MADISON-RIDGELAND ACADEMY BOARD OF TRUSTEES POLICY MANUAL TABLE OF CONTENTS I. CHARTER/BYLAWS OF MADISON-RIDGELAND ACADEMY 3 II. POLICY MANUAL A. BOARD OF TRUSTEES 1. History 4 2. Trustee Responsibilities 6 3. Standing Committees 7 4. Board Orientation 9 5. Trustees as Policy Makers/Policy Making Process 9 6. Recognized Organizations 9 7. Conflict of Interest 10 8. Declaration of Faith 10 9. Succession Planning 10 10.Robert’s Rules of Order 10 B. SCHOOL MISSION AND CORE BELIEFS 1. Mission Statement/Vision/Declaration of Faith 11 2. Guiding Documents 12 3. Accreditation and Memberships 15 C. HEAD OF SCHOOL 1. Head of School 15 2. Responsibilities of the Head of School 15 3. Board-Head Relationship 16 4. Evaluation 17 5. Employment of the Head of School 17 6. Reappointment of the Head of School 17 7. Resignation of the Head of School 17 8. Succession Plan for Head of School 18 D. BUSINESS AND FINANCE 1. Tuition 18 2. Records and Audit of Financial Affairs 18 3. Payment Procedures and Bonding 18 4. Approval of Use of Capital Gifts 18 5. Gifts to the School 18 6. Control of Accounts 19 7. Retirement Plans 19 8. Tuition Assistance Program 19 9. Fund Raising 20 10.Grant Proposals 20 11.Property Acquisition and Campus Expansion 20 12.Planned Giving Policy 20 E. PERSONNEL & SCHOOL POLICIES 1. Employment of Personnel 22 2. Dismissal of Employees 22 3. Resignations 23 4. Sexual Harassment and Misconduct 23 5. Vacations 25 1
6. Faculty Compensation 7. Insurance Benefits 8. Unemployment Insurance 10.Professional Development 11.Admissions Policy 12.Student Terminations 9. Social Security
25 25 26 26 26 26 27 27 29
III.
APPENDIX A. Declaration of Faith
B. Board of Trustee Commitment
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CHARTER/BYLAWS OF MADISON-RIDGELAND ACADEMY
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POLICY MANUAL
BOARD OF TRUSTEES 1. HISTORY
MRA is a K3-12 school established in 1969 for the original purpose of providing the communities of Madison and Ridgeland the opportunity to enroll their children in an independent school offering both academic achievement and character development. The original physical plant of MRA was constructed largely by the patrons themselves, and the Christian spirit of these individuals permeates much of the school's philosophy, which in part states the following: (1) that families should, through orderly procedures, have a voice in their children's destiny; (2) that the parents or legal guardians, not the State, should determine what is best for their children; (3) that achievements obtained through hard labor, determination, and sacrifice are more rewarding and enduring than those which are the results of public benevolence; (4) that it is good to have noble ideas and aspirations and to work to accomplish their realization. The founders, as well as the present leaders of MRA, believe this school should train its students in the techniques of acquiring knowledge by the scientific method and that scientific knowledge should be used in a moral, humane way. The school also emphasized religious principles upon which this nation was founded and thus provided an opportunity for Christian witness for the students, teachers, and parents. Originally housed in a Madison church in 1969, the school grew quickly with forty-seven families enrolling 117 students the first year. The first classes in grades first through ninth met in a Madison church while plans were being made to provide facilities to accommodate the projected enrollment. The campus site was selected and purchased at the intersection of Old Canton Road and St. Augustine Drive. Construction on the 24-acre site began with the present elementary building. In September 1970, kindergarten through ninth grade began meeting in the new facility, and growth necessitated the immediate addition of portable classrooms in January 1971. In 1972 with enrollment at 275, the foundation was poured for the new high school and gymnasium. The tenth grade was added in 1971, the eleventh in 1972, and the twelfth in 1973. MRA graduated its first class of 14 seniors on May 13, 1974. The first middle school building was completed in 1975. In 1982 with enrollment at 579, the Academy added a four-year-old kindergarten program. In May of 1982, the Academy graduated its group of seniors who had enrolled in MRA as five-year-old kindergarten students in 1970. In 1983, construction of the unique log-cabin kindergarten was completed. The facility was necessary due to the rapid growth of the kindergarten program. Additional high school classrooms were added in 1983. In 1997-98, to accommodate demand, MRA added the first K3 classes to its preschool program. Students from these two K3 classes graduated in May 2012—the first students to attend MRA for 15 years.
