Academic Staff Handbook - Home - Advanced …alsschools.com/Docs/Academic Staff handbook 11-12.docx · Web viewACADEMIC STAFF HANDBOOK School Year 2011-2012 All Academic members are

ACADEMIC STAFF HANDBOOK

School Year 2011-2012

All Academic members are responsible for reading and following the policies and procedures contained within this handbook. While its content is subject to review and change at prescribed intervals, it is binding on every faculty member in its present form.

Academic Staff Handbook 2011/2012

MISSION STATEMENT

Advanced Learning Schools provides students with an opportunity to acquire and demonstrate knowledge, appreciation and respect for their own cultural heritage, integrated with an understanding, curiosity, compassion and tolerance toward other cultures of the world. It provides an environment that encourages moral development, active and independent learning, analytical thinking, life-long learning, respect for individual differences and sensitivity to the moral, social and environmental requirements of the global community.

VisionAn ALS community that values: Awareness Life-long learning and Service

Guiding PrinciplesALS provides an environment that fosters understanding, independence, interdependence and cooperation.Within that context we believe that:

ALS students appreciate: Arabic culture, language and literature; developing personal values while appreciating the values of others; valuing one’s own culture while understanding and demonstrating respect for the

culture of others; and understanding multiculturalism within a global society.

ALS is a caring community that encourages students by example to: share, cooperate and contribute responsibly to a global society; develop sensitivity to appropriate work and social relationships consistent with the

principle of equal rights, including gender equality; display sound decision-making skills by reflecting on choices and consequences; lead a positive, healthy life; care for others as they would have others care for them; share resources; and build understanding and trust.

ALS students strive for academic excellence by:

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learning how to learn and discovering the joy of learning; attaining depth and breadth of academic knowledge and understanding; acquiring skills that support intellectual endeavour and academic success; acquiring aesthetic appreciation; understanding modern technologies and using them wisely and effectively; and acquiring academic skills and knowledge required to gain entrance to and success

at competitive local and international universities.

ALS students benefit from an international education whereby they: gain historic and contemporary knowledge and understanding of the world

through intellectual endeavour; acquire international understanding by studying and experiencing other cultures

while, at the same time, acquiring knowledge of, and appreciation for, their own cultural heritage; and

maintain the fluency of their mother tongue while valuing the acquisition of other languages.

ALS students are committed to the spirit of internationalism by: demonstrating respect for human rights and for the principle of equal rights

irrespective of race or gender; practicing tolerance and living together in peace and developing skills for the

peaceful resolution of conflict; understanding their individual responsibilities within society and the relationship

between rights and responsibilities; and providing leadership that demonstrates an awareness of ethical and moral issues.

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We have adopted the Learner Profile created by the International Baccalaureate (IB) as a guide here at ALS. All members of the ALS community strive to be:Inquirers – They develop their natural curiosity. They acquire the skills necessary to conduct inquiry and research and show independence in learning. They actively enjoy learning and this love of learning will be sustained throughout their lives.Knowledgeable – They explore concepts, ideas and issues that have local and global significance. In doing so, they acquire in-depth knowledge and develop understanding across a broad and balanced range of disciplines.Thinkers – They exercise initiative in applying thinking skills critically and creatively to recognize and approach complex problems and make reasoned, ethical decisions.Communicators – They understand and express ideas and information confidently and creatively in more than one language and in a variety of modes of communication. They work effectively and willingly in collaboration with others.Principled – They act with integrity and honesty, with a strong sense of fairness, justice and respect for the dignity of the individual, groups and communities. They take responsibility for their own actions and the consequences that accompany them.Open-minded – They understand and appreciate their own cultures and personal histories, and are open to the perspectives, values and traditions of other individuals and communities. They are accustomed to seeking and evaluating a range of points of view, and are willing to grow from the experience.Caring – They show empathy, compassion and respect towards the needs and feelings of others. They have a personal commitment to service, and act to make a positive difference to the lives of others and to the environment.Risk-takers – They approach unfamiliar situations and uncertainty with courage and forethought, and have the independence of spirit to explore new roles, ideas and strategies. They are brave and articulate in defending their beliefs.Balanced – They understand the importance of intellectual, physical and emotional balance to achieve personal well-being for themselves and others.Reflective – They give thoughtful consideration to their own learning and experience. They are able to assess and understand their strengths and limitations in order to support their learning and personal development.

We at ALS encourage a set of attitudes within our community including:

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Tolerance Respect Integrity Independence Enthusiasm Empathy

Curiosity Creativity Co-operation Confidence Commitment Appreciation

INTRODUCTION

Not all situations can be dealt with in any handbook. It is expected that faculty members and staff will exercise mature professional judgment at all times. An effective school environment, conducive to learning, is characterized by an atmosphere of safety, security, and orderliness. This manual provides a structure for maintaining rules and procedures that will enhance these characteristics. They are not intended to restrict creativity in any way.

