Staff Hand Book

NAVAJEEVAN BETHANY
VIDYALAYA
STAFF HAND BOOK

2023-24 (DRAFT)
Email - [email protected]
www.nbv.ac.in
Navajeevan Bethany Vidyalaya
NAVAJEEVAN BETHANY VIDYALAYA
Bethany Hills, Nalanchira TVPM
STAFF HANDBOOK
2023-24 (Draft )
www.nbv.ac.in
HANDBOOK UPDATE TIMELINE:
Excel Date Review Review

Policy No Version Owner
file no Published Due Team
Distribution: Internal Only
Approved by: Personal Committee -----/------/-----------

INDEX
INTRODUCTION---------------------------------------------------------------- ---8
1.1 Purpose of Manual ---------------------------------------------------------- ----9
1.2 Our Founder --------------------------------------------------------------------- 10
1.3 Administrator Message --------------------------------------------------------11
GENERAL INFORMATION ------------------------------------------------------12

2.1 Our History ----------------------------------------------------------------------12
2.2 Mission-------------------------------------------------------------------------- 13
2.3 Vision ----------------------------------------------------------------------------13
2.4 Our Motto ----------------------------------------------------------------------13
2.5 Core Values & Beliefs -------------------------------------------------------- 13
2.6 Document Authority -------------------------------------------------------- 14
2.7 Organisational Structure -------------------------------------- -------------15
ADMINISTRATION POLICIES -------------------------------------------------16

3.1 School Administration -------------------------------------------------------16
3.2 Office of Administrator ------------------------------------------------------21
3.3 Office of Bursar ----------------------------------------------------------------22
3.4 Office of Principals: Roles and Responsibilities------------------------22
3.5 Vice Principal’s Office: Roles and Responsibilities -------------------- 23
3.6 Teaching Staff ----------------------------------------------------- -----------23
3.7 Administrative Staff-----------------------------------------------------------24
3.8 Supporting Staff: Non-Academics ---------------------------- -----------24
3.9 Comprehensive Professional Conduct Guidelines for Teachers----25
3.10 Ethical Standards and professional conduct guidelines ------------26
3.11 Shared Governance ---------------------------------------------------------- 27
3.12 Code of Conduct --------------------------------------------------------------27
3.13 Anti-Discrimination and Harassment Policy ----------------------------28
3.14 Health and Safety Policy -----------------------------------------------------29
3.15 IT and Data Protection Policy ----------------------------------------------30
3.16 Social Media and Online Communication Policy ----------------------30
3.17 Confidentiality and Non-Disclosure Policy ------------------------------31
3.18 Grievances and Conflict Resolution Policy ------------------------------ 32
3.19 Travel and Expense Reimbursement Policy ----------------------------34
3.20 Records Management Policy ------------------------------------------- 34
Staff Handbook
HUMAN RESOURCES -------------------------------------------------------35
4.1 Human Policy Development & Administration -------------------- 35
4.2 Hiring Policy -----------------------------------------------------------------37
4.2.1 Introduction ----------------------------------------------------------37
4.2.2 Objective --------------------------------------------------------------37
4.2.3 Scope ------------------------------------------------------------------37
4.2.4 Source of Recruitment --------------------------------------------37
4.2.5 Delegation -----------------------------------------------------------37
4.2.6 Requisitions ---------------------------------------------------------38
4.2.7 Responsibilities -----------------------------------------------------38
4.2.8 Screening of Applications ----------------------------------------38
4.2.9 Types of Employees -----------------------------------------------38
4.2.10 Mode of Selection ------------------------------------------------39
4.2.11 Selection Committee ---------------------------------------------39
4.2.12 Final Selection of Candidates ----------------------------------39
4.2.13 Issue of Offers -----------------------------------------------------39
4.2.14 Medical Examination --------------------------------------------39
4.2.15 Induction / Orientation ------------------------------------------40
4.2.16 Post-Selection Follow-Up --------------------------------------- 40
4.2.17 Rules and Procedures ------------------------------------------- 40
4.2.18 Tenure-Based Employees ------------------------------------- 40
4.2.19 Conversion of Temporary to Ongoing -----------------------40
4.3 Employment of Relatives ---------------------------------------------------41
4.4 Employee Bulletin Board ---------------------------------------------------41
4.5 Staff Employment Contract -----------------------------------------------42
4.6 System of Probation Confirmation ---------------------------------------43
4.4 Performance Reviews --------------------------------------------------
4.7 Employee & Volunteer Recognition Program ---------------------
4.8 Employee Records and Data Privacy -------------------------------
4.9 Employee Bulletin Boards ---------------------------------------------
4.10 Political Activity ---------------------------------------------------------

4.11 Inclusive Disability Policy ----------------------------------------------
4.12 Non-Drug & Alcohol Policy --------------------------------------------
Staff Handbook
4.13 Staff Meetings ------------------------------------------------------------

4.14 Daily Attendance Recording System (DARS) ---------------------
4.15 Employee Resignation and Separation Policy --------------------
4.16 Age of Retirement -------------------------------------------------------
4.17 Termination ---------------------------------------------------------------
4.18 Exit Interview -------------------------------------------------------------
RESPONSIBILITIES OF EMPLOYEES
5.1 Organisational Relationship ---------------------------------------------
5.2 Representation to School Management -----------------------------
5.3 Permission to Add Qualifications --------------------------------------
5.4 Classroom Time & Preparation -----------------------------------------
5.5 Standards for Online Communication --------------------------------
5.6 Format of Lesson Plan ----------------------------------------------------
5.7 Posting of Lesson Plan ----------------------------------------------------
5.8 Workforce Diversity and Affirmative Action -------------------------
5.9 Working Days and Hours ------------------------------------------------
5.10 Number of Teaching Periods ------------------------------------------
5.11 Maintenance of Records by Teachers --------------------------------
5.12 Attendance of Employees ----------------------------------------------
5.13 Flexible Work Schedule -------------------------------------------------
5.14 Lunch and Rest Breaks -------------------------------------------------
5.15 Outside Employment ---------------------------------------------------
5.16 Tobacco-Free Environment -------------------------------------------
5.17 Vehicle Use ----------------------------------------------------------------
5.18 Driving Records ----------------------------------------------------------
5.19 Social Media ---------------------------------------------------------------
5.20 Personal Use of School Property ------------------------------------
5.21 Technology ---------------------------------------------------------------
5.22 Communication (Email, Telephone, Instant Messaging)------
5.23 Internet Usage ----------------------------------------------------------
5.24 Media Relations --------------------------------------------------------
5.25 Keys and Security ------------------------------------------------------
5.26 Website Policy ----------------------------------------------------------
5.27 Legal Hold ---------------------------------------------------------------
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5.28 Violence in the Workplace ---------------------------------------

5.29 Respectful Workplace ---------------------------------------------
5.30 Gender Transition / Non-Binary Policy ------------------------
5.31 Personal Appearance, Dress Code, and Hygiene ------------
5.32 Identity Theft --------------------------------------------------------
5.33 Ethical Standards of Conduct -----------------------------------
5.34 Private and Other Tuition's --------------------------------------
TRAINING AND DEVELOPMENT

6.1 Conferences, Workshops, and Seminars -------------------------
6.2 Orientation Education and Training ------------------------------
6.3 Licensing and Certifications ----------------------------------------
6.4 First Aid and CPR Training ------------------------------------------
6.5 Staff Development and Working Days ---------------------------
6.6 Capacity Building Policy ---------------------------------------------
6.7 Wellness Program ----------------------------------------------------
6.8 Career Advancement Program ------------------------------------
6.9 Self-Improvement Plan ----------------------------------------------
ACKNOWLEDGMENTS, DECLARATION, AND NON-LIABILITY

7.1 Acknowledgments -----------------------------------------------------
7.2 Declaration --------------------------------------------------------------
7.3 Non-Liability Statement ----------------------------------------------
Staff Handbook
1.INTRODUCTION
The STAFF Handbook serves as a pivotal guide for the teaching staff of
Navajeevan Bethany Vidyalaya, a prominent institution affiliated with the
Central Board of Secondary Education (CBSE). It meticulously outlines the
essential policies, procedures, and guidelines integral to the seamless
functioning of our esteemed institution. As a part of our commitment to
excellence, this handbook undergoes regular review and updates to ensure
alignment with evolving policies and best practices in education.
This comprehensive document is disseminated among teaching and non-

teaching staff, signifying their vital role as key stakeholders in upholding the
standards and ethos of the School. It is incumbent upon each member to
familiarise themselves with the contents of this handbook, as the outlined
policies and regulations form the cornerstone of their engagement with our
institution.
The School reserves the prerogative to periodically update, amend, or

modify the policies and procedures delineated in this handbook in alignment
with the institution's evolving needs and objectives. After official endorsement
by the administrator and school management, the final decision-making
authority rests with the Bethany Navajeevan Provincial Council, in conjunction
with the school administrators.
While utmost care has been taken to ensure the accuracy of the
information provided in this handbook, any discrepancies between this
document and official Policies and Procedures shall defer to the latter. This
handbook is intended to complement rather than supersede the terms
outlined in the employment contract between the school and its employees.
We trust that this Staff Handbook will serve as a valuable resource in

fostering a conducive work environment and promoting excellence across all
facets of our institution.
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1.1 PURPOSE OF THIS MANUAL
The school Staff Handbook serves as an indispensable guide,

encapsulating the ethos and operational framework of our esteemed
institution. Tailored to meet the diverse needs of our teaching staff & non-
teaching staff, this handbook embodies our commitment to excellence,
continuous progression, and adherence to regulatory standards.
Aligned with CBSE affiliation requirements, the handbook ensures

uniformity and quality in educational practices, bolstering our institution's
standing as a beacon of academic distinction. Equipping teachers with the
tools and frameworks to implement innovative teaching methodologies,
supports our collective mission to nurture holistic student development by the
National Education Policy (NEP) 2020.
Moreover, the handbook offers invaluable administrative guidance,

empowering teachers to navigate the intricacies of school policies and
procedures with ease and efficiency. It clarifies rights, responsibilities, and
avenues for professional growth, fostering a culture of accountability and
excellence among teaching staff & non -teaching.
Furthermore, the handbook underscores our unwavering commitment

to compliance with legal frameworks, particularly concerning child rights,
safety, and inclusive education. By upholding ethical standards and promoting
the welfare of our students, the School reaffirms its position as a custodian of
educational integrity and social responsibility.
In essence, the school staff Handbook symbolises more than just a

manual; it is a testament to our collective dedication to educational excellence,
continuous improvement, and the holistic development of every student
entrusted to our care.
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1.2 OUR FOUNDER
VENERABLE ARCHBISHOP MAR IVANIOS OIC

(FOUNDER OF BETHANY ASHRAM)
The late Archbishop Servant of God Mar Ivanios OIC was born on 21st
September 1882 at Mavelikkara in Kerala. He was a multifaceted personality
whose life touched all realms of society. His intense spiritual fervour and
enlightenment led him and his followers to a monastic life inspired by the
principles of Oriental and Indian religious life. After the initial preparation, he
moved to Mundanmala, near Perunad, Ranni in Kerala, and founded the Order
of Imitation of Christ, also known as Bethany Ashram, on 15th August 1919.
Within no time Bethany Ashram, with its beloved founder, was instrumental in
creating a wave of spiritual renaissance in the Kerala Church. Along with his
spiritual leadership, Mar Ivanios also played a colossal role in the social
transformation of his motherland. His phenomenal works among the out
castes, downtrodden, and women and in the field of healthcare and education
manifest the pioneering role he had played as a social reformer. Noteworthy
among his social reforms were the number of schools that he had established.
A striking factor about these schools was that the majority of these institutions
were established in remote areas. The results were dramatic. A large number
of people from these areas became professors, civil servants, etc. who in turn
contributed their share in social transformation. The life and achievements of
Mar Ivanios seem to be quite incredible. He achieved in his lifetime more than
what two or three generations could achieve. He was certainly a true
missionary with a vision, a man to mediate, a priest to imitate, and a prophet to
follow.
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1.3 MESSAGE - ADMINISTRATOR
Dear Esteemed Staff Members,
I would like to take a moment to share an important message with all of

you. As we strive for academic excellence and the continued growth of our
beloved institution, it is essential that we embody professionalism, integrity,
and unwavering dedication. Every action we take within these walls carries
profound significance for our students, their families, and the wider
community we serve.
I kindly urge each of you to approach your responsibilities with the respect
and diligence that our profession deserves. Our choices today will shape the
future of school and deeply influence the lives of those entrusted to our care.
Together, our collaborative efforts form the foundation of our institution’s

legacy. With a shared commitment to excellence, we will continue to uphold
the noble ideals upon which school stands.
Thank you for your steadfast dedication to our shared mission.
Warm regards,
Fr. Daniel Thomas Mannil OIC
Administrator
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2. GENERAL INFORMATION
2.1 OUR HISTORY