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In 2000 MRA made the decision to define its beliefs and mission by enlisting the support of faculty, staff, parents, students, representatives of the community, and members of the Board of Trustees. This dedicated group chose the mission statement : Educating the mind, body, and spirit to emphasize the school’s commitment to providing excellence in academics, distinction in athletics, and transformation through an emphasis on Biblical truths. As MRA's reputation grew, so did the student body. In order to accommodate continued growth, a capital campaign, Imagine, was started with various phases being implemented throughout the years. Supported mainly by patrons, alumni, grandparents, and friends, these funds helped the school renovate existing buildings and construct new ones. In 2002 with enrollment at 796 students, through funding from the Imagine campaign, Madison Ridgeland Academy completed its most ambitious building project to that date, a state-of-the-art science and math complex, built for the secondary school. This building houses six science labs or classrooms; classrooms for multiple subjects; a presentation facility with theater-seating; and a computer lab. Today, this building is known as Thompson Hall. In 2010, a vision statement was developed to further illustrate the school’s beliefs and goals and to support the mission of educating the mind, body, and spirit. The vision statement is: Madison-Ridgeland Academy seeks to provide a college preparatory education in a climate where students are spiritually and intellectually equipped to serve Jesus Christ and our community. MRA adopted additional guiding documents over the next few years, documents which delineate and articulate the philosophy, goals, objectives, learning experiences, values, and expectations of students, faculty, and staff. These documents include the Portrait of a Graduate (2016), Characteristics of Professional Excellence (2017), the Culture of MRA (2017), and the Patriot Values ((2017.) Each of these documents is reviewed annually with students, staff, and the Board of Trustees. In 2017 with enrollment reaching 1141 students, MRA began a capital campaign, Our Family, Our Future to secure funding for a number of projects to enhance the academic facilities and to proactively deal with the effects of growth. Backed by a commitment of 2.5 million dollars from our patrons, alums, and other supporters, MRA began Phase One of the campaign: construction of a state-of-the-art Middle School Building and a 10,000 square foot Dining Commons which opened for the 2018-19 school year. This building was necessitated by seven consecutive years of growth reflecting record numbers of new students along with exemplary retention rates of existing students. The middle school building is three stories and houses all students in grades 6—8. In addition to academic classrooms, each floor of the building features a grade-specific STEM lab. Other additions to the building include a computer lab, music room with choral risers, biology lab, tech center, and an art room. Construction was completed for students in grades 1—12 to dine in a 10,000 square foot Dining Commons with additional outdoor dining and an extensive kitchen that also serves the preschool and kindergarten dining needs. An additional renovation during this phase included adding a new, first-class elementary playground. Completing the commitments made in the capital campaign, Phase Two began in the summer of 2019 with the demolition and reconstruction of a state of the art, turfed kindergarten playground and the opening of Ward Hall, the new Elementary Enrichment Center with labs for STEM, math, and computer along with an elementary multi-purpose gym.
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Phase Two of Our Family,Our Future also included a new basketball court named in honor of Coach Richard Duease and new press box in the football/soccer/track stadium. Other construction projects in the summer of 2019 include a multi-use storage facility and a new parking lot on the south end of campus. With a continued emphasis on meeting the spiritual needs of our students as well as a deep desire to define and publish what we believe as a school, a Declaration of Faith was adopted in 2021. MRA’s Declaration of Faith is based on the tenets reflected in the Nicene and Apostles Creed, the foundational tenets of Christian orthodoxy, and is consistent with a biblical worldview. Signed agreement with the MRA Declaration of Faith is a condition of employment for all administrators, faculty, and staff. Members of the Board of Trustees are also required to sign an agreement with and commitment to MRA’s philosophy and Declaration of Faith in the Board Membership Document. In 2023 MRA updated the mission and vision to more accurately reflect the school's deep commitment to providing a transformative Christian education for students: Madison-Ridgeland Academy is a college-preparatory Christian school committed to educating each student’s mind, body, and spirit. The updated vision is: Madison-Ridgeland Academy is committed to excellence in teaching the mind, reaching the heart, and inspiring servant leaders who will impact the world for Jesus Christ. Also in 2023 with enrollment at 1411, MRA kicked off a new capital campaign, Enhancing the Experience , with a working goal of $4,755,000. This campaign will fund projects designed to enhance the academic, arts, athletic, and extracurricular experiences of students now and in the future. When MRA began in 1969, excellent academics, the family atmosphere, individualized attention, and Christian values were an integral part of the culture of the school. As the school has experienced exponential growth in student numbers, record academic achievements, award-winning performing arts productions, and championship athletic accomplishments, an emphasis was placed on maintaining those core values that have always been a priority at MRA. Now the largest independent school in Mississippi with record enrollment of 1411 students in grades K3--12th grade and faculty/staff of 209, MRA continues to build on its proud history while strategically planning for the limitless possibilities of its future. 2. TRUSTEE RESPONSIBILITIES The Board has an obligation to hold the school to the highest standards of service to the public from which the school derives its independence. In executing its governance only, the Board as a whole gives direction to the school. Until the full Board in a properly constituted meeting decides an issue, even the Chair cannot speak for the Board. Trustees are not appointed to represent specific constituencies. While trustees bring different skills, knowledge, and experiences to the Board, it is hoped that all trustees will consider the good of the school as expressed in the charter and mission statement.
The Board of Trustees of Madison-Ridgeland Academy has four principal responsibilities as follows:
A. The Board organizes and manages itself so as to fulfill its duties to the school. Specifically, Trustees are expected to: a. Assess their individual performance b. Support the school financially c. Attend meetings regularly 6
d. Be responsible to the school as a whole e. Monitor the Board’s and the Chair’s performance and to see its goals for the coming year.
