national junior - honor society

NATIONAL JUNIOR

HONOR SOCIETY

HANDBOOK

16TH EDITION

student

programs

school

leaders

nassp (partial list)

JoAnn Bartoletti

Executive Director

Beverly Hutton, EdD

Deputy Executive Director, Programs and Services

njhs national office (partial list)

Nara Lee

Director, National Honor Societies

Todd Laudino

Senior Manager, National Honor Societies

Elancia Felder

Program Manager, National Honor Societies

Enrique Ramirez

Program Manager, National Honor Societies

The contents of this handbook supersede all previous

NJHS handbooks. Permission is granted to affiliated

chapters of NJHS to copy select pages from this

manual for free distribution to members for official

chapter business.

“NJHS” and the name “National Junior Honor

Society” along with the program logos, emblems,

names, and abbreviations are registered trademarks of

NASSP, protected by federal regulations, and may not

be copied or used without specific written permission

from NASSP.

School Principals, 1904 Association Dr., Reston, VA

20191-1537

ISBN: 978-0-88210-387-7

NJHS Catalog Number: 8319808

To order the NJHS National Handbook or request

an NJHS Catalog:

Call 866-647-7253, M–F, 8:30 a.m.–4:30 p.m. (ET)

Visit www.njhs.us/store

To request an NJHS Catalog by email, send your name,

school name, and school address to [email protected]

Welcome by NASSP Executive Director JoAnn Bartoletti ...........................vi

Introduction by National Honor Societies Director Nara Lee .......................vii

1. Constitution of the National Junior Honor Society

Article I: Name and Purpose ............................................1

Article II: NASSP Student Leadership Advisory Committee .................1

Article III: State Organizations ...........................................2

Article IV: Local Chapters ...............................................2

Article V: The Principal .................................................2

Article VI: The Chapter Adviser .........................................2

Article VII: The Faculty Council .........................................2

Article VIII: Membership ...............................................3

Article IX: Selection of Members .........................................3

Article X: Discipline and Dismissal ......................................4

Article XI: Chapter Officers .............................................4

Article XII: Executive Committee ........................................4

Article XIII: Meetings. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

Article XIV: Activities ..................................................4

Article XV: Official Insignia .............................................4

Article XVI: Chapter Bylaws ............................................5

Article XVII: Amendments ..............................................5

2. The National Organization

2.1 Overview of the National Office ......................................7

2.2 Governance ........................................................7

2.3 The NASSP Student Leadership Advisory Committee ...................7

2.4 Resources Provided by Your National Office ...........................7

2.4.1 Contacting the National Office ...................................7

2.5 Conferences and Workshop for NJHS .................................8

2.6 Official Insignia ....................................................8

2.7 Official Colors, Motto, and Flower ....................................9

2.8 Annual Surveys ....................................................9

2.9 Additional Honor Societies ..........................................9

3. Chapter Organization

3.1 Getting Started ....................................................11

3.1.1 Key Contacts .................................................11

3.1.2 Obligations of the Chapter to the National Office ..................12

3.1.3 Chapter Name ................................................12

3.1.4 Dues for Members .............................................12

3.2 Governing Documents .............................................13

3.2.1 The National Constitution ......................................13

3.2.2 Chapter Bylaws ...............................................13

3.2.3 Changing the Bylaws ..........................................13

3.2.4 Other Chapter Records .........................................13

3.3 Personnel ........................................................14

3.3.1 Principal .....................................................14

3.3.2 Chapter Adviser ..............................................14

3.3.3 Faculty Council ...............................................14

3.4 Membership ......................................................16

table of contents

3.4.1 Active Membership ...........................................16

3.4.2 Alumni Membership ..........................................18

3.4.3 Honorary Membership .........................................18

3.5 Chapter Officers ..................................................19

3.5.1 Officer Elections ..............................................19

3.6 Executive Committee ...............................................20

3.7 Chapter Committees ...............................................20

Chapter Management Tools—Chapter 3 ..................................21

CMT 3.1 10 Basic Necessities for All Honor Society Chapters ............21

CMT 3.2 New Adviser Checklist .....................................22

CMT 3.3 Sample Bylaws ............................................22

CMT 3.4 The Chapter Files ..........................................27

CMT 3.5 Adviser and Member Notebooks ............................27

CMT 3.6 Faculty Council Contacts and Notebooks .....................29

CMT 3.7 Five Constitutional Obligations of Duly Inducted Members .....30

CMT 3.8 Officer Installation Ceremony ...............................30

CMT 3.9 How to be a Good Chapter Member .........................31

4. Selection Procedures

4.1 Selection of Members ..............................................33

4.1.1 The Recommended Selection Process ............................34

4.1.2 Prerequisite Conditions for Selection .............................34

4.1.3 The Criteria ..................................................36

4.2 Implementing the Selection Process ..................................40

4.2.1 Candidate Information Packets .................................40

4.2.2 Faculty Input Forms and Teacher Recommendations ...............42

4.2.3 Using Rubrics and Point Systems ................................44

4.2.4 Essays .......................................................44

4.2.5 Blind Review of Candidates ....................................45

4.2.6 Deadlines ....................................................45

4.2.7 Candidate Management Forms .................................46

4.2.8 Voting Procedures for the Faculty Council ........................46

4.2.9 Reporting Results to the Principal ...............................47

4.2.10 Initiation, Blackballing, Hazing ................................47

4.3 Notifying Candidates ..............................................47

4.3.1 Reapplication for Membership ..................................48

4.4 Nonselection and Appeals ..........................................48

4.4.1 Reasons for Nonselection .......................................48

4.4.2 Appeals in Cases of Nonselection ...............................48

4.5 Document Retention ...............................................49

Chapter Management Tools—Chapter 4 ..................................52

CMT 4.1 Sample Candidate Information Form .........................52

CMT 4.2 Sample Faculty Input Form .................................55

CMT 4.3 Sample Letters on Candidacy, Selection, and Nonselection ......56

CMT 4.4 Setting Up an Appeals Process ..............................59

5. Induction of Members

5.1 Introduction ......................................................61

5.2 The Traditional Ceremony .........................................62

table of contents

5.3 Organizing the Local Ceremony ....................................62

5.3.1 General Considerations for Planning ............................62

5.3.2 The Ceremony Agenda ........................................63

5.3.3 Themes for Your Ceremony ....................................63

5.3.4 Selecting Your Location ........................................64

5.3.5 Tokens of Membership/Ordering Supplies ......................64

5.3.6 The Registry .................................................64

5.3.7 Logo Usage ..................................................64

5.3.8 Organizing Your Planning Files .................................64

5.3.9 Rehearsal Tips ................................................64

5.3.10 Emcee Training ..............................................65

5.3.11 Additional Program Considerations ............................66

5.4 Conducting the Ceremony ..........................................66

5.4.1 Preceremony Considerations ...................................66

5.4.2 Recording the Ceremony ......................................66

5.4.3 Postceremony Receptions ......................................67

5.5 Additional Considerations for Induction Ceremony Organizers .........67

Chapter Management Tools—Chapter 5 ..............................69

CMT 5.1 Induction Ceremony Script: The Traditional Ceremony ........69

CMT 5.2 Induction Pledges .........................................71

CMT 5.3 Ordering Supplies for your Ceremony .......................72

6. Chapter Activities

6.1 Meetings .........................................................73

6.1.1 Sample Meeting Agenda .......................................73

6.1.2 Meeting Management Links ....................................74

6.2 Projects ..........................................................74

6.2.1 The Twelve Ws of Project Planning ..............................75

6.2.2 Individual Service Projects .....................................75

6.2.3 Additional Project Ideas .......................................76

6.2.4 Fundraising Activities ........................................76

6.3 Public Relations for the Chapter .....................................77

Chapter Management Tools—Chapter 6 ..................................78

CMT 6.1 Planning for the Year ......................................78

CMT 6.2 Public Relations—Sample Press Releases .....................78

7. Discipline and Dismissal

7.1 Introduction ......................................................81

7.2 No Automatic Dismissal ...........................................81

7.3 Dismissal Procedures Overview .....................................82

7.4 Appeals of Dismissal Cases .........................................83

7.5 Resignation .......................................................83

7.6 Chapter Disciplinary Records .......................................83

Chapter Management Tools—Chapter 7 ..................................84

CMT 7.1 Sample Warning Letter—Notification of Probationary Status ....84

CMT 7.2 Dismissal Hearing Notification Letter ........................84

CMT 7.3 Notification of Dismissal Letter .............................85

CMT 7.4 Model Agenda for an Article X, Section 4 Hearing .............85

table of contents

8. Award Programs

8.1 The NJHS Outstanding Achievement Award Program .................87

8.2 NASSP Awards Programs ..........................................87

8.3 Prudential Spirit of Community Awards .............................88

8.4 American Citizenship Award (ACA) and

President’s Education Award Program (PEAP) ........................88

8.5

NASSP List of Approved Contests, Programs,

and Activities for Students

..........................................88

8.6 NASSP List of Approved Contests, Programs,

and Activities for Students

.........................................89

APPENDICES

Appendix 1 History of NJHS ...........................................91

Appendix 2 NASSP Legal Memorandum: Selection, Dismissal, and Discipline:

Legal Guidelines for National Honor Society and Other Selective

Organizations .............................................93

Appendix 3 Logos and Logo Usage Guidelines ..........................101

Appendix 4 Frequently Asked Questions (FAQ) .........................103

Appendix 5 NASSP Position Statement on Student Activities ..............107

welcome from the national office

hen the National Junior Honor Society was established by the National

Association for Secondary School Principals (NASSP) in 1929, the principals

involved hoped to create an organization that would recognize and encourage

academic achievement while also developing other characteristics essential to citizens in

a democracy. These ideals of scholarship, service, leadership, character, and citizenship

remain as relevant today as they were in 1929. In fact, as we prepare future leaders for our

global society, the opportunity to support these ideals becomes even more important.

Membership in NJHS is both an honor and a commitment. It is this commitment that has

helped shape the Honor Society’s reputation for excellence, making it a valued asset among

administrators, faculty members, students, parents, and communities.

This is an exciting time for the Honor Societies, as we embark on new initiatives designed

to further support students in their quest to uphold the values that earned them selection.

These initiatives will allow student members the opportunity to engage in activities that

extend far beyond their local communities. Students will be proud to identify themselves as

a member of the National Junior Honor Society.

On behalf of all the school leaders associated with NASSP, thank you for recognizing your

finest students through your affiliation with the National Junior Honor Society.

JoAnn D. Bartoletti

Executive Director, NASSP

introduction

Since 1929, the National Junior Honor Society (NJHS) has been working with advisers

and principals to recognize students who demonstrate and are committed to the values of

scholarship, service, leadership, character, and citizenship in school settings.

This handbook, along with our online Adviser Resource Center and National Customer Care

Center, serves to provide advisers and school leaders with comprehensive guidance and

support for chapter management.

The National Association of Secondary School Principals, as the parent organization of NJHS,

believes it has a professional responsibility and ethical duty to support Honor Society students

and an obligation to assist the teachers who serve as advisers. Furthermore, the association

takes seriously its duty to support the principals and advisers of NJHS chapter schools.

Advisers, along with the student members who are inducted annually, are the heart of NJHS.

I thank you sincerely for your commitment to lifting up students in your community through

NJHS and for helping us continue the legacy of scholarship, service, leadership, character, and

citizenship into the next century

Nara Lee

Director, National Honor Societies

1. CONSTITUTION OF THE

NATIONAL JUNIOR HONOR SOCIETY

All policies and procedures for NJHS chapters are based

on the provisions of the NJHS National Constitution. The

following version of the NJHS National Constitution was

approved for all chapters on July 8, 2016, by the NASSP

Board of Directors.

This is the most recent edition for use by chapters.

Changes have also been approved for the NHS

Constitution.

Chapter advisers and school principals are asked to

review this document carefully. Copies can be provided to

chapter officers and all chapter members as a reference to

the national guidelines that govern all chapters of NJHS.

(Always consult with www.njhs.us/constitution for the most

recent edition of the NJHS National Constitution.)

ARTICLE I: NAME AND PURPOSE

Section 1.

The name of this organization shall be the National

Junior Honor Society of Secondary Schools (NJHS).

Section 2.

The purpose of this organization shall be to create

enthusiasm for scholarship, to stimulate a desire to

render service, to promote leadership, to develop

character, and to encourage good citizenship in the

students of secondary schools.

Section 3.

NJHS is a program of the National Association

of Secondary School Principals (NASSP), 1904

Association Drive, Reston, VA 20191-1537, a 501(c)

(3) not-for-profit association.

ARTICLE II: THE NASSP STUDENT LEADERSHIP

ADVISORY COMMITTEE

Section 1.

The control of this organization shall be vested in

the NASSP Board of Directors.

Section 2.

There shall be a national advisory committee to

advise the NASSP staff and board of directors

regarding NJHS and its policies and procedures.

Section 3. The Student Leadership Advisory Committee shall

consist of 14 members appointed by the board of

directors of NASSP, as follows:

• Six high school student members (three NHS,

three NatStuCo member schools).

• Two middle level student members (one repre-

senting the school of the middle level adviser-at-

large and one from the NJHS principal-at-large)

• Two high school advisers-at-large (one NHS, one

NatStuCo member school)

• One middle level adviser-at-large (one NJHS or

one middle level NatStuCo member school)

• Three practicing principals-at-large (NASSP

members: one NHS school, one NJHS school, one

NatStuCo school)

• The executive director of NASSP shall be an

ex officio member of the Student Leadership

Advisory Committee.

Section 4. Members shall be appointed for a term of no more

than two years.

ARTICLE III: STATE ORGANIZATIONS

Section 1. Local chapters may choose to organize state

associations.

Section 2. Any state association of National Junior Honor

Society chapters shall conform to this constitution

and shall work with NASSP in furthering the

purposes of this organization.

Section 3. All state associations shall be affiliated with the

National Junior Honor Society.

Section 4. The state affiliate shall not serve as an appeal board

for local chapter nonselection or dismissal cases.

Section 5. Bylaws of the state associations must be approved

by NASSP and must be consistent with the NJHS

National Constitution.

ARTICLE IV: LOCAL CHAPTERS

Section 1. Any secondary public school is eligible to apply

for a local chapter. Nonpublic secondary schools

accredited or approved by state departments of

education or by accrediting agencies approved by

NASSP are eligible to apply for a local chapter.

Each school shall have its own chapter except in

cases where a school’s size precludes the formation

of a full faculty council. In such cases, a chapter

can be shared as long as all other constitutional

requirements can be met. A middle level unit in

the same building with a high school unit will be

appropriate cause for two separate chapters (one

for the National Junior Honor Society and one for

the National Honor Society). (See Chapter 4 for

clarification of this last provision of Section 1.)

Section 2. Each school with a chapter shall pay an annual

affiliation fee approved by the NASSP Board of

Directors.

Section 3. The annual individual member dues paid to a

chapter or state affiliate, if any, shall not exceed

twenty (20) dollars inclusively. The exact amount

shall be determined by the executive committee of

the chapter and shall be subject to the approval of

the chapter membership.

Section 4. Duly chartered local chapters shall conform to this

constitution as set forth by the NASSP Board of

Directors. Failure to do so may result in the loss of

the charter.

ARTICLE V: THE PRINCIPAL

Section 1. The principal shall reserve the right to approve all

activities and decisions of the chapter.

Section 2. The principal shall annually appoint a member

of the faculty as chapter adviser, who may serve

consecutive terms. Co-advisers may be appointed

where necessary.

Section 3. The principal shall annually appoint a faculty

council composed of five members of the school’s

faculty who may serve consecutive terms.

Section 4. The principal shall receive appeals in cases of

nonselection of candidates, and the discipline or

dismissal of members.

ARTICLE VI: THE CHAPTER ADVISER

Section 1. The chapter adviser shall be responsible for the

direct, day-to-day supervision of the chapter and

act as liaison between faculty, administration,

students, and community.

Section 2. The chapter adviser shall maintain files on

membership, chapter history, activities, and

financial transactions. The chapter adviser shall

complete the annual survey and submit it to the

national office.

Section 3. The chapter adviser shall regularly review each

member for compliance with society standards and

obligations.

Section 4. The chapter adviser shall help the chapter officers

understand and carry out their duties.

Section 5. The chapter adviser shall be an ex officio,

nonvoting, sixth member of the faculty council and

shall facilitate all meetings of the council.

Section 6. The chapter adviser shall be a member of the

faculty, appointed annually by the principal, and

may serve consecutive terms.

ARTICLE VII: THE FACULTY COUNCIL

Section 1. The faculty council shall consist of five (5) voting

faculty members appointed annually by the

principal. The chapter adviser shall be an ex officio,

nonvoting, sixth member of the faculty council. No

principal or assistant principal may be included on

the faculty council. (See commentary in Chapter 3

regarding the functions of the faculty council.)

Section 2. The term of the faculty council shall be one year.

Members may be appointed to consecutive terms

Section 3. The faculty council shall meet at least once a year

to review the procedures of the chapter, select

members, and to consider nonselection, dismissal,

other disciplinary actions, and warning cases.

Section 4. The faculty council will develop and revise, when

necessary, all chapter procedures for selection,

official njhs constitution

discipline, and dismissal of members, all of which

must remain in compliance with this constitution

and NJHS policies.

ARTICLE VIII: MEMBERSHIP

Section 1. Membership in the local chapter is an honor

bestowed upon a student. Selection for

membership is by a faculty council and is based

on outstanding scholarship, service, leadership,

character, and citizenship. Once selected, members

have the responsibility to continue to demonstrate

these qualities.

Section 2. Members of the faculty council shall support the

school leader in creating and sustaining a school

environment in which each student is known,

accepted and valued, trusted and respected, cared

for and encouraged to be an active and responsible

member of the school community. As such, the

faculty council shall reserve the right to award

honorary membership to students who warrant

special consideration—including those who

receive accommodations for a disability or foreign

exchange students—in recognition of achievement

and/or outstanding service rendered to the school

in keeping with the purposes of the National Junior

Honor Society. The faculty council might also

award honorary membership to school officials,

principals, teachers, NJHS advisers, or other adults.

Honorary membership grants to the recipient

all of the privileges of membership without the

obligations associated with active member status.

(See Chapter 3 of the NJHS National Handbook for

additional information.)

Section 3. Candidates become members when inducted at a

special ceremony.

Section 4. An NJHS member who transfers to another school

and brings a letter from the principal or chapter

adviser to the new school adviser shall be accepted

automatically as a member in the new school’s

chapter. Transfer members must meet the new

chapter’s standards within one semester in order to

retain membership.

Section 5. Members who resign or are dismissed are never

again eligible for membership or its benefits.

Section 6. The NJHS adviser shall nominate members in good

standing for the National Junior Honor Society

Outstanding Achievement Award, thus reviewing

eligibility requirements for nominations.

ARTICLE IX: SELECTION OF MEMBERS

Section 1. To be eligible for membership the candidate must

be a member of those classes (second semester sixth

grade, seventh grade, eighth grade, or ninth grade)

designated as eligible in the chapter bylaws. (Ninth

graders in a 9–12 school may not be inducted into

either NJHS or NHS, nor can that school operate

a chapter of NJHS as per these guidelines and

those of the National Honor Society.) Candidates

must have been in attendance at the school the

equivalent of one semester.

Section 2. The national minimum standard for scholarship

shall be a cumulative scholastic average of at

least 85 percent, B, or 3.0 (on a 4.0 scale) or the

equivalent standard of excellence. Candidates

shall then be evaluated on the basis of service,

leadership, character, and citizenship.

Section 3. The selection of each member to the chapter shall

be by a majority vote of the faculty council. Prior to

notification of any candidates, the chapter adviser

shall review with the principal the results of the

faculty council’s deliberations.

Section 4. A description of the selection procedure shall be

published in an official school publication that is

widely available in a timely fashion to all students

and parents of the school. The selection procedure

shall be determined by the faculty council and

shall be consistent with the rules and regulations of

NJHS.

Section 5. NASSP shall not review the judgment of the faculty

council regarding selection of individual members

to local chapters.

official njhs constitution

ARTICLE X: DISCIPLINE AND DISMISSAL

Section 1. The faculty council, in compliance with the

rules and regulations of the National Junior

Honor Society, shall determine the procedure for

dismissal. A written description of the dismissal

procedure shall be available to interested parties.

Section 2. Members who fall below the standards that were

the basis for their selection shall be promptly

warned in writing by the chapter adviser and

given a reasonable amount of time to correct

the deficiency, except that in the case of flagrant

violation of school rules or the law, a member does

not have to be warned.

Section 3. The faculty council shall determine when an

individual has exceeded a reasonable number of

warnings.

Section 4. In all cases of pending dismissal, a member shall

have a right to a hearing before the faculty council.

(Note: This hearing is required and is considered

“due process” for all members.)

Section 5. For purposes of dismissal, a majority vote of the

faculty council is required.

Section 6. A member who has been dismissed may appeal

the decision of the faculty council to the principal

and thereafter under the same rules for disciplinary

appeals in the school district.

Section 7. NASSP shall hear no appeals in dismissal cases.

(Note: Refer to Article VIII, Section 5 regarding the

permanent consequences for members when dis-

missed.)

ARTICLE XI: CHAPTER OFFICERS

Section 1. The officers of the chapter, their duties, and the

method of their election shall be determined by the

members of the chapter, approved by the faculty

council and the principal, and described in the

chapter bylaws.

Section 2. New officers shall be installed at a special

ceremony.

ARTICLE XII: EXECUTIVE COMMITTEE

Section 1. The executive committee shall consist of the officers

of the chapter and the chapter adviser.

Section 2. The executive committee shall have general

supervision of the affairs of the chapter between

its business meetings, make recommendations

to the chapter, and determine and perform such

other duties as are specified in the chapter bylaws.

All actions and recommendations of the executive

committee shall be subject to the review of the

chapter membership.

Section 3. The executive committee shall have the

responsibility for ensuring that chapter activities

and procedures follow school policy and

regulations.

ARTICLE XIII: MEETINGS

Section 1. Each chapter shall have regular meetings during

the school year on days designated by the

executive committee and in accordance with school

policy and regulations.

Section 2. The regularity of the meetings (e.g., weekly,

monthly, bimonthly) shall be designated in the

chapter bylaws.

Section 3. The chapter president or other designated student

leader may call special meetings approved by the

executive committee.

Section 4. Chapters shall conduct meetings according to

Robert’s Rules of Order, Newly Revised in all points

not expressly provided for in this constitution or

the chapter bylaws.

ARTICLE XIV: ACTIVITIES

Section 1. Each chapter shall determine one or more service

projects for each year.

Section 2. All members shall regularly participate in these

projects.

Section 3. These projects shall have the following

characteristics: fulfill a need within the school or

community; have the support of the administration

and the faculty; be appropriate and educationally

defensible; be well planned, organized, and

executed.

Section 4. Each member shall have the responsibility for

choosing and participating in an individual service

project that reflects their particular talents and

interests. This is in addition to the chapter projects

to which all members contribute.

Section 5. Each chapter shall publicize its projects in a

positive manner.

ARTICLE XV: OFFICIAL INSIGNIA

Section 1. This organization shall have an official emblem.

The emblem shall be uniform and its distribution

and rules for its use shall be determined by the

NASSP Board of Directors.

official njhs constitution

Section 2. Each active or honorary member in good standing

with the chapter shall be entitled to wear this

emblem.

Section 3. Any member who resigns or is dismissed shall

return the emblem to the chapter adviser.

Section 4. All insignia must be procured from the national

office of the National Junior Honor Society, 1904

Association Drive, Reston, VA, 20191. All insignia

are registered with the United States Patent and

Trademark Office and may not be copied by

anyone without written permission of the NJHS

national office. (See also, “Logo Usage Guidelines”

at www.njhs.us/logo.)

Section 5. The motto of the National Junior Honor Society

shall be Light Is the Symbol of Truth.

Section 6. The official colors of the National Junior Honor

Society shall be blue and white.

ARTICLE XVI: CHAPTER BYLAWS

Section 1. Each chapter shall write bylaws to amplify sections

of this constitution and to clarify operating

procedures of the chapter. Bylaws do not need the

approval of NASSP but must be consistent with

this constitution.

Section 2. The chapter bylaws shall contain information

concerning the election and duties of officers, the

schedule of meetings, member obligations, dues,

and the like. (Note: See www.njhs.us/bylaws for

additional information regarding the appropriate

content of chapter bylaws.)

ARTICLE XVII: AMENDMENTS

This constitution may be amended by the NASSP Board

of Directors based on the recommendations of the Student

Programs staff and approved by the NASSP Board of Directors.

Notes:

1. Article VIII, Section 5: Resignation or dismissal from NJHS

has no bearing on future consideration for membership in

NHS in high school.

2. Article IX, Section 1: Some candidates may be ineligible for

induction because of the semester ruling. Many students,

including students of military parents, are required to

move with parents or guardians who have transferred

in their work. The present school principal should seek

a recommendation from the previous school principal or

chapter adviser pursuant to the candidate’s selection. On the

basis of the recommendation from the previous school, the

faculty council may waive the semester regulation.

3. Article IX, Section 2: Local chapters may raise the cumulative

GPA standard above the national minimum, or increase

standards for the remaining selection criteria, apply them

fairly and consistently, and include these standards in their

locally published selection procedures.

4. Article X, Section 1: To maintain compliance, all local

procedures must conform to the full provisions of this

article. Faculty councils can consider disciplinary actions that

are less severe than dismissal if circumstances warrant.

5. Article XII, Section 3: This section is generally viewed to

include chapter activities except those with regard to the

selection, discipline, and dismissal of members which are

the sole domain of the chapter’s faculty council per the

provisions of Article VII, Section 4.

NJHS National Constitution

Last revised and approved by the NASSP Board of Directors,

official njhs constitution

I. hIstory and development

2. the national organization

2.1 Overview of the National Office

The National Junior Honor Society is a program of NASSP

and is located in their offices in Reston, VA. NASSP is the

leading organization of and national voice for middle level

and high school principals, assistant principals, and all

school leaders from across the United States and more than

80 countries around the world. The association provides

research-based professional development and resources,

networking, and advocacy to build the capacity of middle

level and high school leaders to continually improve student

performance. Reflecting its long-standing commitment to

student leadership development, NASSP administers the

National Honor Society, National Junior Honor Society,

National Elementary Honor Society, and National Student

Council. For more information about NASSP, visit www.

nassp.org.

In 1921, NASSP organized the National Honor Society.

In 1929, the association added the National Junior Honor

Society (NJHS) to promote student recognition for younger

students. To honor excellence in elementary school students,

in 2008 the National Elementary Honor Society (NEHS) was

founded. The national staff serves students, activity advisers,

and administrators in schools nationwide and in more than

70 countries internationally.

Leadership education and national student recognition

are the primary goals of all student programs administered

by the national office. Our award-winning magazine helps

to facilitate communication between the national office and

its affiliated schools. The office also publishes a monthly

e-newsletter, Honor Society News, and maintains an active

presence at www.njhs.us. Through these many programs

and services, the office demonstrates its commitment to the

importance of student activities in schools along with the

value of effective and engaged student leadership, service to

others, and good citizenship.

2.2 Governance

The NASSP Board of Directors is responsible for the

operational control of the National Junior Honor Society

at the national level. Per provisions of the NJHS National

Constitution, NASSP cannot review the judgment of the

local chapter’s faculty council regarding selection and/or

dismissal of individual members to local chapters.

2.3 The NASSP Student Leadership

Advisory Committee

The NASSP Student Leadership Advisory Committee

consists of 14 members appointed by the NASSP Board

of Directors. The committee advises NASSP staff and the

board of directors regarding NJHS and its policies and

procedures. The committee meets annually at the NASSP

national headquarters. Correspondence can be directed to the

committee at 1904 Association Drive, Reston, VA 20191.

2.4 Resources Provided by Your

National Office

For NJHS Advisers:

• An award-winning national magazine, designed to

support your work as a chapter adviser. Inserts within the

magazine during the year include:

a. The NJHS Catalog (a catalog of items available for

purchase mailed with the first issue of the magazine

each year)

b. Information on leadership conferences held

throughout the year

c. Information on National Student Leadership Week

• Honor Society News, monthly e-newsletter

For Principals with affiliated chapters:

• Annual school affiliation certificate

• The annual affiliation renewal notice in the spring (notices

mailed in March; due date: June 30). Email renewal

reminders are sent simultaneously to chapter advisers.

Note: Principals seeking additional information about

membership with NASSP are encouraged to visit www.

nassp.org or contact the membership office at 800-253-7746,

option 4.

Additional mailing to your school:

• Prudential Spirit of Community Awards promotion

(September)

2.4.1 Contacting the National Office

Name corrections or changes of school address

information should be emailed to [email protected]. We rely on

this support from chapters to see that the national database

remains accurate.

2.5 Conferences and Workshops for

NJHS

A variety of meetings, including LEAD Conferences and State

Summits, are held each year to give advisers and students the

opportunity to develop new skills, network with peers, and

learn more about their National Junior Honor Society. For the

latest information on programs, go to www.njhs.us/events

and www.leadconferences.org. Notices of conferences also

appear in the magazine.

State Conferences and Workshops

state associations provide meetings, conferences, and/or

workshops for students and advisers. A list of all active state

associations can be found online at www.nhs.us/states.

2.6 Official Insignia

When the National Junior Honor Society was founded in

1929, the National Council authorized and approved an

official emblem. This emblem can be issued by a National

Junior Honor Society chapter only to duly elected active or

honorary members.

All official insignia can be found in both the online store,

the NJHS Catalog sent to advisers in all member schools at

the beginning of each school year and on the NJHS website,

www.njhs.us.

The distribution of official National Junior Honor Society

emblems is controlled by NASSP. Advisers and principals

are given the authority to purchase official insignia from the

national sales office. Consequently, telephone, or emailed

orders can be placed only by the principal or chapter adviser.

The NJHS logo was updated in 2008 and at this time all

chapters should be using this latest version for all chapter

publications and promotions.

From time to time, the national office licenses commercial

vendors to produce and sell items bearing the official insignia

of the organization. Indications of this license are expected to

be included in all promotions produced and distributed by

these licensees. Advisers who question the authenticity of any

promotion bearing the name or insignia of the Honor Society

should report their concerns to the staff of the national office.

Look for the

or “

” as an indicator of the official emblem.

The National Junior Honor Society emblem cannot

be duplicated without permission of NASSP. The names

“National Junior Honor Society” and “NJHS” and the

insignia design are similarly protected.

Electronic versions of the logo appear in the

Adviser Resource Center of www.njhs.us for use by active

chapters. Permission is granted to members of duly affiliated

chapters of NJHS to copy pages from this handbook relating

to chapter activities for free distribution, but chapters may

not link the full text of the handbook on websites for public

view. Similarly, chapters can utilize the name and logo of

NJHS for official publications and activities per the guidelines

that follow.

NJHS Trademark Policy and Logo Usage

Guidelines

All advisers are responsible for helping to protect the use of

all NJHS trademark items. NASSP, as parent organization

and owner of the rights to all Honor Society names and

logos, expresses its policy concerning the use of trademark

materials as follows:

Local NJHS chapters and state associations are permitted

to use trademark items without obtaining approval from

the national NJHS office (NASSP) on printed materials,

promotional pieces, and displays that are not sold. Approval

must be obtained in writing from NASSP for any item

that will be sold by local or state NJHS chapters or that is

produced by a commercial vendor. Commercial vendors are

not permitted to use NJHS trademarks on any goods offered

for sale or otherwise unless they have been licensed by

NASSP. A Logo Usage Request Form has been developed to

assist local chapters in obtaining permission for sales or when

using commercial vendors. The form is available at www.

njhs.us/logo.

On the Web: For internet/website development, local

chapters may utilize the NJHS logo for a period of three years

as long as the following conditions are met:

a. The “

” or

(trademark) sign should appear next to the

name “National Junior Honor Society” or initials “NJHS”

when it first appears on the page.

b. A footnote is added to the page where the “

” or

appears stating: “National Junior Honor Society and NJHS

are duly registered trademarks of the National Association

of Secondary School Principals (NASSP). Unauthorized

copying or use of said trademarks is strictly prohibited.”

c. A link to the site or email attachment of the usage

described in “a” and “b” is sent to the national office by

email to [email protected]. Note “Logo Usage” in the subject

line.

Website Logo Usage: Local chapters may establish links to

the national NJHS site found at www.njhs.us. Please inform

the national office if your chapter has its own home page/

website.

Use of the Official Emblems: The purchase of an emblem

is not an obligation of membership for any student or chapter.

the national organization

Emblems are often purchased through the school activity

fund on the same or similar basis as athletic letters and

presented to new members at the induction ceremony.

Community organizations (the PTA, Rotary, Kiwanis, or

Lions Club, for example) sometimes provide funds for the

purchase of the emblems. In a school where no financial

provision is made, individual members may purchase the

emblem with assistance from the chapter adviser.

Regardless of who pays for the emblem, the title to the

emblem remains with the chapter until the member has

graduated. Each member should have a clear understanding

of this stipulation. Members who are dismissed for any

reason must surrender the emblem to the chapter adviser.

If the dismissed member refuses, that individual should be

reported through normal school disciplinary channels. If the

emblem was paid for by the member, the chapter should

reimburse the student for the original cost of the emblem.

The emblem and other insignia should always be worn

with dignity and pride. Individual student members may not

design their own clothing or jewelry featuring official NJHS

insignia.

Pins and charms may be engraved with the member’s

initials, but the engraving is not available through the

national office.

Alumni members who lose emblems should contact the

principal of the school where induction took place. If the

principal (or current chapter adviser) certifies in writing

to the national office that the individual was inducted into

membership at that chapter, an order can be submitted for

a replacement item. Unless membership can be so verified,

additional emblems cannot be supplied.

Advisers should use only current order forms when

ordering official insignia. Chapters that do not have a current

NJHS Catalog and order form can contact the national sales

office of the National Junior Honor Society, 1904 Association

Drive, Reston, VA 20191, or email their request to sales@

njhs.us. Be sure to state the name of the school and chapter

and include your school affiliation number which can be

found either on the adviser’s ID card or on the label of all

mailings from the national office, including the magazine.

Commercial Requests: The national office cautions

principals, chapter advisers, and members to be wary of

commercial groups that request lists of National Junior

Honor Society members for any reason. Such groups often

operate fraudulently. School officials concerned about offers

that appear to exploit students should check with local postal

authorities or the Better Business Bureau (www.bbb.org) if

the organization in question does not fulfill its claims, or

consult the NASSP List of Approved Contests, Programs, and

Activities for Students. The list is made available at www.

nassp.org/contests and is updated annually. (Additional

information regarding this service from NASSP is found in

Chapter 8.)

In addition, all official correspondence from NJHS,

including all invoices for affiliation renewal, will bear the

official logo and the Reston, VA, return address. Chapters

suspecting misuse of the name or logo or the questionable

request for member names can report this information to the

national office.

2.7 Official Colors, Motto, and Flower

The official colors of the National Junior Honor Society are

blue and white. Advisers can contact the national office for

official Pantone color designations. The society’s motto is

Light Is the Symbol of Truth. The official flower of NJHS is the

white rose.

2.8 Annual Surveys

Each active chapter is required to submit an annual survey of

activities to the national office. Surveys are conducted online

and the deadline for submission is June 30.

It is the responsibility of the chapter adviser to complete

and submit this annual survey. The data gathered from

these surveys each year assists the national staff in better

understanding our members so that more effective

programs, products, and services can be provided to assist

in maintaining your chapter. Surveys are posted in the

spring and remain live through June 30 each year. Links to

the survey are provided in the magazine and e-newsletter

beginning in April.

