................................................................92
PERSONAL PROPERTY....................................................................................................................................................92
FOOD SERVICE REQUESTS..............................................................................................................................................92
MAINTENANCE REQUESTS..............................................................................................................................................93
RENTAL REQUESTS........................................................................................................................................................93
CHAPTER X: HEALTH..........................................................................................................................................94
SCHOOL NURSE............................................................................................................................................................94
CONSULTING SCHOOL PSYCHOLOGIST...............................................................................................................................94
ORIENTATION TO HEALTH SERVICES.................................................................................................................................95
Pertaining to Faculty & Staff.................................................................................................................................. ...95
Pertaining to Students.......................................................................................................................... .....................95
FIRST AID....................................................................................................................................................................96
First Aid for Allergies and Anaphylaxis (allergic shock)............................................................................. ..............96
First Aid for Asthma or Breathing Problems........................................................................................... ..................96
First Aid for Choking................................................................................................................................ ................97
First Aid for Head Injuries.................................................................................................................. ......................97
First Aid for Neck and Back Injuries.................................................................................................................. .......97
First Aid for Convulsions (seizures)................................................................................................................. .........97
First Aid for Bleeding............................................................................................................................................... .97
First Aid for Nose Bleeds............................................................................................................................... ...........98
First Aid for Burns................................................................................................................................. ...................98
First Aid for Sprains and Bruises............................................................................................................................. ..98
First Aid for Broken Bones................................................................................................................... ....................98
First Aid for Teeth Injuries (knocked out tooth or loose teeth)................................................................ ..................99
First Aid for Eye Problems................................................................................................................................. .......99
Diabetic Emergencies............................................................................................................................................. ...99
HOW TO GIVE EPI PEN..............................................................................................................................................100
DEFIBRILLATORS.........................................................................................................................................................100
INFECTIOUS DISEASE CONTROL & UNIVERSAL PRECAUTIONS............................................................................................101
HIV/AIDS .............................................................................................................................................................101
DIVORCE: WHAT TEACHERS CAN DO............................................................................................................................101
FAMILIES AT RISK.......................................................................................................................................................102
PHYSICAL ABUSE........................................................................................................................................................102
MALTREATMENT AND NEGLECT.....................................................................................................................................104
CHILD SEXUAL ABUSE................................................................................................................................................105
Required Instances for Reporting................................................................................................................. ...........106
Persons Mandated to Report............................................................................................................................. ..106
Situations in Which Reports Are Required............................................................................................... ..........106
OTHER CONSIDERATIONS..............................................................................................................................................107
Bathrooms.........................................................................................................................................................107
Crutches............................................................................................................................................................107
Environmental Safety........................................................................................................................................108
CHAPTER XI: BUSINESS MATTERS................................................................................................................109
EMPLOYMENT AT WILL................................................................................................................................................109
SCHOOL BUDGET........................................................................................................................................................109
Overview............................................................................................................................................................110
Authorizations...................................................................................................................................................110
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Employees Authorized to Sign Purchase Orders..................................................................................................... .110

COMPENSATION...........................................................................................................................................................111
EMPLOYEE BENEFITS...................................................................................................................................................111
Benefits Eligibility.............................................................................................................................................111
Domestic Partners Coverage.............................................................................................................................111
Disability Insurance - Short Term - CNA..........................................................................................................112
Disability Insurance - Long Term - CNA...........................................................................................................112
Unemployment Benefit......................................................................................................................................112
Workmen’s Compensation Insurance - Aetna....................................................................................................113
Medical..............................................................................................................................................................113
Dental................................................................................................................................................................113
Long Term Care.................................................................................................................................................113
Retirement..........................................................................................................................................................113
Life Insurance....................................................................................................................................................113
Transit Benefit...................................................................................................................................................113
Flexible Benefit (cafeteria) Plan.......................................................................................................................114
Sick Days and Personal Days...........................................................................................................................114
ATTENDANCE AND PUNCTUALITY..................................................................................................................................114
LUNCH......................................................................................................................................................................114
AMERICANS WITH DISABILITIES ACT (ADA).................................................................................................................115
FAMILY MEDICAL/PARENTAL LEAVE .............................................................................................................................115
Eligibility............................................................................................................................................. ...................115
Rules For All Employees.................................................................................................................................... .....116
Special Rules Concerning Teachers.................................................................................................................. .......116
STAFF EVALUATION PROCEDURE....................................................................................................................................116
VACATION POLICIES....................................................................................................................................................117
Academic Administrators........................................................................................................................... .............117
Teaching Faculty .................................................................................................................................... ................117
Administrative Staff................................................................................................................................ ................117
Maintenance Staff............................................................................................................................. ......................117
Kitchen Staff......................................................................................................................................... ..................118
Holidays.............................................................................................................................................................118
OTHER EMPLOYMENT..................................................................................................................................................118
CONFIDENTIALITY.......................................................................................................................................................118
COVERT RECORDING...................................................................................................................................................119
RETENTION OF RECORDS .............................................................................................................................................119
EMPLOYMENT OF MINORS............................................................................................................................................119
CHAPTER XII: BUILDING FOR THE SCHOOL’S FUTURE........................................................................120
SCHOOL TIMELINE......................................................................................................................................................120
THE LONG RANGE PLAN OF MAY 2000........................................................................................................................122
Strategy........................................................................................................................................................ ...........122
Executive Summary................................................................................................................................ ................123
FINANCIAL SUPPORT OF THE SCHOOL.............................................................................................................................123
The Annual Fund...............................................................................................................................................124
Endowment and the Capital Campaign ...........................................................................................................124
CONSTRUCTION AND THE NEW FACILITIES......................................................................................................................124
CHAPTER XIII: OTHER USEFUL INFORMATION & MATERIALS..........................................................126
NAIS PRINCIPLES OF GOOD PRACTICE.........................................................................................................................126
Teachers and Supervisors of Teachers..............................................................................................................126
The Hiring Process............................................................................................................................................127
Early Childhood Educators...............................................................................................................................128
Middle Schools..................................................................................................................................................128
Parents and Schools..........................................................................................................................................129
Equity and Justice.............................................................................................................................................129
Heads of School.................................................................................................................................................130
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Independent School Trustees.............................................................................................................................131
THE EFFECTIVE TEACHER OF BOYS...............................................................................................................................132
IMPORTANT PHONE NUMBERS AND CONTACTS.................................................................................................................133
ALLEN-STEVENSON TRADITIONS...................................................................................................................................135
The School Motto................................................................................................................................................... .135
Shaking Hands....................................................................................................................................... .................135
The School Song........................................................................................................................................ .............135
School Logo.................................................................................................................................................. ..........136
Lamp of Knowledge............................................................................................................................................. ...136
The School Mascot............................................................................................................................................... ...136
Founders Day............................................................................................................................................... ...........136
EMPLOYEE EVALUATION FORMS....................................................................................................................................137
Teacher Self-Evaluation Form..........................................................................................................................137
Teacher Evaluation Form..................................................................................................................................138
Teacher Summary Evaluation Form.................................................................................................................142
Administrator Evaluation Form........................................................................................................................143
Staff Evaluation Form.......................................................................................................................................147
OTHER FORMS...........................................................................................................................................................150
Sample Permission Slip.....................................................................................................................................150
Student Guidelines for the Use of Computer Equipment and Network Resources ..........................................152
Athletics Outside the School .............................................................................................................................154
Passes to the Nurses Office...............................................................................................................................155
Accident Report.................................................................................................................................................158
Phone Threat Observation Checklist................................................................................................................159
Birthday Party Consent Form...........................................................................................................................161
Field Trip Notice Form.....................................................................................................................................162
Facilities Request Form....................................................................................................................................163
Food Service Request Form..............................................................................................................................164
Affidavit for Domestic Partners Coverage .......................................................................................................165
Application for Family Medical Leave.............................................................................................................166
ix
BACKGROUND
Chapter I: Background
A Brief History
The Allen-Stevenson School, founded in 1883, is a non-sectarian elementary school for boys in Kindergarten
through 9th grade. Located on the Upper East Side of Manhattan, the School draws just under 400 students
from many New York City neighborhoods. Allen-Stevenson is large enough to offer a multifaceted educational
experience, and it is small enough to provide a personal atmosphere where each boy is known. At Allen-
Stevenson, there are many ways to be a boy and many ways to learn and grow. Our boys distinguish us.
The School was started in 1883 by Francis Bellows Allen, a recent graduate of Harvard, who was joined in
1904 by Robert Alston Stevenson. David R. Trower, appointed in 1990, is the School’s seventh Headmaster.
Originally located in a house at Fifth Avenue and 57th Street, the School moved to its current location on East
78th Street in 1924, when a new schoolhouse for 200 students was completed. Over the last 80 years, other
facilities have been added; at present, a major transformation of the School’s buildings is under way. After as
many as ten years at Allen-Stevenson, graduates of the School go on to secondary schools, both day and
boarding.
Mission Statement
The School’s Mission Statement, its simplest declaration of purpose, is formulated as follows:
The Allen-Stevenson School is a predominantly neighborhood school,

devoted to primary school education,
and to secondary school preparation
for qualified boys of diverse backgrounds
who are seeking an enlightened traditional environment
in which to develop basic skills and character.
The School’s purpose is to encourage each boy
to dedicate himself to achievement and the pursuit of excellence.
Moreover, The Allen-Stevenson School maintains
a continuing commitment to each and every student.
Core Values and Culture

Allen-Stevenson is a special place. Following an extensive community-wide process, Allen-Stevenson’s Long
Range Plan, adopted unanimously by the Board of Trustees in May 2000, affirmed the following as the
School’s core values:
• Education of the whole boy in a joyful atmosphere of mutual trust and respect;
• A vigorous educational program balanced among academics, athletics and the arts;
• A diverse learning environment and community working productively together;
• Ethical standards of conduct, citizenship, and community responsibility.
Therefore, it is very important that all employees develop a robust understanding of the possibilities inherent in
these ideals, even if they might not be fully realized at every moment.
1
There are also at least four important dimensions to Allen-Stevenson:
• Allen-Stevenson as a school for boys;

• Allen-Stevenson as an elementary school;
• Allen-Stevenson as an independent school;
• Allen-Stevenson as a school that values diversity.
Allen-Stevenson specializes in building self-confidence, academic skills, and character in a friendly and
intellectually challenging environment. We believe that it is an extraordinary school fulfilling a contemporary
mission with a purposeful balance of academics, athletics and the arts. Few schools for boys match the broad
range of our educational program, our very special emphasis on music and the other arts, and our supportive
development of the whole boy. In addition to its rigorous academic standards, the School recognizes the basic
importance of ethical standards of conduct, citizenship, community service, and mutual trust and respect, all of
which are conducive to effective teaching and successful learning.
An Allen-Stevenson education fosters a boy’s natural intellectual curiosity about himself, about his community,
and about the world. As the School’s video says, “At Allen-Stevenson we believe that life is intrinsically
interesting and that a good education unlocks its mysteries.” Therefore, we value openness to new ideas and
self-confidence without arrogance, in the belief that such attitudes enable people to accept the world and
explore new solutions to problems that face them. We profess that everyone benefits from being part of a
learning community with a diversity of backgrounds, strengths, experiences and viewpoints.
Another way to look at the School’s values and cultures is to look at its ideals for students. The School strives
to establish an atmosphere of mutual trust and respect which is conducive to teaching and learning. Academic
honesty, respect for property, consideration for the safety and feelings of others, truthfulness, forbearance,
good sportsmanship and self-discipline are the personal qualities the School endeavors to nurture and support.
These are summarized in the Allen-Stevenson Code:
The Allen-Stevenson Code

An Allen-Stevenson Boy is a Scholar and a Gentleman.
An Allen-Stevenson boy strives to be:
Studious
He takes every opportunity to learn. He makes his best effort to finish his assignments at all times.
Loyal
He is loyal to his family, his friends, his school and his country.
Courteous
He is polite and considerate to all. He respects authority.
Trustworthy
He can always be trusted in word and deed.
Clean
He is clean in speech and in his personal habits.
2
BACKGROUND
Thrifty
He does not waste things, destroy property, nor hurt any living creature. He shares the duties of his
home and school.
Brave
He has the courage to face the difficult, and to stand up for the right in spite of jeers.
A Good Sport
He plays his best, he puts his team before himself, he does not criticize the opponent or the judge, he
accepts victory and defeat with equal grace.
Reverent
He practices his faith; he respects the faith of others.
Behavior becoming an Allen-Stevenson boy is expected at all times.
“Achievement and the Pursuit of Excellence”

Allen-Stevenson values “achievement and the pursuit of excellence,” as the Mission Statement puts it. We
honor the legacy of the past, but what it actually means to prepare boys for their future is not so obvious. More
than ever, we all now suffer the rapidity of change and the bewildering power of technology. Further, society
expects schools to cover more stuff—facts, skills, attitudes, morals, topics, discipline—and students today are
often over-stimulated by a surfeit of information in this chaotic world. In fact, many forces today militate
against good learning. A smart school, however, fosters it.
Harvard researcher David Perkins, the author of Smart Schools: From Training Memories to Educating Minds,
writes, “Learning should include deep understanding, which involves the flexible, active use of knowledge.”
Such learning emphasizes hands-on experiences, skills and assessments, which lead to what Perkins calls deep
understanding. Without this approach, Perkins says, a student gets only fragile knowledge where he can list
facts and memorize algorithms, but not apply what he has studied or grasp its meaning. Although pedagogy
leading to deep understanding may take more of a teacher’s time than lecturing or correcting tests, it yields
more lasting results. However, it also requires more classroom space, because it has to allow for advance
preparation, three-dimensional projects, interpersonal collaboration, individualized results, alternative
evaluations, and all that technology makes possible.
It used to be that children were taught passively, lined up in compact rows facing only the teacher at the front
of the room. That’s the way our 1924 building was originally designed, and it’s certainly the way many of us
learned. In planning the new facilities, we have had to reflect collectively on what we value at Allen-Stevenson
and what we think it takes today to prepare boys for their future. Clearly, we still want boys to become
scholars and gentlemen. That is, we care greatly about what they learn and what kind of people they are
becoming.
We also value active, hands-on learning that reflects a robust mix of academics, athletics, and the arts. Mr.
Stevenson, himself a lively teacher, believed that education for boys should be more than “a mere stuffing of
knowledge in their heads.”
In particular, we value curiosity, because lifelong curiosity, empowered by good learning, really is the key to
lifelong learning. Here we are professing that adults who have learned to pay attention and who know how to
keep on learning long after they leave school are best equipped to deal with whatever their future holds.
Learning how to learn becomes a lifelong habit.
3
It’s important to remind ourselves that Allen-Stevenson is a human community, not a structure. Schools are
people, not buildings. This School community works to create an environment that supports teaching and
reflects the best educational practice appropriately. That is, we seek to be a smarter school. In so doing, we
value “achievement and the pursuit of excellence.”
[Excerpts from Lamplighter, Fall 2003]
Governance
Allen-Stevenson is a non-profit 501(c)(3) corporation governed by a 25-member Board of Trustees. Members
of the Board are elected for renewable three-year terms. The Presidents of both the Alumni Association and the
Parents Association are members ex officio of the Board, as is the Headmaster. In 2003-2004, six trustees were
alumni, and fifteen were parents of current Allen-Stevenson students. Gifts to the School as a non-profit
501(c)(3) corporation are tax deductible to the extent allowable by law.
The Board of Trustees bears ultimate responsibility for the well-being of the School. The Board’s main tasks
are to set policy, to oversee the School’s finances and endowment, and to appoint the Headmaster, to whom all
administrative functions are delegated.
All employment is contingent upon the employee’s competent performance in the duties assigned to him or
her, his or her moral integrity, and his or her endeavor to promote the best interests of The Allen-Stevenson
School. All appointments are terminable at any time at the sole discretion of the Headmaster.
Most of the Board’s business is handled through its standing committees, which meet as and when they need to
do so. Standing committees of the Board include: Audit, Building, Development, Executive, Finance
(including a subcommittee on Investment), Financial Aid, Long Range Planning, School Affairs, and Trustees.
The full Board meets at least four times a year at the School to receive reports from its various committees and
from the Headmaster. Faculty and administrators also report on the School’s program through regular meetings
of the Board’s School Affairs Committee.
The School is an at-will employer. This means that regardless of any provision in this Employee Handbook the
School may terminate the employment relationship at any time, for any reason, with or without cause or notice.
Nothing in this Employee Handbook or in any document or statement, written or oral, shall limit the right to
terminate employment at will. No officer, employee or representative of the School is authorized to enter into
an agreement, express or implied, with any employee for employment other than at will, unless those
agreements are in a written contract signed by the Headmaster.
Administration
The management of the School is the responsibility of the Headmaster and, by delegation, of the Associate
Headmaster, the Division Heads, and other administrative officers with specific responsibilities for particular
areas of operation. It is the responsibility of the administration to ensure that the highest professional standards
are maintained, while allowing the greatest possible freedom for teachers to teach and students to learn.
4
BACKGROUND
Leadership Roles
Headmaster
The Headmaster is responsible to the Board of Trustees for educational leadership of the School community
and for the day-to-day administration of the School. Ultimately, the Headmaster is accountable for everything
that happens in the School, in that he supervises the various staff delegated to particular areas of his
responsibility. These areas include the hiring of faculty and staff, student admissions, the curriculum, student
discipline, the School’s budget, the plant and equipment, friend- and fund-raising, and alumni and community
relations. Although members of the staff other than he make presentations to the Board of Trustees, the
Headmaster reports regularly and officially to the Board on behalf of the School. He is a voting member of the
Board of Trustees.
The Headmaster is assisted by the Associate Headmaster, the Division Heads, and other administrative officers.
Reporting to the Headmaster, and acting for him in his absence, the Associate Headmaster takes responsibility
on behalf of the Headmaster for academic affairs, institutional planning, and other special projects such as the
current construction and Randall’s Island redevelopment. Others who report directly to the Headmaster
include: the three Division Heads, the Director of Learning Resources, the Director of Technology, the Director
of Admissions and Financial Aid, and the Director of Development.
Associate Headmaster
The Associate Headmaster supplements and complements the Headmaster by monitoring the School’s business
matters and analyzing personnel, program, policies and procedures. He supports the Headmaster in articulating
and creatively implementing the vision born of the School's Mission Statement. His supervision of the daily
operation of the School is focused on ensuring excellence in all aspects.
On behalf of the Headmaster, the Associate Headmaster must work closely with all administrative leaders in
the School. He supervises the instructional specialists and, with the Director of Learning Resources and the
Division Heads, coordinates the educational program. On behalf of the Headmaster, he oversees the
instructional schedule, the master and weekly calendars, and all School communications. With the Headmaster,
the Associate Headmaster works with the Parents Association, implements short-term and long-range planning,
and helps to represent the School externally. He also helps to supervise public relations and the School’s
publications. The Associate Headmaster is directly responsible for supervision of the Business Office and
works closely with the Business Manager in all respects.
Among those who directly report to the Associate Headmaster are the following: the Business Manager, the
Director of Physical Education and Athletics, the Art Department Head, the Music Department Head, and the
Director of the Orchestra. The Associate Headmaster also provides a liaison with the Parents Association.
The School’s Management Team

Besides the Headmaster and Associate Headmaster, there are Division Heads for the Lower School
(Kindergarten through 3rd grade), Middle School (4th through 6th grades), and Upper School (7th through 9th
grades), as well as a Director of Learning Resources. Other key leadership positions supplement this group.
The School’s leadership meets regularly on administrative issues in two sub-groupings:
• The small group (Associate Headmaster, 3 Division Heads, and the Director of Learning Resources); and
5
• The large group (the small group plus Director of Admissions, Director of Athletics and Physical
Education, Business Manager, Director of Development, Director of Technology, and others as
appropriate).
From time to time, other teachers and administrators are invited to join these regular discussions.
The Division Heads are responsible for the programs of the divisions, not only for the educational program and
activities but also for the students of their division. They function as advocates for the needs, strengths and
development of students of the ages they supervise. In concert with individual department heads and the
Learning Resource Center, they work to develop and integrate the curricular scope for grade levels within their
divisions, and they coordinate special curricular projects across the disciplines.
The Division Heads report directly to the Headmaster, with whom they have regular meetings. They work
directly with the Headmaster and indirectly with others to hire and evaluate teachers. They work with, and are
assisted by, the Associate Headmaster and Director of Learning Resources on academic matters, certain
Department Heads on specialist matters, the Director of Athletics and Physical Education on athletic matters,
and the Homeroom Teachers on matters of pastoral care. The Division Heads constitute a working group of
senior administrative staff for purposes of coordination and decision-making. They also work with the
Associate Headmaster to coordinate schedules, events, and curricular scope.
The Division Heads are responsible for knowing each teacher and each boy within their division, so that they
can closely monitor the quality of teaching and each boy’s educational progress. They oversee each student’s
educational program and often serve to coordinate the various interests at stake therein. In order to serve the
“whole boy” and support his social and emotional learning, along with his academic, artistic and athletic
development, the Division Heads work closely with Homeroom Teachers (who report to them and meet
regularly with them in section and divisional meetings) and with specialists in the Learning Resource Center
and other appropriate classroom teachers. They enforce discipline on a daily basis and make recommendations
to the Headmaster in cases of suspension or expulsion. They are also responsible for the coordination of
student academic programs, for general discipline, and for the coordination of student activities.
The Division Heads handle much, but not all, official communication with parents, both in conferences and
through written accounts, about each student’s progress. They often serve as liaisons between parents and
individual members of the faculty. Their knowledge of child development, of each boy’s progress, and of the
requirements of the curriculum is essential in this regard.
Head of Lower School (Kindergarten—3rd grade)
The Head of the Lower School, under the Supervision of the Headmaster, is responsible for the smooth day-to-
day running of the Lower School (K-3) and ensuring that the students are provided with age-appropriate, safe,
child-centered courses and activities that offer a variety of opportunities for success and a sense of both
community and personal involvement. This includes, but is not limited to, planning, organizing and scheduling
classes and events, managing resources, supervising faculty and students, leading meetings and conferences,
and communicating with parents. Making dozens of daily decisions that impact the lives of the students, the
Head of Lower School must be sensitive and flexible, but clear and decisive.
For sound historical and developmental reasons, the Lower School tends to be somewhat more autonomous
than the Middle and Upper Schools in terms of curriculum development, faculty supervision and procedures.
Since a greater proportion of Lower School instruction is handled by the Homeroom Teachers than by separate
subject teachers, the Head of the Lower School has a greater role in coordinating and planning the curriculum
than her counterparts in the later divisions, even when others may serve as curricular resources as well. Finally,
since so many students enter Allen-Stevenson at the earliest grade levels, the Head of the Lower School is
directly involved in the admissions process.
6
BACKGROUND
Head of Middle School (4th—6th grades) & Head of Upper School (7th—9th grades)
Under the supervision of the Headmaster, the Middle and Upper School Heads are responsible for the smooth
day-to-day running of their divisions. They must assure that boys are provided with age-appropriate, safe,
student-centered courses and activities that offer a variety of opportunities for success and a sense of both
community and personal involvement. This responsibility includes, but is not limited to, planning, organizing
and scheduling classes and events, managing resources, supervising faculty and students, leading meetings and
conferences, and communicating with parents. Making dozens of daily decisions that impact the lives of the
students, these Heads must be not only sensitive and flexible, but also clear and decisive.
Since classroom teaching becomes departmentalized during our middle years, the Middle School represents a
transitional period in considering these various administrative roles. Close coordination between the upper two
divisions is needed, thus introducing an additional set of complexities into the jobs of the Division Heads. For
example, a significant number of those who work with boys between 5th and 9th grades teach in both the Middle
and Upper Schools, and their schedules are more closely connected. Rehearsal and athletic schedules for these
two divisions are typically more interlinked than for earlier grades.
In addition, the Middle and Upper School Heads are responsible for coordinating orderly transitions to other
schools. Typically, some Middle School boys consider other schools, and the Division Head must be involved
in counseling and paperwork. For the Upper School Head, secondary school placement, primarily for 8th and
9th graders (and their parents), is a major, time-consuming duty.
Director of Learning Resources
The Director of Learning Resources supervises various learning specialists across all divisions and
departments in order to serve as a resource to administrators, teachers, and parents (a) to understand and
improve the learning of every boy and every class in the School and (b) to improve teaching methods and
effectiveness. It is his or her responsibility to work with teachers and Division Heads to make sure that study
skills are regularly taught and are connected to curricular content at every grade level. He or she supervises the
School’s standardized testing, working with Division Heads and LRC staff to convey the results to parents,
administrators, and teachers. The Director of Learning Resources is also instrumental in testing applicants to
the School.
The LRC has developed a learning profile for every Allen-Stevenson boy, to be shared with relevant personnel
to develop an appropriate challenge for each learner. The Director of Learning Resources reports directly to the
Headmaster, but works constantly with others responsible for the learning process. Along with Division Heads
and teaching faculty, she is the third part of a multi-dimensional accountability for the learning process. He or
she also supervises the Head Librarian, who is responsible for the operations of the Library Media Center.
Director of Technology
The Director of Technology is responsible for overseeing all aspects of the use of technology at Allen-
Stevenson. He or she participates in technology-related planning and development, supervises and coordinates
the work of technical support staff, and develops and implements the academic computer curriculum. The
Director of Technology leads integration of technology to enhance school curriculum, keeps abreast of current
educational technologies, and evaluates software for suggested use in classrooms. He or she advises
administrative and academic personnel on appropriate technology for use in office or classroom and advises
grades, departments, and divisions on the use of appropriate technology for learning, overseeing selection,
dissemination, and upgrades of educational and administrative software. In addition, he or she teaches classes.
The Director of Technology also organizes in-service training for faculty and administration on the use of
technology and coordinates dissemination of technology information to faculty, staff, students. He or she
7
oversees maintenance of network and technical equipment, maintains the School’s technology inventory, and
troubleshoot hardware/software problems, as needed. The Director of Technology also designs and administers
technical support services to meet the needs of the school-wide network, administrative tasks and classroom
teaching. As head of the academic computer department, the Director of Technology also develops and
administers technology budgets, administers technology purchases, and assists in evaluation of technical staff.
Director of Athletics and Physical Education
The Athletic Director, under the supervision of the Associate Headmaster, is responsible for the management of
all athletic programs and activities, including the Summer Program. As head of the department, the Director of
Athletics and Physical Education manages departmental funds appropriately; orders, maintains and stores
supplies, materials and equipment; contracts for facilities for sports programs and for transportation to and
from such facilities; and arranges interscholastic games, field trips, Field Day and other special events. The
Director also prepares printed schedules of games, athletic events and camps.
The Director oversees student assessment in this area, including writing reports on students. He or she
develops and implement curriculum, supervises Physical Education teachers and athletic associates, assists in
the evaluation of Physical Education teachers and athletic associates, and teaches classes. He or she also
accompanies boys to Field and teams to games and serves as a mentor for all physical education teachers and
athletic coaches. The Director must facilitate practices and games in a safe environment, maintaining an up-to-
date inventory of supplies and equipment while ensuring that necessary equipment is transported to and from
games and practices.
Director of Admissions and Financial Aid
Even though not directly involved in the academic program, the Director of Admissions is very important in
the administrative organization of the School. Along with his or her administrative assistants and the others
involved in the process, he or she is responsible for the entire admissions function, including touring and
interviewing parents, evaluating boys whose parents are making application, organizing the paperwork,
visiting and communicating with the early childhood schools and their directors, and leading the admissions
committee in making the appropriate decisions about the applicant pool.
The Director of Admissions also serves to coordinate the process by which families apply for financial aid and
interacts with the Headmaster and other trustees on the Board’s financial aid committee.
As all of these functions often involve Allen-Stevenson’s external constituencies, the role of Director includes
an important public relations component.
Director of Development
The Director of Development bears administrative responsibility for the fund-raising functions of the School.
She directly supervises the Development Office, which includes an Associate Director who doubles as Alumni
Director, an Annual Fund Director, a Campaign & Special Events Director, Development Associate and .
Development Assistant. Working closely with the Headmaster and the Board of Trustees, she interacts with
parents, alumni and trustees to oversee the Annual Fund and manage the capital campaign and major gift
solicitations. In fiscal year 2004, over $6.5 million was raised in cash contributions. For each of these efforts
her office must keep accurate records for 4,000 constituents, generate timely reminders, organize meetings and
special events (8-10 events annually), conduct research, manage and implement cultivation and solicitation
activities, work with several volunteer committees, and write countless thank-you notes to donors and
volunteers. In addition, she supervises foundation research and grant proposals, works with the Parents
8
BACKGROUND
Association in its fundraising activities, interacts with the Alumni Association, and helps to supervise public
relations and the School’s publications.
Business Manager
Under the supervision of the Associate Head, the Business Manager is responsible for the financial operations
of the School. As such, he or she advises the Board of Trustees and the Headmaster on fiscal matters, prepares
regular financial reports, develops annual budgets, and reviews all expenditures. He or she is also responsible
for the development and maintenance of School insurance and employee benefits packages. The Business
Manager prepares periodic financial reports, annual budget estimates, and tuition and salary scales for Board
consideration and approval. He or she also prepares government reports; ensures compliance with
governmental regulations; completes professional association reports as necessary; assists in the annual audit;
and initiates financial studies and analyses of various aspects of the financial operations of the School.
As the chief financial officer, the Business Manager develops risk management policies and appropriate
insurance coverage; monitors departmental budgets and all expenditures; coordinates plant improvements and
capital expenses with the Facilities Manager; and reviews and manages contractual agreements. He or she also
develops, maintains and administers employee benefits packages. The Business Manager communicates both
with parents (especially regarding accounts receivable) and with the Board of Trustees and its various
committees.
Facilities Manager
The Facilities Manager is responsible for overseeing all of Allen-Stevenson facilities, establishing and
managing life-cycle maintenance programs of the School’s entire physical plant and assisting with and
contributing to ongoing master planning process for facilities, buildings and grounds, and implementation of
these plans for maintenance and mechanical operations. He or she is responsible for code compliance
programs, including but not limited to, asbestos management; lead in water; soils; paints; air quality; hazardous
waste reduction; management and disposal of underground storage tanks; radon; and other health-related
issues. He or she coordinates security services and negotiate contracts for same; coordinates fire safety alarms
and equipment, as well as evacuation routes and protocol; and helps to manage telephone systems and related
telecommunication equipment and programs.
The Facilities Manager is also responsible for management of the Maintenance Department for daily and
ongoing operation of school grounds and buildings, overseeing cleaning service programs and negotiating
contracts. He or she collaborates in establishing and maintaining operational and capital budgets for plant and
maintenance and related purchasing process; assists with planning and managing and with the staging and
scheduling of new construction; and helps to manage renovation and maintenance of existing facilities. He or
she is also responsible for overall rental and leasing programs for Allen-Stevenson facilities. The Facilities
Manager continually works with contractors, vendors, architects and staff.
Parents and the Parents Association

Allen-Stevenson operates on the theory that the best education occurs when there is communication,
understanding and cooperation between school and family. We value communication with parents and
encourage them to keep us informed about their experience with the School and to contact their child’s teacher
when questions arise or matters need clarification.
Especially because Allen-Stevenson is an elementary school, not a high school or college, we work closely
with families in the education we provide. Teachers should expect to involve parents in the educational
9
process, keeping them appropriately informed of every boy’s progress and helping them to understand what is
expected, and what is not. Teachers should also look for opportunities to help parents understand the natural,
but often uneven, course of a boy’s development—physical, social, emotional and academic.
Parents are interested in their children and the School, and they are often eager to become better acquainted
with their son’s teachers. A teacher should use discretion in accepting social invitations from Allen-Stevenson
families, particularly when the boy is in the teacher’s class.
The Parents Association promotes a sense of community among the parents and between the parents and the
School, and it assists with special programs/projects for the good and welfare of the Allen-Stevenson
community. Class representatives are the major connection between the PA and the parents and between the
parents and the School.
PA activities include hospitality for school functions, regular meetings for all parents, and various family
activities such as the annual Ice Skating Party at Wollman Rink and the Summer Reading Book Fair. The PA
also sponsors a holiday reception each December (with a raffle every other year) and each spring an annual
benefit whose proceeds go to the endowment for financial aid.
Alumni and the Alumni Association

The Alumni Association is governed by the Alumni Executive Committee, a group of about 69 alumni who
oversee communications, activities, and events for former students of the School. Such events include Alumni
basketball and ice hockey games, as well as a popular spring golf outing. The AEC also sponsors an annual
Alumni Dinner to celebrate the ties of former students to each other and to Allen-Stevenson. Each year the
graduating class elects a representative to the AEC.
Administrative Reporting Relationships

The organization chart on the next page illustrates administrative reporting relationships. However, although
the chart indicates formal areas of responsibility and accountability, in practice the hierarchical structure gives
way to a more subtle network of formal and informal communication.
10
BACKGROUND
11
ALLEN-STEVENSON’S
BOARD OF TRUSTEES
HEADMASTER
Executive Assisstant
Academic Secretary School Nurse
Associate Headmaster to the Headmaster
Director of Learning
Head of Lower School Head of Middle School Head of Upper School
Resources
Business Manager Learning Resource Lower School Middle School Upper School
Library Media Center Faculty Faculty
Center Faculty
Controller
Business Office
Director of
Director of Director of
Admissions &
After School Summer Technology Development
Financial Aid
Facilities Program Program
Maintenance
Associate
Admissions Network Development &
Food & Nutrition Alumni Director
Lunch Program
Annual Fund
Athletics &
Publications &
Physical Education Art Drama Music Orchestra
Website
Chorus
Campaign & Special
Events
Chapter II: Teaching at Allen-Stevenson

Of the 82 full- and part-time teachers and administrators, some 58 hold advanced degrees. Allen-Stevenson’s
faculty averages nearly 13 years of teaching experience. 36 additional staff members work in such areas as
admissions, administration, business, development, alumni relations, publications, special resources, food
service, and maintenance. The student:teacher ratio at Allen-Stevenson is about 6:1.
Non-teaching employees at Allen-Stevenson also play an important educational role. The office, maintenance
and kitchen staffs are essential members of the Allen-Stevenson family. Teachers and students are to treat them
with respect and consideration. Students should address all adults by title.
For those who work at Allen-Stevenson, the importance of appropriate professional development cannot be
overstated. The School supports the personal and professional growth of its faculty and staff, thinking of
continuous improvement as part of being a professional. Successful teachers, especially, are expected to be
learners who seek out, and take in, new information, so as to model for students an intuitive understanding of
“achievement and the pursuit of excellence.”
Philosophy
As expressed in the Core Values of the Long Range Plan in the year 2000, we intend to kindle in every boy a
passion for excellence, the proven foundation on which to build a productive adult life in the new century. At
heart, Allen-Stevenson aspires to establish a lifelong attitude of respect for learners and a joyful spirit of
learning, qualities that reinforce excellence in every way. We believe:
1. That as professionals we should work together to plan curriculum, gather information to discuss and
assess each boy, and confer effectively with parents.
2. That teachers are knowledgeable about the areas of their curriculum, that there is no one way to
instruct each boy, and that collaboration enhances our educational program as a whole.
3. That we work closely with parents in the mutual understanding that exchanging information, both in
person and in writing, ultimately benefits each student.
4. That boys learn through a variety of teaching styles and modalities; that children develop at different
rates, and that we should use our collective resources to be helpful.
5. That every teacher should strive to meet the needs of individual students, to promote the success of
each boy and to be fully aware of the intellectual, emotional and social development of each student.
6. That boys make mistakes, can learn from them, and then move on. We educate the boys in a process
without judging them simply for making mistakes.
7. That ongoing professional development is important for all professionals.
8. That a variety of assessments, both written and oral, is necessary to provide constant feedback on
learning.
9. That all teachers should work in concert with the Learning Resource Center, tutors, psychologists, and
colleagues and administrators, to understand each boy’s learning as fully as possible.
12
TEACHING AT ALLEN-STEVENSON
We believe that education works best when teachers and parents work together for the good of each boy. Allen-
Stevenson enables families not only to meet the early developmental and educational needs of their sons but
also, in close consultation with parents, to have the choice of excellent and appropriate high school placements
after 8th or 9th grade.
In a time when social roles may be changing, Allen-Stevenson attempts to foster in young men those skills and
qualities that will help them deal creatively with change. For example, we prize collaboration as much as
competition in all areas, and value interpersonal skills, teamwork, sportsmanship, and friendship along with the
development of each individual. The setting we cherish builds on failure as well as success, striving always to
create an atmosphere emotionally safe enough to allow boys to try new things, to make mistakes, and to learn
from them.
Pastoral Care
Teaching at Allen-Stevenson is based on mutual respect: of boy for teacher, and teacher for boy. We express
this understanding firstly by form of address: “boys,” “gentlemen” (not “kids,” “guys,” etc.). Such an
understanding extends to an awareness of the responsibility to supervise student behavior in a mutually
respectful way.
As part of their concern for the whole child, teachers are to show interest and participate in academic and non-
academic aspects. For example:
• Teachers are encouraged to take part in the Field program and to take an interest in game days of special
activities.
• Art, Music and Physical Education specialists take part in some meetings about individual students.
• Faculty participate in Electives and extra-curricular programs in each division.
• Faculty are encouraged to present programs (including Monday Morning Meetings, Lower School
Assemblies, class plays) with their classes to entertain and instruct other classes during the year.
The love and care that each teacher has for his or her students is also to be expressed within appropriate limits.
All teachers are to avoid unusual familiarity or intimacy or anything that intrudes on a child’s right to privacy
and self-respect.
Besides a challenging academic program, all teachers are to provide for each boy the individual caring and
guidance that make the difference between instruction and education. Teachers are not to be amateur
psychologists, but they do provide the framework of security and encouragement in which each boy will do his
best. This fundamental responsibility involves:
• Being aware of each boy’s psychological, academic, and physical needs and potential;
• Giving each student special help or extra challenges as he needs them;
• Enforcing the School’s expectations of students and, as adults, setting a personal example in following
those expectations, including dress and appearance;
• Bringing to the attention of the Division Head (and to the parents, if appropriate) any serious case of
failing work, antisocial behavior, emotional disturbance, or physical handicap that needs discussion.
The following tasks are to be done only by the Division Head in conjunction with the Director of Learning
Resources:
13
• Referral to a specialist;
• Recommending tutoring or a learning evaluation;
• Reporting standardized test results to parents.
Homeroom Teachers
Homeroom Teachers have a special responsibility to care for students in their charge. Not only must they be
particularly mindful of the whole boy, but they must also shepherd each boy to make sure his academic, social,
emotional and other needs are known. Homeroom Teachers must be especially eager to foster the continued
growth, development and learning of each student in the classroom, to set and to maintain an appropriate tone
to provide a safe learning environment, and to monitor the progress of every student, communicating as
necessary with parents, colleagues, Division Heads and other learning professionals.
All Homeroom Teachers should expect to teach classes, administer standardized tests as required, conference
with colleagues and parents, supervise a lunch table, attend meetings as required, decorate and maintain the
classroom in an attractive and organized manner, help students to keep it clean and tidy, and display student
work. Homeroom Teachers in Kindergarten through 5th grades also plan, organize and teach lessons in reading,
composition, grammar, spelling, history, geography, math, handwriting and social studies. Some plan, organize
and implement field trips, as well as coordinate class plays and assemblies. Teachers of the youngest boys also
assist them in changing clothes and other daily functions, as required.
Essential Functions of All Teachers

Teachers teach classes and subjects based upon curriculum guidelines as approved by the Division Head.
Teachers are expected to keep a detailed map of their courses and update it on a regular basis. Specialists work
in conjunction with the Lower, Middle and Upper School Division Heads and Department Heads as
appropriate. The normal assignment is 20 to 22 hours a week of student contact time, not including sidewalk
duty, lunch responsibilities, faculty meetings and student assemblies.
Teachers must be punctual.

Both with regard to schedules and also to fulfilling professional responsibilities, such as student reports and
returning e-mails and phone calls, teachers need to be punctual. Responses to phone calls and messages should
be made within 24 hours, if possible.
Teachers need to be organized.

At the minimum, basic organization for a teacher should include:
• Maintaining daily and weekly lesson plans;

• Preparing assignment sheets as expected;
• Correcting and returning all assignments promptly;
• Checking individual progress by regular tests and varied assessments;
• Giving each boy the challenges or the help needed to progress;
• Keeping accurate and fair records of grades;
• Following all division procedures for formal and anecdotal reports and records.
Teachers must maintain good discipline.
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All Allen-Stevenson teachers are expected to do the following on a regular basis:
• Check attendance at all lessons and activities;

• See that students are properly dressed and prepared for each class;
• Maintain an orderly style of behavior and discussion based on respect for each other and for the
teacher;
• Supervise behavior in classes and throughout the School;
• Not disturb other classes;
• Follow all Division and School procedures, standards and rules.
Teachers need to manage classrooms well.

• Homerooms should be a source of pride for its members.
• Bulletin boards and wall materials should enhance each classroom and be kept current.
• Where possible, student work should be featured, along with displays related to subjects taught.
• Desks and cubbies should be kept neat and graffiti free.
• Clothes should be tidily stowed away.
• Windows should be safely barred and radiators properly protected.
• Boards should be cleaned for the next teacher.
Above all, teachers must be professional.