B. The Board selects the Head of School and works cooperatively with that person. a. The search committee of the Board, with or without help of a consultant, defines the qualities needed in the new Head and, after gaining the Board’s approval of this definition, examines and recommends candidates to the Board. b. The Board delegates administration to the Head of School. c. The Board assesses the Head’s performance through a yearly written evaluation, which is the responsibility of the Chairman of the Board. d. The Board has an obligation to support the Head’s leadership. A Trustee who receives a complaint refers the matter promptly to the Head so as not to undercut authority delegated to the Head. The Board does not sit as a court of appeal for parents, students, or faculty members concerning the Head’s actions. e. Each Trustee helps to keep the school’s constituencies informed and is an advocate for the school. C. The Board develops and establishes policy, and assesses the performance of the school. a. The Board, with the guidance of the Head, establishes the school's mission, develops the strategic plan, and formulates general policies. It monitors the Head's progress in carrying out the plan. b. The Board reviews the school's policies and programs to make sure that they are effective, well managed, and consonant with the school's ethos. D. The Board is responsible for the school's financial condition and its physical plant. a. The Board approves the annual operating budget and receives an annual audit or review of the school's financial operations and assets. b. The Board monitors the school's financial management. It approves capital expenditures above authorized limits. c. The Board identifies and monitors key indicators of financial performance. d. The Board makes sure that the physical plant is adequate for the school's programs. e. To ensure that the school has the financial and physical resources it needs, the Board bears primary responsibility for the financial stability of the school and for fund-raising.
3. STANDING COMMITTEES
The number of standing committees of the Board, their names, and their duties are reviewed annually by the Chairman of the Board and approved by the full Board at its first regular meeting. Currently, eleven standing committees meet regularly to carry out the work of the Board. The committees are the Executive Committee, Finance Committee, Building Committee, Communications/Development Committee, Committee on Trustees, Curriculum and Technology Committee, Legal Committee, Spiritual Life Committee, Student Affairs and Personnel Committee, and the TAP Committee. Ad hoc committees are appointed by the chairman to meet special needs. Executive Committee: The Executive Committee of the Board of Trustees transacts the business especially committed to it or takes general charge of the interests of the corporation in the intervals between the meetings of the Board of Trustees, acting for and on behalf of said Board, and makes a full report of all of its actions to the Board.
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The Executive Committee consists of the officers of the corporation, and other members of the Board of Trustees who are appointed by the Chairman, with the approval of the Board. The Executive Committee meets, subject to the call of the Chairman or the Head of the School. It has power to expend all funds necessary to discharge all obligations imposed upon it by action of the Board. A majority of the Executive Committee constitutes a quorum. Building, Insurance and Security Committee: Works with the Head of School and Director of Facilities to ensure that the existing physical property is safe, conforms to all codes, and is adequate to the needs of the school. This committee also works with the administration to determine projects for the future. The Insurance Committee will meet every other year to review insurance for the school. The building committee meets twice a year; however additional meetings may be called. Communications/Development Committee: Works with the Head of School, Director of Advancement, and Director of Development to discuss and form a strategy to keep current families informed of school accomplishments, affairs, plans for the future and assist in the fundraising programs sponsored by the school. Additionally, they help develop plans to promote MRA to the general public. This committee regularly reviews the school’s publications to ensure they are consistent with the school’s mission. All board members should support all fundraising programs financially.The communications/development committee meets twice a year. Curriculum and Technology Committee: (Head of School, Chair) Works with the Head of School and the Principals of the Kindergarten, Elementary, Middle School, and High School to serve as a forum where the administration can discuss new programs before presenting them to the board and to stay informed about academic programs so they may serve as knowledgeable advocates to the school’s constituencies. The curriculum and technology committee meets twice a year. Finance Committee: Works with the Head of School and Director of Finance to fulfill the board’s responsibility to ensure the sound financial condition of the school. Specifically, the finance committee approves the tuition budget, salary budget, and final budget before it is presented to the board. The finance committee meets monthly August-November and January-May. Additional meetings may be necessary from time to time. Legal Committee: Works with the Head of School and Board Chair on any legal issues facing the school. This committee meets when necessary. Spiritual Life Committee: Works with the Head of School and the Principals of the Kindergarten, Elementary, Middle School, and High School to review Christian Life and spiritual programs at MRA. The spiritual life committee meets twice a year. Student Affairs and Personnel Committee: (Head of School, Chair) Works with the Head of School and the Principals of the Kindergarten, Elementary, Middle School, and High School to review and discuss student activity programs. Additionally, this committee will serve as a forum for changes to the student and faculty handbook before they are presented to the board. The student affairs and personnel committee meet twice a year.