2.9 Additional Honor Societies

NASSP administers two additional Honor Societies for

schools: The National Honor Society (NHS) and the National

Elementary Honor Society (NEHS, in collaboration with the

National Association of Elementary School Principals).

NHS is an Honor Society for high schools. Students

become members through a selection process that parallels

that used for NJHS, focusing on four criteria—scholarship,

service, leadership, and character. Grade level eligibility

exists for students in grades 10 through 12. Membership

in NJHS is not an automatic qualifier for membership in

NHS. The two Honor Societies operate separately even

when operating on the same campus, such as in a K–12

school. While many high schools operate under a 9–12 grade

level structure, the National Constitution of NHS prohibits

the national organization

the establishment of an NJHS chapter in such schools to

accommodate freshmen.

In 2008, NASSP, along with colleagues from NAESP,

established the National Elementary Honor Society, NEHS.

Membership is based on good grades (scholarship) and

demonstrated qualities of responsibility at home, at school,

and in the community. NEHS chapters focus on providing

leadership training and service experiences for their members

once they are selected. Students in grades 4–6 are eligible for

consideration in schools with an NEHS chapter. Additional

information can be found online at www.nehs.org.

State Associations. Some states have state associations

of NHS and/or NJHS chapters. Chapters in those states

hosting such associations are encouraged to join and become

active members. For a list of those states sponsoring state

Honor Society associations, visit www.nhs.us/states. In

some states where there are no formal state associations,

some state principals’ associations or state student council

associations sponsor annual meetings and workshops for

either advisers, students, or both. NASSP works closely with

both state associations and these state principals’ groups to

promote leadership development for students and professional

development for advisers.

Other Honor Societies. In virtually every area of

secondary study, there are honor societies for students.

Science, English, math, music, and art, to name but a few

disciplines, maintain important organizations to recognize

and engage students demonstrating outstanding skills in

these areas of study. NJHS supports the existence of such

organizations in schools to further the cause of student

recognition. Schools with questions regarding the authenticity

of any other Honor Society are encouraged to inquire with

the NJHS national office at [email protected].

the national organization

3.1 Getting Started

This section is designed to provide chapter advisers with

the essential information needed to get their chapter up and

running—or for the experienced adviser, a thorough review

of the key elements for every chapter. For a summary of what

the NJHS National Constitution requires of every chapter, use

Chapter Management Tool 3.1 (CMT 3.1)—10 Basic Necessities

for All Honor Society Chapters, found at the end of this

chapter. Chapter advisers and principals are also encouraged

to review the New Adviser Checklist (CMT 3.2).

3.1.1 Key Contacts

There are three essential contacts that each adviser should

establish when forming or assuming responsibility for an

Honor Society chapter on campus.

1. Principal

• Responsible for payment of the annual affiliation fee.

• Appoints the chapter adviser and the faculty council (five

members).

• Consulted for general schedule considerations: When will

the induction ceremony take place? Spring, fall, or both?

(From here the schedule for the selection process can be

derived working backwards from the induction ceremony

date on the school calendar.)

• Sets priorities for your style of recognition: What type

of recognition will the chapter provide to members at

induction (e.g., pins, certificates, honor cords, medallions,

stoles)?

• Coordinates funding for the chapter: How will chapter

activities, including recognition, be financed? School

budget allocation? Chapter dues (maximum allowed: $20

per member per year)? Fundraising activities? Policies or

limitations that exist on fundraising?

• Reviews the principal’s authority regarding Honor Society

activities per the guidelines found in the NJHS National

Constitution (Article V, Section 1); the handbook; and all

school, school district, or state guidelines or policies that

affect the running of the Honor Society.

2. Faculty Council

• Is aware of all duties, including:

– Selection procedures for membership

– Discipline and dismissal of members

– Chapter bylaws development and approval

– Other duties/activities

• Understands the importance of maintaining a strong

reputation for your chapter and its procedures

3. Chapter Members and Officers: Governance, Activities,

and Other Considerations

•

Who are your chapter officers and what are their duties as

identified in the chapter bylaws?

•

What are the member obligations and what types of

fulfillment records are kept for those obligations?

•

What is the committee structure for your chapter and their

annual responsibilities?

•

What are the chapter goals for the year (which also must be

evaluated at some point)?

3. CHAPTER ORGANIZATION

chapter organization

•

When are the regular chapter meetings and what are the

major chapter activities for the year; is there a master calen-

dar?

3.1.2 Obligations of the Chapter to the National

Office

Three main obligations can be identified for each Honor

Society chapter each year:

1. Annual Affiliation

A renewal notice (invoice) is mailed in the spring (usually in

mid-March) to the school principal seeking renewal of the

chapter’s affiliation. Notices of this mailing will appear in

the magazine and in Honor Society News.

The notice will request three things:

•

Verification of the correct school name and address

•

Verification of the name of the designated chapter adviser,

with email contact information; principals are able to

change (update) the official adviser name if necessary on

this form

•

Payment of the annual affiliation fee; this fee is subject to

change from one year to the next

All chapters must submit their completed renewal form

and payment by June 30 each year. Submission by this time

ensures that the chapter’s status is updated and the adviser

name entered in time for the back-to-school mailing that

includes the annual NJHS Catalog of insignia and publica-

tions and the first issue of the magazine.

To protect your chapter funds, please note that all official

invoices for your chapter’s annual affiliation with NJHS,

including reminder notices, will bear the official logo of the

organization and include a Reston, VA, return address.

2. Annual Survey Submission

Each spring, chapter advisers are asked to complete an online

survey referenced in Article VI, Section 2 of the NJHS National

Constitution that serves as the “annual report.” A link to the

survey is also posted in the Adviser Resource Center of the

website.

Chapter advisers are requested to complete and submit this

survey by June 30 each year. The responses gathered provide

essential input to the national staff that guides the develop-

ment of programs, policies, and products.

3. Stay Up to Date

To see that your chapter stays informed about developments in

the Honor Societies, we encourage you to:

• Read the magazine.

• Check the national website monthly (a duty that can be

assigned to a chapter officer) for any late-breaking news.

• Review each month’s edition of Honor Society News, emailed

to all advisers, then share relevant content with chapter

leaders and faculty council members.

• Annually review and evaluate your chapter activities, poli-

cies, and procedures to ensure full compliance with all

national, state, and local guidelines. Include the principal in

these sessions to incorporate any school system policies.

• Maintain strong communication links with all chapter

members, officers, faculty council members, and other

relevant parties.

• Develop and implement effective annual goals for the

chapter that support the purposes of the Honor Society as

expressed in Article I of the NJHS National Constitution.

• Monitor your members on a regular basis to see that they

continue to meet your standards and all obligations of

membership.

• Dedicate time and resources to professional development

and participation in training conferences provided by the

state and national organizations.

• Share your successes.

3.1.3 Chapter Name

Chapters may choose a name other than their school name to

reflect local culture or honor someone in the school or commu-

nity. Incorporating the reason behind a special chapter name

into the induction ceremony is an effective way to establish

and preserve chapter history. To avoid the impression that the

Honor Society is a social fraternity or sorority, Greek names

and/or lettering are not allowed. Chapters can order a replace-

ment charter with the name they have selected from the NASSP

sales office.

3.1.4 Dues for Members

Chapters determine and specify in their bylaws the amount of

annual local chapter dues, if any, for their members. Dues are

not to exceed $20 a year per member.

If your school imposes fees for activities programs, please

inform candidates and their parents of the distinction between

official chapter dues and other fees imposed upon the chapter.

No student should be denied membership because they cannot

pay extra fees, and chapters should allow exemptions for those

who cannot pay.

3.2.3 Changing the Bylaws

Once the bylaws have been accepted by a vote of the chapter

and approved by the faculty council and the administration,

they become the official policies of the organization. Every set

of bylaws should include a description of the procedures for

amending the articles. It is good practice to have the entire

chapter and faculty council review proposed changes before

they are put to a vote or adopted.

There are times when an outdated set of bylaws is a hin-

drance to a chapter, so the bylaws may occasionally have to be

revised or completely rewritten.

After a written draft of the proposed changes has been pre-

pared, the members of the chapter should be informed and

given copies so that they can discuss the issues before they

come to a final vote. Proposed amendments or revisions usu-

ally require a two-thirds vote of the chapter for adoption. (Note:

Sections dealing with revisions to the procedures for selection,

discipline, and dismissal of members can be changed only by

the faculty council, though input from the chapter is allowed.)

Some good reasons for amending bylaws are:

• Statements no longer suit the chapter or school situation

• Bylaws are arranged so poorly that essential information is

hard to find (this often occurs when an old document has

been added to over a period of years)

• Bylaws contain elements that have caused long-standing

disagreement

• Bylaws violate individual rights or do not conform to local

or state policies or laws

• Bylaws prevent the chapter from adapting to change

• Bylaws contain policies that violate NJHS national policies

3.2.4 Other Chapter Records

In addition to the NJHS National Constitution and the local

chapter bylaws, each chapter should have the following on file

and available for review:

• The NJHS National Handbook (includes the NJHS National

Constitution)

• Local selection procedure description including all forms

used in the selection process and lists of member obligations

once selected (per Article IX, Section 4)

• Policies and procedures relating to the discipline and dis-

missal of members

• Chapter membership lists (both present and past)

In addition, it is recommended that chapter files also contain

the following:

• A copy of the chapter’s charter

• A history of the chapter (founding date, explanation of the

chapter name, names of advisers and the years served, etc.)

• Induction ceremony scripts and planning guides

3.2 Governing Documents

Two documents govern the members and activities of all

chapters: the NJHS National Constitution and the local chapter

bylaws.

3.2.1 The National Constitution

All chapters must adopt and follow the NJHS National

Constitution. This obligation is outlined in the chartering

agreement signed by every school with a chapter. The constitu-

tion of the National Junior Honor Society is the primary source

for policy information for all chapters. It has been approved by

and can be amended only by recommendation of the national

office and the NASSP Board of Directors. The constitution has

changed over the years. While the basic tenets of the orga-

nization have remained constant, the society has evolved to

reflect new thinking since 1929. (The current NJHS National

Constitution is found in Chapter 1, as well as at www.njhs.us/

constitutions.) The online edition of the constitution is the most

up-to-date.

3.2.2 Chapter Bylaws

All NJHS chapters function under a single National

Constitution. In addition, local chapters must adopt bylaws to

establish local procedures, as noted in Article XVI, Sections 1

and 2. Bylaws exist as a written set of rules for a group, defin-

ing the limits of authority for the organization and giving a

sense of order and purpose.

Chapter bylaws outline the local chapter’s policies, proce-

dures, and membership obligations. Chapter bylaws should

include information about the chapter’s selection require-

ments, disciplinary procedures, officer elections and officer

duties (which ones are required, what their duties are, how

they are to be elected or removed from office), service require-

ments, dues requirements, and a description of projects for the

year.

Chapters may add other information and procedures per-

tinent to the chapter. Chapter bylaws should be written in

simple and direct terms and should include only essential

items. (See sample bylaws in the Chapter Management Tools at

the end of this chapter.)

The chapter should regularly review the bylaws and change

them to meet local needs. Though the local bylaws are not

approved by the national office, they must be consistent with

the NJHS National Constitution and the policies derived from

it. Upon request, the policy staff of the national office can assist

chapters with the writing or review of bylaws.

chapter organization

New advisers should contact the national office to confirm

the correct adviser’s name is on file to ensure accurate and

timely correspondence.

3.3.3 Faculty Council

The faculty council consists of five voting faculty members,

appointed annually by the principal. If the principal delegates

the power to make this appointment to the adviser, the list of

faculty council members should be approved by the principal

prior to the first meeting of the council.

The chapter adviser facilitates all meetings of and works

with the faculty council in selecting, disciplining, or dismiss-

ing members. No principal or assistant principal may be on

the faculty council, nor may they be present during the faculty

council’s deliberations or voting for selection or dismissal.

Members of the faculty council should be from the profession-

al staff on campus (generally those with professional education

degrees or certification) and not from among the support staff

on campus (custodians, secretaries, etc.). Parents and students

cannot serve as members of the faculty council.

The adviser and the faculty council cooperate in developing

and periodically reviewing all local selection and disciplinary

procedures and guidelines. Chapter members can be given the

opportunity to comment on these procedures, and the mem-

bers’ recommendations should be considered in procedure

formulation and review.

It is important that all members of the faculty council rec-

ognize that they are working on behalf of the total faculty of

the school. All judgments reached by members of the faculty

council should, therefore, be both sound and professional.

The faculty council members must be fully knowledgeable of

the guidelines for their chapter and follow carefully all stated

guidelines and procedures.

3.3.3.1 Role of the Principal Regarding Meetings of the

Faculty Council

The school principal has the right to approve all activities and

decisions of the local chapter as stated in Article V, Section 1

of the NJHS National Constitution. Furthermore, the principal

appoints the chapter adviser (Article V, Section 2) and mem-

bers of the faculty council (Article VII, Section 1), although this

latter responsibility can be delegated to an assistant principal

or adviser as needed.

It is stated in Article VII, Section 1 that “no principal or

assistant principal may be included on the faculty council”—

indicating that the administrator does not serve as a member

of the group that selects, disciplines, or dismisses members.

This prohibition extends to the principal sitting in on the meet-

ings of the faculty council because:

• Chapter meeting agendas and minutes from current and

previous years

• Service project records detailing projects undertaken for

school or community by the chapter in past years

• A copy of the NJHS Catalog

• Copies of the magazine for reference

Note: Chapters may keep digital records or files of all

of these elements, but chapters are advised to also keep

hard copies. (See CMT 3.3 and CMT 3.4 at the end of this

chapter for additional information.)

3.3 Personnel

In managing any chapter, there are three key positions: princi-

pal, chapter adviser, and the faculty council.

3.3.1 Principal

The principal has the right to approve all activities and deci-

sions of the chapter (see Article V), including selection and

dismissal of members. The principal cannot serve as chapter

adviser and is not a member of the faculty council. The princi-

pal receives appeals in cases of nonselection of candidates and

the discipline or dismissal of members.

The principal appoints and works closely with the chapter

adviser and the faculty council to develop and follow fair

selection and disciplinary procedures consistent with the con-

stitution. The principal cooperates with the adviser to achieve

a smooth-running, productive chapter. The principal should be

familiar with the NJHS National Handbook and stay abreast of

the activities and procedures of the school’s chapter.

3.3.2 Chapter Adviser

The chapter adviser must be a member of the faculty of the

school where the chapter is located. The adviser is expected

to be familiar with the NJHS National Handbook and have a

working knowledge of Honor Society policies, as well as those

of the school and the school district. The adviser promotes

chapter activities, stimulates positive actions by members, and

provides information on local and national policies regulating

chapter activities. A checklist for new advisers is in the Chapter

Management Tools at the end of this chapter.

In addition, the adviser approves chapter activities, main-

tains chapter records, and attends all meetings and functions.

The chapter adviser is a nonvoting, sixth member of the faculty

council. Neither principals nor assistant principals may serve

as chapter advisers. Chapters may appoint co-advisers to run

the chapter, particularly in cases involving very active chapters

or those with large student memberships.

• As the principal serves as the primary authority for appeals

of nonselection or discipline (as per Article V, Section 3), a

conflict of interest could arise if the principal was also part

of the initial decision in these cases. By sitting in on the

decision-making process, the principal compromises their

objectivity in hearing an appeal, the result of which would

necessitate passing the appeal on to the next higher level of

the school system for consideration (supervisors, superinten-

dents, school boards, etc.). This delay would be both time-

consuming and frustrating for all involved.

• The principal has entrusted the adviser and members of the

faculty council with the authority over selection and disci-

pline. To impose direct supervision of their function could be

perceived as either micromanaging or a lack of trust in their

professional capabilities, or as undue influence in the pro-

cess. Either of these perceptions could be damaging to the

chapter in the school and community.

How can a principal provide direction and instruction to

the faculty council if their are prohibited from attending the

meetings? One way is for the principal to provide guidance at

an annual private meeting with the adviser and members of

the faculty council. Such meetings can involve a review of the

previous year’s events, and the professional standards of the

local chapter can be reinforced in a manner that supports the

integrity of the members of the faculty council.

In addition, Article IX, Section 3 requires that before any

decisions of the faculty council are made public the chapter

adviser must share the results first with the principal. This step

allows the principal to intervene before erroneous or otherwise

embarrassing decisions leave the school.

3.3.3.2 Role of the Chapter Adviser in the Meetings of the

Faculty Council

Since the principal cannot serve as a member or even an

observer of the faculty council’s deliberations, the chapter

adviser takes on the responsibility of representing the admin-

istrative offices of the school. In this role, the adviser serves

in two capacities: the supervisor who ensures that proper

procedures are being followed, and as the representative of the

interests of the student(s).

As supervisor, the adviser first makes sure that both the

national and local guidelines for procedure are being followed.

A total familiarity with local procedures and the NJHS National

Handbook are desirable, or they should at least be available for

quick reference. In addition, a vital role of the faculty adviser is

to see that the faculty council avoids gossip, hearsay, specula-

tion, and rumors when considering the case of any individual

student. To do this, the adviser serves as a facilitator of the dis-

cussions, keeping the council focused on objective data used to

review each case.

This latter quality is the element of serving as a representa-

tive for students who are brought before the faculty council.

Usually, the first step is to collect data or facts to be considered.

A thorough accounting of all information being used is one of

the primary responsibilities of the adviser. Whether for selec-

tion or disciplinary consideration, the faculty adviser also

serves to guarantee that each student receives a fair review.

Although they are a member of the school’s faculty, the adviser

must assume the role of the student’s representative to guaran-

tee that only relevant and valid information is brought under

consideration by members of the faculty council.

If nothing else, the faculty adviser plays a very diplomatic

role in the meetings of the faculty council. For this reason,

principals must carefully select advisers.

3.3.3.3 Size of the Faculty Council

The number of faculty members serving as voting members of

the faculty council is set at five. This set number is a national

requirement for all chapters, and there are no exceptions to

the size of the faculty council. Maintaining an odd-numbered

council ensures that voting will resolve questions with a major-

ity or greater vote.

Local chapters, particularly in larger schools, can allow

input from additional staff members when undertaking

candidate review during the selection process. Local chap-

ters may also seek input from the school counseling office.

Administrators can also be asked to submit relevant commen-

tary during the review of candidates, particularly information

obtained through school disciplinary records.

However, when it comes time to vote, only the five appoint-

ed members of the faculty council should engage in the final

deliberations and voting. The decisions reached are to be

shared with the principal and, thereafter, with the candidates

under consideration.

3.3.3.4 Confidentiality of the Faculty Council

The concern regarding the identity of members of the faculty

council usually arises when parents of nonselected students

wish to ask each of the council members why the student was

not selected. Because the chapter adviser and principal are

chiefly responsible for responding to parental (or other) con-

cerns, the national office supports local chapter efforts to main-

tain the confidentiality of the faculty council.

Some schools may wish to retain the names of the faculty

council in complete secrecy. The motivation for this is under-

chapter organization

standable—no one wants the candidates to attempt to influence

faculty council members in order to achieve membership.

However, complete secrecy or confidentiality of the faculty

council cannot be maintained during the dismissal process.

According to the NJHS National Constitution (and presumed

by the national office to be “due process” for all members), any

student being considered for dismissal has a right to a hearing

with the faculty council prior to any decision being made on

the student’s status as a member. The purpose of this hearing

is to allow a student to present their case to the council prior

to its decision regarding dismissal. Unless a chapter decides

never to dismiss a student (a questionable position if assumed

to be policy), eventually the names of the faculty council

membership will be revealed. Of course, in the situation where

a court or officials of the school system have requested the

names of the faculty council, the principal would be required

to comply with such requests.

The national office will support any principal or adviser

who retains the confidentiality of the faculty council during

the selection process. Efforts should be taken, however, to fully

explain the selection process and respond to the inquiries in a

professional manner.

3.3.3.5 Alternates for Faculty Council Members

The NJHS National Constitution stipulates voting by five

members of the faculty council. Because a member of the

council may be sick, undertaking other professional respon-

sibilities, or may have a conflict of interest when the council

is called to meet, chapters should name one or more official

alternate members to the faculty council. With approval by the

principal, these individuals could receive the same orientation

to chapter guidelines as the official five members, but would

be available for service in the event one of the five is not pres-

ent. It is important to clarify the role of these individuals for

the meeting in question, noting that after this meeting they

will revert to alternate status. However, if any appeals emerge

based on the decisions reached when the alternate was voting,

then the alternate should be brought back in for any reconsid-

eration of the case.

3.4 Membership

Membership in the National Junior Honor Society is both an

honor and a responsibility. Students selected for membership

are expected to continue to demonstrate the qualities of schol-

arship, service, leadership, character, and citizenship that were

the basis for their selection. Membership is divided into three

categories: active, alumni, and honorary.

3.4.1 Active Membership

A candidate for membership must first be selected by the

faculty council and then inducted at a special ceremony to

become an active member of the chapter. Active members

have a voice and vote in chapter affairs, and they are expected

to maintain the standards of the society by which they were

selected. Membership obligations (ie.g., dues, meetings atten-

dance, chapter service participation) cannot be imposed until a

student has been formally inducted into membership.

3.4.1.1 Membership Lists/Rosters

A formal list of all members of the chapter is to be maintained

by the chapter adviser. This list is updated following each

round of selection and induction, as well as anytime a mem-

ber is dismissed from the chapter. It is recommended that the

chapter adviser maintain one copy and file another copy in

the main office for backup. Although yearbooks and school

newspapers often publish member lists, the official chapter

membership roster should be confirmed and dated by the

chapter adviser each year.

All official membership lists are maintained by the local

chapter. Advisers are encouraged to work with the principal to

ensure a secure location for all membership lists.

3.4.1.2 Obligations of Membership

The NJHS National Constitution defines several obligations

for members. First, all members are to maintain the standards

by which they were selected (e.g., continued performance at

or above the required GPA, involvement in service and leader-

ship projects). In addition, the constitution expects members

to attend meetings if called for, and to participate in both indi-

vidual and chapter service projects during the year.

Chapters can develop additional local membership obli-

gations and are responsible for ensuring that candidates are

informed of these obligations prior to induction. Note: No

additions or increases to members’ scholarship requirements

can be made after induction. Members are held to the same

cumulative GPA that was required for selection.

Publication of all member obligations is an important

responsibility of the chapter. In addition to publishing the

chapter bylaws for each member, chapters should include a

list of member obligations in the general chapter description

that appears in the student handbook, faculty handbook, par-

ent newsletters, or any other official publication of the school

or school system. Potential candidates and their parents will

then have a better understanding of the level of commitment

required by the Honor Society.

Many chapters will outline all member obligations and

include them either in the candidate’s packet of information

chapter organization

(See Chapter 4) or in a new member packet, and then request

(or require) that the student and parent or guardian sign the

form affirming their understanding of all member obligations.

This document will assist in supporting the school’s position

should a student be called up for disciplinary action for not

meeting some or all of the member obligations.

(See also “The Five Constitutional Obligations of a Duly

Inducted Member” and “How to Be a Good Chapter Member”

in the Chapter Management Tools at the end of this chapter.)

3.4.1.3 Transferring an Active Membership

Article VIII, Section 4 clearly indicates that a student’s mem-

bership transfers automatically when a member moves from

one school to the next. Differing standards and procedures

among chapters can cause difficulty for students who transfer.

Although the constitution states that transfer members must

be automatically accepted into the NJHS chapter of the new

school, the transferee may be unable to meet the new chap-

ter’s standards within one semester. For example, if a seventh

grader transferred to a school that accepted only eighth grad-

ers into the National Junior Honor Society, the seventh grader

could not meet the requirements of the new chapter within

one semester. In such or similar cases, the transfer student may

have their NJHS membership declared temporarily inactive,

until they are able to meet the new chapter’s standards. The

chapter may also choose to transfer the membership without

delay, so that the member’s participation is not interrupted.

Chapters are encouraged to choose the latter option, which is

in the best interest of the student.

In other cases where the cumulative GPA standard of the

new school is higher than that of the old school (e.g., 3.5 at

the new school, but only at 3.0 at the member’s old school),

then the transferee is granted membership and given a reason-

able amount of time (e.g., a semester) to raise the GPA to the

new standard. In all transfer cases, the local faculty council is

charged with making a sound, professional judgment regard-

ing the membership status of the individual.

It is the obligation of the student member, when transferring

to a new school, to notify, in a timely fashion, the adviser of the

new school’s chapter of their membership. Chapter advisers

can require proof of membership in the former chapter, which,

in addition to a formal letter or email from the previous advis-

er or principal, can include a membership card, certificate, or

official designation on the school transcript.

To facilitate informing the new school’s chapter adviser of

the transfer, the former chapter adviser can provide the trans-

ferring member with a letter that confirms that the member

was in good standing when leaving. A sample transfer letter is

provided in the Adviser Resource Center of www.njhs.us.

3.4.1.4 NHS Membership Consideration

Membership in NJHS does not automatically confer status of

NHS membership upon a student arriving in high school, nor

does it automatically make a student a candidate for consider-

ation. While NJHS membership may serve to introduce middle

level students to the general concepts of the criteria, strengthen

their talents, and familiarize them with the selection process,

there is no formal connection between membership in the two

Honor Societies. Dismissal or resignation from NJHS also has

no impact on a student’s eligibility for NHS membership.

Where an NJHS chapter does exist in a middle level school

that feeds the high school, it is suggested that the two chapter

advisers establish professional communications, to the point of

sharing selection procedures and chapter guidelines with each

other. Furthermore, the NHS chapter can consider meeting

with the members of the NJHS chapter prior to the end of the

middle level experience (e.g., at the last NJHS chapter meeting

in the spring) to orient those members to high school, and how

and when students are considered for membership in the high

school chapter of NHS. Not only would such collaboration

help smooth the transition for NJHS members into their high

school experience, but it will help them establish academic and

activities goals for eventually obtaining membership in the

NHS chapter.

3.4.1.5 Homeschooled Students

As a rule, students who are homeschooled full time and not

enrolled at a school where an NJHS chapter is present are not

eligible for consideration as members. However, homeschooled

students who are enrolled part time at a member school, based

on existing local and state policies, may be eligible for consid-

eration. Advisers should consult with their principal in all such

cases. If selection of part-time homeschooled students takes

place, it is important for chapter advisers to outline all chapter

obligations to ensure continued active membership.

3.4.1.6 Dual Enrollment, Postsecondary Option, and

Alternative Placement Students

Questions arise for NJHS chapters regarding whether or

not students enrolled in dual-enrollment or nontraditional

programs are eligible for membership consideration, and if

selected, what level of expectation exists for the fulfillment of

chapter obligations.

For all such programs, two essential questions exist: Where

is the student enrolled and who has ultimate authority over

the student? In many cases, students and their parents sign off

on a letter of agreement regarding their nontraditional status.

Advisers should consult such agreements for answers to the

questions of enrollment and authority. If the student is techni-

chapter organization

cally enrolled in your school and your principal has authority

over them, that student may be eligible for membership and,

if selected, can be counseled regarding all member obliga-

tions. Chapters are not expected to make exceptions for such

students, but may be expected per local or state policies, to

develop reasonable accommodations, particularly if selected as

members of the chapter.

If any of these nontraditional opportunities exist in your

school system, it is suggested that the chapter adviser and

principal, and perhaps a representative of the school system’s

administrative staff, formulate policy statements for inclusion

in the local student handbook regarding eligibility and author-

ity where the Honor Society candidacy and membership are

concerned.

3.4.1.7 Students With Special Needs

Students who have received accommodations for their dis-

ability, based on their having been identified with one or

more physical, emotional, learning or other disabling condi-

tions, raise some unique questions where selection to NJHS is

concerned. For these cases, several relevant points should be

considered.

First and foremost: Any student who is judged by the fac-

ulty council to meet the selection criteria (scholarship, service,

leadership, character, and citizenship) for membership should

be selected.

Local selection procedures cannot be written to exclude stu-

dents in an accommodated curriculum. If extra guidelines are

included (e.g., “In addition to the required cumulative GPA,

students must take at least two years of a foreign language to

be considered as candidates”; “students must be enrolled in

the precollege curriculum”), local schools should first review

these policies with local, state, and federal guidelines to ensure

that such selection policies are legal and acceptable and sup-

portable as being nondiscriminatory. Advisers should confer

first with the principal, and, if necessary, with the school sys-

tem legal counsel to authorize these elements of their selection

process.

Should it be judged that a student does not meet all of the

selection criteria, the faculty council may consider bestowing

honorary membership upon a student with a documented dis-

ability. Honorary membership can be bestowed upon students

with disabilities or foreign exchange students in recognition

of achievement and/or outstanding service rendered to the

school in keeping with the purposes of the National Junior

Honor Society. (Reference: Article VIII, Section 2 of the NJHS

National Constitution.) Other students at the school who are

outside of these two categories are not eligible for honorary

membership.

Put simply, honorary membership grants recognition to

students with special needs without the obligations and full

privileges associated with active member status.

3.4.1.8 Nondiscrimination

Included in the sample bylaws at the end of this chapter is a

suggested paragraph regarding nondiscrimination policies

for chapters. Such policies are often incorporated into school

system policies and guidelines, particularly in public school

settings, and are suggested here for use by all chapters for

inclusion in the selection process guidelines as well as operat-

ing bylaws for the chapter.

Interested chapter advisers should first confer with the

principal and/or school system representatives regarding the

inclusion of this language to be certain it conforms to existing

local and state policies.

3.4.2 Alumni Membership

Active members become alumni members upon graduation.

(Note: The term graduation designates the completion of the

middle level grades of the chapter’s school, e.g., completion

of grade 8 in a 6–8 school.) Alumni members have no voice or

vote in chapter activities. Similarly, because alumni members

are no longer within the jurisdiction of the chapter’s faculty

council, they cannot be dismissed once graduated.

3.4.3 Honorary Membership

As identified in the constitution, honorary membership may be

granted to certain individuals who have extended outstanding

service to the school or community in keeping with the pur-

poses of the National Junior Honor Society. Faculty councils

are urged to use discretion in conferring honorary member-

ships.

The faculty council may honor an outstanding student.

Other students who attend the school are not eligible for hon-

orary membership, with the exception of foreign exchange

students who are unable to meet the requirements in full

(particularly those of attendance), but who, in the opinion of

the faculty council, deserve the recognition.

The usual membership card or certificate may be given to

honorary members with the word “honorary” typed on it.

Honorary members are permitted to wear the official insignia.

The names of honorary and transfer members should also

appear on the chapter’s official membership list, which is kept

on file by the school or school district. (See also Section 3.4.1.7,

“Students With Special Needs.”)

chapter organization

3.5 Chapter Officers

Chapter officers are the core of student leaders who help

advisers run the chapter. Each chapter has the responsibility

to designate, through the chapter bylaws, officer positions

that are appropriate for the smooth functioning of the chapter.

Chapters often designate the following positions: president,

vice president, secretary, treasurer, parliamentarian, historian,

and reporter/public relations officer.

Installation. New officers should be installed in a ceremony

at a chapter meeting, at a dinner meeting, or at another spe-

cial event for the chapter. (Article XI, Section 2 in the NJHS

National Constitution.) The installation ceremony reinforces

the idea that good officers are crucial to a strong chapter. A

sample officer installation ceremony is found in the Chapter

Management Tools at the end of this chapter.

3.5.1 Officer Elections

We discourage using the term “election” regarding the selec-

tion of new members to an Honor Society chapter. However,

election is used with chapters when explaining the process for

identifying new chapter officers. Election procedures for chap-

ter officers are determined by the membership and approved

by the faculty council. For all officer election systems, demo-

cratic principles of operation should be used, with an emphasis

on fairness in conducting all procedures. If the chapter needs

assistance in completing chapter officer elections, advisers

should consult with the school’s student council or other orga-

nizations on campus for examples of effective procedures.

3.5.1.1 Publication/Bylaws/Duties

Every chapter must have bylaws and include the local provi-

sions for chapter elections. The establishment of bylaws is

mandated by Article XVI of the National Constitution as a

means to amplify provisions of the constitution.

An outline for your chapter bylaws, containing a section

for the election and duties of officers is in the sample chapter

bylaws found in the Chapter Management Tools at the end of

this chapter and also at www.njhs.us/bylaws. Please note that

neither of these sections includes a list of specific duties for

your officers. These should be developed locally. It is worth-

while, at the end of each year, to have your officers review

the set of published duties to determine whether or not those

descriptions are accurate, and if not, make amendments to

bring them up to date.

3.5.1.2 Voting Procedures

Once your processes and duties are clearly expressed in local

documents, then carry out the election of your officers. Prior

to the nomination of candidates, it is always helpful to present

a fresh copy of the elections guidelines to all chapter members

with a planned timeline for the entire election process. See that

every member, including those who are absent, receives a copy

and that some time is given for answering questions raised by

the members.

A few topics should be addressed in this elections orienta-

tion. First: Who is eligible to run for office and who is eligible

to vote? If you limit candidates to a certain grade level, for

example, rising eighth graders, be sure this is clearly stated.

Similarly, some chapters wish to limit who can vote for the

coming year’s officers to those members who are returning.

Because such a practice excludes some current members from

voting, it is essential that a rationale exists to clarify for those

who question the practice. Although this is a local decision, the

national office discourages the use of such exclusionary rules

in chapter elections because it does not parallel standard vot-

ing practices in which all citizens at the time of the election are

allowed to vote.

Quorum. Chapter presidents and advisers should be aware

of the quorum rule which indicates that no official business of

the chapter—including voting—can take place unless a mini-

mum of one more than 50 percent of the members are present.

Local chapters can set a quorum at a higher or lower percent-

age, but it is important to take an accurate count of members

attending and voting during the election process. Some chap-

ters do not announce results until all members have submitted

ballots, allowing those who missed the meeting to vote with

the chapter adviser following the planned meeting.

Tie votes. When confronting tie votes in any election, look

to your established procedures for advice, and if no such state-

ment exists, consider developing one prior to the next election.

Recounting and revoting are often the first steps in such cir-

cumstances, even allowing the tied candidates to make addi-

tional comments to the membership.

Campaigning. Whether your chapter allows campaign-

ing in the form of signs, posters, speeches, or other methods

should be addressed in your chapter bylaws. Approval of or

limits to the content of all campaign activities is suggested.

One problem that chapters have had to address in recent years

is whether or not online campaigning is appropriate, whether

at school or via home computers. In all such guidelines, it is

recommended that the adviser compare the chapter guidelines

with those in place in the school’s student council or other

student organizations. When in doubt, request input from the

principal. Similarly, there may be school system guidelines on

elections for student groups that would need to be followed by

your NJHS chapter.

chapter organization

3.5.1.3 Officer Installation

Once elected, new officers should be publicly installed.

Chapters are encouraged to create a respectful ceremony for

the installation that serves as a reminder of the duties these

individuals have assumed and the responsibility of the mem-

bership to support their new leadership.

The chapter should also consider publishing a press release

to local media regarding the newly elected officers. Nothing

helps keep an officer mindful of their responsibilities more

than public awareness of the position.

3.5.1.4 Dealing With Officer Problems

There may be times when officers don’t perform their duties as

assigned. It is important that consequences are laid out in the

chapter officer guidelines. Officers can be warned, removed

from office, or in extreme cases dismissed from the chapter.

Though the latter function is reserved for the faculty council,

any and all disciplinary processes should be spelled out in the

chapter bylaws for all members.

A policy should similarly be developed for filling vacan-

cies whether by special election, appointment by the execu-

tive committee, the adviser or faculty council, or by simple

succession. This replacement policy should also be carefully

outlined and applied fairly and consistently in all circumstances.

