WHO SHOULD I CONTACT FOR CONCERNS ABOUT MY CHILD?
The student's school should be the primary point of contact for parents/guardians. The vast majority of questions or concerns (such as curriculum matters, bussing information or school events), can be addressed at the school level through your child's teacher or through the school administration.
IF I HAVE A QUESTION THAT REQUIRES A RESPONSE BEYOND THE SCHOOL LEVEL, FOR EXAMPLE ON A POLICY MATTER, SHOULD I CONTACT THE NEW NEWFOUNDLAND AND LABRADOR ENGLISH SCHOOL DISTRICT? IF SO, HOW DO I REACH SOMEONE AT THE DISTRICT?
The vast majority of questions can be answered at the school level. With respect to policies, for the foreseeable future the policies of the previous four districts will remain in effect until otherwise stated. (Updated policies can be found here).
If you have a question which you feel should be addressed by the school district you should first contact the Senior Education Officer (SEO) for the school. The contact information for Senior Education Officers can be found on your schools profile page.
The contact information for each regional office of the Newfoundland and Labrador English School District can be found below:
P.O. Box 1810, Stn. "B"
16 Strathcona Street
Happy Valley-Goose Bay, NL
A0P 1E0 · Canada
Tel: (709) 896-2431
Fax: (709) 896-9638
P.O. Box 368
10 Wellington Street
Corner Brook, NL
A2H 6G9 · Canada
Tel: (709) 637-4000
Fax: (709) 634-1828
203 Elizabeth Drive
A1V 1H6 · Canada
Tel: (709) 256-2547
Fax: (709) 651-3044
95 Elizabeth Avenue
St. John's, NL
A1B 1R6 · Canada
Tel: (709) 758-2372
Fax: (709) 758-2706
I NEED TO SPEAK WITH SOMEONE REGARDING STUDENT SUPPORT SERVICES PROVIDED TO MY CHILD, WHO SHOULD I CONTACT?
If you have questions regarding student support services currently being offered you should contact the school or your child's Program Planning Team. If you still have concerns after speaking with the school and/or the Program Planning Team you may contact the SEO for your school.
If you need further assistance after speaking with the SEO you may contact:
I HAVE A CURRICULUM QUESTION WHICH DOES NOT RELATE TO MY CHILD, HOWEVER, I WOULD LIKE TO KNOW MORE ABOUT A CERTAIN TOPIC. DOES THE DISTRICT HAVE EXPERTS IN SPECIFIC CURRICULUM AREAS THAT I CAN SPEAK WITH?
The Newfoundland and Labrador English School District has Program Specialists who work with specific areas of the curriculum, such as mathematics, social studies or fine arts. Contact information for these individuals can be found on our main contact page on our website.
WHO SHOULD I CALL TO DISCUSS A DISCIPLINARY MATTER WITH RESPECT TO MY CHILD?
Questions regarding disciplinary matters should be directed to the school and a discussion should take place with the teacher. If the matter is not resolved you can discuss it with the principal. If you would like to discuss the matter beyond the school level you can contact the Senior Education Officer responsible for your school. Contact information for SEOs can be found on each schools profile page or on the staff directory contact page.
WHO SHOULD MEDIA CONTACT TO ARRANGE INTERVIEWS, DISCUSS ISSUES OR ARRANGE EVENTS WITH NEWFOUNDLAND AND LABRADOR ENGLISH SCHOOL DISTRICT?
Media representatives should contact Ken Morrissey, Director of Communications, for the district who can arrange the appropriate response to the media inquiry. (Tel: 709-758-2371 | Cell: 709-730-0798 | Email: firstname.lastname@example.org)
HOW DO I MAKE AN ACCESS TO INFORMATION REQUEST OR LEARN MORE ABOUT PROTECTION OF PRIVACY?
As a public body, the Newfoundland and Labrador English School District follows the requirements of the Access to Information and Protection of Privacy Act. Requests for information under the act must be made through the District's ATIPP Coordinator who can be reached via email@example.com or (709) 758-2372.
Further information on submitting an access request and the legislation can be found here. The form required to make a request can be found here.
Dear Montclair Families,
The policy committee has been working to develop a homework policy and regulations that fit our student needs and address best practices in assigning tasks that are accomplished away from school. The homework policy below has been completed. As a policy should, it reflects a broader philosophy and does not address specifics.
We are seeking your input on the regulations that should accompany the policy. The regulations tend to be more specific, and we would like to develop them by grade cluster (K-2, 3-5, 6-9 and 9-12). Please email your suggestions to us at firstname.lastname@example.org by July 31. When sending in your suggestions, please specify a grade configuration in the subject line of the email or type general in the subject line.
Thank you in advance. We are looking forward to developing this with your input.
DRAFT HOMEWORK POLICY - 2017
The Board of Education believes that student achievement is a complex, continuous process and that meaningful homework assignments provide an extension of students’ school learning experiences and help them develop initiative, independence and a sense of responsibility. Research shows a positive relationship between moderate amounts of homework and achievement for students at the secondary level (Cooper 1989, 2006).
The Board recognizes the need to establish homework criteria for teachers, caregivers and students that will increase the effectiveness of instruction for students. Homework shall be assigned regularly to students in an amount consistent with best practices as evidenced in the educational research.
“Homework” is defined as those assignments which are to be prepared or completed outside of the school day.
The Superintendent shall implement the following policy and develop regulations for the assignment of homework, according to these guidelines:
Homework should be a properly planned element of the curriculum, extending and/or reinforcing the learning experiences of the school;
Homework should help develop student responsibility and provide opportunity for the exercise of independent work and judgment;
The number, frequency and degree of difficulty of homework assignments should be based on the ability and needs of the student and take into account other activities that make a claim on the student’s time;
The schools should recognize the importance of good communication with caregivers by suggesting ways in which they might assist the school in helping a child fulfill the assignment;
Homework should be a valid learning experience and it should never be used as a punishment. Learning, in school or at home, should always be a positive experience.
When assigning homework projects, teachers should be sensitive to the availability of home materials. It is preferred that materials for projects are furnished by the school to guarantee equal access for students;
Homework assignments should not require the use of research or resource tools that are not readily available in the students’ homes or available for borrowing from the school/classroom;
As a valid educational tool, homework will be clearly assigned, its product evaluated to assess learning and appropriate feedback given to the student. (No grades given in elementary school?)
Weekend and holiday homework is discouraged. Make-up work, long-term projects and research papers may be assigned over periods that include weekend and/or holidays;
Teachers are expected to be aware of religious observances that may affect a student’s ability to complete homework assignments. Reasonable extensions shall be granted upon request without consequences;
In grades or schools where students have multiple core teachers, every effort will be made to coordinate tests and due dates for research paper so that students can manage their study time.
Teachers should plan and announce long term assignments well in advance so that students can adjust their schedules appropriately;
Class time is valuable student-teacher time and should not be used to start homework, except where the teacher, in exercising professional judgment, wants to assess the students’ understanding of the assignment.