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Committee on Trustees: Works with the Head of School to identify, recruit, and propose new trustees; conduct trustee professional development; and evaluate the Head of School and trustees. The committee on trustees will meet 4-5 times each year. TAP Committee: Works with the Head of School, Director of Admissions, High School Principal, and Accounts Payable Director to review applications for Tuition Assistance and make awards based upon information
provided as required. The TAP committee will meet 1-3 times as needed. 4. ORIENTATION AND ONGOING TRAINING/EVALUATION
New members of the Board of Trustees shall be given an orientation to their duties and to Board procedures by the Committee on Trustees. The Committee on Trustees is responsible for seeing that this orientation occurs in a timely manner at the beginning of a new board member's term of service. In addition, all board members will participate in annual board training and a process of self-evaluation to
improve the effectiveness of the board. 5. TRUSTEES AS POLICY MAKERS
In accordance with the bylaws and the Charter of Madison-Ridgeland Academy (MRA), continual oversight of the operation of all aspects of MRA, its programs, and its employees is vested in the Board of Trustees. The Board of Trustees shall have the responsibility and the obligation for the discussion and review of all ongoing issues of long-term importance to MRA. The Trustees shall have the responsibility for the establishment and adoption of policy in matters of continuing interest affecting MRA. Policy Making Process: Matters upon which Board Policy needs to be made may be initiated by the Head, a Board member, or a committee of the board. The Head of the School shall be considered a prime source to bring to the attention of the Board matters of ongoing importance affecting the school. The Board of Trustees of Madison-Ridgeland Academy shall receive, review, and discuss all appropriate policy matters. When, in the opinion of the Chairman, matters are of such importance that a policy position needs to be established, the Chairman shall refer the matter to a committee of the Board for discussion, decision, and recommendation for further action by the Board. Recommendations shall be in written draft and shall be presented by the committee chairman to the Board for appropriate action. Such statements approved by a majority of the members present shall be duly recorded in the minutes. These positions so adopted and recorded shall be regarded as official Board policy and shall be entered into the appropriate section of the Policy Manual. Policies may be subsequently amended through a similar procedure by a simple majority of the Board. 6. RECOGNIZED ORGANIZATIONS Under the charter of the school, all governing authority is vested in the Board of Trustees. In keeping with this responsibility, the Board of Trustees authorizes the creation of organizations to serve as liaisons with wider publics and to serve in advisory capacities. These organizations include PATS, the Patriot Athletic Club (PAC), and Visual and Performing Arts Booster Club (The Creative Collective). These
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organizations have no governing authority over the school and exist at the will of the Board of Trustees. The purpose or mission statement and the bylaws of each organization must be approved by the Board of Trustees. PATS (Parents and Teachers Association) The mission of PATS (Parents and Teachers Association) is to involve all MRA parents, faculty members, and administrative personnel in programs, projects, and activities designed to benefit our students and school. All MRA parents along with MRA Faculty members and administrative personnel are members of PATS. There are many ways to participate in PATS, and some of those include: serving on the PATS Executive Board, serving as a Committee Chair, or serving as a Navigator. In addition, every parent has the opportunity to get involved in PATS sponsored activities throughout the year. 7. CONFLICT OF INTEREST POLICY It is the policy of Madison-Ridgeland Academy to require trustees, officers and employees to conduct themselves in such a manner as to avoid any likelihood of a conflict or the appearance of a conflict between their personal, business, or financial interests and other relationships and the interests of MRA. Being associated with, or working for, a non-profit school devoted to education places all trustees, officers and employees in positions demanding the highest degree of integrity and objectivity with respect to transactions between MRA and other entities and/or interests. It is expected that no individual will discharge MRA duties and responsibilities under circumstances where to do so will reflect discredit upon or unreasonably cause criticism of MRA or impair public confidence in the integrity of MRA. 8. DECLARATION OF FAITH All school board members, faculty, staff and administration are required to provide written agreement with and a commitment to the institution’s philosophy and declaration of faith. 9. SUCCESSION PLAN FOR BOARD CHAIRMAN In the event that the current Board Chairman were to resign or to be unable to perform his duties or continue in this role the Vice Chairman would assume the Chairman of the Board of Trustees duties for the remainder of the school year. Each year the Executive Committee recommends a slate of officers. Yearly the Executive Committee and Committee on Trustees will discuss and develop a plan for board leadership for the coming 2-3 years. 10. ROBERT’S RULE OF ORDER Meetings for the Board of Trustees will follow Robert’s Rule of Order. The formal steps in handling a motion are the making of a motion, having a second, stating the motion, having debate on the motion, putting the motion to a vote, and announcing the results of the vote. Action could be taken informally without going through these steps by using unanimous consent.