3.6 Executive Committee

The executive committee is composed of the chapter officers

and the chapter adviser. This committee helps direct the busi-

ness affairs of the chapter and determines the dues structure,

time and place of meetings, meeting agendas, special projects,

etc. All actions and recommendations by the executive com-

mittee are subject to review by the membership.

The executive committee should be especially aware of

the chapter’s relationship to other school organizations, the

administration, the faculty, and the community. Care should be

taken that activities of the chapter do not duplicate or interfere

with those of other school organizations. Ideally, any project or

activity developed by the chapter will complement and serve

the best interests of the school community.

3.7 Chapter Committees

The committee system is used to develop and maintain the

chapter throughout the year. Chapters establish committees to

further the purposes and organize the functions of their chap-

ter. Traditionally the chapter president appoints all committee

chairpersons with prior approval of the chapter adviser or

executive committee.

There is a traditional structure that identifies two types of

committees: standing committees and special committees.

Standing committees are those that the chapter can expect to

use every year. An example of this might be the “induction

ceremony committee” charged with designing and implement-

ing the annual new member function. A special committee,

also known as an ad hoc committee, can be appointed to handle

events that are unique to a year such as the 50th Anniversary

committee to handle the celebration of another of the chapter’s

milestones.

An alternative structure for committees can be derived from

the purposes of the Honor Society. This structure would incor-

porate four committees described as follows:

• Scholarship: To provide mentoring and tutoring project

supervision, honor roll postings, new student motivation

programs, etc.

• Service: To fulfill the chapter’s obligations to both school and

community, organizing and implementing projects; assisting

in tracking service hours of members.

• Leadership: To supervise officer training, creation of a

member’s handbook, bylaws review and/or revision, etc.

• Character: To develop and monitor a Code of Ethics, provid-

ing inspirational quotations for each meeting.

• Citizenship: To remind members of important patriotic

holidays and provide guidance to all students on how to be

good citizens.

Whatever structure you choose, committees are helpful

tools to organize your chapter and to ensure involvement of

all members. Officers can chair these groups or involve other

leaders within the chapter to assume additional positions of

responsibility. Records and files of committee project plans,

evaluations, and reports given at each chapter meeting will

assist the ongoing success and sustainability of your committees.

chapter organization

CHAPTER MANAGEMENT TOOLS–CHAPTER 3

1. AFFILIATION: Every chapter must affiliate with the National

Office on a yearly basis. Article IV, Section 2 refers to this

responsibility. Once your chapter is chartered, the yearly

affiliation fee entitles you to all of the benefits of member-

ship including your subscription to the magazine and receipt

of newsletters, scholarship information, and other benefits.

Annual expiration date is June 30; renewals invoices are

sent to the principal in the spring.

2. BYLAWS: Chapter bylaws, according to Article XVI, are

designed to “amplify sections of this [the NJHS National]

Constitution and to clarify operating procedures of the chap-

ter.” A set of sample bylaws are included in the Chapter

Management Tools on page 25. It is not necessary to

rewrite the National Constitution into your local bylaws, but it

is appropriate to make reference to it as the general guide-

line for all chapter functions.

3. SELECTION PROCESS: Once organized, each chapter

must develop a selection process (Article IX). This process

will include utilizing a five-member faculty council, appointed

by the principal, that undertakes the selection of all new

members as well as the discipline of existing members. The

selection process is supervised by the chapter adviser who

sits as a sixth, nonvoting member of the council.

4. PUBLISH: Because the Honor Society serves to recognize

outstanding students in the school, it is important for all

members of the school community to understand the nature

of the honor of being selected. To accomplish this, all chap-

ters must publish their procedures (both selection and disci-

pline) in school publications distributed to students, faculty,

and parents (Article IX, Section 4). The public description of

these procedures maintains a healthy view of the chapter

and counters any perceptions of the chapter being a secre-

tive or elitist organization.

5. INDUCTION: Once selection of new members has been

completed, every chapter sponsors an induction ceremony

(Article VIII, Section 4). Though these ceremonies may

include the national insignia, motto, and colors, there is

no required procedure. However, it is important to make

the ceremony special. Local traditions and history play an

important part in any school ceremony and can be included

in your induction ceremony. (Additional details are found in

Chapter 5.)

6. MEETINGS: Regular meetings of the chapter are to be

held in order to conduct the business of the chapter and

to plan activities. Article XIII provides a good outline of the

basics: hold the meetings regularly, describe the meeting

time in your bylaws, be prepared to host special meet-

ings when needed, and run your meetings in an orderly

fashion. As you train your members and officers during the

year, focus on good meeting skills as one of the leadership

qualities you wish to add to your members’ characteristics.

7. SERVICE: Required chapter service projects have evolved

directly from one of the purposes of the national organiza-

tion, i.e., “to stimulate a desire to render service.” Many

chapters open their projects to participants from the student

body, using chapter members as organizers and supervi-

sors of the project. In this way, the desire to render service

is built into the lives of all students in the school. (See

Article XIV.)

8. INDIVIDUAL SERVICE: In addition to the chapter service

project, Section 4 of Article XIV speaks of each member’s

responsibility to engage in a service project developed from

their own particular talents and interests. Here the adviser

can provide direction to chapter members regarding the

variety of projects available in the community and follow up

by monitoring the student participation to see that sufficient

hours of service are being provided.

9. REVIEW: All chapters, under the direction of the adviser,

should regularly review their guidelines to see that they con-

form to the NJHS National Constitution (Article IV, Section

5). It is helpful to include the principal and the faculty council

in this review so that there is a common understanding of

all guidelines and the criteria for membership. This review

should happen yearly, but definitely when there is a new

principal or new members of the faculty council are appoint-

ed.

10. ANNUAL SURVEY: After all is said and done, the national

office asks each adviser to complete an online Annual

Survey on the chapter and its activities (Article VI, Section

2). This survey is available on the website in early spring

and is to be completed no later than June 30. As NJHS con-

tinues to grow and offer more opportunities for development,

the statistics gathered in this survey become increasingly

significant.

It is important that every chapter begin with these fundamental

requirements.

CMT 3.1 10 Basic Necessities for All Honor Society Chapters

chapter organization

Do you know your school affiliation number?

2. Can you and your principal locate your copies of the

NJHS National Handbook?

3. Do you have a written set of bylaws for your chapter?

See www.njhs.us/bylaws.

4. Do you have your selection process in writing? See

Chapter 4.

5. Do you have your chapter’s discipline and dismissal pro-

cedures in written form? See Chapter 7.

6. Do you know the names of the members of your five-

person faculty council?

7. Do you have the names and contact information for all

of your chapter officers?

8. Do you know when your induction ceremony(-ies) will

be? Is there a written ceremony script that you can fol-

low?

9. Are you a member of your statewide NHS and NJHS

organization? See www.nhs.us/states.

10. Do you have the toll-free phone number and/or email

address of the NJHS national office available? Find

them both at the end of Appendix 4, the FAQs, or online

at www.njhs.us/contact.

CMT 3.2 New Adviser Checklist

Article I Name: Statement of the name of the organization.

Article II Purpose(s): The general purpose of the group.

(See Article I of the National Constitution for

reference.)

Article III Powers: Powers vested in the organization; the

final authority which rests with the principal (per

V.1 of the National Constitution)

Article IV Membership: Definition of membership categories

for the group.

Article V Selection of Members: Establishes the time,

methods, and procedures for the identification of

candidates and selection of members. (Information

in this section must be consistent with the national

guidelines, developed by the faculty council, and is

not subject to member.

Article VI Obligations of Members: The duties and

responsibilities of the organization, the officers,

adviser, committees and committee chairs, and

members. Reference to meeting attendance,

project participation, and dues can be included in

this section.

Article VII Officers: Duties of office, procedures for election of

officers, removal from office, and filling vacancies.

Article VIII Meetings: Frequency of meetings and provisions

for special sessions.

Article IX Activities: Overview of the regular activities of the

chapter including chapter and individual service

projects.

Article X Discipline and Dismissal: Provisions herein

should be based on Article X of the National

Constitution. Information in this section must be

consistent with the national guidelines, developed

by the faculty council, and is not subject to

member approval as per Article X of the National

Constitution.

Article XI Ratification/Approval: Method and procedure for

formal approval (ratification) of the bylaws.

Article XII Amendments: Provisions/methods for amending

the bylaws.

Additional local sections, as developed by the faculty

council, membership, or administration, can be inserted. It is

recommended that the ratification and amendments articles

appear at the end of the bylaws followed by a) the date of

approval and b) signatures of the chapter/school leadership in

the year of approval. See also sample bylaws next.

CMT 3.3 Sample Chapter Bylaws

4. Sample Bylaws: Outline and Full Text

Note on terminology: The national office uses the term “Constitution” to refer to the NJHS National Constitution, reserving the

term “bylaws” for the operating procedures adopted by the local chapter.

A Suggested Outline for Honor Society Chapter Bylaws

ARTICLE I: NAME

The name of this chapter shall be the ___________________

Chapter of the National Junior Honor Society of_____________

___________(name of school).

ARTICLE II: PURPOSE

The purpose of this chapter shall be to create an enthusiasm

for scholarship, to stimulate a desire to render service, to pro-

mote worthy leadership, and to encourage the development of

character and citizenship in students of _________________

(name of school).

ARTICLE III: POWERS

Section 1. This chapter operates under the direction of and in

full compliance with the NJHS National Constitution.

See www.nhs.us/constitutions.

Section 2. The chapter adviser is given the authority to super-

vise the administration of chapter activities, as del-

egated by the school principal.

Section 3. Final authority on all activities and decisions of

the chapter resides with the school principal.

(See Article V, Section 1 of the NJHS National

Constitution.)

Section 4. Our chapter of NJHS maintains policies and prac-

tices that are designed to prevent discrimination

against any qualified candidate or member on the

basis of race, color, religion, ancestry, national ori-

gin, gender, and disability. This policy of nondiscrimi-

nation applies to all practices, including the chapter

administration and the selection, discipline, and

dismissal of members. (Note: Local advisers should

confer with the principal and/or school system rep-

resentatives regarding the inclusion of the language

from this section to be certain it conforms to existing

local and state policies.)

ARTICLE IV: MEMBERSHIP

Section 1. Membership in this chapter is an honor bestowed

upon deserving students by the faculty and shall be

based on the criteria of scholarship, service, leader-

ship, character, and citizenship.

Section 2. Membership in this chapter shall be known as

active, honorary, and alumni. Active members

become alumni members at graduation. Honorary

members are selected at the discretion of the fac-

ulty council. Alumni and honorary members have no

voice or vote in chapter affairs.

Section 3. Eligibility:

a. Candidates eligible for selection to this chapter

must be in the second semester of sixth grade or

members of the seventh-, eighth-, or ninth-grade

class.

b. To be eligible for selection to membership in this

chapter, the candidate must have been enrolled

for a period equivalent to one semester at

__________________.

c. Candidates eligible for selection to the chapter

shall have a minimum cumulative GPA of 3.0 on

a 4.0 scale. (Note: While the level of GPA perfor-

mance can be raised by individual chapters, the

standard must still remain as a cumulative GPA.

Chapters are discouraged from allowing their

GPA standard to change on an annual basis, but

are encouraged to maintain and publicize this

standard to assist students in setting goals for

achieving this level of academic performance.)

d. Upon meeting the grade level, enrollment,

and GPA standards, candidates shall then be

considered based on their service, leadership,

character, and citizenship.

ARTICLE V: SELECTION OF MEMBERS

(Note: Although selection procedures must be published and

available as required by Article IX, Section 4, it is not required

for the selection procedure to be included in the local chapter

bylaws. The selection procedure can exist as a shorter, sepa-

rate document.)

Section 1. The selection of members to this chapter shall

be by a majority vote of the faculty council which

consists of five faculty members appointed by the

chapter organization

SAMPLE BYLAWS TEXT: NATIONAL JUNIOR HONOR SOCIETY

Local chapters should review their own needs, policies, and procedures to amend this model to suit their local needs. Though

bylaws are a constitutional mandate (Article XVI), the wording found in this sample is not.

Chapter Bylaws of the _____________________________________________________________________________________

Chapter of the National Junior Honor Society.

Adopted: [Enter date of approval to verify this as the most recent version.]

principal. The chapter adviser shall be the sixth,

nonvoting member of the faculty council.

Section 2. The selection of active members shall be held

once a year during the second semester of the

school year. (Note: Alternative or additional selec-

tion periods may be added.)

Section 3. Prior to the final selection, the following shall occur:

a. Students’ academic records shall be reviewed to

determine scholastic eligibility.

b. All students who are eligible scholastically (i.e.,

candidates) shall be notified and asked to com-

plete and submit the candidate information form

for further consideration. (Sample forms can be

found in Chapter 4.)

c. The faculty shall be requested to evaluate can-

didates determined to be scholastically eligible

using the official input form provided by the

chapter adviser. (Sample forms can be found in

Chapter 4.)

d. The faculty council shall review the candidate

information forms, faculty input, and other rel-

evant information to determine those who fully

meet the selection criteria for membership.

(Note: Additional steps such as essays, external

recommendations, or interviews can be included

here as components of the local selection pro-

cess. See Chapter 4.)

Section 4. Candidates become members when inducted at a

special ceremony.

Section 5. An active member of the National Junior Honor

Society who transfers from this school will be given

an official letter indicating the status of their mem-

bership.

Section 6. An active member of the National Junior Honor

Society who transfers to this school will be auto-

matically accepted for membership in this chapter.

The faculty council shall grant to the transferring

member one semester to attain the membership

requirements and, thereafter, this member must

maintain those requirements for this chapter in

order to retain their membership.

ARTICLE VI: OBLIGATIONS OF MEMBERS

Section 1. Annual dues for this chapter shall be

_________________. (Note: Dues cannot exceed

$20 per member per year as noted in the NJHS

National Constitution.) Dues will be payable to the

chapter within 30 days of induction. (Note: Member

dues are not required for any chapter.)

Section 2. Each member of this chapter who is in good stand-

ing with regard to the membership standards and

member obligations shall be granted the privilege

to wear the emblem adopted by the National Junior

Honor Society.

Section 3. Any member who withdraws, resigns, or is dis-

missed from the chapter shall have the

privilege of wearing the emblem to the chapter

revoked.

(If additional member obligations exist for the local chapter,

they should be delineated using additional sections of this

article. A full accounting of all member obligations should be in

place and can be replicated in student handbooks, candidate

packets, or member handbooks as needed.)

ARTICLE VII: OFFICERS

Section 1. The officers of the chapter shall be president, vice

president, secretary, and treasurer.

Section 2. Student officers shall be elected at the last meet-

ing of each school year. All returning members in

good standing with the chapter are eligible to run

for a position as an officer. Any active member can

nominate an eligible member as a candidate for

office.

Section 3. Voting shall be by secret ballot. A majority vote

shall be necessary to elect any officer of this

chapter. If the first vote does not yield a majority, a

second vote shall be taken of the two candidates

receiving the highest number of votes.

Section 4. It shall be the duty of the president to preside at

the meetings of the chapter, and serve as the

official representative of the chapter at school and

community functions.

Section 5. The vice president shall preside in the absence of

the president and shall also keep a record of mem-

bers’ contributions to leadership and service.

Section 6. The secretary shall keep the minutes and atten-

dance records for meetings and be responsible for

all official correspondence.

Section 7. The treasurer shall keep the record of business

expenses, dues, and all other financial transactions

of the chapter

chapter organization

(Note: If additional or alternative officers or duties exist, their

positions and duties of office should be detailed in this article

of the bylaws. Also consider adding components that would

describe how to fill vacancies among officers, and when and

how officers can be relieved of their duties [suspensions, etc.]

in cases not involving dismissal from the chapter.)

Section 8. Officers and the faculty adviser(s) shall collectively

be known as the chapter’s executive committee.

The executive committee shall establish annual

goals for the chapter and have general charge of

the meetings and the business of the chapter. Any

action by the executive committee is subject to the

review of the chapter members.

ARTICLE VIII: MEETINGS

Section 1. Regular meetings of this chapter shall be

____________________________ (e.g., monthly,

weekly). Special meetings can be called by the

president with approval of the adviser.

Section 2. This chapter shall conduct its meetings according

to Robert’s Rules of Order.

Section 3. Members are expected to attend all chapter

meetings.

ARTICLE IX: ACTIVITIES

Section 1. The chapter shall determine one or more service

projects for each year.

Section 2. All members shall regularly participate in these

projects.

Section 3. These projects shall have the following character-

istics: fulfill a need within the school or community,

have the support of the administration and the fac-

ulty, be appropriate and educationally defensible,

and be well planned, organized, and executed.

Section 4. Each member shall have the responsibility for

choosing and participating in an individual service

project that reflects their particular talents and

interests and is approved by the chapter adviser.

This is in addition to the chapter projects to which

all members contribute.

Section 5. The chapter shall publicize and promote its proj-

ects in a positive manner.

(Additional projects or activities that make up the annual pro-

gram for the chapter can be delineated in this Article.)

ARTICLE X: DISCIPLINE AND DISMISSAL OF

MEMBERS

Section 1. Any member who falls below the standards of

scholarship, service, leadership, character, or

citizenship may be considered for discipline or

dismissal from the ________________________

chapter of the National Junior Honor Society. A

member is expected to maintain their academic

standing and take an active role in service and

leadership in their school and community.

Section 2. If a member’s cumulative GPA falls below the

standard in effect when their was selected (fill in

the minimum cumulative GPA for your chapter

selection), their will be given a written warning

and a reasonable time period for improvement. If

the cumulative GPA remains below standard at

the end of the warning period the student will be

subject to further disciplinary action by the faculty

council that can include consideration of dismissal

from the chapter.

Section 3. Violations of the law or school regulations can

result in immediate consideration of the dismissal

of a member (see Section 5). These violations

include, but are not limited to stealing; destruc-

tion of property; cheating; truancy; or possession,

selling, or being under the influence of drugs or

alcohol at school or school-related activities or in

the community.

Section 4. Offenders of the school conduct code (such as use

of profanity, failure to comply, unexcused absenc-

es, excessive tardiness) will receive written warn-

ing notification. A conference may be requested by

either party (faculty council or student/parent). If

the member is involved in another violation of the

school conduct code, the member may be consid-

ered for dismissal.

Section 5. Chapter officers, as representatives of the

chapter, can be removed from their positions as

a consequence of disciplinary action taken by the

faculty council.

Section 6. In all cases of pending dismissal:

a. The member will receive written notification from

the adviser/faculty council indicating the reason

for consideration of dismissal.

chapter organization

b. The member will be given the opportunity to

respond to the charge(s) against them at a hear-

ing before the faculty council prior to any vote

on dismissal (in accordance with due process

identified in Article X of the NJHS National

Constitution). The member has the opportunity

to present their defense either in person or via a

written statement presented in lieu of the face-

to-face hearing. Following the hearing, the fac-

ulty council will then vote on whether to dismiss.

A majority vote of the faculty council is needed

to dismiss any member.

c. The results of the faculty council vote will be

presented to the principal for review, and then

stated in a letter sent to the student and parents.

Dismissed members must surrender any mem-

bership emblems to the adviser.

d. The faculty council’s decision may be appealed

to the building principal and afterwards accord-

ing to provisions of the school district discipline

policies.

e. A member who is dismissed or resigns may

never again be considered for membership in

the National Junior Honor Society.

Section 7. In lieu of dismissal, the faculty council may impose

disciplinary sanctions upon a member as deemed

appropriate.

ARTICLE XI: RATIFICATION, APPROVAL, AND

REVIEW.

Section 1. These bylaws will be approved upon receiving

a two-thirds affirmative vote of all active members

of the chapter, a majority affirmative vote of

the faculty council, and approval by the

administration.

Section 2. These bylaws shall be reviewed and, if necessary,

revised within five years from the date of approval

noted on this document.

ARTICLE XII: AMENDMENTS

These bylaws may be amended by a two-thirds vote of the

chapter, provided notice of the proposed amendment has been

given to members at least one month prior to the vote. The

exceptions are Articles V and X, which are developed by the

faculty council with the approval of the principal (selection and

discipline).

(Note: It is recommended that the ratification and amendment

articles be the final articles. It is acceptable for the chapter to

insert additional articles.)

chapter organization

CMT 3.4 The Chapter Files

To facilitate the development of the chapter filing system, consider using the following list of topics for your files:

= Adviser duties/job description

= Affiliation with the national office

= Annual chapter goals

= Attendance policies and charts

= Bylaws, for your local chapter

= Calendar

= Catalog/NJHS Catalog

= Charter and chapter history

= Committee structure and reports

= Discipline policies

= Dismissal procedures

= Faculty council job description and duties

= Fundraising projects

= NJHS National Handbook

= Induction ceremonies and scripts

= The magazine

= Meeting agendas, minutes, and reports

= Member responsibilities and obligations

= Membership lists

= Mentoring and tutoring guidelines and procedures

= National conferences

= NJHS National Constitution

= National office contacts, information, and mailings

= NJHS chapters nearby

= Officer job descriptions

= Projects (character development, citizenship development,

leadership promotion, scholarship promotion, chapter and

individual service)

= Selection procedures

= State NJHS association

Approved on [insert date]: _____________________________

(Indicate date of last approved revisions.)

Include signatures and names of the chapter president, secre-

tary, adviser, and principal.

The adviser notebook should include:

= Budget

= Calendar of chapter activities

= Catalog/NJHS Catalog and order form

= Chapter bylaws

= Committees and their duties

= Contacts and resources, school and community

= Faculty and staff roster

= Faculty council members and responsibilities

= Forms

= Induction ceremony

= Local disciplinary procedures and records

= Local school policies

= The national magazine

= Meetings: agendas and minutes

= Member obligations

= Membership roster

= NJHS National Handbook and constitution

= Officer names and their duties

= Projects

= Selection procedures

The member notebook should include:

= Bylaws of the chapter

= Calendar of chapter activities

= Chapter membership roster (annual)

= Contacts for school and community

= Forms: service hours submission forms, project report forms,

etc.

= History of the chapter

= Meeting agendas and minutes

= Member obligations

= Membership roster

= Officers and committees and their duties

= Policies: selection, discipline, and dismissal

= Student handbook (local)

Be sure to include a space for student names, e.g., “This

notebook belongs to _______,” to ensure continued use by

each member.

CMT 3.5 Adviser and Member Notebooks

To help the adviser keep track of essential information and keep it readily available, and to teach your student members the value

of personal organization, here are two suggested outlines for an adviser notebook and a member notebook to help organize your

chapter.

Creating a Member Handbook

Creating an organized handbook for individual members of the

chapter is an excellent way to keep your members informed,

organized, and attuned to chapter activities and their responsi-

bilities. Too many times, members respond to questions about

their participation in chapter activities with, “Nobody told me”

or “I didn’t know.” While it is the member’s responsibility to

know and understand the obligations of their membership in

the chapter, taking the time to prepare a relevant and effective

handbook for members is a good idea.

When creating a member handbook for the first time, con-

sider a variety of sources. Because this will be a handbook for

members, the current members (or the officers who represent

them) would be primary sources for ideas.

In addition to student input, faculty council members and

the principal of the school are two obvious sources for ideas.

Consider having a representative of the parent community

(PTA president, booster club member, etc.) take a look at

the handbook prior to printing. Getting input from a variety of

sources will enhance the overall quality and usefulness of your

new handbook.

Make certain that all of the information in the handbook con-

forms to existing school policy.

So, what should be included? Here’s a list of topics to

consider:

• Congratulatory letters from the chapter president, the

adviser, and the principal. This personalizes your handbook to

each administration and builds a strong, working relationship

between the chapter and school leadership.

• Master calendar for the chapter and its planned activities

along with major school events (e.g., holidays, winter vacation).

• Obligations of membership: List the responsibilities and

obligations required of all members of the chapter per your

local bylaws. Some chapters include a “Statement of Ethics”

along with relevant portions of the code of student conduct in

this section.

• Contact information including the adviser, chapter officers,

and the principal. This information can be a listing of the indi-

viduals by name or it can include their phone numbers and

duties of office. Another name to consider including on this

list is the leader of the parent organization for your school.

• Roster of members: Who are the current members of the

chapter and what grades are they in? This would need updat-

ing annually to reflect the new inductees. With permission of

the individual members, such a directory can contain contact

information as well (phone numbers, emails, etc.).

• Meeting schedule and structure: Identify the day and dates

of your regularly scheduled chapter meetings. It is a good

idea to remind students on this page what the chapter’s

meeting attendance policy is and what the consequences

are for not adhering to that policy. Include a generic agenda

and relevant excerpts from Robert’s Rules of Order (or other

guides for meeting management) can be included.

• Project planning guide: To help all members understand

what to do if presented with a new project planning responsi-

bility. (See Chapter 6.)

• Committees: If you operate your chapter with standing com-

mittees, each with its own set of duties or responsibilities,

include a review of these and a list of the committee chairper-

sons (particularly helpful for new members).

• Motivational material: Insert inspirational reminders of the

five criteria that were used for member selection. You’ll be

surprised how often students will claim that they’ve used this

to help them and how willing they are to suggest new quota-

tions, books or other resources to include in such a section.

• Chapter bylaws: In addition to being a national requirement

for all chapters, bylaws help members understand those poli-

cies that govern their chapter.

• Standards and process for selection: Let the members

assist in communicating the nature of your criteria and the

process for selecting members. This helps members under-

stand how significant their selection actually is.

There are a few additional pieces of information to con-

sider for inclusion, for example, a copy of the NJHS National

Constitution. Chapters are granted permission to make cop-

ies from the NJHS National Handbook or website for use in

their chapter activities. Also, if your school belongs to the state

association of NJHS, include some relevant information about

that membership as well.

Major projects can be explained in a separate entry of the

handbook to make certain all members understand the pur-

pose and process for the event.

Finally, many schools have local policies regarding partici-

pation in cocurricular activities that are often augmented with a

great array of forms. Though your member handbook does not

have to repeat information that may be found in your school’s

student handbook, some reference to relevant school policies

is appropriate.

Once you’ve organized and disseminated your handbook,

here are four more suggestions for helping to systematize the

process for your chapter:

1. Plan to review the content each year with your chapter

officers. What works? What doesn’t work? What else

needs to be added? You may find your handbook assum-

chapter organization

ing greater volume, so from time to time, implement the

K.I.S.S. principle (Keep It Short and Simple).

2. Maintain a file of all master documents, either in your

paper files so that replacement pages can be readily

accessed, or in your electronic files for easy editing.

3. Assign the handbook’s maintenance and updating as a

duty of office for one of your chapter officers. When your

chapter gets new transfer members in the middle of the

year, see that this officer knows to provide them with a

copy of your member handbook.

4. Share the information. Give a copy to your counselors

and a member of the administration. Counselors value

up-to-date information about activities on campus.

Administrators like to see that members are being kept

informed about school policies. Your handbook will also

serve as a model to other activity groups on campus—an

important role for any Honor Society chapter

• Dues (Article IV, Section 3): Chapters may ask active mem-

bers to pay annual chapter dues. The constitution limits this

amount to $20 per student per year. For this amount and

chapter organization

= Date (Current school year, e.g., 2015–16)

= Faculty council member name

= Subject(s) taught and schedule of classes taught with refer-

ence to planning or free periods

= Room assignment(s)

= Home phone number or cell phone number

Add your (the adviser’s) name and contact information, a space

for an alternate’s information (see paragraph on this topic

above), and emergency contact information for the principal

(work and cell phone numbers). Make copies of this form for all

council members.

Notebooks for the faculty council: Advisers are the key

facilitators of all meetings of the faculty council. It is always

beneficial to see that all members of the faculty council are well

informed and prepared for their all-important duty of selecting

new members. To ensure that your faculty council members are

fully aware of their duties and responsibilities, consider creating

a notebook for each member. Among the items to include are:

= Title page

= Table of contents

= Welcome letter from the principal and adviser specifying

appreciation for the service being provided and noting the

term of their position (usually one year with specific refer-

ence to the individual school year)

= The National Constitution (download the most recent edition

from www.njhs.us/constitutions)

= Local chapter bylaws

= Description of the local selection process (and candidate

forms if space permits)

= Membership obligations list (as provided in candidate pack-

ets and for all members)

= Calendar of chapter activities noting the planned dates of

the selection process and induction ceremony

= Roster of active chapter members and officers

= Roster of the faculty council, adviser, and principal contact

information, with reference to the national website, email

([email protected]) and phone, 800-253-7746

= Other data, forms, or information, particularly any aspects

of local school policies or procedures relevant to the chap-

ter, that you may deem necessary for the council members

to undertake their duties in the most professional manner

possible

While nothing prevents you from having multiple copies of

the NJHS National Handbook, one copy is generally sufficient

for chapter management.

(Note: You can purchase an official NJHS 3-ring binder from

the national sales office to help distinguish your chapter’s fac-

ulty council notebooks. See www.njhs.us/store for details.)

CMT 3.6 Faculty Council Contacts and Notebooks

For your adviser notebook, create a new form each year that helps you keep track of your current members on the faculty council.

Include the following fields of information:

To assist chapters in implementing a special ceremony to install

their officers, the following text presents a sample installation

ceremony. Use this as a place to start, expanding the content to

add relevance and importance for your chapter.

Installing Officer: The installation of any group of officers is an

important and serious occasion. You have indicated your faith

and trust in your elected officers to serve for the coming year.

Their service and accomplishments depend largely on your

cooperation. Following is as important as leading. In any orga-

nization, there comes a time when some must lead and others

must follow.

The National Junior Honor Society is founded upon the prin-

ciples of scholarship, service, leadership, character, and citizen-

ship. In all your undertakings, may you always keep in mind

these guiding principles.

A candle’s but a simple thing;

It starts with just a bit of string.

Yet dipped and dipped with patient hand,

It gathers wax upon the strand

Until, complete and snowy white,

It gives at last a lovely light.

(lights candle on table)

Life seems so like that bit of string;

Each deed we do a simple thing,

Yet day by day if on life’s strand

We work with patient heart and hand

It gathers joy, makes dark days bright,

And gives at last a lovely light.

Will each retiring officer step forward as your name is called and

receive a lighted candle, symbol of the flaming torch of freedom

and knowledge, and reminding us to bear forward the searching

light of truth and to lead others to follow the light.

(Lights a candle for each retiring officer and gives it to them as

the officer’s name is called; president, vice president, etc.)

Outgoing officers, you have made the candles which you will

pass on to your successors. You have worked with patient care,

chapter organization

CMT 3.7 The Five Constitutional Obligations of All Duly Inducted Members

CMT 3.8 Officer Installation Ceremony

any other obligatory expenses bestowed upon members, the

school should be able to provide alternative sources of fund-

ing for those students who are unable to pay. The inability of a

member or their family to pay should not be a reason for disci-

pline or dismissal of any member. Chapters are not required to

charge dues, but once established, members can be required

to meet this obligation.

• Maintaining standards (Article VIII, Section 1): Once select-

ed, all members are expected to maintain the standards by

which they were selected as published in the description of

the local selection process.

• Meetings (Article XIII, Section 1): Chapters hold meetings and

may require members to attend. The meeting schedule should

be well publicized. In addition, chapter officers should work

closely with the adviser to see that the agenda for all meetings

is well thought out and planned.

• Chapter service project(s) (Article XIV, sections 1, 2, and 3):

All chapters are required to sponsor a chapter service project

and all members are expected to participate, assuming that

the project meets the criteria as outlined in the constitution.

• Individual service projects(s) (Article XIV, Section 4): In

addition to the chapter service project noted above, members

are required to perform additional service according to their

own talents and interests. The quantity of this service and the

degree to which the chapter monitors this activity should be

defined in the chapter bylaws.

• Additional obligations (Article XVI, Section 2): If additional

obligations exist for members of the chapter, such obliga-

tions should be spelled out in the local chapter bylaws for all

members. It is recommended that a set of these bylaws be

presented to each member yearly as a reminder of all

member obligations.

made dark ways bright. We thank you for all your efforts. They

have added to the history of this organization. We now ask you

to pass your lighted candle to your successor. (Old officers retire.)

We welcome the new officers of our chapter. (Reads name and

office of each new officer and then continues the installation

ceremony.)

New officers, you have been duly elected by your peers to

assume positions of leadership for our chapter. In accepting

these offices you have indicated your willingness to give the

best in time and effort to carry out the principles of the National

Junior Honor Society. Yours is an important responsibility as well

as a privilege. The world today, as never before, needs faithful

and efficient leaders, and your chapter is looking to you to lead

its members. With this in view, do you pledge your best efforts

to these offices you now accept? If so, new officers please

respond, “We do.” (Pause while new officers respond.)

Hold high the torch,

You did not light its glow.

‘Twas given you from other hands you know.

‘Tis only yours to keep it burning bright,

Yours to pass on when you no more need light;

For there are other feet that you must guide

And other forms go marching by your side.

Some day in turn they’ll lift it high and say,

“I watched another carry it this way.”

May your light blaze forth for a successful year, and at the

expiration of your term of office, may it be passed on with the

satisfaction that much was accomplished for the welfare of our

school and our chapter. Congratulations! (Leads applause.)

1. Attend and participate in all chapter meetings. Set a goal

of making one positive contribution at each session—even

if nothing more than being on time and paying attention to

every presenter.

2. Participate in and support all of the chapter’s projects

throughout the year, whether these are providing service,

raising money, providing leadership and training, or otherwise

reaching out to the school or community.

3. Promote service through your individual service project activi-

ties and by supporting service activities done by other groups

both at school and in the community.

4. If your chapter charges member dues each year, pay them

willingly and on time.

5. Assume a leadership role in the chapter, whether running for

office, serving as a committee chair, or otherwise volunteer-

ing for a specific responsibility at least once each year. One

aspect of this leadership is to show respect for other chapter

leaders as they undertake their duties and responsibilities.

6. Welcome new members, whether new inductees or transfer

members, to help them become an active part of the chapter

as quickly as possible. Support their efforts to understand the

operations of your chapter by offering explanations where

needed and looking out for their best interests. Remember:

You are an ambassador for your chapter and for your school.

7. Read and respond to all paperwork or other administrative

requests that are shared at chapter meetings and events in a

timely and appropriate manner. Adhere to deadlines.

8. Communicate effectively. Share ideas and information about

chapter activities whenever possible. Be a strong communica-

tor, whether in your oral or written communications, but also

practice good listening skills.

9. Motivate others and yourself to get involved and remain

engaged in support of all that your chapter does at school.

10. Be a good citizen at the local, state, national, and global lev-

els. Support and encourage the ongoing use of democratic

principles in all aspects of chapter activity. Be fair.

11. Remain engaged as an active member of the chapter

and encourage others to be similarly engaged throughout

the year. Help all students at school find one activity that

they can become involved in to enhance their experience

at school.

12. Be a role model for your peers in the chapter, for other

students at school, and for those in the community. Each

member represents the Honor Society and retains a respon-

sibility to reflect the values of the organization in all that they

do.

By becoming a strong member of your chapter, you enhance

the reputation and effectiveness of your organization. An effec-

tive chapter becomes an asset to the school and promotes the

creation of a positive school climate. A positive school climate

helps all students achieve and learn, helping to realize the goals

of the principal, faculty, and the school system. A strong school

builds a strong community and world. It all begins with you.

Make the most of your membership in the Honor Society.

chapter organization

CMT 3.9 How to Be a Good Chapter Member

Here are some tips for how to be a good, positive, and productive member of the chapter.