“Being professional” at Allen-Stevenson means being a member of a team whose strength is sharing and
helping. Paired Homeroom Teachers are expected to share their insights of each child in the grade with each
other; subject teachers work together with other teachers of the subject.
Except in an emergency, it is rarely to be considered professional to shout at students, and it is never

appropriate to throw things like chalk or erasers at them.
Teachers are to create an environment where students can do their best because they enjoy their work. They are
responsible for reporting unsafe conditions in the classroom and throughout the School to the Division Head
and Maintenance Department.
Supervision
Legally (as well as ethically and educationally) each adult in a school acts in loco parentis—“in the place of a
parent.” In all aspects of safety, behavior, and respect for property, therefore, he or she is to act as a wise and
prudent parent would.
In principle, all employees—teachers and other staff—should seek to make the Allen-Stevenson School Code a
living reality, whose spirit permeates all relationships at Allen-Stevenson. In practice, they are to share certain
duties to ensure that the spirit of the School Code is a reality. These are:
• Supervising boys congregating on the sidewalk before and after school;

• Supervising the safe and orderly movement of classes in hallways and stairwells;
• Supervising and controlling the behavior of boys in all large group places (teachers sit with their classes
in assembly, at assigned tables for lunch, and in front and back of school buses);
• Supervising students on field trips and other special occasions;
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• Ensuring safety by reporting any boy absent from class, and by allowing no boy to leave the School early
without written authorization to the Division Head;
• Strictly observing the burglar alarm procedures, and not issuing access cards or keys to anyone;
• Familiarizing students with the fire drill routines, and practicing them faithfully during fire drills.
At all times, employees should challenge any boy in any division of the School who is not acting as an Allen-
Stevenson boy should. All employees are expected—and empowered—to enforce the School’s rules. A boy
who fails to respond in a cooperative manner should be asked for his name, which is then to be given, along
with an explanation of the problem, to his Homeroom Teacher. The Division Head may also be informed when
deemed appropriate.
Neatness
Good work habits and a neat place to work are essential for job safety and efficiency. All employees are
expected to keep their places of work organized and materials in good order at all times. Report anything that
needs repair or replacement to Maintenance.
Our classrooms are also important environments for learning. Teachers and students are expected to maintain
all rooms in a way that promotes effective teaching and learning.
In order to cultivate pride in one’s homeroom and school, teachers should insist on neatness and propriety at all
times. Homeroom Teachers and specialists are responsible for a reasonable degree of tidiness during and at the
end of each day. Always insist that boys clean up after themselves, and make sure that they put chairs up on
desks at the end of each day.
Do not begin a lesson or dismiss a class until:
• Clothes are neatly stowed;

• Chairs are in order;
• No books or papers are on the floor;
• Boys are dressed in uniform as required by the School;
• Books under desks or in cubbies are neatly stored.
Demonstrate a positive attitude towards decorating and maintaining each homeroom individually, looking for
opportunities to display current student work.
Faculty Attendance
Normal Responsibilities
All teachers are normally expected to be in School from 8:00 a.m. to 4:00 p.m., on Mondays, Tuesdays,
Thursdays and Fridays, and from 8:00 a.m. to 5:00 p.m. on Wednesdays. Some teachers may have
responsibilities that require their presence before or after these times. Teachers are not to assume any outside
obligation, including tutoring, during school hours without the knowledge and approval of their Division Head.
All teachers are expected to be available until 5:00 p.m. for Wednesday faculty meetings. Some are organized
on subject lines; others are concerned with individuals; others take up issues of general concern. Section
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meetings may be scheduled by Division Heads at other times during the week. All-School meetings are held at
announced dates and times. At grade level, in divisions, and as a single School, each faculty and staff member
speaks with an equal voice.
All teachers are to attend assemblies, regularly scheduled faculty meetings and conferences with parents,
professional days, curriculum nights, Field Days, and Closing Exercises. To set an appropriate example for the
boys, punctuality is expected on all such occasions.
The Unexpected
If the New York City public schools close for bad weather or other emergency conditions, Allen-Stevenson
will close on that first day. Afterwards, A-S will make its own determination whether to open or close.
Absences
If a teacher has an unplanned absence (becomes ill or has an emergency), he or she is to call the Division Head
as soon as possible to give the work assignments his or her classes are to do during the absence. If a teacher
has a planned absence, he or she is to leave general plans in the Division Head’s office or on his or her desk for
use during the absence. Specialists make arrangements with their Department Head.
If a teacher needs to be absent for a reason other than illness, he or she must ask permission from his or her
Division Head prior to his or her absence.
School Vacations
Since the school year contains a limited number of weeks, and includes 35 days of vacation during it, teachers
must make the fullest use of every moment. Generally speaking, exceptions cannot be made to full attendance
of teachers at the days of meetings before the school year begins, as well as on the final days following Upper
School Closing Exercises. Planned absences during these periods must be approved by the Headmaster.
Leaving the Building
Division Heads should inform the Academic Office when they will be away and should leave word with the
Receptionist when leaving the building. If they are absent due to illness, they should inform the Headmaster,
Associate Headmaster, Executive Assistant to the Headmaster, and School Nurse.
All teachers are expected to check in and out with the Receptionist in the lobby.
Whenever teachers find it necessary to leave the School building for an extended time during the day or before
the end of the school day, they should inform their Division Head. They should inform the Receptionist when
they leave and note it on the attendance log, checking back in if they return during the day.
Jury Duty
If summoned for Jury Duty while school is in session, employees must apply for a postponement until a time
that school is not in session. In the event an employee is unable to postpone, the School, if appropriate, will
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attest to the essential nature of the employee's work and seek postponement or deferment to a non-academic
period. The School will pay full salary for days served on jury duty. On days court is recessed or not in session
the employee must report to work as scheduled. Employees summoned to jury duty should notify both the
Headmaster and their supervisor before reporting for jury duty.
Assistant and Associate Teachers

The following expectations have to do with the role of Assistant and Associate teachers:
1. During arrival time in the morning, assistants are assigned to homerooms to be available for the children
for playing games, reading books, facilitating morning activities in the classroom, and so on. At this time
the Homeroom Teacher will be responsible for communication with the parents and paperwork, including
attendance books and dismissal sheets.
2. There is much contact with parents of boys. Be sure to inform the Homeroom Teachers about the content
of your communications with the parents in a timely manner so that all the Homeroom Teachers are
always fully informed about their students.
3. In most cases the Homeroom Teacher will make calls to parents. Feel free to use the classroom telephone
when the children are out of the classroom. At other times please find another phone to make any calls.
4. A teacher’s weekly schedules provide preparation periods during the day. These times should be used to
prepare your materials and lessons, in addition to time before and after school. In this way time in the
classroom can be devoted to working with the boys.
5. In Kindergarten, the time between 2:00 and 3:30 p.m. is considered part of the school day for teachers,
even though the boys have been dismissed. This is time to work in the classrooms along with the
Homeroom Teacher, usually with the person you worked with in the afternoon.
Recommendations to Other Schools

Recommendations are given when requested and are normally the responsibility of the Division Heads and
Headmaster (for teachers), and of the Division Head (for boys). There are two responsibilities involved: first,
to say the very best that can truthfully be said about the teacher or student; second, to give a fair and balanced
picture to the School to which the recommendation is sent.
The writer of the recommendation is responsible for what he or she signs, but it must be based on the
considered opinions of as many contributors as practicable. All should be aware of their own biases, whether
towards resentment or favoritism, however justified these may be. The School’s task is to describe the boy as
he has been known in the School, fully and fairly, warts and all, and to recommend everything that is
recommendable.
Avoid the temptation to refer to:
• Abnormalities in family circumstances;

• Unusual physical characteristics;
• Race, creed, color, and the like;
• Recommendations for psychiatrists, tutors, etc.;
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• Past failures.
Be specific. An anecdote or a concrete example is more effective than “He is a slow learner.” “He is starting to
show signs of improvement.” or “He works hard.” Vagueness and generalities dilute a recommendation.
When in doubt, offer to be available by phone.
All letters of recommendation and other recommendation or evaluation forms about Allen-Stevenson students
must by reviewed by the Division Head before they are mailed. A copy of the final version must be kept on file
in the Division Head’s office.
“Command Performances” and Other School Events

This list attempts to clarify on which School occasions faculty, both full time and part time, should expect to
attend outside of the normal school day. The assumption is that it is usually in the School's best interests for
faculty to be enthusiastic and involved. However, the costs of having faculty participate may sometimes
outweigh a need for employees to be present.
Please note that it is only polite to respond promptly, whether or not it is possible to attend an event for which
an invitation has been received. The letters R.S.V.P. (from the French, respondez s’il vous plait) mean PLEASE
RESPOND. Invitations usually specify whether a guest or spouse is also included; if uncertain about this issue,
please ask directly.
"Command performances" (unless previously excused):

• Faculty and administrative meetings before school officially opens and after it officially closes for
students;
• Professional days when students don't attend;
• Parent conferences (includes returning telephone calls and e-mail within 24 hours, if possible);
• Wednesday afternoon faculty meetings from 3:30 to 5:00 p.m.;
• Any other faculty meeting for grades you teach;
• Lower School Picnic (for Kindergarten and 1st grade teachers);
• Parent Curriculum Nights for grades you teach;
• Cocktail parties for the grade in which you are the Homeroom Teacher;
• Monday Morning Meeting, if you are a Middle or Upper School teacher;
• Lower School Assemblies, if you are a Lower School teacher;
• Counseling meetings for students and/or parents;
• Closing Exercises for divisions in which you teach;
• Other events designated by the Headmaster.
Attend if invited or requested (as professional, sometimes job-related responsibility):

• New Families Reception;
• Meetings of the small or large Heads groups;
• Meetings of the Parents Association;
• Meetings of the Board of Trustees or Board committees.
Desirable to attend, but not usually required:
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• Parent education meetings;

• Shakespeare or Gilbert & Sullivan productions;
• Holiday and Spring Concerts;
• PA Family Ice Skating Party;
• Fathers Dinner;
• Parents Association Spring Benefit;
• Student musical recitals;
• Athletic events;
• Trustee/Faculty social gatherings;
• Alumni Events;
• Faculty Holiday Party, Family Feast, and Final Faculty Luncheon.
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STUDENT EXPECTATIONS
Chapter III: Student Expectations
The Allen-Stevenson Code

The School strives to establish an atmosphere of mutual trust and respect which is conducive to teaching and
learning. Academic honesty, respect for property, consideration for the safety and feelings of others,
truthfulness, forbearance, good sportsmanship and self-discipline are the personal qualities the School
endeavors to nurture and support. These are stated in the Allen-Stevenson Code:
An Allen-Stevenson Boy is a Scholar and a Gentleman.
An Allen-Stevenson boy strives to be:
Studious
He takes every opportunity to learn. He makes his best effort to finish his assignments at all times.
Loyal
He is loyal to his family, his friends, his school and his country.
Courteous
He is polite and considerate to all. He respects authority.
Trustworthy
He can always be trusted in word and deed.
Clean
He is clean in speech and in his personal habits.
Thrifty
He does not waste things, destroy property, nor hurt any living creature. He shares the duties of his
home and school.
Brave
He has the courage to face the difficult, and to stand up for the right in spite of jeers.
A Good Sport
He plays his best, he puts his team before himself, he does not criticize the opponent or the judge, he
accepts victory and defeat with equal grace.
Reverent
He practices his faith; he respects the faith of others.
Behavior becoming an Allen-Stevenson boy is expected at all times.
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Academic Integrity
Every teacher is expected to enforce the strictest standards of academic integrity, and students are expected to
do their own work, except when the assignment suggests or even requires collaboration. Teachers should be
concerned, clear, and vigilant in this area.
One of the most serious breaches of academic integrity is plagiarism, the passing off as one’s own another
person’s ideas, overall argument, or actual words. In schools and colleges, plagiarism can lead to dismissal, not
only because the student has failed to learn from writing his or her own assignment, but also because such an
action undermines equity and honesty within the academic community.
The three most common forms of plagiarism are:

• Using actual words from an article or critical source without giving credit;
• Blending one’s own ideas with those that come from an outside source without giving credit;
• Paraphrasing the ideas of an authority without giving credit.
Each teacher is directly responsible for applying and interpreting the meaning of these expectations with
respect to the boy’s age; special attention to such instruction should be given in Middle and Upper School
skills and library classes. Each student is responsible for giving due credit to the source of ideas in a footnote
or in an explicit written reference. When in doubt about the appropriate use of a source or about methods of
incorporating outside ideas, the student should consult his teacher.
Some parents give their children help with homework. Therefore, grades for home assignments may be de-
emphasized in favor of those for in-class work. Above all, remember that the most effective weapons against
cheating are the teacher’s attitude, clarity, and alertness.
Any student who plagiarizes or cheats should be reported to the Division Head, who will handle the situation
in an age-appropriate manner. Where necessary, the Headmaster will be consulted for disciplinary action or
follow-up.
Teachers are responsible for giving their students extra help when it is necessary.
As a reflection of the School’s expectations about academic integrity, Upper School boys are expected to write
the following honor statement on every mid-year test and final examination:
On my honor as a gentleman,
I have neither given nor received help on this work.
They are also to sign their names, understanding that doing so commits them to the meaning of the statement
they have written.
[Parts of the above are adapted from Trinity School Faculty Manual, p. 41-42.]
Dress Requirements
Beginning with the first day of school, boys are expected to be neatly dressed (shirts tucked, buttons buttoned,
shoes tied), appropriately attired (wearing proper shirt, proper pants, tie, belt, socks, and so on), and well
groomed (clean, neat).
The School requires certain elements of dress to be uniform while allowing individual discretion in others. It is
the responsibility of all teachers at all grade levels—with the support of their Division Heads—to enforce
these dress requirements.
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Hair is to be kept clean and at a reasonable length, one that reflects the requirements of safety and the need to
see. A boy whose hair is so long, for example, that it prevents him from seeing clearly or endangers his
movement in physical education or shop may be required to get a haircut.
When there is a problem of interpretation, the student should be sent to the appropriate Division Head.
Generally speaking, the Division Head is to interpret the application of these requirements. In extreme
instances, however, the Headmaster or Associate Headmaster may be consulted.
If a boy has persistent difficulty in meeting the dress requirements, his parents may be asked not to send him to
school until the situation is rectified.
Required school wear
Grades K-3: Navy blue polo shirt (short- or long-sleeved) with the School emblem, solid navy sweater (V-
neck, crew or cardigan); slacks (no denims), and sneakers. Lower School boys wear their athletic clothes to
school on days they have Field. In hot weather, normally before October and after Memorial Day, the School
permits the boys to wear walking shorts, not jams.
Grades 4-9: Short- or long-sleeved white or light blue dress shirt, that is, a shirt with a traditional collar; a tie;
solid-colored trousers with belt, not denims, cargos, or similar casual pants; leather shoes, not athletic shoes,
and socks, not low-cut or “no-see-um” socks. Navy blue blazers with the School emblem sewn on are required
at certain School events, including Monday Morning Meeting. Solid-colored, v-necked sweaters or vests are
permitted.
Generally speaking, during the months of September and June, boys are not required to wear their blazers, and
they may wear Bermuda or walking shorts with belts, not jeans or cut-offs. Should the weather warrant it, the
School will announce to the students any exception to these rules. Hiking boots may be worn during the
months of December, January, February and March only.
Middle and Upper School boys must wear blazers to all Monday Meetings, Founders Day, and all
performances. They also must wear blazers to divisional events such as school plays, Spelling Bee, Geo Bowl,
Academic Bowl, Speech Contests, and concerts.
Required athletic wear
Grades K-4: Uniform clothes are required for all athletic activity: navy sweatshirt and sweatpants and navy T-
shirt and shorts with the School emblem, and sneakers. Fourth grade boys take home their athletic uniforms
every weekend for laundering.
All boys must be in proper uniform when they go to Field. If a boy no longer has Field clothes, new ones can
be ordered from Clöz: http://www.allen-stevenson.org/secure/around/index.html or 1 (800) 677-2326.
Gently used clothes can be requested from the Parents Association, as supplies last.
Grades 1-3: Ice skates, skate guards, helmets with face guards, and skate bags as well as winter gloves or
mittens are essential for the winter sports program.
All clothing (school wear, athletic wear and outerwear) and equipment must be marked clearly with the boy's
name. (A laundry marker is a quick, easy and effective way to identify clothes and equipment.)
Polo shirts, blazer patches and athletic wear may be ordered in advance of a delivery date through Clöz, Allen-
Stevenson’s uniform supply company: http://www.allen-stevenson.org/secure/around/index.html or 1 (800)
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677-2326. The Boys Shop catalog showing the clothing and equipment offered by Clöz is mailed home every
spring.
Hats, Caps, Gum and Food

Hats and caps may not be worn in the School's buildings (except for boys on their way out to Field). They need
to be taken off before entering the School. Gum may not be chewed nor food consumed during the school day,
unless the food is distributed to all the boys as part of a class activity.
Please do not eat in our hallways and remind the boys to do likewise. Since we have children with anaphylaxis
due to food, we need to keep ALL food in contained areas that can be monitored.
Upper School boys are allowed to eat a healthy breakfast in their homerooms before their first class period,
provided they clean up completely afterward. Failure to do so results in loss of this privilege.
Student Attendance and Absences

Regular attendance and a regular schedule are essential to success in school. The only acceptable reasons for
absence, therefore, are religious holidays, sickness and emergencies. In cases of sickness, parents must advise
the appropriate Division Head's office or the Receptionist no later than 8:45 a.m. If a boy is absent without
notification, his Division Head, or a designee, will call the parents.
Absence Requests
A written request at least one week in advance must be made to the Division Head to excuse a student for
reasons other than religious holiday, sickness, or emergency. Parents are expected not to extend school
vacations but rather to plan long weekends and vacations in accordance with the dates in the yearly calendar.
Parents should not expect teachers to provide work in advance for boys who miss school for reasons other than
illness, religious holiday, or family emergency. Boys are expected to check with their teachers upon return to
see what work has been missed.
Parents need to know that the School does not normally approve of requests for absence for doctor, dentist and
other such appointments during the School day. This includes Field, which is an integral part of the educational
program. However, if parents address their requests to the Head of their son’s Division, they may be sure of his
or her sympathetic consideration in case of emergency or exceptional circumstances. In case of anything to do
with student health, please continue to consult the School Nurse.
Attendance Records
Lower and Middle School parents or guardians should provide the Homeroom Teacher with an explanation for
a boy’s absence or tardiness either the day before or the day following it. In the Upper School, the explanation
is to be given to the Assistant Division Head.
All Upper School teachers will write weekly assignment sheets and distribute them to their students. The
assignment sheets will be posted on the school website. Parents should call the Upper school Office if their son
needs books or materials to complete homework.
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The New York State Board of Regents requires all schools to keep their attendance records correctly and
permanently on file, and to make annual attendance reports to it based on those records.
Each Lower School and Middle School Homeroom Teacher is responsible for Attendance Registers being
received by the Division Head by 8:45 a.m. daily. Upper School attendance should be entered into Senior
Systems by 8:30 a.m. Entries should record students’ presence, absence, and lateness in the uniform manner
given by the Division Head before the School year begins. The Division Head checks immediately with
parents of students who are late or absent without excuse in the Lower and Middle Schools, while the Upper
School office does so for Upper School students.
During the school day, the School is responsible in loco parentis for the supervision and security of all boys.
No boy is allowed out of the building without direct authorization from his parent, guardian, Division Head, or
the School Nurse. If a boy is absent from a class, dining room, Field, or other occasion, the teacher
concerned is to report this immediately to the Division Head or his or her assistant, and, if appropriate,
to the Receptionist.
Leaving School Early
All students are expected to stay at school until their regular dismissal time. Boys leaving school early must
sign the Receptionist’s book in the Lobby. Only those boys for whom there is written authorization from a
parent or the Division Head will be permitted to leave school early. No boy can be sent home before dismissal
without his parents being told and the approval of the Division Head. The Nurse is responsible for sending
students home for reasons of ill health.
Field Absences
Field is considered as important as academic courses and the arts. Boys are excused from Field only for
religious instruction or on medical grounds, either by the written instructions of a physician, a parental request
approved by the School Nurse, or the action of the Nurse for a student emergency.
All boys who can come to school will normally go to Field. Parents are advised in the Parent-Student
Handbook that boys should not be absent from Field for any reason but sickness or an emergency. The Nurse
or Division Head shall determine what constitutes such an excuse. No teacher or Division Head should excuse
a boy from Field for medical reasons without consulting the Nurse.
Other than medical, the following are the only reasons and conditions for which boys may not go to Field:
• Academic Work
In the event of a return from a prolonged absence a student may be excused from Field in order to make up
academic work. The Middle or Upper School Heads must approve such an arrangement, as appropriate. In
exceptional circumstances, the Director of Learning Resources, Director of Athletics, and the Division
Head may excuse a student from Field.
• Major Offenses
A student who by some major anti-social offense has disqualified himself from the normal privileges of
membership in the School shall not be allowed to represent the School in sports matches if this is
appropriate in the judgment of both the Division Head and the Director of Physical Education.
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• Religious Classes
If possible, religious instruction should be taken after school. Exception may be made once a week for
Upper and Middle School boys.
Boys are to be advised about attendance, punctuality, dress and other Field routines by the Director of Physical
Education. All coaches are to check attendance of their groups in the bus before arriving at Field each day and
to report any absences to the Director of Physical Education the same day, who will report them to the Division
Head for follow up. Skipping Field without prior permission is to be treated as a major disciplinary offense.
Student Behavior
It is important for all students to be able both to be and to feel safe. The prime concern of the School is to
establish an environment and spirit that fosters the positive qualities of pride and self-discipline rather than
having to enforce penalties for unacceptable behavior. Their actions should conform to these goals and
promote a stronger sense of community.
Code of Behavior:
All teachers are expected to provide an environment that fosters self-discipline and reduces the impulse to act
anti-socially. The goal is to help boys to internalize the following expectations:
1. An A-S boy respects all faculty and staff.

2. An A-S boy is considerate of others' feelings. He does not put down others.
3. An A-S boy does not tamper with another's property.
4. An A-S boy attends school punctually.
5. An A-S boy does his homework.
6. An A-S boy states a point of view respectfully.
7. An A-S boy does not curse.
8. An A-S boy walks through the hallways. He does not run or scream.
9. An A-S boy eats lunch quietly and displays good table manners.
10. An A-S boy wears a full uniform in school and on the playing field.
The School expects that all boys will be able to understand and to comply with classroom expectations for
social relationships and for academic behavior. The School's goal is to enable each student to work
productively as much of the time as possible, with a good understanding of the rules of the classroom and of
the School and an increasing ability to internalize them.
Specific Applications
Whether in or out of school, Allen-Stevenson boys are expected to act appropriately at all times and places.
Any unacceptable behavior in School is equally so outside, and it will be similarly treated if brought to the
notice of the School.
• Boys shake hands with the person on door duty as they enter the building in the morning.
• Walk in the halls, and keep the level of noise down, both for safety and out of respect for what other
classes may be doing.
• Rough-housing is never to be allowed, especially throwing any object, or sitting on window sills or
fooling around near windows or on the stairs.
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• Carrying dangerous weapons of any sort is not permitted.
The sidewalk outside the School is considered to be a part of the School. It is always to be supervised from
8:00 to 8:30 a.m., and during departure of the Lower and Middle School boys. Particular attention is to be paid
to safety, obeying traffic signals, and using crosswalks, especially when boys are going to and returning from
Field buses.
The sidewalk is also part of the neighborhood. Boys must be made aware of the responsibility of being a guest
and the importance of being a good neighbor. Dropping things from windows, throwing snowballs, playing
tag, skateboarding, rollerblading, rough-housing, playing catch in front of the School are all considered
unacceptable behavior.
Whenever a faculty member sees one of these ground rules being violated, Homeroom Teachers are to be
notified. Faculty must be vigilant in holding the boys accountable for rule violations. For example, if a Lower
School teacher sees an Upper School boy running in the hallways, the Homeroom Teacher must be notified.
Middle and Upper School detention is held as necessary, with the knowledge of the Division Heads.
Discipline: When Behavior Standards Are Violated

Discipline is handled on an individual basis. Good conduct and proper behavior are expected of all students at
all times. Infractions will be handled individually and they may result in the following:
Suspension
Suspension is an indication that a boy has behaved so badly as to disqualify him from the company of his peers
for some time. Normally proposed by the Division Head in consultation with the Homeroom Teacher,
suspension must be approved by the Headmaster. Suspension may be used as a consequence for the following
violations:
• Breach of trust: cheating, stealing, lying, plagiarism;
• Anti-social acts: serious, deliberate defiance of teachers, physical attacks on other students or damage
to property of the School or of others.
Upon return from suspension, the boy and his parents may be required to confer with the Headmaster.
Probation
Following a suspension, or in cases of repeated tardiness or disruptive, destructive or anti-social behavior, the
student will be placed on probation by the Division Head. The Division Head will convene a parent conference
and consult with the Headmaster before assigning a student to probation. A letter, with a copy to the
Headmaster, is written by the Division Head to the parents. One serious infraction may result in dismissal after
a student has been placed on probation.
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Expulsion
This is the immediate and forced withdrawal of a boy, which may result from one of the following situations:
• A violation of probation.
• Use or possession or sale of drugs, alcohol or dangerous weapons in the School.
• Endangering the health and welfare of the community.
The Headmaster will consider expulsion following consultation with the Division Head who will pass on to the
Headmaster a non-binding faculty recommendation. He will also advise the President of the Board of Trustees
of any proposed action involving expulsion.
In the rare instance in which a boy not on probation endangers the health and welfare of the community, the
Headmaster may expel him with no prior suspension or probation.
Disciplinary measures do not override the prime concerns of the School: to establish an environment and spirit
that prevent unacceptable behavior; to foster the positive qualities of pride and self-discipline; and to make
proper behavior more meaningful than the penalties for infractions of rules.
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SCHOOLWIDE POLICIES
Chapter IV: Schoolwide Policies
Responsibilities of Every Employee

Safety and quality can be achieved only through teamwork by everyone who works at Allen-Stevenson. For the
good of the boys and of the entire Allen-Stevenson community, each teacher, staff member, supervisor, and
administrator must practice safety awareness by thinking defensively, anticipating unsafe situations, and
reporting unsafe conditions immediately. All adults are ultimately responsible for the well-being of the boys.
Please observe the following precautions:
1. Notify the appropriate supervisor of any emergency situation. If you are injured or become sick at work,
no matter how slightly, you must inform your supervisor immediately.
2. Use, adjust, and repair machines and equipment only if you are trained and qualified.
3. Get help when lifting or pushing heavy objects.
4. Understand your job fully and follow instructions. If you are not sure of the safe procedure, don’t guess.
Ask the appropriate person.
5. Know the locations, contents, and use of first aid and fire fighting equipment.
6. Wear personal protective equipment in accordance with the job you are performing.
7. Unauthorized use of alcoholic beverages or illegal substances will not be tolerated. The possession of
alcoholic beverages or illegal substances on the School’s property is forbidden.
8. Unauthorized possession, use or sale of weapons, firearms or explosives on work premises is forbidden.
9. Violence by an employee or anyone else against an employee, supervisor, or administrator will not be
tolerated. Employees are expected to report and participate in an investigation of any suspected or actual
cases of workplace violence.
10. If an unsafe condition is observed anywhere on the premises, employees are expected to notify the
Facilities Manager immediately.
A violation of these safety precautions is in itself an unsafe act. A violation may lead to disciplinary action, up
to and including termination of employment.
Anti-Discrimination
The Allen-Stevenson School admits students of any race, color, religion, nationality or ethnic origin to all the
rights, privileges, programs, and activities generally accorded or made available to students at the School. It
does not discriminate on the basis of race, color, religion, nationality, ethnic origin, or sexual orientation in the
administration of its educational policies, admissions policies, employment policies, financial aid program, or
any other program administered by the School. [Adopted by The Board of Trustees on Tuesday, October 10,
2000]
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Diversity
In the belief that the School community ought to try to reflect the urban environment in which we live, Allen-
Stevenson has made a significant commitment to diversity, both in the faculty and in the student body. We
define diversity to include economic, professional, religious, family, and racial variations, as well as
differences in personality, talents, interests, culture, and learning or teaching styles. While diversity does not
always mean financial assistance, our commitment to financial aid has increased significantly. Because we
believe that a diverse learning community fosters a more realistic learning environment, we use financial aid as
a means to increase the quality and diversity of the student body.
Allen-Stevenson’s Mission Statement describes the student body we seek and the community from which it is
drawn. We look for boys who will benefit from the educational program we offer, who can meet our academic
expectations, and who will contribute their artistic, musical, and athletic talents to the life of the School. Such
boys are “qualified” not only by ability, but also by their capacity to enter into the learning process with other
such boys. In considering applicants, the admissions committee weighs their learning strategies, behavior, and
capacity to function productively as part of a larger group. We are not solely interested in standardized test
scores or grades. We celebrate individuality within the community.
The value of being a “neighborhood school” lies in the affirmation that each individual is also part of a larger
community. We have worked to broaden our reach beyond our immediate East Side location, although we
know that long commuting times may not be desirable for young children. Despite the difficulties involved, we
believe that our educational goals are better met by including and even recruiting the student body from a
wider geographical area. Achieving these aims is sometimes elusive. The School participates actively in Early
Steps, Prep for Prep and the Boys’ Club of New York, programs that place children of color in independent
schools. We visit early childhood schools in many different neighborhoods to identify such candidates and
recruit them for Allen-Stevenson. We also seek prospective teachers from a variety of backgrounds by
participating annually in the NYSAIS Job Fair for People of Color.
Because responsibility for diversity is the work of all, no one individual is currently designated as a multi-
cultural coordinator.
In addition, Allen-Stevenson takes the concept of “neighborhood” to support the use of New York City itself as
part of our instructional environment. Aside from studying the history, neighborhoods and demography of New
York as part of the curriculum, we have field trips to learn about our city. Among these trips are visits to New
York's cultural institutions and to Ellis Island and Wall Street. Such activities include walking tours of
neighborhoods and communities as varied as the Lower East Side, the African Burial Ground, Harlem, and
Central Park. Regular assemblies bring the city into the School, and community service to local neighborhood
centers is expected. Such opportunities are intended to reinforce each boy’s awareness of the wider
communities of which he is a part.
Non-Harassment
We prohibit harassment of one employee by another employee, supervisor, or third party for any reason
including, but not limited to: race, color, religion, gender, sexual orientation, national origin, veteran status,
and physical or mental disability. Harassment of third parties (parents, vendors, etc.) is also prohibited.
While it is sometimes elusive to define precisely what harassment is, it includes: slurs, epithets, threats,
derogatory comments, visual depictions, unwelcome jokes, and teasing. In addition to the above, age, race,
30
SCHOOLWIDE POLICIES
creed, color, national origin, gender, disability, genetic predisposition or carrier status, and marital status are
protected classes in New York State.
Violations of this policy should be reported confidentially to the Headmaster. They may result in disciplinary
action, up to and including termination of employment.
Sexual Harassment
Sexual harassment is any unwanted, unwelcome or uninvited behavior of a sexual nature that makes a person
feel humiliated, intimidated or offended. Sexual harassment can take many different forms and may include
physical contact, verbal comments, jokes, propositions, the display of offensive material or other behavior,
which creates a sexually hostile working environment. Examples of sexual harassment include:
• Uninvited touching, uninvited kisses or embraces;

• Smutty jokes or comments; making promises or threats in return for sexual favors;
• Displays of sexually graphic material including posters, pinups, cartoons, graffiti or messages left on
notice boards, desks or common areas;
• Repeated invitations to go out after prior refusal;
• "Flashing" or sexual gestures; sex-based insults, taunts, teasing or name-calling; staring or leering at a
person or at parts of his or her body;
• Sexually explicit conversation;
• Persistent questions or insinuations about a person's private life;
• Offensive phone calls, letters, e-mail messages or computer screen savers;
• Stalking.
Sexual harassment can also involve behavior that would also be an offense under the criminal law. For
example, physical assault, indecent exposure, sexual assault, stalking or obscene communications. Sexual
harassment is not behavior that is based on mutual attraction, friendship and respect. If the interaction is
consensual, welcome, and reciprocated, it is not sexual harassment.
Sexual harassment is not just unlawful during working hours or in the workplace itself. The behavior is illegal
in any work-related context. Sexual harassment in employment is prohibited in the following circumstances:
• Recruitment and selection - for example, during job interviews;

• The course of employment - for example, at the workplace, during working hours, at work-related
activities such as training courses, conferences, field trips, work functions and School parties;
• Termination of employment - for example, where an employee is dismissed for objecting to sexual
harassment or resigns because of intolerable sexual harassment;
• Any other circumstance that could arise in the context of relationships such as sexual harassment of an
employee by a fellow employee, regardless of when or where it occurs.
In compliance with federal, state and local laws and the School’s own equal employment opportunity policy,
the School prohibits sexual harassment in any form by anyone. The School will not tolerate the harassing of an
employee or applicant for employment. This policy applies to all employees, irrespective of their position at
the School.
If a person believes that he or she has been the victim of sexual harassment, he or she should contact the
Headmaster. The situation will be treated confidentially on a need to know basis and will be promptly and
31
thoroughly investigated. If the result of the investigation indicates that corrective action is called for, such
action may include disciplinary measures ranging from a warning to the termination of the employment of the
offender.
Drug and Alcohol Abuse

The Allen-Stevenson School is committed to an educational environment free of drug and alcohol abuse. Our
educational mission is consistent with federal government regulations that require us to educate our
community about the possession, use, or distribution of illicit drugs and alcohol by students or employees on
School property or as related to any of our on-campus or off-campus activities. This policy statement is not
intended to apply to School functions where the use of alcohol by employees in moderation is authorized.
Because we value an educational environment free of illegal drug use and alcohol abuse, we want Allen-
Stevenson employees to receive appropriate help in confronting such problems. We try to achieve and maintain
this environment through:
• Preventive education about chemical dependency and the medical, legal, and social risks of substance
abuse, as well as
• A confidential Employee Assistance Program to assist any employee who needs help with drug or
alcohol-related problems.
The School’s eagerness to help employees confront such problems should not be interpreted as an acceptance
of such activity. Where necessary, Allen-Stevenson will apply the proper procedural safeguards and enforce
vigorously disciplinary sanctions, including termination of employment.
The School prohibits the possession, use, or distribution of illegal drugs or alcohol on its property, or as related
in any way to its activities off campus. The School will cooperate fully with law enforcement agencies and will
apply internal disciplinary processes should a student or an employee violate these rules relating to illegal
drugs or possession or use of alcohol.
Each faculty appointment is “contingent upon your competent performance in the duties assigned, your moral
integrity, and your endeavor to promote the best interests of The Allen-Stevenson School.” This policy is
intended to make even more clear that contractual undertaking to which each teacher agrees, not to supplant it
in any way. [Adopted by The Board of Trustees on Tuesday, October 10, 1995]
Health Evaluation Procedure

1. Signs or symptoms such as the following may indicate the need to require a health evaluation:
• The smell of alcohol and/or symptoms of inappropriate substance use;

• Unusual behaviors (abusive, aggressive, withdrawn, sexual);
• Changes in language or speech (foul words, slurred speech, etc.);
• Uncustomary loudness, unusual laughing, or the like;
• Excessive sleepiness or energy;
• Disturbance in gait;
• Absenteeism, especially right after the weekend or a vacation;
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SCHOOLWIDE POLICIES
• Inability to stay with class during regular instructional times.
Please note that this list is meant to be a guide, but not an all-inclusive one.
2. The decision to require a health evaluation outside of school will be made by a team that may include
some or all of the following: Headmaster, Associate Headmaster, supervisor or Division Head, Consulting
School Psychologist, and School Nurse. Others may be added as appropriate to the situation.
3. The School may require any employee—administrator, teacher, member of staff—to have a health
evaluation, including psychiatric or psychological evaluation, outside of school, especially if inappropriate
drug or alcohol use is suspected. This evaluation will be conducted through an established medical office
or facility, as is warranted by the circumstances. At present, the School designates Freedom Institute for
this purpose.
4. Freedom Institute is also available to Allen-Stevenson employees who seek help voluntarily and
confidentially, without any dictum from the School. Freedom Institute is located at 515 Madison Avenue;
the telephone number is (212) 838-0044.
5. If a health examination indicates the need for help, the School will expect the employee to avail
himself/herself of an employee assistance program. To the extent possible, information about this process
will be kept confidential, though it may be shared on an “as needed” basis with appropriate School
personnel.
6. An employee who declines a required health examination or who refuses the appropriate assistance may be
separated from employment for such reason.
Personal Use of School Resources

Office equipment, including telephones, copiers, supplies, fax machines, voice mail, and e-mail are to be used
primarily for Allen-Stevenson business.
Although limited personal use of such resources is permitted, excessive personal use will lead to discipline up
to and including discharge, as will abuse of the equipment. In addition, any unauthorized duplication of
copyrighted computer software violates the law and is contrary to the School’s standards of conduct.
It is important to keep the School’s telephone lines for school-related calls. Although the occasional use of the
School’s telephones for a personal emergency may be necessary, routine personal calls should be kept to a
minimum.
The Internet should be used primarily for school-related purposes. Use of the School’s Internet access for
personal communications or for non job-related solicitations including, but not limited to, religious or political
causes is strictly prohibited. Employees are also prohibited from the display or transmission of sexually
explicit images, messages, ethnic slurs, racial epithets, or anything that could be construed as harassment or
disparagement of others.
Professional Attire
All employees are expected to maintain the highest standards of personal cleanliness and to present a neat,
professional appearance at all times. Obviously, the meaning of this varies according to each employee’s
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responsibilities and role within the School. If in doubt about appropriateness, please ask the administrators
directly in advance.
Teachers should dress in an appropriate, businesslike manner that sets a very good example for students, for
whom standards of dress are also stipulated.
• Male teachers are to wear an appropriate dress shirt, tie, trousers, belt, shoes, and socks and to have a
jacket available in school for use when necessary.
• Female teachers must dress in an appropriate and professional manner. They should refrain from wearing
provocative clothing, including short skirts and tight clothes.
• Hair should be neatly groomed and worn in a businesslike style.
• Casual footwear, such as flip-flops, is not permitted.
• Teachers may not wear jeans unless they are going on a field trip or it is an approved “dress down” day.
• Members of departments like Art or Athletics and Physical Education may need to dress differently while
they are performing such duties, but they should expect to meet standards for faculty at other times during
the school day.
Questions about appropriateness of dress are best directed to the administrators. Attire that is not considered
professional and appropriate may be challenged.
Conflicts of Interest
Integrity and competence are essential ingredients of professional behavior. An actual or potential conflict of
interest occurs when an employee is in a position to influence a decision that may result in a personal gain for
that employee or for a relative as a result of the School’s business dealings.
It is usually not good enough to be incorruptible and act with honest motives. It is equally important to use
good judgment and conduct one’s outside activities so that no one has any grounds for even raising the
suspicion that an employee misused a position with Allen-Stevenson.
No “presumption of guilt” is created by the mere existence of a relationship with outsiders. Anyone who has
the potential of influence must disclose the existence of a possible conflict to the Headmaster, the Associate
Headmaster, and the Business Manager.
Tutoring and Special Lessons

Students may not be tutored by a member of the Allen-Stevenson faculty or staff without the expressed
approval of the Headmaster. At no time may a teacher tutor any student that he or she is currently teaching.
Guidelines for Tutors and Special Lessons

• Any student working with a tutor in the school building must be registered with the Director of
Learning Resources by filling out the Regular Visitor Form, which is available from the Director of
Learning Resources. Progress, day, time and room location must be noted.
• Allen-Stevenson faculty may tutor outside students at Allen-Stevenson with the expressed permission
of the Director of Learning Resources.
• Outside tutors may tutor Allen-Stevenson students in the building after 3:30 with permission from the
Director of Learning Resources.
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SCHOOLWIDE POLICIES
• Athletic coaches may give private instruction in athletics to any Allen-Stevenson student in grade 6 or
below only with the expressed permission of the student’s Division Head.
• Art teachers may give art lessons to Allen-Stevenson students.
• Technology teachers may give lessons in the form of enrichment activities or keyboarding lessons to
Allen-Stevenson students.
• Music teachers who are employed by The Allen-Stevenson School may give music lessons to Allen-
Stevenson students as long as they do not teach the instrument (or music) during the school day to
those students as part of their curriculum requirements.
• There is no charge for building use for any of the above.
• All students and tutors must be out of the building no later than 5:45 p.m.
Weekends
• Those who use Allen-Stevenson facilities for Saturday music lessons or for tutoring must register with
the Director of Learning Resources.
• If a teacher is running a group activity in an area that normally generates income for the School, those
teachers should pay a usage fee as determined by the Business Officer.
• Edge Program: a weekend Basketball clinic run by Allen-Stevenson teachers. There is a $40.00 per
hour reservation fee that will be charged to that organization.
• Weekend use of the School for Birthday Parties is covered in a separate section. Consult the Index.
Building Use Rules

All tutors must follow these rules for building use:
• Tutors must escort the student from the lobby to the classroom and back again. At no time should a
student be left unattended.
• Caregivers need not stay in the building, but if they choose to do so, they should wait outside the
classroom where the student is being tutored.
School Mail and Personal Mail

All mail that goes out under the name of the School on official stationery must have the prior approval of the
Division Head or the Director of Learning Resources. The Academic Secretary is in charge of the postage
machine and works with colleagues in other departments to make sure that mail is properly posted and that the
cost of postage is properly accounted for.
Please note that the School does not provide for the mailing of personal items. Personal mail includes
correspondence to Oxford and Fringe Benefits as well as other benefits providers. It also includes cards sent to
other members of the School community that are of a personal nature, such as condolence cards, thank you
notes and birthday cards. If you are unsure whether or not correspondence is of a personal nature, please ask
the Academic Secretary.
No Smoking
Allen-Stevenson is a smoke-free environment. There is to be absolutely NO smoking in or near the School.
Further, smokers are expected not to smoke within sight of the School.
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Communication with the Media