ORDER OF THE IMITATION OF CHRIST
BETHANY ASHRAM
The Order of the Imitation of Christ (OIC), also known as the Bethany
Ashram, was founded by the VENERABLE Archbishop Mar Ivanios OIC in the
Malankara Syrian Orthodox Church on 15th August 1919 at Perunad, near Ranni
in Pathanamthitta District of Kerala. Bethany Ashram was the first monastic
community in the Malankara church. It had a unique vision and mission. It
harmoniously blends in its life the monastic ideals of the Christian East and
Indian Sanyasa in a particular lifestyle that is actualized in intense prayer and
apostolic activities. The name Bethany Ashram itself is a symbol of this. A
simple and austere life, an atmosphere of intense prayer and solitude, saffron
(kavi) habit, and community life are some of the basic features of this lifestyle.
Soon after its foundation, Bethany Ashram became a centre of spiritual solace
for the Malankara church. In 1930 most of its members along with the founder
embraced the communion of the Catholic Church. Thus, Bethany Ashram
became the cradle of the historic Re-union Movement and the Malankara
Catholic Church.
The early members were actively involved in building up the Malankara

Catholic Church in the Catholic communion and undertook a wide range of
apostolic activities. After the consolidation of the Malankara Catholic Church
with an “All India Missionary Vision” bequeathed to Bethany Ashram by their
beloved founder, the Ashram began to grow and branch out.
In 1966 the Congregation was raised to the Pontifical Status. On 24th

April 2000 two provinces were erected in the Congregation: Bethany
Navajeevan Province and Bethany Navjyothi Province.
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2.2 MISSION
Education for us is a mission with a vision, a mission of going beyond
classrooms to see the possibilities and strive to achieve excellence. It is
breaking barriers and building bridges to make a difference in all aspects of
life.
2.3 VISION
To be a pioneering institution that embodies the principles of the
National Education Policy by creating an inclusive, innovative, and spiritually
enriching learning environment where every student thrives academically,
emotionally, and socially, preparing them to become empathetic global
citizens.
2.4 MOTTO
Navajeevan Bethany Vidyalaya is a CBSE school owned and managed by
Bethany Ashram , a religious community founded by the VENERABLE
ARCHBISHOP MAR IVANIOS OIC.
Navajeevan Bethany Vidyalaya has a dream, a dream of liberating young

minds and should form the bonds of ignorance and darkness. This dream is
our motto “ Jnanena Mukthi “which means Liberation through Wisdom.
Education for us is a mission with a vision, a mission of going beyond
classrooms ato see the possibilities and strive to achieve excellence. It is
breaking barriers and building bridges to make a difference in all aspects of
life.
2.5 CORE VALUES

Student- Centric Learning: Prioritising the unique needs, interests, and
strengths of each learner to foster engagement and achievement.
Integrity and Respect: Promoting honesty, accountability, and respect for
diverse perspectives within our community.
Excellence in Education: Committing to high standards of teaching and
learning that inspire lifelong curiosity and a passion for knowledge.
Social Responsibility: Encouraging active participation in community
service and social initiatives, fostering a sense of duty towards the greater
good.
Inclusivity and Diversity: Celebrating diversity in our student body and
creating an equitable environment that welcomes all backgrounds.
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BELIEFS
Education is a holistic process that nurtures the mind, body, and spirit,
preparing individuals for lifelong success.
Every student possesses unique potential and should be empowered to
explore their interests and talents.
Collaboration between educators, students, families, and the community
is essential for effective learning and personal growth.
An inclusive education system is vital for promoting social justice, equity,
and unity within society.
Continuous innovation and adaptability in teaching methodologies are
crucial to meet the changing needs of learners and the global landscape.
2.6 Document Authority and Leadership Accountability

All key documents, including curriculum frameworks, school policies,
strategic plans, and reports, are governed by the Principal in consultation with
the Academic Board, ensuring alignment with the institution’s mission and
vision. These documents foster an environment of holistic development and
academic growth while adhering to the principles of the National Education
Policy (NEP). Each policy and programmatic document is carefully designed
to promote student-centered learning, critical thinking, creativity, and
experiential learning, in line with the NEP’s emphasis on inclusivity and
holistic education.
The process of document creation and approval is highly collaborative,

involving input from faculty members, students, and other key stakeholders,
ensuring diverse perspectives and a truly inclusive educational strategy. Once
finalized, all official documents are validated and authenticated through the
Principal and the Senior Leadership Team, with the school’s official stamp and
signature ensuring their integrity and legitimacy.
In keeping with our commitment to continuous improvement,

documents are subjected to periodic review by the Academic Review
Committee to maintain relevance with current educational trends and NEP
regulations. Approved documents are made accessible to the entire school
community through official channels such as portals, circulars, and meetings,
ensuring transparency and clarity for all stakeholders.
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Additionally, documents are securely archived in both digital and

physical formats, preserving institutional memory and enabling future
reference for audits or strategic planning.
This document is issued under the authority of the Provincial Council of
Bethany Navajeevan Province with ultimate responsibility resting on the
School Management, ensuring that all strategic decisions are implemented
and aligned with our educational goals.
2.7 Organisational Structure :
Position Department
Administrator Administration
Bursar Finance
Principal Academic Leadership
Vice Principal Academic Leadership
Co-ordinator - Elementary Elementary
Co-ordinator -Preparatory Preparatory
Co-ordinator - Secondary Secondary
HOD’ Academics
Teacher Academic
School Counselor Well being
Nurse Health Services
Watchman Security
Housekeeping Staff Housekeeping
Bus/Transport Staff Transport
Supporting Staff Administration Support
Maintenance Staff Maintenance
Stockist and Store Manager Inventory
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3. ADMINISTRATION POLICIES
Administrator (Administration)
Do's: Oversee the day-to-day operations of the school.

Coordinate between different departments and ensure smooth
communication.
Manage staff schedules, student admissions, and school records.
Ensure compliance with school policies and regulations.
Dont’s
Micromanage staff or departments.

Neglect important deadlines or administrative tasks.
Bursar (Finance)
Do's:
Manage the school’s financial operations, including budgeting,

accounting, and payroll.
Ensure transparency in financial transactions.
Maintain financial records for audits.
Approve expenditures and oversee fee collections.
Dont’s
Mismanage funds or allow financial discrepancies.

Delay payments or financial reports.
Principal (Academic Leadership)
Do's:
Provide leadership and vision for the school's academic programs.

Guide the development and implementation of curriculum and
educational policies.
Act as the primary decision-maker in academic and student
matters.
Promote student achievement and teacher development.
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Dont’s
Ignore concerns from teachers, students, or parents.
Overlook performance evaluations or student discipline
Vice Principal (Academic Leadership)
Do's:
Assist the Principal in managing academic and administrative
tasks.
Supervise day-to-day school operations.
Coordinate and support teaching staff.
Handle student disciplinary issues.
Dont’s
Undermine the authority of the Principal.

Fail to follow up on school operations.
Coordinator & HOD’s
Do's:
Provide academic leadership and guide teachers.

Monitor student performance and curriculum outcomes.
Promote collaboration and innovative teaching methods.
Ensure effective communication with staff, students, and parents.
Dont’s
Dismiss teacher input or collaboration.

Overlook curriculum updates or teaching resources.
Ignore student performance data or areas needing improvement.
Neglect professional development for staff
School Counselor (Counselling)

Do's:
Provide guidance and support for student mental health and well-being.
Help students with academic, personal, and social challenges.
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Collaborate with teachers to monitor student progress.

Offer counselling on career guidance and future planning.
Dont’s
Breach of student confidentiality.

Neglect students’ emotional or behavioral needs.
Nurse (Health Services)
Do's:
Provide immediate health care for students and staff.

o Administer first aid and respond to medical emergencies.
o Maintain student health records and medication plans.
o Promote health education and hygiene practices.
Dont’s
Neglect medical emergencies.

Fail to maintain cleanliness and health protocols.
Watchman (Security)
Do's:
Ensure the safety and security of the school premises.

Monitor entry and exit points, ensuring only authorized personnel
enter.
Conduct regular security checks and report suspicious activity.
Assist in managing student and staff safety during school events.
Dont’s
Leave the premises unattended.
Allow unauthorized entry into the school.
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Housekeeping Staff (Housekeeping)
Do's:
Maintain cleanliness and hygiene in all school areas.
Clean classrooms, restrooms, and common areas regularly.
Dispose of waste responsibly and keep cleaning supplies stocked.
Assist in preparing rooms for events or special activities.
Dont’s
Ignore unclean areas or delay cleaning tasks.
Use inappropriate or unsafe cleaning chemicals.
Bus/Transport Staff (Transport)
Do's:
Safely transport students to and from school.
Ensure the bus is in good condition and follows safety regulations.
Monitor student behaviour on the bus for safety.
Maintain punctuality and transport schedules.
Dont’s
Violate traffic laws or endanger student safety.

Allow overcrowding or unsupervised students on the bus.
Supporting Staff (Administration Support)
Do's:
Assist in administrative tasks, such as record-keeping, data entry, and

communication.
Provide support to teachers and departments for smooth operation.
Help organise school events and activities.
Assist in managing school materials and supplies.
Dont’s
Delay tasks that affect school operations.

Misplace important documents or records.
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Maintenance Staff (Maintenance)
Do's:
Perform regular maintenance on school infrastructure and equipment.

Handle repairs, plumbing, electrical work, and minor construction.
Report damages or malfunctions promptly.
Ensure all facilities are safe and functional for staff and students.
Dont’s
Overlook safety hazards or delay urgent repairs.

Ignore maintenance requests from staff.
Stockiest and Store Manager (Inventory)
Do's:
Manage and maintain the school’s inventory of supplies and materials.

Ensure timely procurement of educational resources and supplies.
Keep accurate records of stock levels and issue supplies to departments
as needed.
Monitor and safeguard school resources from misuse.
Dont’s
Mismanage inventory or delay essential supply orders.

Allow stock levels to run low or misplace important resources.
Non-Teaching Staff: General Responsibilities
Support the operational functioning of the school: Non-teaching staff

ensure that all logistical, administrative, and facility-related tasks are
smoothly executed, contributing to a well-organized and safe
environment.
Maintain school infrastructure: This includes regular cleaning, repairs, and
upkeep of school grounds, ensuring a clean, safe, and pleasant
environment for students and staff.
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Assist in the overall well-being of students and staff: Whether through

health care (School Nurse), safety (Security Guard), or transport
(Bus/Transportation Supervisor), non-teaching staff provide essential
support services to the school community.
Liaison between departments: By handling non-academic tasks, non-
teaching staff allow the teaching staff to focus on educational activities.
They often collaborate with administrative leaders to streamline
communication and resources across departments.
Participate in school events and activities: Non-teaching staff may support
extracurricular activities, events, and special programs by assisting with
logistics, setup, and student management.
3.2 Office of ADMINISTRATOR:

As the pinnacle of administrative authority within our esteemed institution, the
Administrator embodies the essence of leadership, stewardship, and decision-
making prowess. Charged with the solemn duty of representing the Bethany
Navajeevan Province and School the Administrator stands as a formidable
guardian of our institutional ethos and values. With unwavering resolve and
unyielding dedication, the Administrator serves as the ultimate arbiter of all
administrative and academic functions, wielding the power of discernment
and vision to steer our collective endeavors toward excellence.
As the linchpin of our organizational structure, the Administrator
commands a sphere of influence that permeates every facet of our institution's
operations. From strategic planning and resource allocation to policy
formulation and implementation, every decision bears the indelible imprint of
the Administrator's sagacity and foresight. With a keen understanding of the
intricate interplay between tradition and innovation, the Administrator
navigates the complex terrain of educational governance with aplomb,
ensuring that each initiative is imbued with the spirit of progress and
inclusivity.
Moreover, the Administrator serves as the Decision maker
preserving the rich tapestry of our heritage while authorizing the school
administration into the boundless realm of possibility. Guided by transparency,
accountability, and integrity, the Administrator fosters a culture of trust and
collaboration, engendering a sense of collective purpose among faculty, staff,
and stakeholders alike. Indeed, the Administrator's leadership is not merely
about making decisions but about inspiring confidence, instilling trust.
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In essence, the Administrator is more than just a figurehead; they are the
embodiment of our institutional aspirations, the guardian of our collective
destiny, and the steward of our noble mission. With steadfast determination
and an unwavering commitment to our shared values, the Administrator leads
us ever onward towards the realisation of our highest aspirations, ensuring
that the flame of knowledge, enlightenment, and progress continues to burn
brightly within the hallowed halls of our institution.
3.3 Office of BURSAR