4. SELECTION PROCEDURES

4.1 Selection of Members

For many students, selection as a member of the National

Junior Honor Society is the pinnacle of their achievements

at the middle level. This honor, recognized throughout the

nation, is both the public recognition of accomplishment and

the private commitment to continued excellence on the part

of the new member. Because of the importance placed upon

this aspect of school life, local chapters are charged with cre-

ating a selection process that conforms to the national guide-

lines, is applied fairly and consistently to all candidates, and

provides a meaningful recognition of deserving students.

Much care and attention has been given to the formulation

of the selection process policies and guidelines that follow,

all of which are based on existing provisions of the NJHS

National Constitution. Through the years, the recommended

procedures from this handbook have undergone administra-

tive and judicial scrutiny. Never, to the best of the knowledge

of the staff at the national office, has a court of record deemed

any of these official procedures as being either unfair or

illegal—two very important tests for any policy undergoing

review. It is based on this fact that all chapters should adhere

to both the recommendations and policies that follow:

1. Selection to NJHS is a privilege bestowed upon students by

the faculty of the school, and not considered a right inher-

ent to any student. Technically, students do not apply for

membership in the National Junior Honor Society. Instead,

they await a request or invitation to provide information to

be used by the faculty council to support their candidacy for

membership. Membership is granted only to those students

selected by the faculty council in each school on the condi-

tion of their having met the standards for selection estab-

lished at the local level and based on the provisions of the

NJHS National Constitution.

2. NJHS is more than an honor roll. Each member must dem-

onstrate not only good grades, but also strength in each of

the remaining four criteria. This is not an election, nor is

membership automatically conveyed simply because a stu-

dent has achieved a specified level of academic performance.

The extent to which local chapters emphasize the other com-

ponents of the selection process should be carefully consid-

ered and included in the local selection process guidelines.

3. A description of the selection procedure must be published

in an official school publication and be made available to

parents, students, and faculty, as noted in Article IX, Section

4. It should also be published appropriately in such pub-

lications as the student handbook, school website, school

newspaper, parent newsletters, or other school publications

that are widely available to students and parents. Proper

dissemination of information about the chapter, particularly

details concerning the selection process used at the school,

will help prevent problems with students or parents who

may wish to question the process. To ensure that your

description of the selection process is fully understandable,

it is further recommended that the chapter form a com-

mittee of students, teachers, and/or parents to review the

description for clarity.

At a minimum, this description needs to include the following:

• Roster of active chapter members and officers

• Roster of the faculty council, adviser, and principal con-

tact information, with reference to the national website,

email ([email protected]) and phone, 800-253-7746

•

Other data, forms, or information, particularly any

aspects of local school policies or procedures relevant to

the chapter, that you may deem necessary for the council

members to undertake their duties in the most profes-

sional manner possible

4. Selection procedures reflect professional standards and

practices as developed by the school personnel who

administer the chapter. Admittedly, all decisions concern-

ing selection have a certain subjective element. Problems

can be avoided if the faculty council develops and follows

some objective criteria, and adheres to all NJHS national

PHOTO BY LIFETOUCH

policies concerning the selection of members. All proce-

dures developed and used by local chapters must be fair,

nondiscriminatory, consistently applied, and written for

public dissemination.

4.1.1 The Recommended Selection Process

This section outlines the essential procedures for all chapters to

follow when selecting new members. Local variations can be

accommodated as long as they are not contrary to the policies

found in the NJHS National Constitution and this handbook.

1. Procedure development. The selection procedure should

be developed by the local faculty council (the five member

selection committee facilitated by the chapter adviser),

approved by the principal, and a description must be pub-

lished and widely available for review by students, faculty,

and parents.

2. Academic eligibility. As the first step in the process, stu-

dents’ academic records are reviewed to determine those

individuals who are scholastically eligible for member-

ship, i.e., those persons who meet the required cumulative

GPA standard. The GPA used at the local level cannot

be set below the national minimum standard outlined in

the NJHS National Constitution, and, once set, must be

applied fairly and consistently to all candidates including

any candidates with disabilities.

3. Candidate notification and forms. Students who are eli-

gible scholastically (i.e., candidates) should be notified and

informed that for further consideration for selection to the

chapter, they are to complete the candidate information

form or other documents required by the local chapter.

This form outlines the candidate’s accomplishments in the

areas of service and leadership (a sample of this form can

be found in the Chapter Management Tools at the end of

this chapter; note that this form should not be referred to

as an application). Many chapters offer help sessions for

candidates to provide assistance in properly filling out the

candidate forms. Be sure to establish guidelines and a time

schedule for completing and submitting the forms. It is

further recommended that both students and parents sign

these forms when submitting them, indicating that the

content is both complete and accurate.

4. Additional faculty input. If additional faculty input

would be beneficial, all faculty members can be invited to

make comments on candidates, most often done on a fac-

ulty input form (see a sample in the Chapter Management

Tools at the end of this chapter). The actual selection of

members must be made by the five appointed members of

the faculty council. Consequently, point totals or averages

of the faculty ratings are not to be considered as “votes” or

the sole determinants of membership, but should, instead,

be reported to the faculty council to add to their informa-

tion when considering selections. Faculty members should

consider their evaluative input in the most professional

manner and be able to substantiate claims with profes-

sional actions—particularly for low ratings. All input from

faculty must be signed.

5. Review, deliberate, and vote. The candidate information

form should be reviewed by the faculty council, along

with any other verifiable information about the candidates

relevant to their candidacy, including whether or not

candidates are officially noted as having a disability that

could affect their consideration. Some faculty councils may

wish to interview candidates personally. The manner in

which all candidates have fulfilled the selection criteria—

service, leadership, character, and citizenship—should be

reviewed carefully. Faculty council members are encour-

aged to deliberate in order to guarantee that their deci-

sions are based on accurate and complete understandings

of all information presented for review. With the vote on

each candidate, those candidates receiving a majority vote

of the faculty council should be invited to be inducted into

the chapter. All candidates identified and listed as “not

selected” (i.e., those who do not receive the majority vote

of the faculty council) should also be notified.

6. Report results to the principal. Prior to notification of

any candidates, the adviser must report to the princi-

pal the results of the faculty council’s deliberations for

approval. Lists of selected and nonselected students as

well as reasons for nonselection are to be incorporated into

this report. This reporting will ensure the support of the

administration prior to any student notification.

7. Notification. Chapters should initiate formal notification

of all selected candidates and their parents to inform them

in writing about selection and the timing of the induction

ceremony. Schools should also consider how students who

are not selected are properly informed about their nonse-

lection to see that this method is both timely and consider-

ate of the student’s well–being.

8. Verification and induction. To finalize the plans for the

induction ceremony, a plan should be devised for verifica-

tion of membership and acceptance of the invitation for

membership as well as attendance at the induction

ceremony.

4.1.2 Prerequisite Conditions for Selection

Enrollment. According to the constitution, only those students

who have attended the school for the equivalent of one semes-

ter may be considered for membership. This period is neces-

selection procedures

sary for students to establish themselves academically and

involve themselves in various service and leadership activities,

and for the faculty to get to know them and the quality of their

character. Even after a semester, however, it may be necessary

to contact a transfer student’s former school for additional

information. Some candidates may be ineligible for induction

because of the semester ruling. Many students, including stu-

dents of military parents, are required to move with their fam-

ily when parents or guardians have been transferred to new

locations. The present school principal or adviser should seek

a recommendation from the previous school’s staff (principal,

adviser, counselor, etc.) pursuant to the candidate’s selection.

Based on the recommendation of the previous school’s staff,

the faculty council may waive the semester regulation.

A candidate’s future enrollment plans are not a factor in

their eligibility for consideration in selection. A member may

transfer membership to another chapter should they enroll at

another school the next academic year.

Grade level. Membership may be open to qualified students

from the second semester of grade 6 through grade 9. The fac-

ulty council may decide to choose only one or a combination of

these classes, according to local needs, conditions, or traditions

Chapters should carefully consider the timing of their selec-

tion and induction and aim to select and induct new mem-

bers within the same academic year, ideally within the same

semester. This helps to ensure that candidates still meet the

criteria for membership when they are inducted. For example,

if candidates are selected in the spring, but not inducted until

the start of the next academic year, there is a possibility that

the student no longer meets the scholarship criteria. A student

who transfers to a new school over the summer cannot transfer

their membership if they haven’t been inducted yet. For these

reasons, chapters should plan the selection process and induc-

tion ceremony as close together as possible.

Common GPA standard. Whatever grade levels are eligible

in a given school, academic requirements must be the same for

all candidates in all classes. For example, you may not have a

different GPA requirement for seventh graders than you have

for eighth graders.

No quotas or percentages. Similarly, there can be no specific

quota or percentage of members per class or student body. All

students who meet the criteria for selection should be inducted

regardless of the number. If it is necessary to limit chapter size,

the academic requirement for all candidates can be raised. (See

“Changing the GPA Requirement” on page 38.)

Other grade level considerations. Regarding those classes

that are eligible for membership, schools that include grade 6

may not include first-semester sixth graders as members of the

NJHS chapter. However, when considering candidates for selec-

tion, it is appropriate to use grades earned and activities under-

taken during the entire sixth-grade year. Schools with a 9–12

structure may not have a separate, ninth-grade-only chapter of

NJHS on their high school campus (a restriction that has been

in existence since September 1983). Related to this concern,

schools with a K–12, 6–12, or other multi-level structure (i.e.,

those with at least two years of middle level students) do fall

within the provisions of Article IV, and can establish two chap-

ters at their single school, one NJHS and one NHS.

Note: Please refer to the “Membership” section in the previ-

ous chapter for a discussion of special classifications of stu-

dents (homeschoolers, part-time enrollees, etc.) and how they

can or should be incorporated into your local selection process.

Prescreening. Can the chapter adviser prescreen academi-

cally eligible candidates to eliminate some from the pool of

candidates? The answer to this question is “no.” The constitu-

tion grants authority only to the faculty council to eliminate

any student who is an eligible candidate.

However, the adviser can check student submissions

received before the deadline to ensure they are complete. The

purpose is not to select members or remove candidates from

consideration, but rather to check the forms for completeness

and to see that the candidates have followed instructions.

Forms can be reviewed for the following:

• Filling in responses for all required components of the form

• Required signatures

• Completion of the assigned essay

• Essay is within the limits for length

• Form is completed neatly and legibly

If time allows, forms that need to be revised can be returned

to candidates along with a letter that identifies which of the

items need attention. Revised forms should be submitted by

the published deadline. After resubmission, all forms are then

reviewed by the faculty council to determine which candidates

are to be selected for membership.

Creating this type of prescreening step in the selection pro-

cess requires additional time and effort. However, it conveys

to all candidates the quality to be expected of members once

selected. While passing the prescreening review does not

guarantee selection as a member, it can enhance a set of skills

for students as they prepare for their futures.

Eliminating names. Advisers may not eliminate any can-

didate from consideration or make any selection decisions.

The NJHS National Constitution reserves the authority for

selection only to the faculty council and ultimately to the

principal following the reporting of the results of the selec-

tion process.

Advisers may find themselves questioning the eligibility of

some candidates in the following situations:

selection procedures

a. They are suspended or are otherwise disciplined by school

officials.

b. They refuse to submit the candidate information form for

consideration.

c. Upon submitting the forms, they have no listings under

service or leadership.

All of these situations would tend to minimize the abil-

ity for the students in question to be selected by the faculty

council. However, chapter advisers have no authority to

remove these individuals from the list of candidates.

The candidates must be reviewed by the faculty council. In

these three examples, the following points should be consid-

ered.

a. The existence of a disciplinary record cannot automatically

disqualify any student from consideration. Care should

be taken to confirm the nature of the offense, to determine

whether the case is still under appeal, or whether there

were any legitimate extenuating circumstances that should

be brought into the discussion, usually with input from

the administration. Established guilt for violation of school

rules or the law can serve as reason for nonselection fol-

lowing careful review of the details by the faculty council

prior to a vote.

b. Without a form to consider, the faculty council may find

it difficult to substantiate the student’s having met the

leadership or service criteria and as such may vote against

the student for failing to demonstrate meeting these two

criteria.

c. While it might appear clear that a student with no service

or leadership listings will not be selected, it is not the

adviser’s prerogative to make that decision—such decision-

making is the sole domain of the faculty council where the

adviser sits as a nonvoting member.

The essential point to remember is that the NJHS National

Constitution assigns the authority for selecting members to

the faculty council alone, followed by approval by the school

principal. For example, if the adviser initially identifies 25

eligible candidates, then all 25 names must be voted upon by

the council even in cases similar to those described above.

A report on the reasons for each nonselection vote is shared

with the principal prior to notifying the candidates. This will

assist in confirming that proper procedures were followed

from the time of identifying candidates through the selection

vote.

4.1.3 The Criteria

With all of the prerequisite conditions considered, it is now

time to examine all candidates regarding the full set of crite-

ria used for membership selection. The faculty council of the

chapter selects students who demonstrate outstanding per-

formance in the remaining four criteria of service, leadership,

character, and citizenship.

Although the academic criterion is important and should

be considered first, membership should never be considered

on the basis of grades alone, even though a faculty council

may consider scholarship as the most important of the criteria

by establishing a higher GPA requirement. Schools that select

members solely on the basis of scholarship are violating the

constitution and placing their charters in jeopardy.

4.1.3.1 Scholarship

Cumulative GPA. The scholarship requirement identified in

the constitution is based on a student’s cumulative GPA. The

phrase “cumulative GPA” refers to the total academic perfor-

mance as demonstrated by the grades received by the student

while in attendance at the school where the chapter is found.

For example, in a middle level school containing grades 6–8,

even when students are selected during their seventh-grade

year, grades from the sixth grade on should be used to com-

pute the cumulative scholastic average. Obtaining grades

from a student’s elementary school would be inappropriate

and only complicates the selection process.

The minimum cumulative GPA allowable is 85 percent, B,

3.0 (on a 4.0 scale), or the equivalent standard of excellence.

(Note: These three values are not necessarily equivalents,

but are presented here to reflect the three standard grading

systems in use in schools.) The faculty council may raise the

required cumulative GPA above the national minimum level.

The faculty council may also choose to use weighted

grades in recognition of the varying degrees of difficulty

of courses of study. This weighting should be done in

accordance with the grading systems currently in place at

the school. In addition, if a faculty council chooses to use

weighted grades, this weighting should be applied to grades

prior to the determination of the cumulative GPA in order

to identify all students who have met the scholastic criterion

prior to consideration of their service, leadership, character,

and citizenship.

The faculty council also has the option of specifying a pre-

requisite number of academic courses needed to be identified

as a candidate. In all cases involving weighting of grades or

the identification of prerequisite academic courses, the fac-

ulty council must: 1) confer initially with the administration

and/or school system representatives to be assured that such

additional guidelines do not conflict with existing local, state,

or federal policies; 2) provide to the administration, students,

and parents of the school the professional rationale for these

selection procedures

additional guidelines or procedures; 3) publicize these GPA

adjustments effectively; and 4) see that no students or groups

of students are automatically and intentionally excluded from

consideration based on these additional provisions for the

local selection process.

Several other scenarios involving the scholarship criterion

warrant mention as chapters consider this standard.

Low and Failing Grades

Individual course grades may not be used as a reason for

nonselection. Rules such as “no grade below ‘B’” are not

acceptable. This type of rule runs contrary to the use of a

cumulative GPA for all candidates.

Similarly, a failing grade (“F” or other mark used to indi-

cate performance that is below the lowest acceptable grade)

is not an acceptable reason to automatically eliminate a stu-

dent’s candidacy.

Equivalent Standards of Excellence

Schools with grading practices that include such matters as

individualized instruction, independent study, nongraded

courses, or pass-fail markings, share in the requirement to

select the top students for membership. The faculty councils

in these schools have the responsibility to determine ways

to identify appropriately those students who meet the schol-

arship requirement. In addition, school systems that allow

middle level students to earn high school credit for courses

taken at the high school level, should address whether or

not such courses are included in the GPA. The information

on this policy should be relayed to the middle level students

and their parents, as well as the high school counseling office

when signing up for such courses or calculating cumulative

averages. In both of these situations (i.e., alternative grad-

ing practices and middle level course credits), the faculty

council must provide a rationale for these determinations

and include such in the written description of the selection

process.

GPA Calculation

Wherever possible, chapters are encouraged to utilize the

same standard for computing GPA that is currently used

within the school, since that is the system most easily rec-

ognized and understood by the students and their parents.

Utilizing a nontraditional cumulative GPA calculation or

scholarship average requires both additional time for the

adviser or faculty council to complete the calculations, and

additional explanation to be added to the written description

of the selection process.

Revisiting Scholarship

Once it has been determined that a student has met the schol-

arship criterion, the faculty council may not further evaluate

scholarship, course rigor, or add points for a higher cumula-

tive GPA. It would be considered “revisiting” the scholarship

criterion for the faculty council to bring up the “quality” of

a student’s grades or evaluate the degree of difficulty of the

courses after the GPA has been determined, and this is not

allowed. Similarly, teacher recommendation/input forms (an

optional concern for local chapters) that include a space for

rating the student’s scholarship are also prohibited.

Schools that wish to consider rating the level of the stu-

dents’ GPAs for their point system (see subsection on “Rubrics

and Point Systems” for further explanation of this process) in

the selection process are similarly revisiting scholarship (e.g.,

97–100 = 4 points; 94–96 = 3 points). In the case of a school

using a rubric or point system, points should only be applied

to those candidates who have already met the scholastic cri-

teria and now need to be rated on the remaining four criteria.

The possible consequence of this inappropriate use of points

when revisiting scholarship is that the school may find itself

first informing the student that they have has the necessary

GPA to be a member, and then, because the student’s GPA was

not in the highest possible category (e.g., the student only got

3 points instead of 4) informing the student that they were not

selected because “the GPA was not high enough to earn the

required points for selection.” This contradiction would be

inappropriate and confusing to candidates and their parents

and should be avoided.

Using State or Standardized Tests

Some chapters have considered including a requirement that

all candidates must have passing scores or scores of a defined

level on state-based tests for competency or skill or standard-

ized tests such as the SAT or ACT. However, the cumulative

GPA is an indicator of ongoing assessment of student schol-

arship rather than performance judged from an instrument

administered on a single day. While such state-administered

or private tests may offer some valuable assessment of stu-

dent learning, their use in the NJHS selection process is not

allowed and cannot be used a reason for nonselection.

Changing the GPA Requirement

In cases where a school wishes to change the GPA requirement

by raising or lowering the GPA (but not beneath the 3.0 nation-

al minimum) there are a few key points to keep in mind:

• Changes in the selection procedure should be made by the

faculty council with the principal’s final approval. The ori-

gin of the request for changes may be the administration,

selection procedures

the faculty adviser, or even from the body of current chap-

ter members. In all cases, however, the faculty council and

principal must provide formal approval.

• As with all aspects of the selection procedure, the change(s)

and all information related to the change should be pub-

lished in a timely fashion and be available for easy dissemi-

nation to the public.

• When considering the timing for implementing proposed

changes, the best recommendation from the national office

is to implement such changes with a class entering the

school, e.g., with the new sixth-grade class entering the 6–8

school. While in this case a 3-year transition will be needed

to fully implement the change, this process would appear

to be the fairest for those affected by the change. If a shorter

timeline is called for, a local chapter needs to announce the

change at least one academic year prior to implementation

of the new cumulative GPA requirement, particularly when

this criteria is being increased for prospective candidates.

This timeline allows students to set new goals for their

scholastic performance (the higher GPA) and sufficient time

to achieve them. It also allows the chapter to publish the

new guidelines and to update the faculty and parents of all

prospective members.

Under all circumstances, advisers and members of the

faculty council are reminded that continued membership in

the chapter is based upon students maintaining the standards

under which they were admitted as members. Consequently,

a member admitted with a 3.0 GPA would be expected to

maintain that average as a member, even if the new standard

of 3.25 were approved for membership selected for later

induction. In cases involving new scholastic standards, this

may mean that a given group of chapter members operate

under different standards for a period of years while the new

criteria are being installed.

In all cases regarding the scholarship criterion, only those

students who have a cumulative GPA of 85 percent, B, 3.0 (on

a 4.0 scale) or equivalent standard of excellence, or a higher

cumulative average set by the faculty council meet the scholar-

ship requirement for membership in the National Junior Honor

Society. These students are then eligible for consideration on

the basis of service, leadership, character, and citizenship.

4.1.3.2 Leadership

The leadership criterion is considered highly important for

membership selection. A faculty council may wish to interpret

leadership in terms of number of offices a student has held in

school or community organizations; however, it is important to

recognize that leadership also exists outside elected positions

including leadership roles within the classroom and effective

participation in positions of responsibility in other activities

offered on campus such as athletic team captains, section

leaders in band and chorus, and committee chairs in student

groups. Leadership roles in both the school and community

may be considered, provided they can be verified.

Chapters are encouraged to consider a specific, objective

standard for the leadership criterion. Such standards could

include a specific number of leadership experiences required

for all candidates or other indicators of leadership experi-

ence. Leadership can be quantified by the candidate using

their candidate information form; the quality or effectiveness

of those leadership experiences can be assessed using teacher

recommendations or faculty input forms submitted with

professional comments by the staff of the school. (See also the

subsection below on using supplemental forms.)

An example of such an objective standard could read,

“To meet the leadership criterion for NJHS, a student must

name three (3) leadership roles at school or in the community

achieved since the sixth grade [in a 6–8 school] and indicate

the roles and the name of the adult who supervised each of

these activities on the candidate information form. More than

three roles may be listed, but there must be three verifiable

listings to be selected to our chapter.”

If a faculty council decides upon such an objective stan-

dard, it will prove helpful to have available the professional

rationale used in developing the standard, particularly when

introducing the standard to the principal for review. The

rationale for this or any other aspect of the selection process

should be available upon request to any individual.

Chapters can consider the following descriptors as they

develop their local definition and standard for leadership.

This list is for consideration and should not be thought of as

a checklist for this criterion.

A student exercises leadership:

• Is resourceful in proposing new solutions, applying prin-

ciples, and making suggestions

• Demonstrates initiative in promoting school activities

• Exercises positive influence on peers in upholding school

ideals and spirit

• Contributes ideas that improve the civic life of the school

• Is able to delegate responsibilities

• Inspires positive behavior in others

• Demonstrates academic initiative

• Successfully holds school offices or positions of responsi-

bility; conducts business effectively and efficiently; dem-

onstrates reliability and dependability

• Is a leader in the classroom, at work, or in other school or

community activities

• Is dependable in any responsibility accepted

selection procedures

4.1.3.3 Service

Service is generally considered to be those actions undertaken

by the student that are done with or on behalf of others with-

out any direct financial or material compensation. In consid-

ering service, the contributions each candidate has made to

school and community can be reviewed.

All chapters are strongly encouraged to develop and

use an objective standard for service based on either a spe-

cific number of projects or a specific quantity of hours. For

example, “To be selected as a member of our chapter, a

candidate must demonstrate on their candidate information

form, the completion of 10 hours of service undertaken at

school or in the community since the start of sixth grade [in

a 6–8 school].” A quantity of service, as noted in the selection

process description developed by the faculty council after

consultation with staff and students, should be determined as

a fair and reasonable quantity of service to require. All such

service references by candidates should include verification

by an adult supervisor of the activity under consideration.

(Refer to the sample candidate information form in the

Chapter Management Tools found at the end of this chap-

ter.) It is advantageous both for the faculty council and for

students considering membership to have such an objective

standard in place for the chapter.

Chapters can consider the following descriptors as they

develop their local definition and standard for service. This

list is for consideration only and should not be thought of as

a checklist for this criterion.

The student who serves:

• Volunteers and provides dependable and well-organized

assistance, and is willing to make sacrifices to offer assis-

tance

• Works well with others and is willing to take on difficult or

inconspicuous responsibilities

• Enthusiastically renders any requested service to the school

• Is willing to represent the class or school in interclass and

interscholastic competition

• Does committee and staff work without complaint

• Participates in some activity outside of school, for example,

Girl Scouts; Boy Scouts; religious groups; volunteer services

for the elderly, poor, or disadvantaged.

• Mentors in the community or students at other schools

• Shows courtesy by assisting visitors, teachers, and students

4.1.3.4 Character

The faculty council should consider the positive as well as the

negative aspects of each candidate’s character. All judgments

in this and other selection criteria should be free of specula-

tion, rumor, or hearsay.

National Junior Honor Society is a member of the

Character Counts!™ Coalition and supports and recommends

the use of a multi-faceted definition of character known as

the Six Pillars of Character.

A person of character demonstrates the following six qual-

ities: trustworthiness, respect, responsibility, fairness, caring,

and citizenship. Schools are encouraged to take this model,

modify it to meet their local needs, and utilize it frequently in

the work of their chapter. (For more information on Character

Counts!, see www.charactercounts.org )

Documenting Character. In considering the standards set

for the local character criterion, a candidate will be able to

demonstrate an outstanding record of conduct and behavior

with regard to school and community rules, guidelines, and

policies, or be able to demonstrate sufficient growth and

improvement to compensate for previous inadequacies. A

faculty council is encouraged to document, for purposes of its

own decision making or if questioned by the principal, any

substandard performance in the area of the character crite-

rion. Such documentation might include such sources as:

• Administrative records of the school

• Conduct/behavior grades or ratings (including comments)

on report cards or progress reports

• Professional records of individual faculty members (grade

books, etc.)

• Comments, based on professional evaluation (i.e., judg-

ment) and action, of individual faculty members as they

appear on faculty input forms

It is left to the discretion of the local principal, faculty

adviser, and/or faculty council as to how much of this infor-

mation is to be shared with the candidate not selected for

membership (the candidate’s parents).

Disciplinary records. Students who have been arrested

and found guilty of civil offenses or who have a chronic

record of breaking school rules should not be automatically

excluded from consideration for membership. As with the

scholarship criterion where a cumulative GPA is used, it is

advisable to consider the whole child as found in a cumula-

tive report of behavior while in school. A proper regard for

adolescent growth and behavior improvement is essential.

Pregnancy. It should be noted that, under provisions of

federal law, pregnancy—whether within or without wed-

lock—cannot be the basis for automatic denial of the right to

participate in any public school activity including member-

ship in NJHS. Pregnancy may properly be considered, how-

ever, like any other circumstance, as a factor to be assessed

in determining character as it applies to the National Junior

Honor Society. But pregnancy may be taken into account in

determining character only if evidence of paternity is simi-

selection procedures

larly regarded. (See Appendix 2 for further information on

the legal aspects of selection.)

Chapters can consider the following descriptors as they

develop their local definition and standard for character. This

list is for consideration only and should not be thought of as

a checklist for this criterion.

The student of character:

• Consistently exemplifies positive and desirable qualities of

behavior (cheerfulness, friendliness, poise, stability, etc.)

• Cooperates by complying with school policies and regula-

tions and codes of student conduct

• Takes criticism willingly and accepts recommendations

graciously

• Demonstrates the highest standards of honesty, academic

integrity, and reliability

• Regularly exhibits courtesy, concern, and respect for others

• Complies with instructions and rules, and displays per-

sonal responsibility.

Additional character resources are found at www.njhs.us.

4.1.3.5 Citizenship

Chapters can consider the following descriptors as they

develop their local definition and standard for citizenship.

This list is for consideration only and should not be thought

of as a checklist for this criterion.

The student who demonstrates citizenship:

• Understands the importance of civic engagement

• Has a high regard for freedom and justice; respects the

U.S. form of government (representative democracy); and

respects the law for all citizens at the local, state, and fed-

eral levels

• Demonstrates mature participation and responsibility

through involvement with such activities as scouting, com-

munity organizations, or school clubs

4.2 Implementing the Selection Process

Once the five criteria are defined and a description of the

selection procedure is published, academically eligible

students are notified of their candidacy and the chapter is

directed to gather information about each candidate using a

variety of forms. Consider these specific items to develop and

include in your local candidate materials.

4.2.1 Candidate Information Packets

Chapters are encouraged to create an attractive and informa-

tive packet reflecting the quality and good reputation of your

organization. The official Honor Society logo may be used on

all such materials, per the logo usage guidelines in this hand-

book and online. In addition to checking for accuracy of dates

and deadlines on all forms, please be certain that the grammar

and spelling used in all documents of the packet have been

checked carefully and that the general content reflects a user-

friendly format. In schools where a large number of parents

may not use English as their primary language, chapters can

consider providing translations of some or all of the packet

contents as a service to their school population.

A typical packet will include the following:

• Title page and cover letter

• Candidate information form

• Local selection process overview

• List of membership obligations and chapter events

• Receipt or opt-out form

The Cover Letter

This correspondence begins official communication to the

candidate and their parents from the chapter adviser and/

or principal (or even the current chapter president). The let-

ter includes information indicating the general instructions

for all candidates, an overview of the schedule for selection,

along with details regarding when and how notification

will be made for those selected and not selected. It is always

appropriate to personalize these letters and to print them

on either chapter or school stationery. Relevant and accurate

contact information (e.g., school phone number, adviser email

address) is important to include in case the student or the

parents have questions. The cover letter can serve as the title

page for the packet.

Candidate Information Forms

In order to ascertain the degree to which a student candidate

meets the selection criteria, the local faculty council creates

and distributes a candidate information form (a sample of

which is found in the Chapter Management Tools at the end

of this chapter) for all academically eligible students (i.e., can-

didates). Such forms are generally used to obtain information

directly from the student regarding leadership and service

activities and to elaborate on the student’s perspectives con-

cerning the Honor Society and its values.

Because each candidate is considered separately and new

members are selected based on their having demonstrated

sufficient service, leadership, character, and citizenship to

verify that they meet the chapter standards, the use of forms

to obtain information directly from the students/candidates

is vital to the chapter’s efforts to run a fair and respectable

selection process. It is unreasonable to expect that the faculty

council, even in a small school, would be fully knowledgeable

regarding any student’s involvement in these areas, particu-

larly where involvement in community activities is concerned.

selection procedures

The best source for accurate information regarding a candi-

date’s experience is the individual candidate.

Parental signatures. Providing the opportunity for parents

or guardians to sign off on these forms can better ensure the

accuracy and completeness of all submissions, improves the

validity of the forms submitted, and serves as a model for

maintaining good communications between the school and the

home—and sometimes provides an additional motivational

push for an undecided candidate to participate in the selection

process. Other adult signatures may also be requested to verify

participation in leadership or service activities.

Terminology. The candidate information forms should not

be identified as “applications” for membership. The candidate

forms exist to support the student’s candidacy by providing

relevant information for use by the faculty council. The use of

any form of the term “apply” implies that students with an

interest in membership independently determine that they are

eligible and are, therefore, requesting consideration. Honor

Society membership is not a right, and a student cannot inde-

pendently request consideration. On the contrary, based on

several legal rulings over the years, membership is a privilege

bestowed by the school upon those students who are found to

meet the criteria for selection. Only those who have established

their academic eligibility by meeting the cumulative GPA stan-

dard are asked to submit information for this consideration.

By avoiding the use of the terms “apply” or “application” the

chapter encourages a correct interpretation of this fundamental

principle of the Honor Society.

Candidate information forms are for use by the faculty

council as working documents during the selection process in

support of the student’s candidacy. (See “Document Retention”

later in this chapter for more information on this last point.)

Local Selection Process

The candidate information packet should include a descrip-

tion that includes the relevant criteria for selection. The pub-

lication of such descriptions is required in Article IX, Section

4 of the NJHS National Constitution. While not specifically

required to be inserted in these packets, by including this

document, chapters not only verify to families that they are in

compliance with the constitutional mandate, but also provide

a helpful and informative overview of the procedures.

List of Member Obligations and Chapter Events

As outlined in Chapter 3, a carefully composed list of member

obligations and major events of the chapter should be included

in the candidate packet. This list can include such items as the

chapter’s annual meeting schedule, dues required (if any) and

when they are to be paid, service project participation require-

ments (both chapter and individual), planned fundraising

activities and expectations for participation. Additional obliga-

tion references can include the maintaining of the standards

that are used for selection, being role models both on and off

campus, and finally, reference to the possibility of discipline

or dismissal if the member falls below the standards used for

selection. The obligations list can be supplemented with a pro-

posed calendar of chapter events for the year.

selection procedures

Receipt/Opt-Out Form

It is strongly recommended that chapters have the student

(candidate) and the candidate’s parents sign off acknowledg-

ing receipt of the packet, noting that the content has been

reviewed, and agreeing to abide by the member obligations if

selected. Although this can be assumed when a student returns

their candidate information forms, it is best to ensure that an

understanding of these obligations exists prior to participating

in the selection process.

Opt-out form. Some students (and/or their parents) realize

that there simply won’t be enough time to participate in the

Honor Society even though they may have a strong chance of

being selected. A chapter can include an opt-out checkbox or

additional sheet in the packet on which the student and parent

acknowledge with their signatures that the student was a viable

candidate for this round of selection, but respectfully declines

the invitation to be considered. A signed and dated form, con-

taining both student and parent signatures, can then be kept

for future reference. Returning an opt-out form should not

preclude the student from being considered in the next round

of selection as long as the student still meets the prerequisite

qualifications established by the chapter. The sample candidate

information form found at the end of this chapter incorporates

this opt-out provision.

4.2.2 Faculty Input Forms and Teacher

Recommendations

Selection for membership is always made by a majority vote

of the faculty council. However, in addition to the candidate

forms, the local council members may wish to obtain addition-

al information to assist them in making their decision.

Faculty input forms may be used to supplement the can-

didate forms (a sample of which is found in the Chapter

Management Tools in the back of this chapter). Once the

students who possess the prerequisite GPA have been identi-

fied, they can submit a candidate form detailing their service,

leadership, character, and citizenship. Faculty input may also

be used to support the strength of a student’s candidacy. In

the event of a low rating on one of the evaluations, it is always

important to verify the reasons for such a rating, avoiding the

“speculation, hearsay, and rumor” concepts described else-

where in this handbook.

Input from faculty brings information to the attention of

the faculty council that may not otherwise be represented on

the candidate information forms. Upon reviewing the faculty

input and verifying its accuracy, the faculty council is still

required to undertake a vote on each candidate, selecting each

student who receives a majority vote.

To avoid questionable entries on faculty input forms, all

forms must be signed and each faculty member should be

prepared to support any below-average rating with substanti-

ating data based on sound professional judgment and action.

Anonymous faculty input forms may not be used. The local

adviser serves as the link between the faculty council and

the contributors, and may conduct informal interviews with

teachers who provide the below-average ratings.

It is recommended that an input form be collected from

all faculty members, even if some faculty provide no rating

because they have never taught, coached, or advised any of the

candidates.

In the case of written recommendations from faculty, chap-

ters can indicate that candidates must obtain recommendations

from a specific number of faculty members. (See additional

text on teacher recommendations below.) Alternatively, some

chapters only seek the signature of support from a prerequisite

number of staff members to verify the character of a candidate.

In either case, please review with the school’s faculty what is

expected of them and the timetable for submission of all mate-

rials in support of an individual student’s candidacy.

Recommendations or input forms are not a national require-

ment, but if they are used for the local selection process, advis-

ers should allow enough time for staff members to complete

and submit the forms as well as the time needed by the faculty

council to review them.

Teacher Recommendations

As with faculty input forms, teacher recommendations are

not required for any chapter’s selection procedures, however,

nothing prevents a chapter from incorporating recommenda-

tions to supplement the data provided to the faculty council

by the candidate information forms or other locally developed

components.

The following points are offered for consideration when

looking at including recommendations for your chapter’s

new member selection:

1. Adding procedures. If teacher recommendations are to

be incorporated into the local selection process, be sure to

seek review and approval from both the faculty council

and the principal, and then amend the published version

of the local selection procedures. Check the mood and

willingness of the faculty as well—if this new duty comes

at the same time as new obligations from the state and

central office, your response rate may not be what you

need. Consider carefully the timetable for this process

along with the necessary approvals.