The news media often report on issues affecting independent schools. At Allen-Stevenson, we would like to
cooperate with the press in a thoughtful and responsible manner that reflects the best interests of the School.
Without prior authorization by the Headmaster, only the Headmaster may speak for the School. Therefore,
please refer all inquiries to the Headmaster, the Associate Headmaster, the Director of Admissions, or the
Director of Development, who will work together to decide how to respond in a way that best serves the Allen-
Stevenson community.
Inquiries may come in a variety of forms: a letter, a telephone call, an encounter in front of the School. When
approached by anyone who identifies himself as a member of the press, or where there’s a strong likelihood
that a query has something to do with a news story, please ask the caller for his name and phone number, a
brief idea of what the query/news story is about, and, most important, the deadline. It’s best to avoid giving out
information at this stage, including names of other people in the School who could be approached.
Please note: Under no circumstance should anyone approach, much less photograph, any boy without the
explicit permission of his parents or of the Headmaster.
Fundraising
All efforts to raise money by and for the School must be reviewed and approved in advance by the
Development Director. Even fundraising ideas need to be discussed with the Director. Fundraising efforts on
the behalf of others (community service such as Yorkville Pantry, UNICEF, Pennies for the Rainforest) do not
require the approval of the Development Director, but do need to be approved by the Headmaster and put on
the School calendar.
Once the Development Director signs off on a project, the proposal must be reviewed by the Business Manager
to coordinate the financial accounting of the project expenses and receipts.
If any employee of the School is approached by someone offering a potential donation, the donor should be
referred to the Development Director.
The object of events organized by the Parents Association, such as the annual Family Ice Skating Party and the
Spring Benefit, is to raise funds to benefit the School. Staff tickets are often available at a reduced rate or on a
complimentary basis. They will be distributed by the Parents Association in conjunction with the Development
Office.
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ADMINISTRATIVE PROCEDURES
Chapter V: Administrative Procedures
Teacher Evaluation Process

The object of teacher evaluation is to promote better teaching by the faculty. To this end, it should provide
support and guidance for the faculty, give teachers a clear idea of their performance and standing, and aid the
administration and teachers in working together on common goals. However, in certain instances the School
may choose not to follow this process precisely.
All teachers are to make full use of resources available to them for professional development. These include,
but are not limited to, the Learning Resource Center, the Computer Center, the Library, professional
workshops, faculty meetings and conferences, as well as colleagues, Division Heads, department heads, and
administrative personnel, as well as consultants that the School might hire.
Division and Department Heads

The Division Head (or, in the case of specialists, the Dept. Head and/or Associate Head or Director of Learning
Resources) to whom a teacher is responsible, is to make the School’s requirements clear and to give his or her
teachers every advice and support needed. Throughout the School year this administrator works closely with
each teacher, discusses methods and curriculum, points out strengths and weaknesses, and observes classes as
needed, making every effort to promote better teaching. Each teacher is to be informed who his or her
evaluator is no later than the first day of classes.
All Teachers
Teachers are kept informed of the School’s requirements and expectations by their respective Division or
Department Heads. Teachers work closely with their Heads for advice and support, to review methods and
curriculum, to work on strengths and weaknesses, and to have their classes observed as needed.
All teachers should have goals conferences with their Division or Department Head each fall. Teachers should
schedule these meetings prior to October 15th. Teachers should prepare their goals in written form to be given
to their supervisor at least 24 hours in advance of their goals conference.
Associate and Assistant Teachers

Associate and Assistant teachers are supported and evaluated as all other teachers. The head teacher shares the
responsibility for the ongoing development of the associate or assistant teacher with the Division Head.
New Teachers and Those with New Responsibilities

New teachers are given special training. Those assigned new and substantially different responsibilities will be
considered “new teachers.” Each new teacher meets regularly with the Division Head to get a clear picture of
the School’s philosophy and procedures, as well as frequent advice and support. Teachers new to Allen-
Stevenson will be assigned a “buddy.” The “buddy” is an experienced teacher who will assist the new teacher
in learning the ins and outs, the ways and means of Allen-Stevenson. Associate and Assistant teachers are
supported and evaluated as any other teacher. The head teacher shares the responsibility for the ongoing
development of the associate or assistant teacher with the Division Head.
Forms
To facilitate the teacher evaluation process, three forms are included towards the end of this Handbook:
• Teacher Self-Evaluation Form
37
• Teacher Evaluation Form

• Teacher Summary Observation Form
They may be duplicated for use as necessary.
The Review Year
Teachers who are new to Allen-Stevenson will be in a review year, and a process of evaluation will be
followed for them. The Headmaster may also designate anyone with a new role or responsibilities, those
requesting a review year, or anyone whose performance requires feedback to be put in a review year. Copies of
all forms completed as part of this process will be given to the teacher for additional notations and signature,
and then to the Division Head and Headmaster to be kept in the teacher’s file in each office.
As is the case for all teachers, those in a review year should schedule a goals conference with their evaluator to
take place no later than October 15th. Teachers should prepare their goals in written form and give them to their
supervisor at least 24 hours in advance of this meeting.
At this meeting, the teacher and the Heads should also agree on the most appropriate form of observation. The
format for classroom observation is flexible with regard to such matters as who shall participate in the
observations, when the observations are to take place, whether they shall be formal, or informal, whether or not
there will be pre-observation conferences, etc. The observers may include other administrators and peers. It is
recommended that at least one other person, other than the Division Head, participate in one or more
observations.
Provisions must be made for post-observation conferences. The Headmaster will make such observations of
teachers as seem appropriate to him and the Division Head or other evaluator.
Evaluators should make frequent visits to the classes of the teachers they supervise. Prior to December 15th,
each teacher should have one classroom observation that is discussed at a post-conference with his or her
supervisor, with notes of the meeting kept and initialed by the teachers and evaluator.
In addition, in the case of a teacher whose assessment is negative, or whose contract may be in jeopardy for
any reason, the Teacher Evaluation Form should be completed by this date. For a Teacher Evaluation Form to
be complete, there must be a meeting between the evaluator and the teacher to give the teacher an opportunity
to hear from the evaluator and also to add comments or notes to the Form, as well as to sign it. A meeting with
the Headmaster and evaluator should also be scheduled at this time.
In the case of a negative assessment at this meeting, depending on the seriousness of the case, the Headmaster
may decide upon immediate replacement, non-renewal of contract, or will approve a specific program to
correct weaknesses, agreed upon by the Headmaster and teacher, which will be implemented in the next three
months. Further observations are then required.
No later than Spring Vacation, all teachers in a review year should receive a written evaluation on the Teacher
Evaluation Form, and have a meeting with the Headmaster and her or his evaluator to discuss his or her
performance and the evaluations. Each teacher will be asked to complete a Teacher Self-Evaluation Form prior
to this scheduled meeting. In addition, the evaluator completes the Teacher Summary Evaluation Form. The
evaluator provides copies of the Teacher Evaluation Form, the Teacher Self Evaluation Form, and the Teacher
Summary Evaluation Form to the Headmaster a week prior to the meeting of the evaluator, Headmaster, and
teacher.
Evaluators are responsible for scheduling all such meetings with the Headmaster. All evaluators should submit
a proposed timetable for evaluation conferences to the Headmaster by October 15th. These will be reviewed by
38
the Headmaster with each evaluator, and changed if necessary to assure that the Headmaster can give each
meeting ample time and attention in accordance with his or her schedule. In addition, any teacher may request
further classroom observation.
Annual Evaluation for All Teachers Not in a Review Year
Prior to March 1st, any teacher may meet with the Headmaster and his or her Division Head to discuss his or
her appointment for the following year. The School's right to employ at will is not restricted. The School may
also offer or terminate employment on the basis of program needs. In addition, any teacher may be dismissed
immediately, or later, for misconduct or incompetence, or any other reason at the sole discretion of the
Headmaster.
Before the end of the School year every teacher may meet with his or her Division Head and the Department
Head (where applicable) to review the accomplishments of the past year. Every teacher not in a review year
completes the self-evaluation form, and goals for the coming year are discussed. At this time, the teacher and
the Division Head will determine if the following year will be a review year, that is, requiring the steps as
listed above. The Division Head will complete the Teacher Summary Evaluation Form, giving one copy to the
teacher and keeping another for the teacher's permanent file.
Other Evaluation Considerations and Criteria
Performance and Attitude are the two key factors considered in faculty evaluation. The Faculty Evaluation form
clearly outlines the expectations for teachers at Allen-Stevenson. The following criteria may also be helpful guidelines
for teachers to consider:
Classroom Performance and Observations
a. Mastery of Subject Matter
b. Age Appropriateness
• Activities
• Methods
• Communications
c. Goals of Lesson
• Clear
• Communicated to observer
• Communicated to students (as appropriate)
d. Effectiveness of Communication with Students

• Organization and planning
• Logical sequence of lesson and units of study
• Student participation (listening as well as speaking)
• Respect for student responses (including handling of incorrect responses)
• Encouragement of diverse ideas and relevant responses
39
• Clear and consistent expectations for classroom work and assignments
e. Atmosphere for Learning

• Management of classroom
• Awareness of whole child
• Age appropriate activities and expectations (timing, activities, behavior limits and guidelines
for performance)
f. Other considerations
• Variety of methods, materials, and assessments
• Child-centered vs. teacher-centered learning activities
• Individual needs being met
• Appropriate and professional student/teacher interactions
• Effectiveness of role in maintaining atmosphere conducive to learning
• Demonstrating and encouraging respect for others, diversity, and the environment
General Performance
g. Contributes to the attainment of the goals of the School and the philosophy of the School;
h. Understands and embraces the rules of the School;
i. Exhibits professional behavior in relationships with students, colleagues and parents;
j. Demonstrates personal qualities of a good teacher: respect for others, positive attitude
k. towards work and learning, punctuality, organization and follow-through;
l. Communicates effectively with parents, students, colleagues and administrators;
m.Shows interest in and encourages school activities;
n. Cooperates with colleagues and shares concerns, ideas and duties;
o. Provides for a variety of learning styles and modalities;
p. Exhibits a positive attitude about professional development - attends and participates in meetings,
workshops and other professional activities;
q. Participates fully in the community and demonstrates interest and ability to do more than the minimum.
Communications
The Division Head must approve all correspondence to parents and/or about students from the faculty in their
Division. The Associate Headmaster approves all correspondence from Department Heads. The Associate
Headmaster also approves the contents of the six-week mailings.
Publications
Regular Allen-Stevenson publications include:
• Parent-Student Handbook and Directory;
• Lamplighter, the School’s official magazine, published twice a year;
40
• Annual Giving Report, the School’s official acknowledgement of support it has received, published each
fall;
• The annual Information Supplement, distributed with the Admissions Viewbook;
• Two-Week and Six-Week Calendars as well as an attractive annual Calendar with pictures;
• A variety of publications related to the School’s capital campaign, published as needed;
• Various student publications, including Unicorn (the School’s yearbook), published annually.
The Allen-Stevenson Website
The School’s website address is: http://www.allen-stevenson.org/. The site includes a variety of sections
about Allen-Stevenson, intended for current parents and students, prospective parents, former parents and
alumni, and employees. Passwords are required for some sections.
In the parent section, use the following: In the faculty section, use the following:
name - parent name - faculty
password - Bellows password - trow02er
Calendars
An annual calendar is printed each year giving the dates of school holidays, special events, athletic seasons,
grading periods, reports and conferences. The website is updated regularly by the Director of Publications and
Website.
The Associate Headmaster and the Communications Designer supervise the creation of the annual Master
Calendar and its updates as the school year progresses. They are also responsible for the six-week calendars
that are included in each of the regular mailings to parents and staff during the school year, and they normally
distribute two-week calendars on Thursdays of each week during the school year. All of these calendars
indicate the topics, times, and locations of events.
Six-week calendars are included in the regular mailings to the parents and distributed to the faculty and staff.
Two-week calendars are distributed to all employees each week. Employees who receive drafts of the two-
week and six-week calendars are expected to return them to the administrative assistant responsible for
communications, indicating any modifications that have occurred, so that the final distributed version can be
accurate and up-to-date. Even when no changes are indicated, drafts must be returned noting “OK” or “No
Change.” These calendars give a day-by-day schedule of all events for the upcoming weeks. The object of this
process is to enable teachers to let each other know what is planned, and to avoid conflicts affecting other
classes.
Curriculum Evenings for each division are scheduled for the first six weeks of school. They are meant to be
occasions when parents can learn of curriculum developments, and what they can expect for their son’s
program over the year.
Lower School: Parent/Teacher Conferences are held in October and February. K/1 are scheduled on one day
and 2/3 on another. There is no school for students on the days that their grade is scheduled to have
41
conferences. Parents, teachers or the Division Head may arrange additional Parent/Teacher Conferences at
other times as needed.
All dates for field trips and special events must be cleared with Division Heads and the Associate Headmaster
or his designee for appropriateness to program and space availability at least two weeks in advance. All
arrangements for common space usage must be made at least one week in advance.
Closing Exercises are held for each division at the end of the year.
All employees are expected to familiarize themselves with each of the calendars. All employees who wish to
use a space that is not previously allotted to them on their regular schedules must book that space with the
Communications Designer in order to avoid conflicts in usage.
Sidewalk Duty
Two teachers (one primary and one secondary) are assigned to sidewalk duty each week. Normally, the
primary person will be at the front door; the secondary person needs to be in school and available to help or to
cover the Lower Gym. The primary person should always contact the secondary person well ahead of time, if
he or she cannot make it. If you need to trade your dates, please let the Receptionist and Assistant Lower
School Head know also.
Both partners who are assigned on rainy/snowy/extremely cold days need to be at school, so that the second
person can cover an alternative space. Both need to be at the front door from 7:50 a.m. to just after 8:30 a.m.
Except for shoes and ties, boys are expected to be properly dressed for school upon entering. If everyone is
reasonably strict about dress, it will be easier on everyone else later in the day.
While the boys are waiting, try to keep the sidewalk in front of the door clear. It is important that you greet
each boy, caretaker and parent on behalf of the School and that you check that each boy is ready (dress code)
for school. On temperate days open both outside doors to help with the traffic; when it is colder, that won't be
possible. In order to ease the flow of students, and in an effort to make personal contact with each boy, let the
students in one at a time. A note from experience: it helps to announce who's next before starting the next
group!
Using the lobby clock, here are the time expectations for entry:
 7:45 – Boys who have Chorus or Orchestra rehearsals may enter. Boys who are here early to see
a teacher must sign in with the Receptionist. Teachers who are expecting students must also alert
the Receptionist, so that boys don’t just wander in unsupervised.
 8:07 -- Upper School boys may enter. They wait to the west of the main entrance on the gray
steps and/or in the patio area outside of the office of the Director of Admissions. Please make
sure that they keep the sidewalk clear for pedestrians to use. Upper School boys are allowed to
bring food up to their homerooms, but not to eat on the way.
 Following Upper School -- Middle School boys may enter. They wait to the east of the main
entrance on the street side of the stanchions.
 Following Middle School -- Lower School boys may enter. They wait to the east of the main
entrance, on the wall side of the stanchions.
42
Please remember: absolutely no snacking or drinking coffee during that time; it looks unprofessional.
Sectioning
The assignment of teachers and boys to the different sections of a grade or class is the responsibility of the
Division Head. The aim is to compose classes and teachers that are varied, harmonious, and compatible.
This process is normally completed before the start of summer vacation by the Homeroom Teachers and
assistants of the present grade, together with the Division Head. Requests by parents for the good of their boys
should then be given consideration. Requests from parents should be given consideration without promising
any particular result. If parental requests are received before May 1st, they are referred to the Division Head
concerned. The process of sectioning is confidential. The final decision is made by the Division Head. The
class lists and teacher assignments are not normally given out before the start of school.
In order to give the most flexibility for the distribution of students, homerooms are not normally to be
sectioned for reasons such as language choice, math section, or orchestra participation.
Classes are designated by the initial of the Homeroom Teacher’s name (e.g., 8A for Ms. Able, 8B for Mr.
Baker).
Observations about Students

Teachers must always aim to communicate their observations about students in a professional manner. All must
avoid temptations to be sarcastic, cynical, unfair and unforgiving. It is as important to be able to back up
observations with specific examples and reasons as it is to listen to other professional perspectives on the same
boy, considering those observations along with one’s own.
The Homeroom Teacher knows most about each student in his or her class, and coordinates the observations of
other specialist teachers. Any disciplinary problem or behavior concern with any student should be
communicated to the child’s Homeroom Teacher. She/he will advise the Division Head as necessary.
Punishment for a boy who has committed a disciplinary offense should always be discussed first with the
Homeroom Teacher.
The general rule about communications with parents is to have them frequently, honestly, timely, and oral as
well as written. Teachers are not, however, to criticize family relationships, give psychological advice,
recommend counseling or tutoring, or reveal standardized test scores. They should consult with the Division
Head and the Director of Learning Resources, who alone make recommendations of psycho-educational
testing, tutoring, or therapy.
Issues of the psychological or academic well-being of a student must be handled with care. Involvement of the
appropriate school personnel illustrates to a family that the School is an organized team devoted to doing
what’s best for each student. Parents are advised in the Parent-Student Handbook that they may request a
conference with their son’s teachers at any time. If teachers have any question about what to say or how to say
it to a parent about a child, they should meet with the Division Head prior to the conference.
43
Transcript Requests
1. When a transcript or school record is requested, the appropriate request form must be completed and
forwarded to the Business Office, except as noted below.
2. If the Business Office does not approve the release of the records, the Business Office will inform both the
Academic Office and the family that the records are being held for failure to meet financial commitments.
3. The Academic Secretary will flag the files of those students whose records are not to be released.
4. For students in 8th and 9th grades who are applying out, since approximately 250 transcripts are sent out
during the year, the request form does not have to be completed. Instead, on the following dates, the Business
Office will send to the Academic and Upper School Offices a list of students whose files should be flagged by
the Academic Secretary for failure to meet financial commitments:
October 15
December 10
January 15
May 25
5. The file of any graduated student whose records were held must be flagged. No record may go out without
the approval of the Business Office.
6. If the Business Office does not approve the release of a transcript, and the parents ask that it be sent to them
directly, the School is not obligated to do so, because Allen-Stevenson does not accept Federal funds.
Supplies for Teachers

The Morning Receptionist is responsible for the provision of all necessary supplies for teachers. Each division
of the School makes up its orders for textbooks and other materials in the spring. Orders are made on the forms
provided by the Morning Receptionist.
Teachers who purchase school materials with their own money will be reimbursed, if the purchase is
authorized by their supervisor and accompanied by a receipt. Until the Business Office is reunited with the
safe, all reimbursements are made by a Check Request form. Forms need to be signed by the appropriate
Division or Department Head.
The School has a stock of teaching aids in the faculty supply closet. The Morning Receptionist is in charge of
these. They should not be “borrowed” from the Art Division, Shop or Office. Under no circumstances may a
student be sent to the faculty supply closets for student or faculty supplies.
The School has accounts with a number of vendors, who should be used when possible. In the event that the
usual vendors cannot provide what is needed, the necessary purchase can be made elsewhere. In this case, a
Tax Exempt Certificate must be obtained from the Business Office or Division Head, which will allow the
purchase to be made without paying sales tax. Employees will not be reimbursed for sales tax if they make
purchases over $25 without first obtaining a Tax Exempt Certificate.
Personal Gifts to Teachers
44
As professionals, Allen-Stevenson teachers receive compensation for what they do. Therefore, they should not
expect parents to give gifts in return for their work. The School endeavors to keep faculty compensation, both
salary and benefits, competitive with our peer schools. Allen-Stevenson does not wish to create an atmosphere
in which faculty are made to feel like wage-earners or servants who are “tipped” for good service. Such
expectations are less than professional. Gifts may also raise questions of conflicts of interest, as explained in a
separate section.
In a community that values diversity, including economic diversity, lavish gifts are totally out of place because
they exclude those who cannot afford to give them. One reason for this policy is to prevent the kind of
inequality or potential favoritism that can come from such economic differences. Although some families may
wish to thank teachers by offering expensive presents, the School prohibits such gestures.
Instead, parents are advised to remember that a lovely note or something handmade (from parent or from
student or from both) are sufficient to thank teachers; these do not need to be accompanied with a gift of
money or anything else. As for monetary gifts that are pooled by class or division, no family is required to
participate, and no family should be asked to consider more than $20 as part of a collective gift. Finally, gifts
to benefit specific faculty professional development funds, or even the School’s Annual Fund, which has the
same purpose, after all, are appropriate alternatives, because they benefit the faculty broadly without creating
feelings of slight or unfairness.
Resumes
The School often receives unsolicited resumes from prospective employees. All resumes should be directed to
the Executive Assistant to the Headmaster, who will forward or copy them for those who should consider
them.
End-of-Year Checklist
In order to close school smoothly and be ready for a “happy” school opening in September, all teachers are
required to complete a Faculty Checklist for School Closing. Each section must be initialed by the relevant
supervisor, and the completed form must be approved by the appropriate Division Head before submission.
Sections of the Checklist include the following: Orders, Books on Hand, Student Records, Housekeeping,
Class and Subject Sections for Next Year, Administrator Evaluation Forms, Curriculum Maps, Keys and
Security, Special Department Responsibilities, Summer Payroll and Mailing, and Summer Information Card.
It is important that all faculty complete this task promptly. Teachers who do not complete the form properly
risk having their payroll checks suspended.
45
Chapter VI: Educational Program
The Three A’s

Most visitors note that Allen-Stevenson boys are happy and engaged in their education. The School promotes
what it terms an “enlightened traditional” environment, in which the best of the past is nimbly matched with
fresh approaches to teaching and learning. As the Mission Statement states, “The School’s purpose is to
encourage each boy to dedicate himself to achievement and the pursuit of excellence.”
By balancing academics, athletics, and the arts, the educational program seeks to develop scholars and
gentlemen. These three dimensions are meant to work together.
Academics: The School’s curriculum includes English, social studies, mathematics, foreign language, science,
language fundamentals, and technology. Field trips at every grade level are important supplements to the
academic program. The School’s approach is to help boys build on success and to encourage it in each other,
even while facing greater academic challenges.
Athletics & Physical Education: At the Middle and Upper School levels, Allen-Stevenson fields 22 teams in
football, soccer, basketball, ice hockey, wrestling, baseball, lacrosse, and track & field, along with intramural
programs. All Lower School boys learn to swim and to ice skate, among many other physical skills, in a
comprehensive program that teaches teamwork, movement, sportsmanship, and the special skills needed in
various sports. Health, nutrition and wellness are also important components.
The Arts: Although Allen-Stevenson does not specialize in advanced preparation in the arts, the School is
renowned for its excellent programs in art, music, drama, public speaking and performance. Some two-thirds
of the students in 2nd grade or above study instrumental music individually in school and participate in one of
the School’s four orchestral groups.
There are many examples of the School’s special commitment to the Arts. Annual productions of Shakespeare
and Gilbert & Sullivan are long-established traditions that also serve as examples of the School’s arts
emphasis. Singing is part of every grade level’s regular experience; both the Middle and Upper School
Choruses are active ensemble groups, especially unusual in boys of these ages. In addition, a multi-day Arts
Festival is held each year in May to display and celebrate the artistic achievements of boys at every level.
Most of the arts faculty, both visual and performing, are professional artists who work at Allen-Stevenson,
while also pursuing their creative work outside of school.
Social and Emotional Learning

Homeroom Teachers have the primary responsibility for the social and emotional well-being of boys in their
care. Virtually by definition, Allen-Stevenson’s emphasis on the “whole boy” incorporates social and
emotional learning in every aspect of the educational program.
Perhaps the best summary of “emotional intelligence” [or “EQ,” as it is sometimes known] may be found in
Daniel P. Goleman’s Emotional Intelligence – Why It Can Matter More than I.Q. Goleman defines emotional
intelligence in terms of self-awareness, altruism, personal motivation, empathy and the ability to love and be
loved by friends, partners and family members. People who possess high emotional intelligence are the people
who truly succeed in work as well as play, building flourishing careers and lasting, meaningful relationships.
46
EDUCATIONAL PROGRAM
He also shows that EQ can be taught.
Some aspects of Allen-Stevenson’s educational approach to social and emotional learning include the
following examples:
Schoolwide Opportunities
Banana Splits: Middle and Upper School support groups for children of one-parent families
Class meetings when a parent dies
Project Charlie (1st, 3rd, and 5th grades)

1st grade
Put ups (warm fuzzy) & put downs (cold prickles)
Feelings
Good touch/bad touch
Families
Drugs - all drugs require responsibility
Teeth – care of teeth
3rd grade
Decision making
Families
Bullies
Peer Pressure
Differences
Disabilities
Health - summer safety, water safety, wheel safety
5th grade
Drug Education on specific drugs
Puberty education
First Aid
Decision Making
Acts of Kindness
Peer Pressure
Conflict resolution
Middle School (in addition to above)

6th grade
Community Group Learning (CGL)
Upper School
8th grade
Homeroom program
Conflict resolution (1 term)
Anti-bias curriculum (1 term)
Emotional aspects of sexuality, e.g. making sexual decisions, date rape, STD, sexual
identity, and feelings about his sexual identity, as well as that of others
9th grade
Overnight class trips to Indian Mountain (September) and Washington, DC (June)
Homeroom program
Leadership training
47
Sexual ethics and HIV/AIDS prevention

Working with Lower School boys
Mentoring of Lower and Middle School students of color by Upper School students of color
Facing History program
Curriculum Mapping
Curriculum mapping is a written monthly overview of the curriculum that includes skills, contents, assessment
and materials used. It uses the school calendar as an organizer and it helps us with “long range planning, short
term preparation and clear communication.” The curriculum map helps teachers to see the big picture for each
course as well as the full program of the School.
Previously, Allen-Stevenson’s curriculum was a statement of philosophy that did not sufficiently reflect the
School’s more recent interdisciplinary approach to learning and education. The faculty use maps as a tool to
communicate, plan and integrate the curriculum of the School.
Based on work by Heidi Hayes Jacobs, as outlined in her book Mapping the Big Picture: Integrating
Curriculum & Assessment K-12, curriculum mapping helps the faculty gain information about the student
experience in class. It also helps teachers to review and revise, look for gaps, repetitions and redundancies in
the curriculum, as well as the spiral of skills. Mapping is a vehicle for collaboration. It allows teachers to talk
within divisions and across disciplines. It helps the faculty to identify possible areas for integration and
interdisciplinary units of study. Revision and updating curriculum is easy using this mapping process.
The curriculum map contains information about content (topics, themes, issues), skills (precise learning) and
assessment (evidence of learning) as well as texts and materials. Essential questions are also included in
curriculum mapping. Everything is related to an essential question, for when learning relates to questions, it
creates investigation and inquiry. The essential questions help students organize and prioritize information.
Rubicon Atlas is an Internet-based curriculum management tool that facilitates sharing of ideas. All teachers
have password-protected access to Rubicon Atlas [http://Allen-Stevenson.rubiconatlas.org], which allows
them to enter their own maps, share and compare their maps with others, and search to find where a particular
skill or content is taught in the curriculum.
Homework
Homework begins in the Lower School. In the Kindergarten, every boy’s homework each day is to bring his
backpack back and forth from school to home and transport notes to his parents and teachers, as well as any
materials and papers which need to be taken home or brought to school. From the first year in the Lower
School, homework should become a routine part of school and help develop a sense of responsibility in each
boy. In the Lower School, homework is usually comprised of assignments to reinforce basic skills or those that
are better suited for being done at home.
All students are normally expected to have regular homework: Monday through Thursday for grades 1-3;
Monday through Friday for grades 4-9. The object is to augment the limited time in class by giving students
opportunities to do on their own what they have already done under direction. The general time limits,
reflecting an increased amount of time and number of subjects per night as students progress through the
grades, for all homework given are:
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EDUCATIONAL PROGRAM
Lower School: Grades 1-3: ¼ to ¾ hour a day including nightly reading (Mon.-Thurs.)
When a Lower School boy is absent, his parents should request his homework assignments from the
Division Head or Homeroom Teacher before 11:00 a.m.
Middle School: Grades 4-6: 1 to 1 ½ hours a day
Middle School boys use plan books. When a boy is absent and needs a particular assignment he may
call the appropriate teacher. If a student needs several assignments, he may call the Assistant to the
Middle School Head and request assignments. Assignments will usually be at the Front Desk by 3:00
p.m., not before.
Upper School: Grade 7: 2 ½ hours a day (1/2 hour per subject)

(1 ½ hours in the first quarter/staggered among all subjects)
Grades 8-9: 2 l/2 to 3 hours a day
All Upper School teachers will write weekly assignment sheets and distribute them to their students,
all of whom have plan books. In addition, the assignment sheets are posted on the School website.
Parents should call the Upper School office if their son needs books or materials to complete
homework. 9th grade boys are encouraged, but not required, to use plan books; they must be able to
demonstrate their system for organizing their work.
When a boy is absent and needs a particular reference, he may call or e-mail the appropriate academic teacher.
When a boy is absent for several days, the Division Head needs to be called. Each Division Head has a direct
line that has voice mail:
Lower School (212) 606-0894
Middle School (212) 606-0895
Upper School (212) 606-0896
Homework for the absent student will usually be ready for pick up at the Receptionist's desk at the end of the
academic day, but not before 3:00 p.m.
Assessment Policy
Teachers are expected to use a variety of assessment tools in evaluating student work and determining grades.
Lower School
Grades are not given in the Lower School. A boy’s progress and areas to work on are communicated by
personal comments, praise and encouragement. Each boy is considered in terms of his own achievement,
potential and improvement, and the general expectations for his grade.
Regularly scheduled Parent Conferences for boys in Kindergarten through 3rd grade are held in October and
February. Parents and/or teachers may request additional conferences as needed. Written progress reports about
Lower School boys are completed in February and at the end of the year in early June. These reports include
comments about progress in the academic and “special areas,” as well as a boy’s approach to learning, study
skills and social development. February reports are given to parents when they arrive at school for their
scheduled teacher conferences. June reports are mailed home at the end of the school year.
49
Homeroom Teachers are encouraged to meet with parents more frequently than twice a year, if necessary.
Close communication with parents is essential in Lower School. The Division Head, Assistant Division Head,
Learning Resource Specialist and/or School Nurse are encouraged to attend parent conferences at the invitation
of the Homeroom Teacher as needed. Careful thought should be given to the number of school persons
attending any parent conference. Notes of these meetings should be written and a copy given to the Lower
School Head within two days of the conference.
Middle School
Communication between home and school is essential and takes several forms. In the Middle School, teachers
comment on a student’s progress through fall and winter parent-teacher conferences, Progress Reports in 5th
and 6th grades and, twice a year, written reports. Teachers report a student’s strengths, areas that need
strengthening and goals for future work. Teachers should not feel bound to a schedule of conferences and
written communication. Communication between home and school is ongoing, throughout the year. After
conferences or phone calls, teachers should share their insights with their colleagues, when appropriate.
In the 4th grade narrative reports are sent home in early February and June. The report is a combination of a
checklist of goals and teacher’s comments for each academic and special subject. Comments focus on a
student’s strengths, areas that need strengthening and goals for future work. Comments should be a summary
of the term.
In 5th grade parents receive Progress Reports approximately once a month, except in early February when a
written report is sent. Narrative reports are sent home in early February and June. The report is written in a
similar manner to the fourth grade written report.
In 6th grade letter grades are introduced, and the year is divided into trimesters. Progress reports are written
approximately twice a trimester. At the conclusion of the first trimester in November teachers write a written
report. In March, at the conclusion of the second trimester, letter grades are sent to parents. In June, parents
receive a second written report.
Parent teacher conferences are scheduled for each grade level in October and in late February or early March.
Parents or teachers may request a conference at any point during the school year. In addition, teachers and
parents may talk on the telephone or via e-mail throughout the year. Teachers should be cautious when using e-
mail, as this is not a substitute for an exchange of concerns by parent or teacher. Teachers are expected to keep
notes on all conferences, and these must be submitted to the Middle School Head within a week of the
conference. Teachers must also keep the Middle School Head apprised of additional conversations with a
parent.
Upper School
In the Upper School the year is divided into trimesters. After each one, report cards are sent to parents. Grades
are given for Achievement (A-U), Effort (1-5), and Behavior (1-5), for all subjects with the exception of
electives. After the first and seconds trimesters, these are supplemented by narrative reports from each teacher,
which include a summary of course work, and a general comment from the Division Head. At the end of the
year, the report card includes only third trimester grades, final exam grades and the cumulative grade for the
year. No narrative reports are sent home. Interim reports are sent home at the mid-point of each trimester and
include an estimated grade and a brief comment.
Teachers should be very proactive in communicating with parents about grades and not rely solely on the
formal reports. The teacher should call the parent of a student with a failing grade prior to giving a failing or
nearly failing grade (a C- or below).
50
EDUCATIONAL PROGRAM
Teachers should make clear that they are grading the work and not the child. They should not announce or
discuss grades publicly and should discourage emphasis both by parents and students on comparing grades.
The emphasis should be on enjoying the effort and meeting one’s own goals. Teachers should review and allow
students to take home all tests and assessments in order to identify any weak areas and to help them strengthen
these areas.
Honor roll is attained by an academic average of B+ or better in year-end grades. Such attainment should
clearly reflect the School’s stated commitment to “achievement and the pursuit of excellence.” The following
subjects are included in the calculation for Honor Roll: English, History, Math, Science, Foreign Language,
and Computer History (as an extension of History). Art, Chorus, and Orchestra are not part of the calculation
for Honor Roll.
Standardized Testing
The aim of the School’s testing program is to provide information that is useful to teachers and parents in
understanding and teaching the boys better.
All required tests are recorded on the student’s permanent record card and on the in-house student testing
profile form. Tests and screens included:
Grade 1: September to November - individual screenings

May – Gates Reading Test
Grade 2: September and May - Gates Reading Test
Grade 3: September and May – Gates Reading Test

October - Otis-Lennon

May - CTP

October - Otis Lennon
May - CTP
Grade 6: September – Gates Reading Test

May - CTP
Grade 7: October - Otis Lennon

May – CTP
Grade 8: May – CTP
Grade 9: October - Otis Lennon
Optional Tests:
Grades 7-9: December – SSAT or ISEE

(once for practice in 7th grade and for 8th and 9th grade students applying out)
51
Grades 8&9: October – NYC Special HS (Bronx, Stuyvesant)
All Grades: Additional testing will be recommended by the School, as appropriate.
Tests taken before entrance (WISC/WPPSI and CTP) are filed in each student’s folders for information as
needed. If the ISEE is taken in 6th through 9th grades, it is also included in the student’s folder.
Testing Coordinator
• Organizes test preparation for students by selecting materials and working with teachers to ensure test
preparation;
• Orders and schedules all standardized tests given in the School;
• Communicates with proctors about testing administration and procedure;
• Keeps accurate testing data by distributing and filing results for all students;
• Develops the extended time list to be shared with Homeroom Teachers.
Follow-up
• Academic Secretary attaches the results onto permanent record cards, as directed by the Division
Head.
• Division Heads and the Director of Learning Resources analyze and interpret individual scores and
item analysis. They recommend further testing, as appropriate.
• Only the Division Head and/or Director of Learning Resources may interpret scores for parents.
• The Director of Learning Resources reports periodically to the Headmaster on the effectiveness of the
testing program.
Hunter High School
The entrance point for Hunter High School is 7th grade. Students qualify to take the Hunter admissions test
through their 5th grade CTP scores. The Hunter admissions test is given in January. 6th grade parents who want
their sons to be considered for this test contact the Middle School Head.
Learning Resource Center

Allen-Stevenson has developed a unique approach to supporting teaching and learning. The strategy is to
support and enrich the learning of every Allen-Stevenson boy.
Mission of the LRC
The mission of Allen Stevenson’s Learning Resource Center (LRC) is to provide support and enrichment for
its students. To uphold this commitment, the Learning Resource Center works closely with Division Heads and
teachers to learn the academic and social histories of every student. A team approach is used and at times might
include the Nurse, the Consulting School Psychologist, the homeroom and subject teachers, and the LRC staff.
Anecdotal information, learning evaluations, individual assessments, and grades are all considered carefully.
52
EDUCATIONAL PROGRAM
The Learning Resource Center helps to assess learning styles; students’ nuances are carefully regarded,
measured and addressed. It is this that makes Allen Stevenson’s Learning Resource Center unique.
Weekly meetings ensure efficacy in the Learning Resource Center. Such meetings allow for plans to be
formulated and executed. Support Services are coordinated by the Director of Learning Resources in
partnership with the Division Heads and classroom teachers. By reading and sharing evaluations, the Learning
Resource Center works to help classroom and subject teachers understand how to implement the
recommendations made in outside evaluations and assessments. Communication makes for a smooth
operation. LRC collaboration with teachers and tutors contributes to the achievement of an ideal learning
environment. The goal is to accommodate a student’s learning needs and still honor the School’s academic
standards.
The Learning Resource Center coordinates individualized programs for students during the school year and
helps to facilitate transitions from one division to the next. The LRC monitors private support services so that
the relationship between tutor, school, student and family affords the student the very best practices.
All written responses to requests for information about Allen-Stevenson students must by reviewed by the
Division Head and/or the Director of Learning Resources before they are mailed. A copy of the final version
must be kept on file in the Division Head’s office and/or the LRC. This policy applies to teacher letters of
recommendation, requests from evaluators, psychologists and tutors, Connors forms and other similar requests
of information about our students. If there are any specific questions, please consult with your Division Head.
Shared LRC Goals
1. To work with Division Heads and teachers to coordinate curriculum and increase staff professional
development so as to improve the teaching-learning-thinking process for every Allen-Stevenson student
(“to support and enrich the learning of every boy”).
2. To lead the faculty in making Allen-Stevenson a “smart school” (David Perkins), that is, “the school that,
informed about teaching, learning, collaboration, and other keys to effective education, fosters an energetic
culture of thoughtful teaching and learning.” (Smart Schools: From Training Memories to Educating
Minds, p. 13).
3. To make the Learning Resource Center a resource for thinking and learning, so that the “craft of teaching”
is more consciously developed and evident throughout the School.
4. To work together to implement these key recommendations from self studies and strategic plans:
• Strengthening the level of instruction for every boy, including the most able;
• Increasing K-9 faculty collaboration across divisions and departments;
• Focusing our curriculum and integrating content, skills, technology, research, scope and sequence
throughout the mapping process; and
• Coordinating discussions about varying instruction (methodology) and improving assessment
(evaluation).
Accommodation for Learning Differences
The Learning Resource Center is available to students who have language and/or learning difficulties. Students
may be referred to the LRC by Division Heads, teachers, or parents. While the LRC extends various resources
53
to Allen Stevenson students, its capacity to assist students with pervasive learning issues is limited. For the
individual student, classroom modifications might include preferential seating, photocopying notes, laptop
access, or extended time. More universally, the LRC helps students develop organizational strategies.
For this reason, the LRC might recommend outside full learning evaluations (in conjunction with family and
teachers) in an effort to accommodate and recommend modifications for students who require extra help in
handling the Allen Stevenson program. From here, the LRC can choose a reasonable course of action.
Modifications are configured on a case by case basis and might include preferential seating, photocopying
notes, laptop access, or extended time for testing. More universally the LRC helps students develop individual
organizational strategies.
Outside Evaluation & Tutoring

Procedure to recommend outside learning evaluation and/or tutoring:
• The decision to recommend an outside evaluation or tutoring should always be made in consultation
with the teacher, Division Head and Director of Learning Resources. Only the Division Head or
Director of Learning Resources may make this recommendation to a parent.
• The School expects that evaluations will be shared with appropriate staff. The staff of the Learning
Resource Center will read and interpret learning evaluations. Learning evaluations will be kept on file
in the LRC, and the results will be entered into the confidential student database to which LRC staff
and Division Heads have access.
• Based on the results and recommendations of the evaluation, the School may recommend private
tutoring. The School will usually suggest tutors who are familiar with the Allen-Stevenson curriculum.
The LRC generates a continuous file on private tutors and routinely interviews and meets new tutors.
• Tutoring may take place on the school premises before and after school. In rare instances, boys will be
allowed to be tutored during the school day.
• Regular contact between the School and tutors is essential. The expectation is that parents will inform
the School directly. Teachers who learn that students are being tutored should make sure that the
Division Head and the Director of Learning Resources are aware of it.
• Students may not be tutored by employees of the School without the expressed approval of the
Headmaster. Such exceptions must go through the Director of Learning Resources and then be
approved by the Headmaster in advance.
These same guidelines should be followed for outside psycho-educational evaluations or psychological
referrals.
Library Media Center
The Librarians enjoy working collaboratively with other faculty members to ensure that Allen-Stevenson boys
are reading enthusiastically and researching effectively from the best sources. Communication should be
frequent so that the LMC staff can figure out how best to help teachers and classes.
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EDUCATIONAL PROGRAM
Library Media Access
Opening Hours: Monday, Tuesday and Thursday 8:00 am – 4:30 pm

Wednesday and Friday 8:00 am – 3:30 pm
Virtual Reference Library: 24/7 via the library pages on the school website
Booking the library media center: A limited number of research periods are available for teachers who
would like to utilize the library’s print resources and/or a librarian’s research expertise. Time slots are assigned
on a first come, first served basis. Librarians can also visit classrooms and conduct research sessions using the
virtual reference library. The more information the librarians have in advance about faculty research
assignments, the better they can help the boys meet teachers’ expectations.
Teaching Services
Classes can be scheduled for any of the following Library Media activities:
• Present overview of the research process using the Big6™ method;

• Work with a class through every step of a research project;
• Give feedback to teachers about research abilities of a class or boy;
• Handle print materials, including index and contents pages;
• Teach effective use of search engines and electronic databases;
• Show boys how to cite sources according to MLA format, which is the standard for 4th through 9th grades;
• Raise awareness of plagiarism and how it can be avoided;
• Booktalk the best new fiction and non-fiction to a class.
Resources/Other Services
• Assist with selection and delivery of videos, DVDs and CD-Roms from iMedia;
• Identify print resources in the collection to support class topics;
• Purchase books to support research projects (two months notice needed);
• Identify websites and subscribe to electronic databases to support curriculum;
• Make a pathfinder of topic related resources to guide researchers;
• Recommend a class novel or book to read aloud.
Language Fundamentals
Based on Latin, the LF program teaches vocabulary, spelling, roots, grammar, and cognates as a separate class
each year from 3rd through 9th Grades. Initial exposure to this program, which was developed by Allen-
Stevenson, precedes the study of French or Spanish.
Transitions from One Division to the Next
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Transitions occur many times throughout each boy’s school life. The first begins at Allen-Stevenson when he
enters at the Kindergarten level. Others occur every time a student moves from one grade to the next or from
one division to the next. Transition is an important growth experience. As a school, Allen-Stevenson looks to
ease the impact of transitions in every boy’s school life.
Entering Lower School
When boys enter Allen-Stevenson’s Kindergarten, we help the student and his family in a variety of ways:
• Prior to entering Kindergarten, families are invited in small groups to meet with the Kindergarten teachers
and visit the Kindergarten rooms.
• In the spring, a new parents evening is held so that parents can meet other parents, as well as the teachers.
• Families are invited to attend the Arts Festival and the Book Fair.
• When the boys arrive at school in September, there is a short “phase-in” period to ease the transition to a
full schedule.
To prepare students for 1st grade, the teachers and students in the Kindergarten visit with the teachers and
classrooms for the next year.
From Lower School to Middle School
When boys move from Lower School to Middle School, many steps are taken to ease the transition. These
include:
• In May, Lower and Middle School administrators begin meeting to pass along any pertinent history on a
boy. Lower School administrators share any learning style issues, family history, or social issues that will
help the student begin his Middle School years in the most positive way. This information is then shared
with teachers at the beginning of the school year.
• Parents who wish to have an end-of-the-year conference with the Lower and Middle School Heads may do
so, in order to save families from having to re-explain their son’s needs each year.
• Every 3rd grade teacher fills out a final statement card on each boy. The Lower School Head carefully
checks the information on these cards and then passes them to the Middle School office, where they are
kept in a binder and referred to often. The Lower School Head continues to follow through into the fall,
until a successful transition has taken place.
• Every year in late May, the 3rd grade is invited to the 4th grade to learn how to tie a tie. Wearing a tie is a
huge transition for some, and we try to demystify this early on.
• In late May, all 3rd grade families are invited to an early morning meeting where they meet with the Middle
School Head to learn about the life of a Middle Schooler. The meeting is shared with about 8 Middle
School boys, who answer questions about homework, uniforms, independence, sleep times, etc.
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EDUCATIONAL PROGRAM
• The Middle School Head and/or the 4th grade teachers visit with 3rd grade boys in their classes to answer
any questions they may have about moving to the Middle School.
• In the spring, 3rd grade boys are invited to Middle School events that are considered relevant and important
to the transition. These include the Geo Bowl, some Monday Morning Meetings, the Middle School
Speech Contest, plays, and lunch.
From Middle School to Upper School
The Middle and Upper School share many activities, so that a subtle transition occurs early on. These include
Monday Morning Meetings, Gilbert & Sullivan productions, and the lunchroom. The more direct activities for
transition are the following:
• Teachers begin to meet together to discuss curriculum and student progress. The intent is to develop the
habit of communication between divisions.
• In May, the Middle School Head and Learning Resource Center personnel meet to summarize the needs of
individual boys for use by Upper School staff.
• Along with the Director of the Learning Resource Center, Middle and Upper School administrators meet
to pass along any information that will help the Upper School teachers get to know students better.
• The Middle School Head arranges end-of-year parent conferences to introduce the Upper School Head to
any family that needs an early meeting.
• Teachers of the 7th grade may visit, observe, and possibly teach a class to 6th graders.
• In May, the Middle and Upper School Heads host a transition meeting for parents to answer questions
about moving into the Upper School.
• The Upper School Head meets with 6th grade students to provide further information and answer the boys’
questions.
• The goal is for the Upper School Head to have a clear understanding of each boy entering the division, so
as to develop a “game plan” for the student for starting the 7th grade.
Athletics and Physical Education

Allen-Stevenson’s programs in athletics and physical education programs provide a variety of experiences
designed to create favorable habits and attitudes in boys. These programs advance fellowship and goodwill,
promote self-realization and all-around growth, and develop the qualities of good citizenship.
The School considers physical education and athletics to be an essential part of the School program. Boys are
excused from Field only for religious instruction or on medical grounds, either by the written instructions of a
physician, a parental request approved by the School Nurse, or the action of the Nurse for a student emergency.
Allen-Stevenson’s program in physical education provides experiences that improve motor, cognitive and
affective domains. It engages thought processes and social growth through the development of the skills of
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respect, communication and responsibility. Further, the program seeks to encourage the lifelong enjoyment of
being physically active.
Athletics and intramural activities also play important parts in each student’s development. Boys learn from
their participation in interscholastic athletics. Lessons in sportsmanship, teamwork, competition and learning
how to win and lose gracefully are an integral part of team practice and play. Furthermore, athletics play an
important part in helping the individual nurture a healthy self-concept as well as a healthy body. Athletic
competition adds to school spirit and helps students, both spectators and participants, develop pride in their
school.
Participation in Outside Athletic Activities
For many years, it has been Allen-Stevenson’s policy to expect all boys to participate in Field (Athletics).
Those who do not participate in an Allen-Stevenson program must provide proof each season that they are
enrolled in an acceptable outside physical activity. The following criteria apply:
• Participation may not be in conflict with what is offered at Allen-Stevenson.