The Office of the Bursar is the financial cornerstone of our institution,
managing all fiscal operations with precision and responsibility. Led by the
Bursar, this office oversees essential functions such as budget planning,
financial reporting, fee collection, and resource allocation. The Bursar ensures
that all financial activities align with institutional goals while maintaining
transparency, compliance, and fiscal responsibility.
In close coordination with other departments, the Bursar plays a
crucial role in supporting secondary education, ensuring that resources are
efficiently allocated to enhance academic programs and student services.
Their meticulous management of financial matters enables the institution to
operate smoothly, ensuring that all educational and operational goals are
supported by a sound financial framework. Through diligent stewardship, the
Office of the Bursar upholds the institution’s financial integrity, ensuring
sustainability and growth.
3.4 Office of PRINCIPAL
At the pinnacle of our institution's academic leadership stands the

Principal, a stalwart figure embodying the ethos of educational excellence and
innovation. As the chief custodian of CBSE and NEP standards, the Principal
wields unparalleled authority in steering our educational trajectory toward the
zenith of excellence. With each decision, the Principal draws from the rich
reservoir of experience and expertise, ensuring alignment with CBSE regulations
while nurturing an educational environment that resonates with the trans-
formative spirit of the NEP 2020.
As of capacity as the ultimate decision-maker, the Principal's directives
resonate across every corridor of academia, shaping curricular frameworks,
pedagogical approaches, and faculty development initiatives. Guided by the
tenets of the CBSE Principal Handbook, principals need to harness formidable
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influence to empower teaching staff, inspiring a culture of pedagogical

innovation, student-centered learning, and professional growth.
As a beacon of educational stewardship, the Principal stands as a
symbol of unwavering commitment to excellence, guiding the teaching staff
toward the realization of our institutional vision. With the principal’s authority
firmly rooted in the organizational chart principal fosters an environment
where every educator is empowered to unleash their full potential, driving
forward the collective mission of academic distinction and student success.
3.5 Vice Principal's Office: Roles and responsibilities

The Vice Principal’s office plays a crucial role in coordinating and
supporting the smooth execution of academic and operational tasks. Although
the Vice Principal is not a decision-maker, their role is vital for ensuring the
effective functioning of the institution.
The Vice Principal acts as a key link between the Principal and
various academic departments, contributing to the development and
implementation of policies that enhance the overall academic experience and
student welfare. They oversee and provide guidance to heads of the
Elementary, Preparatory, and Secondary sections, ensuring alignment with
institutional goals and curriculum standards.
While the Vice Principal does not make final decisions, they play an
essential role in fostering communication, collaboration, and efficiency across
the institution. By supporting the Principal's directives, the Vice Principal helps
ensure the success of our academic and administrative objectives, advancing
the mission of academic excellence and student development.
3.6 Teaching Staff:

Our teaching staff operates within a clear hierarchy aligned with
CBSE and NEP guidelines, fostering collaboration, growth, and excellence. Led
by the Principal and supported by the Vice Principal, each section head
oversees the Elementary, Preparatory, and Secondary levels, ensuring
educational quality.
Each teacher, from experienced professionals to new talents, plays
a vital role in advancing academic standards. Guided by the Human Resource
Handbook and NEP policies, they contribute to a culture of continuous
learning, professional development, and student-centered education, working
collectively to achieve the institution’s vision.
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3.7 Administrative Staff:

The Administrative Staff form the backbone of our institution,
ensuring smooth non-academic operations with professionalism and
efficiency. Led by the Administrative Head, they oversee key areas like finance,
front office, logistics, and overall support, contributing to the institution's
operational excellence.
Guided by accountability, transparency, and innovation, the team
ensures every task—from budget management to coordination—is executed
with precision. They represent the institution’s values in all interactions,
maintaining professionalism and integrity.
Their dedicated efforts ensure seamless operations, enabling the
institution to focus on its core mission of academic success and student
development.
3.8 Supporting staff : Non academics
Within the fabric of our institution's operations, the Supporting

Staff form an essential pillar, providing crucial services that underpin the
smooth functioning of our educational environment. Composing roles such as
housekeeping, transportation assets management, drivers, and cleaning staff,
health & wellness, and these dedicated professionals ensure the maintenance
of a safe, clean, and conducive environment for all members of our
community.
Under the purview of their designated reporting head, who holds
responsibility for overseeing their respective areas of operation, the Supporting
Staff adhere to strict protocols and guidelines to uphold the highest standards
of service delivery. Any deviation from established protocols or violations of
regulations outlined in the Right to Education Act, as well as directives from
the Central Board of Secondary Education (CBSE), are strictly prohibited and
met with appropriate corrective measures.
Aligned with the principles of inclusivity and accessibility enshrined in
the Right to Education Act, the Supporting Staff remains committed to
providing equitable access to educational resources and facilities for all
students, regardless of background or circumstance. Furthermore, they ensure
compliance with CBSE regulations and updates, contributing to the overall
fulfilment of our institutional obligations and commitment to educational
excellence.
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3.9 Comprehensive professional conduct guidelines for teachers
As custodians of academic excellence and champions of student success,

teachers bear a profound responsibility to uphold the highest standards of
professionalism, integrity, and dedication in their roles. These Professional
Conduct Guidelines serve as a comprehensive framework to guide the teachers
across all aspects of their professional duties, encompassing academic, non-
teaching, and support staff responsibilities within the institution.
In alignment with the core values of School and adherence to the
regulatory frameworks set forth by the Central Board of Secondary Education
(CBSE), the Right to Education Act, and the National Education Policy (NEP),
teachers are called upon to embody excellence in every facet of their work. This
includes fostering an inclusive learning environment, ensuring equitable access
to education for all students, and embracing a holistic approach to education
that nurtures the intellectual, emotional, and social development of every
learner.
With meticulous attention to detail, these guidelines delineate the
scope of responsibilities for teachers, providing a roadmap for effective
collaboration, communication, and accountability within the institution. By
defining clear job descriptions and expectations, School teachers are
empowered to align their efforts with the institutional goals and objectives,
thereby contributing to the overarching mission of academic excellence and
student achievement.
Furthermore, teachers are committed to ongoing professional development
and continuous improvement, as evidenced by their dedication to orientation
service training provided by their authority. Through this commitment, teachers
not only enhance their skills and expertise but also enrich the educational
experience for all stakeholders within the School community.
In essence, adherence to these Comprehensive Professional Conduct
Guidelines ensures that teachers operate within a framework of accountability,
transparency, and effectiveness, thereby fostering a culture of excellence and
achievement within our institution. As stewards of academic integrity and
advocates for student welfare, teachers play an indispensable role in shaping
the future leaders of tomorrow and advancing the mission of the School
towards greater heights of academic distinction and societal impact.
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3.10 Ethical standards and professional guidelines
As esteemed members of the School community, staff members are

entrusted with upholding the highest standards of professionalism, integrity,
and ethical conduct in all aspects of their work. These Ethical Standards and
Professional Conduct Guidelines serve as a compass, guiding school staff
members in navigating their roles with integrity, respect, and a steadfast
commitment to excellence.
Aligned with the visionary ethos of the School and grounded in the
core principles of Bethany Ashram, staff members are expected to embody
the values of honesty, transparency, and accountability in their interactions
and responsibilities. This includes adhering to a strict code of conduct that
prohibits the use of mobile phones during work hours, ensuring that personal
relationships do not interfere with professional duties, and upholding ethical
policies and procedures outlined in the institution's manual.
At School, every staff member plays a vital role in advancing the
institution's mission of academic excellence, holistic development, and
societal impact. By aligning their actions with the institution's vision and
mission, staff members contribute to the creation of a nurturing, inclusive,
and inspiring educational environment where students can thrive and
succeed.
Furthermore, School teaching staff members are encouraged to
cultivate a culture of mutual respect, collaboration, and continuous
improvement within the workplace. By fostering open communication,
embracing diversity, and actively participating in professional development
opportunities, staff members enhance their skills, broaden their perspectives,
and contribute to the collective growth and success of the institution.
In conclusion adherence to these Ethical Standards and Professional
Conduct Guidelines ensures that staff members operate with integrity,
professionalism, and a steadfast commitment to excellence. By upholding
these principles in their daily endeavors, staff members uphold the reputation
of the School as a beacon of educational excellence and ethical leadership in
the community.
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3.11 Cultivating shared governance : A collective responsibility for teaching

staff
At School, the ethos of shared governance underscores our

commitment to inclusivity, collaboration, and collective decision-making
across all facets of our institution. This principle extends to all staff members,
both academic and non-academic, who are encouraged to actively engage in
administrative and Academic guidelines by participating in various councils
and committees.
As esteemed members of the school community, staff members play
a crucial role in shaping the institutional landscape through their involvement
in governance structures. Whether serving on school committees, or task
forces, staff members contribute valuable insights, perspectives, and expertise
to inform decision-making processes and drive positive change.
Aligned with the School’s mission, shared governance empowers staff
to actively contribute to the institution's growth by providing feedback,
responsibly voting on key decisions, and suggesting improvements. This
collaborative approach fosters transparency, accountability, and inclusivity,
ensuring all voices are respected. By engaging in these governance activities,
staff members strengthen their sense of ownership, contributing to a culture
of continuous improvement and innovation. In doing so, we uphold the
School’s commitment to academic excellence and collective progress, shaping
a future where the institution thrives as a hub of learning and positive impact.
3.12 Code of Conduct for Teachers.

1. Be Professional: With dignity and grace, uphold our noble space.
2. Show Integrity: In every action, honesty is key; be the role model that
students see.
3. Follow the Guidelines: Adhere to rules, both clear and wise; they shape our
path and help us rise.
4. Centre on Students: With every lesson, let them shine; their success is our
greatest sign.
5. Embrace Inclusivity: Create a space where all belong; celebrate differences,
both rich and strong.
6. Commit to Growth: Seek knowledge new, let skills refine; in learning's
dance, let your light shine.
7. Cultivate Collaboration: Together we thrive, together we grow; in
teamwork’s embrace, let ideas flow.
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8. Communicate with Respect: Speak with kindness, listen with care; build
bridges of trust everywhere.
9. Use Technology Wisely: Phones set aside, let focus be true; engage with
students, let them feel you.
10. Uphold Policies: In compliance we stand, for rules guide our way; respect
the foundations of every day.
11. Keep Confidentiality: Guard secrets well, be discreet and fair; trust is a
treasure we all must share.
12. Show Civic Duty: Model good deeds, and inspire the young; in a world of
kindness, let praises be sung.
13. Give Feedback and Participate: In governance, lend your voice; for our
shared future, and together rejoice.
14. Support Our Mission: Align your actions with our guiding star; in the quest
for excellence, let’s go far.
15. Promote Health and Safety: Create a haven, a nurturing space; where
every student feels embraced.
16. Champion Gender Equality: Ensure fairness in every class; empower all
voices, let none surpass.
17. Ensure Quality Education: Strive for excellence, and teach with zeal; every
student deserves to feel.
18. Adhere to the Right to Education: Uphold the laws that protect and
empower; let learning flourish in every hour.
19. Cultural Support and Respect: Honour traditions, and celebrate our roots;
diversity enriches, and joy bears fruits.
3.13 Anti-Discrimination and Harassment Policy