To be successful, teaching at ALS should:

maintain high standards and expectations be structured make connections with other ideas, areas or subjects occur by experience and application - be ‘hands on’ be enthusiastic and inspirational encourage enjoyment in the learning process, and create a happy, positive learning

environment lead by example respect personal beliefs use the natural environment and real world use a variety of motivational methods encourage students natural inclination towards or interest in a subject give students an opportunity to discover different cognitive and learning styles

through a variety of methods, approaches, and levels of care.

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To ensure and support effective teaching, the ALS curriculum will:

be regularly reviewed and revised so as to be reflective of the school philosophy and developments in the research base that informs good educational practice

be geared in scope and sequence to provide logical progression from the concrete to the abstract, always emphasizing higher order thinking and smooth transition from grade to grade and from level to level

enable all students to acquire, integrate and express the ideas of the various academic areas and across these areas

be comprehensive and balanced among the natural sciences, social sciences, humanities and fine arts

engage technology to deliver curriculum enhance the student’s appreciation for and understanding of the many social,

cultural, and national groups in the world. encourage the development of responsible citizens within the limits of our resources, provide for both the general and individual needs of

all students

Criteria and conditions for all ALS Teachers

Since Advanced Learning Schools is an IB World School, the school and teachers shall accept and promote the following:

the importance of inquiry as a means to student learning the commitment to achieving a balance between the search for meaning and

understanding, and the acquisition of essential skills and knowledge in relation to effective and varied assessment styles

the emphasis on the overall development of students with regard to the IB Learner Profile and the Attitudes suggested by the International Baccalaureate

the involvement in IB-approved training and other relevant professional development

The teaching staff in the IB Programmes must ensure the following:

1. They are familiar with:

a) The IB mission statement

b) The standards and practices of the programme

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c) The contents in the IB learner profile booklet

2. All relevant IB Programmes documentation has been read.3. They keep up to date with developments in curriculum.4. They support the philosophy of the IB PYP/MYP/DP and are committed to an inquiry-

based approach to teaching and learning.5. They use their scheduled coordination times for collaborative planning and reflection.6. They select and maintain appropriate materials and equipment in order to facilitate

the implementation and objectives of the programme curriculum.7. They submit appropriate curriculum documentation according to the school calendar.8. They visit the OCC-Online Curriculum Centre in order to obtain information and

support.

PROFESSIONAL CONSIDERATIONS

The Advanced Learning Schools is justifiably proud of its teaching faculty. Our teachers are dedicated, hard working, caring individuals who take pride in the high quality of their performance.

As professionals working in an organization, faculty members are expected to follow the proper channels of communication. Questions, concerns and complaints should be directed to the Principal and then to the Superintendent. Emails need not be copied to the Superintendent if the matter is not discussed first with the Principal.

It is appropriate to make special mention of the following at this time

i) Teachers are expected to attend all faculty meetings, stand-up meetings, in-service presentations and committee meetings.

ii) In a small community such as ours, it is imperative that all members of the professional faculty observe the proper channels of communication. Concern should first be discussed directly with the individual(s) involved. This approach engenders maximum respect for all involved and initiates the quickest resolution.

iii) ALS has a prestigious parent body; therefore ALS faculty members are often “on stage”. It is best to be aware of this, even in social settings. Particularly at school, faculty members must conduct themselves in a professional manner.

iv) In our dealings with parents and students, we have access to confidential information. We must at all times respect that confidentiality.

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CONTRACTUAL OBLIGATIONS

Teachers and Teachers’ Assistants should be familiar with their contracts, policies, and the ALS Staff Handbook, and Student/Parent Handbooks. These publications contain the Advanced Learning Schools’ philosophy and the policies, rules and regulations that define contractual obligations, employee relations, and they support the school’s mission statement.

APPRAISAL AND STAFF DEVELOPMENT

The primary purpose of teacher appraisal and staff development at ALS is to improve student learning by defining and supporting best practices of effective teaching and learning. The process is one of continuous development, fostering personal and professional growth and is part of the daily lives of professional educators at ALS.

The secondary purpose of the appraisal and staff development process is for the Superintendent to make renewal/ non-renewal decisions of faculty members’ contracts. The Superintendent and Principals are responsible for the appraisal of the academic staff. The appraisal process is both formative (for the purpose of enhancing professional skills of teachers) and summative (for the purpose of making consequential decisions). The academic staff at ALS is evaluated continually each academic year by their Principals and Superintendent.

The appraisal and staff development process is governed by a set of core beliefs and supporting tenets:

Core Beliefs:1. Appraisal is a shared responsibility between teacher and administrator.2. Appraisal engenders positive professional relationships and personal growth3. All levels of the organization abide by these beliefs, including appraisal of the

administration and the governing board.

Supporting Tenets:1. Emphasis on student learning2. Emphasis on stated student outcomes3. Frequent visits to each classroom4. Importance of data collection and review5. Emphasis on self-reflection

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6. Emphasis on linking professional goals with improved student learning.

TEACHER ASSISTANTS

Teacher Assistants are employed to help achieve the instructional goals of the school. Teachers’ Assistants hours are the same as the teacher’s hours, namely 0710 until 1515. Teachers’ Assistants are assigned regular duties by the Principal in consultation with the supervising teacher(s). Teachers’ Assistants are expected to attend all staff meetings, in-service and stand-up meetings if not on duty.