2. Develop reasonable timelines. Teacher recommendations

take time—for both the candidates and the teachers. Give

selection procedures

candidates sufficient time to contact teachers; give teach-

ers enough time to write and turn in the forms. Always

take into consideration other events on the school calendar

when creating your timetable.

3. Create new forms. Develop a standardized form for

all recommendations. Include a title bearing the Honor

Society logo (or your chapter name); space for the can-

didate to write in their name at the top; clear indication

regarding when the forms are due; and space for the rec-

ommender’s signature and date at the bottom. Unsigned

(anonymous) recommendations should not be accepted

or allowed. Instructions indicating the type of feedback

being requested are helpful. Have the faculty council help

you write this section since they’ll be doing the reading.

Develop an online form that can be used by all teachers.

Some chapters will instruct candidates to give out the

form with a stamped, self-addressed envelope so that all

forms are returned to the chapter adviser by the deadline.

4. Quantity. Determine how many recommendations you

require. Is one recommendation sufficient; are 10 forms

too many? Don’t ask for more than your faculty council is

willing and able to read. Some chapters will ask for three,

but will consider this component of candidacy complete

if at least two forms are turned in. Another key question:

Will you require forms from both the school and the com-

munity? Asking for nonschool recommendations requires

more time for turning in the forms. Having a nonschool

recommendation also requires that the form clearly identi-

fies in what capacity the recommender knows the candi-

date.

5. List invited recommenders on the candidate forms. Have

your candidates identify the individuals to whom they have

given recommendation forms on their candidate forms

for cross-referencing. Include a phone number (or school

extension or email) to facilitate either sending a reminder or

thanking recommenders and notifying them of the selection

of their candidate. Thanking those who take time to submit a

recommendation, particularly when from people in the com-

munity, will help build better relations with the chapter.

6. Policy implications:

a. Most schools will prohibit a recommendation from a

relative (or immediate family member) of the candidate.

Remind candidates of this policy at the time your forms

are distributed.

b. What if forms are not turned in or not turned in on

time? Should a candidate be responsible for an adult

not turning in a recommendation? It would not seem

fair to hold students responsible for adult actions (or

selection procedures

inaction). Care should be taken not to automatically

exclude any candidate whose recommenders didn’t

respond or didn’t respond on time. Given well-thought-

out timelines, candidates can be brought in and asked

to recontact their recommenders if the preliminary

deadline has passed. Allow sufficient time for recom-

mendations and avoid making the submission deadline

the same day your faculty council is going to meet.

c. Some newly enrolled students who have just completed

one semester at the school (thus meeting the minimum

enrollment requirement) may not yet have established

community contacts to provide a recommendation.

Consider making reasonable exceptions for these stu-

dents if asked to do so.

7. Review the process. If you are using teacher recommenda-

tions for the first time this year, take time before your next

round of selection to review your policies regarding their

use. Look at any problem scenarios that arose because of

these forms.

8. Document retention. As with any documents collected

for selecting new members, verify with your principal or

school system managers what the law or policies require

regarding the retention of these documents. Some states

(notably Texas and New York) maintain very specific doc-

ument retention policies that apply to all Honor Society

chapters, so advisers should seek assurances before elimi-

nating any documents from their files.

Teacher recommendations can be a valuable addition to

your local selection process. It is important to weigh the pros

and cons of a limited recommendation process against a full-

faculty evaluation form before making a change. While not

required by the national guidelines, teacher recommenda-

tions, when carefully inserted into your local guidelines, can

bring much-needed information to your faculty council when

selecting new members.

As with the candidate information forms, faculty input

and teacher recommendations are considered by the national

office as working documents to assist the faculty council in

making sound decisions regarding membership. These docu-

ments are expected to be used only by the faculty council, the

adviser, and the principal and should be considered confiden-

tial unless local or state policies dictate to the contrary. (See

the NASSP Legal Memorandum in the appendices, and also the

sample faculty input form in the Chapter Management Tools

at the end of this chapter.)

as well save time and indicate that the faculty council did not

approve the candidacy and, if your local policies require dis-

closure of information related to the faculty council delibera-

tions, then indicate that the individual student was weak in

one or more of the criteria other than scholarship.

4.2.4 Essays

There is no reference to an essay requirement in the recom-

mended selection process. However, this does not preclude a

faculty council from including an essay in the local selection

process. Many chapters feel that the essay provides a student

the opportunity to express the meaning of character and the

value of the criteria in a manner that cannot be accomplished

through a simple information sheet format.

Chapters that use essays as part of their selection process

should note the following:

• Essays require significantly more of your faculty council’s

time to read and evaluate effectively.

• Grading an essay provided by a candidate duplicates your

consideration of “scholarship” (see previous section on revis-

iting scholarship). Students have already been graded on

their writing skills through grades in English and other class-

es where writing is required. Those efforts are reflected in

the cumulative GPA. Should you not select a student because

of a low grade on the essay, you would be contradicting

your initial indication that the candidate’s grades were high

enough for membership.

• For students already actively involved at school and often

already busy writing essays for other classes, creating the

essay for NJHS selection adds to an already packed schedule

of events.

• Use of an essay should be preapproved by your faculty

council and more importantly by your principal. The intend-

ed usage of the essay within the selection process should be

clearly delineated in the chapter’s selection process guide-

lines made available to all students prior to consideration for

membership. If attention is to be given by the faculty council

to spelling, grammar, and neatness, along with the quality of

response to the assigned topic, such information should be

provided to all candidates as well. Advisers are encouraged

to make themselves available to candidates who need clarifi-

cation regarding the essay assignment.

Some chapters that still wish to hear directly from the

students have progressed to requiring an essay only from

students who are selected, excerpts of which are used in the

induction ceremony to introduce the new members in their

own words. Topics such as “What membership in NJHS means

to me,” “The meaning of leadership (or service) to students at

4.2.3 Using Rubrics and Point Systems

The NJHS Constitution makes no reference to rubrics or point

systems when selecting new members. Furthermore, the

national office does not sanction or approve such systems.

This does not preclude a local chapter from developing an

effective selection procedure using a rubric or points for

service, leadership, character, and citizenship as long as the

result retains compliance with all national guidelines.

If a rubric or point system is used by the faculty council, a

few precautions are in order:

1. All tabulations should be checked and rechecked

for accuracy.

2. If points assigned originate from faculty input forms, such

forms should be signed by the faculty members in order to

verify their accuracy. Anonymous input forms should be

excluded from the process.

3. If points are added or averaged in order to determine a cut-

off point for membership, two factors should be considered:

a. The cutoff should be determined prior to the reading of

the candidates’ forms.

b. The cutoff should not be used as an absolute deter-

minant of membership, but instead serve merely as a

guide. An absolute determinant would, under such cir-

cumstances, be viewed as a replacement for the faculty

council vote and would not enable the faculty council to

deliberate effectively over each candidate. Students who

fall below the cutoff have already successfully reached

the scholastic cutoff (GPA), and they deserve individual

consideration and review of their credentials. The fac-

ulty council should review the forms of students who

fall below the cutoff first in order to make

a sound professional judgment regarding selection

or nonselection.

4. Point systems should not revisit the issue of scholarship.

Once the student’s GPA is deemed sufficient for candidacy,

the issue of scholarship should be put aside and only the

remaining criteria of service, leadership, character, and

citizenship used for determining membership. A reevalu-

ation of a student’s GPA to determine whether the aca-

demic performance was good enough, would merely be

questioning the judgment of fellow faculty members who

rendered the student’s grades.

5. Points that give specific values to various activities on

campus should be approved by the administration prior

to implementation.

One of the worst responses an adviser can give to the

question, “Why wasn’t I selected for NJHS?” is, “You didn’t

get enough points.” The logical consequence of such a state-

ment is to ask where the student came up short, so you might

selection procedures

[name your school] today,” or “The value of being a person of

good character” are appropriate for this type of occasion.

4.2.5 Blind Review of Candidates

Some chapters wish to evaluate candidates for selection in a

fully anonymous manner by removing their names and other

identifying information from their candidate forms, otherwise

known as a “blind review.” This practice may not be used in

the NJHS selection process for the following reasons:

For students who are engaged in very public positions (e.g.,

class president, captain of a sports team), their names will be

discernable by virtue of their activities. This could provide an

unfair advantage to some students when compared to other

students whose qualities are just as strong, but who have cho-

sen to become involved in less public activities. To avoid this

advantage (which translates into an unfair disadvantage for

some), all candidate names must be included on their forms,

or revealed to the faculty council prior to their vote and final

decision.

Chapters may initially review the student information

sheets without names attached during a preliminary review,

but names should always be revealed prior to the final vote

of the faculty council. This assists the council in determining

whether any legitimate extenuating circumstances, such as the

death of a family member, may need to be considered for this

student.

4.2.6 Deadlines

The ability to meet deadlines can be viewed as a reflection of

a student’s level of responsibility, an aspect of both character

and leadership. Each chapter has the authority to establish and

enforce deadlines in their selection process. Such enforcement

should be reasonable, fairly applied and open to considering

extenuating circumstances.

It is important that the chapter’s deadlines are:

a. Published. Deadlines are clearly identified in writing for

all candidates (where deadlines in the selection process are

being considered). Other deadlines for chapter members

regarding service hours submission, completion of forms,

etc., must also be available in writing, preferably in the list

of member obligations or in the chapter bylaws.

b. Based on a sound rationale. It is helpful when publishing

the deadlines to indicate why the deadline is necessary.

For example, “We request that the forms be submitted by

this date to provide the faculty council sufficient time to

authenticate the information provided by candidates and to

seek clarification in preparation for the selection meeting.

Without such time, it makes it difficult for the council to

render an appropriate professional judgment regarding your

selection procedures

candidacy. Your cooperation in meeting this deadline is an

indication of your responsibility and your commitment to

becoming an effective member of our chapter.”

c. Reasonable in nature and length based on school calendar

considerations (any conflicting events?) and student sched-

ules (e.g., does the deadline fall in the middle of exams or

testing?). Generally, deadlines that require 24 or 48 hours

turnaround time for information are not viewed as reason-

able in that they often do not take into account student

absences and/or parent work schedules (when parental sig-

natures or review are requested).

d. Conclusive. The consequence of not meeting the deadline

is clearly expressed and consistently applied (avoiding arbi-

trary enforcement of the rule).

e. Complete. As the adviser seeks to implement the established

deadline policy, one should also consider what provisions

have been developed for students who are absent when

forms are disseminated or for those who have legitimate

extenuating circumstances.

f. Time-oriented. If the directions indicate return the forms to

room 207 by 3:00 p.m., then someone needs to be in room

207 until a little after 3:00 p.m. to collect the forms. Similarly,

allow for minor variations in the official time used. It is

always helpful to indicate to chapter members whom they

can see ahead of time (adviser, faculty council member, etc.)

if they anticipate having any problems meeting the estab-

lished deadline.

If a student turns in the form late and the faculty council

has not yet met to evaluate and vote on candidates, the pre-

ferred method for handling such cases would be to have the

student’s information accepted and submitted to the faculty

council with the annotation that it was turned in late (forms

timed and dated) and let the faculty council determine by vote

whether the reasons for late submission were excusable. This

process works under the policy assumption that no adviser can

disqualify a previously identified candidate without the vote

of the faculty council.

Definitions. In defining character, as noted earlier in this

chapter, the national office references the definition supplied

by Character Counts! (CC!). CC! defines character using six

qualities: trustworthiness, respect, responsibility, fairness,

caring, and citizenship. Meeting deadlines is one part of the

trait of responsibility, which is merely one-sixth of the total

definition of character. To imply that a student’s total character

is substandard for having not met less than one-sixth of the

criterion can be viewed as an extreme consequence. It is true

that a single incident of proven cheating, for example, can keep

a student out of the Honor Society or lead to their removal. Yet

it is more difficult to provide the rationale for taking a single

incident of late submission as the sole reason for nonselection

or dismissal.

Consistency. A final factor is to look at the methods of

application of your policy of deadlines. Make sure you have

been consistent in applying reasonable deadlines.

4.2.7 Candidate Management Forms

It is important to demonstrate that the chapter is effectively

managing the processing of all candidates and their forms.

This is as much for the benefit of the students who have been

identified as eligible candidates as it is for the chapter adviser

to make certain that no one is overlooked in the chapter selec-

tion process. Based on the recommendations found in the

recommended selection process in this handbook and at www.

njhs.us, the following format is suggested for use by chapter

advisers when monitoring the names of candidates.

Using the list of students who have been found to be aca-

demically eligible (i.e., those who meet the cumulative GPA

standard set by your chapter), insert those names, preferably

in alphabetical order into a table or spreadsheet that you plan

to use during the selection process. Label columns with the fol-

lowing checkpoints for each candidate (noting that the names

and quantity of these columns is likely to vary from one chap-

ter to another):

Name (last name, first name): Double check the accuracy of

the spelling of each student. Consider including nicknames.

Notification of candidate status: If possible, for this and

other relevant columns below, insert the date when notices are

disseminated, letters mailed, meetings held, etc. Don’t assume

that because letters were mailed or announcements made that

all candidates got the message. Use additional checkpoints

below to verify notification.

Attendance at selection process help sessions: Annotate

whether this is optional or required. An additional annotation

can designate whether the Student (S) or Parent (P) or both

(SP) attended. Note: Candidates cannot be eliminated from

consideration for failure to attend this session.

Candidate information form: Indicates that the student was

given/received a copy of the candidate information form used

by your chapter. Don’t assume that just because a letter was

mailed that the student obtained a form.

Candidate information form returned: Use either a check

mark or date when form is returned to the adviser. Note 1:

Using the forms provided in the NJHS National Handbook, even

noninterested students are asked to return a signed form by

the established deadline. Additional annotations can be used

to indicate forms turned in after the established/published

deadline (i.e., late forms). Note 2: Late forms cannot automati-

cally disqualify any candidate from consideration, but can

selection procedures

be used as factors when considering the candidate’s level of

responsibility.

Not interested: Indicates receipt of a blank form with stu-

dent and parent signatures affirming that the student is not

interested in becoming a member of the chapter at this time.

Selected: Checked once the faculty council has voted to

select this individual.

Not Selected: Indicating those who did not receive the

majority affirmative vote of the faculty council.

Reason(s) for nonselection: Where indicators of the

criterion(a) not met are listed, e.g., “L,” for not meeting the

leadership standard.

Induction Ceremony (IC) Invitation: Checked to indicate

the selected candidate has been invited/notified of the date,

time, and location of the induction ceremony. An additional

separate column could be added to indicate confirmation of

attendance received by the adviser.

4.2.8 Voting Procedures for the Faculty Council

Although the duties and makeup of the faculty council are

described fully in Chapter 3, the following guidance on voting

procedures can be used in the selection process.

The NJHS National Constitution notes that candidates are

selected when they receive a majority vote of the faculty coun-

cil (Article IX, Section 3). The only other reference to voting in

the faculty council is in Article X where the same majority vote

is needed to dismiss members from the chapter. While these

provisions speak to the outcome of the vote, little is said about

the techniques recommended for taking the vote in meetings

of the council.

Three options for voting arise from traditional consider-

ations of this process: voice vote, show of hands, and balloted

voting.

Voice votes are generally the fastest, with “yays” and

“nays” being heard. If the adviser (whose role is to facilitate all

meetings of the council) or any member of the council is uncer-

tain whether there was a majority when hearing the voice vote,

any member of the council can call for a division which simply

means that members would be asked to provide a show of

hands when voting to facilitate accurate counting.

To avoid this additional step, some chapters will always

use the show of hands when voting. Chapters that opt for bal-

lots must address two issues that simply do not arise with the

other two forms of voting. First, ballots must be collected and

counted. In larger chapters, placing all of the candidates’ names

on a single ballot asking council members to vote on all follow-

ing the review and deliberation of each candidate’s forms and

records might actually prove to be a faster method. The advan-

tage of the ballot is that it provides for a fully secret vote by the

council members, provided that names of the voting faculty

council members are not added to the ballot sheets.

The second issue with ballots is the sensitive question of

what to do with the paper ballots after the voting is concluded.

In some instances these sheets may be considered documents

that should be retained under document retention policies of

the state or the local school district. In most cases, however,

such ballots would more likely be viewed as “working docu-

ments” (a phrase pulled from the Family Educational Rights

and Privacy Act [FERPA] guidelines) and only the sheet

reporting the results (selected/nonselected) would be needed

to report to the principal or others requesting input on nonse-

lection. Advisers should consult with their principal regarding

any relevant guidelines that may exist for the chapter.

In none of these three methods of voting is it necessary for

the record to reflect how individual members of the council

voted on any candidate. The only pertinent information is

whether the candidate received a majority vote for selection.

The use of alternate members of the faculty council is

explained on page 16. Chapters should not incorporate absen-

tee or vote by proxy methods. Advisers should plan carefully

for their meetings of the faculty council to ensure that all five

voting members can be present and remain for the full dura-

tion of the meeting. Absentee or proxy votes would not pro-

vide for a careful review and deliberation of each candidate’s

information within the council meeting and is not in the best

interest of candidates under consideration.

Does the method of voting need to be identified in the chap-

ter bylaws? While this detail can be included, it is better left to

individual faculty councils to determine which method is best,

conforms to existing guidelines (local or state), and is the one

with which they feel most comfortable.

4.2.9 Reporting Results to the Principal

Note that per the constitutional article that describes the guide-

lines for selection (Article IX), that prior to the notification of

any candidates, the chapter adviser must review with the prin-

cipal the result of the faculty council’s deliberations.

This mandate challenges each adviser, with help from the

faculty council, to see that all decisions regarding membership

are sound and of a professional nature. Having the reasons for

nonselection included in this report will assist both the adviser

and the principal in responding to students or parents who

may request additional explanation for nonselection.

In addition, by providing this report to the principal prior to

any notifications of students or parents, the principal can fully

utilize the authority granted in Article V, Section 1 of the con-

stitution wherein the principal is given final authority on all

actions and decisions of the chapter including those relating to

selection. While principals are cautioned against overturning

the decisions of the faculty council without having a rationale

available to explain such actions, the power remains in the

principal’s hands to use if deemed appropriate.

4.2.10 Initiation, Blackballing, Hazing

These actions, or any actions resembling them, are expressly

prohibited as part of the selection process for any National

Junior Honor Society activity. Any chapter found in violation

of this regulation risks losing its charter. This prohibition has

been included in every NJHS National Handbook since 1929.

For this reason, and to be consistent with the language used

in this handbook and the constitution, chapters must ensure

that the phrase “induction ceremony” is used instead of initia-

tion when referring to the formal presentation of new mem-

bers to the school and community.

All projects and activities undertaken by the chapter must

preserve the integrity and reputation of NJHS, and any use of

initiation activities or hazing is strictly prohibited.

4.3 Notifying Candidates

Those students selected and their parents are generally notified

promptly and personally by the principal, chapter adviser, or

by engraved or printed letters. (See sample letters and invita-

tions at the end of this chapter.) The letter may also outline

the duties, responsibilities, or obligations of membership in

the National Junior Honor Society.

As a courtesy, the chapter adviser or principal should

also notify the officers and chapter members of the selection

results at an appropriate time. This information should be

held in confidence until the formal invitations to the induc-

tion ceremony are released.

Nonselected candidates. Chapters should consider care-

fully the timing and method of notification and be sensitive

to those who may have been candidates but were not selected

for membership. It is recommended that special efforts be

taken to show professional care in conveying this disap-

pointing news to nonselected candidates, and to arrange for

appropriate counseling of these students where warranted.

Nothing prevents the chapter from disclosing relevant infor-

mation that led to the student not receiving a majority vote

of the faculty council. This information should generally be

available upon request and should focus on which of the

criteria (service, leadership, character, or citizenship) the indi-

vidual did not meet when reviewed by the faculty council.

(See also Section 4.4 below; a sample letter to nonselected

candidates is found at the end of the chapter.)

Regardless of the method of notification or announcement, it

is advisable to follow up the official notification with a letter of

selection procedures

portrayal of the selection process in order for the nonselected

student to be assured that their case was handled in accor-

dance with the established procedures.

4.4.1 Reasons for Nonselection

The recommended selection process outlines the content of the

adviser’s report to the principal regarding the results of fac-

ulty council voting from each round of selection. Advisers are

encouraged to create and use a 3-column chart that identifies

selected and nonselected candidates and then, as column 3,

next to the name of each nonselected candidate the indication

of which of the four criteria each nonselected student failed to

meet that led to their nonselection (noting that successful can-

didates must meet all five criteria to be selected).

While this remains as a recommended procedure for all

chapters, those chapters in the state of New Jersey fall under

additional state regulations. Per ruling from the New Jersey

Commissioner of Education, all chapters in the state must be

prepared to identify which criterion or criteria were not met

by an individual candidate if asked by the candidate or their

parents following notification. The supporting rationale should

also be available to assist in explaining the judgment rendered.

Other states can use this as a model for providing a profession-

al response to inquiries about nonselection. Nothing prevents a

chapter from providing a nonselected student a full accounting

of the reasons for nonselection.

4.4.2 Appeals in Cases of Nonselection

Providing the professional rationale for nonselection is, at

best, controversial. In other areas of school work, it is a com-

mon or traditional expectation of school personnel to be able

to explain how decisions regarding the growth and develop-

ment of a student on campus were made and, furthermore,

to provide effective direction to such students to assist them

in reaching their goals, despite the existence of a specific set-

back. This can be viewed as a fair expectation for parents to

assume. In addition, this expectation may influence the pro-

cedures used in the local process for notifying and counseling

with nonselected candidates.

As noted above, because all chapter advisers are required

to report the results of the faculty council voting to the prin-

cipal before notification, and within that report the criteria-

based reason(s) for nonselection should be included, the basis

for nonselection should be available to share if requested.

Some states and/or school districts may have policies or laws

that supersede these positions regarding the giving of reasons

for nonselection. Principals and advisers of all local chapters

are encouraged to review local guidelines to verify their com-

pliance with such standards.

confirmation. The letter should also outline some of the duties,

responsibilities, and obligations of membership in the National

Junior Honor Society. It is always advisable to see that parents

of new members are also kept fully informed concerning selec-

tion to, induction of, and obligations of membership.

Attending the ceremony. While requiring attendance at

the induction ceremony conforms to the provisions found

in Article VIII, Section 4, chapter advisers should enforce

this rule in a reasonable manner. There may be legitimate

extenuating circumstances, whether known ahead of time or

occurring at the last minute, that prevent a selected candidate

from making an appearance at the ceremony. The adviser can

ascertain whether or not the individual still wishes to become

a member and arrange alternative induction. Officially the

student is still in the selected candidate status and not a

member of the organization until the induction is completed.

For those candidates, a smaller, less formal secondary induc-

tion can be held in the principal’s office or at the next chapter

meeting.

4.3.1 Reapplication for Membership

Membership in the National Junior Honor Society is perma-

nent unless a student’s performance falls below the standards

by which the student was selected. Chapters may not ask stu-

dents

to reapply on a yearly basis. This does not preclude a

chapter’s faculty council from requesting that students verify

each year that they are still meeting the criteria for selection

by updating their candidate information forms or by submit-

ting report cards for verifying their academic performance.

However, this process must not be interpreted as a formal

return to the selection process with the student’s continuing

membership in doubt. Only if a student is dismissed (using

the process outlined in Article X of the constitution) or resigns

is the student’s continuing membership in the Honor Society

ever to be curtailed.

4.4 Nonselection and Appeals

Not selecting a student who has already been identified as

being academically eligible can present a difficult situation for

the principal, chapter adviser, and faculty council. The situa-

tion is bound to arise, however, given the necessarily subjec-

tive nature of some of the requirements for membership.

In cases of nonselection, efforts should be made to explain

the selection process to those students who are unhappy

about the results of the selection process. The NJHS National

Constitution requires that a description of the selection pro-

cedure be published in an official school publication widely

available to all students and their parents (Article IX, Section

4). This description should be well written and thorough in its

selection procedures

Local chapters can create their own appeals process for

handling cases of nonselection if they wish (see “Setting up

an Appeals Process” in the Chapter Management Tools at

the end of this chapter). If this is done, it is recommended

that the chapter incorporate a statute of limitations regarding

when they will accept such appeals, for example, “Appeals

must be registered with the chapter adviser within 10 school

days [or some alternative and reasonable time period] of noti-

fication of nonselection.” Generally, such appeals procedures

simply indicate that upon request the faculty council will

reconsider an individual student’s case, and do not include

personal appearances by the student or parents with the

council members. The existence of an appeals procedure can

convey a positive image of the chapter indicating a willing-

ness to respond to any and all questions about their activities.

Under normal circumstances, in the absence of any formal

appeals process, because the chapter adviser is closest to the

selection process, they are best prepared to provide immedi-

ate feedback when questions arise regarding nonselection.

Should students or parents still not be satisfied, the next level

of discussion should take place with the principal. The princi-

pal should, listen to the concerns of students not selected, or

from the parents of such students. (See Article V, Section 4 of

the NJHS National Constitution.) Following such discussions,

if the principal believes that some kind of technical or proce-

dural mistake has been made, the principal may ask the fac-

ulty council to reconvene to review the situation. Technical or

procedural errors might include the inadvertent omission of a

student’s name from the list of those qualified for induction,

the erroneous averaging of grades, or the chapter’s failure to

follow prescribed procedures.

Usually, however, nonselected students wish to question

the judgment of the faculty council. It is important to try

to help such students understand that all decisions of the

kind involved in the selection process have some subjective

aspects, but that the decisions were derived in a fair manner

and based on sound professional judgment.

The principal is charged initially with appointing five

people to serve on the faculty council with assistance from

the chapter adviser, in whom they can place a high degree

of trust. These members of the council must understand the

importance of exercising their responsibilities in the most

professional and objective manner possible. The principal

must assume that the members of the council are exercising

their judgment in a legitimate and professional manner and

with the good faith expected of them and trust that their

decisions were made with the best interests of the students in

mind.

Parents and students must understand that no student

has a right to be selected for membership in a chapter of the

National Junior Honor Society. If a nonselected student or

their parents wish to challenge or appeal the principal’s deci-

sion, they should follow the local school system complaint

procedures.

The national office staff and NASSP have no authority

to review or overturn the judgment of the faculty council

regarding selection of individual members to local chap-

ters but does reserve the right to investigate complaints

where violations of honor society policies are alleged and

have impacted the selection of a candidate or candidates.

Chapters are obligated to ensure that all local policies com-

ply with those policies contained in the NJHS Constitution

and this handbook.

4.5 Document Retention

Neither the national office nor the NJHS National

Constitution or handbook prescribes any specific length of

time for retaining or destroying chapter records. The time

period for chapter document retention must be determined

at the local level. However, there are several important con-

siderations.

Currently, the NJHS National Handbook provides the com-

mentary on this topic, as found in Appendix 2, “NASSP

Legal Memorandum: Selection, Dismissal, and Discipline: Legal

Guidelines for NHS and Other Selective Organizations,” regard-

ing the handling of documents during and after the chapter’s

selection procedures. We encourage all advisers to review

with their faculty council and/or administration the subsec-

tion, “Procedural Matters” prior to beginning their selection

procedure.

Consider the following points:

1. During the selection process, all information provided

to the faculty council should generally be from either a)

the students themselves (with appropriate parental sig-

nature, e.g., at the end of the recommended candidate

form), or b) staff providing professional input or rec-

ommendation of an individual’s performance in rela-

tion to the nonscholarship criteria. If the information

submitted by the staff is truly professional in nature, it

should reflect professional judgment and action taken

with or in regards to the individual student.

If the faculty member submitting the input form is

unwilling to sign their name and to attest to the profes-

sional nature of the rating, then conceivably the infor-

mation should not be submitted in the first place. There

is no place in the faculty council’s review and delibera-

tion of candidate information for the introduction of

selection procedures

To conclude, while no formal document retention policy

exists in the national guidelines for NJHS chapters, local

chapter advisers in New York and Texas have state laws that

address document retention for public schools in those states.

Advisers and principals in all chapters should verify whether

document retention policies exist and to what extent they

apply to Honor Society files. Chapters that wish to remove

paperwork from their files, notably forms used in the selec-

tion process each year, can consider creating a local statute

of limitations of reasonable duration for asking questions for

filing appeals after which all materials will be destroyed.

speculation, hearsay, or rumor or observations that do

not reflect both professional judgment and action. In

short, there should be nothing to hide.

2. A chapter’s failure to retain its records (e.g., destroy

them, if allowed to do so by local or state guidelines),

can lead to a negative perception, especially if done

without appropriate prior notification. Such actions

cast chapter leaders in the same light as individuals in

the private sector attempting to conceal faulty business

dealings or as governmental officials attempting to

cover up wrongdoings.

3. As noted above, some states (specifically, New

York and Texas) and local districts have developed

independent policies with regard to the use or reten-

tion of all/any student information (i.e., anything that

bears the student’s name). Such policies take prec-

edent by force of law over any interpretations found

in this NJHS National Handbook and must be followed.

Principals or school system personnel should be able to

provide guidance regarding this topic.

4. At the conclusion of the faculty council’s consideration

of candidates, we recommend that the council provide

to the chapter adviser a list containing three columns:

1) a list of students to be selected, 2) a list of students

who are not to be selected, and 3) next to each of the

nonselected students, identification of the criterion or

criteria that each student did not meet. The presump-

tion here is that the faculty council could, if requested

by the administration, substantiate its judgment for

nonselection based on professional grounds using the

national criteria as the foundation for review.

It is further recommended that this three-column list be

included when the results of the council voting are shared

with the principal prior to the notification of students (see

Article IX, Section 3). Thus, if the principal questions one or

more of the decisions of the faculty council, then the adviser

can provide an informed response. Materials reviewed by the

faculty council should be retained until after the principal’s

review and confirmation of the results.

Note: At any time in the selection process, should a stu-

dent or parent notify the chapter that they wish to appeal a

decision of the faculty council, then from that point on, all

materials related to that individual student’s consideration

must be retained. This applies only to the records for the

individual student and not necessarily those of other stu-

dents for whom no such appeal notification was provided.

This practice is in keeping with the provisions of FERPA to

which schools are expected to adhere (www.ed.gov/ferpa).

selection procedures

CHAPTER MANAGEMENT TOOLS–CHAPTER 4

CMT 4.1 Sample Candidate Information Form: NJHS Selection Procedures

(NOTE: THIS IS NOT TO BE CALLED AN APPLICATION FORM. We encourage local chapters to use this as a template,

adding relevant components to reflect their local selection guidelines.)

(Insert Chapter Name) Chapter of the National Junior Honor Society

Directions: Please complete all sections. Type or print all information and submit it by the published deadline. Do not be

modest. Every bit of information will be used by the faculty council to assist with the fair consideration of your candidacy dur-

ing the selection process.

Completion and submission of this form does not guarantee selection. Should you have questions about this form, please

contact (fill in the appropriate contact information).

I. Administrative Information

Name Current grade level:

Other information as required by the local chapter, e.g., homeroom number/teacher, student identification number.

II. Leadership Roles—List all elected or appointed leadership positions or other positions of responsibility held in school,

community, or work activities. Only those positions in which you were responsible for directing or motivating others should

be included (e.g., elected officer for the student body, class, or club; committee chairperson; team captain; newspaper edi-

tor; or other community leader). Please include the name of the adult responsible for supervising your leadership in each

position.

Leadership Role Grade Level(s) Activity/Organization Supervising Adult

(Ex) Program Committee Chair 8 Student Council Mrs. Carroll

selection procedures

III. Service Activities—List service activities in which you have participated. These can be individual or group service projects

done either in or out of school [unless your faculty council specifically limits service to school activities only]. Generally, service

activities are those that are done for or on behalf of others (not including immediate family members) for which no compensa-

tion (monetary or otherwise) has been given. Please ask an adult supervisor who can verify your participation in each activity

to sign on the appropriate line, and also list the estimated number of hours you invested while performing this service. [Note:

If a minimum number of hours or minimum number of projects is required for selection, please identify that information in this

paragraph.]

IV. Other Student Activities—List all other school-based activities (not noted above) in which you have participated in school.

Include clubs, teams, musical groups, etc., and any significant accomplishments in each.

V. Other Community Activities—List other community activities in which you have participated and note any major accom-

plishments in each. These should be any activities outside of school in which you participated for the betterment of your com-

munity (e.g., religious groups, clubs sponsored outside the school, Boy or Girl Scouts, community art endeavors). Do not repeat

participation already listed above. Please include the name of the adult supervisor of each activity.

Activity Grade Level(s) Accomplishments

Grade Community Activity Hours Accomplishments Supervising Adult

Activity Grade Level(s) Hours of Service Supervising Adult

selection procedures

VI. Work Experience, Recognition, and Awards—Though not a specific criterion for membership, please list below any job

experiences, honors, or recognition that you have received that support your candidacy for membership in the Honor Society.

Work experience may be paid or volunteer.

VII. Signatures

I understand that completing and submitting this form does not guarantee selection to the Honor Society. I attest that the

information presented here is complete and accurate. If selected, I agree to abide by the standards and guidelines of the

chapter and to fulfill all of my membership obligations to the best of my ability.

Student signature: _________________________________________________________________ Date: ______________

I/we have reviewed the full candidate information packet provided to us by the chapter. In addition, I/we have read the infor-

mation submitted by my son/daughter on this form and can verify that it is true, accurate, and complete.

Parent signature: _________________________________________________________________ Date: _______________

Preferred method of contact (check one and fill in the blank):

c Parent phone number(s): _____________________________________________________________________________

c Parent email: ______________________________________________________________________________________

The chapter requests this contact information so that we can notify you regarding important details.

Return completed form to (insert specific individual/location to which forms are be returned) no later than (insert submission

deadline date).

Note: Include the school address and phone number along with instructions on how questions about this form or membership

in general can be answered by Honor Society staff/advisers.

Year Job, Recognition, or Award Group or Activity Hours Spent on Job or Activity (if applicable) Supervising Adult

selection procedures

CMT 4.2 Sample Faculty Input Form

NJHS Selection for (insert year or semester/year)

The following students have been identified as candidates for selection to our chapter of the Honor Society. Candidacy

begins by meeting our scholarship criterion of (insert cumulative GPA criterion), which has been met by these students. Each

candidate will submit to the faculty council a candidate information form, but additional information is being requested from

the entire staff to assist in this important selection process. Every staff member is being asked to review, sign, and return this

form.

Please carefully review the list of candidates. For each of the criteria, please use the rating scale provided (1 to 4, where

1 = low/poor, 2 = below average, 3 = good, and 4 = high/outstanding) to evaluate any student with whom you have had pro-

fessional interaction (e.g., as a teacher, adviser, or coach). Should your rating be poor or below average for any candidate

(either a score of 1 or 2), it is necessary for you to provide an additional comment that speaks to the professional rationale for

this low rating or examples of the poor performance that led to the rating. Please consider these ratings as seriously as you

would any grade entered into your grading system.

Please sign the bottom of the form. In the event you have had no professional interaction with any of these students,

please attest to that fact by checking the box at the bottom, signing the form, and returning it.

All forms should be returned to the chapter adviser, (insert adviser name), by (insert deadline). Your cooperation in this

important selection process is greatly appreciated.

____ I certify that my ratings and comments are sound and based on professional interaction with the candidates.

____ I certify that I have had no professional interaction with the above-named candidates or choose not to participate in the

evaluation process for this year.

Signature: _________________________________________________________________ Date: _____________________

Candidate’s Name Service Leadership Character Citizenship Comments

10.

