Page 244 - 2021-2022 New Hire Benefits

TUTORING

The school is not staffed to provide tutoring on a regular basis. When outside tutoring is appropriate, i.e., after
the extra support route has been exhausted, the school can provide lists of local tutors, but all arrangements
must be made and paid for, by parents. Occasionally a student is offered a contract with the understanding
that tutoring is required if the student is to stay at Renbrook. The school's goal is always to help a student find
success within the framework of Renbrook's academic expectations, with the understanding that the school's
curriculum is often a somewhat accelerated one.

Renbrook has a policy of not allowing faculty to tutor their own students. The reason for the policy is that a
faculty/tutor is vulnerable—and the school is vulnerable—if the parents somehow come to feel that we are
"double dipping." In other words, there is a built-in apparent conflict of interest. The same thing is true,
especially in the Lower School, when a faculty tutors a student in the grade just below the one he/she
teaches, or if a faculty should agree to tutor the student of a colleague in the same grade.

In the Upper School the problem is more complicated, because a faculty may tutor one year, before anyone
knows what the next year's teaching assignments will be. However, in the Upper School every attempt will be
made to place the student with a faculty different from the one who has done the tutoring.

In the case of the learning strategists, whose position is so different from the others, the Division Head, in
consultation with the Head of School when appropriate, will decide each case according to its own particular
set of circumstances. We ask that learning strategists not enter into agreements with parents without
consulting with the Division Head first.

HOLIDAYS

As a learning community that prizes diversity, Renbrook School is committed to creating an environment of
inclusivity for all. In that context of diversity, helping our students understand and appreciate the beliefs and
customs of others is central to their education and development as enlightened global citizens. One way that is
accomplished is through the recognition and celebration of a wide array of holidays.

The key element in understanding and supporting the school’s recognition of holidays is that holidays on
campus and in the classroom are presented non-judgmentally and in an educational context. Any overt
practice should take place in the home or in places of worship. If you would like to share a custom or tradition
within the class, be prepared to talk about customs outside your own as well in a way that does not show
favoritism to one custom over another.
Regarding the winter holidays in particular, the theme of the all-school assembly centers on peace, light, and
hope… something ecumenical, celebrating the solstice season. During the winter holiday season, we wish to
keep all decorations simple and natural. Classroom and hallway boards should only be decorated in
conjunction with an academic unit or in support of the theme for the holiday assembly. Holiday music should
be limited to music classes or assemblies, and students should not make ornaments or exchange gifts while at
school.

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