Our school is dedicated to fostering a safe and inclusive
environment for all students and staff. Discrimination and harassment based
on race, gender, religion, disability, or any other characteristic are strictly
prohibited. We promote a culture of respect, equality, and diversity,
encouraging individuals to report any incidents without fear of retaliation.
All complaints will be taken seriously and investigated promptly,
ensuring confidentiality and protection for victims. Violators of this policy will
face disciplinary actions, which may include suspension or termination.
Regular training will be provided to raise awareness about discrimination and
harassment, emphasizing the importance of gender equality and cultural
sensitivity. This policy aims to uphold the dignity and rights of every member
of our school community.
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Record Keeping:
The HRM Department maintains comprehensive records of the recruitment
process, including candidate resumes, interview evaluations, and appointment
letters. These records serve as valuable documentation for audit purposes and
future reference.
Collaborative Approach:
The HRM Department collaborates closely with the management team and
the principal to ensure the effective implementation of recruitment policies
and procedures. They provide support and guidance to all stakeholders
involved in the recruitment process, fostering a culture of professionalism,
integrity, and accountability. In essence, the HRM Department at the School
plays a crucial role in upholding the institution's commitment to excellence
and fairness in recruitment and selection. Through their diligent efforts, they
contribute to the overall success and reputation of the School as a premier
educational institution.
3.14 Health and Safety Policy
At School, the health and safety of our teachers and employees are
paramount. This policy establishes guidelines to ensure a safe and healthy
working environment, complying with all relevant regulations and standards.
We commit to providing adequate training, resources, and support to staff to
identify and mitigate potential hazards in the workplace. Regular health and
safety audits will be conducted to evaluate risks and implement corrective
measures, fostering a proactive approach to safety.
All employees are expected to adhere to safety protocols, report any
unsafe conditions, and participate in health and safety training programs. This
policy emphasizes the importance of mental well-being, encouraging staff to
prioritize their health and seek support when needed. By cultivating a culture
of safety and wellness, the School aims to ensure that all staff can perform their
duties in an environment that promotes physical and mental well-being,
ultimately enhancing the overall educational experience.
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3.15 Data Protection and IT Policy
At School, we recognize the critical importance of safeguarding

the personal and sensitive information of our students, staff, and stakeholders.
Our Data Protection and IT Policy is designed to ensure compliance with
relevant data protection laws in India, including the Information Technology
Act, 2000, and the General Data Protection Regulation (GDPR) principles
where applicable. This policy aligns with CBSE guidelines and our vision of
fostering a secure and supportive educational environment. All data collected
is processed fairly and lawfully, and access to personal information is restricted
to authorized personnel only. We conduct regular audits and staff training to
enhance awareness and adherence to data protection standards,
emphasizing the significance of confidentiality and integrity in our daily
operations.
In line with our commitment to creating a safe learning
environment, the use of mobile devices and gadgets on campus is subject to
specific guidelines. While we acknowledge the benefits of technology in
education, we emphasize responsible usage to minimize distractions and
protect privacy. Staff and students are encouraged to use personal devices
only for educational purposes during designated times, ensuring they do not
disrupt the learning experience. Any misuse of technology, including
unauthorized access to confidential information, is strictly prohibited and will
be addressed with appropriate disciplinary measures.
By fostering a culture of respect and responsibility regarding data and
technology, the School aims to enhance the overall educational experience
while safeguarding the rights of all community members.
3.16 Social Media and Online Communication Policy

At School, our Social Media and Online Communication Policy is
designed to ensure that all teachers and staff engage responsibly and
professionally on digital platforms, in alignment with the guidelines set forth
by the Central Board of Secondary Education (CBSE). This policy emphasizes
the importance of maintaining a respectful online presence, where personal
opinions are clearly distinguished from professional statements. All staff
members are expected to uphold the highest standards of professionalism,
avoiding any form of harassment, discrimination, or negative commentary
regarding colleagues, students, or the school community. Furthermore, the
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privacy and confidentiality of students and staff must be protected, prohibiting

the sharing of personal information or images without proper consent to
facilitate effective communication, staff should utilize official school channels,
such as school email and learning management systems, for all interactions
with students and parents. Prompt responses to inquiries within 48 hours
during school days are encouraged to foster a collaborative learning
environment. The use of social media should primarily focus on educational
purposes, sharing resources, and engaging with the school community
positively. By adhering to this policy, the School aligns itself with CBSE’s
directives and circulars, creating a respectful and secure online environment
that enhances the educational experience while safeguarding the integrity of
our institution.
3.17 Confidentiality and Non-Disclosure Policy

At School, we are committed to upholding the highest standards of
confidentiality and non-disclosure concerning sensitive information related to
our students, staff, and institutional operations. This policy is in alignment with
the regulations set forth by the Central Board of Secondary Education (CBSE)
and adheres to data protection laws to ensure the safeguarding of personal
and academic information. All staff members are required to treat all student
records, academic assessments, and personal data with the utmost
confidentiality. Access to such information is strictly limited to authorized
personnel who require it for educational or administrative purposes, following
the principle of a student-centric approach.
Staff members must refrain from disclosing any confidential
information, whether verbally, in writing, or through electronic means, without
appropriate authorization. This includes sharing details related to student
performance, behavioral assessments, and any personal circumstances that
could impact a student’s educational experience. Violations of this policy may
result in disciplinary actions, including termination of employment, as
preserving the trust and privacy of our students and their families is
paramount to our mission of fostering a safe and inclusive learning
environment. By adhering to these guidelines, we reinforce our commitment
to academic integrity and the ethical handling of sensitive information,
promoting a culture of respect and confidentiality within our institution.
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3.18 Grievance and Conflict Resolution Policy
Policy Statement:
At School, we are committed to fostering a harmonious and productive
work environment, following the guidelines established by the Central Board of
Secondary Education (CBSE) and relevant labour laws in India. This Grievance
and Conflict Resolution Policy outlines the processes for addressing grievances
and resolving conflicts among staff members, thereby ensuring adherence to
the principles of fairness, transparency, and due process.
Scope of the Policy:
This policy applies to all staff members, including teaching and non-
teaching personnel, and encompasses grievances related to employment
conditions, workplace conduct, and interpersonal conflicts. The institution
recognizes the importance of addressing such issues promptly and effectively
to maintain a positive educational atmosphere.
Grievance Procedure:
Grievance:
At School, the grievance process is designed to provide a fair and
transparent mechanism for addressing employee concerns, disputes, or
complaints. The school is committed to resolving grievances promptly and
effectively to maintain a positive work environment and foster employee well-
being and satisfaction.
Grievance Submission:
Employees may submit grievances through formal channels, such as
written documentation or email, to the designated grievance submission
platform or authority. Grievances should clearly outline the nature of the issue,
relevant details, and desired resolution. The submission process ensures that
grievances are documented and tracked systematically for proper review and
resolution.
Grievance Phases:
The grievance process typically consists of multiple phases to ensure
thorough investigation, evaluation, and resolution of employee grievances.
These phases may include initial review, investigation, mediation or negotiation,
and resolution. Each phase is guided by established procedures and timelines
to facilitate timely resolution and minimize disruption to the work environment.
Requirements:
Employees filing grievances are expected to adhere to certain
requirements outlined in the school's grievance policy.
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This may include providing relevant documentation or evidence to support

their claims, cooperating with the grievance investigation process, and
adhering to confidentiality and professionalism standards throughout the
process.
Appeal:
I In the event that an employee is dissatisfied with the outcome of the
grievance process, they may have the option to appeal the decision. The
appeal process allows for a review of the initial grievance resolution by a higher
authority or designated appeal board. Appeals must be submitted in writing
and should clearly articulate the grounds for appeal and any additional
information or evidence relevant to the case.
Grievance Redressal Body:
School establishes a grievance redressal body responsible for overseeing
the grievance process and ensuring compliance with established procedures
and policies. The grievance redressal body may consist of senior management,
HR representatives, and impartial members appointed to review and address
employee grievances impartially and fairly.
By following these procedures and ensuring adherence to established policies
and guidelines, the school aims to foster a culture of transparency, fairness,
and accountability in addressing employee grievances and promoting a
positive work environment conducive to growth and productivity.
Informal Resolution: Staff members are encouraged to address grievances
directly with the involved parties to seek resolution amicably.
Formal Grievance Submission: If the grievance remains unresolved, a
formal written complaint should be submitted to the designated reporting
head, outlining the nature of the grievance, supporting evidence, and
desired outcomes.
Review and Investigation: The reporting head will initiate a review of the
grievance within seven working days, conducting a thorough investigation
if necessary.
Response and Resolution: A response will be provided to the staff member
within fourteen working days, detailing the findings and any actions taken.
Escalation: Should the grievance remain unresolved, the staff member may
escalate the matter to the Human Resources Department, which will
facilitate a further review and resolution process.
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Conflict Resolution:
The institution advocates for a proactive approach to conflict
resolution, encouraging open communication and collaboration among staff. If
informal discussions do not yield a satisfactory outcome, mediation services
may be offered to assist in resolving conflicts. All grievances and conflicts will
be handled with the utmost confidentiality and respect for the rights of all
parties involved, in accordance with the provisions of the Right to Information
Act, 2005, and relevant labour regulations.
By adhering to this policy, the School aims to uphold the values
of integrity and professionalism, ensuring that all staff members have access to
fair and equitable mechanisms for resolving grievances and conflicts in the
workplace.
3.19 Travel and Expense Reimbursement Policy

At School, the Travel and Expense Reimbursement Policy provides
a clear framework for reimbursing staff for travel-related expenses incurred
during official duties. Eligible expenses include transportation,
accommodation, and meals directly associated with school activities. Staff
members must obtain prior approval for all travel and submit a comprehensive
expense report, including original receipts and travel tickets, to the board for
verification before forwarding it to the accountant for processing.
Reimbursements will only be processed for approved travel that
adheres to professional channels and guidelines set by the school. Non-
reimbursable expenses include personal costs and entertainment. This policy
promotes transparency and accountability while ensuring staff members are
supported in fulfilling their professional responsibilities.
3.20 Record Management Policy

At School, the management of personnel records is essential for
maintaining professionalism and compliance with CBSE guidelines. The
Human Resources Department is responsible for ensuring the accuracy,
confidentiality, and accessibility of all personnel records for staff members,
including full-time, part-time, and interns. Our records include vital
information such as personal details, performance evaluations, disciplinary
history, qualifications, and recruitment data, securely stored in both hard copy
and digital formats. Robust data management practices safeguard the
confidentiality and integrity of this information.
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The policy establishes clear procedures for record-keeping, including

access control, retention periods, and disposal methods in line with legal
requirements and best practices in HR management. Staff members are
required to notify the Human Resources Department of any changes to their
personal information promptly. Access to personnel records is restricted to
authorised personnel only, and any access requests are directed to the Human
Resources Department to ensure compliance with privacy regulations. Regular
audits and reviews are conducted to maintain the completeness, and
accuracy of records, ensuring alignment with CBSE standards. Upon the
departure of employees, all related documentation systematically failed to
uphold compliance and facilitate efficient management of personnel records
4. HUMAN RESOURCES
4.1 Human Resource Policy and Administration

Policy Statement: At School, our Human Resources policies serve as the
cornerstone of a nurturing and equitable work environment. These policies are
meticulously crafted to align with CBSE affiliation standards, international
labour regulations, and best ethical practices. Our comprehensive approach
ensures that every aspect of human resource management—ranging from
recruitment to retirement—is conducted with transparency, fairness, and
professionalism.
Scope: This policy encompasses all staff members, including full-time, part-
time, and interns, providing a robust framework for human resource
management at the School.
Policy Objectives:
Equitable Recruitment and Selection: We are committed to conducting
recruitment and selection processes that are equitable and inclusive,
strictly adhering to CBSE guidelines and promoting diversity and equal
opportunity within the workplace.
Clarity and Accountability: We emphasise the importance of clear and
consistent terminology related to HR processes, enabling effective
communication and understanding across all levels of staff.
Ongoing Compliance and Review: Our HR policies are regularly reviewed
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and updated to reflect current legal requirements, industry best practices, and
the unique needs of our institution, ensuring continual alignment with global
standards.
Key Responsibilities:
Recruitment Oversight: The Human Resources Management (HRM)

Department plays a pivotal role in overseeing all recruitment and selection
activities. This includes ensuring that hiring practices are compliant with
established policies and CBSE guidelines while fostering an environment of
equal opportunity.
Policy Guidance: The HRM Department provides strategic guidance and

support to hiring managers and committees, promoting the effective
application of recruitment policies and facilitating consistency and fairness
throughout the selection process.
Comprehensive Onboarding Support: HRM serves as the primary contact

for newly hired staff, ensuring they receive tailored on boarding assistance
and the essential resources necessary for a seamless integration into the
School community.
Implementation Monitoring: The HRM Department is responsible for

tracking the recruitment process, maintaining comprehensive records of all
recruitment documentation, and ensuring compliance with relevant
regulatory requirements. This structured approach fosters a culture of
transparency, accountability, and excellence throughout our recruitment
efforts.
Confidentiality and Data Protection: We prioritize the confidentiality of

personnel records, adhering to stringent data protection regulations to
safeguard sensitive information. Access to such information is strictly
limited to authorized personnel, ensuring integrity and trust within our HR
practices.
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4.2 Hiring policy

4.2.1 Introduction
As committed to excellence in education, the school recognizes the
paramount importance of establishing a robust hiring policy. This policy is
designed to ensure that the recruitment process is conducted with integrity,
transparency, and fairness, aligning with the principles upheld by the CBSE
affiliation bylaws.
4.2.2 Objective
The primary objective of the school's hiring policy is to attract and select
qualified candidates who demonstrate a strong commitment to our
educational philosophy and mission. By adhering to this policy, we aim to build
a diverse and talented workforce capable of delivering high-quality education
that meets the standards set forth by CBSE.
4.2.3 Scope
This hiring policy applies to all recruitment activities conducted at school
including the selection of teaching and non-teaching staff. It encompasses
every stage of the hiring process, from the sourcing of candidates to their
induction into the school community.
4.2.4 Source of Recruitment