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SCHOOL MISSION AND CORE BELIEFS 1. MISSION STATEMENT, VISION, AND DECLARATION OF FAITH Mission Statement Madison-Ridgeland Academy is a college-preparatory Christian school committed to educating each student’s mind, body, and spirit. Vision To be a preeminent, distinctly Chritian college preparatory school committed to excellence in teaching the mind, reaching the heart, and inspiring servant leaders who will impact the world for Jesus Christ. Declaration of Faith A Christian foundation has two cornerstones – orthodoxy and orthopraxy. Madison-Ridgeland Academy affirms and teaches both of these historic truths of the Christian tradition. Orthodoxy: (Right Belief) • MRA affirms, teaches, and is ordered by the historic Christian faith as understood and taught through the universal creeds of the Christian church (Nicene and Apostles). • MRA affirms and teaches a God who is understood as triune, that is the Father, Son, and Holy Spirit, three distinct persons, yet one in unity. • MRA affirms and teaches the birth, life and teachings, death, resurrection, and return of Jesus Christ and salvation that is assured through His sacrifice and resurrection. • MRA affirms and teaches the Holy Spirit as the indwelling presence of God active in the life of every Christian, and we affirm the Church universal, made up of all who believe upon the name of Jesus. • MRA affirms and teaches the Holy Scripture (the Old Testament and the New Testament) as the true, authoritative, and inspired Word of God which we believe and strive to obey. Orthopraxy: (Right Living) • MRA affirms and teaches the biblical and historical teaching of the church regarding (but not limited to) issues related to life, marriage, human sexuality, and gender. • MRA believes in the sanctity of marriage and adheres to the traditional belief that marriage is defined as the unity of one man and one woman in holy matrimony, abiding in the Holy Spirit. • MRA affirms and teaches the biblical and historical understanding that a “man” is defined as a male person’s biological sex as objectively determined by anatomy and genetics at his time of birth. • MRA affirms and teaches the biblical and historical understanding that a “woman” is defined as a female person’s biological sex as objectively determined by anatomy and genetics at her time of birth. • MRA holds and applies these sincere religious beliefs and convictions in accordance with the historical understanding of the Holy Scripture and the Christian faith.
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2. GUIDING DOCUMENTS
Portrait of a Graduate
A graduate of Madison-Ridgeland Academy will be … Challenged by the Gospel Grounded in the Gospel of Jesus Christ and its implications, with the tools to obtain spiritual direction
and understanding. A Lifelong Learner
Academically prepared with the knowledge, skills, and habits of mind to embark upon and seek to continue a rigorous intellectual path while understanding the importance of developing the mind and creating a strong work ethic in career pursuits. Well Balanced Developing a healthy, balanced lifestyle possessing a foundation of Godly character, independence, and self-awareness. Growing in disciplines of mind and body through the pursuit of excellence in academics, athletics, and/or arts. Engaged and Persuasive Participating effectively in a community of ideas as a listener and communicator - understanding, critiquing, and challenging worldviews and their implications - working productively with others of diverse viewpoints and backgrounds while maintaining integrity of personal beliefs. Skillful with Technology Uses technology in a skillful and ethical manner and utilizes information systems in personal, scholastic, and professional contexts to acquire knowledge and advance learning. A Servant to Others Demonstrates an awareness of his or her impact on the community, values diversity, and has the skills to understand, cooperate, and empathize with others.
Characteristics of Professional Excellence
A faculty member of Madison-Ridgeland Academy will ... Be Grounded in the Gospel
An MRA teacher will be a committed believer grounded in the Gospel of Jesus Christ and fully committed to the great commandment to "love God and your neighbor as yourself:' While modeling the Fruit of the Spirit, the teacher will aspire to be present and supportive in all interactions with the students to assist in pointing them to the Lord. Be a Lifelong Learner An MRA teacher will remain engaged in constantly working to refine his or her practice through current educational research and professional development. Each teacher will maintain expert knowledge of the disciplines he or she teaches and will enthusiastically create new learning experiences to make the subject matter relevant and meaningful to all students.
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Be Well Balanced Focused on the development of the mind, body and spirit, a teacher understands that taking an interest in the life of the student both inside and outside the classroom is an important responsibility essential to the success of the educational process. An MRA teacher is an energetic, passionate, and courageous leader who models empathy, grace, mercy, and Godly character. Be an Effective Communicator An MRA teacher will develop meaningful relationships with students, colleagues, and parents so that there is open communication and problem solving that promotes an environment that enables learners to excel. Experiences and dialogue lead students to discover the interconnectedness of the world around them while openly communicating in a positive and encouraging way. Be Student Centered The MRA teacher will be skilled in providing a joyful learning environment which encourages creativity and includes continuous, individualized instruction that combines teacher reinforcement and feedback in an effort to promote consistent performance at or near each student's capacity. Be Skillful with Technology The MRA teacher will be knowledgeable in the ever-changing world of technology with a willingness to integrate it in the approach to instruction. Each teacher will be open minded in collaborating with students, peer teachers, and administrators in the approach to the use of technology in the classroom. Be a Servant to Others Each MRA teacher will demonstrate a servant's heart and exhibit an attitude which is hopeful, optimistic, and graceful in his or her relationships and interactions with peers, colleagues, students, and families. The teacher will consistently demonstrate a supportive, nurturing, mentoring, and empathetic mindset with respect to his or her professional and student relationships. Be Collegial and Collaborative Eager to work together within a community of trust, we understand that we are stronger when working together than we would ever be on our own. An MRA teacher will strive to be a builder of meaningful relationships and will be engaging by making positive contributions as a professional with colleagues, The MRA teacher establishes high expectations for every student and believes that all students can learn. Clear standards of behavior and academic performance are provided as each teacher motivates and inspires all students to achieve these standards. In the classroom, setbacks are understood as part of the learning process, not as a roadblock to future success. Be Professional students, parents, and administrators. Be Committed to High Expectations Each teacher will model professional excellence through diligence, organization, communication, and consistency in putting forth his or her best effort as an ambassador for the school at all times.