• The activity must be approved by the Athletic Director and will be allowed only with his permission.
• A boy may defer participation for a maximum of two seasons. That is, a student must participate in
one Allen-Stevenson team or intramurals for at least one season.
• The activity must be comparable to what is expected of A-S athletes during Field.
Any questions should be directed to the Director of Physical Education and Athletics.
The Arts
Art and Shop
As integral parts of Allen-Stevenson’s education of the whole child, art and shop strengthen each boy’s visual
development. These programs provide a non-competitive environment where each boy can develop his
personal visual abilities within a structured framework. Because working in the studios provides a variety of
educational experiences not found elsewhere in the School, a number of different learning styles can be
accommodated. Art and shop are designed to build each boy’s confidence in his imagination and his ideas as
they develop the specific skills and abilities needed to execute them.
When it comes to evaluating finished work, the students are regularly involved in the process through
individual conversations and occasionally through group discussions and critiques. Students are expected to
complete projects of varying lengths (from a single period to a full term). Projects are then displayed
throughout the School on a monthly rotating basis. Students in all grade levels have the opportunity to have
work included in the Arts Festival, held at the end of May.
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EDUCATIONAL PROGRAM
Music
Music is an integral part of every boy’s education at Allen-Stevenson. All boys have the opportunity to sing, to
play a musical instrument and to perform in musical ensembles. Musical activities range from classroom
music, which includes but is not limited to singing, playing Orff instruments and rhythm instruments, to
playing recorder and introduction to orchestral instruments, all of which lay the basics for Chorus, Orchestra
and Upper School Creatives. Through classwork, field trips and performances, Allen-Stevenson boys acquire
practical training in music and develop a well-rounded appreciation and understanding of music.
Orchestra programs at various levels and degrees of skill offer boys the opportunity to perform music from
diverse periods in ensembles of similarly high standards, while representing the School as a performing group
with a revered past and unique place in New York’s independent schools. Started nearly sixty years ago, the
Orchestra program has served as the musical cornerstone at the School. Likewise, both the Middle and Upper
Schools have robust Chorus programs that offer boys the challenge and opportunity of making music in
performing ensembles of the highest standards.
Music Lessons Policy
Students in 3rd through 9th grades may take private instrumental lessons at the School during the course of the
day. The Director of the Orchestra normally assigns one instrumental lesson per week to be taken on a rotating
basis. The actual lesson time and day are scheduled by the Instrumental Teachers directly, under the
supervision of the Orchestra Director. Ongoing participation in the program is determined by a student’s ability
to meet the Music Department’s criteria of enrollment, in consultation with the Director of Learning Resources
and Division Head.
Students in 2nd grade are invited to start music lessons in the middle of the year. Their eligibility is determined
by the Orchestra Director and Division Head in consultation with the Homeroom Teachers.
It has been the longstanding policy of the School to schedule private music lessons, on a rotating basis, during
the academic day. The Director of the Orchestra works with Division Heads and faculty to avoid unnecessary
conflicts and to ensure an effective rotation that preserves a healthy balance in the student’s schedule.
Teachers are expected to facilitate planning for music lessons by letting the Director of the Orchestra know
about a particular boy’s needs or class’s expectations, field trips, tests and quizzes, and the like. Specifically,
teachers of Grades 6-9 are required to post tests and quizzes on GroupWise, the School’s e-mail, in order to
avoid conflicts with music lessons.
In the event that a student is struggling academically, the Division Head, Director of Learning Resources, and
the Orchestra Director should be informed. A discussion with parents will take place expeditiously to
determine the student’s ongoing participation in the program.
Starting in 4th grade, it is a boy’s responsibility to check the calendar on the first morning of the week and to
remember his lesson day and time. The Orchestra Director appreciates a gentle reminder to the student by the
Homeroom Teacher at the beginning of the year and other times when circumstances seem to necessitate this
reinforcement.
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Musical Instruments
The Music Department provides name tags for all instruments. If an instrument is found “floating,” please
bring it to the attention of the Music Department immediately. All instruments should reside at home or on the
Music floor. If they are in the classroom, it should be with the understanding that they are headed to one of
these two places in the course of the day.
Drama
Allen-Stevenson has a strong commitment to the theater experience for all grade levels. This commitment is
reflected in the many opportunities offered for dramatic performance and appreciation. These theater
opportunities encompass the School’s educational philosophy of intended to produce “Renaissance men,” a
term intended to invoke these same models of the educated whole person.
Through a wide variety of opportunities at all levels, the Allen-Stevenson boy has the opportunity to explore
the various disciplines of theater, i.e. script writing, direction, lights, sets, costumes, stage combat, movement
and acting. Classroom teachers and specialists plan trips designed to take advantage of New York’s many
theatrical productions. In addition, theatrical and artistic productions are imported so that school assemblies
can provide incentive, inspiration, and a training ground to develop future respectful, discriminating audiences.
Ethics and Community Service

Although the School does not teach ethics through formal courses, a great deal of attention is devoted to
understanding and celebrating differences and learning to work with others, both adults and classmates,
productively. The curriculum does include age-appropriate community service opportunities from
Kindergarten through Upper School.
Extracurricular Programs
In addition to Allen-Stevenson’s regular educational program, which offers a rich array of possibilities and
choices, there are other extracurricular activities worth noting.
Electives
Electives (e.g., newspaper, literary magazine, art, drama) are offered in the Middle and Upper Schools.
Teachers are scheduled to offer their talent during Electives times.
Extracurricular Events
The School sponsors events such as the Orchestra and Chorus concerts, Gilbert & Sullivan operettas,
Shakespearean plays, and other dramatic productions to which families are invited and admission is charged.
All employees are encouraged to attend, and they are not charged.
Alligator Soup
Alligator Soup provides opportunities for after school activities to boys in Grades K through 4. It is run by a
Director, who is a member of the staff, with the assistance of Allen-Stevenson and other teachers. A fee is
charged for each course, and pre-registration is required.
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EDUCATIONAL PROGRAM
MiniSoup
MiniSoup is short-term after-school childcare available for parents of boys in 1st through 5th grades on
Mondays, Tuesdays and Thursdays until four; and Wednesdays and Fridays until 3:30. If a child is not picked
up on time at dismissal he is brought to MiniSoup. Parents may arrange in advance for their sons to stay in
MiniSoup. Lower School Associate teachers supervise MiniSoup. A fee is charged.
Summer Program
In the last weeks of June and throughout July, the Summer Program for boys entering Kindergarten through 6th
grades meets at the School. It is organized by a Camp Director, who is a member of the faculty, and managed
with the assistance of other teachers. A fee is charged for participation, and pre-registration is required.
Trips Away From School

All trips (including those on weekends and during holidays) should be cleared with the Division Head and
reported to the Associate Head with two weeks notice. Classroom teachers should notify specialists, the
Kitchen, and anyone affected by the class’s absence in advance. The Field Trip Checklist should be completed,
given to the Division Head, and distributed to those on the lists. Transportation will be arranged by the
Afternoon Receptionist.
Field Trips
Local field trips take advantage of the wonderful cultural resources of New York City. In general, each subject
or Homeroom Teacher should plan trips each year to enhance the curriculum. On all trips, as on any occasion
when students leave the School, there is always to be one responsible adult for every ten or fewer students.
There are normally to be at least two adults accompanying each class (of 15-20 boys) in the Middle and Lower
Schools. The ratio for the kindergarten should be 1 adult for 4 children. They are to follow the same rules for
walking in the street as the Lower School going to Field and the same rules for behavior in the bus as Middle
and Upper School boys going to Field.
When going on a field trip, the chaperones must take at least one cell phone, leave the number with the
Receptionist or Division Head before leaving the building, and keep the cell phone on throughout the duration
of the trip in case the School needs to contact them.
The “buddy” system is recommended to avoid boys straying without being noticed.
Special Trips
Faculty interested in sponsoring special trips must adhere to the following procedures:
The Headmaster and Division Head must approve the idea and specific plans before any announcement of the
special trip. The trip must be scheduled on the Master Calendar.
The sponsor must review the proposed budget with the Associate Headmaster and the Business Manager. The
budget must include a detailed list of expenses, including financial aid and a thorough breakdown of other
relevant costs. The net income should be sufficient to cover the expenses incurred by the School, such as
insurance, postage, phone bills, financial aid, and payroll taxes.
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The Headmaster must approve the proposed budget.
The Headmaster must approve all mailings to the students and the parents regarding the trip. All parents must
sign the hold-harmless agreement (available on the Allen-Stevenson website).
A First Aid kit prepared by the School Nurse and a cell phone must accompany each trip.
At the conclusion of the trip, the sponsor must submit in a timely fashion a thorough accounting of all income
and expenses. All expenses must have receipts. The sponsor will personally pay for any expenses that lack
receipts.
Overnight Trips
The term “overnight trips” is used to mean organized School groups going out of New York City for periods of
more than one day. These trips are considered extensions of the School’s program and are covered by the
School’s insurance. They have included such excursions as the annual Chorus and Orchestra trips, ice hockey
tournament trip, and even trips to other countries for cultural exchange or studying a foreign language.
1. Responsibility: The teacher in charge (“Trip leader”) is to clear the proposal for an overnight stay or trip
with the Headmaster and the Business Manager before making any public announcements. The trip leader
is to make a report on the trip to the Headmaster upon the group’s return.
2. Educational aspects: The purpose of the trip is to be related to the boys’ learning, whether it be for athletic
or for cultural reasons. An Allen-Stevenson trip is not for any commercial purpose or for personal profit.
3. Supervision: All trips are to have at least two adult supervisors. For groups of over l5 students, there is to
be one adult for every 7.5 students or fraction thereof.
These supervisors act in loco parentis. All boys on trips are to be under the charge and control of at least
one adult at all times. The School is responsible for all persons in the party at all times.
Behavior becoming an Allen-Stevenson boy is to be required throughout. Any boy who deliberately and
repeatedly acts irresponsibly on a trip is to be sent home with an escort, if necessary.
There is to be no use of weapons, fire crackers, tobacco, alcohol or illegal drugs on these trips.
There is to be no inappropriate familiarity between adults and minors. Adults and minors are expected to
sleep in separate quarters (tents or rooms).
4. Financial: The object of a budget for a trip is not to make a profit for the School but to cover costs. The net
income should be sufficient to cover the expenses incurred by the School, such as insurance, postage,
phone bills, financial aid, and payroll taxes.
Every economy (use of a supervising adult’s car, discount air fares and accommodations; nutritious but
modestly priced food) should be used to make the trips available to all students.
The trip leader will go over the accounting with the Business Manager of the School before and after the
trip. All bills are to be made out to the School, and the School is to advance funds, pay costs, etc., in
advance, within the approved budget. A list of all persons participating in the trip must be given to the
Business Manager in advance of the trip.
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EDUCATIONAL PROGRAM
5. Safety: The School’s insurance policy normally protects the School against liability for injuries or
damages sustained by Allen-Stevenson teachers, parents or students on these trips. The policy does not
cover other boys, employees or parents engaging in non-approved activities, or proven negligence.
Permission slips for trips and emergency treatment must be signed by parents and returned to the School. A
first aid kit, prepared by the Nurse, must be carried.
The trip leader must check in advance with the School Nurse whether any boy has restrictions on physical
activity or needs to carry medication with him. The trip leader advises parents of the need to protect
themselves under their own personal insurance.
Drivers, whether car or bus, are to adhere to the speed limits and obey all traffic laws in effect on the roads
traveled.
Awards and Prizes

At the end of the year, special awards and honors are given out at an Honors Assembly the day before Upper
School Closing Exercises. In addition, a few of the awards are given out at Upper School Closing Exercises.
Awards for specific achievements are presented by teachers in that particular discipline or activity. The
recipients of general Upper School awards and prizes are determined by the entire Upper School faculty.
Our Ten Year Program

Students who begin in Kindergarten may spend as many as ten years as students at Allen-Stevenson, perhaps
the longest span of time they will spend in any one place during their lives. The cycle from admissions to
graduation is a special one. As boys grow older, they are given more responsibility, leadership opportunities,
privileges and latitude. Certain important aspects of this cycle include:
Admissions and Financial Aid
Entry to the School occurs through a highly selective process. The main entry point is at Kindergarten, and
other new students enter at any grade level where there may be an opening. Families of color are helped with
the intricacies of the admissions process through a program called Early Steps, of which Allen-Stevenson is a
founding member. Boys also enter 7th Grade through Prep for Prep, a selective program that prepares qualified
students of color to enter independent schools. In the words of the Mission Statement, “The School maintains a
continuing commitment to each and every student.”
The financial aid budget for the 2004-2005 year totals $950,000, a substantial percentage of the School’s
operating budget. Some 11% of boys enrolled at Allen-Stevenson receive financial aid with an average grant of
$21,951. These figures include a commitment to support at least twelve Prep for Prep students throughout their
Upper School years. The figures do not include our additional commitment to help with non-tuition costs, such
as extracurricular and afterschool programs.
Secondary School Placement
Students graduate at the end of either 8th or 9th grade, depending on the School’s recommendations and family
preference. Over the last eight years, more than 80% of 8th Graders who graduated and over 85% of 9th Graders
have been accepted at schools of their choice. Graduates move on to the full range of excellent, selective
schools, both boarding and day.
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The School’s most important consideration in this transition is to help each boy make “the right match” for
secondary school. An up-to-date list of high schools where our graduates currently are studying may be found
in the Allen-Stevenson Information Supplement, published annually.
The 9th Grade Year
Because there is a great deal of individual attention in an environment where boys feel known and valued,
students who stay through 9th grade often claim in retrospect that it was their best Allen-Stevenson year. In the
9th grade, boys become the School’s organization heads, team captains, and play leads at a time when 9th
graders elsewhere are the youngest students in their high schools. Our experience is that 9th graders do very
well in secondary school placement.
Facing History and Ourselves
The 9th Grade curriculum includes Facing History, an interdisciplinary unit about modern history and human
behavior. This special course promotes the development of a more humane and informed citizenry by teaching
about racism, prejudice, and anti-Semitism. It culminates in a phenomenal project in which each boy designs a
site-specific monument and presents it for discussion with the whole faculty.
Facing History has a particularly useful website, for which the address is http://www.facing.org.
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TECHNOLOGY
Chapter VII: Technology
In 1997, Allen-Stevenson developed a comprehensive and ambitious plan for the use of technology in teaching,
learning, communication and administration. The School’s vision statement began with an overview that said:
As part of its mission, Allen-Stevenson seeks to prepare every student to become an active
life-long learner whose skills, confidence, and imagination prepare him to meet the challenges
and opportunities of his time. Using today’s information technology more effectively will
strengthen what we do. In the hands of creative teachers, readily accessible information stimulates
active learning and requires a student to develop suitable organization and study skills. Likewise,
easier communication has the potential to strengthen the close personal relationships that make
teaching and learning at Allen-Stevenson so special. With better information and communication,
those who administer the School’s affairs and care for its communities realize enormous benefits
as well.
Over the next several years, Allen-Stevenson will use information technology more
intensively to enhance its learning community and to encourage students as active learners.
Computers are already in use at Allen-Stevenson, but at present they are not sufficiently
networked or integrated into the curriculum to fulfill our goals. Information technology will be
woven into the fabric of the School’s educational process so that it becomes one of the
customary means for students, teachers, parents and administrators to learn and communicate.
To accomplish this, the School will build a network infrastructure that provides convenient access
both within its buildings and beyond. In addition, it will continue to develop the faculty’s
technological fluency and to create incentives for them to integrate technology into their teaching.
These steps will animate learning and nurture community here.
Legitimate developmental, pedagogical, interpersonal, health, security, and ethical

concerns exist about using technology with children. All these concerns are being given careful
thought as part of the planning process. Even so, the issue is not whether technology should be
part of the curriculum—it already is—but how it can best be used to help achieve the School’s
educational mission.
From “The Future is Now: Information Technology at Allen-Stevenson by the Year 2001”
As a result of this vision, Allen-Stevenson was one of the first independent schools to have a wireless network
infrastructure, and the robust use of technology is carefully woven into much of the School’s curriculum. All
Lower School boys learn the appropriate use of computer technology, while five classroom sets of laptops (25
computers in each set) are available to strengthen teaching and learning in the Middle and Upper Schools. In
the new building plans, an advanced computer lab and a separate smart classroom in the Library Media Center
reflect this philosophy.
Providing access to technology at Allen-Stevenson comes at considerable resource cost and commitment. The
Internet’s vast informational and educational capabilities can help us all do a better job, but not at the expense
of either productivity or security for our core mission. First and foremost, the School’s technology is a business
and educational tool. Employees are expected to use its various forms in a professional manner, primarily for
School-related research and communication.
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Communications Access
E-mail, voice mail, and Internet access are School assets, critical components of Allen-Stevenson’s
communication systems. The School provides these systems for employees primarily to facilitate the
performance of School business; technically, their contents become the property of Allen-Stevenson, even
when the employee leaves the School, subject to the same conditions as official School communications.
In general, the School encourages the use of its communications systems and respects the privacy of users.
However, the School cannot and does not wish to be the arbiter of the contents of such communications. Users
are strongly encouraged to use the same personal and professional courtesies in e-mail and voice mail as they
would in other forms of communication. A general maxim might be, “If you’d be embarrassed if your message
were read on the evening news, don’t send it.” Or, more directly, “If you were standing in an elevator with a
student, a parent, or a colleague from Allen-Stevenson or another school, would you say it out loud? If not,
don’t say or leave such a message.”
All employees must comply with Allen-Stevenson’s policies regarding professional conduct when using
communications resources. In addition, the School cannot guarantee complete privacy or protection for
personal communications that are resident on School facilities, nor should those who use the School’s
resources assume that their content can ever remain entirely private. If there were a legal problem, messages
could be subpoenaed as evidence, and the School could be held responsible for the wrong acts of an employee.
For these reasons, an offensive message makes the School, as well as the employee, vulnerable.
Use of e-mail, voice mail, and Internet access is limited to employees and authorized vendors, temporaries or
contractors. Employees and authorized users are responsible to maintain the security of their account and their
password. They should change their password regularly and take precautions to prevent unauthorized access to
their mailbox by logging off when possible if their computer is unattended. Unauthorized entry to an
individual's account or mailbox poses system security issues for other users; it will be considered a violation of
this policy.
Incidental and occasional personal use of e-mail, voice mail, or Internet access by employees is allowable, but
it should never be allowed to interfere or conflict with School use. Employees should exercise good judgment
regarding the reasonableness of personal use. Remember, for example, that mass e-mail messages to everyone
may be perceived as SPAM and should probably not be sent unless the recipients have requested the
information. Although the School does not make a practice of monitoring these systems, Allen-Stevenson
reserves the right to retrieve and disclose the contents for legitimate reasons, such as to find lost messages, to
comply with investigations of wrongful acts, or to recover from system failure.
Likewise, all employees are also cautioned to be judicious in surfing the Internet for personal use—whether for
shopping, checking a stock or two, or planning a vacation. Employees may sell items or post messages as long
as they do not violate the law or related School policies. By no means does Allen-Stevenson prohibit
occasional personal use of Internet access, but good judgment and adherence to related School policies are
expected. Since there is work to be done, the needs of the School should certainly take precedence.
Employees are specifically prohibited from viewing sexually explicit Internet websites or other sites that might
cast the employee or the School in a bad light.
Telephones
Most phones in the School can be used for both local and long distance calls. Dial 9 for an outside line. If you
dial a number in area codes 212, 516, 718, 914, 800, 888, or parts of area codes 201 and 908, your call is
considered a local call and will go through.
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TECHNOLOGY
For all other area codes, you must dial your long distance PIN number when you hear the tone. You will be
billed for personal long distance calls. Alternatively, you may choose to use a personal calling card to make
long distance calls.
Teachers must not allow telephone rings to disrupt classes. Telephones in classrooms are normally
programmed not to ring, but, if a classroom phone rings, please contact the Network Administrator to have it
programmed properly.
All employees are expected to return calls promptly, normally within 24 hours.
Voice Mail
All employees are assigned a voice mail box and are responsible for checking their messages regularly, at least
once a day. Employees shall not use unauthorized codes or passwords to gain access to the files of others. Your
mailbox greeting may follow this format:
This is [name], [position] at Allen-Stevenson. [special circumstances, such as “I will be out

all day, Friday, March 3.”] Please leave a message, and I will get back to you as soon as I
can. Dial 0 if you need immediate assistance. Press # (pound) for a full menu of options.
The School’s voice mail system is intended primarily for business use. Use for personal communications or for
non-job-related solicitations including, but not limited to, religious or political causes is strictly prohibited.
Employees are also prohibited from the transmission of sexually explicit images, messages, ethnic slurs, racial
epithets, or anything that could be construed as harassment or disparagement of others.
All voice mail passwords must be made available to the Network Administrator, who is to be notified if
password changes are made. For business purposes, the School reserves the right to enter, search, and/or
monitor voice mail of any employee without advance notice and consistent with applicable state and federal
laws.
For assistance with any telephone problems, please contact the Network Administrator.
All employees are expected to return messages promptly, normally within 24 hours.
E-mail
Employees are responsible for checking their messages regularly, at least once a day. All employees are
expected to return messages promptly, normally within 24 hours. Employees shall not use unauthorized codes
or passwords to gain access to the files of others.
The School’s e-mail system is intended primarily for business use. Use for personal communications or for non
job-related solicitations including, but not limited to, religious or political causes is strictly prohibited.
Employees are also prohibited from the display or transmission of sexually explicit images, messages, ethnic
slurs, racial epithets, or anything that could be construed as harassment or disparagement of others.
All e-mail passwords must be made available to the Network Administrator, who is to be notified if password
changes are made. For business purposes, the School reserves the right to enter, search, and/or monitor e-mail
and files/transmissions of any employee without advance notice and consistent with applicable state and
federal laws.
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For assistance with any e-mail problems, please contact the Network Administrator.
Student Telephone Use
During the school day students are allowed to use the lobby pay phone only with written permission from their
teacher or Division Heads. Students are allowed to use other School telephones ONLY with the permission and
the presence of an adult. If you give a student permission to use the phone, you are expected to remain in the
room until the call is completed. Students are NOT allowed to use cellular telephones in the School, nor are
they allowed to leave cell phones on while in the School.
Guidelines for Teachers
Allen-Stevenson provides teachers with technological resources to foster creative, reflective teaching and
learning as well as administrative efficiency. The School’s computer equipment and online resources are part
of its physical environment, and, as such, their use entails the same privileges, obligations, and responsibilities
accompanying any school resource.
The guidelines for the use of technological resources below seek to ensure that our community maintains a
productive, efficient and safe computing environment. To that end we ask that teachers abide by its
stipulations. Please forgive the inclusion of guidelines that seem like common sense. We have risked stating
the obvious for the sake of clarity and thoroughness.
Some of the basic principles underlying these guidelines:
• Software is the intellectual property of its author(s), and it is "theft" to take or give away this material
for free without permission.
• Viruses are surreptitious, omnipresent and potentially disastrous. We must exercise vigilance.
• Software and hardware is vulnerable and breakable.
• Technological resources are school property for educational ends.
• Computers are finite resources.
Computer Equipment
In order to use these machines and software legally and ethically, as well as to maintain their condition and the
condition of our network, please adhere to the following guidelines for acceptable use of these resources:
• Obey the laws concerning the use and distribution of copyrighted software. For example, do not make
copies of proprietary software.
• Do not load software applications onto a computer’s hard disk drive or run them from a floppy disk,
Internet, zip disk, CD, DVD, or any such external device without the knowledge and approval of the
Computer Department. This is to prevent problems that could arise from conflicts or incompatibility
with school network software.
• All software purchased with school funds must be registered as owned by "The Allen-Stevenson
School" and the EULAs ("End User Licensing Agreements"), and serial numbers need to be given to
the Computer Department.
• Do not open, delete, alter, move or copy files other than your own.
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TECHNOLOGY
• Do not interfere with, modify or defeat any virus protection or password security features of
equipment or software.
• Do not connect to another computer via the network without the permission of its owner or the
Computer Department.
• Do not make any permanent marks on computer equipment.
• Keep food, drink and dirt a safe distance from computer equipment.
• Do not put anything on top of computer equipment.
• Use all equipment in accordance with all manuals and the manufacturer's guidelines and
recommendations.
• If you change control panel settings, other parts of the system, or other application software on a
communal computer (i.e., a computer not assigned to a specific individual), restore it to its original
state after your session.
• Computers by nature are not private. Therefore, one should have no expectation of privacy for files on
Allen-Stevenson computers, including your own laptop.
• The administration and computer department of Allen-Stevenson reserves the right to read or delete
any files on its computers at any time without notification.
Personal Laptops
The School provides eligible faculty members with a laptop computer including battery and accessories (ac
power adapter, Ethernet wire, carry bag).
• Defective parts (laptop, battery or ac power adapter) will be replaced by Apple during the warranty
period.
• If the laptop needs repair or is lost due to negligence, the faculty member is responsible for the $500
insurance deductible of the cost of repair or replacement.
• If the laptop battery fails within three months or after three years of its life, the battery is considered
defective or old and the school will replace it. Otherwise, the faculty member is responsible for battery
replacement.
• To prolong battery life, use the battery only when it is not possible to plug the laptop into an electrical
outlet.
• If the ac power adapter fails, and the problem is visible, the faculty member is responsible for its
replacement, unless it is covered under the warranty.
• To prolong ac power adapter life, (1) plug it in and out of the laptop holding the fat, hard part of the ac
power adapter cord, the part that plugs into the laptop; (2) carry the ac power adapter by its power
transformer (the large round or rectangular part), not its cord; (3) do not hang the transformer by any
part of its cord; and (4) pull the adapter cord from the ac electrical socket by its plug, not its cord.
• If necessary, the faculty member is responsible for the replacement of the carry bag and Ethernet wire.
• Laptops with hardware or software problems that cannot be repaired at school, or cannot be mailed to
Apple for repair, need to be taken to and from our service provider (Tekserve, 119 West 79 Street) by
the faculty member. Tekserve will bill the School for the repair.
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Teacher Expectations
All teachers are expected to do each of the following technology tasks on a regular basis:
• Enable students to use technology to do the work of the class;

• Check e-mail;
• Record attendance (if a Homeroom Teacher) using Senior Systems;
• Prepare and submit student reports;
• Use Rubicon Atlas for curriculum mapping;
• Take the initiative to seek help and be innovative.
Seek help from the Computer Department for help with any of these responsibilities.
Online Security
The following suggestions are made to protect the security and integrity of the School’s, and your own, online
resources:
• Do not circumvent or subvert system security measures or password confidentiality.

• Use online services during school hours primarily for educational purposes.
• Do not intentionally search for, find or distribute inappropriate materials or use inappropriate
language. (Inappropriate materials/language are defined as being defamatory, abusive, obscene,
profane, sexually oriented, threatening, inflammatory, rude, illegal, inaccurate or offensive in any way,
particularly with regard to race, ethnicity, gender, religion, or sexual orientation.)
• Do not reveal the name, e-mail address, telephone number, home address or any other private
information about others.
• Do not impersonate another person, real or imaginary, or pretend to be someone else.
• Because of the dangers of computer viruses, do not download, open or distribute files of unknown or
suspicious origin. Do not run programs, especially those received via e-mail or the Internet, unless you
are confident that they are virus-free.
• Download or upload only files that are in the public domain, unless you have been given appropriate
permission.
• Use discretion in forwarding e-mail sent to you.
• Do not leave your Internet connection open continuously except as part of a lesson or project.
• Periodically weed your e-mail account and delete messages and files that you no longer need.
Cell Phones
Boys who travel to and from school alone may carry cell phones, but they must be turned off during the school
day. Homeroom Teachers need to remind the boys that the cell phone must be kept on their person or in a
locked area.
Teachers who carry personal cell phones are asked to be considerate in using them inside the School. Cell
phones should not be used during class time, especially for personal reasons.
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TECHNOLOGY
Audio-Visual Equipment
The Audio-visual Coordinator is responsible for storage and use of audiovisual equipment. Information will be
distributed to teachers in September explaining equipment available, where it is stored, and who can help with
operating the equipment.
Distribution System
Audio-visual equipment is expensive and must be carefully protected. As a result, distribution procedures must
be followed strictly enforced.
Requesting equipment other than Video Players
1. Slide projectors must be checked out of the Maintenance Room.
2. Faculty members requesting delivery and setup of tape recorders, slide projectors, TV/VCR or video
projectors fill out an “Equipment Request form,” and submit it to the A-V Coordinator. The form requires
the following information:
a. Name
b. Current date
c. Date the equipment is needed
d. Time the equipment is needed, e.g. from: to:
e. Type of machine needed
f. Place machine is to be delivered
3. Once the form is completed, the faculty member gives the form to the A-V coordinator 48 hours before the
needed date or, in case of emergency, one day before.
4. At the beginning of each work week, the coordinator gives the Facilities Manager a list of the requests for
that week. He is responsible for delivering the requested items at the proper time and to the proper place.
5. The machines are returned by Maintenance at the time specified on the request form (1d.above).
Requesting Video Players
In order to reduce transport and damage of equipment, monitors and VCR players are located on each floor of
both buildings (except for the First Floor):
Second Floor Rm. 21

Third Floor Hall
Fourth Floor Library
Fifth Floor Science Lab Closet and
Hallway Monroe
During the day, the monitors and VCR players will be kept in the same places, but will not be locked. To
prevent conflicts, teachers will “reserve” the monitors by signing up in the VCR log on the side of the unit.
During Admissions season, the Library VCR is reserved for the Admissions Office at specified times.
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Chapter VIII: Professional Resources

There are many different opportunities in the profession of teaching. Some of the most important at Allen-
Stevenson are listed in this chapter.
Professional Development
Teachers and staff are encouraged to visit other schools, join professional associations, attend workshops, give
workshops and pursue academic study. The Assistant Head of Upper School currently serves as Professional
Development Coordinator and informs teachers of opportunities in which they may be interested. In addition,
teachers themselves often find workshops, conferences and other opportunities on their own.
Membership in ATIS (Association of Teachers in Independent Schools) is paid for by the School if requested.
Income from the Robert Alston Stevenson Memorial Fund is set aside annually for approved seminars,
workshops and academic study. In addition, the School gives monetary awards to teachers who have
educational articles published or who conduct educational workshops or present papers at conferences.
The School supports professional development generously. In 2004-2005, for example, the amount allocated is
over $58,000.00. For articles, presentations and conferences no award will exceed $500.00, and no article,
presentation, or conference topic will receive an award more than once.
The Master Teacher

Every week all teachers are given a new copy of The Master Teacher, a little brochure intended to further their
professional development. Each weekly brochure includes a thoughtful feature article, a thought-provoking
quotation, some points to ponder, and a few short tips or practical teaching techniques. Each issue can be read
easily on a short bus or subway trip and offers some interesting perspectives and ideas about teaching. For
what it is, The Master Teacher is a very useful tool.
Because The Master Teacher provides a quick, easy way to learn continually, Allen-Stevenson faculty should
expect to read the brochure each week and to be able to discuss it in meetings, if asked. A complete list of the
year’s topics, along with those from previous volumes, is available at The Master Teacher website. Its web
address is http://www.masterteacher.com/publication/title/10.htm.
Institutional Relationships
The School participates at various levels in an array of local, national and international organizations, either
through memberships, affiliations, or other relationships. Faculty and staff can benefit both personally and
professionally by taking advantage of resources such organizations provide. Many such groups have excellent
websites that offer useful information related to the School’s mission, characteristics and interests. A brief
description of each organization is offered below, along with its web address.
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PROFESSIONAL RESOURCES
ASCD [Association for Supervision and Curriculum Development]
A diverse international community of educators, ASCD addresses all aspects of effective teaching and
learning—such as professional development, educational leadership and best practices. ASCD publishes
many useful manuscripts and books, some of which have found their way into the Allen-Stevenson Faculty
Summer Reading Assignment.
http://ascd.org/
ATIS [Association of Teachers in Independent Schools]
As a local grass-roots volunteer organization, this New York City association of independent school
teachers offers workshops, special tours and an all-day conference each spring. Allen-Stevenson will pay
the teacher’s annual membership fee, if requested. Mary Leonard is the ATIS representative for 2004-
2005.
[no website]
CSEE [Center for Social and Emotional Education]
CSEE is an international nonprofit organization devoted to supporting parents, teachers and counselors in
promoting children’s social and emotional competencies.
http://www.csee.net/
CASE [Council for the Advancement and Support of Education]
CASE is the largest international association of educational institutions, with more than 3,200 colleges and
schools around the world. CASE helps its members build stronger relationships with their alumni and
donors, raise funds for campus projects, produce recruitment materials, market their institutions to
prospective students, diversify the profession, and foster public support of education. CASE also offers a
variety of products and publications, provides standards and an ethical framework for the development
profession, and works with other organizations to respond to public issues and concerns, while promoting
the importance of education worldwide.
http://www.case.org
CSEE [Council for Spiritual and Ethical Education]
Understanding the search for meaning is universal and essential. The Council supports that search as
necessary to the nourishment of young people of conscience and community. CSEE serves as a national
resource for schools to encourage the moral, ethical and spiritual development of young people. CSEE also
promotes community service, providing resources and a network for schools’ involvement in community
service and service learning. It develops programs and services, which encourage a school climate of open
ethical and religious inquiry and expression. The Council also supports instruction in world religions and
ethics as essential components of a complete education.
http://www.csee.org/
Early Steps
Early Steps was created in 1985 by a consortium of New York City independent schools (including Allen-
Stevenson) concerned about increasing diversity among the students they admitted in Kindergarten and 1st
grade. Now, 19 years later, under the leadership of Executive Director Jacqueline Y. Pelzer, Early Steps
has placed over 1,500 students of color in its member schools. The program has grown from 18 students
placed in independent schools in its first year of operation, to 140 students this year.
[no website]
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ERB [Educational Records Bureau]
ERB is a non-profit educational service organization meeting the student assessment needs of over 1,450
independent school and suburban public school members since 1927. ERB develops challenging methods
of testing student achievement, reports and interprets individual and group test results to member schools,
and conducts workshops and consultations in New York City and across the country.
Along with ISAAGNY, described below, ERB has established a uniform testing program for Kindergarten
admissions, although testing is only one aspect of the admissions process. ERB administers the CTP
(Comprehensive Testing Program), used in our Lower, Middle and Upper Schools, as well as the ISEE
(Independent School Entrance Examination), one of the two major tests Upper School boys may take for
admission to secondary schools. The ISEE is also used for Allen-Stevenson admissions applications in 6th
through 9th grades.
http://www.erbtest.org/index.html
Facing History and Ourselves
For more than 27 years, Facing History has engaged teachers and students of diverse backgrounds in an
examination of racism, prejudice and anti-Semitism in order to promote the development of a more
humane and informed citizenry. By studying the historical development of the Holocaust and other
examples of collective violence, students make the essential connection between history and the moral
choices they confront in their own lives.
The 9th grade Facing History program at Allen-Stevenson is described elsewhere, but Facing History’s
website is well worth exploration. It has an abundance of fascinating resources to understand
contemporary issues, ethics, and current events. It also offers practical models for civic engagement that
link history to the challenges of an increasingly interconnected world and the choices that young people
make daily.
http://www.facing.org/
Freedom Institute
Founded in 1976 as a not-for-profit resource center for individuals and families affected by alcohol and
drug dependency, Freedom Institute is committed to providing confidential, personalized, sensitive and
effective professional service through programs of intervention, recovery care for adults and adolescents,
and prevention education materials for New York City schools. The goal is to help people realize that there
is hope for recovery with acceptance, trust, and commitment, as well as to assist them through the process.
The Institute serves as a resource for the School and provides much helpful information through its
website.
http://www.freedominstitute.org/
Friends of the Upper East Side Historic Districts
Founded in 1982, this independent, not-for-profit membership organization is dedicated to preserving the
architectural legacy, livability, and sense of place of the Upper East Side. In addition to safeguarding the
future of the Upper East Side’s six historic districts and 125 individual landmarks and being an advocate
for sound preservation policies for New York City, Friends seeks to maintain and improve zoning laws
governing the area’s avenues and residential side streets. To achieve these goals, as well as serving as an
advocate, Friends seeks to educate and provide an appreciation of the importance of the built environment.
The Friends website includes a variety of interesting preservation links, as well as specific information
about the Upper East Side’s historic districts and landmarks.
http://www.friends-use.org
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iMediaSource
Allen-Stevenson is a member of this consortium of New York City independent schools, which uses the
newest in multimedia technology to provide member schools with a collective resource of over 7,500
educational programs on video, DVD, and CD-ROM. Its goal is to support and further each school’s
curriculum by supplying the appropriate educational media for each subject and for each age in the K-12
school. Beyond the membership fee, there is no additional charge to obtain materials. Also, by contacting
the director, Dianne Baasch, Allen-Stevenson teachers can arrange to find or preview any resources in the
office, which is close to the School, at East 87th Street and Third Avenue. This consortium is a very rich,
although perhaps somewhat under-utilized, curriculum resource for Allen-Stevenson teachers at all grade
levels.
http://www.imediasource.org/
ISAAGNY [Independent Schools Admissions Association of Greater New York]
Not a regulatory agency, ISAAGNY is a non-profit organization formed and operated to advance the
educational purpose of its member schools, including Allen-Stevenson. It is instead an organization of
admissions directors and heads of schools whose primary goal is to make the transitions to schools easier
for applicants at all grade levels and their families. The organization also serves its member schools by
setting guidelines on matters of common interest, by coordinating notification dates at grade levels where
the largest number of applications occur, and by conducting workshops and seminars to increase
professionalism and cooperation among schools.
http://www.isaagny.org/
IBSC [International Boys Schools Coalition]
This relatively new coalition of boys school professionals from around the world—the United Kingdom,
the United States, Canada, Australia, New Zealand, South Africa, Japan, and other countries—is “…
dedicated to the education and development of boys, the professional growth of those who work with
them, and the advocacy and the advancement of institutions, primarily schools for boys, that serve them.”
The website includes an increasing range of resources, including a recently expanded online bibliography
on adolescence, boyhood, boys’ education, gender issues, learning differences, manhood, narratives and
case studies, parenting, raising moral boys, and social lives of children. There are sections of “Books
About Boys” as well as “Books for Boys,” annotated and organized by age group (ages 5-7, 6-9, 9-12, 13-
18). Also included is a list of selected articles from scholarly journals and government reports.
Specifically, there is a list of very useful links to Internet resources, many of them from Australia, for the
education of boys at: http://www.boysschoolscoalition.org/res/links.html. Finally, there is a list of
histories of boys’ schools. IBSC also publishes a number of excellent short publications of its own on
topics related to boys, their education and development.
User Name is IBSC and Password is IBSC.