School adopts a multi-faceted approach to recruitment, sourcing candidates
from a variety of channels such as online job portals, professional networks,
educational institutions, and referrals. This ensures a diverse pool of applicants
with varied backgrounds and experiences, in accordance with CBSE
guidelines.
4.2. 5 Delegation
The responsibility for executing the hiring process is delegated to the Human
Resources Department under the oversight of the School Management
Committee. This delegation ensures that recruitment activities are conducted
efficiently and in compliance with relevant regulations and standards.
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4.2.6 Requisitions
Before initiating the recruitment process for any vacant position, a
formal requisition must be submitted by the respective department to the
Human Resources Department. This requisition outlines the job requirements,
qualifications, and other pertinent details essential for attracting suitable
candidates.
4.2.7 Responsibilities
The hiring process involves various stakeholders, each with specific
responsibilities. While the Human Resources Department manages the
logistics of recruitment, department heads, and administrators are responsible
for defining job roles, participating in interviews, and providing input on
candidate selection, ensuring alignment with CBSE guidelines.
4.2.8 Screening of Applications

Upon receiving applications, the Human Resources Department conducts
a thorough screening process to assess candidates' qualifications, experience,
and suitability for the position. This screening involves reviewing resumes,
cover letters, and any additional documents submitted by applicants. Only
candidates who meet the specified criteria and demonstrate alignment with
the school's values and mission proceed to the next stage of the selection
process, in line with CBSE guidelines.
4.2.9 Type of Employees

School employs both teaching and non-teaching staff, each contributing
to the holistic development and smooth functioning of the institution.
Teaching staff includes educators responsible for delivering curriculum
content and fostering student learning, while non-teaching staff encompasses
administrative, support, and auxiliary roles essential for the efficient operation
of the school, as per CBSE affiliation bylaws.
4.2.10 Mode of Selection

The selection process at the school may include various modes such as written
tests, interviews, presentations, and demonstrations of skills or teaching
methodologies, depending on the nature of the position. This multi-modal
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approach ensures a comprehensive evaluation of candidates' competencies,

knowledge, and suitability for the role, adhering to CBSE guidelines for fair and
transparent selection processes.
4.2.11 Selection Committee

A selection committee comprising representatives from relevant
departments, school management, and, where applicable, external experts, is
constituted for each recruitment drive. This committee is responsible for
reviewing applications, conducting interviews, and recommending candidates
for final selection, ensuring impartiality and adherence to CBSE standards
throughout the process.
4.2.12 Final Selection of Candidates

Following rigorous evaluation and deliberation, the selection
committee identifies the most qualified candidates for each position based on
predetermined criteria and assessment metrics. The final selection is made
after careful consideration of each candidate's qualifications, experience,
performance in interviews, and alignment with the school's ethos and
educational goals, as prescribed by CBSE regulations.
4.2.13 Issue of Offers

Upon finalising the selection, formal offers of employment are
extended to the chosen candidates by the Human Resources Department.
These offers outline the terms and conditions of employment, including salary,
benefits, working hours, and any other pertinent details, in accordance with
CBSE guidelines and relevant employment laws.
4.2.14 Medical Examination

Selected candidates are required to undergo a medical examination
conducted by authorized healthcare providers to ensure they meet the
physical and mental fitness standards essential for performing their duties
effectively and safeguarding the well-being of students and staff, as stipulated
by CBSE regulations.
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4.2.15 Induction/Orientation
Newly hired employees undergo a comprehensive induction or
orientation program designed to familiarise them with the school's policies,
procedures, facilities, and expectations. This program equips employees with
the knowledge and resources necessary to integrate seamlessly into their roles
and contribute effectively to the school community, aligning with CBSE
requirements for employee on boarding.
4.2.16 Post-Selection Follow-Up

Following induction, HR conducts regular follow-up sessions with
new employees to address any concerns, provide additional support, and
ensure a smooth transition into their roles. This post-selection follow-up
mechanism facilitates ongoing communication and feedback, fostering
employee engagement and retention, in line with CBSE guidelines for
fostering a positive work environment.
4.2.17 Rules and Procedures

School maintains comprehensive rules and procedures governing
employee conduct, performance expectations, grievance redressal
mechanisms, and other aspects of employment. These rules and procedures
are communicated to employees through employee handbooks, policy
manuals, and other relevant channels, ensuring clarity, consistency, and
compliance with CBSE standards.
4.2.18 Tenure-Based Employees

Certain employees at school may be hired on a tenure-based or
contractual basis, depending on the nature of their roles and organisational
needs. Tenure-based employees are subject to specific terms and conditions
outlined in their employment contracts, including provisions for renewal,
termination, and conversion to ongoing appointments, as per CBSE affiliation
bylaws.
4.2.19 Conversion of Temporary Appointment to an Ongoing Appointment

Upon completion of the initial contractual period, temporary employees
may be considered for conversion to ongoing appointments based on their
performance, contribution to the school, and organisational requirements. This
conversion process follows established procedures and criteria outlined in the
school's employment policies and CBSE regulations.
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4.3 Employment of Relatives:
In alignment with CBSE Affiliation Bylaws, the school upholds

principles of transparency and fairness in its hiring practices, particularly
concerning the employment of relatives. To mitigate potential conflicts of
interest and favouritism, the school strictly prohibits direct reporting
relationships between relatives. Employment decisions regarding relatives are
made impartially, emphasising qualifications, experience, and suitability for the
position. During the recruitment process, disclosure of familial relationships is
mandatory to ensure compliance with CBSE regulations and prevent
nepotism.
Moreover, the school does not encourage the employment of
relatives within the same department or reporting structure. This approach
aims to maintain a professional work environment free from undue influence
or perceptions of bias. Additionally, the school emphasises the importance of
comprehensive policy manuals outlining guidelines and procedures for
handling situations involving employee relatives. These manuals are accessible
to all staff members, ensuring clarity and consistency in implementing policies
related to the employment of relatives.
4.4 Employee Bulletin Boards:

Employee bulletin boards play a vital role in facilitating communication and
fostering a sense of community among staff members at school These boards
serve as centralised platforms for disseminating important information,
announcements, and updates relevant to school operations and employee
welfare. The content displayed on bulletin boards is carefully curated to align
with CBSE guidelines, employment regulations, and organisational policies.
This includes news about upcoming events, policy changes, procedural
updates, and resources aimed at enhancing employee well-being and
professional development.
Employees are encouraged to actively engage with bulletin boards
by sharing ideas, feedback, and community-building initiatives. This open and
collaborative approach promotes transparency, inclusivity, and a sense of
belonging within the school community. By utilising bulletin boards as a forum
for communication and collaboration, School cultivates a culture of shared
responsibility and mutual respect among its staff members.
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4.5 Staff Employment Contract

The Staff Employment Contract at School is a fundamental document
that outlines the terms and conditions of employment for all staff members. As
per our policy and service manual, every employee is required to sign this
contract upon joining the school. It is essential for ensuring legal compliance
with Management rules and facilitating the smooth operation of the school.
Under the terms of the contract, employees agree to abide by policies
regarding working hours, absenteeism, and other pertinent aspects of their
employment. Additionally, the contract stipulates a probationary period for
new hires, during which their performance and suitability for continued
employment are evaluated.
Furthermore, the contract specifies the length of employment, typically
set for a term not exceeding three years. However, it is important to note that
the contract is subject to renewal annually. The renewal process is contingent
upon performance evaluation metrics, which assess the employee's
contributions, adherence to school policies, and alignment with the school’s
values.
Furthermore, any teacher appointed to the school is required to serve a
minimum of one full academic year. Should the teacher wish to resign before
the completion of this period, they are obligated to provide adequate
compensation as stipulated by the school, ensuring that the academic
progress and learning of students are not adversely affected. This clause is
intended to protect the integrity of the academic calendar and uphold the
school's commitment to students' education continuity.
Renewal of the contract based on performance ensures that employees
are motivated to maintain high standards of professionalism and excellence in
their roles. It also underscores the school's commitment to recognizing and
rewarding outstanding performance.
It is imperative for all staff members to understand and acknowledge
the terms of the employment contract. Compliance with these terms is not
only a legal requirement but also essential for safeguarding the right to
education of children and maintaining the professional management of the
school. By adhering to the contract's provisions, employees contribute to
creating a conducive environment for teaching, learning, and overall school
success.
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4.6 System of Probation and Confirmation

4.6.1 Objective:
The probation and confirmation system at the School is designed to ensure
that newly recruited employees demonstrate the required competencies,
adherence to the school’s values, and alignment with the institutional
objectives. It serves as a structured mechanism for evaluating the suitability of
employees for their roles, while also offering feedback and support to enhance
performance and professional growth. Ultimately, the system contributes to
maintaining high standards of professionalism and educational quality at
School.
4Policy:
The school’s probation and confirmation policy follows the directives
established by the CBSE and embodies the principles of fairness, transparency,
and accountability. Throughout the probationary period, employees are
subject to comprehensive assessments that focus on their performance,
conduct, and compliance with school policies and procedures. Professional
development is a key component of the policy, with an emphasis on
supporting employees in improving their skills and competencies to meet the
school’s expectations.
Scope:
This system applies to all new employees at the School, including teaching and
non-teaching staff. The probation process encompasses the evaluation of job
performance, behaviour, attendance, and compliance with school regulations.
Employees are also provided with avenues for self-improvement and
professional development in order to meet institutional standards.
Period of Probation:
The standard probationary period for employees at the School is one year.
During this period, employees’ performance and integration into the school
community are closely monitored through monthly, bi-monthly, and termly
assessments. These assessments are conducted in accordance with predefined
criteria outlined in the employee handbook and CBSE guidelines.
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Assessment of Performance:
Employees are assessed regularly during the probationary period, with
performance evaluations carried out by supervisors, peers, and students,
complemented by self-assessments. The criteria for evaluation include
adherence to job duties, behaviour, attendance, and alignment with the
school’s objectives. Assessment results are documented, providing a
comprehensive basis for making decisions on confirmation.
Confirmation:
Confirmation is contingent upon the successful completion of the
probationary period and the employee’s satisfactory performance, conduct,
and alignment with the school’s values. Recommendations from supervisors
and evaluators are forwarded to the designated competent authority, which
makes the final decision on confirmation. Once confirmed, employees attain
permanent status within the institution, subject to continued adherence to
school rules and policies.
Extension of Probationary Period:

In cases where an employee’s performance does not meet the required
standards during the initial probationary period, the school reserves the right
to extend the probation for an additional six months. During this extended
period, the employee will receive further support and guidance to improve
performance. If performance remains unsatisfactory after this period, the
school may consider termination of the employee's contract.
Salary Increment and Benefits:

Employees under probation may not be eligible for salary increments or
promotions. The entitlement to salary increments and other benefits is
contingent on successful confirmation and positive performance evaluations.
Furthermore, the probationary period does not count towards seniority or
experience.
Competent Authority:
The competent authority responsible for overseeing the probation and
confirmation process is appointed by the school management. This authority
ensures that the process is conducted in accordance with school policies, CBSE
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guidelines, and all relevant legal and regulatory standards. The authority is
responsible for confirming employees based on documented performance
assessments and recommendations from supervisors.
Procedure:
The probation and confirmation process involves structured performance
assessments, regular feedback sessions, and detailed documentation of
employee progress. Supervisors play a pivotal role in providing guidance and
constructive feedback, helping employees navigate the probation period, and
encouraging their professional growth.
Tenure:
Upon successful confirmation, employees are granted permanent tenure at
the School, subject to adherence to job responsibilities and school policies.
Employees are expected to maintain high standards of performance and
professionalism, with opportunities for ongoing professional development and
career advancement within the institution.
This professional system ensures that all personnel at the School are assessed
rigorously and fairly, contributing to the overall excellence of the school
community.
Renewal of Contract
Contract renewal at the School is contingent upon meeting specific conditions
outlined in our policies: During the probationary period, which spans 11
months, the direct supervisor closely monitors the probationer's performance,
ensuring that all success criteria and objectives are met. If the probationer
demonstrates proficiency and meets or exceeds expectations during this
period, the supervisor may recommend continuation of service.
Additionally, annual performance evaluations are conducted by the
employee's supervisor. These evaluations assess the employee's performance
against established standards and objectives. If the employee consistently
meets or exceeds performance standards throughout the academic year,
continuation of service is proposed.
At School, contract renewal is solely based on performance and
adherence to established guidelines. This approach ensures that only
individuals who consistently contribute to the school's mission and objectives
are offered
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contract renewal, thereby maintaining a high standard of excellence within

the school community.
Termination of Employment :
The school's employment contract includes clauses pertaining to the
termination of employment in cases of code of conduct violations, ethical
breaches, and moral behaviour issues. Employees are expected to adhere to
the school's code of conduct and ethical standards, and any violations may
result in immediate termination of the contract. Furthermore, any conduct
deemed to be in violation of the school's values or detrimental to the school's
reputation may also warrant termination. It is essential to note that
employment with the School does not guarantee any perks or income beyond
what is explicitly stated in the contract. Any additional benefits or
remuneration are at the discretion of the school management and are subject
to change based on various factors, including performance, budget
constraints, and organisational needs. By signing the employment contract,
employees acknowledge and agree to these terms and conditions, affirming
their commitment to upholding the school's standards of conduct and
professionalism.
The school's employment contract includes clauses pertaining to the
termination of employment in cases of code of conduct violations, ethical
breaches, and moral behaviour issues. Employees are expected to adhere to
the school's code of conduct and ethical standards, as well as the guidelines
set forth by CBSE affiliation regulations. Any violations of these standards may
result in immediate termination of the contract.
Furthermore, termination may occur if an employee fails to comply
with CBSE regulations or guidelines, which are integral to maintaining the
school's affiliation status. This includes but is not limited to breaches of
academic integrity, professional misconduct, or failure to meet the educational
standards prescribed by CBSE.
Any conduct deemed to be in violation of the school's values or
detrimental to the school's reputation may also warrant termination.
It is essential to note that employment with the School does not guarantee any
perks or income beyond what is explicitly stated in the contract. Any additional
benefits or remuneration are at the discretion of the school management and
are subject to change based on various factors, including performance, budget
constraints, and organisational needs.
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By signing the employment contract, employees acknowledge and agree to

these terms and conditions, affirming their commitment to upholding the
school's standards of conduct, professionalism, and adherence to CBSE
affiliation regulations.
As a premier learning institution affiliated with the CBSE, the School
recognizes the dynamic nature of education and the importance of continual
improvement. In line with our commitment to excellence, teachers and staff
may be entrusted with additional responsibilities by school leadership and
academic heads. These duties, vital to the enhancement of our educational
environment, may occasionally extend beyond regular working hours and
even onto non-working days. Such responsibilities reflect our dedication to
fostering a thriving learning community and upholding the standards set
forth by the CBSE.
Work Week:
School operates in accordance with the guidelines established by the Right to
Education (RTE) Act of the state of Kerala and adheres to CBSE norms. The
standard working hours for teaching staff are from 8:15 AM to 4:00 PM,
Monday through Saturday. Non-academic staff are expected to work from
8:15 AM to 5:00 PM during the same days. Housekeeping and ayah staff
diligently fulfill their assigned duties as outlined in their respective job
descriptions, with working hours dictated by the school's regulations.
Holiday Policy
School observes holidays on Sundays, and public holidays as determined by
the official calendar. All teachers and staff members are entitled to these
designated holidays. The school's holiday schedule, encompassing planned
closures and public holidays, will be prominently displayed on the school
notice board and included in the comprehensive handbook provided to both
students and teachers and of course to policy and service manual as per the
CBSE calendar.
Attendance :
Attendance is a cornerstone in evaluating employee performance, as
punctuality and regularity are fundamental to the efficient functioning of any
department. The school emphasizes adherence to administrative and human
resource policies on time management, prioritizing the educational journey of
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our students by the Right to Education Act and CBSE regulations.

Employees are expected to be attentive and punctual, recognizing
that their commitment directly impacts the learning and development of
children. Any instances of tardiness or absenteeism are to be promptly
communicated to the supervisor, who will assess each case individually.
However, repeated tardiness or unauthorized absences will result in
disciplinary action, with one late considered equivalent to one absence.
Accumulation of three or more absences will be treated as deliberate leave,
resulting in a deduction of two days' salary as per loss of pay rules. Attendance
is paramount, reflecting our dedication to the educational mission of the
school and the well-being of our students.
We have implemented a centralized daily attendance recording
system to ensure consistency and efficiency across all departments and levels,
from Kindergarten to High School. All staff members, including teaching and
non-teaching staff, are required to report to the administrative block to record
their attendance before 8:15 am. This centralized approach streamlines the
attendance process and facilitates accurate record-keeping.
Late arrivals are subject to disciplinary action, with a three-strike
policy in place. Upon the third instance of tardiness, one leave will be deducted
from the employee's entitlement. Continued lateness may result in further
disciplinary measures, including employment dismissal or termination, in
accordance with school policies and regulations.
By mandating attendance reporting at the administrative block and enforcing
a standardised system, the School ensures accountability and punctuality
among all staff members, contributing to a productive and disciplined work
environment.
Types of Employee:
Probationary Employees: These are individuals who are newly hired or

promoted within the school and are undergoing six periods of their
suitability for the position. During this period, their performance and
conduct are closely monitored before they are confirmed as permanent
employees.
Permanent Employees: Permanent employees have been officially hired

by the school on a long-term basis, typically without an end date to their
employment contract.
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Contractual Employees: Contractual employees are hired for a specific

period or task, typically through a written contract outlining the terms and
conditions of their employment. Their employment ends upon the
completion of the contract unless it is renewed or extended.
Daily Wages Employees: These employees are paid based on the number
of days they work rather than receiving a fixed monthly salary. They are
often hired to fill short-term or temporary positions or to meet fluctuating
work demands within the school.
Temporary Employees: Temporary employees are hired to fulfil a specific

role or cover for permanent employees who are on leave or absent for any
reason. Their employment is limited in duration and typically ends once the
need for their services diminishes.
Visiting Expertise Teachers: These are specialists or experts in a particular

subject or field who are hired on a part-time or temporary basis to provide
specialized instruction or training to students. They may not be employed
full-time by the school but are engaged to enhance the educational
experience.
Guest Instructors: This term can be used to refer to specialists or experts

who are invited to the school on a part-time or temporary basis to provide
specialized instruction or training in specific subjects or areas.
Part-Time Employees: These employees work fewer hours than full-time

employees and may not be entitled to the same benefits. They are typically
hired to fulfill specific roles or cover for permanent staff on a part-time
basis.
Recruitment and Induction Procedures
In adherence to CBSE guidelines, the school mandates a comprehensive

recruitment process that includes thorough police background screening for
all prospective employees to ensure the safety and security of students and
staff. Only candidates who successfully clear this screening will be considered
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49
for employment. Additionally, compulsory induction and training programs are

implemented for all new hires, familiarising them with the school's mission,
policies, and job responsibilities. These sessions include evaluations to confirm
understanding and readiness to contribute effectively. Following selection, the
school maintains ongoing communication with new employees, providing
essential paperwork and addressing any concerns to facilitate their smooth
transition into the school environment. This structured approach underscores
the school's commitment to maintaining a safe, supportive, and professional
atmosphere for all staff members.
Political Activity:
The school maintains a strict policy prohibiting any form of political activity
within its premises, as mandated by CBSE regulations, the Child Rights Act,
and the school's management protocols. This policy is fundamental to
fostering a neutral, safe, and conducive learning environment for all students
and staff members. Teachers are instructed to adhere strictly to the following
guidelines:
Non-Participation: Teachers are strictly prohibited from engaging in any form

of political activity on school premises, including but not limited to
campaigning, advocating, or expressing political views.
Political Neutrality Policy

In alignment with Management regulations and CBSE guidelines, teachers
need to maintain political neutrality while on school premises. Staff members
are prohibited from discussing political matters or expressing personal political
opinions in any capacity during school hours or in school-related activities. This
policy aims to create a respectful and inclusive environment for all students
and staff, ensuring that educational activities remain free from political
influence. Adherence to this policy is crucial for upholding the integrity of the
school’s educational mission and fostering a culture of professionalism.
Student Influence: Teachers must avoid influencing students' political beliefs

or affiliations in any manner. Discussions on political topics, if conducted as
part of the curriculum, should be unbiased, informative, and respectful of
diverse perspectives.
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Representation: Teachers are reminded that they represent the school within
and outside the campus. Any public expression of political views or affiliations
may reflect negatively on the school's reputation and is strictly prohibited.
Reporting: Any instances of observed or reported political activity on campus

must be promptly brought to the attention of school management for
appropriate action. Failure to adhere to these guidelines may result in
disciplinary action, by school policies and procedures, which may include
warnings, suspension, or termination of employment.
Teachers are expected to familiarise themselves thoroughly with these

guidelines and uphold them diligently to maintain the integrity and
professionalism of Navajeevan Bethany Vidyalaya.
Non-Drug and Alcohol Policy
In accordance with CBSE regulations and the Child Rights Act, the school
maintains a strict zero-tolerance policy regarding the use, possession, or
distribution of drugs and alcohol on campus. This commitment is vital for
ensuring a safe and healthy environment conducive to learning for all students
and staff.
This policy applies to everyone on school premises, including students, staff,
visitors, and contractors. It covers not only illicit substances but also the misuse
of prescription drugs and any form of substance abuse that could jeopardise
the safety and well-being of individuals within the school community.
To effectively enforce this policy, the school conducts regular awareness
programs and educational initiatives to inform everyone about the risks
associated with drug and alcohol abuse. Support services are also available for
those struggling with substance use, encouraging them to seek help and
rehabilitation.
Any violation of this policy will lead to disciplinary action, which may include
warnings, suspension, or termination of employment, as well as legal action if
necessary. The school collaborates with local law enforcement and relevant
agencies to address drug-related issues and ensure compliance with
applicable laws.
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By upholding this zero-tolerance policy, the school reaffirms its dedication to

fostering a safe, healthy, and supportive learning environment where all
community members can thrive.
Employee Resignation, Separation, and Termination Policy
At School, we recognize that employee resignation and separation are part of

the professional journey. However, we maintain clear and stringent policies to
ensure a smooth and ethical transition that prioritises both the educational
continuity and the well-being of students. Teachers seeking resignation must
adhere to the established process, including providing adequate notice, to
avoid any disruption in the learning environment. Sudden resignations are not
permitted, in line with the Right to Education rules, to protect the rights of our
students. Additionally, resignation requests must comply with professional
Termination
internationalof employment
school is considered a last resort and only under specific
regulations.
circumstances, such as ethical violations, immoral behaviour, misconduct, or
any action that compromises the school’s values or disrupts the educational
process. In cases of performance issues or breaches of school policies,
termination is subject to a thorough review process, ensuring fairness and
transparency.
Both the resignation and termination processes adhere to international
educational standards, maintaining professionalism, equity, and consistency
throughout. Our school upholds the highest standards of integrity and ethical
conduct, and deviations from these standards may lead to disciplinary action,
including termination, following due process. By safeguarding these policies,
we ensure a respectful, professional environment for both staff and students.
Exit Interview:
Upon resignation or termination, staff members are required to participate in
an exit interview conducted by the school administration. The exit interview
serves as a valuable opportunity for departing staff to provide feedback, share
insights, and contribute to organisational improvement. It also enables the
school to address any concerns or grievances raised by the departing
employee, fostering a culture of open communication and continuous
improvement.
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Staff Handbook
In addition to the above policies, our school upholds strict anti-nepotism

guidelines to prevent any conflicts of interest or favouritism arising from the
employment of relatives. While we value community and familial connections,
our hiring and promotion practices are based solely on merit, ensuring that all
staff are treated fairly and equitably. Relatives may not be placed in positions
where direct reporting relationships or conflicts of interest may arise,
preserving a professional, unbiased workplace environment.
By maintaining these clear policies on resignation, separation, termination,
and nepotism, we ensure an ethical, equitable, and professional working
environment for all employees, reinforcing our commitment to integrity and
excellence in education.
POST-EMPLOYMENT PROCEDURES :
1. Issuance of Appointment Letter and Employment Contract

After the hiring process, an appointment letter will be issued, clearly detailing:
The role, responsibilities, salary structure, benefits, and probation period.
Employment contract, typically lasting one academic year with renewal
based on performance evaluation.
Clause requiring compensation or suitable notice if a teacher wishes to
leave before the academic year ends, ensuring no disruption to students.
2. Induction and Pre-Service Training