11.

12.

13.

14.

15.

16.

17.

18.

19.

20.

selection procedures

CMT 4.3 Sample Letters on Candidacy, Selection, and Nonselection

SAMPLE LETTERS

Below are sample letters that can be used as models for

responding to students or parents at different times during the

selection process. Local chapter advisers are encouraged to

modify these letters according to local tradition and policy to

meet the needs of the chapter. Where appropriate, the use of

official chapter or school stationery is encouraged.

• Letter to notify candidates of initial eligibility

• Letter to students selected for membership

• Response form for selected members

• Invitation to parents

• Letter to new members regarding the general

responsibilities and obligations of membership

• Letter to nonselected students (and/or parents)

[Insert Date]

[Insert candidate’s full name]

[Insert Home address or homeroom/class where letters will be delivered]

Dear [insert candidate’s first name],

On behalf of the faculty of [insert school name], we are proud to inform you that you have been identi-

fied as being academically eligible for consideration for membership in the National Junior Honor Society as

administered at our school. Eligibility is determined by your cumulative GPA which must meet or exceed our

chapter’s standard for scholarship currently set at [Insert the chapter’s cumulative GPA standard, e.g., 3.0 on

a 4.0 scale]. You can be proud of this personal accomplishment, which serves as the first step in our selection

procedures.

You are now eligible to submit additional information for consideration by the chapter’s faculty council,

which will carefully review your credentials. In addition to the scholarship standard, membership in NJHS is

also based on standards of service, leadership, character, and citizenship. To be selected as a member of

NJHS, you must demonstrate on your candidate information form and through the evaluations submitted by

the faculty that you have met or exceeded these additional standards. An explanation of what our chapter

looks for in each of these areas is included in the pages that follow.

Please review all of the attached information with your parents/guardians. The deadline for submitting your

completed forms is [insert deadline date, e.g., 3 p.m. on Wednesday, April 6, 2016.] Turn in your forms directly

to Mr. Marano, chapter adviser, in room 207 or to his teacher box located in the main office. Candidates will be

notified of the results of the selection committee meeting by no later than Friday, April 15.

If you or your parents have any questions regarding NJHS or the selection process, you can attend the

help session currently scheduled for Wednesday, March 30, in the library, or you can contact Mr. Marano at

school by phone, 703-555-1212, or email, [email protected].

Again, congratulations on being identified as an eligible candidate for NJHS.

Signatures: (Suggested: chapter adviser, chapter president, principal)

Attachments: Candidate Information Packet [See Section 4.2.1 for an outline.]

Letter to Notify Candidates of Initial Eligibility

(Also recommended as a cover letter for the candidate information packets)

The principal and faculty

of (school name)

are pleased to announce the selection of (student’s name)

for membership in the (name of chapter) Chapter of the National Junior Honor Society.

You are cordially invited to attend the induction ceremony to be held at (location)

on (day and date) at (time).

A reception for new members and their parents will follow the ceremony.

selection procedures

Date:

Dear (insert name),

Congratulations! You have been selected for mem-

bership in the (insert school name or chapter name)

Chapter of the National Junior Honor Society. You and

your family can be very proud of this accomplishment.

Your selection is based upon careful consideration of

your scholarship, service, leadership, character, and

citizenship by our chapter’s faculty council.

We would like to have you and your parents as

our guests at the formal induction ceremony currently

planned for the (place, e.g., school auditorium) on (day

and date) at (time). Additional information will be pro-

vided to all confirmed participants at a later date.

Please return the attached form to the chapter

adviser, Mr./Mrs. (name), no later than (day and date).

If you have any questions, please call (name) at the

school.

We are proud of you for earning this recognition,

and hope that you will accept this invitation to become

an active member of our chapter.

Sincerely,

(Student name here)

President, National Junior Honor Society [or Chapter

Adviser]

Letter to Students Selected for Membership

(Note: Be certain if not using official school stationery to

include the school name and address along with the phone

number to facilitate contact.)

Please complete this form including both student and

parent signatures and return it to the chapter adviser,

_____________, by no later than (insert submission

deadline day and date).

____Yes, I plan to attend the National Junior Honor

Society induction ceremony, (day and date)

at (time).

____Yes, I would like to become a member, but I can-

not attend due to a previously scheduled

engagement. (Please contact the chapter

adviser immediately for additional information.

To become an active member you must par-

ticipate in an induction ceremony.)

____ No, I will not attend and I do not wish to accept

membership at this time.

Student name________________________________

Student signature_____________________________

Parent name_________________________________

Parent signature______________________________

Date:_______________________________________

Sample Response Form for Selected Members

Sample Invitation to Parents

selection procedures

Dear New Inductee:

Congratulations! Membership in the National Junior

Honor Society is one of the highest honors that can be

awarded to a student. Our chapter of NJHS has worked

hard to bring the accomplishments of outstanding students

to the attention of parents, teachers, peers, and the com-

munity. Our chapter and the more than 7,500 chapters in

schools across the nation strive to give practical meaning

to the Honor Society’s standards of scholarship, service,

leadership, character, and citizenship.

These ideals have been considered as the basis for

your selection. No student is inducted simply because of a

high academic average. The National Junior Honor Society

strives to recognize the total student—one who excels in all

of these areas. The standards used for your selection were:

scholarship (insert local GPA cumulative average), ser-

vice, leadership, character, and citizenship, as demon-

strated by activities and teacher input.

Membership, however, is more than an honor. It incurs a

responsibility and an obligation to demonstrate those out-

standing qualities that resulted in your selection. Your mem-

bership also carries a responsibility to the chapter. If our

chapter of the National Junior Honor Society is to be effec-

tive and meaningful, each member must become involved.

A full list of chapter obligations will be provided to you at

your first chapter meeting currently scheduled for (insert

day, date, time, and location of the upcoming meeting). We

challenge you to live up to your obligations by participating

in all of our chapter meetings and projects.

We look forward to having you as an active member

and wish you continued success.

Sincerely,

(Principal’s signature)

Principal

(Adviser’s signature)

Adviser

(President’s signature)

Chapter President

Note: It is recommended that a list of all local chapter

member responsibilities and obligations be shared annu-

ally with members and their parents, as well as being

available for all candidates to review prior to accepting

membership.

Sample Letter to New Members Regarding the

Responsibilities and Obligations of Membership

(Date)

(Student Name)

(Student Home Address)

(City, State Zip)

Dear (First Name),

On behalf of the faculty council of our NJHS chapter,

I am writing to inform you that after careful consideration,

the faculty council of the (chapter or school name) chap-

ter of the National Junior Honor Society has voted to not

select you for membership at this time. This decision was

made only after a thorough review of your candidacy

by the council. As you know, a candidate must receive

a majority vote from the council for selection. A careful

review of your information did not result in that necessary

vote.

Though, as a result of your excellent cumulative GPA,

you were initially eligible as a candidate, the council found

your efforts in the area(s) of (identify one or more of the

remaining criteria as annotated in the list of nonselected

students that contains the criterion(a) that each non-

selected student did not meet) to be below our chapter

selection standards.*

We understand that this is disappointing news for you.

However, we commend you on your successful efforts

so far, in particular your academic accomplishments, and

encourage you to continue your hard work in hopes that

rewards and recognition will continue to come your way in

the future.

Should you or your parents have any questions or con-

cerns about this nonselection decision, please feel free

to contact (me/us) within the next two weeks [or other

appropriate and reasonable timeframe] at (fill in school

phone, room number, email, or other relevant information

to facilitate contact being made).

Sincerely yours,

(Adviser signature)

(Adviser name/typed)

cc: Chapter files

Parents of (student name)

*Alternative phrasing: “one or more of the remaining

selection criteria”, if the chapter cares not to identify the

specific criteria(-on) in which the candidate was found

lacking.

Sample Letter to Nonselected Students

(and/or Parents)

selection procedures

CMT 4.4 Setting Up an Appeals Process

Based on commentary from the New Jersey Principals

and Superintendents Association shared with the national

office, chapters are encouraged (but not required) to

develop language that speaks to an appeals process for

students or parents in the event they disagree with the

decision of the faculty council regarding selection.

Chapters can identify limited opportunity for appeals.

The procedure guidelines can indicate that appeals

must be registered with the chapter adviser or princi-

pal within a stated and reasonable amount of time. It is

recommended that the minimum be one week; a rea-

sonable maximum would be 30 days (one month).

Records removal: Indicate in the procedure that if no

appeal has been registered within this defined period of

time, all records pertaining to this round of selection will

be destroyed. (This action must conform to the school,

school district, or state policies regarding records reten-

tion—in Texas, chapters must comply with the Texas

Education Code’s guidelines regarding records reten-

tion; New York State has a similar provision; state law

supersedes NJHS guidelines in these two situations.)

The nature of the appeals process can be defined

locally. Options can include (but are not limited to):

a. A review by the chapter adviser of the sum-

mary notes from the faculty council session

b. Resubmission of the student’s information to

the faculty council for reconsideration

c. Submission of the relevant information to the principal

who consults with the faculty council and/or advis-

ers regarding their decision-making processes

While commentary exists regarding the fact that there

are no regulations requiring the giving of a reason (with

the noted exception of New Jersey where a chapter must

identify the criterion or criteria that were the basis(-es) for

nonselection, per instructions from that state’s education

commissioner), there is nothing that precludes a chapter

from presenting the appealee with specific information

regarding nonselection. Indeed, it is the contention of the

national office that if the recommended selection process

has been followed and undertaken in all its aspects in a

fully professional manner, then there should be nothing

to hide from the appealee regarding their nonselection.

Outcomes of an appeal can include (but are not limited to):

a. Rejection of the appeal; sustaining of the original judgment

b. Request from the principal for the faculty council to

reconsider the case

c. A change in the decision, resulting in the selection of the

student in question

d. An overturning of the faculty council’s decision by

the administration

e. Referring the appeal, following rejection, to the next step in

the local school hierarchy, e.g., superintendent

The national office encourages advisers, faculty councils,

and principals to review this information carefully as they

address the issue of appeals at the local level.

5.1 Introduction

“Candidates become members when inducted at a special

ceremony.”

—Article VIII, Section 4 of the NJHS National Constitution

Induction of new members into the National Junior Honor

Society is an important event for the student, the chapter, the

school, and the community. The ceremony, whether public

or private, provides an excellent opportunity to dramatize

the purposes of the chapter as found in Article I of the NJHS

National Constitution. Because membership in the National

Junior Honor Society represents high levels of achievement,

the induction ceremony itself should also reflect high stan-

dards.

Dr. Edward Rynearson, founder of NHS, spoke eloquently

concerning the induction ceremony:

“These exercises [the induction ceremony] should always

be public in order that no one will confuse the society with

a secret fraternity and that the school and community as a

whole may catch the inspiration of higher ideals held up by

the speakers. Again the parents of these selected pupils will

be drawn closer to the school filled with a deeper appreciation

of the work of their children. Being present at the induction of

their children into the Honor Society will be a highly prized

privilege and reward to many parents who have watched their

children carefully and prayerfully.”

The program should be dignified and impressive through-

out. The school at large will judge the society very largely by

these public exercises. Here is a great opportunity to create

5. induction of members

induction of members

an enthusiasm for scholarship among those who have not yet

been awakened to the importance of a complete development

of their higher powers. We shall never know how many real

personalities have been lost who have all the native endow-

ments of genius and leadership but who for lack of incentive

or of proper environmental stimuli, have remained undevel-

oped and unknown.”

5.2 The Traditional Ceremony

The oldest and most common induction ceremony is the can-

dle-lighting service. For a complete script, see CMT 5.1 at the

end of this chapter. The script is also available in the Adviser

Resource Center of www.njhs.us. After reviewing the script,

take time to review all of the following organizational sugges-

tions.

5.3 Organizing the Local Ceremony

The most common practice for the induction ceremony is for

it to be conducted by the officers and members of the local

chapter. In the case of the chapter’s first induction, chapter

members of a nearby school or faculty members may also par-

ticipate. There is no requirement regarding the timing or the

style of the ceremony other than the provisions from Article

VIII cited at the opening of this chapter. The national office

has received suggestions that one special induction ceremony

be developed and used by all chapters. However, the national

office firmly believes that schools should create their own

ceremonies and procedures. The only stipulation the national

office has made regarding induction ceremonies is that they be

“appropriate and impressive.”

As a result, there could be as many different ceremonies as

there are chapters. The best advice comes from the constitu-

tion: Make it special for all involved.

Although the format of each chapter’s induction program

will vary with local traditions and procedures, each chapter

should include in their script an emphasis on the national cri-

teria, namely scholarship, service, leadership, character, and

citizenship. A complete script, studied and rehearsed, is help-

ful to all participants. A checklist of props and supplies and

other essential arrangements should augment the script.

As noted previously, initiation, blackballing, hazing, or the

like are expressly prohibited as part of any National Junior

Honor Society activity. For this reason, the term induction cer-

emony is used in all national guidelines and is recommended

for use at the local level instead of initiation to refer to the

formal presentation of new members to the school and com-

munity.

Each chapter is obligated to hold an induction ceremony.

Prospective members, i.e., successfully selected candidates,

are not full and active members until they have been properly

inducted, preferably soon after selection.

Article XIV offers general guidance for all activities of the

chapter which are also relevant for use in planning the local

induction ceremony: “These projects shall have the following

characteristics: Fulfill a need within the school or community;

have the support of the administration and the faculty; be

appropriate and educationally defensible; be well planned,

organized, and executed.”

5.3.1 General Considerations for Planning

1. Carefully plan the details of the ceremony, from the

notification of inductees through the clean up of the

ceremony space. Utilize current chapter members in this

entire process.

2. Present new inductees with a token of membership.

This can be the NJHS membership card, the society pin,

an emblem or patch, or any other suitable item. A formal

printed program will also be a keepsake for students

and parents.

3. Register your new inductees. Many chapters formally

sign new members into a registry book that uses a new

page for each induction ceremony. This serves as a

formal record of your chapter. (See the NJHS Catalog or

online store for the official registry available to all chap-

ters.)

4. Candle lighting. Many chapters light candles to focus

on the criteria for membership. The national office is

frequently asked what the “official” colors of the candles

are, but there is no formal standard. It is often recom-

mended to use the NJHS colors of blue and white along

with your school colors as a starting point. Many chap-

ters will use a formal candelabra of five candles, lighting

from the central candle of knowledge or honor, when

staging their ceremonies.

5. History. An important aspect of any induction ceremony

is the telling of the chapter history—for whom the

chapter was named, how long the chapter has been in

existence, the names of famous chapter members, etc.

Current chapter members can provide a great service to

the chapter by doing the research in the school library,

old yearbooks, or even the local historical society to find

information to share in this portion of the program.

6. Speakers. It is always appropriate to bring in a notable

speaker to present remarks and challenges to the

new inductees. Local dignitaries such as mayors or

school board members are individuals who should be

approached for remarks.

7. Rehearsal. Prior to any successful ceremony, it is impor-

tant to rehearse. Rehearsal guarantees confidence in

the presenters and the avoidance of any unnecessary

glitches or time-consuming mistakes.

8. Music/Performance. Every school has talented per-

formers or musicians. Performers can add a wonder-

ful, creative tone to any induction ceremony. Dramatic

readings by drama students, interpretive dances (space

permitting), and solo or group musical performances are

all appropriate. If taped music is to be used, be sure that

the quality and volume are tested during rehearsals to

verify the appropriateness of the items to be used.

9. Refreshments. Food is a great unifier. Parents and

students alike can contribute; and local food establish-

ments are frequently willing to donate reception foods

in return for recognition in your program. A reception

following your ceremony provides everyone the chance

to spread congratulatory remarks to all the deserving

new members.

10. Records. Keep records of your induction ceremonies

each year. Write out the script and maintain files. Many

schools repeat the same ceremony each year; others

choose to provide a new service at each induction.

Scrapbooks of the ceremony, completed each year, pro-

vide your chapter a textual and photographic record

of the event, even when posted on the chapter website.

Also, to help keep track of ceremonies from one year to

the next, it is recommended that the date and location

of the ceremony be included—particularly helpful when

new members are sending copies of the program to rela-

tives. In any case, the written program may serve as a

gift to a new adviser at a neighboring school who needs

help in developing the new ceremony.

5.3.2 The Ceremony Agenda

Whether using the traditional ceremony or another script, the

typical induction ceremony contains the following key features:

a. Preceremony entertainment: music (live or recorded*; for

five to 10 minutes prior to the program)

b. Processional/entrance (often cued from the stage or with

special music; audience may stand while chapter partici-

pants and new inductees enter)

c. Call to order by the presiding officer**, chapter adviser,

or principal

d. Invocation and/or welcome message (by the chapter

president, adviser, principal, or other)

e. National anthem or Pledge of Allegiance, or both (print

the words in your program to encourage participation)

f. Introduction of guest speaker

g. Guest speaker

h. Thank–you to guest speaker and introduction to the next

part of the ceremony, including a brief review of how

students were selected

i. The criteria (often accompanied by the lighting of can-

dles; see sample script for details)

1. Scholarship

2. Service

3. Leadership

4. Character

5. Citizenship

j. New member introduction, candle-lighting, certificate or

pin presentation, signatures in chapter registry (a roll call

of new members; methods of recognition will vary)

k. Honor Society Pledge taken by all new inductees; see

CMT 5.2 for sample pledges

l. Special awards or recognition: Chapters often thank the

faculty council, award honorary memberships, recognize

outgoing officers, or install new officers

m. Closing remarks (often done by the principal or the

chapter adviser)

n. Adjourn to reception (additional planning tips for recep-

tions are found in Section 5.4)

o. Postceremony/recessional music or entertainment/

reception*

*Prerecorded music is available in the CD from the NJHS Store,

“Melodies of Achievement.”

**See 5.3.10 “Emcee Training.”

5.3.3 Themes for Your Ceremony

Having a theme around which to plan your ceremony can be

helpful. Themes assist in selecting decorations, music, props,

and other key elements used during the program. While the

name and criteria of NJHS lend themselves quite well to a the-

matic approach, here are a few themes, suggested and used by

chapters, for your additional consideration:

• Past, Present, and Future. The importance of past accom-

plishments and a focus on the role of today’s youth in

tomorrow’s world is stressed with remarks about schol-

arship, service, leadership, character, and citizenship.

The Jeffersonian/Baconian model promoting memory to

preserve the past, reason to guide the present, and imagi-

nation to form the future is an effective model to use with

this theme.

• Patriotism. There are many variations, but the most com-

mon idea is that today’s students are the nation’s greatest

resource. Skits and speeches are suitable.

• Inspiration. This ceremony usually focuses on the life

of a leader or scholar who is held in high esteem by the

induction of members

members. The ceremony is most effective when the per-

son selected can participate in the program as a guest

speaker or as a recipient of an award. Programs can also

center on the life of an alumni member of the chapter.

• History. Relate the history of education or the history of

leadership, service, citizenship, or character in this cer-

emony.

• Other common themes focus on the school or

community or can relate to the mission, annual theme, or

philosophy of the school.

The national office is always interested in learning about

new themes used by chapters. Share your theme and the

ceremony components by emailing us at [email protected].

5.3.4 Selecting Your Location

The site selected for the event is very important. Each chapter

should determine where to hold its ceremony and reception

based on the “five S’s” of site selection:

1. Size—How many can be seated? Can every student in

the school (or the number of expected participants) fit

into the site?

2. Sound—Can everyone hear? Is a PA system needed?

3. Sight—Can everyone see the speakers and facilitators?

When materials are displayed for view, can everyone see

them?

4. Supplies—Do you have the necessary supplies ordered

and other presentation materials ready? Are audio and

visual aids available (PA system, video screen, etc.)?

5. Schedules—What is your timeline for the day? Will the

school require schedule modifications to accommodate

student movement to and from the event if you’re hold-

ing the event on campus during the school day? Will you

be able to accomplish everything in the time allotted?

5.3.5 Tokens of Membership

New members of the National Junior Honor Society are usually

given membership cards, pins, or other items as proof of their

membership. Many chapters also present certificates or charms

as other signs of membership. (See “Official Insignia” for details

on availability and regulations governing the use and owner-

ship of National Junior Honor Society insignia as well as proce-

dures for ordering such items. See also the CMT 5.3 “Supplies

and Ordering Procedures” at the end of this chapter.)

5.3.6 The Registry

Although not required by the national office, many chapters

maintain a registry or book containing the signatures and dates

of membership of all chapter members. The signing of the

registry is usually part of the induction ceremony. While this

registry does provide each chapter with a complete record of

local members, it in no way replaces the official membership

list, which must be kept on file in the school.

5.3.7 Logo Usage

Your chapter can use the national logo for its induction cer-

emony program.

The official emblems of NHS and NJHS are trademarks that

are fully protected by federal laws. Use of the marks (as they

are known) at the local level is approved for all official and

active chapters. The official guidelines for all logo usage can

be found elsewhere in this handbook and also in the Adviser

Resource Center of the national website. Visit www.njhs.us/

logo.

Chapters are encouraged to use the official emblems of the

society in all official chapter functions, perhaps most impor-

tantly on their printed programs for induction ceremonies. All

logo use should retain the honor that the societies stand for

and preserve the reputation of the organizations by always

displaying them with respect.

Specific questions about the use of the logos can be

addressed to the national office at [email protected].

5.3.8 Organizing Your Planning Files

When preparing for your induction ceremony, the following

list of files/papers to be used for the ceremony may be helpful:

• Programs from past inductions

• Memos to inductees detailing responsibilities of inductees

(to be handed out at a preinduction information session)

• Details of the induction ceremony for all participants,

including the custodians

• Order of the ceremony; a chronology of the event

• Diagram of the room in which the induction will take

place detailing decorations, lecterns, sound system, etc.

• Principal’s speech (just in case the administrator runs out

of time to develop some new remarks)

• Adviser’s comments (for the same reason)

• List of supplies

• Sign-up sheets for ceremony committees (e.g., refresh-

ments, marshals, parent volunteers)

• Master list of all of the documents needed for the occasion

(a checklist for the ceremony organizers).

5.3.9 Rehearsal Tips

Running an induction ceremony requires a unique set of skills.

Here are some questions to ponder as you start planning for

the rehearsal of your next induction ceremony.

induction of members

• Microphones. Do the participants know how to speak

into and properly use a microphone? A few moments of

instruction from your audio technician will be worth-

while. Practice with a “live” mike at your rehearsal.

• Lineups. If lining up is required of your members or new

inductees, has a system been devised to quickly allow

members to find their proper places? Even when using a

tried-and-true method of lineup such as alphabetically by

last name, it always helps to have a master list on hand

for quick reference by staff or members.

• Sitting onstage. Remind students that they are visible to

everyone while onstage and that they should sit properly

for how they are dressed.

• Using candles. If you’re using the traditional candle-

lighting ceremony, can the officers strike a match and light

a candle effectively? It never hurts to practice, particularly

to make certain that the matches being used aren’t damp.

Always confirm with the fire marshals that the candles

are allowable by local fire codes.

• Stage voice. Can those with verbal roles in the ceremony

enunciate clearly and project their voices to be heard?

Even the best of microphones won’t overcome a mum-

bler or the softest of voices. Select readers by audition to

facilitate choosing the best voices. Alternatively, enlist the

support of your drama teacher or debate coach to provide

training in maintaining a stage voice.

• Speaker prep. Are your speakers/participants prepared

for engaging an audience with their presentation? Do they

know the importance of good posture, eye contact, clear

expression, and good appearance?

• Managing insignia. Can your presenters of certificates or

pins effectively shake hands while handing over an item

to a new member? Rehearsal is key to avoid any embar-

rassment that can arise at this point in the program.

• Photographers. If you use a photographer, have the par-

ticipants been briefed on when and how to pose for their

photos? If doing a group photo somewhere on the day

of the ceremony, do members know where to go, how

to organize themselves, and what type of expression to

maintain? Pick a suitable location for your local newspa-

per’s photo so as to “put your best foot forward” when

the chapter photo shows up in the local media. Consider

also the language to use for instructing parents when and

how to take photos during the ceremony. Avoid having

parents disrupting traffic flow during the ceremony. Be

respectful with these announcements.

• Name pronunciation. Whoever will read the new mem-

ber names should practice the pronunciations and verify

with all new members that the pronunciation is correct.

Have students submit an index card with their names

spelled out phonetically.

These hints are sure to make the ceremony memorable for

your deserving membership!

5.3.10 Emcee Training

Selecting the right person to serve as master (or mistress) of

ceremonies, i.e., the emcee, is an important step in planning

your induction ceremony. Traditionally, chapters rely upon the

chapter president to serve in this capacity. Whoever is chosen,

consider the following points along with the rehearsal tips

listed above when training your emcee.

• Handling mistakes. Does your emcee know how to han-

dle delays or mistakes during the ceremony? The phrase

“excuse me” is often the best response when a verbal

error is made; it is also helpful to consult with the adviser

quickly when major delays or other problems emerge.

• Introductions and follow-ups. Does your emcee have

the ability to both introduce and provide follow-up

remarks for your speakers? Does the emcee know how to

turn over a lectern effectively and respectfully? Are they

equipped with proper titles and biographies of those they

are called upon to introduce?

• Call to order. Does your event emcee understand how to

call a ceremony to order? And, perhaps more importantly,

do they understand how to respond to disorderly mem-

bers of the audience, such as politely asking members of

the audience to refrain from clapping or whistling or yell-

ing until all the names on a list are read? Similarly, have

an appropriate conclusion strategy and remarks devel-

oped for bringing the ceremony to a timely and respectful

close.

• Thinking ahead. Do your emcees have the ability to think

ahead as they move through the ceremony—checking to

see that elements of the program are aligned properly?

• Thank-yous. Does your emcee know how to properly

thank musicians, artists, or other key individuals in a

respectful and meaningful manner? To guarantee contin-

ued support for your program, a sincere word of public

thanks goes a long way.

• Time management. Can the emcee monitor the passage

of time to see that you will end the ceremony on time?

Is there a plan B in case you need to stretch segments of

the ceremony to fill more time? This is particularly essen-

tial when conducting your ceremony as a portion of the

school day—time is of the essence and no administrator

likes it when the ceremony ends either very early or very

induction of members

• Be sure to thank the parents and teachers for their contri-

butions to the successes of the members of the chapter. To

facilitate this, provide the parents with a flower (corsage

or boutonniere) at the ceremony.

• To facilitate the taking of the Honor Society pledge, have

it printed in the program for both new members and the

audience to see.

• Include in the printed program a note of thanks to any

community partners (businesses, service organizations,

etc.) who have contributed either to this ceremony or to

the chapter during the past year.

• If you have a dress code for participants (whether on

stage or in the audience), see that it is clearly communi-

cated in writing to them in time for them to purchase new

attire if needed. Also, since many chapters utilize robes

and stoles as part of the ceremony, see that these items

fit well before the day of your ceremony, especially as a

safety concern for those lighting candles.

5.4 Conducting the Ceremony

The date has been set, the plans have been made, and the new

members have been selected and notified. Now it is time to

conduct your ceremony. Your script, agenda, and timeline will

guide you through most of the process, but below are some

additional steps to consider on the day of your event.

5.4.1 Preceremony Considerations

• Scheduling of deliveries (flowers, printed programs) and

notification of all office personnel regarding the details of the

upcoming event

• Set up and decorations: Make sure the room is ready for

your ceremony.

• Rehearsal: Have your key program participants rehearsed

their roles in the ceremony?

• Invitations and programs: Have all parties been notified and

invited and programs developed?

• Use an induction ceremony checklist to guide the adviser

and the emcee and to assist in making sure that everything is

ready for the ceremony.

5.4.2 Recording the Ceremony

Although many families will bring their video cameras to

your induction ceremony, consider having your school’s video

production classes make a formal recording for the chapter

archives. Most local TV stations will only feature short excerpts

and are not usually willing to remain for the full ceremony. If

no class or media outlet is available, request a volunteer video

late from the scheduled timing. Talk with your principal

about possible options for either scenario, but assure them

that based on the rehearsal, it is anticipated that the cer-

emony will conclude on time.

5.3.11 Additional Program Considerations

Here are some additional ideas for the induction ceremony

program for your chapter as submitted by other chapters. Pick

and choose those that suit your event.

• In the program, describe significant chapter service proj-

ects from the past year either orally or in print, congratu-

lating the project chairpersons for their work.

• Award scholarships to outstanding chapter members,

whether outgoing members or students who have

excelled in each of the criteria.

• Recognize teachers on staff who are members of the

Honor Society; alternatively, identify an outstanding non-

member from the faculty for honorary membership.

• Compose and perform a chapter song; alternatively, have

one of the chapter members sing the school’s alma mater,

fight song, or other local melody.

• Allow the chapter president, or other student chosen

from the current membership of the chapter, to deliver an

address on the meaning of the Honor Society.

• Invite and recognize other honors groups from your cam-

pus, in essence sharing your program with them (French

Honor Society, Tri-M Music Honor Society, etc.).

• Prepare and present biographies of each of the new

inductees highlighting their significant accomplishment

(as noted on their candidate information sheets).

• Have each new inductee select a “marshal” to escort them

to the stage; encourage them to select parents, grandpar-

ents, guardians, or even members of the faculty for this

honored role. Plan to confirm all marshals prior to the cer-

emony and have backup marshals for any no-shows.

• Invite chapter alumni from the community to play a part

in the ceremony; some chapters award an Outstanding

NJHS Alumni plaque to this individual.

• Be certain that your ceremony’s printed programs con-

tain the date as well as the name and address of the

school to assist chapter members who wish to send

copies to distant relatives (be sure to print extra copies

for this purpose and for your chapter scrapbook and

archives).

• For the Pledge of Allegiance (or national anthem) use the

school’s JROTC or local Boy/Girl Scout troop as an honor

guard. VFW chapters and local military bases can also

provide this service.

enthusiast from the chapter. Consult with the principal regard-

ing any video or media releases that ceremony participants

may be required to turn in for any such recording. When plan-

ning, don’t neglect to focus on the quality of the audio portion

of the recording to maximize the value of your production.

Video records of your ceremony can be burned onto DVDs or

posted online for distant relatives to watch. These records also

provide an essential tool for evaluating the event.

5.4.3 Postceremony Receptions

Many chapters follow their induction ceremony with a recep-

tion for the new members, their parents, and special guests.

Often, a reception committee is established within the chapter

to work alongside the induction ceremony committee in mak-

ing the whole event a spectacular success. Here is an outline

of suggestions for planning the ultimate reception for your

chapter:

• Schedule and timing matters: Be sure all participants are

informed of the timing of the reception, along with the

facility manager who may dictate when the reception

needs to conclude.

• Budget: Consider the total number of expected partici-

pants and formulate a reasonable budget. This number

may vary significantly from one year to the next based on

the number of new inductees.

• Location: What is the best available location for the event?

• Room setup: Air conditioning/heating; sound (a PA),

tables/chairs needed, etc.

• Decorations: Decide what to do, when to decorate, which

colors to use (school colors, Honor Society colors).

• Refreshments: food and drink (consider allergies).

• Cake decoration with logo: Permission may be needed for

some stores.

• Consult with the cafeteria manager who may want to

contribute.

• Parent/member contributions?

• Utensils, plates, cups, serving utensils, tablecloths, punch

bowls, platters; consideration for elderly or other disabili-

ties, etc.

• Discount providers: Look for local kitchen/restaurant or

wholesale suppliers for bulk purchases of supplies.

• Name tags to help identify parents, teachers, and new

members.

• Special guests.

• Administration reps, superintendent, school board

members.

• Introductions: Assign a current member as a personal

guide.

• Guest book for signing.

• Gifts/mementos for new inductees and/or their parents.

• Duty stations: Map out a plan for covering all reception

functions.

• Program.

• Entertainment.

• Paper program of the agenda for the reception.

• Toast to the new members and/or their parents.

• Staff: chaperones, supervision.

• Photographer: Will your chapter historian take care of get-

ting photos or will you invite a local newspaper photogra-

pher to attend?

• Emergency plans: illness, natural disasters, accidents, etc.

Consult with your school administrators on your respon-

sibilities in this area.

• Cleanup by members, custodians, etc. See that there are

enough trash cans at the reception and for cleanup after-

wards.

• Follow-up: expenses/bills; thank-you cards; evaluation—

planning for next year.

• Other considerations: Keep all of your plans and notes in

a file for future consultation.

5.5 Additional Considerations for

Ceremony Organizers

1. Required attendance. Chapters can require attendance at

the ceremony for all newly selected candidates. Should

circumstances such as illness or personal emergency

or other legitimate extenuating circumstance prevent a

candidate from attending the scheduled ceremony, an

informal induction should be held for the candidate at a

later date.

2. Initiation, blackballing, hazing. These actions, or any

actions resembling them, are expressly prohibited as

part of the selection and induction processes or within

any activity of the National Junior Honor Society

chapter. Any chapter found in violation of this regula-

tion risks losing its charter. This prohibition has been

included in every NJHS National Handbook since 1929.

For this reason, the name “induction ceremony” is used

instead of “initiation” for the presentation of all new

NJHS members.

3. Sharing images of your ceremony. The national office

is always looking for recent photographs (hard copy or

digital) of induction ceremonies to use in our various

publications and websites during the year. Please con-

sider sending copies, along with reference to any/all per-

mission forms for use of student images, to the national

induction of members

office. When possible, your chapter and school will be

identified for your contribution.

4. Additional resources. Additional information about

induction ceremonies is available periodically in our

magazine, in our e-newsletter Honor Society News, and on

the website.

5. Evaluation. It is important to evaluate each year’s cer-

emony. Evaluations can be conducted with the chapter

officers. Input from both the old members who attended

and the new members (and their parents) would prove

helpful. When completed, share the results of the evalua-

tion with the principal, and seek their input.

Include in your evaluation, some or all of the following:

• Key resources. Be sure to identify the vendors who pro-

vided supplies and materials for the ceremony.

• Thank–yous. Identify all of the individuals who should

receive thank–you notes for their support of the event.

Don’t forget the school custodial staff for their help in set-

ting up and cleaning up after the event.

• Mistakes. If serious mistakes were made, identify them

and how the chapter will work to prevent them from

occurring in the future.

• Positives. Be sure to highlight the strong points of the cer-

emony—what worked well for the attendees?

• Rubrics. The use of some type of evaluation scoring

rubric will allow you to compare point values from one

year to the next. Repeating selected questions each year

will then provide comparative statistics to substantiate the

conclusions of your evaluations.

induction of members

CHAPTER MANAGEMENT TOOLS–CHAPTER 5

New members are inducted by the chapter president, the prin-

cipal, the chapter adviser, and five other members who are the

criteria presenters representing scholarship, service, leadership,

character, and citizenship. Eight chairs are needed for these

presenters along with one for each inductee (if they are to be

seated on the stage).

A table on the stage is set with five empty candle holders and

one central lit candle. While music is played, “Scholarship” enters

with an unlit candle and takes a place on the stage followed by

the four remaining criteria presenters, “Service,” “Leadership,”

“Character,” and “Citizenship.”

The chapter president, principal, and chapter adviser arrive

on the stage, followed by the inductees, who stand by their

chairs and until every one is in position.

President: “Please be seated.”

[Insert principal’s name and adviser’s name*], members of the

faculty, parents, and students: Welcome to the [insert date, e.g.,

“2016”] NJHS induction ceremony. We are gathered here to for-

mally recognize those students who have been selected by the

faculty of our school for having successfully completed their can-

didacy and are being inducted as new members of our NJHS

chapter.

For current members and those former members who may be

among our guests, we hope this will serve to remind you of the

standards of excellence you too are charged with maintaining as

members of one of the nation’s oldest, largest, and most presti-

gious student recognition programs.