http://www.boysschoolscoalition.org/index.html
NAIS [National Association of Independent Schools]
Offering a huge variety of services, workshops, publications, and resources, NAIS is a membership
organization that represents approximately 1,200 independent schools and associations in the United States
and abroad. NAIS acts as the national voice of independent pre-collegiate education. Not only does it
serve and strengthen its member schools and associations by articulating and promoting high standards of
educational quality and ethical behavior, but also works to preserve the independence of independent
schools by advocating broad access for students and affirming principles of equity and justice.
75
NAIS is the source of many useful publications, including its periodical, Independent School, which is
made available to teachers in the faculty room. The NAIS website is replete with excellent resources for
schools. The current password for this site is SIAN. A number of the Principles of Good Practice,
developed by NAIS to promote quality in independent schools, are included towards the end of this
Handbook.
http://www.nais.org/
NYSAIS [New York State Association of Independent Schools]
NYSAIS is a voluntary association of 160 independent nursery, elementary and secondary schools
enrolling some 65,000 students across New York State. Founded in 1947, NYSAIS was established
originally to protect New York independent schools from obstructive legislation and regulation. In addition
to advocacy for independent education, NYSAIS now supervises evaluation and accreditation for member
schools and provides professional development for faculty, administrators, and trustees. It also supports a
variety of administrative activities for its member schools. Like the NAIS website, the NYSAIS website is
filled with many useful links and materials for teachers and schools.
http://www.nysais.org/
The website of ISACS, the Independent Schools Association of the Central States, has a similar set of
resources. Because it is such an extremely useful and interesting Association site for teachers and
administrators to consult, a reference is included here.
http://www.isacs.org/default.asp
NYU Child Study Center
The New York University Child Study Center is dedicated to increasing the awareness of child mental
health issues and improving the treatment of child psychiatric illnesses through scientific practice, research
and education. It offers science-based, research-driven psychiatric care to children and adolescents with
learning, behavior, and emotional disorders. Its key goals include increasing the body of scientific
knowledge about child mental illness, eliminating the stigma of being or having a child with a psychiatric
disorder, improving the practices of professionals serving children, and influencing child-related public
policy.
Dr. Harold S. Koplewicz, Director and Founder of the NYU Child Study Center, has been instrumental in
helping to develop the broad range of resources available through the Center and on its fine website. The
Center publishes the periodic newsletter called Parent Letter, which Allen-Stevenson often distributes to
parents and faculty.
http://www.aboutourkids.org/
The Parents League of New York
The Parents League is a not-for-profit membership organization of Independent Schools and families. The
Parents League is affiliated with over 250 independent schools, including early childhood programs, day
schools and boarding schools. Their school advisory service offers an unbiased review of all affiliated
independent schools in the admissions process. Parents League also serves as a resource center for all New
York City Parents. It provides dependable information on parenting toddlers through teens, with
information on every topic related to raising a child.
http://www.parentsleague.org
Prep for Prep
Each year Allen-Stevenson makes a significant commitment to admit several students of color from Prep
for Prep into the 7th grade and to support them with the necessary academic, social, and financial
76
resources. These students have gone through Prep’s arduous training program, a long-term investment
strategy to develop the leadership potential of able young people from segments of society grossly
underrepresented in the leadership pool from which all of our major institutions draw. Prep’s strategy is to
identify talented students of color, prepare them for placement in independent schools, and provide a sense
of community, peer support, critical post-placement services, and a range of leadership development
opportunities. The Prep community includes over 3,000 students and alumni/ae, of whom a significant
number are also Allen-Stevenson graduates.
http://www.prepforprep.org/
RISF [Randall’s Island Sports Foundation]
This public/private partnership with New York City Department of Parks and Recreation assists in the
management and operation of Randall’s Island, the 480-acre island that Middle and Upper School boys use
regularly for Field. The Foundation has helped significantly to attract private support for the
redevelopment of the fields at Randall’s Island. Allen-Stevenson has been instrumental in helping some 20
independent schools negotiate collectively for the good of all in this complex, long-term project that is so
important to the School.
http://www.risf.org/
SSATB [Secondary School Admissions Test Board]
As an important test program provider for independent secondary schools since the 1950’s, SSATB helps
secondary school admissions officers by administering the SSAT (Secondary School Admission Test),
which it developed. The SSAT is one of the two major tests Upper School boys may take for admission to
secondary schools. Because academic programs and standards among elementary and pre-secondary
schools differ so widely, it is sometimes difficult to compare academic ability based only on grades and
other school-specific performance measures. The SSAT was designed to solve this problem.
http://www.ssatmembers.org/
Grant and Graduate Work
All faculty and staff of the School can apply for academic study reimbursement during the fall, spring and
summer of each year. The Grant and Graduate Committee meets 3 times a year to review the requests and to
allocate the available monies, subject to the approval of the Headmaster.
• All requests for grant monies, curriculum development and for academic course reimbursement being
made by an individual should proceed through the Committee process (see next paragraph).
• Requests made by a senior administrator to have individuals or small groups of faculty further develop
existing curriculum or to design new curriculum should be brought to the Small Heads Group for
consideration and approval.
The Professional Development Committee of the faculty is responsible for receiving and approving requests
for financial grants from faculty. The committee each year consists of one administrator and two faculty
members, normally resulting in representation from each of the three divisions. There is also an ex officio
member of this committee, normally the faculty person in charge of overseeing professional development
funds. The chair normally is that teacher who served in the previous year, but was not chair. It is informed of
the annual budget for “Professional Development” in September each year.
Subject to the approval of the Headmaster, the Committee allocates funds for Academic Study on request for
the fall, spring, and summer trimesters. It allocates funds at the end of each academic year for articles
77
published and workshops given. In concert with the Division Heads, the Director of Learning Resources
allocates the funds for seminars and workshops and attendance at conferences.
The Committee makes its criteria for selection and amounts of awards within the budget. The ultimate object
of the program is the good of the School. Recipients may report to their colleagues on what they have learned;
and they are to return to the School for the following year. Otherwise, a recipient may be required to
reimburse the School for funds received during the previous year.
All who receive funds (including those for conferences and seminars) should be prepared to make
presentations, as requested. Oral presentations are made to the faculty as appropriate. Division Heads or
Department Heads make specific plans for presentations with individual recipients whom they supervise. The
Division and Department Heads will then inform the Director of Learning Resources of the presentations.
Each recipient will receive a letter stating the purpose and conditions of the award. In the case of academic
study, bursar’s receipts (when paid) should be attached to the applications. In case of specific assignments
authorized (e.g,. the preparation of a syllabus), the Committee is responsible for seeing that the task is
completed. The Business Manager keeps files for the Committee.
Faculty Summer Reading

The purpose of Faculty Summer Reading assignments is to develop common points of reference for our
collective work as members of the Allen-Stevenson faculty. These are useful for thinking about our educational
program and the standards we set, not only for our students but also for ourselves. Previous years have
included the following titles:
• Summer 1995
David Perkins, Smart Schools: Better Thinking and Learning for Every Child
• Summer 1996
Edward M. Hallowell, M.D. and Michael G. Thompson, Ph.D., Finding the Heart of the Child: Essays
on Children, Families and Schools
• Summer 1997
Beth Gutcheon, Saying Grace
Priscilla L. Vail, Smart Kids with School Problems: Things to Know and Ways to Help
• Summer 1998
Stephen C. Clem, Karin H. O’Neil, and Z. Vance Wilson, Taking Measure: Perspectives on
Curriculum and Change (published by NAIS)
Diane J. Hulse, “Brad and Cory: A Study of Middle School Boys” (pamphlet published by the Boys’
Schools—An International Coalition)
Beverly Daniel Tatum, Ph.D., “Why Are All the Black Kids Sitting Together in the Cafeteria?”
• Summer 1999
Dan Kindlon, Ph.D., and Michael Thompson, Ph.D., Raising Cain: Protecting the Emotional Life of
Boys
David Perkins, Smart Schools: Better Thinking and Learning for Every Child
• Summer 2000
John W. Gardner, Excellence: Can We Be Equal and Excellent Too? (first published 1961)
Arthur L. Costa & Bena Kallick, eds., Discovering and Exploring Habits of Mind (published 2000)
78
Eric Jensen, Teaching with the Brain in Mind (published 1998)
• Summer 2001
Heidi Hayes Jacobs, Mapping the Big Picture: Integrating Curriculum & Assessment K-12
Richard Rodriguez, Hunger of Memory (optional)
Roy Fox, ed., UpDrafts: Case Studies in Teacher Renewal (optional)
• Summer 2002
Michael Thompson, Catherine O’Neill Grace and Lawrence J. Cohen, Best Friends, Worst Enemies:
Understanding the Social Lives of Children
Wendy Mogel, The Blessing of a Skinned Knee: Using Jewish Teachings to Raise Self-Reliant
Children (optional)
• Summer 2003
Mel Levine, M.D., A Mind at a Time: America’s Top Learning Expert Shows How Every Child Can
Succeed
Dan Olweus, Bullying at School: What We Know and What We Can Do
• Summer 2004
Sam M. Intrator & Megan Scribner, editors, Teaching With Fire: Poetry That Sustains the Courage to
Teach
Robert Evans, Family Matters: How Schools Can Cope with the Crisis in Childrearing
End-of-Year Movies
End-of-year movies offer a series of visual images of teaching, a mental catalogue to which we can add from
year to year. In previous years the following titles have been shown:
1996: Mr. Holland's Opus (1996)
1997: Goodbye Mr. Chips (1938)
1998: School Ties (1992)
1999: Conrack (1974)
2000: The Browning Version (1951)
2001: To Sir With Love (1967)
2002: Finding Forrester (2000)
2003: Butterfly (1999)
2004: Spellbound (2003)
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Recognition of Teachers
Allen-Stevenson considers the basic building block in its educational program to be the relationship between
teachers and boys. There are many ways in which the School endeavors to recognize this fundamental link and
to encourage and strengthen it. The School looks for ways to help teachers develop, both personally and
professionally, and commits a variety of resources to this purpose. Many have already been outlined previously
in this chapter.
Two others are the special awards and grants that are given annually to the faculty. In the words of the Riklis
resolution, these grants “underscore the value that we place on the teachers as the School’s greatest asset and
serve as a way of thanking teachers for their service to the students and the School.”
Kellner Great Teaching Award

The Kellner Great Teacher Award is awarded each year at the Upper School Closing Exercises. The aim of the
Award, initiated by a gift from Mr. George Kellner, is to recognize outstanding achievement by an Allen-
Stevenson teacher. In the language of the grant, “Veteran teachers are likely to be so distinguished, but not
necessarily so.” Previous recipients of the Award are not eligible to be renominated. They have been:
1984 Stanley Gauger 1995 Virginia Rowe

1986 Scott Harlan 1996 Steven Cohen
1987 David Kersey 1997 Michelle Demko
1988 John Pariseau 1998 Jodi Giroux
1989 Anne Meyer 1999 Rich Alifano
1990 Nancy Cohen 2000 Craig MacDougall
1991 James Holt 2001 Betty Marolla
1992 Lisa Egan 2002 Stephen Warner
1993 Daryl Shapiro 2003 Peter Haarmann
1994 John Doyle 2004 Jennifer Zimmermann
The Headmaster solicits nominations from faculty in May, and the decision is made by a group of senior
administrators. As of June 2004 the cash value of the Award is $2,500, which is taxable.
Riklis Professional Development Grants; Faculty Enrichment Grants

Each year one professional development opportunity is awarded from the Betty and Pinhas Riklis Faculty
Fund, which was established several years ago to provide a special opportunity to a deserving teacher annually.
Additional Grants have been provided through the generosity of individual trustees and other donors, whose
names are listed each year in the Annual Giving Report. The number of additional grants varies.
Proposals require “a plan for travel and/or study over a school vacation or during the summer for pleasure,
refreshment or renewal.” All teachers employed by the school are eligible to apply. Proposals are to be judged
on their merits, but the following factors are also taken into account: the applicant’s dedication to teaching,
professional promise and enthusiasm, participation in School activities, and other relevant factors. Division
Heads review the proposals, which are then selected by the Headmaster on a random basis.
The current amount of the Grant is $2,000, which is taxable. Grants may be used during any of the school
vacations and/or the following summers. The recipient will be expected to return to teach at A-S after using the
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Grant. Previous recipients are not eligible to receive a second Riklis Grant as long as there are acceptable
proposals from other faculty who have not yet received one. They have been:
1999 Rich Alifano 2001 Phil Amplo 2003 Alejandra Dubove

Blaise Bulfair Betty Marolla Peter Haarmann
Stephen Warner John Zufall
2000 Margaret Lanzetta
Glenn Lieberman 2004 Sally Allen
Erik Resurreccion 2002 Susan Lukas Jean Colebank
Julia Kunin Ben Neulander Kristin Filling
Christopher Persley Virginia Rowe Sarah Kresberg
Jennifer Zimmermann Craig MacDougall
Jane Zweibel Tara Parsons
Robert Shifflett
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Chapter IX: Facilities and Safety
Hours Of Operation: Entrances and Exits

Weekdays during the School Year
Main Entrance
The Receptionist is to observe all persons who enter the School. Anyone unfamiliar is to be stopped and asked
to wait in the Lobby until the person the visitor wishes to see can be contacted. No workmen or delivery men
are to be permitted to go beyond the Lobby without authorization. If a stranger is in the building in areas he or
she shouldn’t be, please ascertain his or her identity and purpose and notify the Receptionist.
From 7:00 to 8:00 a.m., at least one Maintenance worker is on duty near the entrance. Either the Morning or
Afternoon Receptionist is responsible from 7:30 a.m. to 6:00 p.m. for the security of the main entrance.
Although this may change during the period of construction, the western door on 78th street is the only normal
entrance to the School for students, parents, faculty and staff. All staff and faculty have an access card to this
door. When the construction is finished in September 2005, the western door will become the main entrance to
the School.
The outer door may be propped open from 8:00 to 8:30 a.m. while students are arriving. It is to be closed but
not locked from 8:00 a.m. to 6:00 p.m., Monday through Thursday, and from 8:00 a.m. to 5:00 p.m. on Friday.
After these closing times, the front door must be locked by Maintenance. The Allen wrench which is used to
lock this door is kept in the Receptionist’s middle drawer. The inner door is to be locked at all times except
from 8:00 to 8:30 a.m., when students are arriving, and during the afternoon dismissals, if necessary. At all
other times, the Receptionist must buzz in all visitors.
To repeat: for the safety of everyone in the School, the Receptionists are instructed to follow these procedures:
• The inner front door should be closed at all times, except for the brief periods of arrival in the morning
and dismissal in the afternoon.
• NO ONE should be buzzed in without being seen. If someone is blocking their vision to the entrance,
the person should be asked kindly to move.
• If unsure who someone is, he or she is to be asked.
East Entrance
The East entrance is used only for deliveries, supervised exits, and emergencies. Any other use of this door
must be approved by the Headmaster prior to use. This door should never be left open without someone
present—not even for a moment.
Deliveries are normally made through the East door. The Receptionist informs either Food Services or
Maintenance, as appropriate, that a delivery awaits them at the East door. When the delivery is completed, the
alarm system must be activated by the person attending the door.
Packages may not be left in the Lobby. Items delivered to the Lobby need to be quickly removed either by
Maintenance or the package’s recipient.
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FACILITIES AND SAFETY
Faculty Food/Meal Deliveries
When ordering pizzas for a class or prepared food for individual consumption, please be sure to give your
name to the restaurant. Also, inform the Receptionist of the anticipated delivery.
Nights and Weekends During the School Year
On weekends, the School is ordinarily open from 9:00 a.m. to 5:00 p.m. on Saturday and from 9:00 a.m. to
4:00 p.m. on Sunday. All persons coming in and out of the School during these times must sign in and out and
be certain that, at all times, the School doors on 78th Street are locked and securely closed. This is to be done
even if other groups are using the building.
The School is secured and the alarm system activated during these times:
Monday 10:00 p.m. to 7:00 a.m. the next morning

Tuesday 10:00 p.m. to 7:00 a.m. the next morning
Wednesday 10:00 p.m. to 7:00 a.m. the next morning
Thursday 10:00 p.m. to 7:00 a.m. the next morning
Friday 10:00 p.m. to 9:00 a.m. the next morning
Saturday 5:00 p.m. to 9:00 a.m. the next morning
Sunday 4:00 p.m. to 7:00 a.m. the next morning
There will be no admittance to the building during these times, except by prior authorization from the
Headmaster.
Vacation Periods
Winter and Spring Vacation office hours vary from year to year, depending on the pattern of holidays within a
particular time period. In general, offices are open from 8:00 a.m. to 4:00 p.m. from Monday to Thursday, and
sometimes from 9:00 a.m. to 1:00 p.m. on Fridays. Each department must arrange its schedule so that its office
is covered each day the School is open. No individual may take both weeks as vacation without the expressed
authorization of the Headmaster.
During July and August, offices are open from 9:00 a.m. to 4:00 p.m. Monday through Thursday, and School
offices are closed on Fridays. Each department must arrange its schedule so that its office is covered each day
the School is open.
From 7:00 p.m. until 8:00 a.m. Monday through Thursday, and from 4:00 p.m. Friday until 8:00 a.m. Monday,
the School will be secured and the alarm system activated. There will be no admittance to the building during
these times, except by prior authorization by the Headmaster.
Noon Dismissals
Days on which there are Noon Dismissals vary from year to year and are announced in the School’s calendar.
Staff may leave at 1:00 p.m. on those days, although the Receptionist stays until 2:00 p.m. if children have not
yet been picked up.
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Keys and Access Cards

Access cards and keys for the facilities are issued by the Facilities Manager. There is to be no unauthorized
copying of keys, nor are access cards and keys are not to be given to others. Do not keep any kind of
identification attached to keys or access cards. Report any lost or stolen key or access card to the Facilities
Manager immediately.
All keys and access cards must be returned to the Facilities Manager upon termination of employment at the
School. If an employee loses an access card or a key or fails to turn it in upon leaving, a replacement charge of
$25 for an interior door key and $75 for an entrance door key may be made.
Building Safety and Security

All persons in the School are responsible for the safety and security of the School building under the
supervision of the Facilities Manager. Faculty and staff need to be aware that there are persons eager to take
advantage of any unattended entry into the school buildings.
During the day from 7:00 a.m. - 4:00 p.m., the building is operated by the Facilities Manager. The Manager
sees that all entries to the School, the front and East doors on 78th Street and all exit doors, are secured. All
windows on ground and second floor levels in all buildings (north, south, and west), all grilles with sidewalk
access, and all roofs with possible access from neighbors and elsewhere are also to be secured. Building
security is maintained by daily preventive routine inspections.
From 4:00 - 10:00 p.m. the Head of the night crew (who reports to the Facilities Manager) is responsible for
the building operation and for ensuring that there is always to be at least one maintenance person in the School,
who is responsible for its safety. The Head Night man is responsible for inspecting all means of entry from the
roof to the basement before setting the alarm system and locking the building for the night.
Teachers must close windows, turn off fans and air conditioners, and lock doors when they are finished using
their rooms for the day. Student chairs are also to be put up on student desks.
Space and Scheduling

Use of school rooms and class schedules are coordinated by the Associate Head. ALL use of space (other than
homerooms) is to be approved by the Associate Headmaster or his designee. This requirement is particularly
crucial for heavily used rooms such as the gymnasium, multipurpose room, music studio and Library Media
Center. The Director of Learning Resources must also approve the use of the building by tutors and those
giving special lessons.
All employees who wish to use a space that is not previously allotted to them on their regular schedules must
book that space with the Communications Designer in order to avoid conflicts in usage.
Elevator Use
Boys may use the elevator only with specific permission from an adult. Generally speaking, such permission is
granted when a student is disabled and cannot walk the stairs or is helping a teacher. Teachers of younger
students may take small groups on the elevator when going to upper floors.
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Crisis Procedures
Accidents and emergencies occur despite everyone’s best efforts to prevent them. Sometimes such events are
completely beyond the School’s control. Safety is the primary concern, along with getting appropriate help to
those who need it. Emergency drills are practiced regularly so that if a fire or other problem requires the
evacuation of the School’s buildings, the boys will respond in an orderly and efficient way.
The procedures listed below are generic, as the circumstances in the buildings will change several times yet
during the period of construction. It is expected that a more specific crisis plan will be developed when the
construction is completed.
Emergency Procedure
Here are some general principles we try to follow in emergency situations:
• The Receptionist should be contacted immediately in a life-threatening situation.
 The Receptionist will call 911 and give clear directions when help arrives.
 The Receptionist will locate and notify the School Nurse.
 Ambulances should always come to 132 East 78th Street. Maintenance should clear the way for EMS
to exit from the East Door, if possible.
• If the Receptionist doesn’t answer, call 911yourself and then try the Receptionist again.
• If feasible, the emergency site or room should be cleared of students and guests.
• Attention should be paid to children who have witnessed an emergency situation.
The School Nurse will communicate, or designate someone to communicate, with the family of the injured
person. If a child is being sent to the hospital, an adult from the School community must accompany him.
Without prior authorization by the Headmaster, only the Headmaster may speak for the School about an
emergency situation. Therefore, please refer all inquiries to the Headmaster, the Associate Headmaster, the
Director of Admissions, or the Director of Development, who will work together to decide how to respond in a
way that best serves the Allen-Stevenson community. If for some reason the Headmaster cannot be present,
one of these others may take charge.
Evacuation: If the School Cannot Be Re-Entered
In the highly unlikely event that the buildings could not be re-entered, alternative reciprocal arrangements have
been made for the whole School community to go to the Friendship Hall of All Souls Church, 1145 Lexington
Avenue at 80th Street, to await further instructions.
Should this occur, all employees must report to All Souls, as outlined in separate instructions, and stand ready
to assist with supervision, communication, and moral support, especially for the boys. The plan would be to
notify Allen-Stevenson parents through class representatives, if possible, so that they could pick up their sons.
No child is to be released until a parent or other authorized person has given permission or instruction. Also, all
athletic events, after school programs, and evening events would be cancelled.
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Fire Emergency
By far the most dangerous emergency that can happen to any school is a fire, especially in areas without
automatic sprinklers. The chief dangers in any fire are smoke inhalation, then panic.
Both dangers can be avoided if each employee remembers that each part of the building has safe stairwells.
They are fire-rated safe for at least four hours. Stairwell doors must never be wedged open, NEVER. The stairs
are wide enough for two columns of boys or adults to go down, if they don’t panic.
During the period of construction, temporary fire exits will be clearly identified; it is important for
every employee to be familiar with and to review and remember the location of these exits.
A teacher needs to know, and his or her class needs to know, the location of the fire alarm box closest to his or
her classroom. Be able to find the way to the assigned stairwell, and carefully practice using it!
The School must have 12 fire drills during the school year, 8 of which must be conducted by December 1.
Fire drills are designed as rapid dismissals. Silence is important during the drill; teachers should speak to
the students about the necessity for silence and should model that behavior by refraining from
conversation during the drill.
At the start of each school year, all teachers will receive instruction as to which staircase to use and a map of
where to assemble outdoors. Exit instructions are also located in each room by its door. Please note that these
instructions may be modified during the construction period.
West Stairwell
Rooms 47, 48, 21, 22, 26, 16, 17, 3rd Floor, Kindergarten, MPR, all other classrooms in Monroe
East Stairwell
Rooms 51, 52, 53, 54, 56, 57, 58, 41, 42, 43, 23, 24, 25, Gym, Lower Science Lab, Library
Students and faculty proceed toward Park Avenue to group by class in assigned places. Please be sure to close
your windows and turn off lights before you exit your room.
Homeroom Teachers take attendance to ensure that all are out of the building.
In a fire drill, close classroom windows, turn off lights, go automatically down the designated stairwell, in
absolute silence. No hurrying. No panic. Fire drills are the first real life experience with an emergency most of
our boys will have: they need to be self-controlled in the face of danger.
The Facilities Manager is to supervise drills, maintain records, and be sure that City safety requirements are
met. The teacher or staff member assigned to a floor is responsible for checking that no boys are left in
bathrooms on that floor. The Facilities Manager also checks out the building from the roof downwards when
this is possible.
Telephone Threats
If you should receive a telephone threat, there are questions you should ask callers that will help ensure the
safety of the School community. Ask a lot of questions in a calm manner. A Phone Threat Observation
Checklist is provided in the last section of this Handbook. Be specific and acquire as much information from
the caller as possible. Remember, always notify the Receptionist and/or the Facilities Manager if this should
happen.
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• When is the bomb going to explode?

• Where is the bomb right now?
• What does the bomb look like?
• What kind of bomb is it?
• What is in the bomb?
• What will cause the bomb to explode?
• Did you place the bomb?
• Why did you put it there?
• What is your name?
• What is your present location?
• What is your address?
Try to note the nature of the caller’s voice, the threat language used, any background noises, and the exact
wording of the threat. All of this information can be helpful. Remember to keep calm, and don’t hang up
the phone after the call.
Lockdown Procedure
Lockdown is the procedure used when there is an immediate and imminent threat to the School population
within the building. School employees and students are secured in the rooms they are currently in, and no one
is allowed to leave until the situation has been curtailed. This procedure allows the School to protect the
students and employees in place and remove any innocent bystanders from immediate danger. A lockdown is
most commonly used when the building has an intruder or a threat to safety exists within the building.
Effective and properly used lockdown protocols have averted school hostage situations and acts of violence,
and they have often reduced fear. For the safety of all, everyone must follow the procedures below in the
unlikely situation, should it actually occur.
You will be notified through a school wide telephone announcement if a lockdown procedure should be begun.
It will be something like the following:
May I have your attention, your undivided attention.

We have a situation that requires all who are in the building to follow a lockdown procedure.
1. Lock all doors immediately and keep students away from the doors. If you cannot lock from inside,
use your key to lock the door from outside. If you do not have a key to the room, try to secure the door
as best you can.
2. Do your best to stay calm and maintain a calm environment.
3. If gunshot or explosion is heard, get everyone on the floor.
4. Contact Division Heads or Receptionist only if you have an emergency situation. Use the telephone.
5. Remain in classrooms or other areas until you are notified otherwise.
6. Bathrooms are not available, because everyone must stay in the locked room.
7. If the threat continues, but moves outside the building, you will be notified to stay inside the building,
but may be allowed to move around inside.
8. Under no circumstances should students be dismissed until you have been instructed to do so.
Most lockdowns last an hour or less, but some can drag on for multiple hours. Police may release some
students after securing an area. When you have charge of others, whether boys or adults, in this situation, you
must carefully keep track of who is released.
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Lockout Procedure
Lockout is a procedure that allows the School to continue with the normal school day, but curtails outside
activity, and allows no unauthorized personnel into the building. A lockout is most commonly used when the
threat is general or the incident is occurring outside the School building, on or off School property.
Should there be the need for a lockout, an announcement will be made school wide.
Short-Term Shelter in Place
This is a procedure whereby the entire School would be moved to clear and sanitized location(s) within the
School. Such a procedure is sometimes used during bomb threats and could be appropriate if there were a
severe weather emergency.
Roof Guidelines
Due to its special circumstances, the roof requires meticulous precautions for the safety of all who use it.
1. No child is allowed on the roof without adult supervision.
2. There is no dodgeball permitted on the roof for 4th through 9th grades.
3. When the roof surface is wet, even when there are only puddles, the roof is not to be used for any activity
that involves running.
4. Although the roof is padded, the pads are not intended to prevent injuries, but merely to minimize injury.
Therefore, in order to best protect the boys, please do not engage in activities that are not appropriate on
hard surfaces.
5. Any ball or equipment must be supplied by the teacher or signed out from the Physical Education
Department. Please do not take any equipment out of the gym or locker room.
6. All injuries must be reported immediately to the School Nurse.
7. Any child with a pre-existing injury must have clearance from the School Nurse in order to participate in
any roof activity.
Student Safety
Students in the School

The last teacher or coach with whom a boy has Homeroom, Field, Alligator Soup, or a music or drama
rehearsal dismisses the student. These teachers are responsible for seeing that all of their charges leave the
building promptly and get home appropriately. Boys must not be left with the Receptionist.
Eye protection is always to be worn when necessary in shop and science labs.
Action in Event of Accident
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If a child is injured, under any circumstances, the School Nurse is to be informed, or in her absence, the
Division Head concerned.
Teachers are to give immediate first aid, using universal precautionary techniques when dealing with any
bodily fluid. Boys who may have sustained a spine or head injury or fractured bone are not to be moved except
by the Nurse or a person with First Aid training.
The circumstances of every accident are to be immediately reported to the Nurse. She keeps the completed
Accident Report form and gives a copy to the Headmaster. The Nurse also informs the parents and doctors
listed on the Emergency Form.
Teachers are instructed in giving general emergency care. They are also instructed in giving specific
emergency care to children who have known medical problems.
In an emergency, teachers should contact the Receptionist immediately, who can then reach the Nurse and dial
911 if appropriate.
Special School Trips

The School is normally covered on these trips by the School’s insurance policy against liability for damages
sustained by Allen-Stevenson teachers, parents or students on these trips. The policy does not cover other boys,
employees or parents engaged in non-approved activities, or proven negligence.
Drivers, whether car or bus, are to adhere to the posted speed limits and rules of the road.
Emergency medical kits and cell phones are to be taken on all school trips.
Leaving the Building

No boy is to be permitted to leave the School during School hours unless he is in a class accompanied by a
teacher or other authorized person, or unless he has a written authorization from his Division Head. Teachers
should give notes from home to the Division Head for approval. In this case, a student must sign out in the
Receptionist’s book and sign in again upon his return. No exception.
Ninth graders are allowed to leave the building one day a week for lunch. They must sign in and out with the
Receptionist.
Safety is always the first and overriding responsibility in every school activity. All teachers are to take any
appropriate action to ensure safety and avoid accidents, even if they are not directly responsible for a class at
the time.
Leaving the School during the day by the East door or the 77th Street fire escape door, except for supervised
exits for dismissal, Field, games, trips or fire drills, is to be treated as a serious offense. Homeroom Teachers
should warn the boys at the beginning of each school year not to prop exit doors open nor to admit any
unknown person through exit doors. If a student is in doubt about what to do, he is to call a teacher or a staff
member for help.
All students are expected to leave the building directly after their last scheduled activity, unless they are
supervised by an A-S teacher. That teacher will then be responsible for being sure that all boys have left before
she/he leaves the building.
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Field teachers and coaches will be responsible for clearing locker rooms and the reception area after any Field
lasting later than 5:30 p.m. and after games.
Gym, Field, Recess
Teachers must promote safety-conscious attitudes among the boys at all times.
All activities are to be performed under the rules laid down by, and under the personal supervision of, the
Director of Physical Education or his fully qualified representatives.
Every fulltime member of the Physical Education and Athletic Department must have up-to-date certification
in CPR, First Aid, and AED.
Locker Room
Students are not permitted in the Locker Room without teacher supervision.
Field
All Field activities will be conducted with safety as the foremost consideration. Activities that cannot be
conducted in a safe environment will be either modified to meet safety concerns or eliminated as a class
activity. Each student is expected to conduct himself in a manner that is consistent with the Allen-Stevenson
Code. This applies to the Roof, locker room, bus and playing fields.
• When Lower School boys go to Field, the normal ratio of faculty to homerooms is to be (n+1), where
‘n’ is the number of homerooms. If there are 6 homerooms, for example, then there must be seven
coaches.
• When Middle and Upper School boys go to Field, the normal ratio of faculty to boys is (n+1), where
‘n’ is the total number of boys divided by 20. If there are 80 boys, for example there must be five
coaches; if there are 90 boys, there must be six coaches.
If, at any time, for any reason, there are fewer faculty than this, then one homeroom or squad is not to go to
Field. These safety ratios are never to be exceeded.
Lower School Field Rules
Each student is expected to conduct himself in a manner that is consistent with the Allen-Stevenson Code.
Walking to and from Central Park, each boy must:

• Keep with his partner;
• Stay in line;
• Walk on the right hand side of the sidewalk;
• Wait for the traffic light and stand aside to keep the crosswalk free;
• Walk.
Coaches should carry all sports equipment, including the First Aid bag. Coaches also bring water bottles and
allow each boy to have water as necessary.
In Central Park, boys must keep on the sidewalks in the Park.
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Groups unable to follow rules will be required to return to School and start again.
Swimming
The boys participate in the Asphalt Green Swim program. The Director of Aquatics and staff at Asphalt Green,
along with the Director of Physical Education, determine the swim instructor/student ratio. The School will
supply teachers for locker room supervision prior to and following each swim session.
Transportation of Students
Behavior going to and from the bus and in the bus is always to be under control. In the bus, boys are to remain
in their seats, use the seat belts that are available, speak only in a conversational tone, and enter and exit in an
orderly fashion.
Bus: Teachers are expected to position themselves so that they may best supervise the students during
transportation. As such, the School requires that there be teachers in the front and middle of the bus. When
possible, an additional teacher in the back of the bus is recommended.
Walking: Teachers are expected to position themselves so that they may best supervise students during the
walk. As such, the School requires that there be teachers at the front and back of the line. When possible, an
additional teacher in the middle of the line is recommended.
Athletic Contests
Upper School athletic contests will be conducted under the NYSAIS Athletic Association Modified Sports
Standards. In order to participate in an athletic contest, all participants must have the proper equipment and
uniforms.
The Athletics Director will provide game schedules, as well as daily updated phone information. Following an
athletic contest, should there be an unexpected delay, the coach will call the Receptionist and relay updated
information.
The School Nurse attends all home football games.
Off-Limits Areas
No boy is to go onto the roof, into the gymnasium, the multipurpose room, the science labs, the boiler room,
cleaning closet, or any area during recess or after school hours, unless a teacher who is responsible for him is
present. Faculty should never send students to unsupervised areas.
Movement Within The School
To alleviate confusion in the stairwells, everyone is expected to walk on the right side when using the stairs.
• Lower School teachers are to accompany their classes at all times when going to gym, art, shop, roof,
music, or lunch to ensure safety and considerate behavior, until the boys can handle the responsibility by
themselves.
• Middle School Homeroom Teachers should accompany their classes throughout the School until the
teachers feel confident their students can take the responsibility for themselves.
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• Upper School teachers are to accompany their classes if the boys’ behavior is unreliable.
Boys must walk in all halls and stairways with shoelaces tied or velcroed.
Wheels and Helmets
Boys riding a scooter, rollerblading or skateboarding on the sidewalks of the School block as they arrive and
leave Allen-Stevenson must practice safety and be especially considerate of pedestrians. Otherwise,
pedestrians may be placed at risk on the narrow sidewalks of 78th Street by boys engaged in these activities.
Boys performing blading or boarding tricks on the steps of the residential buildings on the School block or
who skate or ride a scooter recklessly on the sidewalks will be disciplined by having their equipment
confiscated indefinitely, at the discretion of the Division Head or the Headmaster.
Boys who use this equipment to get to School must wear helmets. New York State law requires all children 14
years old and under to wear appropriate helmets. Boys who cannot follow this law may be sent home.
Scooters and skateboards are not permitted in the School buildings because they are too large to store in
students’ cubbies or lockers. Rollerblades cannot be worn or used in the School lobby or buildings. Boys must
carry their skates into and out of the School and must be able to store them in their assigned cubbies or lockers.
Because there is no place for storage, boys are not permitted to ride bicycles to school. For the same reason,
employees who ride bikes to school should not expect to park them on School premises, although an employee
bike rack outside may be provided, if space allows.
Boys who use wheeled backpacks must roll them in a careful, considerate manner and carry, not wheel, them in
all stairwells.
Care of Equipment
Computers with word processors are provided for faculty in the faculty workroom. The library copier and
faculty room copier may be used by faculty. There is a laminating machine available to faculty.
All employees are expected to demonstrate proper care when using the School’s property and equipment. No
equipment may be removed from the School without proper authorization. If any School equipment is lost,
damaged, or broken, please report it at once.
Personal Property
Although every attempt is made to ensure a safe environment, the School is not responsible for loss or damage
to personal property. Valuable personal items (such as purses and all other valuables) should not be left in areas
where theft or damage might occur.
Food Service Requests

The Kitchen is called upon to provide food service for many different events—sometimes several a day—so it
is essential that it has such requests in time to schedule properly for them. Please remember that when you are
hosting an event for which food service is required, even if it is just coffee and tea, the request needs to be
made at least one week in advance of the event.
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For each event, you need to fill out a Food Service Function Request, available in the faculty room, on the
website, and from the Food and Nutrition Director. The Form is also included in a later section of this
Handbook. During the period of construction, requests should be limited to what is essential.
Maintenance Requests
All work orders and requests for repairs must be sent to the Facilities Manager by e-mail. The Maintenance
Department is called upon to provide service for many different events—sometimes several a day—so it is
essential that it has such requests in time to schedule properly for them.
Please remember that when you are hosting an event for which maintenance must set up or cover in some way,
the request needs to be made at least a week in advance of the event. These requests should also be made to the
Facilities Manager by e-mail.
Rental Requests
All inquiries regarding rentals of School facilities are to go to the Facilities Manager and Business Manager.
Space in the building may be rented from time to time but never during school hours or at times that would
conflict with the educational mission of the School. The Business Manager determines any rental fee.
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Chapter X: Health
School Nurse
The School Nurse promotes the health of each child as defined by the World Health Organization. Good health
contributes to the physical, mental and social well-being of each child. The School Nurse:
1. Keeps confidential health records on all students.

2. Shares the children’s health concerns with the faculty to facilitate safe medical attention for each
student and to aid in alleviating emotional issues.
3. Directs all emergency care in the School community.
4. Teaches health to students and faculty.
5. Monitors students’ health issues.
6. Dispenses medications as appropriate.
7. Attends and participates in conferences for students, faculty, and parents.
8. Acts as a resource to the community on School health issues.
9. Educates the School community in the use of Universal Precautions.
10. Develops a plan for AED use and maintains the AED equipment.
Parents are advised in the Parents Handbook that boys should not be absent from Field for any reason but
sickness, religious instruction or emergency. ONLY the School Nurse shall determine what constitutes a
medical excuse. No teacher or Division Head may excuse a boy from Field for medical reasons without
consulting the School Nurse.
Permission slips for trips and emergency treatment are to be signed by parents and returned to the School. Both
a School cellular phone and a First Aid kit, as prepared by the Nurse, must be carried on all field trips. The trip
leader checks in advance with the School Nurse about whether any boy has restrictions on physical activity or
needs to carry any medication with him.
All matters of health are to be treated entirely CONFIDENTIALLY.
The Nurse attends all home football games and arranges for an ambulance to be at those games.
Consulting School Psychologist

The Consulting School Psychologist has an ongoing, part-time relationship with the School to provide
guidance about psychological health and about situations that may require his or her experience and training.
He or she meets regularly with the Headmaster, the Director of Learning Resources, the Division Heads, the
School Nurse, and others as necessary.
The Consulting School Psychologist is often able to bring psychological perspective and practical experience
to the School’s work with individuals, whether parents, teachers, staff, or students. On occasion he or she may
also meet with groups of parents and teachers. In his or her Allen-Stevenson capacity, the Psychologist does
not provide individual therapy on an ongoing basis, but may meet on an “as needed” basis to help individuals
with an appropriate referral to a specialist who can provide such counseling.
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HEALTH
In addition to his private practice, the Consulting School Psychologist is available by telephone throughout the
year and by appointment through the School Nurse and the Division Heads. In appropriate circumstances and
with the approval of the Headmaster, the Psychologist may see an Allen-Stevenson student as a private patient.
Orientation to Health Services

Pertaining to Faculty & Staff
All employees of Allen-Stevenson must complete an Emergency Information form. This form will be filed in
the Nurse's Office and is treated as confidential information.
Except for kitchen employees and anyone who works with the Kindergarten (who must be tested yearly), all
employees of Allen-Stevenson must be tested for tuberculosis every 3 years. The required test is the PPD
(Mantaux). This can be obtained in four ways:
• At school by a volunteer parent physician;

• Through your health plan;
• Free at the New York City Health Department;
• By our school physician, Dr. George Lazarus, at his office at 106 East 78th Street. Make an appointment
by calling 744-0840.
All faculty members who work with the Kindergartners, and all kitchen staff, are required by law to have a
physical examination each and every year. Completed reports are filed in the Nurse's office and are treated as
confidential information.
All staff should report their pregnancies to the School Nurse at the earliest possible time. This information will
be treated as strictly confidential. As might be imagined, the knowledge of a pregnancy would be vital
information in the treatment of minor and major medical problems.
If requested, the School Nurse may assist employees in making contact with physician parents who may be
willing to care for A-S faculty and staff, but this is not considered one of the Nurse’s official responsibilities.
Pertaining to Students
Except in Emergency situations, a "Pass to Nurse" form must accompany each student who is sent to the
School Nurse. This will aid in the tracking of students. If a child tells you that he has been with the Nurse but
does not have a form, check with the Nurse's office to confirm the child's whereabouts. See form later in this
document.
Instruct student to return to classroom if Nurse is not in her office. It is up to the teacher to either have the
Nurse paged or to delay the child's visit to the Nurse.
All students or adults having breathing or choking problems must be accompanied to the Nurse’s Office
by an adult. In such situations NEVER send a person to the Nurse’s Office alone. If you are the only
adult with a class and find that a boy needs to be accompanied, bring the whole class with you.
Please make keeping accurate attendance records a priority. It is important for legal as well as safety needs.
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Accident reports must be completed on each child involved in an accident independent of the severity of the
outcome of the accident. Forms are available this Handbook and in the Nurse's office; upon completion they
are filed in the student's Health Records. See the forms later in this document.
The School Nurse should always be informed promptly of any major academic, emotional or family problems
of students.
Hand washing should be encouraged as it prevents the spread of disease. If possible, schedule hand washing
before lunch.
The Receptionist should always be aware of the Nurse's whereabouts. In the event of an emergency, the Nurse
can be reached by cell phone. Either you or the Receptionist can call the cell phone by dialing (917) 738-1720.
OSHA regulations are on file in the Nurse's office.
The First Aid Kit must be taken on all school trips, regardless of the nature of the trip or the distance of the
trip. The kits are located in the Nurse's office.
Each teacher will be notified of the Health concerns of each student. This is confidential information.
First Aid
WHEN IN DOUBT ALWAYS SEEK MEDICAL ADVICE.
First Aid for Allergies and Anaphylaxis (allergic shock)
Symptoms: swelling, rash, hives or difficulty breathing
Treatment:
• Remain calm and reassure child.
• Medical emergency: Immediately call the Receptionist who will contact the School Nurse.
• If away from school, give Benadryl or EPI Pen injection (you will be notified of children known to
have this problem).
• Follow instructions for giving EPI Pen.
First Aid for Asthma or Breathing Problems
Symptoms: shortness of breath, coughing, change of skin color and/or panic
Treatment:
• Remain calm and reassure the child.
• Immediately call the Receptionist who will contact the School Nurse.
• If away from school, give medication available, force fluids and seek medical attention.
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HEALTH
First Aid for Choking
Symptoms: inability to speak, cough or breathe
Treatment:
• Do the Heimlich maneuver.
• Medical attention is mandatory.
First Aid for Head Injuries
Symptoms: loss of consciousness, persistent vomiting, headaches and dizziness, fluid from ear or nose,
paralysis, difficulty talking, sleepiness, and disorientation
Treatment:
• Do NOT move the child!
First Aid for Neck and Back Injuries

• DO NOT MOVE THE CHILD!
First Aid for Convulsions (seizures)

• Remain calm.
• Ease child to ground and do not attempt to stop convulsion.
• Move furniture away from child.
• Put NOTHING in mouth.
• Loosen clothing, especially shirt collars and ties.
• Allow to rest after convulsion.
• Medical emergency: If this is the child's first convulsion or the convulsion lasts longer than 5 minutes,
call 911 immediately.
First Aid for Bleeding

• Give the child tissues or paper towels.
• Send to School Nurse or call the Receptionist who will contact her.
• Wear disposable gloves.
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• Apply direct pressure, elevate, and apply ice.