All new teachers must attend the mandatory Pre-Induction Training, which
includes:
An overview of the school’s mission, vision, and values, aligned with NEP
2020 and CBSE requirements.
Training in child-centered pedagogies, holistic education, and use of
technology in the classroom.
An introduction to CBSE policies, curriculum updates, lesson planning
formats, and Continuous and Comprehensive Evaluation (CCE).
Emphasis on wellness programs for self-care and teacher well-being.
Introduction to the CBSE mobile app and portal for regular updates,
guidelines, circulars, and professional development.
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3. Document Submission
Teachers must submit the following documentation to HR:
Verified academic and professional credentials.
Police clearance certificate and background check as per CBSE norms.
Medical fitness certificate and wellness report.
4. Classroom Observation and Mentoring

During the initial months, teachers will undergo a mentoring process
involving:
Classroom observations by senior teachers to provide constructive
feedback.
Guidance on lesson planning, classroom management, and student
engagement techniques.
Alignment with CBSE curriculum and NEP’s experiential learning methods.
5. Probation and Performance Evaluation

Teachers are placed on probation for six months to one year, during which
their performance is monitored.
Evaluations focus on:
Classroom effectiveness, lesson preparation, and student outcomes.
Use of technology in the classroom and student assessments as per CBSE
guidelines.
Contribution to co-curricular activities and adherence to NEP 2020 goals.
6. Mandatory CBSE Circulars and Updates

Teachers must regularly check the CBSE circulars on updates, curriculum
changes, and policy adjustments.
It is mandatory to be aware of updates shared through the CBSE app and
online portal.
Attend all CBSE-conducted webinars and training programs related to the
use of Science, Technology, Engineering, and Mathematics (STEM) in
classrooms.
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7. TRAINING & DEVELOPMENT

The school encourages continuous professional development through
participation in conferences, workshops, and seminars. These events provide
invaluable opportunities for teachers to enhance their knowledge, refine their
skills, and enrich their instructional practices by CBSE guidelines and
educational best practices. Teachers must attend relevant conferences,
workshops, and seminars endorsed by CBSE, ensuring alignment with the
latest educational standards and methodologies. Furthermore, teachers are
required to undergo compulsory evaluation sessions following these events, as
prescribed by CBSE, to ensure effective quality management and assessment
of teacher-learner education. By actively engaging in these professional
development opportunities and adhering to evaluation protocols, teachers
contribute to the ongoing improvement and innovation in teaching and
learning practices at School.
Orientation, Education, and Training:

Orientation, education, and training programs are essential components of
professional development at School. These programs serve to familiarise both
new and existing staff members with the school's policies, procedures, and
educational philosophies. In line with our commitment to excellence in
education, participation in orientation and training sessions is mandatory for
all staff members. These sessions not only facilitate the smooth integration of
new teachers into the school community but also provide opportunities for
ongoing professional growth and development. It is imperative that all staff
members actively engage in these programs to enhance their teaching
practices and ensure alignment with CBSE regulations and educational
standards. Additionally, regular assessments and evaluations are conducted to
gauge the effectiveness of these programs and identify areas for improvement,
further emphasizing our dedication to the continuous enhancement of
teacher competence and student learning experiences. By investing in the
training and development of our teachers, we uphold the right of every child to
receive high-quality education delivered by knowledgeable and proficient
professionals.
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Licensing and Certifications:

Teachers at Schools are not only encouraged but mandated to obtain relevant
licenses and certifications necessary for their teaching positions, in strict
adherence to CBSE regulations and state educational guidelines. Our
commitment to excellence in education extends beyond mere compliance; it
encompasses a dedication to providing the highest quality of instruction and
support to our students. Therefore, orientation and continuous training are not
only mandatory but integral components of our professional development
program. These initiatives ensure that our teachers are equipped with the
knowledge, skills, and competencies required to deliver inclusive education
that honors the principles of equity, diversity, and inclusion.
Furthermore, as advocates for children's rights and holistic education,
School emphasizes the importance of upholding the rights enshrined in the
Child Rights Act, Human Rights Act, POCSO, Inclusive Education and Wellness
program and other relevant legislation. Through training and development
initiatives, teachers are equipped to create inclusive learning environments
that cater to the diverse needs of all students, fostering their intellectual,
emotional, and social growth. Additionally, our training programs are designed
to align with CBSE and NCERT guidelines, promoting a holistic approach to
education that nurtures not only academic excellence but also holistic skill
development.
As part of our commitment to continuous improvement, annual assessments

and evaluations are conducted to monitor teacher performance and identify
areas for growth and development. These evaluations serve as opportunities
for teachers to reflect on their practice, refine their instructional strategies, and
enhance their effectiveness in meeting the needs of every learner. By investing
in the ongoing training and development of our teachers, the School ensures
that every child receives the quality education they deserve, guided by
dedicated and proficient professionals.
School places paramount importance on the safety and security of its
students and staff members. As per the Disaster Management Plan outlined
by CBSE, teachers are mandated to undergo comprehensive first aid and CPR
training to effectively respond to medical emergencies. These training
sessions, conducted by certified instructors approved by CBSE, equip teachers
with essential skills and knowledge to administer first aid and perform CPR
procedures in critical situations. Additionally, teachers are trained in disaster
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Staff Handbook
management protocols to ensure swift and effective responses to

emergencies as per the guidelines prescribed by CBSE. It is compulsory for all
teachers to participate in these training sessions, as it is essential for
maintaining a safe and secure learning environment in alignment with the
principles of the right to education and school management standards.
Staff Development and Working Days:

Staff development days at School serve as dedicated opportunities for
professional growth and enhancement of teaching practices. These days,
typically scheduled on Saturdays and holidays, are allocated for various
training activities, workshops, and collaborative sessions aimed at fostering
continuous improvement in education delivery. Attendance at these sessions
is mandatory for all staff members, as per the guidelines of the Right to
Education Act and the school management's commitment to professional
learning and development. Teachers who are unable to attend these sessions
are required to undergo training evaluations and make up for missed sessions
to ensure their continuous professional growth and adherence to quality
education standards. Through these initiatives, the School demonstrates its
unwavering commitment to providing high-quality education and fostering a
culture of continuous improvement and innovation in teaching and learning
practices.
Capacity Building Policy:
The school's capacity-building policy is designed to align with the latest

directives and guidelines set forth by CBSE and the evolving educational
landscape outlined in the National Education Policy (NEP). It emphasizes a
proactive approach to professional development, integrating innovative
teaching methodologies, technology integration, and pedagogical
advancements into the curriculum. The policy encompasses a range of
capacity-building initiatives, including workshops, seminars, and training
programs, tailored to address the specific needs and challenges faced by
teachers in the modern educational environment. Furthermore, the School is
committed to fostering a culture of continuous improvement and lifelong
learning among its faculty, ensuring that they remain at the forefront of
educational excellence and are equipped to meet the diverse needs of
students.
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Staff Handbook
Wellness Program:
In line with the holistic approach advocated by CBSE and the NEP, the School's
wellness program extends beyond physical health to encompass the overall
well-being of its employees. Recognizing the importance of mental and
emotional wellness, the program includes initiatives such as mindfulness
sessions, stress management workshops, and access to counseling services.
Additionally, the school promotes a healthy work-life balance through flexible
scheduling options and encourages participation in recreational activities to
promote overall wellness among staff members. By prioritising employee well-
being, the School aims to create a supportive and nurturing environment
conducive to professional growth and personal fulfillment.
Career Advancement Program:
The school's career advancement program is aligned with the principles of
meritocracy and continuous professional development outlined in CBSE
regulations and NEP directives. The program provides clear pathways for
career progression, offering opportunities for teachers to take on leadership
roles, pursue advanced certifications, and participate in mentorship programs.
Through ongoing guidance and support, the School empowers its educators to
unlock their full potential and advance their careers within the school
community. Furthermore, the school fosters a culture of collaboration and
knowledge sharing, enabling teachers to learn from each other's experiences
and expertise.
Self-Improvement Plan: As part of the School's commitment to personalized

professional development, teachers are encouraged to create individualized
self-improvement plans that align with their career goals and aspirations.
These plans are tailored to address specific areas for growth identified through
self-assessment and feedback mechanisms. Teachers are provided with
resources and support to implement their self-improvement plans effectively,
including access to workshops, coaching sessions, and educational resources.
By empowering teachers to take ownership of their professional growth, the
School fosters a culture of accountability and excellence, ensuring that each
educator has the opportunity to reach their full potential and contribute to the
school's mission of providing quality education.
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Staff Handbook
Lesson Planning and Curriculum Implementation

Teachers must submit detailed lesson plans following CBSE’s prescribed
format.
Plans must reflect a structured strategy for effective student learning,
including interdisciplinary approaches, experiential learning activities, and
co-curricular integration.
Teachers should regularly update and adjust their plans based on student
needs and the latest CBSE circulars and NEP 2020 recommendations.
Self-Improvement Plan (SIP)

Teachers are encouraged to engage in self-assessment and personal
development. They must:
Create and follow a Self-Improvement Plan based on feedback from
classroom observations and performance evaluations.
Identify areas for growth and set measurable goals to enhance teaching
quality, classroom management, and student engagement.
Participate in professional networks, online courses, and reading groups to
improve subject knowledge and pedagogy.
10. Use of Technology and Online Communication

Teachers are expected to integrate technology in classroom instruction,
including:
Use of CBSE-approved digital tools and online resources for student
assessments, lesson delivery, and feedback
Adherence to standard online communication procedures, ensuring
appropriate use of school communication platforms, and maintaining
professionalism in all digital interactions.
Familiarity with data privacy protocols to protect student and staff
information.
11. Responsibilities of Non-Academic Staff

Non-academic staff, including drivers and maintenance personnel, must:
Follow CBSE guidelines regarding school safety, operational protocols, and
student transport.
Participate in periodic training sessions on safety and discipline policies.
Ensure compliance with work ethics and health standards as outlined in
the CBSE affiliation by-laws.
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Staff Handbook
12. Confirmation of Employment

After successful completion of the probation period, teachers will undergo a
final performance evaluation.
Upon satisfying all criteria related to teaching effectiveness, adherence to
school policies, and CBSE guidelines, teachers will be issued a confirmation
letter, establishing their permanent employment status.
Promotion Procedures for Teaching Staff at School

The promotion procedures for teaching staff align with CBSE guidelines and
the educational framework set forth by NEP 2020, ensuring that the best
educators are recognized and given opportunities for advancement based on
performance, skills, and dedication to student success.
1. Eligibility Criteria:
Performance Evaluation: Teachers are eligible for promotion based on

their ability to consistently achieve high levels of student engagement and
academic outcomes, as evidenced by periodic performance evaluations.
Their involvement in co-curricular activities and contributions to the
school’s broader educational goals are also considered.
Classroom Effectiveness: Teachers who excel in classroom management,

innovative teaching methods, and maintaining student performance
standards as per CBSE guidelines are considered prime candidates for
promotion.
Professional Certifications: Additional qualifications, CBSE certifications,
and professional development undertaken by the teacher, such as
participating in the CBSE Teacher Training Programs or other NEP-based
educational advancements, are significant factors.
Seniority and Experience: Teachers with a minimum number of years in

service, coupled with strong performance, are eligible for consideration.
However, exceptional contributions may accelerate promotion
opportunities.
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2. Promotion Evaluation Process:
Performance Metrics: Teachers are evaluated based on student feedback,

classroom observation reports, adherence to CBSE curriculum standards,
lesson planning, and use of modern teaching aids, including technology.
Participation in NEP 2020 & CBSE Updates: Teachers must stay up-to-
date with the latest NEP 2020 and CBSE guidelines by regularly checking
CBSE circulars, using the CBSE app, and attending mandated professional
development workshops.
Self-Improvement Plan: Teachers must show active engagement in their

self-improvement plan, focusing on enhancing their teaching methods,
integrating technology, and contributing to school-wide academic
initiatives.
Student Outcomes & Feedback: Student outcomes, both academic and

Socio-Emotional, are key indicators, along with feedback from students and
parents.
3. Promotion Approval:
Promotion Committee: A review panel consisting of the principal,

department heads, and senior teachers will evaluate the eligibility of each
candidate based on their performance metrics and overall contribution to
the academic and social environment of the school.
Final Decision: The decision will be based on the merit of the candidate’s
contributions, student success rates, and alignment with CBSE guidelines
and NEP 2020 expectations. There is a provision for an appeal process,
ensuring transparency and fairness.
4. Post-Promotion Responsibilities:
Leadership Roles: Promoted teachers may be expected to take on
leadership roles within departments, mentor junior teachers, and lead
school-wide academic initiatives.
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Advanced Training: Teachers will be required to participate in continuous

professional development programs that focus on leadership, classroom
innovations, and updated CBSE policies.
Performance Monitoring: Promoted teachers will undergo periodic reviews
to ensure their continued effectiveness in their new roles.
School Performance Evaluation Framework

