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Guidelines for School-Family Partnership The education of a student at Brooklyn Friends School is the result of a partnership between the school and parents/guardians. To nurture and sustain a successful working relationship, both parties in the partnership must fulfill specific obligations and expectations. Expectations are high in an independent school. In a Quaker school, there is an added emphasis on respectfulness and active listening. A spirit of mutual respect should characterize all relationships within the school community: teachers to students, students to teachers, parents to teachers, teachers to parents, and students to students. Below are a set of expectations that have been worked out in common by the school’s administration and the leadership of the Parents and Teachers Association (PAT). It is our belief that if everyone abides by these guidelines, the school community will function in a way that is beneficial to everyone. Children prosper when the primary voices in their lives are in harmony. These guidelines are designed to help that happen. We ask that you carefully read these guidelines, which are presented in a question-and-answer format. More specific information for parents appears in the divisional handbooks. (The handbook is available in pdf form on the publications page.)
• What can I expect of BFS as a Quaker School? What parents can expect from the school
What can I expect of BFS as a Quaker School? Although a very small percentage of our families and faculty are Quakers, the Quaker dimension of the school is a crucial part of our mission. At the heart of Quakerism is the belief that there is “that of God” or “that of light” in each individual. It is out of that central tenet that BFS emphasizes mutual respect, active listening, service to the community, and peaceful resolution of conflict. Being a diverse community is also integral to our identity as a Quaker school, where children, as well as adults, come together as one while acknowledging and valuing differences. Central to Quakerism is the Meeting, at which those in attendance
use silence to get in touch with the “that of God” or “that
of light” aspect of themselves, and, if so inspired, speak
out of the silence to the assembled community. Observation and
appreciation of silence begins in Preschool. Lower, Middle, and
Upper School students have a weekly Quaker Meeting. Upper School
students also take a formal course in Quakerism. Creating awareness
of and appreciation for Quaker values is an important goal of the
school, but it is not part of our mission to proselytize or convert
students or parents to Quakerism.
What can I expect in terms of written
communication of school news? Each Division Head sends informational
letters to families in the division approximately every 4 to
6 weeks. Preschool and Lower School head teachers communicate
regularly with families via newsletters and notices of field
trips and special events. The Head of School also sends periodic
letters to families. An annual school magazine together with
the annual report are also published in September. E-News,
an email newsletter full of timely news and information from
all divisions, is sent out weekly during the school year. Extensive
information can be found here on the website, including up-to-date information
on events, and a weekly magazine, @BFS!,
with news and feature stories.
What can I expect in terms of forums
for discussion of school and parenting issues? Each Division
Head hosts or sponsors meetings and/or coffee hours for parents
in the division on a regular basis. Discussion topics include
parenting, discipline, study habits, age-appropriate behavior, curriculum,
and other matters of interest.
What can I expect in terms of communication
from the school about my child’s progress? Each division
(with the exception of the Preschool) sends formal reports from
teachers on a semester or quarterly basis. Teachers document
student strengths and identify areas for improvement. In no case
should parents first learn of serious academic or behavior problems
in these formal written reports. Middle and Upper School teachers
also send interim reports when circumstances justify. In addition
to the formal reporting of quarterly grades and comments and “early
warning” notices, the school welcomes “informal” communications
between teachers and parents: Feel free to leave voice mail messages
or to e-mail for any updates at any time. Faculty are expected
to return calls and e-mails within 24 hours unless unavoidable
circumstances make such timely replies impossible; for example,
calls that immediately precede weekends or school holidays and
teacher absences.
What can I expect from teacher conferences? Formal
teacher–parent conferences are scheduled in the fall and
spring. Conferences at other times occur as needed. Parents can
expect professional assessment of their child’s performance
and respectful solicitation of parental perspectives. Our teachers
are professionals who will provide a battery of indicators of your
child’s development and academic progress. In the Middle
and Upper School, we encourage students to be present for at least
some part of a teacher conference so that they participate with
their parents and the teacher on diagnoses and strategy-formulation
for areas that need improvement. The underlying assumption in these
conferences is that our teachers come to them as professionals
who know what to teach and how to teach it and that parents come
with expertise that enables them to contribute constructively to
a dialogue about how to work effectively with their child.
What can I expect if a serious disciplinary
event occurs? School staff and administration will investigate
thoroughly and adjudicate fairly. The school will inform parents
at the earliest appropriate juncture about any disciplinary event
(and its consequences). If the event is serious enough, a three-way
conference with the parent, child, and school administration
may be required. The school handles these situations in its in
loco parent is role, attempting to balance the needs of the individual
child with the school’s need to maintain consistent discipline
and ensure that students and teachers have a learning environment
that is respectful and free of disruptive behavior.
What can I expect for my child in terms of support structures? All teachers in the school function as advisors. In the Preschool and Lower School, the head teacher is your child’s main advisor. All Middle School and Upper School students are assigned an advisor. Classroom teachers and advisors work with students to help them achieve to their potential and assist them in overcoming difficulties. Study skills and work habits are part of classroom instruction. In every division, grade level meetings of staff occur to review student progress. Your child’s teachers are available for extra help, although not for ongoing tutoring. Parents and students may also meet with the learning specialist and psychological consultant assigned to your child’s division/grade. However, they are not available for ongoing individual tutoring or therapy. If your child is experiencing serious difficulties, the school
will schedule a parent conference to discuss the situation. Appropriate
administrators and teachers will attend such conferences, as well
as the divisional psychological consultant and learning specialist
if appropriate. The goal is to design a plan that will ameliorate
areas of difficulty, including follow-up procedures. Testing, psycho-educational
evaluations, or formal tutoring may be recommended. The school
will assist the family with referrals. You can expect the school
to do everything it can to help your child overcome difficulties.