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Patriot Values Respect: Respect for God, self, fellowman, and country
Responsibility: Responsibility of one’s self Honor: Integrity, honesty, and fairness to all
Compassion: Compassion demonstrated by service to others Excellence: Commitment to excellence in mind, body, and spirit
Culture of MRA
We are a family MRA embodies everything that defines a family: we are supportive, loving, caring, encouraging, and welcoming. We are a community of students, parents, faculty, administrators, and alumni who value this family atmosphere and make maintaining it a priority especially as we continue to grow. We sow seeds of faith MRA is a Christian school with a multi-denominational student body. The choice to have a Christ-centered focus reflects our desire to provide not just academic growth, but spiritual growth as well. We have a shared sense of what is important We have a mission and vision accompanied by a system of beliefs, values, and goals that we communicate by actions and words. We are welcoming MRA values and nurtures relationships with our students and families. We actively promote participation and engagement and offer various opportunities for involvement by all. We have a positive atmosphere MRA has an affirming, student-centered, innovative learning environment where each child is valued for his or her talents and gifts. We are progressive MRA is visionary and innovative in adapting to today’s education and technology. We are diligent We value hard work, effort, productivity, and improvement in our students, faculty, and administration. We have high expectations with accountability We set lofty goals in academics, character, and behavior and hold our students, faculty and administrators accountable for the results.
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3. ACCREDITATION AND MEMBERSHIPS The administration is to maintain MRA’s accreditation with the Southern Association of Independent Schools (SAIS), Midsouth Association of Independent Schools (MAIS) and Cognia. Administrators and faculty will meet the professional criteria of the accrediting organizations. MRA is a member of the Council on Educational Standards and Accountability (CESA) in addition to the MAIS, SAIS, and Cognia. HEAD OF SCHOOL 1. HEAD OF SCHOOL The immediate governance of the school shall be vested in a Head of School who shall be the chief executive of the school, subject only to the control of the Board of Trustees. The Head shall have the responsibility for accomplishing the general objectives of the school, implementation of Board policies, and general oversight of all school operations including the employment, assignment, and reappointment of all personnel, the curriculum, course of studies and The Head is charged by the Board of Trustees with the general responsibility for accomplishing the objectives of the school. He may be assisted in the administration of the school by an administrative staff of assistants, directors, and teachers. In general, their function will be defined by the Head in light of the responsibilities and needs of the school. The duties and responsibilities of the Head include the following: a. To ensure the success of the mission, vision, and strategic goals of MRA by providing leadership in establishing and implementing a curricular program appropriate to the stated objectives of the school. b. To encourage and support extracurricular activities designed to supplement and enrich the students' personal growth and development in line with the purpose of developing students to be well-rounded, mentally, physically, socially, and spiritually. c. To employ and retain teachers who want to learn and improve in their chosen profession, who are, to the highest degree possible, persons of wholesome personality, good citizenship, sound judgment, integrity and scholarly attainment, who are skilled in the art of teaching and temperamentally compatible with the youth and the community comprising Madison-Ridgeland Academy. d. To appraise the performance of employed personnel; to engage continuously in improving their performance, preparation and experience; and to recognize exceptional merit of professional employees. e. To define as needed the duties of personnel. f. To assign teachers and other employees to ensure the best interests of the school. g. To be responsible for the discipline and conduct of students. h. To provide supervision, either personally or through a delegation of authority, for all phases and activities of the school's operation. i. To develop and maintain a status of accreditation by the Southern Association of Independent Schools and membership in professional organizations of independent schools. j. To keep abreast of sound educational practices and to make use of these practices where appropriate in the operation of the school. 15 programs, and the discipline to be observed in the school. 2. RESPONSIBILITIES OF THE HEAD OF SCHOOL
k. To be involved in the activities of professional organizations where these activities can benefit the school's total educational program. l. To review all complaints; to render decisions consistent with sound educational policy and the best interests of the school; and to interpret the school and its operating policies to parents, students, and friends of the school. m.To render judgment of revision in the program of studies (curriculum) or major changes in textbooks. n. To identify and recruit highly qualified persons to fill vacancies on the professional and administrative staff. o. To develop with the staff and the Board of Trustees the annual budget of the school. p. To prepare status reports about enrollment, accreditation matters, teacher salaries, or other matters as desired. q. To serve as a focal point of communication with parents, teachers, and students by a careful utilization of well-planned announcements, newsletters, bulletins, faculty and parent meetings, assemblies, and daily and weekly schedules of events. r. To supply the Board of Trustees with information about developments and events in the school. s. To be sensitive to human relations with respect to students, school personnel and parents so that the best interest of the school and the school's educational program will be served. t. To become involved with special courses or programs of the school as schedule permits. u. To oversee all financial operations of the school. v. To be responsible for the maintenance and development of the overall campus, physical plant, and properties of the school. 