The Performance Evaluation Framework at School is designed to provide a
fair, transparent, and structured approach to assessing the effectiveness and
professional growth of both teaching and non-teaching staff. This framework
outlines the performance criteria, rating scales, review processes, and avenues
for continuous improvement, ensuring alignment with the school's mission
and educational goals.
Promotion Procedures for Administrative Staff

The promotion procedures for administrative staff are structured to ensure
fairness, transparency, and adherence to merit-based principles, focusing on
professional development, performance evaluations, and overall contribution
to the school's success.
1. Eligibility Criteria:
Performance Evaluation: Administrative staff are eligible for promotion
based on consistent performance that meets or exceeds the school’s
standards. The annual performance reviews are a key component in
assessing eligibility, with a specific focus on job execution, adherence to
school policies, communication skills, and leadership potential.
Professional Development: Staff must demonstrate active participation in
professional development activities, such as workshops, certification
programs, and relevant training, in alignment with the school’s operational
goals.
Experience: A minimum number of years of service in the current role is
generally required for consideration, although exceptions can be made for
outstanding performers.
CBSE Certifications: Administrative staff members with additional
certifications that align with school administration standards, particularly
related to CBSE guidelines, will be given priority in promotion
considerations.
Staff Handbook
62
2. Promotion Evaluation Process:
Performance Metrics: Candidates are evaluated based on quantitative and

qualitative metrics, including punctuality, task management, problem-
solving abilities, and contributions to school improvements.
Feedback from Supervisors: Regular feedback from direct supervisors,
reflecting the candidate’s leadership qualities, innovation, and teamwork,
will be incorporated.
Self-Improvement Plan: Each candidate’s adherence to their self-
improvement plan, which focuses on career development and skill
enhancement, will play a crucial role.
Contribution to School Operations: Additional contributions to school
operations, such as involvement in special projects or initiatives, are taken
into account.
3. Promotion Approval:
Review Committee: A committee consisting of senior management and

department heads will review the performance evaluations, achievements,
and qualifications of each candidate before finalising promotions.
Final Decision: The committee’s decision will be based on merit and overall
organisational requirements. Promotion adjustments, if required, can be
requested by employees through an appeals process, ensuring fairness.
4. Post-Promotion Responsibilities:
Training and Development: After promotion, administrative staff are

required to attend leadership training and other programs to support them
in their new roles.
New Role Adjustments: Promotion entails not only a change in
responsibilities but also increased expectations regarding decision-making
and communication.
B. For Administrative Staff:

Leadership Abilities: Demonstrating leadership in managing teams, setting
clear goals, and guiding staff in school operations.
Decision-Making Skills: Making timely, informed decisions that positively
impact school operations and community engagement
Staff Handbook
63
Communication Effectiveness: Ensuring clear, consistent communication

across various levels of the school community.
Project Management: Effectively managing projects, ensuring tasks are
completed on time and within budget, with a focus on achieving school
objectives.
2. Performance Characteristics
These key performance characteristics are expected across all staff to ensure
professionalism and effectiveness in the school environment:
Integrity: Demonstrating honesty, ethical behaviour, and responsibility in all
school-related duties.
Professionalism: Maintaining a high standard of conduct, punctuality, and
dedication to role responsibilities.
Teamwork: Collaborating effectively with colleagues, and contributing
positively to the school community.
Adaptability: Being flexible and responsive to changes, challenges, and the
evolving needs of the school.
Innovation: Continuously seeking new ideas, approaches, and technologies
to enhance educational practices.
Commitment to Learning: Engaging in ongoing professional development
and self-improvement initiatives to enhance skills and knowledge.
3. Performance Review Sessions (Conferences)
Performance sessions, or conferences, are structured opportunities for open

communication between employees and supervisors. The focus is on:
Feedback Exchange: Authority provides constructive feedback, recognizing
accomplishments and identifying areas for growth.
Goal Setting: Collaborative establishment of performance goals that align
with the school’s vision and values.
Developmental Focus: Employees are encouraged to share their aspirations
and take ownership of their professional development. These sessions
occur semi-annually, ensuring consistent support and guidance for staff
development.
Staff Handbook
64
4. Performance Rating Scale
The school utilises a standardised Performance Rating Scale to objectively

assess employee performance. The scale includes:
Exceptional (5): Performance exceeds expectations and consistently
demonstrates leadership, innovation, and outstanding results.
Proficient (4): Performance meets expectations with notable achievements,
showing strong competence and reliability.
Developing (3): Performance is satisfactory but may require additional
improvement or development in certain areas.
Unsatisfactory (1-2): Performance does not meet the required standards
and significant improvement is necessary.
Rating Scale Definitions: Each rating level is accompanied by clear
descriptors to ensure consistency and objectivity during evaluations.
5. Roles in the Performance Review Process

The performance review process is a collaborative effort involving:
Employees: Conduct self-assessment, reflect on strengths and areas for
growth, and contribute to goal setting.
Supervisors: Provide evaluations based on established performance
metrics, offer feedback, and guide improvement efforts.
Human Resources: Ensure compliance with performance policies, facilitate
the review process, and offer administrative support.
Peer Feedback: May be included to provide a well-rounded view of the
employee’s contributions within the school community.
6. Performance Logs
Performance Logs serve as a comprehensive record of an employee's
achievements, feedback, and developmental milestones. Logs include:
Completed Projects and Tasks: Records of significant contributions to
school activities.
Training and Development: Documentation of participation in professional
development programs, workshops, and CBSE certifications.
Feedback History: A record of feedback received from supervisors and
peers, with noted areas for improvement. These logs are regularly updated
to ensure a clear and continuous record of employee performance, aiding
in future evaluations.
Staff Handbook
65
7. Appeal Process
The Appeal Process allows employees to challenge the outcome of their
performance evaluations if they believe them to be unfair or inaccurate:
Submission: Employees may submit an appeal within a specified
timeframe, providing a written explanation and supporting evidence.
Review: An appeals committee or designated higher authority will review
the case impartially and make a decision based on merit.
Resolution: The appeal process is designed to be transparent, ensuring that
grievances are addressed fairly and equitably.
8. Professional Development and Improvement Plans

School places a strong emphasis on professional growth through Self-
Improvement Plans and Performance Improvement Programs (PIP):
Self-Improvement Plans: Employees are encouraged to develop
individualised plans for professional development, focusing on skills,
certifications, and career goals.
Performance Improvement Programs (PIP): For employees who receive
“Developing” or “Unsatisfactory” ratings, a PIP will be created. This plan will
outline specific areas for improvement, support strategies, and timelines
for achieving set goals.
Career Advancement Programs: Employees demonstrating consistent
performance excellence are provided with opportunities for leadership
roles, advanced certifications, and career progression within the school.
Staff Handbook
66
CONCLUSION:
In conclusion, as we embark on this journey of professional growth and

development together, it is imperative to recognize the invaluable role that
each of us plays in fostering a culture of excellence and continuous
improvement. Our commitment to upholding the highest standards of
professionalism, integrity, and accountability is not merely a directive but a
shared responsibility that defines our collective success.
As employees of the school, we are entrusted with the noble task of shaping
young minds, nurturing talent, and creating a positive impact in our
community. It is with this sense of purpose and dedication that we must
approach every aspect of our work, embracing opportunities for learning,
growth, and innovation.
By adhering to the policies, procedures, and guidelines outlined in this
employment handbook, we demonstrate our unwavering commitment to
excellence and our willingness to uphold the values and principles that define
our institution. Together, let us strive to cultivate a culture of collaboration,
respect, and inclusivity, where every individual is empowered to reach their full
potential and contribute meaningfully to our shared mission.
As we embark on this journey together, let us embrace the challenges and
opportunities that lie ahead with enthusiasm and determination. Through our
collective efforts and unwavering dedication to professionalism and growth,
we will continue to uphold the legacy of excellence that defines Navajeevan
Bethany Vidyalaya.
Staff Handbook
67
COVENANT OF COMPLIANCE:
I, , hereby acknowledge that I have

received and read the School Staff Handbook, effective —-------/-------/—--- By
signing below, I confirm that I understand and agree to abide by all the rules,
regulations, policies, and procedures outlined in the handbook.
I acknowledge that it is my responsibility to familiarise myself with the
contents of the Staff handbook and to adhere to its guidelines at all times. I
understand that failure to comply with these guidelines may result in
disciplinary action, up to and including termination of employment.
I acknowledge that the school is committed to upholding the highest
standards of professionalism, integrity, and accountability in all aspects of its
operations. I understand that by adhering to the policies outlined in this Staff
handbook, I contribute to the quality management, enhancement, and future
of our school and the education of our children.
I understand that the information contained in the Staff handbook is subject

to change, and it is my responsibility to stay informed of any updates or
revisions. I agree to promptly notify the Human Resources Department of any
questions or concerns regarding the contents of the Staff Handbook.
I, , hereby declare that I have

thoroughly reviewed the policies, procedures, and standards set forth in the
Staff Handbook of the School. I understand that this Staff handbook is an
essential guide for my role as a [Teaching/Non-Teaching] staff member and
serves as a framework for the expectations and duties associated with my
position.
I acknowledge that failure to comply with the policies and procedures detailed
in this handbook may result in disciplinary action, which could include but is
not limited to, termination of employment. I further declare that I will uphold
the values and principles of the School to the best of my abilities and
contribute positively to the school community.
Staff Handbook
68
Furthermore, I understand that my signature below indicates my acceptance

of the terms and conditions outlined in the staff handbook and serves as
confirmation of my commitment to upholding the values and principles of the
School.
Staff Name
Staff Signature: ________________________ Date: _______________
[For School File]
Countersigned by
Administrator
Copy to
1.
2.
Staff Handbook
69
NAVAJEEVAN BETHANY
VIDYALAYA
Senior Secondary
(CBSE Afft.No.930641/2006)
Bethany Hills , Nalanchira

Trivandrum -15
0471 2530 038 , 8281496795
www.nbv.ac.in
70

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NAVAJEEVAN BETHANY

STAFF HAND BOOK

NAVAJEEVAN BETHANY VIDYALAYA

Bethany Hills, Nalanchira TVPM

HANDBOOK UPDATE TIMELINE:

Excel Date Review Review

Distribution: Internal Only

Approved by: Personal Committee -----/------/-----------

GENERAL INFORMATION ------------------------------------------------------12

ADMINISTRATION POLICIES -------------------------------------------------16

4.10 Political Activity ---------------------------------------------------------

4.13 Staff Meetings ------------------------------------------------------------

5.28 Violence in the Workplace ---------------------------------------

TRAINING AND DEVELOPMENT

ACKNOWLEDGMENTS, DECLARATION, AND NON-LIABILITY

This comprehensive document is disseminated among teaching and non-

The School reserves the prerogative to periodically update, amend, or

We trust that this Staff Handbook will serve as a valuable resource in

1.1 PURPOSE OF THIS MANUAL

The school Staff Handbook serves as an indispensable guide,

Aligned with CBSE affiliation requirements, the handbook ensures

Moreover, the handbook offers invaluable administrative guidance,

Furthermore, the handbook underscores our unwavering commitment

In essence, the school staff Handbook symbolises more than just a

1.2 OUR FOUNDER

VENERABLE ARCHBISHOP MAR IVANIOS OIC

1.3 MESSAGE - ADMINISTRATOR

Dear Esteemed Staff Members,

I would like to take a moment to share an important message with all of

Together, our collaborative efforts form the foundation of our institution’s

Thank you for your steadfast dedication to our shared mission.

2.1 OUR HISTORY

The early members were actively involved in building up the Malankara

In 1966 the Congregation was raised to the Pontifical Status. On 24th

Navajeevan Bethany Vidyalaya has a dream, a dream of liberating young

2.5 CORE VALUES

2.6 Document Authority and Leadership Accountability

The process of document creation and approval is highly collaborative,

In keeping with our commitment to continuous improvement,

Additionally, documents are securely archived in both digital and

2.7 Organisational Structure :

Principal Academic Leadership

Vice Principal Academic Leadership

Co-ordinator - Elementary Elementary

Co-ordinator -Preparatory Preparatory

Co-ordinator - Secondary Secondary

School Counselor Well being

Nurse Health Services

Housekeeping Staff Housekeeping

Bus/Transport Staff Transport

Supporting Staff Administration Support

Maintenance Staff Maintenance

Stockist and Store Manager Inventory

Do's: Oversee the day-to-day operations of the school.

Micromanage staff or departments.

Manage the school’s financial operations, including budgeting,

Mismanage funds or allow financial discrepancies.

Principal (Academic Leadership)

Provide leadership and vision for the school's academic programs.