• Remember that severe bleeding is a medical emergency.
• Discard bloody tissue and gloves in lined basket.
• Have surface contaminated with blood cleaned using a bleach solution.
• Wash hands.
First Aid for Nose Bleeds

• Give the child tissues or paper towels.
• Send to School Nurse if possible.
• Have child sit upright.
• Apply pressure (pinching) to lower nostrils using a tissue for 5 minutes.
• Nosebleeds should stop within 5 minutes.
• Discard bloody tissue and gloves in lined wastebasket.
• Have any blood contaminated surface cleaned using a bleach solution.
• Wash hands.
First Aid for Burns

• Apply cold water to the burn.
• DO NOT break blisters if blisters develop.
First Aid for Sprains and Bruises
Symptoms: pain and swelling
Treatment:
• Immobilize and apply ice.
First Aid for Broken Bones
Symptoms: pain, swelling, and discoloration of skin and/or disfigurement
Treatment:
• Immobilize and apply ice.
• Seek the attention of the Nurse. Use cell phone if necessary.
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HEALTH
First Aid for Teeth Injuries (knocked out tooth or loose teeth)
• Use disposable gloves.
• Insert and hold tooth in socket. If unable, place tooth in milk.
• Immediately call the Receptionist who will contact the School Nurse, as this is a dental emergency.
• Have any contaminated surface cleaned, using a bleach solution.
• Wash hands.
First Aid for Eye Problems
Chemical Burns:
• Stay calm and reassure the child.
• Flush eye with water.
Foreign Bodies:
• Seek the attention of the Nurse.
• Use phone if necessary, as the eye needs to be flushed.
Wounds:
• Cover both eyes.
• Immediately call the Receptionist who will contact the School Nurse, as this is a medical emergency.
Diabetic Emergencies
Types:
Hypoglycemia--insulin level is too high--requires sugar
Hyperglycemia--insulin level is too low--requires insulin
Symptoms: changes in level of consciousness, dizziness, drowsiness, confusion, rapid breathing, rapid pulse
confusion
Treatment:
• Give sugar unless the diabetic is aware of the problem and exact treatment can be administered.
• If unconscious: MEDICAL EMERGENCY. Seek the attention of the Nurse immediately or call 911.
ALL ACCIDENTS REQUIRE THE COMPLETION IN FULL OF AN ACCIDENT REPORT.
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How to Give EPI Pen

EPI Pen is a known treatment for an allergy. Symptoms include difficulty breathing and/or swelling of face and
throat. Always consider this an Emergency Situation.
WHEN IN DOUBT AS TO WHETHER OR NOT TO ADMINISTER AN EPI PEN, IT IS BETTER TO ERR

ON THE SIDE OF ADMINISTERING THE MEDICINE. Seek Medical Intervention.
A videotape is available in the School Nurse's office to demonstrate how to administer an EPI Pen.
1. Pull out gray safety cap.
2. Place black tip on outer thigh.
3. Push hard until you hear or feel injector.
4. Hold in place for 10 seconds.
Defibrillators
The School has four automated external defibrillator (AED) machines. A defibrillator is a semi-automatic
device that analyzes the heart’s rhythm and, if necessary, delivers shock to a person who is in cardiac arrest.♥
The shock allows the heart to resume beating normally. This can save the person’s life. Allen-Stevenson’s
AEDs are located as follows:
• One AED is kept is a glass box on the 2nd floor across from the School Nurse’s office, adjacent to the
glass shelves in the hallway. A list of persons certified in the use of the AED is kept on a yellow sheet
attached to the glass case.
• The other three AEDs are portable; they are kept in the Athletic Office and are taken to all sports
activities. They are available for use in the School at all other times.
If you are summoned to bring an AED to a specific location, bring the machine, together with the towel. Be
aware that removal of the defibrillator from the glass case will set off an alarm, which is shut off by a key in
the School Nurse’s office.
If you are the first and only person at the scene, immediately follow the Emergency Procedure on page 85.
Then provide care until help arrives.
If you are with someone else, one person should call for help while the other person provides care. Be sure that
one or more of the persons certified in CPR are notified and that the AED is brought to the scene.
Through the timely use of a defibrillator, certain forms of fibrillations (rapid or irregular heart rhythm disturbances
called arrhythmias) can be changed to an organized rhythm or slowed to a more effective, healthy pace. Voltage
stored by the AED pushes electrical current through the chest to deliver a muscle-contracting jolt to the heart. The
current is transmitted by means of electrodes or paddles placed on the chest. AEDs are now commonly available in
other places like airports, restaurants and golf courses.
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Infectious Disease Control & Universal Precautions

Definition of an Infectious or Communicable disease: disease that can be transferred from one person to
another. Follow Universal Precaution Methods as defined by OSHA's Bloodborne Pathogens Exposure Control
Plan, which is on file in the Nurse's Office. Wash your hands!
Use universal precautions:
• Wear disposal gloves when rendering First Aid and coming in contact with blood and body secretions.
• Have surfaces and instruments contaminated by blood or bodily fluids cleaned using a bleach solution.
• Discard bloody tissue and gloves in a lined basket or plastic bag provided by the School Nurse.
• Be sure to wash your hands.
If one does come in contact with blood or body secretions and has an open skin area, contact the Nurse for
further instructions.
HIV/AIDS
With appropriate consideration for both the individual and the larger Allen-Stevenson community, the School
will treat HIV/AIDS as any other infectious disease.
We will not discriminate against any employee on the grounds that he or she has AIDS, has tested positive for
HIV or AIDS-related complex, or has been suspected or perceived as having AIDS. Such discrimination is not
permitted in employment-related decisions. In the event an AIDS-afflicted employee becomes disabled as a
result of his or her disease, he or she will be treated consistently with our benefits policies.
The School’s AIDS policies are based on guidelines developed by the Public Health Service (Center for
Disease Control), the New York State Division of Health, the National Association of Independent Schools,
and the American Academy for Pediatrics. The School educates its faculty and staff regarding AIDS.
Generally speaking, widespread testing of students and staff for HIV/AIDS will not be required.
Divorce: What Teachers Can Do

Separation and divorce are a reality in many of our children's lives. We as teachers must remember that, for the
child, this event can be the most devastating point in his childhood. Studies show that it can take three years
for a child to adjust. Changes in the family, such as remarriage, birth of a step-sibling, etc., can begin a new
episode of turmoil, thus extending a child's adjustment period.
• Realize that School may be the only consistent environment in the child's life.
• Be neutral when discussing parents.
• Be empathetic and non-judgmental.
• Use terminology that is neutral, e.g. not negative language such as "broken home."
• Recognize that the child is in crisis but also has to meet school requirements.
• Be aware that difficult days may be Monday and Friday, due to visitations.
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• Realize that child may try some manipulations in school that he is trying at home.
• Attend to behavior changes. Be supportive but not overprotective.
• Be consistent.
• You may need to increase security needs of child, e.g., giving a big hello in the morning, and goodbye at
end of day.
• Treat parents as a unit.
• Get help when needed.
Families at Risk
Some family circumstances put parents at risk for taking out frustrations on their children. Factors teachers can
look for include the following:
• Absence of nurturing child-rearing skills;

• Violence/corporal punishment is accepted as unquestioned child-rearing practice within the home culture;
• Parents who are ignorant of normal child development and view a child as bad when expressing normal
behavior;
• Parents without support systems;
• Parents with low self-esteem;
• Parents in crisis;
• Parents with high performance standards for offspring but "low boiling point";
• Difficult children, e.g., children with A.D.D. or physical impairments.
Physical Abuse
Physical Indicators
Note: Special attention should be paid to injuries that are unexplained or are inconsistent with the
parent(s)/caretaker’s explanation and/or the developmental stage of the child.
1. Bruises, welts and bite marks:

• On face, lips, mouth, neck, wrists and ankles;
• On torso, back, buttocks and thighs;
• Injuries to both eyes or cheeks;
• Injuries on both sides of face, because only one side of face is usually injured as the result of an
accident;
• Clustered, forming regular patterns reflecting shape of article used to inflict (electric cord, belt
buckle);
• “Grab-marks” on arms or shoulders;
• Injuries on several different surface areas;
• Evidence of human bite that compresses the flesh [animal bite tears flesh and has narrower teeth
imprint];
• Bruises in various stages of healing;
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• Bruises that regularly appear after absence, weekend or vacation.
2. Lacerations or abrasions:
• To mouth, lips, gums, eyes;
• To external genitalia;
• On backs or arms, legs or torso.
3. Burns:
• Cigar, cigarette burns, especially on soles, palms, back or buttocks;
• Immersion burns by scalding water (sock-like, glove-like, doughnut-shaped on buttocks or genitalia –
“dunking syndrome”);
• Patterned like electric burner, iron, etc.;
• Rope burns on arms, legs, neck or torso.
4. Fractures:
• To skull, nose, facial structure;
• Skeletal trauma accompanied by other injuries, such as dislocations;
• Multiple or spiral fractures;
• In various stages of healing;
• Fractures “accidentally” discovered in course of an exam.
5. Head injuries
• Absence of hair and/or hemorrhaging beneath the scalp due to vigorous pulling;
• Subdural hematoma (a hemorrhage beneath the outer covering of the brain due to severe hitting or
shaking);
• Retinal hemorrhage or detachment, due to shaking;
• “Whiplash shaken infant syndrome”;
• Eye injury;
• Jaw and nasal fractures;
• Tooth or frenulum injury.
Symptoms suggestive of parentally-induced or fabricated illnesses [sometimes known as Munchausen

Syndrome by Proxy (MSP)]
An example might be repeatedly causing a child to ingest quantities of laxative sufficient to cause diarrhea,
dehydration and hospitalization.
Behavioral Indicators
• Wary of contacts with parents or other adults;
• Apprehensive when other children cry;
• Behavioral extremes:
 aggressiveness, or
 withdrawal, or
 extreme mood changes
• Afraid to go home, repeated incidents of running away;
• Reports injury by parents;
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• Sometimes blames self, e.g., “I was bad and I was punished.”

• Habit disorders;
• Self-injurious behaviors;
• Psychoneurotic reactions (obsessions, phobias, compulsions, hypochondria);
• May wear long sleeves or other concealing clothing to hide physical indicators of abuse often
inappropriate for season;
• Manifestations of low self-esteem;
• Suicide attempts.
Maltreatment and Neglect

Physical Indicators
• Failure to thrive (physically or emotionally);
• Positive indicator of toxicology, especially in newborns – not usually in school children;
• Drug withdrawal symptoms, tremors, etc.;
• Lags in physical development;
• Consistent hunger, poor hygiene (skin, teeth, ears, etc.), inappropriate dress for the season;
• Speech disorders;
• Consistent lack of supervision, especially in dangerous activities or for long periods;
• Unattended physical problems or medical needs;
• Chronic truancy;
• Abandonment.
• Begging, stealing food;
• Extended stays at school (early arrival or late departure);
• Constant fatigue, listlessness or falling asleep in class;
• Alcohol or drug abuse;
• Delinquency (e.g., thefts);
• States there is no caretaker;
• Runaway behavior;
• Habit disorders (sucking, biting, rocking, etc.);
• Conduct disorders (antisocial, destructive, etc.);
• Neurotic traits (sleep disorders, inhibition of play);
• Psychoneurotic reactions (hysteria, obsession compulsion, phobias, hypochondria);
• Behavioral extremes:
 compliant, passive
 aggressive, demanding
• Overly adaptive behavior:
 inappropriately adult
 inappropriately infant
• Lags in mental and/or emotional development;
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• Attempted suicide.
Child Sexual Abuse

It is the law that all teachers be familiar with the complexities of child abuse and their role in reporting this
problem. Additional information on this topic is available in the School Nurse's office.
Because most sexual abuse cases do not present apparent physical evidence or indicators, identification and
recognition are often very difficult. To compound the problem of detection and identification, the many
legitimate fears which child victims of sexual abuse experience make it extremely difficult for them to report
the abuse, even to a very trusted adult or friend.
The fact that the vast majority of child molesters are family members or friends of the child or his or her family
makes disclosure of the abuse very difficult for the child. Sadly, even teachers may be potential abusers.
Victims of child sexual abuse experience the fear of betraying a loved one (e.g., the perpetrator or non-abusing
parent) and possibly losing their affections forever if they disclose the abuse. Child victims fear the
overwhelming anticipated shame and guilt that such disclosure will cause, and they fear that family members
and other significant people in their lives will blame them for the abuse. They also fear the common threats of
being hurt or even killed if they disclose the abuse. Even after disclosing sexual abuse, a child may retract the
disclosure as the family system begins to place pressure. For these and other reasons, sexually abused children
often decide to live in quiet and devastating isolation with their “secret” rather than risk the realization of their
fears.
It is very important to keep in mind that the overwhelming majority of child sexual abuse occurs within the
child’s immediate or extended family. Most perpetrators of child sexual abuse are known to the child before
the abuse. They are usually trusted family members who have easy physical access to their child victims, not
necessarily the stereotypical strangers in raincoats who wait for children on street corners with lures of candy
or money.
Child sexual abuse is not a problem uniquely found in only certain geographic areas or among people of
certain economic conditions, races or occupations. There is absolutely no profile of a child molester or of the
typical victim. Do not assume that, because an alleged offender has an unparalleled reputation for good works
in the community or holds a certain job, he or she could not also be a child molester.
Physical Indicators
• Difficulty in walking or sitting;
• Torn, stained or bloody underclothing;
• Pain or itching in genital area;
• Bruises or bleeding in external genitalia or anal areas;
• Bruises to the hard or soft palate;
• Sexually transmitted diseases, especially in preteens;
• Venereal oral infections;
• Painful discharge of urine and/or repeated urinary infections;
• Foreign bodies in rectum.
• Unwilling to change for gym or participate in physical education class;
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• Withdrawal, fantasy or infantile behavior;

• Bizarre, sophisticated or unusual sexual behavior or knowledge;
• Seductive or promiscuous behavior;
• Poor peer relationships;
• Delinquent or runaway;
• Reports sexual assault by caretaker;
• Prostitution;
• Forcing sexual acts on other children;
• Extreme fear of being touched;
• Unwilling to submit to physical examination;
• Truancy;
• Self-injurious behavior;
• Suicide attempts;
• Manifestations of low self-esteem, general fearfulness.
Required Instances for Reporting

Persons Mandated to Report
According to Section 413 of Social Services law, the following persons are mandated child abuse reporters in
New York State:
Physician Surgeon Medical Examiner

Coroner Dentist Osteopath
Optometrist Chiropractor Podiatrist
Resident Intern Psychologist
Registered Nurse Dental Hygienist Psychiatrist
School Official Social Service Worker Day Care Center Worker
Peace Officer Mental Health Professional Police Officer
Christian Science Practitioner
Hospital personnel engaged in the admission, examination, care or treatment of persons

Employee or volunteer in a Residential Care Facility defined by §412(7).
Provider of family or group family day care
Any other Child Care or Foster Care Worker
District Attorney or Assistant District Attorney
Investigator employed in the office of the D.A. or other Law Enforcement Official
Please note that Allen-Stevenson policy is to report as a team, not on an individual basis. Normally, the
School Nurse makes the report on behalf of the team.
Situations in Which Reports Are Required
• When a mandated reporter has reasonable cause to suspect that a child whom the reporter sees in his
or her professional or official capacity is abused or maltreated; or
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HEALTH
• When a mandated reporter has reasonable cause to suspect that a child is abused or maltreated where
the parent or person legally responsible for such child comes before them in his or her professional or
official capacity and states from personal knowledge facts, conditions or circumstances which, if
correct, would render the child abused or maltreated;
Whenever a mandated reporter suspects child abuse or maltreatment while acting in his or her professional
capacity as a staff member of a medical or other public or private institution, school, facility or agency, he or
she shall immediately notify the person in charge of that school, facility, institution or his or her designated
agent, who will then also become responsible for reporting or causing a child abuse report to be made to the
County Child Protective Services agency.♦
A situation could occur in which the staff member is mistaken about the standard of abuse or maltreatment, or
about whom a subject of a report may be; the person in charge, or his or her designated agent, could determine
that a report need not be made in this situation. Nevertheless, the person in charge or his or her designated
agent may not prevent the staff member from making a report.
Other Considerations
Bathrooms
A teacher must be mindful of how long any student is in the bathroom. He or she should go to check if a boy
seems to be there too long.
Also, a boy should not be permitted to go to the bathroom if he is sick, especially if he is coughing. Instead, he
should be taken to the School Nurse.
Crutches
Please follow these general guidelines for anyone who has to use crutches in the School environment:
• All students should have a “buddy” to help when using crutches.

• The “buddy” should be formally arranged in the boy’s homeroom.
• The student should not eat lunch in the dining room, but should have his food brought to him in his
homeroom.
• The boy should be able to select a friend with whom to share his lunch time.
• In the event of a fire drill, the student on crutches must leave the building like everyone else.
It should be noted that Section 413.1 of the Social Services Law does not require more than one report from the
institution, school, facility or agency on any one incident of suspected abuse or maltreatment. However, the
mandated reporter’s obligation is not discharged unless the report is made.
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Environmental Safety
The School is committed to providing the best possible working conditions for all its students, visitors and
employees. To accomplish this, the School complies with current occupational health, safety and
environmental laws and endeavors to develop the operations, procedures, technologies and policies to provide
such conditions.
School policy is aimed at preventing any employee, student, visitor or person residing or working near School
facilities from being subjected to avoidable health or safety risks. The School bases its practices on the
principle of least avoidable risk as defined and accepted by the public, and establishes comprehensive and
realistic policies based on past experience and current scientific research to prevent unreasonable health and
safety risks.
This program is established in order to protect employees from known or possible exposures to dusts, fumes,
mists, radionuclides, gases and vapors, and in order to comply with OSHA general industry standard for
respiratory protection (29 CFR 1910.134).
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BUSINESS MATTERS
Chapter XI: Business Matters

The Business Manager and the Controller can help with compensation, benefits, and tax issues. Information
and forms for the following benefits can be found in the Business Office:
• The School’s Major Medical, Dental, Vision, Life, Disability, and Long Term Care Insurance Plans;
• The School’s Retirement Plan;
• Flexible Benefit Plans;
• Medical Leave and Parental Leave.
Benefits forms are also available on the School’s website, and the Business Manager and Controller can help
with specific problems.
Employment at Will
The School endeavors to enjoy excellent working relationships with its employees. All employment is
contingent upon the employee’s competent performance in the duties assigned to him or her, his or her moral
integrity, and his or her endeavor to promote the best interests of The Allen-Stevenson School. All
appointments are terminable at any time at the sole discretion of the Headmaster.
There are two ways to terminate employment: voluntary and involuntary. Voluntary terminations include
resignations, retirement, failure to return promptly from vacations, failure to report to work for three
consecutive days without notifying the School, and completion of a contract. Employees who want to leave in
good standing will seek the Headmaster’s permission, if they are under contract, and they will give the School
ample time to make alternative plans.
Not treating children in an appropriate professional manner will be considered a serious breach of what is
expected at Allen-Stevenson. Other causes for immediate dismissal may include but are not limited to:
falsification of records, particularly the resume or application for employment; incompetence in performance
despite additional training; repeated reprimands regarding job performance; recurring or gross insubordination;
a pattern of unexcused absence or lateness; abusive or threatening language to students, supervisors or other
employees; sexual harassment; unauthorized possession of firearms on the School’s premises; physical
violence or attempted injury to a student or another employee or visitor; intoxication on the job; theft of School
property or the property of a student or another employee; misuse of confidential School information or
information about any student or his family.
School Budget
The 2004-2005 operating budget is approximately $10.3 million. Tuition in 2004-2005 totals $24,300 in the
Kindergarten and $25,550 for 1st through 9th grades. Tuition includes fixed charges for lunch, activities, books
and supplies.
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Overview
The School Budget is composed of operating, plant, development, and capital investment sections. This is
made up by the Finance Committee for provisional approval of tuition, fees and salaries by the Board of
Trustees at the February board meeting, and presented for comprehensive and final approval of all items by the
Trustees in May. This budget and the enrollment figures on which it is based are not normally to be altered. All
expenditures are to be within stated limits.
Within the general guidelines established for operating expenses by the Board, the Business Manager, in
consultation with Heads, sets the budget allocations, which are monitored monthly.
Authorizations
The main authorization for all expenditures is the School Budget. Authorized employees are to review all
purchase orders over $1,000 with the Business Manager prior to ordering. The Business Manager is to consult
with the Headmaster before approving exceptional expenses. In exceptional occasions when it is proposed to
exceed a budget allotment or to make internal transfers in the budget, the Treasurer must be informed.
Department and Division Heads are authorized to make purchases on behalf of the school within the
constraints of the budgets for their department or division. They may authorize other employees to make
purchases and are responsible for signing off on all invoices, receipts and check requests which apply to their
budget(s).
Employees Authorized to Sign Purchase Orders
Admissions Admissions Director

Admin. Misc. Academic Secretary, Headmaster’s Executive Assistant, Associate
Headmaster, Business Manager
After School Program After School Director
Art Art Dept. Head
Assemblies Heads of Lower, Middle & Upper Schools
Athletics Director of Athletics & Physical Education
Auto Headmaster
A/V A/V Coordinator
Book Fair/Book Smart Librarian & Parents’ Association
Business Office Controller, Business Manager
Computer Computer Coordinator
Conferences/Seminars Headmaster, Associate Head, Director of Learning Resources, Coordinator of
Professional Development with the approval of the Division Head
Drama Drama Directors
Field Trips Heads of Lower, Middle & Upper Schools
Fundraising Development Director
Graduate Courses Grant & Academic Work Committee
Health Supplies School Nurse
Insurance Business Manager
Library Librarian
Lunch Supplies Food and Nutrition Director, Business Manager
Music Music Department Head
Office Supplies Academic Secretary, Headmaster’s Executive Assistant
Orchestra Orchestra Director
Parents Association Parents’ Association President
Plant Supplies Facilities Manager
Postage Academic Secretary, Headmaster’s Executive Assistant
Prize Day Headmaster, Executive Assistant to Headmaster, Division Heads
Professional Fees Headmaster, Associate Headmaster, Business Manager
Publications Yearbook Advisor, Newspaper Advisors, Literary Magazine Advisors
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Publications & Subscriptions Headmaster, Associate Headmaster

Repairs & Maintenance Facilities Manager
Representation Headmaster, Associate Headmaster
Science Science Department Coordinator
Shop Shop Teacher
Substitutes Appropriate Division, Department or Assoc. Head
Summer Program Director of Summer Program
Telephone Network Manager
Temporary Help Associate Headmaster
Testing Director of Learning Resources
Textbooks, Inst. Division Heads
Supplies Division Heads
Utilities Facilities Manager, Business Manager
Website Director of Publications
Compensation
Employees are paid semi-monthly, 1/24 of their contracted annual salary on the 14th and 28th of each month,
beginning September 14th. When either of these dates falls on a Saturday, Sunday, during Winter and Spring
Vacations or other holiday, the salary is paid on the day before the holiday.
The payments are made by a computerized payroll service, which means that they cannot be corrected until the
following payday. It is imperative that employees check their payroll data. Each employee’s payroll check will
show his or her deductions. The School does not make advances on salary.
Employee Benefits
Allen-Stevenson has developed a comprehensive set of employment benefits to supplement regular cash
compensation. Our benefits represent a hidden value of additional income to all employees.
This Employee Handbook refers to current benefit plans maintained by the School. Benefit plans may be
modified at the School’s discretion at any time. Please refer to the actual plan documents and summary plan
descriptions for answers to specific questions regarding the benefit plans. Those documents are controlling.
Along with a variety of other benefits, described below, the School offers two medical insurance options
(“high” and “low” plans through Oxford), one dental insurance option (Aetna), and a vision plan (VSP). The
plan year for each option is from January 1st to December 31st. The Open Enrollment period occurs each
September.
Benefits Eligibility
All employees who work more than 20 hours per week are entitled to the benefits package.
Domestic Partners Coverage
Consistent with the School’s goal of providing benefits supporting the differing needs of our employees, all the
medical plans, including major medical, dental and vision care, are available to the domestic partners of
employees. Note, however, that any contribution made by the School to provide such coverage is, by Federal
Law, recognized as taxable income.
To be eligible for coverage, the employee and his or her domestic partner must provide to the Business Office:
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1. A notarized affidavit, signed by both partners, attesting to the fact that they are not married, that
they are not related by blood, that they have been sharing a household for at least 12 months and that
they are each other’s sole domestic partner.
2. Provide proof of cohabitation in the form of one of the following:

a. Driver’s licenses of both partners;
b. Tax returns of both partners; or
c. Bank records of both partners.
3. Provide proof of joint responsibility for each other’s common welfare and financial
interdependence in the form of two of the following:
a. A joint mortgage or lease;
b. A joint bank account or joint credit account;
c. Joint ownership of real property or of financial instruments;
d. Designation of the partner as the primary beneficiary in a will, life insurance or retirement
program; and/or
e. Assignment of durable power of attorney or healthcare power of attorney to a domestic
partner.
Disability Insurance - Short Term - CNA
The School is required to provide Short Term Disability Insurance for employees. This insurance covers a
period of disability for up to six months. The School pays the full premium.
 All division/department heads must notify the Morning Receptionist each day about any absence in
his or her division/department.
 All division/department heads must notify the Controller whenever a member of their
division/department is out for 7 consecutive days.
If an employee is unable to come to work due to illness or injury, after a 7 day elimination period, he or she is
eligible for Short Term Disability benefits for up to 180 days. The following conditions apply:
 To receive this benefit, the employee must file a claim form with the insurance company.
 The School will provide additional pay, over and above what the Short Term Insurance pays, so that
the combined payments will equal the employee's regular salary.
 To update his or her medical status, the employee will be required periodically to provide notes from
the doctor or a copy of the claimant's supplementary statement submitted to the insurance company.
Disability Insurance - Long Term - CNA
Employees pay for this insurance via a payroll deduction. The coverage goes into effect six months after a
disability has occurred. When premiums are paid with taxable income, the disability income is tax free.
Unemployment Benefit
Under certain circumstances, the School may be responsible for unemployment benefits due an employee as
the result of termination of employment.
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Workmen’s Compensation Insurance - Aetna
This insurance covers both medical costs and lost wages of an employee as the result of injuries received while
at work. The School pays the premium.
Medical
The Oxford medical plan offers the option of a High Level plan (higher cost, lower deductible and lower co-
payments) or a Low Level plan (lower cost, higher deductible and higher co-payments). The School pays 50%
of all medical premiums, including family and domestic partner coverage.
Dental
The one dental plan is provided by Aetna, but includes choices within it. The School pays 100% of the dental
premiums for the employee, but does not contribute to coverage for the employee’s family.
Long Term Care
The School pays for a Long Term Care insurance policy. In addition to the basic coverage provided, each
employee has the option to purchase a higher level of coverage at his or her own expense. Certain family
members may also be added at the employee’s expense.
Retirement
Social Security/Medicare
The School matches the amount withheld from each employee’s salary for Social Security and for Medicare.
Regular Pension Plan - TIAA-CREF
The Pension Plan is available to employees who work more than 20 hours per week and have completed two
years of service at the School. Participation is mandatory for employees who work more than 20 hours per
week and who are 30 years of age or older. The School matches the 4% of salary contributed by the employee
with an 8% of salary contribution up to the Social Security cap. Above that salary amount, the contribution
from the employee and the School increases to 5% and 10% respectively.
Supplemental Retirement Plan [SRA]
The Supplemental Pension Plan, to which the School does not contribute, is available to all employees and,
like an IRA, is considered a tax-deferred annuity. The employee does not pay income tax on the amount
contributed, nor on any interest or dividends, until it is received as pension income. There are limits to the
amount that may be contributed.
Life Insurance
The School pays the full premium for a Travelers life insurance policy for each employee. Coverage is one
times annual earnings.
Transit Benefit
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Employees have the option of paying for up to $100 per month for commuting expense before the expense is
taxed. Because this is paid through a payroll deduction with pre-tax dollars, an employee can save as much as
$420 per year.
Flexible Benefit (cafeteria) Plan
Employees may elect to establish flexible spending accounts through which medical benefit premiums,
unreimbursed health care expenses and/or dependent care expenses may be paid for with pre-tax dollars. It is
called a cafeteria plan because employees may select which accounts to establish and how much to put in
them. Pretax deductions are made from the employee’s paycheck according to the employee’s instructions to
fund the accounts. The plan year is from October 1 to September 30. Because the payroll deductions are made
on a pre-tax basis, the employee can realize significant savings.
Sick Days and Personal Days
Allen-Stevenson employees do not accrue sick days, because the School tries to meet individual needs and
circumstances so long as its generosity is not abused. After an employee is absent for three consecutive days or
more, a physician’s statement may be requested.
Likewise, Allen-Stevenson does not allow personal days, but will try to work with employees based on
individual circumstances and needs. The employee should direct questions to his or her supervisor. Generally
speaking, special arrangements require the explicit permission of the Headmaster.
Attendance and Punctuality

Attendance and punctuality are important factors for your success at Allen-Stevenson. Because we work as a
team, each person—faculty and staff—must be in the right place at the right time.
• If an employee is going to be late for work or absent, his direct supervisor should be notified before the
start of the workday.
• Personal issues requiring time away from work, such as doctors appointments or other matters, should be
scheduled during non-work hours, if possible.
• Any employee who is absent for 3 days without notifying the School will be assumed to have voluntarily
abandoned his or her position and will be removed from the payroll.
The School should know your location at all times during school hours. Please follow the designated
procedures for making sure.
Lunch
Lunch is provided for all faculty and staff members when school is in session. Teachers eat at tables with boys
in their Division, and specialists are also assigned to supervise lunch periods. Non-teaching staff may eat at an
assigned table at the designated lunchtime.
All faculty and staff have responsibility, whether direct or indirect, for helping to make sure that the
atmosphere and behavior at lunch reflect the best community standards.
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Ordinarily, food is not to be taken out of the dining room. However, teachers and their students who take food
out of the Dining Room and into the School’s buildings need to return the soiled plates and eating utensils to
the Kitchen. They are NOT to be left in the classrooms, hallways or the Faculty Room.
The Kitchen also provides fruits and cakes each morning for the faculty and a midmorning snack for students.
Americans with Disabilities Act (ADA)

The School is committed to providing equal employment opportunities to otherwise qualified individuals with
disabilities, which may include providing reasonable accommodation where appropriate.
In general, it is the employee’s responsibility to notify the Business Manager of the need for an
accommodation. Upon doing so, the Business Manager may ask the employee for input, for the type of
accommodation believed necessary, or for the functional limitations caused by the disability. Also, where
appropriate, the School may need the employee’s permission to obtain additional information from his or her
physician or other medical or rehabilitation professionals.
Family Medical/Parental Leave

The Allen-Stevenson School, an institution dedicated to the development and welfare of children, believes that
every possible support should be provided to families of employees. The Parental Leave Policy is an
expression of that belief.
Each employee, working half-time or more, in the first, second, and third years of service at the School, will be
allowed up to 10 days of paid leave for the reasons of sickness and/or caring for an ill family member.
Additional unpaid leave may be taken, up to a total of 12 weeks, as mandated by the Family Medical Leave
Act (FMLA).
For employees working half-time or more who have been at the School for three full years, up to 6 weeks of
paid leave may be taken, inclusive of Parental Leave, and/or illness, and/or caring for a relative. Additional
unpaid leave may be taken, up to a total of 12 weeks, as mandated by the FMLA.
Employees requesting leave (whether paid or unpaid) must complete the FMLA Leave form; the schedule of
leave is to be approved by the staff member's immediate supervisor.
Any employee who is disabled and eligible for Short-Term Disability benefits shall continue to receive full
salary for the term of disability, less any disability benefit received, for up to six months.
Any and all disability leave and/or sick leave shall be concurrent with the employee’s mandated FMLA leave.
Eligibility
To be eligible for paid Parental Leave benefits, an employee must have been employed at the School half-time
or more for a period of at least three full years.
• The biological Mother may take up to 6 weeks of paid leave for the period of "disability" as mandated by
New York State.
• In addition, each new parent (either biological or adoptive) may take up to 6 weeks paid leave during the
first year after the child's arrival for the purpose of staying with the child as principal caregiver. As
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mandated by the FMLA, additional unpaid leave may be taken up to a total of 12 weeks, inclusive of all
leave taken during the year.
Once the FMLA form is completed, the schedule of leave is approved by the employee's immediate supervisor.
Rules For All Employees
If going on leave due to personal illness or disability, or to care for an ill or disabled family member, the
employee must provide certification of illness or disability at the School's request. Failure to provide requested
certification may result in denial or termination of leave.
The employee may not engage in any other paid employment while on leave. Such action shall constitute fraud
and will be grounds for immediate dismissal.
The employee will be provided with the same health coverage under the same conditions as during active
employment. If the employee does not return to work after taking the leave, the School is entitled to recover
benefit premiums paid during the leave period of the employee.
Special Rules Concerning Teachers
Instructional employees must provide at least 30 days notice of a foreseeable intermittent or reduced schedule
leave. If such notice is not provided, the employee may be required to take a leave of a particular duration.
Instructional employees who wish to take intermittent or reduced schedule leave that will require their absence
for more than 20 per cent of the working days over the course of the leave may be required to take leaves of a
particular duration, e.g. a consecutive 4 week leave when the employee has requested 3 days off a week for
four weeks.
An instructional employee may be required to continue taking leave until the end of the term if:
• The leave begins more than five weeks before the end of the term, lasts at least three weeks, and
concludes less than three weeks before the end of the term;
• The leave is not due to the employee's own illness, begins during the last five weeks of the term, lasts
more than two weeks, and concludes less than two weeks before the end of the term; or
• The leave is not due to the employee's own illness, begins during the last three weeks of the term and
lasts more than five working days.
Staff Evaluation Procedure

All office, maintenance and kitchen staff shall be evaluated each year in April or May. The object of evaluation
is to promote continued personal and professional development by providing appropriate, constructive
feedback on the employee’s attitude and performance.
For this purpose a Staff Evaluation Form (in a later section) is to be completed by the employee’s direct
supervisor and by the employee. Each rating is to be discussed, and goals are to be set for the coming year. All
employees are encouraged to seek opportunities for professional development.
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Vacation Policies
Unless explicitly excused by the Headmaster, all employees must be present during the week before the
opening of school in order to attend informational meetings.
Academic Administrators
Academic administrators work under a full-year contract. During school vacations, they must make themselves
available, as necessary, but they are not expected to be in school on a regular schedule during those vacations.
Teaching Faculty
Teachers follow the School calendar, and they may generally take the vacations included in that calendar.
Contractually, their letters of appointment run from the first meetings in late August to the end of June.
Administrative Staff
All administrative staff are eligible for vacation time. Part time workers receive vacation days in proportion to
the time that they work.
• 1 week vacation during the winter break

• 1 week vacation during the spring break
• 16 days of additional vacation
• Fridays during July and August
During July and August, School offices are closed on Fridays, plus the Friday before Labor Day, should it
occur in September.
On early dismissal days, as listed on the master calendar, staff works four hours, leaving at 12:00 or 1:00 as
appropriate. Taking a vacation day on an early dismissal day will be considered one full day of vacation time.
All vacation time must be taken within the vacation year, based upon the anniversary of the date of
employment. Vacation days may not be accumulated from year to year.
New employees will take their regular vacation weeks during the winter and spring breaks and will be eligible
for the 16 days of additional vacation during the summer following their hire date if they have been at the
School at least 6 months. If they have been at the School less than 6 months when the summer recess begins,
they shall receive 8 vacation days plus Fridays during July and August.
Vacations must be coordinated through the head of each office to ensure that reception and all offices have
adequate staffing for all days and hours that the school is open.
Maintenance Staff
Vacation will begin to be earned upon employment, but will not be available for use until the beginning of the
month following six months of employment. All vacation time must be taken within the vacation year, based
upon the anniversary of the date of employment. Vacation days may not be accumulated from year to year.
• After one complete year of service, 12 days of vacation each year.