Our chapter is proud to have been inducting new mem-

bers since [insert year when chapter was established] and

with today’s ceremony indicates the continuing emphasis on

excellence that we represent for our school and community.

Throughout the year, members of our chapter serve as role

models for other students.

In addition to the strong academic records which established

our eligibility for membership, our chapter members are lead-

ers in many student organizations and we serve our school and

community through many activities including [insert names and

summaries of two or three significant chapter service project

activities completed within the last year]. We are proud of this

record of accomplishment and welcome these new members

who bring new energy in support of our continuing work as

NJHS members.

It is at this time that we proclaim to all in attendance, that

membership in the [insert school’s chapter name] chapter of the

National Junior Honor Society has been earned by these can-

didates through the effective demonstration of the five qualities

that serve as standards for the Honor Society. Five of our current

members will review these qualities for the candidates. (Pause)

Scholarship.

[President steps back from the lectern to allow “Scholarship”

to speak, but remains standing behind and to the side of the

lectern.]

Scholarship: [steps forward, lights the candle from the lit can-

dle on the table and places it in the first holder of the candelabra.]

“Scholarship denotes a commitment to learning. A student is

willing to spend hours in reading and study, knowing the lasting

benefits of a cultivated mind. We should continue to learn even

when formal education has ended, for human education ends

only with the end of life. Knowledge is one great element in life,

which leads to the highest success, and it can be acquired in

only one way—through diligence and effort. Learning furnishes

the lamp by which we read the past, the torch guiding us to

understand the present, and the light that illuminates the future.

Candidates have the charge to continually expand their world

through the opportunities inherent in scholarship.” [Insert favorite

quotation on scholarship here if additional text is needed.**]

[Scholarship returns to be seated, at which point president steps

forward to introduce “Service.”]

President: “Service.”

Service: [steps forward, lights the candle from the lit candle on

the table and places it in the next holder of the candelabra.]

“My office is service. Service can be established in the routine

of the day’s work where many opportunities arise to help others

both at school and in the community. A willingness to work for

the benefit of those in need, without monetary compensation or

public recognition, is the quality we seek in our membership and

promote for the entire student body. We are committed to volun-

teering our time and talents to the creation of a better tomorrow.”

[Insert favorite quotation on service here.]

[Service returns to be seated, at which point president steps for-

ward to introduce “Leadership.”]

President: “Leadership.”

Leadership: [steps forward, lights the candle from the lit

candle on the table and places it in the next holder of the cande-

labra.]

“Leadership should exert a wholesome influence on the

school. In taking initiative in the classroom and in school activi-

ties, the real leader strives to train and aid others to reach their

common goals of success. The price of leadership is sacrifice—

the willingness to yield one’s personal interests for the interests

of others. A leader has self-confidence and will go forward when

others hesitate. No matter what power and resources may exist

in a school, community, or nation, they are ineffectual without the

guidance of a wise leader. Leadership is always needed; thus,

to lead is a meaningful and substantive charge to each of our

members.” [Insert favorite quotation on leadership here.]

CMT 5.1 Induction Ceremony Script (The Traditional Ceremony)

CMT 5.1 Induction Ceremony Script (Continued)

[Leadership returns to be seated, at which point president steps

forward to introduce “Character.”]

President: “Character.”

Character: [steps forward]

“Character is the force within each individual that distinguish-

es one person from others. It gives each of us our individuality.

It is that without which no one can respect oneself, nor hope

to attain the respect of others. It is this force of character that

guides one through life and, once developed, grows steadily.

Character is achieved and not received. It is the product of con-

stant action and striving daily to make the right choice. The prob-

lem of character is the problem of self control. We must be in

reality what we wish to appear to others. By demonstrating such

qualities as respect, responsibility, trustworthiness, fairness, car-

ing, and citizenship, we may hope to prove by example that we

value character.” [Insert favorite quotation on character here.]

[Character returns to be seated, at which point president steps

forward to introduce “Citizenship.”]

President: “Citizenship.”

Citizenship: [steps forward]

“I represent citizenship—the obligations each member of our

society faces to live up to the democratic ideals given to us by

the founders of our country. The responsibilities each of us has

to our home community, our state, our nation, and our world are

many. As good citizens, we are bound to live up to the laws and

guidelines which unite us as a civilized society. Good citizens

work together to improve not only our lives, but the lives of all our

fellow citizens. Good citizenship requires that we remain strong

and vigilant in protecting the freedoms and rights that have been

granted to us and in preventing injustice from entering our lives.

We, the members of the chapter, are called to live up to the high

standards of citizenship from this day forward.” [Insert favorite

quotation on citizenship here.]

[Citizenship returns to be seated, at which point president steps

forward.]

President: “At this time, will the new inductees please stand,

raise your right hand, and repeat the pledge. The audience can

follow the text as printed in your program. [Pause for candidates

to stand, and then lead the recitation of the pledge]. Please join

me in reciting the pledge:”

I pledge to uphold

The high purposes of the National Junior Honor Society

To which I have been selected;

I will be true to the principles for which it stands;

I will be loyal to my school;

And will maintain and encourage

The high standards

Of scholarship, service, leadership, character, and citizenship.

President: “Thank you. You may be seated. [Pause.] Now,

as your name is called, please step forward onto the stage to

receive your token(s) of membership and sign the official chapter

registry.”

[After the completion of the new-member presentation, the presi-

dent returns to the lectern:]

President. “And now, please welcome our principal, [insert full

name], who will offer congratulatory remarks to the new mem-

bers.”

[Following the principal’s remarks, the president returns to the

podium for closing remarks:]

President: “Thank you, [insert principal’s name], for your

comments and your continued support of our chapter. I’d also

like to thank our adviser(s), [insert adviser(s) name], and the

members of the induction ceremony committee, [insert names],

for their hard work in organizing this year’s induction ceremony.

Please join me in thanking them with a round of applause.” [Lead

applause].

President continues: “Thank you all for attending our NJHS

induction ceremony. In just a moment, the new inductees will

recess, after which you are all invited to join us in the cafeteria

[or other location] for a reception in their honor. But before doing

so, please join me once again in applauding all of our new

Honor Society members. [Lead applause.] Thank you. Will every-

one please stand as our newest members of the National Junior

Honor Society recess?”

Music begins; new members are escorted off the stage

by the president and the five criteria presenters and led to the

reception area with the chapter adviser and principal taking up

the end of the line.

*If additional dignitaries or special guests have been invited and

are present (for example, the superintendent or members of the

Board of Education), consider recognizing them among the first

names in this list as well.

**Quotations: In addition to the many sources for quotations

available online, the national office offers two books—Well Said

and The Induction Ceremony Guide—that include a variety of

quotations, many of which were submitted by chapter members

and advisers. Both books are available at www.njhs.us/store.

induction of members

The national office prescribes no definite pledge for use by

the chapters. Several sample pledges are provided below,

and references to pledges are made in the other sections

of the handbook that describe typical induction ceremonies.

Use of a pledge is a decision left to the local chapter. To

assist new inductees in reciting the pledge, print the pledge

in the ceremony program for easy reference.

Note: The national office has received calls from students

and parents questioning the inclusion of a pledge in the

induction ceremony or the signing of a pledge sheet as a

prerequisite for membership. Several prominent religious

groups prohibit their members from taking any such pledges.

Local chapters should always take into consideration the

religious convictions and cultural traditions of their school

population when considering the use of a pledge. Clearly

identify that the taking of the pledge is not a requirement.

Statements explaining that pledges are optional can be

included in both the student handbooks and general informa-

tion regarding your chapter so as to prevent students from

perceiving that this is a prerequisite of membership. This

matter concerns protecting a student’s constitutional rights,

and thus is a responsibility of the chapter as part of its efforts

to preserve and protect our democratic society.

CMT 5.2 Four Sample Pledges

I pledge to uphold

The high purposes of the National Junior Honor Society

to which I have been selected;

I will be true to the principles for which it stands;

And will maintain and encourage

High standards of scholarship, service, leadership,

character, and citizenship.

*******

I pledge myself to uphold

The high purposes of the National Junior Honor Society

To which I have been selected.

Striving in every way

By word and deed

To make its ideals

The ideals of my school

And of my life.

I pledge to maintain high scholastic standing,

To endeavor intelligently and courageously

to be a leader,

To give of myself freely in service to others, and

To hold as fundamental and worthy

An untarnished character.

In so doing, I shall prove myself worthy

Of a place in the National Junior Honor Society.

*******

I pledge myself

Always to seek the light of truth,

To hold scholarly habits,

To engage in worthy service,

And to lead forward in all things

That shall advance the welfare of the school.

****************

Ordering Procedures

Every year, the national sales office receives calls from advis-

ers who have waited until the last minute to place their Honor

Society orders. The following suggestions are offered as you

plan your supply orders for the coming year.

• Order early. Services are available to handle rush orders

(for an additional fee), but it is best to plan in advance for

the placement of all orders from the national sales office.

Orders can be placed by phone, fax, or online. Sales staff

members are available from 8:00 a.m.–5:00 p.m. (ET),

Monday through Friday (we are not open for extended

hours). Overseas chapters are encouraged to email sales@

njhs.us or order online at

www.njhs.us/store.

• Always use the current NJHS Catalog and order form. You

can also view products and pricing online at store.njhs.us.

The current NJHS Catalog and order form are available in

the online store—see instructions for obtaining a replace-

ment guide in the FAQ. Be sure to replace your old NJHS

Catalog when the new issue arrives.

• Online orders: The fastest method for ordering and receiv-

ing your supplies is to order online using a credit card. The

online store includes a tool to help you review your order

history. This record is organized through the school record,

thus new advisers can quickly see what the previous advis-

er ordered for the ceremony. To place an order online, be

sure to have your adviser email address for login purposes.

• Please carefully follow the ordering instructions found in the

catalog or online in the FAQ at www.njhs.us/store. These

instructions are designed to facilitate the fastest possible

handling of orders.

• Use the toll-free phone number: 866-647-7253. If you reach

our voicemail, please leave your name, title, school name,

city and state, and a phone number (complete with area

code) where you can be reached at school. Our goal is to

respond to the inquiry within one business day, pending

your availability at school.

Problems with your order? Please follow the ordering instruc-

tions in the NJHS Catalog or contact a member of our sales

staff at 866-647-7253, or email [email protected].

CMT 5.3 Supplies and Ordering Procedures

Supplies

All items listed below can be found in the NJHS Catalog sent

to all chapters in the fall and also viewable online at www.njhs.

us/store.

For Members (new inductees):

Membership pins

Membership cards

Membership certificates

Certificate folders, paper

Certificate folders, vinyl

Medallions

For the Induction Ceremony:

Gavel

Stoles

Honor cords

Chapter banner

Registry

Candles

Candle holders

Banquet kit

Podium banner

Table drape

Balloons

CD of induction ceremony music

Induction Ceremony Guide (publication)

For Parents of New Inductees:

Decal

Car magnet

Window clings

Brochures

Fine jewelry

Clothing (for students and parents)

Additional items bearing the official logo for NJHS can be

found in the NJHS Catalog or through the online store.

induction of members

6. chapter activities

6.1 Meetings

Holding chapter meetings is not a specific requirement for NJHS,

but meetings do provide a means for planning, teaching leader-

ship skills, communicating to the membership, and generally

making the adviser’s job a little easier. Chapter bylaws should

outline member responsibility for meeting attendance and the

procedure to follow when an absence is necessary. All chapter

meetings should be well planned with a well-thought-out agenda

and be operated according to some recognized method of pro-

cedure (e.g., Robert’s Rules of Order). It is the responsibility of the

chapter officers, with support of the chapter adviser, to plan and

conduct all meetings in such a manner that members believe

their time is well spent.

The national office, while recognizing the importance of

attending meetings, cautions against dismissal of members sim-

ply for poor meeting attendance. A member who fails to attend

meetings should be counseled by the chapter adviser before

disciplinary action is taken.

6.1.1 Sample Meeting Agenda

As you plan meetings for your chapter throughout the year, con-

sider using the model provided below for your meeting agenda.

Always have a written agenda developed and distributed prior

to the meeting so that your chapter members know what their

responsibilities are if they appear on the agenda, and what topics

will be discussed at the meeting so that they can prepare ahead

of time. Chapter officers, particularly the chapter president, are

encouraged to work with the chapter adviser to prepare each

meeting’s agenda. Be sure to consult the agendas and minutes

from previous meetings to determine those issues that merit con-

tinued consideration.

Prior to the meeting, the following should take place:

• A copy of the agenda is distributed to all members, or made

available for viewing.

• A presiding officer is identified for the meeting and consults

with the chapter adviser to review the agenda items.

• Individuals with specific responsibilities at the upcoming meet-

ing (e.g., secretary, treasurer, committee chairs, project chairs)

are notified indicating the nature of their duties for the meeting

and when they appear on the agenda.

• Members are notified about the meeting time and place.

In addition to the selection procedure, induction ceremony, and officer installations, chapters of the National Junior Honor

Society are obligated by the National Constitution to engage in a limited number of specific activities each year. Each of these

activities, whether required by national guidelines or of local design, should be organized to support the purposes of the orga-

nization as outlined in Article I. This chapter reviews some of the activities fundamental to all chapters.

PHOTO BY LIFETOUCH

Sample Agenda Outline

I. Call to Order

II. Roll call/attendance procedures

III. Minutes of the previous meeting (review and

approval)

IV. Treasurer’s report* (review and approval)

V. Committee reports*

A. Standing committee reports

B. Special committee reports

VI. Old/unfinished business**: carried over from the

last or previous meetings

VII. New business**

VIII. Other reports, announcements, and reminders of

events or responsibilities, including but not limited

to the announcement of the date and time of the

next regularly scheduled meeting

IX. Guest presentation or program topic for this meet-

ing (location of this segment of the meeting agenda

may depend on the nature of the content and the

scheduling needs of the guest presenter, e.g., the

principal, who may need to speak at the beginning

of the meeting instead of the end).

X. Adjournment

* It is recommended that all reports be submitted in writ-

ing to the secretary by the end of the meeting, and that a time

limit and/or format be given to each report-giver to assure

consistent and informative reporting.

** In sections VI and VII above (old and new business)

when motions are presented for consideration by the mem-

bership, it is strongly recommended that the chapter utilize

the fundamental principles of meeting management from

Robert’s Rules of Order or other established systems of meeting

management to consider each topic.

A practice script that utilizes this sample agenda is avail-

able in the adviser section of www.njhs.us.

6.1.2 Meeting Management Links

Looking for resources to help use and understand

Parliamentary Procedure? Consider purchasing a copy of

Parliamentary Procedure Without Stress (revised edition) by

Roberta M. McDow, available from the NJHS Store.

Below are several useful web links. (Note: These referenc-

es, listed in alphabetical order by site name, are for general

information purposes only; their listing here does not consti-

tute an official endorsement by NJHS or NASSP.)

www.jimslaughter.com

Site sponsored by Jim Slaughter, parliamentarian, attorney,

and parliamentary procedure consultant (and former

student leader).

www.parli.com

Robert McConnell Productions offering resources for

training in Parli Pro.

www.parliamentarians.org

Run by the National Association of Parliamentarians (NAP),

this site has some basic, helpful “how to” information that is

very helpful.

www.aipparl.org

Official site of the American Institute of Parliamentarians

(AIP) that includes book links and information on becoming

a certified parliamentarian.

www.parlipro.org

Some general information including some quizzes and mind

benders to keep your meetings in order.

www.robertsrules.com

The official site of Robert’s Rules of Order.

6.2 Projects

A well-thought-out and organized approach to projects is a key

to chapter success and to maintaining the standards of NJHS.

The NJHS National Constitution mandates that each chapter

conduct a chapter service project each year (Article XIV). In

addition, the national office suggests that chapters choose one

or more additional major projects for the school year. Each

member would be expected to contribute to these projects.

As stated in the constitution, all National Junior Honor

Society projects must:

• Fulfill a need within the school or community

• Have the support and approval of the administration

and faculty

• Be appropriate and educationally defensible, and not in

conflict with the activities of other school organizations

• Be well planned, organized, and executed

Needs of the school and community can be identified in a

variety of ways. Conducting a needs survey with students,

faculty and staff, parents, and community representatives is

one place to start. Also consider asking your local chamber of

commerce, the social services offices, and the representatives

of the faith-based communities about their needs. Conduct a

needs analysis at least once a year because needs will change

over time and emergency needs can arise quickly.

Once projects (and other chapter goals) are developed,

seek the support of the administration and faculty. Determine

whether each project is required to be submitted for formal

approval by the principal or even the local school board.

chapter activities

Publishing a calendar of proposed activities for the school

year for the faculty to review may solicit comments as well as

resources for the chapter to use when undertaking the proj-

ect, including volunteer helpers.

Having a rationale for undertaking any project is always

helpful. Clearly identifying the nature of the need that the

project is responding to and then determining the goal(s) of

the activity to share with others will prove valuable. See that

the project chairpersons are well versed in this rationale in

case questions arise.

Some additional questions to consider are included in the

“Twelve Ws of Project Planning”—a helpful tool to use when-

ever starting the process of planning, implementing, and

evaluating your activities.

Policy note: The chapter’s executive committee is encour-

aged to see that chapter projects are scheduled or arranged

so those members who have jobs or family responsibilities

are able to participate. No member who sincerely wishes to

fulfill the service obligation should be prevented from doing

so because of scheduling conflicts. In some cases, scheduling

conflicts will be unavoidable for 100 percent of the chapter.

The chapter leadership can consider multiple projects to allow

members to choose from a menu of events in order to fulfill

their service obligation in a timely manner.

6.2.1 Twelve Ws of Project Planning

Planning any activity requires careful thought and preparation.

Before stepping into action, be sure that you can answer the

following questions.

1. What are you planning to do?

2. Why do you want to do this project?

3. When and where will the activity take place?

4. Who will benefit from the project?

5. What staff member(s) will need to approve the project?

6. What funds are needed?

7. When will the basic planning be done?

8. What committees are necessary?

9. What kind of publicity is needed?

10. Who deserves a special thank-you?

11. Was the project worthwhile?

12. What’s next? Where do we go from here?

6.2.2 Individual Service Projects

Individual members also have the responsibility to choose an

individual service project (ISP) in line with their particular

talents and interests. This approach emphasizes the need for

cooperative effort in service to the community while providing

an opportunity for individuals to discover and develop their

unique contributions.

Many chapters regularly complete their chapter service

project obligations, but often overlook this additional man-

date. Below are a few suggestions for making this individual

service component a prominent part of your chapter.

1. The constitution indicates that the project should

reflect the “particular talents and interests” of the

member. The individual member is given the respon-

sibility of choosing and participating in the project,

and they should be held accountable for reporting

this in an official manner to the local chapter.

2. Generally, when choosing the projects, it is best to

steer away from activities that directly benefit a

member’s family.

3. Service projects done for financial or other compen-

sation are often viewed as contrary to the common

definition of “service,” though unique programs may

be appropriate exceptions to this rule when the com-

pensation, such as a small gift, is small relative to the

amount or quality of service provided.

4. When tabulating the individual service projects of

members, chapter advisers should establish a definite

deadline or schedule for completion that concludes

at least one month prior to the end of school to avoid

the end-of-year rush.

5. If the local chapter so chooses, individual service can

be performed while participating in a project planned

and implemented by another group on campus or in

the community. “Individual service project” does not

necessarily imply that these projects must be com-

pleted alone, merely beyond the activity undertaken

through the required chapter service project.

6. Guarantee that all chapter members fulfill their respon-

sibilities in an appropriate manner by asking for an

adult’s signature from a supervisor or chaperone.

7. Chapter advisers are encouraged to set up a sys-

tem where chapter members seek approval for the

ISP prior to completing the project. A master list of

already approved projects can be developed to save

the adviser time. Project preapproval avoids circum-

stances where the chapter might be unwilling to

accept the service provided, e.g., a project being done

for the member’s family if that would run contrary to

the local chapter guidelines.

8. Advisers can delegate the record-keeping components

of ISPs to chapter officers as part of their duties of

office. A central record file should be kept and advis-

ers should regularly counsel their officers regarding

the maintenance of this aspect of chapter activity.

chapter activities

9. To facilitate your chapter members finding appropri-

ate service project ideas, the chapter can consider

setting up a bulletin board (standard or electronic)

of project opportunities for members to review.

Notifying social service and community organizations

of the existence of this feature may bring in a large

number of ideas for your chapter and other students

in the school.

10. In addition to listing this service obligation in the

“new member obligations” list for all candidates prior

to selection, it is recommended that friendly remind-

ers about completing this important service obligation

be part of the meeting agenda throughout the year.

6.2.3 Additional Project Ideas

The NJHS website includes the National Student Project

Database, containing project ideas submitted regularly by

members. Visit www.njhs.us/projects and share this link with

your chapter officers or committee chairs as a resource. The

national magazine is another source of project ideas. Schools

that complete particularly noteworthy service projects should

consider entering them in the annual Outstanding Service

Project award competition.

6.2.4 Fundraising Activities

NJHS chapters are not required in any national guidelines to

raise money for any reason or cause. Each chapter is required,

as noted in the constitution, to pay an annual affiliation fee

to the national office, but even that payment is not required

to come from the chapter’s treasury—hoping instead that the

school is providing that payment each year.

Even in the case of chapter dues, no required fee is called

for (see Chapter 1 for more information on dues). The

National Constitution indicates that chapters may charge

dues, but that the amount is not to exceed $20 per member

per year.

Many chapters engage in fundraising to purchase supplies

for their induction ceremonies or to pay for insignia. In addi-

tion, a large number of chapters participate in fundraising

activities to collect donations for a local, national, or interna-

tional charity of their choice. It is crucial that every chapter

adviser consult with the principal, school bookkeeper, or

activities director regarding the policies and regulations that

exist regarding fundraising activities by the chapter. Many

states have very specific rules for school-based fundraising.

The safe handling of all monies collected in these activities

is a perpetual concern for the school, and local officials can

provide the best guidance in this area. Generally speaking, at

a minimum all projects that involve the raising or collecting

of money should have the formal approval of the school prin-

cipal before being undertaken.

The national office provides suggestions for groups that

we find to be of merit, along with guidance for how to check

on charities to determine whether they are legitimate. While

it has been suggested that NJHS adopt one national charity

each year for chapters to support, such decisions have, to

date, been left to the local chapters when determining where

their monies are to be donated.

The annual surveys completed by advisers report that mil-

lions of dollars are raised each year in support of charitable

causes. This ongoing service from member chapters often

goes unnoticed, but has a significant impact with service-

providers all over the world.

Many chapters come from small communities or areas

where the socioeconomic status of the students and their

families prohibit making large financial donations to charity.

Alternative ways of giving exist through service projects at

school and in the community, where all chapters can fulfill

their constitutionally mandated annual chapter service proj-

ect without having to be concerned with collecting monies

for donations. This tradition of service has existed from the

beginning for both NHS and NJHS and continues to be a

source of pride for all involved in the programs.

Whether raising money for charity or in support of the

chapter and its activities, fundraising is generally recognized

as an essential part of every chapter’s calendar. With more

schools calling upon all student groups to be self-supporting

combined with larger goals for charitable contributions,

consider the following points as you examine your chapter’s

ability to raise funds:

• Evaluate your financial needs—don’t do fundraising

unless there is a supportable goal for the activity, espe-

cially since your members are probably already booked

with fundraising activities through other organizations

to which they belong.

• Visit the National Student Project Database at

www.njhs.us/projects for ideas from the field.

• Collect fundraising ideas and resources from back

issues of the magazine, publications in the NJHS Catalog,

and other groups on campus.

• Establish a financial goal for your service projects

through which you also contribute an amount in sup-

port of the organization (e.g., the local food bank, soup

kitchen, homeless shelter) in addition to the work your

members undertake on their behalf each year.

• Establish a student store or concession stand with staff

from the chapter to provide ongoing revenue.

chapter activities

• Sell things—but make sure there is a demand in school

or the community, that the products are of good quality,

and that you’re not competing for the same market with

other groups on campus.

• Create an advisory committee of businesspersons and

parents to develop creative and enterprising alternatives

to candy sales (seek administrative support prior to

pulling the group together).

6.3 PR: Public Relations for the Chapter

and Its Activities

Today, when people are questioning the value of just about

every facet of education, public relations is more important

than ever. Public relations leads to understanding and sup-

port for youth, your school, and your chapter. It is no longer

enough to merely operate any school program; it is essential

to demonstrate its value, inform all interested audiences, and

evaluate the program’s effectiveness. This is all part of a qual-

ity public relations effort.

According to Patrick Jackson, a former president of the

Public Relations Society of America, public relations “devel-

ops attitudes which change behaviors.” That’s a good work-

ing definition for NJHS chapters. Your goal through PR is to

identify audiences that need to hear your message, determine

the best ways to reach those audiences, and deliver a mes-

sage that will help them understand the importance of NJHS

and support your chapter.

The first opportunities you have for promoting good pub-

lic relations are through your student handbook, at new stu-

dent orientation programs, and through parent newsletters in

which you describe the chapter and the fundamental proce-

dures and traditions associated with it. Clear and informative

pieces will establish your PR program firmly in the school

and community.

Other key audiences might include teachers who could

either encourage or discourage students from participation in

the NJHS, administrators and school boards who will provide

resources for successful chapters, students who are candi-

dates to become active chapter members, local business and

civic leaders who could provide recognition for your chapter,

and even state legislators who will enact laws influencing

student activities.

Communication vehicles can include editorials or columns

in the school newspaper; invitations to business leaders to

attend a chapter event; face-to-face meetings with administra-

tors or school boards reviewing your chapter’s past achieve-

ments and plans for the future; and a public listing of former

NJHS members from your school showing their success in

high school, college, or careers.

The more support you can obtain from these individuals,

the more likely you will have the necessary adult support,

financial resources, community understanding, and student

involvement to run a high-quality chapter program.

Each NJHS chapter should develop a public relations plan

that should:

• Identify the four or five important audiences to

communicate with in your school and community.

• Determine the three or four key messages those

audiences should understand.

• Select communication vehicles to deliver your messages.

• Define a budget (which does not have to be extensive),

naming a person or persons or committee to head your

PR efforts, setting timelines and deadlines.

• Determine how to evaluate your PR activities.

Specific Public Relations Activities

Any or all of these activities could help you recognize chapter

members, projects, and philosophies:

• News releases about new members, officers, or chapter

projects for the school and local newspapers.

• A guest column perhaps by the chapter president or

PR committee chair for the school newspaper or a local

community newspaper about the value of your NJHS

chapter.

• A presentation at a school staff meeting outlining what

students gain from NJHS and calling for faculty support

• A Q&A sheet about NJHS chapter issues to distribute to

school staff members, student leaders, parents, or other

audiences. (Determine questions these people may have

by interviewing members of key audiences beforehand.)

• A presentation to your school board about recent suc-

cessful projects. (Coordinate this through your principal

and/or superintendent.)

• A speech at a civic club about the value of NJHS and

what your chapter has recently contributed to the com-

munity. There may be adults at the school or parents of

chapter members who are members of civic clubs and

could arrange for an invitation.

• An annual newsletter or report that highlights the vari-

ous achievements of your chapter. Distribute this to peo-

ple you hope to influence (school staff, local legislators,

business leaders, school board members.)

• A website and/or social media presence to provide perti-

nent details about your chapter.

• Finally, look for ways to involve members of key audi-

ences in your projects. (There’s no better way to develop

a positive belief in an organization than to see firsthand

the positive things it does.)

chapter activities

CHAPTER MANAGEMENT TOOLS–CHAPTER 6

CMT 6.1 Planning for the Year

Here are a few events on the national calendar that we hope all

NJHS advisers will keep in mind as their chapters prepare for

the coming year.

August/September. Arrival of your back-to-school mailing

from the national office, including information on the upcom-

ing conferences and workshops. If you haven’t reviewed your

local chapter policies and procedures and the NJHS National

Handbook in a while, this would be a good time.

October. National Character Counts! Week will be cel-

ebrated in mid-October. Use this week to emphasize character

in your school.

December. This is a great time for holiday service projects

for special groups in your community.

January. Outstanding Achievement Award nomination

process opens. Mid-year performance review for your chapter

members. Be sure your plans for spring inductions have been

outlined and approved.

February. This is a great time to sponsor a faculty appre-

ciation effort. In addition, plans for your spring selection and

induction should be underway.

March. It’s time to finalize your orders of NJHS supplies

for your spring inductions. Annual renewal notices arrive

addressed to the principal. Get the renewal process underway

before the June 30 deadline.

April. National Student Leadership Week (NSLW) will take

place this month. Using the NSLW poster from the recent

magazine, plan to recognize your chapter leaders and other

student leaders.

May. As the school year comes to a close, get those new

chapter officers elected and plan for next fall, setting up some

summer planning meetings if necessary. Complete your annu-

al survey online for the national office before you leave for the

summer.

One of the best ways to keep up with upcoming special

events is to read the magazine and your monthly e-newsletter,

Honor Society News, and visit www.njhs.us every month. Pass

on copies to your chapter members so they can help you

remember the important activities coming up during the school

year.

CMT 6.2 Public Relations

There are several ways you can promote NJHS news in

your local community. The most traditional and still-effective

way to reach a large audience is to send a press release to

local media outlets by email. (See page 82 for a press release

template.) Local outlets—especially small newspapers—are

always on the lookout for good photos, so including a picture

or two will increase the chances of your news being picked up.

Be sure to include a caption that identifies everyone in the pic-

ture, and a photo credit that identifies the photographer. Your

district office should have a handy list of local media outlets

and contact information.

Social Media

Of course, social media allows you to send your message

directly to the community. So consult with whoever manages

your school’s social media channels to see about getting your

NJHS news posted. Here again, images will do wonders to

invite readers into the post, especially on image-driven plat-

forms like Instagram and Pinterest.

There is no need to limit NJHS news to official school

accounts. Many people in your local community have exten-

sive networks all their own. If you can identify a few social

media influencers (those with an abundance of followers),

approach them directly about posting your news. You can also

ask your colleagues, board members, and others in the com-

munity to share the news via their networks.

chapter activities

SAMPLE PRESS RELEASE “A”

Induction Ceremony Notification

(To be typed, double-spaced)

(To be released before new members are selected)

For Immediate Release

Contact: (NJHS Adviser)

Date:

Phone:

(Name of school) Middle School’s annual induction

ceremony for the National Junior Honor Society will be

(day, date) at (time) in the (location).

To be eligible for membership consideration, stu-

dents must have a cumulative GPA of (insert GPA).

Additionally, candidates must meet high standards of

service, leadership, character, and citizenship. Members

of the (insert relevant classes) classes were evaluated

and selected by the faculty council of the chapter.

Leadership is based on the student’s participation

in two or more community or school activities, or elec-

tion to an office (or other relevant standard established

by your chapter). To meet the service requirement, the

student must have been active in three or more service

projects in the school and community [or other relevant

standard established by your chapter]. Character and

citizenship are measured in terms of integrity, behavior,

ethics, and cooperation with both students and faculty

(or other relevant standard established by your chapter).

Students are reviewed by a faculty council consisting

of five members of the faculty appointed by the principal.

This year (insert total new inductees number) students

are being considered for membership.

SAMPLE PRESS RELEASE “B”

Post-Induction Ceremony

(To be typed, double-spaced)

(To be released after new members are selected)

For Immediate Release

Contact: (NJHS Adviser)

Date:

Phone:

(Number) students from (School name) Middle

School were inducted as new members of the National

Junior Honor Society in a ceremony held at the school

yesterday.

Members were selected by the chapter’s faculty

council for meeting high standards of scholarship, ser-

vice, leadership, character, and citizenship.

Students inducted were: (insert list of new members)

“We are very proud to recognize these outstanding

members of our student body. National Junior Honor

Society members are chosen for and then expected to

continue their exemplary contributions to the school and

community,” said (insert name), chapter adviser.

The (insert school name) Middle School chapter has

been active since (insert year). Each year the chapter

sponsors several service projects for the school and

community which in the last few years have included

[insert chapter service activities].

The National Junior Honor Society ranks as one of

the oldest and most prestigious national organizations

for middle level students. There are chapters in more

than 7,500 middle schools and, since 1929, millions of

students have been selected for membership. NJHS

is a program of the National Association of Secondary

School Principals, www.nassp.org.

7. discipline and dismissal

7.1 Introduction

Chapter advisers may find that members occasionally fall

below the standards by which they were selected. To preserve

the integrity of the chapter, it may become necessary to

discipline members. The NJHS National Constitution (Article

X) and the local chapter bylaws are the key resources for these

efforts.

As in the case of selection, all discipline and dismissal

procedures must be clearly described in writing. This

description, usually incorporated into the local chapter

bylaws, must be available to anyone who requests it. The

faculty council is responsible for developing all discipline and

dismissal procedures (Article VI, Section 4) and these must be

consistent with the NJHS National Constitution and handbook.

It is the responsibility of the chapter adviser to periodically

review the standing of members for compliance with Honor

Society standards and for fulfillment of chapter obligations as

described in the chapter bylaws. When a member falls below

any of the standards by which they were was selected or fails

to fulfill chapter obligations, the adviser should inform the

errant member in writing of the nature of the violation, the

time period given for improvement, and provide warning

of the possible consequences of nonimprovement, i.e.,

consideration of dismissal or additional disciplinary measures.

It is helpful to both the student and the adviser to follow the

letter with a conference. If the student does not improve in the

specified time, that student is subject to whatever disciplinary

measures are considered appropriate by the faculty council.

Disciplinary measures other than dismissal are acceptable

for minor offenses. For example, the faculty council may

suspend certain chapter privileges, remove the student from

chapter office, or request that the student perform additional

school or community service activity. The goal of disciplinary

measures should be to reeducate the student to more

appropriate behavior. If the discipline is constructive, there

is a greater likelihood that the student will improve in the

particular area in which there is a deficiency.

7.2 No Automatic Dismissal

A member can never be dismissed automatically for failing

to maintain standards, not meeting member obligations, or

even being found guilty of violating school rules or the law.

A written notification and hearing are called for in Article

X, Section 4 and the hearing must be conducted by the

faculty council to dismiss a member. Note: By definition, a

member is a student who has successfully completed both the

selection process and the induction ceremony; consequently,

the process for discipline and dismissal of members differs

significantly from the process used for selection in that due

process rights are clearly defined for members that do not exist

for candidates. In addition, chapters can indicate that certain

violations will lead to immediate consideration of dismissal

by the faculty council, but they can never describe such as

violations warranting automatic dismissal.

Members of the chapter should understand fully that they

are subject to dismissal if they do not maintain the standards of

scholarship, service, leadership, character, and citizenship that

were used as a basis for their selection. Faculty councils can

discipline members by placing them on warning (sometimes

referred to as probation) during which time the member is

considered to be “not in good standing” with the chapter,

although the student still retains membership. Such warning

periods are for a specific duration of time after which regular

membership is restored. Article XV, Section 3 notes that only

members who are in good standing will be allowed to wear the

society’s emblem, unless the local chapter bylaws indicate to the

contrary.

Members can be informed that they are allowed limited

warnings during their membership and that in the case of a

flagrant violation of school rules or the law, a warning is not

required for consideration of dismissal, but a hearing will

still be held. The hearing is identified in the NJHS National

Constitution as a right of membership; is guaranteed as due

process; and requires the chapter to notify the member of the

action being contemplated, the reasons for the action, the date

and time of the hearing, and the opportunity for the member

to respond either in writing or orally. As stated in Article VIII,

Section 7, a student who is dismissed or who resigns is never

again eligible for membership in NJHS (see www.njhs.us/

constitutions).