Counseling a student out of the school is a step of last resort
and will not occur without due warning and planning.
What can I expect if my child reports
alarming behavior or a potentially dangerous situation? Please
be aware that it is your prerogative and duty to call the appropriate
school administrator to report any and all accounts of situations
that you believe are dangerous. Rest assured that we will thoroughly
investigate any reports, since we prize and value our reputation
for providing a safe, secure, and welcoming environment. What the school expects from parents
What are my responsibilities to my child
as a student at Brooklyn Friends? Professionals in the field
routinely counsel parents that young people need three essential
building blocks: support, encouragement, and structure (i.e.,
clear boundary lines and significant consequences for crossing
the line). The school expects parents to provide these building
blocks for their children, including older children, even though
older students require more independence. Periodically, parents
should assess the extent to which they are giving their child
these three foundations.
What are my responsibilities to contribute
to the development of my child’s moral values? Parents
are expected to model integrity and civility, be active listeners,
monitor their children’s behavior, and support consequences
for negative behavior. While being a role model when it comes
to honesty and civil behavior is desirable at all times, it is
especially important when interacting with others at the school,
on the sidelines at athletic events, and in conversations with
and about the adults at school. Parents who fail to be civil
and/or become disruptive in their relationships with the school
place that relationship in jeopardy, including the possibility
of the school insisting that they withdraw from the school. Engage
your child in conversations around events that have moral overtones.
Encourage participation in events that promote high standards
(e.g., service) and actively discourage participation in events
that can lead to immoral, unwise, or illegal behavior (e.g.,
do not permit children to have unsupervised parties or partake
in alcohol or drugs). Do not fear opposing bad choices, even
if you made them yourself in your youth. You can admit you were
immature when you made the bad choice. Help your child capitalize
upon successes, and even more importantly, learn from and adjust
to setbacks and failures as a part of life that future growth
is dependent upon. Attempting to deny or cover up mistakes on
the part of your child is a disservice to your child and to the
school.
What are my responsibilities to my
child’s educational program? Parents are expected to
endorse the school’s mission,
as well as policies related to academics, behavior, and such
matters as attendance and on-time arrival at school. Talk to
your child about his or her reports and performance. The most
effective way for you to demonstrate to your child the value
of education is to participate in the life of the school. This
also applies to parents of older students, who in their desire
for independence may sometimes tell you that they don’t
want you at the school. Your participation is meaningful to them,
despite what they may say. It is thus important that you attend
parent conferences, curriculum nights, PAT events,
and school activities, especially those in which your child has
a role to play. Read the Student/Parent Handbook and discuss
with your child the philosophy and policies described therein.
(The handbook is available as a pdf on the publications page.)
Maintain regular contact with your child’s teachers, coach,
and advisor.
What are my responsibilities regarding
communication from the school? Parents are expected to read
school information that is sent home. If a reply is requested,
please respond promptly. This includes, but is not limited to
honoring deadlines for re-enrollment contracts, student physicals,
registration for special programs, afterschool, and camps, and
return of information requested in the August mailing. Calls
from teachers or administrators about your child should be returned
promptly, preferably within 24 hours.
What are my responsibilities to the financial support of the school? Parents are expected to make timely tuition payments so that we can meet our financial obligations. The school provides a choice of payment plans to facilitate timely payments. Each student from the second grade on participates in an overnight experience annually. The cost of these is not included in tuition, but prompt payment is again expected, as well as for all camp and afterschool activities. Also, as is the case for all independent schools, our success
depends on members of the school community contributing as generously
as possible to the Annual
Fund, PAT annual benefit,
and capital campaigns. While contributions to the Annual Fund and
PAT benefit are not mandatory, they are crucial because tuition
does not cover what it costs the school each year to educate each
child. We are therefore absolutely dependent upon the generosity
of parents, alumni/ae, and other friends of the school to make
up that difference. Please be respectful and responsive when you
are called upon for a gift to the Annual Fund. While the gap between
tuition and cost per student is about $1,000, we are thankful of
course for gifts at any level. The goal for parent participation
is always 100%. Additionally, the annual PAT benefit is a major
event for our school. We need parent volunteers to plan and orchestrate
this event and all parents to participate. You will find that the
evening is entertaining and spirited. Capital campaigns do not
raise money for annual operating expenses, but for such items as
renovation and expansion of the facilities and endowments. Contributions
to capital campaigns are extraordinary one-time gifts although
the pay-out period may extend for a number of years.
What are my responsibilities regarding communication of concerns? For matters large and small, the proper channel to raise a concern or register a complaint is to go to the most direct level first, that is, to the teacher, advisor, coach, or staff member most closely related to the issue and capable of addressing it. If not satisfied at that juncture, a parent should seek out the next level (department head, division head, or other administrator). If all else fails, a parent should then go to the Head of School. We also invite parents to e-mail any staff member for quick responses to questions or needs. Expressions of concern are heard and weighed seriously. Corrective action will be taken when the school judges it is warranted. Brooklyn Friends is governed by the School
Committee, whose job it is to secure the future of the school.
It does so by setting basic policies, hiring and supporting the
Head of School, undertaking strategic planning, evaluating the
performance of the school, and leading in financial support of
the school. The Board entrusts the daily operations of the school
to the Head of School, who supervises all programs and personnel
and is the final arbiter of any disputes that may arise, including
those involving parent issues or student disciplinary actions.
The Board does not sit in review of administrative decisions. |
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