all entry chaperones were also looking for students who might be trying to
bring contraband items, alcoholic beverages, into the hall. Mrs. Chen was
often on the dance floor with female staff members as the Modesty Patrol
(her term). Their job was to ensure that dancing did not become overly
erotic and that an appropriate distance between partners was maintained.
Once the school leader has finished the Teacher Handbook, he should
begin working on a handbook for students, using the same strategies for
content inclusion. It should introduce the school to incoming students.
Aside from the mandatory school regulations, it should include a floor
plan of the school, with the location of key offices, information on trans-
portation to and from the school, graduation requirements in each subject
area, study tips, research paper format, and so on.
Today, several companies sell yearly school calendar/planners that
include such information, sometimes created to the school’s specifica-
tion. If the school or district or students can afford the yearly cost of this
calendar, it is a good investment, allowing the school leader to update
items every year.
Most principals do not have the resources for this. Principal Thelen
was able to convince his business advisory board to fund a student hand-
book. Copies were printed in bulk at a cost of about one dollar each.
Once a student was issued one, she used it for her entire time in the
school. Enough were initially printed to provide all students and staff
members with a copy and to cover the needs of incoming students for
the next four years. After this, Mr. Thelen and his staff developed and
printed the revised Student Handbook. This handbook was used as the
orientation guide for incoming students, the first unit of instruction in
their ninth-year English classes.
In early childhood and elementary schools, publishing a Parent Hand-
book would be more appropriate than a Student Handbook. For middle
and high schools, it is not necessary, especially if students are required to
bring their handbooks home and share them with their parents. A signed
parent verification form brought back to the school will encourage stu-
dents to do this. Principals can also use other methods for communicating
with parents. Many find that mailing home a parent newsletter several
times a year is helpful. At Mr. Thelen’s school, a business supporter,
this time a corporate foundation, provided funding for postage. More and
136 Chapter 10