3. BOARD RELATIONSHIP a. The Head of School is primarily responsible to the Board of Trustees and not to a committee or individual. The Head and Board work together in a spirit of respect and partnership for the benefit of the school. b. The Head of School and Board of Trustees must work within the bylaws of the school. The philosophy of the school as developed over the years should serve as a guide for the future growth of the school. c. With the understanding of the Chairman of the Board, the Head of School will work directly with individual members of the Board and with subcommittees on specific items. The Head should report unusual problems to the Chairman of the Board or to the Executive Committee. d. The Head of School will make a report to the Board of Trustees at each regular meeting in order to keep the board well informed about what is happening at the school e. The Chairman of the Board may ask the Head of School for a preview of his report prior to the meeting. The Chairman of the Board and the Head of School will communicate with each other prior to every meeting of the Board of Trustees to inform each other of new business to be brought up at the meeting and any areas of discussion which may be of particular interest or concern. f. Between regular meetings the Head of School should report any unusual problems to the Chairman or proper Committee Chairman. g. The Head of School will inform the faculty about any relevant, non-confidential discussion and Board decisions made at a regular meeting. h. The Chairman of the Board after consultation with the Executive Committee will inform the Head of School of possible disagreement with his/her performance and request a thorough discussion to determine what steps must be taken. i. The Head of School will inform the Chairman of the Board of any major problems interfering with the performance of his/her duty. j. If either the Board of Trustees or the Head of School wish to terminate their relationship, the
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decision should be made in writing as early as possible in the school year.
4. EVALUATION Regular evaluation of programs and personnel is essential to the well-being of the institution, and provides opportunities for identifying ways in which the school can more effectively achieve its goals. The major elements of the Madison-Ridgeland Academy Evaluation Plan include the following: a. Board Evaluation (annually by the Committee on Trustees) b. Evaluation of Head (annually by the Chairman of the Board) c. Evaluation of Faculty and Staff (Head as prescribed by professional development program) d. Evaluation of Instructional Program (periodically by the Head) 5. EMPLOYMENT OF THE HEAD OF SCHOOL The Trustees of Madison-Ridgeland Academy are responsible for the employment of a competent and qualified person for the position of the Head of School. The Head of School will be employed in the following manner: When a vacancy exists or is imminent, the Chairman of the Board shall appoint a committee composed of Board members and such other persons in the MRA community as may be appropriate for the purpose of finding the best person to be employed as Head of School. This committee shall be known as Madison-Ridgeland Academy Head of School Search Committee. The Committee will receive from the Board instructions concerning qualification requirements and time factors involved in the selection process. The Search Committee may employ consultants on such terms as are approved by the Board of Trustees. Madison-Ridgeland Academy Head of School Search Committee will conduct a thorough search by generating applications, interviewing candidates, and presenting a list of the most qualified candidates. The Search Committee will consider the list of qualified candidates, conduct such interviews as may be necessary, and recommend to the Board a candidate from the list of qualified applicants. The Board will approve a formal contract specifying the salary and other benefits, date of employment, and other duties and responsibilities of the Head. During any period when there is no contracted Head of School, the Board shall appoint an interim Head of School to fulfill the duties as defined. 6. REAPPOINTMENT OF SCHOOL HEAD The Executive Committee will make any recommendations concerning the renewal or nonrenewal of the Head’s contract. These recommendations may also include length of contract, salary, and type of benefits. The Board of Trustees must vote by simple majority to approve the contract extension/modification of the new contract. 7. RESIGNATION OF THE HEAD OF SCHOOL Under normal circumstances when the Head of School wishes to resign, this resignation will be submitted in writing to the Chairman of the Board of Trustees at the earliest possible time.
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8. SUCCESSION PLAN FOR HEAD OF SCHOOL If the current Head of School (HOS) were to resign, retire, or be unable to perform his duties the Associate HOS would assume the immediate role of Acting HOS. The Associate HOS shall serve as Acting HOS until the Board hires an interim or permanent Head of School. BUSINESS AND FINANCE 1. TUITION Tuition for the next school year shall be set by the Board of Trustees at its September meeting. 2. RECORDS AND AUDIT OF FINANCIAL AFFAIRS MRA shall maintain in its office adequate records of its financial and operational affairs. The fiscal year shall begin June 1 and end May 31. The financial records shall be audited annually by outside auditors of the Board’s selection. The school audit shall conform to standards of similar educational institutions and shall provide adequate data to control and conduct the affairs of the school properly. The Head of School and Director of Finance shall provide interim financial statements to the Finance Committee of the Board on a monthly basis. 3. PAYMENT PROCEDURES AND BONDING Funds received may be properly distributed by a combination of two signatures by the Head or members of the administrative office staff so designated. These people shall be bonded to the extent deemed adequate by the Board of Trustees. Funds from the other accounts of the School may be distributed at the direction of the Board. The Board shall select persons from the Board and the office of the school and authorize them to make such distributions. 4. APPROVAL OF USE OF CAPITAL GIFT FUNDS Capital improvements shall be made with the approval of the Board of Trustees after it has been given adequate information and has had time to evaluate such data properly. 5. GIFTS TO THE SCHOOL Designated gifts, as well as gifts of kind, may be accepted by the School upon concurrence by the Head, and such gifts shall be reported to the Board at its next meeting. If any such gifts may significantly affect the physical plant or the operation of the School, the acceptance of such gifts shall require the approval of the Board. After acceptance, all gifts shall be placed in the appropriate funds or place of utilization. Unrestricted gifts may be accepted by the Head on behalf of the School and shall be deposited in the proper account. In the case of all gifts, the School shall not be responsible for the value claimed by the donors, but the School shall maintain its tax-exempt status so that proper gifts may be deductible by the donor for federal income tax purposes. It is the Board’s intent that all gifts of marketable securities will be sold on a timely basis.