• After four complete years of service, 16 days of vacation each year.
• After seven complete years of service, 20 days of vacation each year.
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Part-time workers receive the equivalent of one part-time day for each month of service.
Throughout the year, maintenance works a five day week. On early dismissal days, the maintenance staff
works until 2:00.
The Facilities Manager is responsible for ensuring that staff is available to open and close the building
whenever school activities are scheduled. Vacations must be coordinated with and approved by the Facilities
Manager in advance.
No more than two consecutive weeks (ten days) of vacation may be taken during the summer break. No more
than two days vacation may be taken during the spring and winter breaks.
Kitchen Staff
Because of the seasonal nature of the work, there is no vacation day. Days of work are determined by the
Kitchen Supervisor in response to the School schedule.
Holidays
School is closed, and all staff are on holiday, on the following days:
First Day of Rosh Hashanah *New Year’s Day

Yom Kippur Martin Luther King, Jr. Day
Columbus Day Presidents Day
Thanksgiving Day after Presidents Day
Day after Thanksgiving Good Friday
Christmas Eve Memorial Day
*Christmas *Fourth of July
New Year’s Eve Labor Day
*NOTE: If these holidays should fall on a Saturday, the preceding Friday will be a holiday and if these
holidays should fall on a Sunday, the following Monday will be a holiday.
Other Employment
Employees may hold additional jobs with another organization as long as he or she satisfactorily performs his
or her job responsibilities with Allen-Stevenson. All employees will be evaluated by the same performance
standards and will be subject to the School’s scheduling needs, regardless of any existing outside work
requirement.
If the School determines that an employee’s outside work interferes with performance or the ability to meet the
requirements of Allen-Stevenson as they are modified from time to time, the employee may be asked to
terminate the outside employment if he or she wishes to remain with Allen-Stevenson.
Outside employment will present a conflict of interest if it has an adverse impact on Allen-Stevenson.
Confidentiality
Allen-Stevenson maintains personnel files on each employee. These files are the sole property of the School,
and access to the information they contain is restricted on a “need to know” basis. To protect privacy and
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prevent leaks, anyone who violates the confidentiality of such records may be disciplined. If necessary,
employees may correct, amend or supplement their records if they think they are not accurate, timely, or
complete.
Breaches of confidentiality, including the improper copying of confidential School records and documents,
may present grounds for immediate termination of employment.
Covert Recording
Use of any hidden recording device is a violation of the School’s policy and will lead to disciplinary action,
including possible termination of employment.
Retention of Records
NYSAIS has compiled a reasonably up-to-date schedule of periods for which records should be retained,
according to New York State and Federal laws and regulations. Categories of records include: General,
Attorney or Counsel, Attendance, Disaster, Asbestos, Fiscal, Banking, Claim & Warrants, Reports, Child
Nutrition, Health, Human Rights/Economic Opportunity, Instruction, Student Records, Insurance, Payroll,
Personnel/Civil Service, Public Property & Equipment.
Since these rules change from time to time, employees with responsibility for important records are urged to
consult the most recent list, dated 2002, on the NYSAIS website:
http://www.nysais.org/resources/administration/RecordsRetention.pdf
Employment of Minors
The New York State Department of Labor has very specific legal requirements for hiring young workers. For
the School to hire youthful workers, certain conditions must be met.
• Children not yet 14 may not be employed or work as a volunteer at any time, either after school or
during vacation.
• Unpaid volunteers under 18 years of age must have a letter of consent from the parent or guardian.
• An employment certificate or permit (“working papers”) is required for children under 18 before they
may begin work for pay. Note that the original, not a copy, is required.
• During non-school times, children may not work more than 8 hours per day and 40 hours per week.
Specific regulations limit working hours for minors under 18 years of age. Consult the Business Office for
specifics and child labor law information. Also, there are numerous prohibited occupations for minors in New
York State, as well as civil penalties and fines for all violations of these rules.
When considering hiring a child, you must:
1. Verify that the child has proper working papers, for which applications are available in the Academic
Office.
2. Go to the Academic Office with the child to complete forms I-9 and W-4.
3. See to it that the Business Office knows whom you have hired and that it gets the completed working
papers before the child begins work.
4. Accurately report all hours worked to the Business Office.
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Chapter XII: Building for the School’s Future

Allen-Stevenson’s distinguished history provides a useful basis in planning for the School’s bright future. This
complex continuum started simply, but has grown dramatically over many decades. Today’s institution requires
care, renewal, and imagination. When construction is completed in September 2005, the opportunities will
abound for a robust 21st century institution—school the way it should be for boys.
School Timeline
1883
Francis Bellows Allen founds The Allen School at a home on Fifth Avenue and 57th Street. Its first class enrolls
three boys.
1885
The School moves to rented rooms at Madison Avenue and 44th Street after its enrollment grows to 20 boys.
1902
Six teachers educate The Allen School’s 50 students. Mr. Allen meets Robert Alston Stevenson, a tutor, who by
chance has taken a room at 509 Fifth Avenue, where the School is then located.
1904
Mr. Allen and Mr. Stevenson join forces and move to 50 East 57th Street with 100 students.
1918
Enrollment exceeds 200. The School publishes its first newspaper, The Spotlight, and introduces an exercise
program and team sports.
1924
The School purchases two brownstones for a new schoolhouse and moves to its present location on East 78th
Street.
1939
After 56 years of service, Mr. Allen retires at age 80.
1947
Mr. Stevenson retires after 43 years of service. His son, Mr. Robert “Huck” A. Stevenson Jr., a teacher at the
School since 1924, succeeds him as Headmaster.
1950
Mr. Joseph C. Renard becomes Headmaster of Allen-Stevenson and serves for nine years. The School
introduces team sports at Randall’s Island and requires boys to wear navy blazers and gray flannel pants.
1951
The Parents Association is founded. Stanley Gauger, the new Music teacher, starts the Allen-Stevenson
Orchestra.
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BUILDING FOR THE SCHOOL’S FUTURE
1954
The School buys adjoining Monroe brownstone and eventually renovates it for school use.
1959
Mr. Henry D. Tiffany Jr., becomes Headmaster and serves until 1974. Under his leadership, a modern Science
Lab and a paneled library, a gift from the Bell family, are added.
1969
The School begins to use a carriage house on East 77th Street for Art, Shop, and Music. First annual
Shakespeare production begins.
1973
The School’s enrollment reaches 270 students.
1974
Mr. Desmond Cole becomes Headmaster and serves for 16 years. During his tenure, he appoints Department
heads and creates the Middle School division.
1978
The Allen-Stevenson School expands its space into what is now known as The Monroe Building.
1982
The School’s first computer lab opens.
1983
The Allen-Stevenson School celebrates its first 100 years and publishes The Allen-Stevenson Centennial
Album.
1988
Following a Long Range Planning recommendation, the School reintroduces a Kindergarten class, housing it
in a newly designed classroom space in the Monroe townhouse.
1990
The Board of Trustees appoints David R. Trower as Allen-Stevenson’s 7th Headmaster.
1991
The Learning Resource Center is established to bring an awareness of the various ways in which boys learn
and to “support and enrich the learning of every Allen-Stevenson boy.”
1992
Operation Update, a mini-capital campaign, strengthens the book collection and card-catalog of the Bell
Memorial Library and updates telephone and computer systems.
1993
New construction adds three floors and a regulation-size Upper School Gym above the 77th Street buildings.
Improvements also include a larger computer room, art studio, woodshop, music department and locker room.
1997
Enrollment is at 376 students, a record-breaking number. The School’s Capital campaign, Building for the
Future, raises a record total of $5.87 million. A vision statement on the role of technology at Allen-Stevenson
is adopted.
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2000
The School’s Board of Trustees adopts a strategic Long Range Plan that focuses on strengthening The Allen-
Stevenson School in the new century. Laptop computers are distributed to teachers to enable them to use
technology for teaching and learning.
2001
Allen-Stevenson launches its first website to improve communication about the School.
2003
The Campaign for Allen-Stevenson: Today and Tomorrow, designed to meet the goals of the Long Range Plan,
is officially announced.
2004
Construction of the new facilities begins in January, to be completed by September 2005. Financial support for
the School sets an all-time record.
The Long Range Plan of May 2000

In October 1999 the Board of Trustees authorized the Long Range Planning Committee of the Board of
Trustees to conduct a strategic review of the School and to develop a new Long Range Plan to set goals for the
future.
In order to obtain wide input from the Allen-Stevenson community, other parents, alumni, and staff were
recruited to supplement the Board’s Long Range Planning Committee.
During that period it analyzed the current status of the School, its basic beliefs and unique strengths, the
external and internal environment, and the requirements for success.
Throughout this process, there was convergence about the School’s core values, including:
• Education of the whole boy in a joyful atmosphere of mutual trust and respect;
• A vigorous educational program balanced among academics, athletics, and the arts;
• A diverse learning environment and community working productively together;
• Ethical standards of conduct, citizenship, community responsibility.
Finally, the Committee identified major policy goals and drafted suggestions for their implementation.
A complete copy of the Plan is available to any employee who would like to read it.
Strategy
Our collective challenge is to prepare for the future. As an elementary school for boys, Allen-Stevenson will
continue to offer an excellent, comprehensive education to a diverse population of qualified students. As we
continue to assess both our internal program and the external environment, we will identify opportunities to
strengthen the School, to meet the needs of New York City families, and to sustain an outstanding faculty.
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Executive Summary
Policy Goal A
Mission: Ensure that Allen-Stevenson's core values are integrated and reflected in all that we teach
and do.
Policy Goal B
Program: Offer an excellent comprehensive educational program that focuses on the whole boy,
relates to the present, and prepares every boy for the future he faces.
Policy Goal C
Physical Facilities: Expand and enhance the physical facilities.
Policy Goal D
Communication: Strengthen timely communication of what the School is and what we do.
Policy Goal E
Students: Develop successful strategies initially to attract and ultimately to place Allen-Stevenson
students.
Policy Goal F
Faculty: Attract, support and retain the best faculty.
Policy Goal G
Parents: The School and parents should work together for the good of each boy.
Policy Goal H
Alumni: Maintain and develop strong, positive relationships with our alumni.
Policy Goal I
Financial Security: Create and implement an effective financial plan.
Financial Support of the School

Like all nonprofit organizations, Allen-Stevenson invites its community to give financial support in a variety of
ways. Among these ways, two—the Annual Fund and occasional capital campaigns—are the most important.
As a 501(c)(3) organization, Allen-Stevenson may receive gifts as tax-deductible contributions to the extent
allowable by law.
• Each year, some 11% of the School’s operating budget depends on the Annual Fund; it bridges the gap
between tuition/fee income and the actual, greater cost of an Allen-Stevenson education. Therefore, it is
essential to the financial stability of the School that the Annual Fund meet its goal each year.
• Capital fundraising is somewhat different, because it seeks to fortify the School’s financial health on a
long-term, not just annual, basis by increasing endowment and funding capital projects. The endowment
supports all aspects of an Allen-Stevenson education, from faculty compensation and financial aid to
facility improvement and equipment requirements. Typically, a capital campaign can help a school fund
major building projects, too.
Income from the School’s endowment is transferred annually to its operating budget. Because endowment
creates a stream of income in perpetuity—an incomparable benefit for a nonprofit institution—it provides
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substantial financial support that goes well beyond the foreseeable future. At present, transfers from the
endowment account for some 6% of the School’s operating budget, a valuable contribution that has grown as
the endowment has gotten larger. Only a strong, growing endowment can meet the School’s many
requirements, moderate the cost to parents, and—most important—safeguard Allen-Stevenson for future
generations.
The Annual Fund
Each year the Annual Fund helps bridge the tuition gap of over $2,500 per student. For example, in the
academic year 2003-2004, the Allen-Stevenson Annual Fund raised $1,235,737 (approximately 11% of the
operating budget). Eleven years ago, it raised only $255,777; six years ago, it raised just $630,021. In 2003-
2004 parent participation school wide in the Annual Fund has been an astounding 94%. For each of the prior
four years, parent participation school wide was 92%. It is essential that the Annual Fund meet its yearly goal
to provide operating funds for the School’s current needs and programs.
It is always very helpful to the School’s efforts when donors, including foundations, can see healthy
participation in the Annual Fund by faculty and staff. While it may seem contradictory to suggest that
employees give to their employer, Allen-Stevenson welcomes and encourages all those who work for the
School to consider even small gifts, which make a huge impact on the community as a whole and, specifically,
on foundations from whom the School seeks support through grants. The names of all who do give are listed
each year in the Annual Giving Report, which is published early in the fall.
Endowment and the Capital Campaign
As of June 30, 2004, Allen-Stevenson’s total endowment was about $17.3 million, a growth from
approximately $3.7 million over the last eleven years. It is the Board’s policy to contribute 4% of the
endowment, on a rolling three-year average, to the operating budget. In the 2003-2004 year, the endowment
contributed some $594,208 to the School’s operating budget.
The Campaign for Allen-Stevenson: Today and Tomorrow will raise a minimum of $20 million: at least $4
million for endowment plus at least $16 million for facilities. In November 2003, The Campaign was officially
announced. As of June 2004, over $17.4 million had already been committed in cash contributions and pledges
in addition to a matching grant of $1 million more.
Construction and the New Facilities

In November 2002, the New York City Landmarks Preservation Commission unanimously approved Allen-
Stevenson’s application to build a structure connecting the north buildings on East 78th Street and the south
buildings on East 77th Street. As a result, a new major building initiative will transform our facilities, increase
our square footage by nearly 50%, and realize virtually all of the facility needs of the Long Range Plan. This
remarkable opportunity enables Allen-Stevenson to use its own contiguous property, rather than separate sites
and duplicate facilities, to expand and enhance its physical facilities.
The new structure will connect the floors at every level, not just along the current second-floor passageway,
while existing internal space will be reconfigured and renovated. Due to Landmarks regulations, the exterior
will evidence little change. When completed, the building will easily accommodate an enrollment of over 400
boys. The entire schoolhouse will also be air-conditioned and become much more accessible to the
handicapped, due to better internal circulation and access to the existing elevator.
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Other major educational benefits of these plans include:
• A multi-purpose auditorium that seats from 150 to as many as 400, depending on the use, and that
is adaptable for physical education;
• A much larger Library Media Center that will serve as a 21st Century center of information and
learning and will include a “smart” classroom, group study areas, an archives room, and a separate
Lower School library;
• An increase in both the size and number of classrooms, including consolidation of each school
division on its own level; the introduction of a flexible “town center” for each school division;
and book lockers for 6th through 9th grades;
• The creation of a modern science suite in one location, including a new third lab and additional
technology capabilities;
• Advanced technology infrastructure and wireless network capability throughout the School, as
well as a new basic computer room and an innovative advanced computer lab;
• An attractive main hallway to enter the School, along with enhanced vertical and horizontal
circulation and wider corridors;
• Completely new areas for music classes, practice rooms, rehearsal spaces, and musical instrument
storage;
• A larger roof playground with designated space and equipment for younger boys;
• Significant improvements to the dining room, the kitchen and maintenance areas;
• Totally new spaces for art, woodshop, the kiln, and a separate darkroom;
• The relocation of the locker room to the ground level to reduce congestion, and the introduction of
a “wellness center” to teach cardiovascular fitness and healthy life skills;
• A new, more gracious admissions suite near the three new Kindergarten rooms;
• An increased number of educational support, office and Learning Resource spaces; and
• The addition of an Upper School conference room specifically for secondary school placement
and related resources.
Construction began in January 2004 and is to finish by September 2005. Over this 18-month period there will
be two major construction phases—first on the south buildings facing 77th Street and then on the main
schoolhouse. Significant cost savings are realized by undertaking the project at this time, when temporary
classrooms are available in the newly finished Monroe townhouse next to the School, rather than in separate
off-site locations.
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Chapter XIII: Other Useful Information & Materials
NAIS Principles of Good Practice

The National Association of Independent Schools has developed a series of protocols for independent schools.
These seek to promote best practices and to hold up the highest standards of member schools. Some of the
most relevant have been included below.
Teachers and Supervisors of Teachers
Entrusted with the education of children, the independent school teacher promotes the best interests of the
child within the context of the school's philosophy. Those who supervise teachers are responsible for the
quality of teaching and for promoting growth in those who teach. The following principles of good practice
provide guidelines for teachers and for supervisors of teachers in their joint efforts to educate children.
For Teachers
1. The teacher has a thorough knowledge appropriate for his teaching assignment and stays abreast of recent
developments in the field.
2. The teacher uses a variety of teaching techniques suitable to the age and needs of the students and subject
matter being taught.
3. The teacher establishes positive relationships with students, which, while recognizing the differing roles of
adult and child, are characterized by mutual respect and good will.
4. The teacher collaborates with colleagues and the school's leadership in the design and implementation of
curriculum within the context of the school's overall program and mission.
5. The teacher initiates growth and change in her own intellectual and professional development, seeking out
conferences, courses, and other opportunities to learn.
6. The teacher is self-aware and self-monitoring in identifying and solving student, curricular and school
problems. At the same time, the teacher knows the mission and policies of the school and, when questions
or concerns arise, raises them with appropriate challenges and supervisors.
7. The teacher serves his school outside the classroom in a manner established by the individual school and
consistent with the responsibilities of a professional educator. For example, teachers often serve as
advisers, coaches, or activity sponsors.
8. The teacher participates in the establishment and maintenance of an atmosphere of collegial support and
adherence to professional standards.
9. The teacher welcomes supervision in the context of clearly defined and well-communicated criteria of
evaluation.
10. The teacher models integrity, curiosity, responsibility, creativity, and respect for all persons as well as an
appreciation for racial, cultural, and gender diversity.
Supervisors of Teachers
1. The supervisor has thorough knowledge appropriate to her supervisory assignment and stays abreast of
recent developments in the field. The supervisor also exemplifies in her own work with faculty members
the qualities that she hopes to develop in the faculty.
2. The supervisor develops and administers a comprehensive system of hiring, consistent with the policies of
the school, which results in the appointment of the best-qualified candidate and a well-informed match
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OTHER USEFUL INFORMATION & MATERIALS
between school and teacher. Throughout the hiring and supervisory processes, the supervisor values racial,
cultural, and gender diversity.
3. The supervisor ensures that faculty members new to the school receive orientation and support sufficient
for them to work effectively and with confidence that they are carrying out the educational mission,
policies, and procedures of the school.
4. The supervisor ensures that teachers are informed of both praise and criticism of their work and that useful
support and assistance are available to each teacher to improve the quality of teaching.
5. The supervisor makes available to all faculty members on an equitable basis whatever resources the school
can provide for professional growth and development, both inside and outside the school.
6. The supervisor encourages and challenges teachers to initiate curricular improvement by providing the
necessary time and resources and by creating structures to foster faculty collaboration on curriculum
development.
7. The supervisor leads faculty members in upholding high standards of professional behavior and responds
immediately when behavior occurs that is harmful to children or harmful to the school community.
8. The supervisor evaluates and works to improve teaching through classroom visits, discussions with
teachers, and other methods that are fair and consistent with the practices of the individual school.
Evaluation is based on clearly articulated criteria that teachers have helped define and occurs in a context
of respect for the teacher's professional knowledge and decision-making capability. The supervisor also
monitors his own work by inviting suggestions and critiques from teachers.
9. When a faculty member's future in the school is in question, the supervisor devotes sufficient attention and
resources to ensure that the situation is resolved or that the faculty member's departure from the school is
handled with attention to due process and the dignity of the individual.
10. The supervisor ensures that all personnel policies are clearly articulated to faculty members and makes
every effort to promote the establishment of salaries and benefits commensurate with the professional
responsibilities of teaching.
The Hiring Process
The quality of the hiring process sets the tone for a mutually satisfying relationship between the school and the
candidate and communicates to the candidate the spirit and values of the community. The values that infuse
these guidelines can be applied to any hiring process, whether that process involves the use of placement
agencies or is fully managed by the school. NAIS encourages schools to adopt these principles and to share
them with candidates.
1. The school creates a complete job description of available positions.

2. The school makes current staff aware of openings as they become available.
3. The school seeks candidates who will add to the racial, cultural, and gender diversity of the institution.
4. The hiring process includes the people who will be directly involved with the candidate in his or her new
position.
5. The school discloses all information that is necessary for the candidate to make a well-informed decision.
6. The school and its representatives follow the laws that govern hiring practice.
7. The school checks references, focusing on the ability of the individual to fulfill the professional duties of
the position.
8. When inviting a candidate to the school, the school explains who is to be responsible for expenses and
what the visit will entail.
9. The school keeps all candidates informed about the hiring schedule and pertinent decisions.
10.When making an offer to a candidate, the school provides all relevant information, including compensation
and working conditions.
11. The school affords candidates a reasonable period of time to consider an offer.
12.The school does not offer a contract to an individual already under contract at another institution for the
upcoming year without first contacting the head of that institution.
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The Candidate
1. The candidate discloses all information that is necessary for the school to make a well-informed decision.
2. The candidate is seriously interested in a position before accepting an invitation to visit at the school's
expense.
3. The candidate responds to an offer within a reasonable period of time.
4. An individual who is under contract for the upcoming year does not apply for another position without
discussing the possibility with his or her present employer.
Early Childhood Educators
Early Childhood education emphasizes the development of the whole child, providing for each child's social,
emotional, physical, and intellectual needs. Early childhood programs are developmentally appropriate, in that
they are based on an understanding of general patterns of growth in the early years as well as children's
individual development.
1. Early childhood educators, and all personnel who interact with young children, have appropriate training,
understanding and knowledge regarding the developmental characteristics of this age group.
2. Early childhood educators recognize that play is the work of young children.
3. Early childhood educators build on the child's natural curiosity to promote a love of learning.
4. Early childhood educators prepare the environment so that children learn through active exploration and
discovery.
5. Early childhood educators recognize the importance of outdoor play and provide appropriate time and
equipment.
6. Early childhood educators design programs that develop the large and small motor skills of young
children.
7. Early childhood educators engage parents as partners in understanding the unique characteristics and needs
of young children.
8. Early childhood educators, in observing and interpreting children's behavior, use bias-free assessment tools
based on developmental norms.
9. Early childhood educators promote equity and justice by creating a community that fosters respect,
understanding, and an appreciation of differences.
Middle Schools
Recognizing that middle school students experience a variety of significant changes, middle schools respond to
and provide for the unique developmental needs and characteristics of their students.
1. Middle schools affirm the dignity of each individual and promote equity and justice.
2. Middle schools ensure that middle school educators and all personnel who interact with middle school
students have a thorough understanding of the patterns of physical, intellectual, social, and emotional
growth of their students.
3. Middle schools actively engage parents as partners in recognizing the implications of the significant
changes affecting middle school children.
4. Middle schools work to ensure a smooth transition experience for students and parents entering and
leaving the middle school years.
5. Middle schools provide programs that support each student's need to develop a distinct self-concept and to
be recognized as an individual and as a member of a group.
6. Middle schools create an environment that fosters respect, understanding, and acceptance of differences.
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7. Middle schools help students learn to make responsible choices and understand the consequences of their
actions.
8. Middle schools create opportunities for students to develop a sense of belonging to and responsibility for
the multiple communities in which they participate.
Parents and Schools
Parents and independent schools work together to create and sustain effective partnerships. The following
principles of good practice describe the respective roles and responsibilities of both partners.
Parents Working with Schools
1. Parents recognize that effective partnerships are characterized by clearly defined responsibilities, a shared
commitment to collaboration, open lines of communication, mutual respect, and a common vision of the
goals to be reached.
2. In selecting an independent school, parents seek an optimal match for the needs of the student, their own
expectations, and the philosophy and programs of the school.
3. Parents are familiar with and support the school's policies and procedures.
4. Parents provide a home environment that supports the development of positive learning attitudes and
habits.
5. Parents involve themselves in the life of the school.
6. Parents seek and value the school's perspective on the student.
7. When concerns arise, parents seek information directly from the school, consulting with those best able to
address the concerns.
8. Parents share with the school any religious, cultural, medical, or personal information that the school may
need to serve the student best.
Schools Working with Parents
1. The school recognizes that effective partnerships are characterized by clearly defined responsibilities, a
shared commitment to collaboration, open lines of communication, mutual respect, and a common vision
of the goals to be reached.
2. The school clearly and fully presents its philosophy, program, and practices to parents during the
admission process and encourages dialogue that clarifies parental expectations and aspirations for the
student.
3. The school seeks and values the parents' perspective on the student.
4. Teachers and administrators are accessible to parents and model candid and open dialogue.
5. The school keeps parents well informed through systematic reports, conferences, publications,
6. and informal conversations.
7. The school defines clearly how it involves parents when considering major decisions that affect the school
community.
8. The school offers and supports a variety of parent education opportunities.
9. The school suggests effective ways for parents to support the educational process.
10. The school actively seeks the knowledge it needs to work effectively with a diverse parent body.
Equity and Justice
Schools have found that the process of creating and sustaining an equitable and just community requires
commitment, reflection, conscious and deliberate action, as well as constant vigilance. These principles of
good practice for equity and justice provide the foundation for such a community by ensuring the inclusion of
a diversity of individuals and groups in the many aspects of school life.
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1. The school respects, affirms, and defends the dignity and worth of each member of the school community.
2. The school lays the groundwork for its commitment to equity and justice in its mission statement.
3. The school establishes, publishes, implements, and monitors policies that promote equity and justice in the
life of the school.
4. The school supports the ongoing education of the board, parents, and all school personnel as part of the
process of creating and maintaining an equitable and just community.
5. The school ensures a bias-free environment by addressing issues of equity and justice in pedagogy,
assessment, curriculum, and programs.
6. The school values each and every child, recognizing and teaching to the varied learning styles, abilities,
and life experiences.
7. The school uses inclusive, bias-free language in written and oral communication.
8. The school distributes resources equitably.
9. The school adheres to local, state, and federal laws and regulations which promote equity.
10. The school provides appropriate opportunities for leadership and participation in decision making to all
members of the school community.
11. The school engages parents as partners in the process of creating an equitable and just community.
12. The school develops in its students a sense of responsibility for equity and justice in the broader
community.
Heads of School
The primary responsibility of the head of an independent school is to carry out the school's stated mission.
While there are profoundly different ways to accomplish this goal, NAIS offers the following principles as
guideposts for all heads engaged in this rewarding, complex job.
1. The head works in partnership with the board of trustees to establish and refine the school's mission;
articulates the mission to all constituencies – students, faculty and staff, parents, alumni/ae, and the
community; and supports the mission in working with all constituencies.
2. The head oversees the shaping of the school's program and the quality of life in the school community.
3. The head establishes an effective manner of leadership and appropriately involves members of the
administration and faculty in decision-making.
4. The head is responsible for attracting, retaining, developing, and evaluating qualified faculty and staff.
5. The head is accessible, within reason, and communicates effectively with all constituencies.
6. The head is responsible for financial management, maintenance of the physical plant, strategic planning,
and fund-raising.
7. The head ensures that every element of school life reflects the principles of equity, justice, and the dignity
of each individual.
8. The head is alert to his or her role within the broader networks of schools, school leaders, and the
community.
9. The head cooperates with heads of other independent schools to ensure that the principles of good practice
of all school operations, especially those of admission, marketing, faculty recruitment, and fund-raising,
demonstrate integrity at all levels of the school.
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Independent School Trustees
The board is the guardian of the school's mission. It is the board's responsibility to ensure that the mission is
appropriate, relevant, and vital to the community it serves. The board monitors the success of the school in
fulfilling its mission. The following principles of good practice are set forth to provide a common perspective
on the responsibilities of independent school boards. The board and the head work in partnership in fulfilling
these principles.
1. The board prepares a clear statement of the school's mission and objectives.
2. The board reviews and maintains bylaws, and establishes policies and plans consistent with the
mission.
3. The board is accountable for the financial well-being of the school, including capital assets, operating
budgets, fund-raising, and endowments.
4. The board selects, supports, and nurtures the head.
5. The board, or committee of the board, conducts a written annual evaluation of the performance of the
head and works with the head to establish goals for the following year.
6. The board evaluates itself annually and establishes goals for the following year.
7. The board keeps full and accurate records of its meetings, committees, and policies.
8. The board works to ensure all its members are actively involved in the work of the board and its
committees.
9. The composition of the board reflects a balance of expertise and perspectives needed to achieve the
mission of the school.
10. The board develops itself through new trustee orientation, ongoing education, and leadership
succession planning.
11. The board assures compliance with applicable laws and regulations and minimizes exposure to legal
action.
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The Effective Teacher of Boys

In a talk at the 2004 Conference of the International Boys Schools Coalition at St. Mark’s School of Texas, Dr.
Paul Baker, Rector of New Zealand’s Waitaki Boys’ High School, listed the following characteristics of
effective teachers of boys.∗ He said that the effective teacher:
1. Has clear, non-negotiable behavioral boundaries. Is fair and consistent.
2. Accepts responsibility for student learning.
3. Gives every student the opportunity for genuine success.
4. Treats the class as a team. Gives ‘the team’ some choice in and ownership over class behavioral and
learning issues. Students participate in lesson goal setting and evaluation.
5. Treats boys with respect; communicates to them as if they are adults. Does not humiliate.
6. Encourages, praises, tolerates. Creates a co-operative learning culture in which teacher and student are
not afraid of making mistakes.
7. Challenges the class – intellectual or practical, large and small (“Bet I can do this before you can!”).
8. Fosters student Thinking Skills.
9. Exercises “relaxed control”; is lively and good-humored; demonstrates robust teaching; kids and
joshes. (A sense of humor is the single most valuable attribute in a teacher of boys.)
10. Knows how to ‘defuse’ situations and handle difficult boys.
11. Is responsive to individual personalities.
12. Is empathetic; knows that boys are far more sensitive than they are prepared to show.
13. Uses boy-friendly resources, with visual construction of concepts.
14. Promotes interactive learning, particularly through pair/share and ICT, and kinesthetic learning: plenty
of movement, action, and ‘hands-on’ learning.
15. Ensures curriculum is relevant to students’ current and future lives.
16. Regularly checks student work for quality, completion and organization; provides exemplars.
17. Adopts “chunking” of lesson, assignments and learning activities, each with goal and time frame;
manufactures a series of new “starts” during the lesson.
18. Is aware of student literacy levels and uses appropriate materials, whatever the subject.
19. Values, for reading and writing, the narrative/analytical as well as emotional/imaginative.

Full text of Dr. Baker’s talk may be found at the IBSC website at
http://www.boysschoolscoalition.org/res/Baker.pdf. User Name is IBSC and Password is IBSC.
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Important Phone Numbers and Contacts
Official New York City Website: http://home.nyc.gov
This site has a huge range of public and private resources for teachers, families, children, citizens, etc.
Emergency Numbers:
Fire/Police/Ambulance: 911
Fire Departments -- Individual Boroughs:
Manhattan: (212) 999-2222
Bronx: (718) 999-3333
Brooklyn: (718) 999-4444
Queens: (718) 999-5555
Staten Island: (718) 999-6666
Poison Control: (212) POISONS
Railroad Emergencies: (718) 330-1234
Fish & Wildlife Commission: (718) 482-4900
HelpLine Numbers:
Rape Treatment Center: (212) 267-RAPE
Narcotics Anonymous: (212) 929-7117
Alcoholics Anonymous: (212) 647-1680
Domestic Violence Hotline: (800) 621-HOPE
Crisis Intervention HotLine: (212) 219-5599
National Center for Missing & Exploited Children: (800) 843-5678
Government Numbers:
Internal Revenue Service: (800) 829-1040
Drivers License: (212) 645-5550
NYPD Harbor Unit: (718) 993-0950
Social Security Administration: (800) 772-1213
Postal Service Answer Line: (212) 330-4000
New York City Board of Education: (718) 392-8855
Federal Bureau of Investigation (FBI): (212) 384-1000
Bureau of Alcohol, Tobacco and Firearms: (718) 254-7845
Health & Social Numbers:

American Red Cross: (877) RED-CROSS
Alzheimer's Disease Hotline: (212) 983-0700
American Heart Association: (212) 878-5900
American Cancer Society: (800) ACS-2345
American Lung Association: (212) 889-3370
American Diabetes Association: (212) 725-4925
Muscular Dystrophy Association: (212) 689-9040
Multiple Sclerosis Society: (212) 463-7787
Salvation Army: (800) SAL-ARMY
Transportation Numbers:
Amtrak Railroad: (800) 872-7245
New York LaGuardia Airport: (718) 533-3400
Newark International Airport: (973) 961-6000
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New York JFK International Airport: (718)244-4444

MTA New York City Transit Subway & Bus: (800) METRO-INFO
Miscellaneous Numbers:
Information Assistance: 411
New York Time: (212) 976-1616
New York Weather: (212) 976-4111
Recycling Hotline: (212) 219-8090
Child Abuse:
Hotline (English/Spanish): (800) 342-3720
Related Websites:
• www.preventchildabuse.org
• www.childabuse.org
• www.childhelpusa.org
Children's Services:
Hotline: (800) 345-KIDS
Related Website: • http://www.ocfs.state.ny.us/adopt
Missing Children:
Hotline: (800) FIND-KID
Runaways National Switchboard: (800) 231- 6946
Related Websites:
• www.criminaljustice.state.ny.us/missing/aware.runaway.htm
• www.missingkids.org
• www.pollyklaas.org
Mentoring:
The National Mentoring Partnership of New York: (800)-83-YOUTH
Related Website: • www.mentoring.org/newyork
The National Mentoring Partnership of Long Island: 1-631-761-7800
Related Website: • www.mentorkids.com/
The National Mentoring Partnership National Number: (888) 432-MENTOR
Related Website: • www.mentoring.org
Substance Abuse:
Drug Abuse Helpline: (800) 522-5353
Related Websites:
• www.oasas.state.ny.us
Alcoholics Anonymous:
Related Website:
• www.alcoholics-anonymous.org
Another great site: http://www.kidscrisis.com/index.html

It is in Buffalo, but has some great information on it.
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Allen-Stevenson Traditions
The School Motto
Fortiter et Recte, the School’s motto, is usually translated with the words strongly and rightly. By suggesting a
standard of achievement and spirit of excellence, this sentiment has served generations of Allen-Stevenson
teachers and students in their learning and their lives.
Shaking Hands
One of the most robustly established Allen-Stevenson traditions is to greet each other by shaking hands. Each
morning, upon entering the School, boys, parents, and employees are welcomed with a friendly, firm
handshake. Often the Headmaster performs this duty, but when he is not able to do so a teacher or
administrator takes over the assignment. In many grades, boys are also dismissed for the day with a handshake.
Boys are expected to learn how to do this ritual appropriately. They greet the other person, often with “Good
Morning” or “How are you?” and look him or her in the eye. If possible, they should address the other person
by name. By so doing, boys learn how to give a firm handshake, one that is neither limp nor bone-crushing.
Because of this contact, it’s important to remember to wash one’s hands frequently, so that germs don’t get
passed around more than necessary.
The School Song
Composed in 1983 to celebrate the 100th Anniversary of the School, the School Song is sung at Monday
Morning Meetings and other assemblies and programs. The song was written by Mrs. Rolande Young Schrade,
a former Allen-Stevenson teacher, past Allen-Stevenson parent and also grandparent. A graduate of the Julliard
School, Mrs. Schrade taught music at Allen-Stevenson from 1968 to 1989. The words to the song are:
We hail thee, Allen-Stevenson –

Fortiter et recte.
With joy untold the blue and gold
will be with us always.
The days grow short as we grow tall,

our faith grows firm,
Our fears grow small.
fortiter et recte.
And as the lamplight guides our way,

With strength and Truth we’ll greet each day.
fortiter et recte.
Typically the last verse has not been sung in assemblies, but it is certainly worth considering.
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School Logo
The Allen-Stevenson logo, or School seal, is composed of symbols that reflect the spirit of the School. Most
prominent is the “lamp of knowledge” (see below) that symbolizes the illuminating role of education. The
name of the School, along with its motto and founding date (1883) is also part of the logo.
Lamp of Knowledge
The lamp shown on Allen-Stevenson’s logo is patterned after ancient Middle Eastern, Greek and Roman oil
lamps, which typically used a cotton wick to burn oil and enlighten the surrounding area. Suggesting the
saying, “It is better to light a candle than to curse the darkness,” the lamp is meant to symbolize the lifelong
impact of a good education on a boy’s life. Because such lamps were often carried from place to place, the
implication might be that a good education is useful everywhere.
The School Mascot
Allen-Stevenson’s mascot is the Unicorn, the legendary animal usually portrayed as a slender, white horse with
a spiraling horn on its forehead. Allen-Stevenson’s yearbook takes its name from this legend. It is said that the
Japanese beer Kirin also takes it name from this mythical figure!
The unicorn is variously associated with good luck, peace, wildness, and protection. Some believed it to have
healing abilities; in the Middle Ages, for example, dust filed from the unicorn’s horn was thought to protect
against poison and disease. The medieval legend of the capture of a unicorn by a maiden is portrayed in a
series of famous tapestries at The Cloisters, a part of the Metropolitan Museum.
Founders Day
Traditionally observed on the Friday morning before the Columbus Day weekend, Founders Day celebrates the
School’s birthday. On this morning a speaker, often an alumnus or former teacher, speaks to the entire school
community in the Upper Gym. Following his or her talk, boys take part in special activities related to the
School’s history or to their current study. Dismissal that day is at noon.
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Employee Evaluation Forms
Teacher Self-Evaluation Form
Teacher being self-evaluated: ___________________________________________________
Years in School _______ Years in Position ____________
When answering the following questions, consider these areas: classroom environment, class control and
rapport, preparation, organization, student participation, individual attention, communication, methods,
style, professional development, curriculum, relationships with parents and peers, attention to above
average, average, and below average students, extracurricular participation, homework, report writing.
l. What are your greatest strengths as a teacher?
2. What do you consider your most important recent accomplishments as a teacher?
3. On what areas do you need to work?
4. On the whole, are all your students learning effectively?
5. What kind of additional support would you like to receive?
Name__________________________________________
Date________________________
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Teacher Evaluation Form
The Mission of the School
The Allen-Stevenson School is a predominantly neighborhood school,

devoted to primary school education and to secondary school preparation
for qualified boys of diverse backgrounds
who are seeking an enlightened traditional environment
in which to develop basic skills and character.
The School’s purpose is to encourage each boy to dedicate himself
to achievement and the pursuit of excellence.
Moreover, The Allen-Stevenson School maintains a continuing commitment
to each and every student.
NAME: ______________________________________ YEARS IN POSITION:_________
DATE: ________________________ YEARS IN SCHOOL:__________
Please fill out this form by selecting a rating number for each question; If you feel that you are unable to
respond to a particular question do not circle any number for that question. There is room at the end of each
section if you wish to make further comments.
RATING SYSTEM:
1: Clearly outstanding 3: Satisfactory 5: Significant concerns
2: Good 4: Needs improvement NA: Does not know/apply
PERFORMANCE
In General:
1. Is aware of intellectual, emotional, and social development of students. 1 2 3 4 5 NA
2. Meets the needs of individual students and promotes the success of each boy. 1 2 3 4 5 NA
3. Effectively creates and maintains clear expectations for student behavior. 1 2 3 4 5 NA
4. Demonstrates and encourages respect for others, diversity and the environment. 1 2 3 4 5 NA
5. Works towards integrated curriculum goals. 1 2 3 4 5 NA
6. Engages in regular professional development. 1 2 3 4 5 NA
7. Works effectively with the LRC in helping promote student success. 1 2 3 4 5 NA
8. Demonstrates growth in the mastery of the use of technology. 1 2 3 4 5 NA
9. Shows interest in and encourages school activities. 1 2 3 4 5 NA
Additional Comments:
138
In the Classroom:
1. Demonstrates a thorough knowledge of the subject matter being taught. 1 2 3 4 5 NA
2. Effectively creates and maintains a classroom environment that is conducive to learning. 1 2 3 4 5 NA
3. Plans and organizes lessons effectively. 1 2 3 4 5 NA
4. Utilizes a range of activities, materials and methods of instruction appropriate for age/subject/grade.
1 2 3
4 5 NA
5. Teaches to a variety of learning styles and modalities. 1 2 3 4 5 NA
6. Assesses for a variety of learning styles and modalities. 1 2 3 4 5 NA
7. Is clear and consistent in expectations for class work and class assignments. 1 2 3 4 5 NA
8. Provides clear and timely feedback on assignments. 1 2 3 4 5 NA
9. Utilizes a variety of questioning strategies to encourage class participation. 1 2 3 4 5 NA
PROFESSIONALISM AND ATTITUDE

Interpersonal Skills:
1. Communicates clearly and effectively with parents, colleagues and administrators; listens well and responds
appropriately. Is candid, tactful and consistent in words and actions. 1 2 3 4 5 NA
2. Interacts positively with students, parents and colleagues. Respects the belief systems and contributions of
others. Demonstrates respect for privacy and confidentiality of others. 1 2 3 4 5 NA
Dependability/Reliability:
1. Fulfills all aspects of the job in an organized and timely fashion, including all deadlines and punctuality at
meetings. 1 2 3 4 5 NA
2. Assumes responsibility for actions and follows through as needed. Makes sustained efforts to understand
and achieve the Mission Statement of the School, as well as the goals and objectives of the School and teams.
1 2 3 4 5 NA
139
Initiative/Resourcefulness:
1. Demonstrates efforts toward learning and expanding knowledge to further enhance performance.
1 2 3 4 5 NA
2. Is flexible, resourceful and adept at producing inventive and/or innovative ideas and solutions to problems
and difficult situations. 1 2 3 4 5 NA
Cooperation/Teamwork:
1. Demonstrates positive, motivated behavior, provides support, and accepts guidance. Keeps supervisor fully
informed and asks for help when needed. 1 2 3 4 5 NA
2. Modifies individual objectives and desires to support the efforts of the team, supervisors, and the School.
Shares responsibility for outcomes. 1 2 3 4 5 NA
3. Participates fully and appropriately in all meetings. 1 2 3 4 5 NA
4. Demonstrates openness to new ideas and suggestions. 1 2 3 4 5 NA
5. Demonstrates an interest in and ability to do more than the minimum and, when appropriate, assumes duties
and responsibilities which may be outside the regular scope of the position. 1 2 3 4 5 NA
Additional Comments (on Cooperation/Teamwork):
FULFILLS THE RESPONSIBILITIES OF A HOMEROOM TEACHER: _____ NA
1. Knows students well. 1 2 3 4 5 NA
2. Communicates effectively with students. 1 2 3 4 5 NA
3. Communicates effectively with parents. 1 2 3 4 5 NA
4. Is prompt and reliable in fulfilling homeroom duties. 1 2 3 4 5 NA
5. Communicates with other teachers/specialists/administrators about students in homeroom. 1 2 3 4 5 NA
6. Executes "homeroom curriculum" fully and effectively. 1 2 3 4 5 NA
7. Maintains a neat and orderly homeroom environment. 1 2 3 4 5 NA
140
CONCLUSION
Strengths to build on:
Recommendations and points to consider:
Could any of the above jeopardize this teacher's contract renewal?
Evaluator's Signature: ____________________________________________
Teacher's Signature _____________________________________
Date of Discussion: _____________________________________
Teacher's Comments (may also be attached):
141
Teacher Summary Evaluation Form
Teacher being evaluated:_________________________________________
Years in School _________ Years in Position________
When answering the following questions, consider these areas: classroom environment, class control and
rapport, preparation, organization, student participation, individual attention, communication, methods,
style, professional development, curriculum, relationships with parents and peers, attention to above
average, average, and below average students, extracurricular participation, homework, report writing.
l. What are this teacher's areas of strength?
2. What are some recent accomplishments of this teacher?
3. On what areas does this teacher need to work?
4. On the whole, are all the students learning effectively?
5. Does this teacher meet the standards of the School for the position he or she holds?
Name_________________________________________
Date_________________________
142
Administrator Evaluation Form
Twice each school year, no later than December 1 and June 1, the Headmaster will distribute
Administrator Evaluation Forms to all teachers. Each teacher will fill out the form for his or her
respective Division Head. If a teacher works in more than one division, that teacher may fill out a form
for each of the divisions in which he or she works. The responses to the forms are confidential and are to
be returned to the Headmaster.
ADMINISTRATOR BEING EVALUATED:___________________________________
DATE___________________________
Please fill out this form by selecting a rating number for each question; If you feel that you are unable to
respond to a particular question do not circle any number for that question. There is room at the end of each
section if you wish to make further comments.
When you have completed the form, please return it to the Headmaster. You may sign the form but it is
not required to do so. Confidentiality will be maintained in either circumstance. If you wish, you may
also request to meet with the Headmaster.
RATING SYSTEM:
1: Clearly outstanding 3: Satisfactory 5: Significant concerns
2: Good 4: Needs improvement NA: Does not know/apply
ADMINISTRATIVE
A. GENERAL
Does this administrator:
1. make him/herself available? 1 2 3 4 5 NA
2. demonstrate approachability; is he or she open and reasonable? 1 2 3 4 5 NA
3. demonstrate cooperation and flexibility? 1 2 3 4 5 NA
4. demonstrate organizational abilities? 1 2 3 4 5 NA
5. demonstrate an ability to establish priority for responsibilities? 1 2 3 4 5 NA
6. fulfill responsibilities promptly? 1 2 3 4 5 NA
7. keep adequate records? 1 2 3 4 5 NA
8. communicate well with the Headmaster? 1 2 3 4 5 NA
9. demonstrate familiarity with and understanding of the curriculum? 1 2 3 4 5 NA
10. promote effectively the aims of the School? 1 2 3 4 5 NA
143
B. FACULTY
1. communicate effectively with faculty? 1 2 3 4 5 NA
2. plan and conduct meetings in an effective manner? 1 2 3 4 5 NA
3. visit classrooms? 1 2 3 4 5 NA
4. evaluate fairly? 1 2 3 4 5 NA
5. have a clear idea of your capabilities? 1 2 3 4 5 NA
6. offer clear and well-founded criticism and suggest methods for improvement? 1 2 3 4 5 NA
7. inform faculty of opportunities for professional development? 1 2 3 4 5 NA
8. inform faculty of relevant student personal issues
(emotional, health, familial, cultural, social)? 1 2 3 4 5 NA
9. support faculty in conflicts? 1 2 3 4 5 NA
10. delegate authority appropriately? 1 2 3 4 5 NA
Additional comments:
C. STUDENTS
1. know all the students in his or her division? 1 2 3 4 5 NA
2. communicate effectively with students? 1 2 3 4 5 NA
3. discipline students effectively? 1 2 3 4 5 NA
4. support the best interests of the students? 1 2 3 4 5 NA
144
D. PARENTS
1. know all the parents (familial situations) in his or her division? 1 2 3 4 5 NA
2. communicate effectively with parents? 1 2 3 4 5 NA
E. CURRICULUM
1. promote curriculum development commensurate with the purposes
and objectives of the School? 1 2 3 4 5 NA
2. demonstrate an ability to coordinate and bring about appropriate

changes in the curriculum? 1 2 3 4 5 NA
3. make use of the talents and ideas of the faculty in improving

the curriculum? 1 2 3 4 5 NA
145
F. LEADERSHIP
1. treat people with respect? 1 2 3 4 5 NA
2. maintain a clear perspective? 1 2 3 4 5 NA
3. demonstrate a positive outlook? 1 2 3 4 5 NA
4. build a sense of community? 1 2 3 4 5 NA
5. demonstrate reliability and consistency? 1 2 3 4 5 NA
6. demonstrate creativity in generating ideas and solving problems? 1 2 3 4 5 NA
7. respond in a timely and effective fashion to requests for help or attention 1 2 3 4 5 NA
8. foster productivity and professional growth? 1 2 3 4 5 NA
9. demonstrate personal growth and increased self-confidence? 1 2 3 4 5 NA
If you would like to meet with the Headmaster about any concerns or issues, check this space. _____
Signature________________________________
146
Staff Evaluation Form
Before initiating this review, a job description should be available for review. This review should be conducted on the
basis of the requirements set forth in the job description proposed for this position.
Name ________________________________________________ Date
Department ______________________________________________ Time in Position