Faculty councils should use dismissal sparingly. Prior to

any vote on dismissal, the faculty council should investigate

thoroughly before any action is taken. If the council determines

that the facts warrant consideration of dismissal, the member

must be notified in writing of the violation, the possibility of

dismissal, and the need to attend a scheduled hearing with the

faculty council. (See sample letters in the Chapter Management

Tools at the end of this chapter.) The member should appear

before the faculty council and explain their view of the

circumstances. A parent/guardian may be present with the

member, however, it should be noted that the primary purpose

and focus of the hearing is to allow the member to present their

case. (See Model Agenda for an Article X, Section 4 hearing in

the Chapter Management Tools at the end of this chapter. The

member also has the right to submit a written statement for the

council’s consideration in lieu of appearing in person. This is an

option available to the student, but the chapter cannot mandate

the submission of a written statement and deny the member

the right to appear before the council, as guaranteed by Article

10 of the NJHS Constitution.)

7.3 Dismissal Procedures Overview

In all matters of dismissal, local chapter advisers should first

review the NJHS National Constitution (at www.njhs.us/

constitutions) and NJHS National Handbook. The most relevant

section of the constitution for these matters is the full text of

Article X.

Additional commentary on disciplinary procedures is found

in the NASSP Legal Memorandum found in Appendix 2 at the

end of the handbook.

Next, a review of the existing guidelines for the local

chapter should be undertaken. It is important that all

local guidelines conform to those found in the National

Constitution. Questions regarding conformance can be directed

to the national office.

To avoid confusion, always use the term “dismissal”

regarding removal of a member from the chapter and not

“expulsion.” Expulsion is a term that bears legal connotations

in some states when it is used to refer to the removal of a

student from the school.

The following points should also be taken care of in all

dismissal cases:

1. Procedures for dismissal are to be determined by the

local school’s NJHS faculty council (with review by the

principal, superintendent, school board, school system

attorney, etc., when necessary).

2. Chapters must have a written description of the

discipline and dismissal procedures and it should be

reviewed with your chapter members and/or officers.

Student handbooks can include the procedures. In

addition, chapter members should be reminded regularly

of the standards that they are expected to maintain.

3. A member can be considered for disciplinary action

when performance falls below the acceptable levels of

any of the standards by which they were selected, when

the member fails to fulfill chapter obligations, or when

the member is found guilty of violating school rules or

the law.

4. A student should be warned in writing whenever they fall

below any standard (except in cases of flagrant violation

of school rules or the law). Copies of this correspondence

should be sent to the parents and a copy of the letter

or email, including the date it was sent, should be

maintained by the adviser. Some schools prefer the

presentation of written warnings in person; others utilize

registered mail to guarantee receipt of the letters at home.

This is a matter of local precedent and worth checking on

with the principal. A sample warning letter is found in the

Chapter Management Tools at the end of this chapter.

5. The faculty council determines when an individual

has exceeded a reasonable number of warnings, thus

warranting consideration of dismissal.

6. In all cases of pending dismissal, a chapter member has

a right to be notified in writing of the offenses and to a

discipline and dismissal

hearing before the faculty council. This is the due process

guaranteed to all chapter members under both the NJHS

National Constitution (Article X, Section 4). Please note

that this hearing is always prior to any vote or decision

on dismissal. Under no circumstances is there automatic

dismissal from the Honor Society.

7. Appeals of dismissal are to be handled first by the school

principal and, thereafter, in the same way as disciplinary

appeals in the student’s school district.

If a member is dismissed, written notice of the decision

should be sent to the member, with copies recommended for

the member’s parents, and the principal. The member must

then surrender the NJHS emblem and membership card to

the chapter adviser. If the member is unwilling to do this, the

matter is to be treated as a school disciplinary matter.

7.4 Appeals of Dismissal Cases

The dismissed member may appeal the decision of the faculty

council first to the principal and then as indicated under the

local school district’s policies governing disciplinary appeals

in the school district, following the normal channels for an

appeals process. If the faculty council acts professionally with

due care and fairness, then there should be few occasions

for such appeals. It is in the best interest of the chapter that

decisions concerning the chapter and its membership be

made by those most familiar with Honor Society goals and

procedures, i.e., the faculty council.

In the case of dismissal appeals, the principal is generally

the first recipient of the appeal. The national guidelines

provide no formal structure for appeals; consequently, the

best advice is for principals to follow the local district appeals

procedures as a model. Decisions made should be based on

adequacy and fairness of the faculty council procedures. In

the rare instance in which dismissal cases are successfully

appealed by a member, the principal is encouraged to share

the rationale for reversing the initial decision, and the faculty

council is requested to accept and implement the decision.

NASSP does not have the authority to hear or make any

decisions regarding appeals in dismissal cases but maintains

the authority to investigate cases of improper dismissal which

violate NJHS policies. Chapters in violation of these policies

may be required to reinstate the improperly dismissed member

and afford the member the required due process or risk losing

their charter. (See Article X, Section 7.)

7.5 Resignation

A member who resigns from the National Junior Honor

Society will never again be eligible for membership or its

benefits.

Resignation from the Honor Society should involve

the submission of a written statement by the resigning

member that is dated and signed by both the student and

parent(s). Verbal resignations are generally insufficient to end

membership. Students contemplating resignation should be

informed of the consequences and permanent nature of their

resignation as stated at the beginning of this section.

Members cannot be forced to resign. This would be

interpreted as a dismissal order for which the process, as

outlined in Article X of the NJHS National Constitution, must

be followed.

As a formality, advisers may present the letter to the faculty

council for a vote to approve the resignation, and follow up by

informing the principal of this action and notifying the student

that the resignation has been approved.

7.6 Chapter Disciplinary Records

Once a student has been dismissed or resigns, the chapter

adviser should be sure to annotate the official chapter roster.

The date of the disciplinary action is probably the most

relevant information to insert in the record next to the former

member’s name. It is advisable to retain the resignation letter

or a copy of the dismissal notification letter in the adviser’s

confidential files until such time as the student leaves the

school. This will prove helpful in particular if the student

transfers to another school and attempts to become an active

member at the new school. Advisers are discouraged from

conveying to any new school personnel the confidential

information behind any cases of dismissal or resignation,

but can readily indicate that the student was removed from

membership, and per Article VIII can never again be a

member.

As a reminder, students who may be dismissed from

NJHS while in their middle grades do not carry over to high

school the prohibition from membership. Such students are

provided a clean slate upon enrolling in high school and can

be considered for NHS membership based on their experiences

beginning in ninth grade (if that is a part of the high school

grade structure).

The inclusion of NJHS membership on the official school

transcript, or pertinent to this chapter, an indication of

dismissal, is not a process mandated by the national guidelines

and generally falls under local and/or state jurisdiction.

Advisers should consult with the principal or central office

regarding whether this information can or should be included

in the student’s permanent file.

discipline and dismissal

CHAPTER MANAGEMENT TOOLS–CHAPTER 7

CMT 7.1 Sample Warning Letter (Notification of Probationary Status)

School Name and contact information (or school stationery)

Title: Notification of Warning

Date:

Dear [insert student’s first name]:

This is to notify you and your parents that you have fallen

below the standard(s) for [identify the criterion or criteria in

which the student has fallen below standard, e.g., scholar-

ship, service, leadership, character, or citizenship] as set forth

in Article ____ of the bylaws of the [school name] chapter of

NJHS.

Specifically: [Outline the nature of the deficiency referenced

in the first paragraph.]

The nature of this deficiency requires that we place you on

warning. You will remain on warning until _____________, at

which time your progress will be evaluated again [or include

alternative language as situation requires]. During this time

you must [insert terms of warning here], and while you remain

a member, you are not considered in good standing with the

chapter at this time.

Due to this status, you may not [insert restrictions here, e.g.,

serve as a chapter officer]. If you have not resolved the defi-

ciencies noted above by the conclusion of the warning period,

you may be considered by our chapter’s faculty council for

dismissal.

If you have any questions about this warning, your ongoing

responsibilities to the chapter, or your current membership

status, please see [insert adviser name here] at your earliest

convenience.

Sincerely,

[Insert adviser name(s)]

Please make a copy for your records, sign below, and return

this letter to the chapter adviser by ___ [insert date by which

the signed copy should be returned].

We have reviewed this letter, understand its contents, and will

abide by the provisions outlined herein.

_______________________ _______________________

Student signature and date Parent signature and date

CMT 7.2 Dismissal Hearing Notification Letter

School Name and Contact information (or derived from use of

school stationery)

Member name

Member address

City/state/zip

Date

Dear [insert student’s first name]:

This is to notify you and your parents that you have fallen

below the standards for [identify the criterion or criteria in

which the student has fallen below standard, e.g., service]

as set forth in the Constitution of NJHS, Article VIII, Section

1, and Article X, Section 2. [If additional charges are being

brought against the student, e.g., violating school rules or

codes of conduct, they should also be listed in this paragraph

by completing the sentence, “In addition, ... .”]

Specifically: [Outline the nature of the charges referenced in

the first paragraph. This should be sufficient to indicate to the

readers that there is professional substantiation for the charges

being brought against the student, e.g., reference to disciplin-

ary actions by the school, reports by teachers.]

The nature of your conduct warrants consideration for dis-

missal from the National Junior Honor Society. As called for in

Article X, Section 4 of the NJHS National Constitution, a written

notification and hearing are required and must be conducted by

the faculty council. The NJHS National Handbook states that, “In

the case of a flagrant violation of school rules or the law, a warn-

ing is not required for dismissal, but a hearing will still be held.

The hearing is identified in the NJHS Constitution as a right of

membership; is guaranteed as due process; and requires the

chapter to notify the member of the action being contemplated,

the reasons for the action, the date and time of the hearing, and

the opportunity for the member to respond either in writing or

orally.”

Your hearing will be conducted [insert day and date] at

[insert time] in [insert location of the meeting]. A parent/guard-

ian may be present with you, but the primary focus of the hear-

ing is to allow you to present your case before the council.

If you wish to explain your case in writing, you should pres-

ent the written statement by [insert deadline date] to [identify

chapter adviser and place where statement should be submit-

ted]. The letter will be considered in place of the face-to-face

hearing and will fulfill the chapter’s obligation outlined in Article

X, Section 4.

Finally, you and your parents are requested to sign below to

signify you have reviewed this letter, and return it to the NJHS

adviser by [insert date]. If you have questions regarding the

contents of this notification letter, please consult with the chap-

ter adviser immediately.

Sincerely,

[Insert adviser names or, as an alternative, the principal’s

name]

Please sign below and return to the chapter adviser.

We have reviewed this notification and understand its

contents.

_______________________ _______________________

Student signature and date Parent signature and date

discipline and dismissal

CMT 7.3 Notification of Dismissal Letter

School name and contact information (or school stationery)

Date

Member name

Member address

City/state/zip

Dear [insert student’s first name]:

After careful review of the facts involved in your case, and

taking into consideration the content of the information provided

by you at the recent hearing, the faculty council of the [insert

chapter or school name] chapter of NJHS regrets to inform you

that you are being dismissed from the chapter at this time.

As a consequence of this decision, please return your

membership card, certificate, and member pin (or relevant

insignia items) to the chapter adviser within the next two

weeks. In addition, we must inform you that members who are

dismissed are never again allowed to become members of the

National Junior Honor Society nor make claims to membership

in the future.

Should you wish to appeal this decision, you can do so by

contacting the school principal, [insert principal’s name], within

the next two weeks [or alternative time limit established to be

fair and appropriate by local school personnel] to set up an

appointment to discuss your position.

Sincerely yours,

Adviser signature

Adviser name

cc: Principal, Chapter Files

CMT 7.4 Model Agenda for an Article X, Section 4 Hearing

The following model agenda for a hearing for the consideration

of dismissal of a member is derived from the various policies

and recommendations found in the constitution and the hand-

book. Advisers are encouraged to review this agenda with the

principal prior to use to ensure that the process conforms to

local guidelines.

Note on location: To preserve the confidentiality of the

member when attending the hearing, careful consideration

should be given to the location of the hearing.

At the beginning of the hearing, the chapter adviser,

serving as facilitator of the hearing, can proceed according to

the following agenda:

1. Introductions of attendees, facilitated by the chapter

adviser.

2. Explanation of the proceedings (adviser): This is a

good place to quote the handbook that indicates “the

primary focus of the hearing is to allow the member

to present their case.” Following the statement of pur-

pose, a review of the charges being brought against the

member is made. Then read excerpts from the hearing

notification letter that outlined the charges and was sent

to the member.

3. Statement of case: This provides the opportunity for the

member to respond to the charges.

4. Q&A period: The provides the opportunity for the faculty

council members to seek clarification from the member

regarding the member’s position or actions.

5. Statement by parent (optional: refer to “primary focus”

position above): No right to be present exists for any

parent or other party representing the accused

member, however, nothing specifically prohibits their

sitting in on the sessions. Whether or not such individu-

als are allowed to speak is left to precedent per the

standard operating procedures of the chapter and to the

discretion of the presiding adviser.

6. Final statement by the member before conclusion of this

portion of the meeting.

7. Excusing of the member (and parents and others), indi-

cating that a decision regarding the case in question

would be forthcoming: If possible the chapter adviser

gives an indication of the timing and method of notifica-

tion that will be used.

Following this portion of the hearing, the faculty council, still

facilitated by the chapter adviser, engages in discussion, and,

if all the pertinent information has been provided, they can

make a decision by voting (a majority vote is all that is needed

for dismissal). If additional clarification is needed, the council

should set a meeting date to come back together for the pur-

pose of concluding the case.

As previously stated, the results of the faculty council’s

decision should be shared first with the principal prior to notifi-

cation of the member and the parents.

If a member is dismissed, written notice of the decision

should be sent to the member, their parents, and the princi-

pal. The member must then surrender the NJHS emblem and

membership card to the chapter adviser. If the member is

unwilling to do this, the matter should be treated as a school

disciplinary matter.

8. award programs

8.1 The NJHS Outstanding Achievement

Award Program

This program awards a $500 college savings account to 500

NJHS students who have best exemplified the pillars of the

National Junior Honor Society: scholarship, service, leadership,

character, and citizenship. Visit the NJHS website, www.njhs.

us, to learn selection criteria and additional information.

8.2 NASSP Awards Programs

Rynearson Adviser of the Year

It takes tremendous energy and a high degree of commitment

to be a National Junior Honor Society adviser.

Each year we honor the memory of Edward Rynearson,

the founder of NHS, and the important work he began,

by presenting the Rynearson Award which recognizes the

National Adviser of the Year for NHS and NJHS. Nominees

come from chapters throughout the nation.

The annual deadline for submitting nominations for the

Rynearson Award is February 15. Any NHS or NJHS adviser

with at least three year’s experience as an adviser can be

nominated.

Outstanding Service Project Awards

Created in 1994, the Outstanding Service Project (OSP)

awards recognize NHS and NJHS chapters that make sig-

nificant community service contributions at the local level.

Each project is judged based on their goals and organiza-

tional efforts; service impact; involvement; and the quality

and clarity of the written summary.

Applications go live on July 1 and are due by November

1. Awards are presented to the top five NHS and top five

NJHS chapters chosen from the submissions. Projects must

have been completed during the prior school year, and proj-

ects that have previously won the award are not eligible for

consideration. Through this award, the national office hopes

to provide a resource and motivation for all Honor Society

chapters nationwide. For program updates, see www.njhs.

us/osp.

8.3 Prudential Spirit of Community

Awards

These awards recognize students in grades 5 through 12 who

have demonstrated exemplary community service. Schools and

participating organizations may select one local honoree for

every 1,000 students (or portion of). Local honorees are then

judged at the state level. One high school and one middle level

student in each state and the District of Columbia are named

“state honorees” and each receives $1,000, a silver medallion,

and an all-expenses-paid trip to Washington, D.C., with one of

their parents/guardians. The runners-up in each state receive

bronze medallions as distinguished finalists, and other top

applicants receive certificates of excellence. At the national

recognition events in Washington, D.C., 10 state honorees (five

high school and five middle level students) are named national

honorees and each receives an additional $5,000, a gold medal-

lion, and a crystal trophy for their school or organization.

Information and application packets are mailed each fall

to principals and counselors in every middle level and high

school in the country and to the following organizations: Girl

Scouts; 4-H; American Red Cross; YMCA and affiliates of

HandsOn Network. Applications are also available at

www.nassp.org/spirit.

Fall Awards packet mailed to principals, counselors,

and participating organizations

October Student deadline to schools or participating orga-

nizations

November Deadline for schools and officially desig-

nated organizations to certify local honoree

application(s) to state judges

February NASSP notifies state honorees through their

schools or participating organizations

May National recognition events in Washington, D.C.

8.4 ACA and PEAP

NASSP administers two additional student recognition

awards, the American Citizenship Awards and the President’s

Education Awards Program.

American Citizenship Award

This award honors any student in elementary, middle, or

high school who has shown by their words and actions

that they possess the qualities and characteristics we hope

to instill in all of our students. This award is presented by

NASSP and the National Association of Elementary School

Principals (NAESP).

President’s Education Award Program

This award was developed to help principals recognize and

honor those students who have achieved high academic goals

by their hard work and dedication to learning. The program is

sponsored by the U.S. Department of Education in partnership

with NASSP and NAESP.

Additional information about both of these programs is

available at www.nassp.org.

8.5 General Scholarship Resources

Students, advisers, and parents should consider the follow-

ing resources when searching for financial resources to support

their postsecondary education plans.

Guidance Department at School

Many scholarship and award program opportunities are

avail-able through guidance counselors at school. Each year

NASSP provides principals with links to the NASSP List of

Approved Contests, Programs, and Activities for Students.

This list serves as a school guide to approved student pro-

grams and activities, many of which are scholarship opportu-

nities. See www.njhs.us as well as www.nassp.org/contests.

School and Public Libraries

Both school and public libraries feature books and software

that allow students to search through a large database of schol-

arships to find those that are suited to the needs and the char-

acteristics of the individual student.

College/University Financial Aid Offices

If a student has been accepted to a specific college or univ-

er-sity, the financial aid office is usually more than willing to

help parents search for available scholarship funds.

Internet

Many sites offer financial aid and scholarships.

Bookstores

Many major bookstores and newsstands sell financial aid

and scholarship resource guides.

Commercial Entities

Many commercial entities offer their services in locating

schol-arship resources for a fee. Though many of these consult-

ing services are legitimate business enterprises, be aware that

in September of 1996, the Federal Trade Commission issued a

warning concerning “bogus scholarship search services” which

have allegedly bilked students and their families of millions of

dollars every year.

award programs

Because school, library, computer, and internet sources are

free, it is recommended that these resources be exhausted

before accepting any offers that claim, “we’ll do all the work....

for a fee.”

8.6 NASSP List of Approved Contests,

Programs, and Activities for

Students

For more than 70 years, NASSP, through the NASSP National

Committee on Student Contests, Programs, and Activities,

has produced a list. The purpose of the NASSP list is to pro-

vide information to assist principals in guiding students and

parents in making decisions regarding participation in a wide

variety of program opportunities.

The National Committee assists principals in protecting

students from exploitive programs and to identify programs

that have educational benefits. The National Committee’s stan-

dards and guidelines also provide information on scholarship

search services, student recognition programs, and educational

student travel.

Although each school will and should determine the con-

tests and activities in which it chooses to take part, the NASSP

List of Approved Contests, Programs, and Activities for

Students is a guide that it is the result of careful screening and

review of information submitted to the National Committee.

Inclusion on the NASSP list indicates the program was found

to meet the standards set by the committee and does not imply

endorsement by NASSP.

See the current list at www.nassp.org/contests.

award programs

9. appendices

Appendix 1. History

The emergence of NJHS was a natural outgrowth of the

National Honor Society (NHS), established by the National

Association of Secondary School Principals (NASSP) in 1921.

Through the years, NJHS has developed into a unique organi-

zation which recognizes outstanding middle level students, all

the while borrowing many concepts from its sister organiza-

tion, NHS.

Origins of NHS

To understand the formation of NJHS, it is important to first

look at the development of NHS.

If a society with many chapters commends itself to the schools of

a certain district because each is helped by the other, a nationwide

society ought to be a stronger organization and receive the support of

all of the schools that believe in such a society. Will not one common

badge for the entire country be more valuable than many different

local badges? In other words, if the fundamental principle of the honor

society is sound, it should be national in its application; a national

honor society of secondary schools is a logical outgrowth of the wis-

dom and experience of the past fifteen or twenty years.

Edward Rynearson, often considered the founder of NHS,

made the above remarks in support of the proposal by J. G.

Masters, principal of Central High School in Omaha, NE, to

form a national honor society. At the time, Rynearson was

principal of Fifth Avenue High School in Pittsburgh, PA, which

was awarded charter number one of NHS.

Masters made his proposal in 1919 at the annual convention

of the National Association of Secondary School Principals. He

and many others attending this convention were concerned

about the growing movement to emphasize athletic and

strictly academic activities. This emphasis was often regarded

as detrimental to programs designed to stimulate leadership

and character.

To be sure, members of some local and regional organi-

zations were required to meet predetermined standards of

citizenship, leadership, and scholarship. Others included ser-

vice as a criterion for membership. But until 1921, when the

National Association of Secondary School Principals passed

the resolution to form NHS, there was no national organization

whose objectives were to create an enthusiasm for scholarship,

to stimulate a desire to render service, to promote worthy lead-

ership, and to encourage the development of character in the

nation’s secondary school students.

The determination of standards for NHS was no easy task,

according to Rynearson, who presented the report of the

Committee on Constitution and Organization, which had been

appointed at the 1920 NASSP convention. This group presented

its findings in 1921, when NASSP met in Atlantic City, NJ.

In drawing up the constitution, the committee was faced

with the necessity of providing an organization broad enough

to meet all the varying needs of these numerous societies.

Scholarship alone seemed too narrow; where tried, the society

had, in the words of Dr. Powell, “got the stigma of being high

browish.” On the other hand, there was great danger of accord-

ing too little recognition to scholarship. After considerable

discussion, the committee fixed upon scholarship, service, lead-

ership, and character as the fundamental virtues most worthy

of encouragement.

The resolution to form the National Honor Society was

passed in the hope that unification of effort might lead to

improved national standards:

The organization of the National Honor Society in high schools, as recom-

mended by the committee on that subject, would have a strong tendency

to improve scholarship and to place the regular and faithful performance of

academic work in its proper place in the estimation of the student body.

The resolution also mentioned the need to “counteract a

prevalent tendency among secondary schools to place undue

emphasis upon individual performance in the various athletic

events by giving excessive and expensive awards.”

The formation of secret societies was also to be condemned,

even made illegal in all the states, according to the resolution.

“The chief business of high schools is to make the greatest pos-

sible contribution to the realization of the American ideal of

democracy,” the resolution stated. “Whatever interferes with

this function is an obstruction to education and inimical to the

public welfare.” All organizations should not only satisfy a

social need but also “be devoted to the purposes of worth to

the individual and of profit to the school.”

Thus, the National Honor Society was regarded from its

inception as a concrete way to promote high school academic

standards, a means of ensuring the continuation of democracy,

and an instrument for the betterment of the individual and the

school.

NJHS Is Born

In his foreword to the 1945 edition of the NJHS National

Handbook, Charles Allen, principal and president of the NHS

and NJHS National Council, wrote:

If education fails to develop a good citizen, then all has been lost. If

the student does not discover through his studies and experiences

that unless he can give more to society than he has taken from soci-

ety, then his schooling has failed and it were better that the proverbial

millstone were hung about his neck to retard the probable burden he

will be on society.

Those who best know youth believe in youth, in the ideals of youth, and in

the honor of youth. Magnificent buildings and splendid equipment attest

the taxpayer’s confidence in the secondary-school students, and the

millions spent for education give proof of the need for student guidance.

Surely, then, with an avowed purpose of promoting better Citizenship,

Character, Leadership, Scholarship, and Service, the National Junior

Honor Society is amply justified, if these qualities can be fostered with no

expense, or loss, to other desired purposes of secondary education.

So long as the Society [NJHS] holds to its five major principles, the

public will acclaim it good.

The need for an organization for middle level students was

recognized early in the history of NASSP. Just a few years after

the formation of NHS in 1921, members of the National Council

began to the formulate the constitution and guidelines for an

organization that would eventually become NJHS. In 1925, the

first committee was assigned to undertake this research. By 1929,

formal approval from NASSP (then known as the Department

of Secondary School Principals within the National Education

Association) was granted on February 24 at the NASSP Annual

Convention in St. Louis, MO. The first chapter to organize under

the new NJHS National Constitution was in the lower grades

of the high school in Webster Groves, MO, that received charter

number one on December 6, 1929. The first charter to a junior

high school was granted in March 1930 to Clarinda (IA) Junior

High School.

Merle Prunty, principal and National Council member from

Tulsa, OK, provided the following comments regarding the

establishment of junior honor societies:

The National Junior Honor Society fills the long-felt need of the

junior high school [and all middle level schools] for recognition of

secondary-school service, leadership, and citizenship. The standards

which the Society has set are desirable but they do not “just grow”

with the formation of an honor society. Like any lesson on goals and

ideals, learning takes place by doing. First a student is made aware of

a standard, then opportunity to practice its application under satisfac-

tory conditions is essential. The Society is not just a glorified honor

roll. It makes a contribution that will elevate school spirit to the status

where students are willing not only to lead but also to follow the right

kind of leadership in service to other pupils and where students grow

in character and citizenship. (NASSP Bulletin, May 1926)

Today in the Honor Society

The National Honor Societies have flourished. Today, after

more than 80 years, more than 7,500 NJHS and 16,000 NHS

chapters are chartered. Chapters are found in all parts of the

United States and in schools in many territories and countries

overseas. Based on average reported chapter size, it is esti-

mated that more than 500,000 students become members of

NJHS annually.

Variety characterizes the activities of the many chapters.

The original committees set up the Honor Societies to permit

a high degree of freedom for local chapters. Each chapter is

required to adopt the NJHS National Constitution and the

guidelines found therein, but in addition is encouraged to

provide for local needs and to reflect local values through the

development of chapter bylaws, designed in conformance

with the NJHS National Constitution. Chapters have always

been urged to exercise initiative, resourcefulness, and ingenu-

ity in promoting Society standards.

The NASSP Board of Directors serves as the governing

board of advice and direction on NJHS.

The NJHS national office is part of the headquarters of

NASSP, based in Chicago until 1943, when it relocated to

Washington, D.C. In 1973, the association moved to its new

building at 1904 Association Drive, Reston, VA. The staff of

NASSP is responsible for the daily operation of NJHS. This

staff handles chartering of NJHS and NHS chapters as well as

inquiries regarding the constitutions of the societies.

The national office also sponsors the National Student

Council (NatStuCo), numerous scholarship and awards pro-

grams, and a variety of other services. The national office com-

municates with its affiliated schools through a magazine pub-

lished during the school year and sent to all affiliated chapter

advisers.

Since 1921, NHS and NJHS have been, and continue to be,

the leading organizations for recognizing and involving out-

standing students in secondary schools around the nation.

appendices

Appendix 2. Legal Memorandum

NASSP Legal Memorandum: Selection, Dismissal, and

Discipline: Legal Guidelines for NHS

and Other Selective

Organizations

NASSP members along with excerpts in Leadership for Student

Activities magazine during the 2003–04 school year. Although

written using “NHS” only, these guideline are also applicable

to NJHS. Advisers or principals with questions regarding rel-

evance to their middle level schools can contact the national

staff for assistance.

INTRODUCTION

Grades, competitive school activities, selective course place-

ment, and selective honors encourage and reward students for

their work and avail them of opportunities in higher education

and employment. However, students, or more often the par-

ents of students, who do not receive the results they desire will

often demand explanations and adjustments. When conflict

arises, the first inclination of school officials may be to aban-

don the practice of distinguishing students, or to reduce their

standards, but this would be a mistake. Instead, those entrust-

ed with the duty to oversee selective activities must continue

to evaluate students and should use well-defined procedures

and professional practices to place themselves and the process

beyond reproach. The National Honor Society (NHS) may

serve as a model of such procedures and practices for not only

its own chapters, but for selective student activities in general.

This edition of A Legal Memorandum uses NHS to explore the

legal issues facing selective student activities.

Membership: Whose Right Is It Anyway?

In the handful of legal challenges to selection decisions by

NHS chapters, courts have consistently held that member-

ship in NHS and other selective organizations is a privilege,

not an entitlement. As such, there has been no recognition

of a property or liberty interest in membership selection that

would give rise to constitutional due process rights. In Miller

v. Goldberg (1991), a New York trial court analogized non-

selection for NHS to the nonrenewal of a untenured teacher;

like the untenured teacher, the nonselected student has only

“an abstract need or desire” to be offered membership and not

a legitimate claim. In Karnstein v. Pewaukee School Board (1983),

a U.S. District Court in Wisconsin endorsed this view noting

that though membership in NHS was “a valuable medal …

when applying … to some colleges,” it is an “honor” rather

than a legal “entitlement” and therefore does not warrant

“the requirements of due process of law.” This rule is so well

established that in Dangler v. Yorktown Central Schools (1991), a

U.S. District Court in New York not only rejected a student’s

challenge to his nonselection, it sanctioned the plaintiff with a

$60,000 penalty for bringing a frivolous lawsuit.

Since the NHS selection process does not involve a liberty

or property interest, the due process clauses of the Fifth and

Fourteenth Amendments do not apply. However, once a stu-

dent has been inducted, they gain a limited property right

to membership; the U.S. Constitution notwithstanding, the

NHS Handbook entitles NHS members to due process if they

are going to be deprived of their membership. Due process

is a very broad concept. At a minimum it requires the indi-

vidual whose liberty or property is in jeopardy to be provided

notice and an opportunity to be heard (Fuentes v. Shevin, 1994).

Returning to the untenured teacher analogy used by the court

in Miller v. Goldberg, as tenured teachers are entitled to certain

due process before dismissal, so too are NHS members. (Also,

see Warren v. National Assoc. of Secondary Sch. Principals, 1974;

and Ector County Independent School District v. Hopkins, 1974.)

Discriminating Without Prejudice

School officials should remember that selective organizations

are meant to be selective. Schools must avoid using inappro-

priate criteria when determining which students should be

invited to join a team, enroll in advanced courses, or be offered

membership into honorary groups. However, schools also

should not abandon their duty to differentiate and distinguish

students to provide them with appropriate education and to

recognize and encourage student achievements. When stan-

dards are reduced to avoid conflict, programs and honors lose

their value. Therefore, appropriate selectivity is essential to any

useful selection process.

The Target: Identifying the Criteria

Every decision to select, discipline, or dismiss a student from

a selective student activity must be based on the standards for

membership. The only way that such decisions can be fair is if

they are based on clearly defined standards that are published

and presented to the students. Though subjectivity may play

an important part in the selection, discipline, and dismissal of

members, making the selection process as objective as possible

will make the selection process less vulnerable to criticism.

The NHS Constitution identifies four criteria to be used

in the selection of its members: scholarship, service, leader-

ship, and character. Each of the four factors naturally involves

subjective assessments. Thanks to student cumulative GPAs,

scholarship requires the least subjective review by the faculty

council; while leadership and service are more subjective, they

can still be quantified and considered with relative objectivity.

However, character judgments are subjective by nature; there-

fore, it is not surprising that most controversies result from

issues involving character.

The faculty council may reduce the subjectivity of their

character evaluation by relying on documented evaluations

of student performance. Such evaluations may include school

records, character or conduct ratings on report cards, profes-

sional records of individual faculty members, comments based

on professional evaluations and action, discipline actions, and

faculty evaluation forms.

How Far Back?

While NHS honors outstanding scholarship, service, leader-

ship, and character, it is important to remember that students

are growing and learning—they will make mistakes and are

expected to mature. This raises the question of how far the

faculty council should look when examining a student’s past.

Courts will likely leave this question to the discretion of the

faculty council as long as the council’s decision is applied

consistently. However, the NHS National Handbook prevents

the faculty council from reviewing students’ behavior prior to

high school.

When making its assessment, the faculty council

should consider the severity of prior shortcomings and evi-

dence of improvement. Most importantly, the council must

apply the same standard to all students.

Beyond the School: Is Good Character Homework?

NHS is meant to honor exceptional students for their achieve-

ments. In doing so, the faculty council will often consider

achievements—both in and outside of the school— when

making selection, discipline, and dismissal decisions. Courts

have consistently recognized NHS’s right to consider students’

behavior in the community outside of school when selecting,

disciplining, and dismissing members. Whether to consider

students’ behavior outside of school is left to the discretion

of the local chapters. If chapters choose to consider students’

behavior beyond the school walls, then schools should make it

known to both students and parents that student behavior in

and outside of school will be evaluated.

In Farver v. Board of Education (1999), students were sus-

pended from participation in school activities, including NHS,

when they were caught attending a weekend party where

alcohol was being served to minors. The U.S. District Court

in Maryland held that alcohol abuse was of sufficient concern

to school officials, and thus refused to prevent the suspen-

sions from school activities. There have been several cases like

Farver, dealing with students’ off-campus alcohol consump-

tion; in each case, the court recognized underage drinking as

an offense reasonably within the scope of NHS punishment. In

Warren v. National Association of Secondary Sch. Principals (1974),

a student was dismissed from NHS after a faculty council

member witnessed him drinking alcohol off-campus at a non-

school-related social outing. Though the court held for the stu-

dent, it did so not because the offense was not punishable, but

because there were inconsistencies and procedural faults in the

faculty council’s response to underage drinking.

A less-clear legal issue arises when juvenile criminal records

are used when assessing a candidate or member’s character.

Because juvenile records are generally confidential, their use

by the faculty council raises interesting concerns. While the

legality or illegality of using juvenile records by the council

is unsettled, because such records are generally confidential

it is prudent for principals to refrain from allowing their use

and base decisions on information that can be legitimately

accessed.

Drug Testing?

In an effort to fight drug abuse, some school districts have

instituted mandatory, suspicion-less drug testing for students

participating in student activities. In Board of Education v.

Earls (2002), the U.S. Supreme Court found that drug testing

of students who participate in competitive student activities

does not violate students’ Fourth Amendment protection from

unreasonable search and seizure. Allowing drug testing of

students in all student activities, Earls expanded the earlier

Supreme Court ruling that allowed student athletes to be test-

ed (see Veronia Sch. Dist. 47J v. Acton, 1995). The rules regarding

drug tests for students are likely to continue to develop in light

of Earls. NHS chapters should not implement drug-testing

programs independent of school policies; before establishing

a drug-testing program, school officials should engage legal

counsel.

Bad Discrimination: Selection Should Not Be

Based on Rumor, Racism, Sexism, or Other

Capricious Grounds

Prejudice has no place in the NHS selection process, nor

should it be a factor in the selection process of other student

activities. A student’s race, gender, ethnicity, political persua-

sion, socioeconomic background, family, disability, or any

appendices

other characteristic unrelated to the criteria for NHS should

never prevent a student from obtaining or maintaining mem-

bership. The faculty council should also not base its decisions

on rumor or hearsay. The council should rely on students’ offi-

cial school records, information submitted by students (gener-

ally not school records), and, whenever possible, firsthand

observations from the faculty.

Free Expression

Where the U.S. Constitution protects students’ expression,

schools must not prevent their expression or retaliate against

students for engaging in free speech. Courts have given

schools enormous leeway with regard to restricting speech

in order to facilitate order. However, when expression is not

disruptive, it is generally protected; for example, the Supreme

Court has decided that the Constitution protects students

who choose not to recite the Pledge of Allegiance. This pro-

tection extends to protect students’ participation in school-