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Donor Privacy Policy Madison-Ridgeland Academy is committed to the highest standards of integrity in all fundraising efforts and to the ethical collection, retention and use of information on donors and prospects in the pursuit of institutional goals. To accomplish this, we commit to the following: a. Madison-Ridgeland Academy will collect and use personal information such as names, address, phone number, and e-mail address. In addition, Madison-Ridgeland Academy keeps a record of each donor’s giving history. This information is kept on file for IRS purposes and is also used by the Development Office to analyze overall giving patterns in order to make more accurate budget projections. b. Madison-Ridgeland Academy will NOT sell or trade its donor information with any other organization or institution. c. To recognize and thank MRA donors’ generosity, we publish an annual Donor Report. In this case, other organizations and third parties may have access to our donor names, but not specific contribution amounts. Individuals wishing to remain anonymous for this publication purpose should contact the Development Office. 6. CONTROL OF ACCOUNTS Accounts for the School shall be established by the Board of Trustees in such forms as shall provide the proper control of assets and allow proper and efficient use by the School. In all cases, these accounts shall provide for such growth and/or earnings as the Board shall deem appropriate. Surpluses in the accounts shall be kept to a minimum and the Board shall determine the extent of such surpluses and, if appropriate and proper, shall transfer them to other accounts of the School. The Board may classify assets as unrestricted or temporarily restricted. Gifts restricted by donors shall be classified as permanently restricted net assets or temporarily restricted net assets, in accordance with the donor restriction. 7. RETIREMENT PLANS The School offers a 403(b) retirement plan to all full-time employees. In addition, the School will also handle payments of employee contributions through pre-tax payroll deductions to companies providing tax deferred annuities. There is a two year vesting requirement, which means that an employee must work at the school for two years before becoming eligible for the match benefit. 8. TUITION ASSISTANCE PROGRAM (TAP) Madison-Ridgeland Academy offers tuition assistance to enroll students who could not otherwise afford to attend but desire to graduate as an MRA Patriot. In the administration of its tuition assistance program, MRA does not discriminate on the basis of race, religion, national or ethnic origin. MRA’s tuition assistance funds are reserved for families who have no alternative to requesting assistance. All assistance is awarded on the basis of financial need. MRA maintains stated policies for its Tuition Assistance Program on the school website.
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9. FUNDRAISING
In order to coordinate general fundraising activities within the school community, any fundraising project involving a general solicitation of the patronage, must have prior approval of the Board. Student-led fundraising projects must have the prior approval of the Head or his/her designee. 10.GRANT PROPOSALS All grant applications, whether initiated by faculty or administrative staff, must be approved by the Head of School under blanket approval by the Board of Trustees. Any grant in excess of $5,000 that requires the School to obligate funds over and above what the grant proposal provides must be approved by the Board of Trustees or its Executive Committee. 11.PROPERTY ACQUISITION AND CAMPUS EXPANSION The Board will maintain a campus master plan and empower the Executive Committee to act on acquisition of property. 12.PLANNED GIVING POLICY The purpose of the Planned Giving Program of Madison-Ridgeland Academy shall be to encourage, solicit, and recognize bequests, gifts of life insurance, and gifts created by life income agreements for all purposes consistent with the objectives of the school. This program shall be designed to supplement and enhance all other fund development programs of the school by: a. Offering donors the opportunity for life income gifts which will enable them to retain the income from their capital. b. Offering donors the opportunity to make a larger gift during their lifetime than could be made without income retention. c. Offering donors the opportunity to provide income for life for a survivor. d. Encouraging estate planning and the preparation of wills which can provide for outright bequests, annuity for life income provisions for other beneficiaries, and additions to agreements and trusts which qualify for deduction or exemption under existing tax laws. e. Offering donors the opportunity to establish a permanent memorial in one’s own name or for another. Enabling Statement It shall be the policy of the school to offer through the Planned Giving Program an opportunity for donors to make gifts in the following forms: a. Gifts by will b. Gifts of a remainder interest — including the charitable gift annuity; deferred payment charitable gift annuity; charitable remainder unitrust; charitable remainder annuity trust; pooled income fund; and the gift of one’s personal residence or farm with retained life estate c. Other gifts — including life insurance policies; charitable lead (income) trusts, revocable trusts, and gifts of an undivided interest in property
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