_________________
Years & Months
Date of last Performance Evaluation _____________________
Quality Ratings (Must be accompanied by detailed comments or examples)
1. Inadequate
2. Needs Improvement
3. Meets Requirements
4. Functions Beyond Requirements
1 2 3 4 Comments
1. QUALITY OF WORK
(extent to which work is
consistent, thorough,
and excellent)
2. QUANTITY OF WORK
(work is completed in a
timely manner, one does a
fair share of the work)
3. DEPENDABILITY
(attendance, punctuality,
conscientiousness. Will the job get
done in the manner that it
should?)
147
4. JOB KNOWLEDGE AND SKILLS

(the amount of knowledge one
has about the present job)
5. INITIATIVE
(acts on own responsibility
in carrying out assignments,
learning more about the job,
helps others, sets a positive
example, goes beyond the expected
when needed)
6. ABILITY TO RELATE OR
INTERACT WITH OTHERS
(cooperation: how well are assignments
which involve others completed? Are
others always treated with respect?)
7. ABILITY TO COMMUNICATE
(appropriately conveys information to
others and retrieves information in a
timely, cooperative, respectful and
cordial manner)
8. SUPERVISION AND TRAINING OF

OTHER STAFF (if applicable)
The accomplishment of work assignments
and through the work performance of subordinates
reaching desired objective.
Also, helping staff members supervised
to acquire work related skills, knowledge
and experience
9. EMBODIES VALUES OF THE SCHOOL
(is respectful of others, is
helpful, cooperative, supportive,
is committed to excellence in all endeavors
and to continued growth and learning)
After reviewing the above ratings with the employee, the remainder of this form should be completed by both
the supervisor and employee in discussion.
148
1. Describe staff member's outstanding accomplishment(s) since last review.
2. Recommendations for continuing development and improvement:
3. Goals for the next period:
4. Employee’s comments:
Employee Signature Date
Supervisor Signature
Date
149
Other Forms
Sample Permission Slip

The Allen-Stevenson School
Field Trip Permission Form
On we will be taking the grade on a field trip to
We will be leaving the School at and returning by
We will be traveling via:
Your child should bring with him:
I understand that all rules which apply in School and which appear in the Allen-Stevenson Parent-Student
Handbook, Section II., Rules and Regulations, will apply on this trip. Finally, I have discussed the rules of
appropriate behavior with my son, and by affixing my signature, I acknowledge the importance of these rules,
and my son hereby agrees to observe them.
I understand that the policy on this trip will be to call the parent or his designate before taking a student to a
doctor or hospital. In the case of any emergency, or when the parent or designate cannot be reached, however,
the Head of Division or his or her designee, may authorize such emergency treatment (including injections,
anesthesia or surgery) as may be deemed necessary under the circumstances.
Although it is understood that The Allen-Stevenson School and its representatives intend to take reasonable
precautions with respect to all activities, I understand the nature of and the risks involved in this trip.
I will assume full responsibility for any personal injuries which might occur to my son while taking part in this
trip, and I will absolve the School and its employees and representatives from all liability in regard to such
injuries. I understand that the participation by my son in the activities of this program involves a certain
element of risk and hereby assume that risk and agree to hold The Allen-Stevenson School and its employees
and instructors blameless from any liability, unless the occurrence happens because of gross negligence or
willful and wanton behavior on their parts.
I hereby grant permission for my son to participate.
Student’s signature
Signature of parent or guardian
Name (please print)
Date
Student Guidelines for the Use of Computer Equipment and Network
Resources
Allen-Stevenson provides its students with computer equipment to promote creative learning, thinking, and
educational enterprise, and to ensure that they will be technologically ready for their future. As part of the
school’s curriculum, students may also access the school network and Internet for file sharing and storage,
printing, educational research, and communications. We consider the School’s computer equipment and
networking resources to be part of its physical environment, and as such their use entails the same privileges,
obligations, and responsibilities that come with using any school resource.
We ask that the student and his parent or guardian read and discuss each provision of this document. By
signing in the space provided below, the student and his parent or guardian agree to abide by its stipulations.
Guidelines for the Use of Computer Equipment
• We may use desktops, laptops, and other computer equipment (printers, scanners, drives, cameras,
projectors, drawing tablets, sensors, probes, CDs, etc.) only with a teacher’s permission.
• We must obey the laws concerning the use and distribution of copyrighted software (as discussed in class).
• Computer programs may be loaded onto a school computer, or run from a floppy or zip disk, CD, DVD, or
the Internet, only with a teacher’s permission and the knowledge of the Computer Department.
• Programs on a school computer may not be deleted, moved, e-mailed, or copied to a floppy or zip disk,
CD, DVD, or elsewhere.
• We may copy, move, alter, or delete only our own work files.
• We may not copy, move, alter, or delete the work files of any other person.
• We must respect another student’s electronic and physical workspace.
• We may connect to another computer via the network only with a teacher’s permission.
• We may not apply a password to computer programs or files, even our own files.
• We may not vandalize or in any way deface computer equipment.
• We must keep food, drink, and dirt of any kind away from computer equipment.
• We may not put anything on top of computer equipment.
• We may not plug or unplug cables, wires, or accessories.
• We may change control panel settings, other parts of the system, program settings, or any computer
settings that alter the way the computer looks or is used, only with a teacher’s permission.
• When finished using computer equipment, we must quit all programs, close all windows, and generally
prepare the equipment for the next user.
• Allen-Stevenson reserves the right to read, view, or delete any files on its computers without prior
knowledge.
Guidelines for the Use of Network/Online Services
• We may use school network services, including the Internet and print services, only with the permission of
the teacher in the room, for as long as we are under the supervision of that teacher.
• We may not use another student’s network password, or give our network password to another student.
• We may use the network and online services only for educational purposes, as defined by a teacher.
• Message boards, instant messaging, chat areas, and the like, are educationally limited and may be used
only with a teacher’s permission.
• We may not intentionally search for, find, or distribute inappropriate materials.
• We may not use inappropriate language.
o (Inappropriate materials/language is defined as being defamatory, abusive, obscene, profane,
sexually oriented, threatening, inflammatory, rude, illegal, inaccurate, or offensive in any
way, particularly with regard to race, ethnicity, gender, or sexual orientation.)
• The victim of inappropriate materials or language must bring the incident to the attention of a teacher.
• We may use our personal online or e-mail accounts only with a teacher’s and our parent’s or guardian’s
permission. [See below.*]
• We may not reveal the name, telephone number, address, or any other private information about ourselves
or others.
• We may not use the school network or online services for illegal activity. Illegal activity is defined as
activity that violates Allen-Stevenson rules, or city, state, or federal law.
• We may not impersonate another person, real or imaginary, or pretend to be someone other than who we
are.
• We may not use online services for commercial purposes, to order services or merchandise, to advertise, or
for political lobbying.
• We may download or upload only our own work files, or files that are in the public domain and are
necessary for educational purposes, and only with a teacher’s permission.
• We may download materials to a computer or our network folder, and must remove the materials from the
computer or folder when they are no longer needed for use at school.
• We must properly cite ideas or materials taken from the Internet, and not claim them as our own.
I have read this document, discussed its contents with my parent or guardian, understand its provisions, and
agree to abide by its provisions.
Student Name (Please Print) _____________________________________
Student Signature ___________________________________________ Date _____________
I have read this document, discussed its contents with my son or ward, understand its provisions, and agree that
my son or ward should abide by its provisions.
* My son or ward ___may ___may not use his personal online or e-mail account at school.
Parent/Guardian Name (Please Print) _______________________________
Parent/Guardian Signature _____________________________________ Date _____________

Athletics Outside the School
ATHLETICS and PHYSICAL EDUCATION
Participation in Outside Activities: For many years, it has been Allen-Stevenson’s policy to expect all boys
to participate in Field (Athletics). Those who do not participate in an Allen-Stevenson program must provide
proof each season that they are enrolled in an acceptable outside physical activity. The following criteria apply:
• Participation may not be in conflict with what is offered at Allen-Stevenson.
• The activity must be approved by the Athletic Director and will be allowed only with his permission.
• A boy may defer participation for a maximum of two seasons. That is, a student must participate in
one Allen-Stevenson team or intramurals for at least one season.
• The activity must be comparable to what is expected of A-S athletes during Field.
Any questions should be directed to Rich Alifano, Director of Physical Education and Athletics, at (212) 933-
5100. To request permission, please provide the following information:
STUDENT’S NAME: _____________________________________ CLASS: ___________
OUTSIDE ACTIVITY
(To be filled out by the coach or director of the outside program)
Organization: _________________________________________
Coach’s Name: ______________________________ Telephone: ______________________________
Address: ______________________________________________________________________________
Dates of participation: _________________ Days/Times (per week): ____________________________
Description of the Activity (please use the reverse side if needed):
Coach’s Signature: _____________________________Date: _________________________
WAIVER
My child is in good health and may participate in this activity. My signature assures that a pediatrician has
been consulted and considers the activity safe. I will assume full responsibility for any personal injuries which
might occur to my son while taking part in this activity, and I will absolve the School and its employees and
representatives from all liability in regard to such injuries.
Parent’s Signature: ____________________________ Date: _________________________

Passes to the Nurses Office

PASS TO THE NURSE
Name _______________________________ Grade _______
Date ________________________________
Time left class ________________________
Reason:
Teacher's signature _________________________________
Treatment:
Time left Nurse ________________________
Nurse's signature _________________________________

PASS TO THE NURSE
Name _______________________________ Grade _______
Date ________________________________
Time left class ________________________
Reason:
Teacher's signature _________________________________
Treatment:
Time left Nurse ________________________
Nurse's signature _________________________________

Accident Report

ACCIDENT REPORT FORM
To: School Nurse Date of Accident: _____________
Name of student, employee or visitor: _______________________________________
Grade and Age: _______________________
Description of the Accident/Injury: _________________________________________
______________________________________________________________________
______________________________________________________________________
Where and when did accident/injury occur? __________________________________
______________________________________________________________________
What witnesses were present? _____________________________________________
______________________________________________________________________
Who was responsible for supervision, and where was s(he)?______________________
______________________________________________________________________
What steps were taken? a) immediately:______________________________________
______________________________________________________________________
b) follow-up: __________________________________________________________
______________________________________________________________________
Who notified parents? ___________________________________________________
______________________________________________________________________
Person completing this report: _______________________________________
Date completed: ____________________

Phone Threat Observation Checklist
REMEMBER TO KEEP CALM – DON’T HANG UP THE PHONE AFTER THE CALL
WHO RECEIVED THE CALL CALLERS VOICE
Name (print): ………………………..…………………………… Calm Loud
…… Nasal Clearing throat
Telephone number: ……………………………………………… Angry Laughter
……………… Stutter Deep breathing
Date: …. / …. / …. Time: ………………am /pm Excited Crying
Signature: ………………………………………………………… Lisp Cracking voice
…… Slow Normal
Raspy Disguised
CALL TAKEN Rapid Distinct
Duration of call: ………………………………..…………… Deep Accent
Number/Line called: …………..……………………………. Soft Slurred
Ragged Familiar
EXACT WORDING OF THREAT
…………..…………………………………………..…………… If voice is familiar, whom did it sound like?
…………………..…………………………………………..…… ....................................................................................................
…………………………..…………………………………..…… .
…………………………………..………………………..……… Is the caller familiar with the area?
…………………………………………..…………………..…… …………………………………………………….……….…..
…………………………………………………………..……..… Sex of caller: ……….. Estimated age: ………..
……………………………………………………..…………..…
THREAT LANGUAGE
GENERAL QUESTIONS TO ASK Well spoken (educated)
Incoherent
IF POSSIBLE ATTRACT ATTENTION OF OTHER
Foul
STAFF TO CONTACT SECURITY – Ext. 3333
Taped
1.What is it?………………………………………………………
Irrational Message read
…
2.When is the bomb going to explode?…………………………
BACKGROUND SOUNDS
….
OR Street Noises Music
When will the substance be released? Factory machinery Local
………………………………………………………………… Crockery House noises
….. Animal noises Long distance
3.In which building?……………………………………………… Voices Motor
4.Where did you put it? ………………………………………….. Clear Telephone Booth
5.What does it look like? ………………………………………... PA System Office machinery
6.What will make the bomb explode? Static / Crackling Children
OR Other……………………………………..…………………….
How will the substance be released?
……………………………………………………….....………… IMMEDIATE ACTION
9.Did you place the bomb? …………………………………… Reported call immediately to: ………….……………………..
…... …………………………………………………………………
10.Why did you put it there? …………………………………….. Phone number: ………………………………………………..
11.What is your name? ……………………………………….…. Other response information: ………………………………….
12.Where are you? …………………………………………….… …………………………………………………………………
13.What is your address? ………………………………………… …………………………………………………………………

BOMB THREAT QUESTIONS CHEMICAL / BIOLOGICAL THREAT
What type of bomb is it? What kind of substance is it?
…………………………………………………………………… ………………………………………..……………………
What is in the bomb? …...
…………………………………………………………………… How much substance is there?
What will make it explode? ………………………………………..……………………….
…………………………………………………………………… How will the substance be released?
…………………………………………………………………
Is the substance a liquid, powder or gas?
………………………………………..……………………..…
DO NOT HANG UP – TO ASSIST CALL TRACING
Birthday Party Consent Form
The Allen-Stevenson School will permit the use of the gym and its facilities for birthday parties under the
following conditions:
1. Parents of the birthday boy are either Allen-Stevenson parents or sponsored by Allen-Stevenson
parents.
2. Each party lasts no more than two hours and is held on a Friday or Saturday. Times will be based
upon the School’s operating hours and each party shall end promptly at the agreed upon time.
3. When a party is planned EVERY boy in student’s homeroom must be invited. Parents are to
provide the School with a guest list prior to the party.
4. Parents will supply all food, beverages, and party decorations. No cooking facilities will be
provided, but parents will have the use of a refrigerator.
5. Parents or caregivers are responsible for supervision prior to the party and during dismissal and
the exiting of the School premises.
6. Each party will be supervised by two coaches and one junior coach unless the party exceeds 40
children, in which case a third coach will be present. No party will be larger than 50 children.
7. Only Allen-Stevenson staff shall be responsible for admitting guests and their families to the
building. At no time shall a parent or guest admit anyone into the building. At no time will the
door be propped open or left unlocked.
8. Parents of the birthday boy are responsible for any damage to the School’s facilities resulting
from the actions of participants at the party and agree to compensate the School for any damages
incurred during the course of the party.
9. The Allen-Stevenson School takes every care to supervise and provide a safe environment for all
who are present at parties. In signing this form, the parent acknowledges that he or she
understands that participation in these activities always involves a certain element of risk and that
he or she agrees to hold The Allen-Stevenson School and its employees blameless from any
liability, unless the occurrence is the result of gross negligence or willful and wanton behavior on
the part of an employee.
10. The inclusive fee for a birthday party is $575.00 for up to 40 children. For larger parties there
will be an additional fee of $200.00. Each party shall be paid for in advance by check made
payable to: The Allen-Stevenson School. There will be a $200.00 cancellation fee if a party is
cancelled less than two weeks prior to the date of the party.
11. The party will be held on from ___ ___ to ____ __ .
12. There will be _____ children present with supervising adults present.
I agree with and consent to the above terms and conditions:
PARENT SIGNATURE _______________________________ _ DATE ___________
CHILD’S NAME ____________________________________________
For The Allen-Stevenson School__________________________ ___ DATE
(Please sign both copies and return one to Mr. Dransfield)

Field Trip Notice Form
Class: _____________________________ Date of Trip: _____________________________

Destination: __________________________________________________________________
Leaving Time: ______________________ Returning Time: __________________________
Teachers planning field trips must notify at least two weeks in advance:
_____ Division Head (You must clear the date before scheduling)
_____ Nancy Mitchell for calendar
_____ Backfence (You are responsible for notifying Nancy Mitchell)
_____ Parents
_____ Afternoon Receptionist if transportation needs to be arranged.
_____ All faculty involved; to be safe, give to all teachers in division plus all specialists.
_____ Monica Matthew if lunch will be missed or special arrangements are needed.
_____ Randy Schrade and Michelle Demko for orchestra and music lessons that may be affected.
_____ Jean McCauley for Admissions Tours that may be affected.
_____ Rich Alifano if US field is affected, and always for LS and MS field.
_____ Daryl Shapiro so she can notify you of any medical consideration-medications, emergency #’s, etc.
_____
Arrange for chaperones – 1 per 10 students or more depending on age and activity.
_____ Take first aid kit and any additional medical supplies needed.
• PUT COPIES OF THIS NOTICE IN THE MAILBOX OF EVERYBODY LISTED ABOVE AT

LEAST TWO WEEKS PRIOR TO THE TRIP.
• IF THE TRIP IS CANCELLED, PLEASE INFORM EVERYBODY AFFECTED AS

SOON AS POSSIBLE.
Facilities Request Form
Space requests must be approved by Nancy Mitchell two weeks in advance.
Submit this form to Nancy Mitchell at least one week in advance of the date that facilities are needed
NAME OF EVENT _____________________________________________________________________
Date of Event__________________________ Time of Event__________________________
Person in Charge_______________________________________________________________________
Room being used_______________________________________________________________________
Number of Chairs needed____________________________
Number of Tables needed____________________________
Number of Desks needed____________________________
Number of Stage Platforms needed____________________________
If after closing, is someone needed to cover the front door? ________
If yes, list times From_________ To ____________
If in the gym, will microphone or lighting be needed? ______________________
If childcare is needed, who is responsible for coverage? ________________________________________

What facilities are needed for childcare? ___________________________________________________
What time will childcare be needed? _________________________________
Special requests:
Diagram of setup:
__________Must be initialed by Nancy Mitchell at least one week in advance
Date of this request___________________

Food Service Request Form
Small Events Advance Notice Required

7 Working Days No Exceptions
Submit this form to Monica at least one week in advance. Talk to Monica in person to be sure
that you are both in agreement about what is required.
Title of Function _________________________ Date ___________________

Number of Guests ______________ Time from _______ To ________
Department or Class _________________________ Requested by _________________
Location ____________________________________Phone# _____________________
Business Office Account # __________________________________
Type of Function: Breakfast ______ Afternoon Tea____________ Cocktails__________
Meeting ______________ Other ____________________
You must check one:

______We will need kitchen personal to serve and clean up. We agree to be charged extra for labor.
_______ We will be responsible for picking up food and cleaning up after the event.
Please check the items to be served:

____ Coffee ____ Lemonade ____ Pepsi
____ Tea _____White wine ____ Diet Pepsi
____ Juice _____Red wine _____ Perrier
____ Iced Tea _____ Full bar
__Bagels ___ Finger Sandwiches ____ Cheese & Crackers

__Coffee Cake ___ Croissant Sandwiches ____ Fruit
___Croissants ____ Club Roll Sandwiches ___ Brownies
____Danish Pastries ___ Cr. Ch/watercress ____ School Cookies
__Donuts ___ Turkey ____ Pepp Farm Cookies
___Muffins ____ Ham & Swiss ___ Bakery Cookies
___Sweet Breads ____ Roast Beef ____
Tablecloths________ China Service _________ Paper Service______
We are providing our own food, but we will need:

___Paper Goods Serving Platters____ Ice & Scoop _____
___Plastic Silverware Plastic Glasses ______ Cocktail Napkins __
Signature to okay payment to kitchen budget ______________________________________

Please list other requests: _______________________________________________________
Affidavit for Domestic Partners Coverage
I, and my partner,
Attest to the following:
a. We are not married or legally separated from anyone else;
b. We meet the marriage age requirements for the State of New York and are mentally
competent to consent to contract;
c. We are not related by blood (e.g. parent/child, siblings, nephew, niece, cousins);
d. We are currently sharing a household and have been doing so, on a continuous basis
for at least twelve month prior to the request for coverage; and
e. Neither one of us has been registered as a member of another domestic partnership

within the last six months.
Dated and signed this day of 20 at , we hereby

certify that we are acting on our own behalf and that the foregoing statements are true and
correct to the best of our knowledge and belief.
Employee/Subscriber
Domestic Partner
State of New York, County of
Personally appeared before me the above named and
, personally known to me, being duly sworn,

depose and say that they executed the above instrument and that the statements contained therein
are true and correct to the best of their knowledge and belief.
Subscribed and sworn to before me this day of , 20 .
(SEAL)
Notary Public
My commission expires
Application for Family Medical Leave
You must complete this application if:

You are seeking maternity/paternity leave
You are seeking leave to care for an ill or disabled family member
Name
Purpose for taking leave:
Date leave requested to begin:
What is expected duration of leave?
Is this to be an intermittent leave?
If this is for an intermittent leave, list all dates of requested leave:
Employee Date
Approved by: Date
This form must be submitted to the Business Office.

INDEX
A Business Manager............................................ ...........9, 109

Business Matters..................................................... ........109
Absence Requests................................................ .............24
Absences, Faculty................................................... ..........17 C
Academic Integrity........................................ ...................22 Calendars............................................................... ...........41
Accident............................................................................ 88 Caps........................................................................... .......24
Accident Report.................................................... ..........158 Care of Equipment.................................................... ........92
Accommodation for Learning Differences.................. ......53 CASE............................................................................. ...73
Achievement & the Pursuit of Excellence........................... 3 Cell Phones............................................................... ........70
ADA........................................................... ....................115 Center for Social and Emotional Education......................73
Administration........................................................... .........4 Child Sexual Abuse....................................................... ..105
Administrative Procedures......................................... .......37 Child Study Center...................................... .....................76
Administrator Evaluation Form................... ...................143 Choking............................................................. ...............97
Admission To Extracurricular Events...............................60 Classroom Safety.................................................... ..........91
Admissions........................................................ ...............63 Clean............................................................ ......................2
AIDS/HIV....................................................................... 101 Code............................................................. ....................21
Allen-Stevenson Code............................. .....................2, 21 Code of Behavior....................................................... .......26
Allergies and Anaphylaxis................................ ................96 Communication........................................ ......................123
Alligator Soup........................................... .......................60 Communications...................................................... .........40
Alumni.............................................................. ........10, 123 Communications Access...................................... .............66
Americans with Disabilities Act................................ ......115 Community Group Learning..................................... ........47
Annual Fund.................................................... ...............124 Community Service......................................... .................60
Anti-Discrimination................................................. .........29 Compensation............................................. ....................111
Art and Shop............................................................... ......58 Comprehensive Testing Program..................... .................74
ASCD............................................................... ................73 Computer Equipment and Network Resources................152
Assessment Policy............................................ ................49 Confidentiality................................................. ...............118
Assistant and Associate Teachers............................ ..........18 Conflicts of Interest....................................... ...................34
Associate Headmaster.................................................... .....5 Construction............................................. ......................124
Association for Supervision and Curriculum Development Consulting School Psychologist..................................... ...94
............................................................... .....................73 Controller...................................................................... ..109
Association of Teachers in Independent Schools..............73 Convulsions (seizures)............................................. .........97
Asthma or Breathing Problems............................ .............96 Cooperation/Teamwork................................................. ..140
Athletic Contests............................................................. ..91 Core Values......................................................... ........1, 122
Athletics and Physical Education............................... .......57 Council for Spiritual and Ethical Education................. .....73
ATIS............................................................. ....................73 Council for the Advancement and Support of Education. .73
Attendance and Punctuality........................................... ..114 Courteous............................................................................ 2
Audiovisual Equipment................................ ....................71 Covert Recording................................................... .........119
Awards and Prizes......................................................... ....63 Crisis Procedures .............................................. ...............85
B Crutches.................................................................... ......107
CSEE................................................................... .............73
Background.................................................. ......................1 CTP............................................................ ......................74
Banana Splits........................................................ ............47 Curriculum Mapping................................. .......................48
Bathrooms....................................................................... 107
Behavior......................................................... ..................26 D
Benefits................................................................. ..........111 Defibrillators................................................................. ..100
Benefits Eligibility............................................. .............111 Dental........................................................ .....................113
Bibliography on boys................................................... .....75 Dependability/Reliability....................................... .........139
Birthday Party Consent Form.................. .......................161 Diabetic Emergencies..................................... ..................99
Bleeding............................................................................ 97 Director of Admissions and Financial Aid..........................8
Bomb Threats ............................................ ......................86 Director of Athletics and Physical Education................. .....8
Brave................................................................. .................3 Director of Development................................... .................8
Broken Bones............................................... ....................98 Director of Technology............................................ ...........7
Building for the School’s Future......................... ............120 Discipline......................................................................... .27
Building Safety and Security......................... ...................84 Disclaimers..................................................................... ....ii
Burns.............................................................. ..................98 Diversity.............................................................. .............30
Divorce.............................................................. .............101 Friends of the Upper East Side Historic Districts..............74
Domestic Partners Affidavit.................................... ........165 Fundraising............................................................. ..........36
Domestic Partners Coverage........................... ................111
Drama.................................................................... ...........60
G
Dress Requirements.............................................. ............22 Gifts........................................................................... .......44
Drug and Alcohol Abuse........................................... ........32 Gilbert & Sullivan............................................................. 60
Giving Report.................................................... ...............41
E Good Sport................................................... ......................3
E-mail........................................................... ..............66, 67 Governance.................................................................... .....4
Early Childhood Educators................................ .............128 Grant and Graduate Work............................... ..................77
Early Steps................................................................... .....73 Gum........................................................................... .......24
Educational Records Bureau.................................... .........74 Gym, Field, Recess................................................ ...........90
Effective Teacher of Boys..................................... ..........132
Electives......................................................... ..................60
H
Elevator Use.................................................. ...................84 Hats............................................................ ......................24
Emergency Procedure.......................................... .............85 Head Injuries.............................................. ......................97
Employment at Will........................................ ............4, 109 Head of Lower School (K—3rd grade)....................... ........6
Employment of Minors...................................... .............119 Head of Middle School (4th—6th grades)..........................7
End-of-Year Checklist............................... .......................45 Head of Upper School (7th—9th grades)..................... .......7
End-of-Year Movies......................................................... .79 Headmaster................................................................ .........5
Endowment............................................................... ......124 Heads of School....................................................... .......130
Entering Lower School....................................... ..............56 Health............................................................... ................94
Environmental Safety............................... ......................108 Health Evaluation Procedure...................... ......................32
EPI Pen................................................................ ...........100 Health Services...................................................... ...........95
Equity and Justice................................................ ...........129 Hiring Process................................................................ .127
ERB...................................................................... ............74 History............................................................ ............1, 120
Essential Teacher Functions..................................... .........14 HIV/AIDS....................................................................... 101
Ethics and Community Service................................. ........60 Holidays..................................................................... .....118
Evacuation............................................................ ............85 Homeroom Teachers................................ .................14, 140
Evaluation Forms...................................................... ......137 Hours Of Operation....................................... ...................82
Expulsion.................................................................... ......28 Hunter High School............................................ ..............52
Extracurricular....................................................... ...........60 I
Eye Problems............................................................. .......99 IBSC....................................................................... ..........75
F iMediaSource................................................................ ....75
Facilities and Safety...................................................... ....82 Independent School Entrance Examination..................... ..74
Facilities Manager.......................................... ....................9 Independent School Trustees................... .......................131
Facilities Request Form................................ ..................163 Independent Schools Admissions Association of Greater
Facing History and Ourselves...................... ...............64, 74 New York.................................................................... .75
Faculty.................................................................. ..........123 Infectious Disease Control................................... ...........101
Faculty Attendance........................................ ...................16 Initiative/Resourcefulness....................................... ........140
Faculty Food/Meal Deliveries...................................... .....83 Institutional Relationships.......................... ......................72
Faculty Summer Reading............................................... ...78 Instruments........................................................ ...............60
Families at Risk............................................. .................102 International Boys Schools Coalition........................75, 132
Family Medical Leave Application..................... ............166 ISAAGNY............................................................ ............75
Field................................................................................ ..90 ISEE............................................................. ....................74
Field Absences.......................................................... ........25 J
Field Trip Notice Form................................. ..................162 Jacobs, Heidi Hayes................................................... .......48
Field Trips....................................................................... ..61 Jury Duty............................................................ ..............17
Financial Aid.............................................. ......................63
Financial Security............................................. ..............123 K
Financial Support of the School............................. .........123 Keys and Access Cards......................................... ............84
Fire Emergency............................................................... ..86 L
First Aid.................................................................... ........96 Lamp of Knowledge..................................... ..................136
First Aid Kit.............................................................. ........62 Lamplighter.................................................... ..................40
Flexible Benefit (cafeteria) Plan..................................... .114 Language Fundamentals................................. ..................55
Food................................................................................ ..24 Leadership Roles............................................. ...................5
Food Service Request Form................................... .........164 Learning Resource Center............................................... ..52
Food Service Requests................................................ ......92 Learning Resources Director......................... .....................7
Foreword............................................................ .................i Leaving the Building.................................... ....................89
Fortiter et Recte............................................ ..................135 Library Media Center....................................................... .54
Founders Day............................................................... ...136 Life Insurance................................................... ..............113
Freedom Institute.................................................... ..........74 Lockdown Procedure........................................... .............87
Locker Room........................................................ ............90 Parents and Schools......................................... ...............129
Lockout Procedure...................................................... ......88 Parents Association..................................................... ........9
Logo, Allen-Stevenson.................................................. ..136 Parents League of New York............................................ .76
Long Range Plan............................................................. 122 Passes to the Nurses Office................................... ..........155
Long Term Care................................................ ..............113 Pastoral Care................................................................. ....13
Long Term Disability......................................... .............112 Payroll......................................................................... ....111
Lower School Field Rules............................................. ....90 Pension..................................................... ......................113
Lower School to Middle School.................. .....................56 Performance................................................................ ....138
Loyal............................................................ ......................2 Performance and Attitude............................ .....................39
Lunch...................................................................... ........114 Permission Slip................................................... ............150
M Personal Days.............................................. ...................114
Personal Property......................................................... .....92
Maintenance Requests................................... ...................93 Personal Use of School Resources..............................33, 66
Maltreatment and Neglect....................................... ........104 Philosophy............................................................ ............12
Management Team........................................................... ...5 Phone Numbers and Contacts....................... ..................133
Mapping............................................................................ 48 Phone Threat Observation Checklist..................... ..........159
Mascot............................................................. ...............136 Physical Abuse............................................................ ....102
Master Teacher................................................................. .72 Physical Facilities............................................. ..............123
Maternity/Paternity Leave........................................... ....115 Plagiarism................................................................ .........22
Media............................................................................. ...36 Prep for Prep............................................................... ......76
Medical............................................................... ............113 Probation..................................................... .....................27
Medicare............................................................ .............113 Professional Attire....................................... .....................33
Middle School to Upper School................................ ........57 Professional Development............................... .................72
Middle Schools................................................... ............128 Professional Development Committee...................... ........77
MiniSoup............................................................... ...........61 Professional Resources.................................... .................72
Mission.............................................................. .............123 Professionalism and Attitude.................... ......................139
Mission Statement.......................................... ....................1 Program................................................. ...................46, 123
Motto................................................................ ..............135 Project Charlie..................................................... .............47
Movement Within The School......................... .................91
Multi-Cultural Coordinator..................................... ..........30 Q
Music........................................................................ ........59 Qualified Applicants.......................................... ...............30
Music Lessons Policy..................................... ..................59
R
N Randall’s Island Sports Foundation.................................. .77
NAIS................................................................................. 75 Recognition of Teachers................................................... .80
NAIS Principles of Good Practice..................................126 Recommendations............................................................. 18
National Association of Independent Schools...................75 Records............................................................... ............119
Neatness............................................................................ 16 Regular Visitor Guest Form............................... ...............34
Neck and Back Injuries.............................................. .......97 Rental Requests............................................. ...................93
Neighborhood....................................................... ............30 Reporting Child Abuse.................................................. ..106
New York State Association of Independent Schools........76 Resumes............................................................................ 45
Ninth Grade...................................................... ................64 Retirement................................................ ......................113
Non-Harassment................................................. ..............30 Reverent....................................................... ......................3
Noon Dismissals................................................... ............83 RISF............................................................. ....................77
Nose Bleeds........................................................... ...........98 Roof Guidelines....................................................... .........88
Nurse.............................................................. ..................94 Rubicon Atlas............................................... ....................48
Nurses Office Passes.................................................. .....155
NYSAIS............................................................................ 76
S
NYU Child Study Center....................................... ...........76 Safety............................................................................. ...29
Scholar and Gentleman.............................................. .........2
O School Budget................................................................ .109
Observations about Students..................................... ........43 School Mail................................................. .....................35
Off-Limits Areas....................................................... ........91 School Nurse.............................................. ......................94
ommand.................................................................. ..........19 School Song............................................................. .......135
Organization Chart...................................................... ......11 Schoolwide Policies................................................... .......29
Other Employment..................................................... .....118 Seal, Allen-Stevenson....................................... ..............136
Outside Athletic Activities................................. ...............58 Secondary School Admission Test.................... ................77
Outside Athletics Form.................................... ...............154 Secondary School Admissions Test Board........................77
Outside Evaluation & Tutoring............................ .............54 Secondary School Placement................................. ...........63
Overnight Trips........................................................... ......62 Sectioning................................................................ .........43
P Sexual Abuse................................................ ..................105
Sexual Harassment........................................................... .31
Parental Leave......................................... .......................115 Shakespeare........................................................ ..............60
Parents....................................................... .................9, 123
Shaking Hands....................................................... .........135 Teacher Evaluation Process........................ ......................37
Short Term Disability.............................................. ........112 Teacher Observation Form....................................... .......142
Shouting............................................................................ 15 Teacher Self-Evaluation Form.................... ....................137
Sick Days................................................................ ........114 Teaching at Allen-Stevenson........................................ .....12
Sidewalk Duty................................................ ..................42 Technology...................................................... .................65
Smoking............................................................................ 35 Technology Guidelines................................... ..................68
Social and Emotional Learning................................. ........46 Teeth Injuries....................................................... .............99
Social Security.................................................... ............113 Telephone Threats....................................................... ......86
Space And Scheduling...................................... ................84 Telephones............................................................... .........66
Special School Trips........................................ .................89 Ten Year Program.......................................... ...................63
Special Trips....................................................... ..............61 Testing.............................................................. ................51
Sprains and Bruises.......................................................... .98 Threats—Telephone & Bomb .......................... ................86
SRA............................................................... .................113 Three A’s..................................................................... ......46
SSAT................................................................................. 77 Thrifty................................................................................. 3
SSATB..................................................................... .........77 Throwing things............................................................ ....15
Staff Evaluation.......................................... ....................116 TIAA-CREF.............................................. .....................113
Staff Evaluation Form............................................... ......147 Transcript Requests......................................................... ..44
Stairwells............................................................... ...........91 Transit Benefit........................................... .....................113
Student Absences.................................................... ..........24 Transitions........................................................ ................55
Student Attendance............................................. ..............24 Transportation of Students................................... .............91
Student Behavior.......................................... ....................26 Trips Away From School............................ ......................61
Student Expectations................................. .......................21 Trustworthy.................................................... ....................2
Student Safety.............................................................. .....88 Tutoring and Special Lessons....................... ....................34
Student Telephone Use.............................. .......................68
Students.......................................................... ................123
U
Students in the School...................................................... .88 Unemployment Benefit........................................ ...........112
Studious..................................................................... .........2 Universal Precautions.................................... .................101
Summer Program..................................................... .........61 V
Supervision............................................................. ..........15 Vacation Periods.............................................. .................83
Supervisors of Teachers.................................. ................126 Vacation Policies...................................................... .......117
Supplemental Retirement Plan............................ ............113 Values and Culture...................................................... ........1
Supplies for Teachers................................................ ........44 Voice Mail.................................................. ......................67
Suspension................................................................. .......27
Swimming.................................................. ......................91 W
Walk on the right........................................ ......................91
T Website, Allen-Stevenson.............................. ...................41
Table of Contents.............................................................. .iii Wheels and Helmets....................................... ..................92
Tax Exempt Certificate..................................... ................44 Workmen’s Compensation............................ ..................113
Teacher Evaluation Form......................... ...............138, 141
ACKNOWLEDGEMENT OF RECEIPT
Having received a copy of the Employee Handbook, I hereby acknowledge that:
1. I understand that I have a professional responsibility to become familiar with its contents.
2. I will make every attempt to follow the policies and procedures contained herein.
3. I also understand that this Employee Handbook is not a contract of employment.
Signature_____________________
Date_________________________

Employee Handbook 2004

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ALLEN-STEVENSON

THE ALLEN-STEVENSON SCHOOL

132 East 78th Street

Issued September 2004

Respect for Self

Provisions of this Employee Handbook can be modified, interpreted or

Current benefit plans maintained by the School may be modified,

Acknowledgement is gratefully given for the use of language and policies

Receipt of this Employee Handbook acknowledges the employee’s

Special Trips....................................................................................................................................... ......................61

Employees Authorized to Sign Purchase Orders..................................................................................................... .110

The Allen-Stevenson School is a predominantly neighborhood school,

Core Values and Culture

There are also at least four important dimensions to Allen-Stevenson:

• Allen-Stevenson as a school for boys;

The Allen-Stevenson Code

An Allen-Stevenson boy strives to be:

Behavior becoming an Allen-Stevenson boy is expected at all times.

“Achievement and the Pursuit of Excellence”

The School’s Management Team

Head of Lower School (Kindergarten—3rd grade)

Director of Learning Resources

Director of Athletics and Physical Education

Director of Admissions and Financial Aid

Parents and the Parents Association

Alumni and the Alumni Association

Administrative Reporting Relationships

Chapter II: Teaching at Allen-Stevenson

7. That ongoing professional development is important for all professionals.

Essential Functions of All Teachers

Teachers must be punctual.

Teachers need to be organized.

• Maintaining daily and weekly lesson plans;

Teachers must maintain good discipline.

All Allen-Stevenson teachers are expected to do the following on a regular basis:

• Check attendance at all lessons and activities;

Teachers need to manage classrooms well.

Above all, teachers must be professional.

Except in an emergency, it is rarely to be considered professional to shout at students, and it is never

• Supervising boys congregating on the sidewalk before and after school;

Do not begin a lesson or dismiss a class until:

• Clothes are neatly stowed;

Leaving the Building

Assistant and Associate Teachers

Recommendations to Other Schools

Avoid the temptation to refer to:

• Abnormalities in family circumstances;

When in doubt, offer to be available by phone.

“Command Performances” and Other School Events

"Command performances" (unless previously excused):

Attend if invited or requested (as professional, sometimes job-related responsibility):

Desirable to attend, but not usually required:

• Parent education meetings;

Chapter III: Student Expectations

The Allen-Stevenson Code

An Allen-Stevenson Boy is a Scholar and a Gentleman.

An Allen-Stevenson boy strives to be:

Behavior becoming an Allen-Stevenson boy is expected at all times.

The three most common forms of plagiarism are:

Required school wear

Required athletic wear

Hats, Caps, Gum and Food

Student Attendance and Absences