Teachers’ Assistants may be occasionally assigned other duties in order to enhance the overall instructional programme and the safety of the students.

ABSENCE AND LATENESS

Personal illness: In the event of an absence, telephone or send a note to the Principal/Principal’s

Assistant as much in advance as possible. Morning calls should be between 0615 and 0645.

Kathy Khayatt Farajallah Majdi El HajjGirls’ School Principal Boys’ School Principal0544109954 0568572992

Nada Ali Joanna MattaPA Girls’ Principal PA Boys’ Principal0531891651 0567894013

Substitution Routines:

Teachers are required to provide quality weekly lesson plans at all times. These plans should be in a substitution folder and should be sent to the appropriate Principal’s office. Plans will be given to the substitute teacher. Tests, quizzes, marked

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assignments are not the responsibility of the substitute teacher and should be rescheduled when a teacher is absent.

Have a daily schedule posted in a visible place in the classroom. Academic Staff members will be asked to fill out an Absence Form upon returning to

help the HR office keep track of sick days. Sick leave must be submitted upon your arrival to the HR office. Please refer to the Staff handbook for detailed information.

Unanticipated lateness: When lateness is anticipated, Teachers and Teacher Assistants should phone the

Principal or his or her PA as soon as possible. Lateness is a serious problem that affects student learning and preparation and has definite consequences. Please refer to the Staff handbook for detailed information.

Personal leave: Each teacher and teacher assistant is entitled to two emergency leave days a year,

for personal business that can not be completed at times other than the normal school day. Emergency leave days must be requested in writing and approved by the Superintendent.

Leaving Campus Academic Staff members who become ill during the day must see the school’s doctor

and report to the Principal’s office before leaving. The doctor will request leave from the Principal if the teacher is not fit to teach.

Academic Staff members who wish to leave campus during the school day must have prior written approval from the Principal’s office.

Appointments during school hours If it is not possible to schedule an after school appointment with a doctor, dentist etc.

please see the appropriate Principal. Emergency leave is available for this purpose. Doctors’ appointments during the day are not recommended. Teachers who must leave for an appointment must request approval in writing from their appropriate Principal with the appointment paper attached, similarly for Embassy appointments.

Emergency coverage: The planning period chart will be reviewed to determine availability of teachers for

emergency coverage. Taking into account the general frequency of coverage already provided by individual teachers, a teacher will be requested to cover the absent teacher’s class for that period.

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Because of the urgent nature of covering for an absent colleague, the assignment of emergency coverage during another teacher’s planning period will require only notification of the teacher whose planning period is affected as early as possible.

Unless in cases of extreme emergency, the following people are exempt from substitution: Programme Coordinators and After School Activities Coordinators.

Number of hours of substitution given to teachers should be within the frame work of up to 30 contact periods per cycle including their regularly scheduled classes (the full load of a teacher within a cycle).

EVALUATING STUDENTS AT ALS SCHOOL

ALS Assessment Policy

Goal of Assessment:

Assessment of students’ work aims at being a supportive and positive mechanism which helps students to improve their learning, teachers to improve their teaching and contribute to the efficiency and development of the program, and last but not least, parents to be able to follow up and provide support to their children’s achievement.

Purpose of Assessment

1. To provide information about how students learn and to determine what knowledge and skills they have acquired and understood.

2. To diagnose learning problems and student needs.3. To ascertain that learning outcome is in alignment with curriculum objectives and

goals.4. To act as a feedback mechanism for curriculum development.

Principles of Assessment:

1. Assessment should allow students to:a) Have criteria that are known and understood in advance.b) Analyze their learning and understand what needs to be improved.c) Synthesize and apply their learning in addition to recalling facts.d) Highlight their strengths and demonstrate mastery.e) Learn in ways that the teacher did not foresee.f) Be reflective and partake in self and/or peer evaluation.g) Express different points of view and interpretations.h) Be encouraged to be responsible for their learning.i) Experience successful learning.j) Perform at a higher level when challenged.

2. Assessment should allow teachers to:a) Have criteria that are known and understood in advance.b) Analyze their teaching and identify areas that need to be altered.c) Highlight student ability and be able to differentiate teaching.d) Offer feedback to parents on their child’s performance.

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Practices in Assessment:

o Assessment should take place in every grade level and every subject.o Assessment should reflect skills applicable to content and course objectives.o Assessment should consist of a range of formative and summative activities

applicable to the year and/or course.o Assessment should be used to diagnose individual differences and needs.

Expectations in regards to Assessment:

o Students should: Have a clear idea of the knowledge and/or skills that are being

assessed and the criteria against which they are being assessed. Be aware of the weighting of each assessment in the overall

assessment scheme. Receive clear and timely feedback regarding assessment outcome. Be given advance warning of any assessment for which preparation is

necessary and be clear about the date of the assessment. Be aware that failure to meet set deadlines could result in reduced

effort and achievement grades.

o Teachers should:

Agree to deadlines in light of the students’ other workload and give adequate time for the completion of out-of-class assignments.

Clearly define common assessment tasks within subjects for each grade level.

Use student performance as a feedback mechanism to initiate development or changes in the curriculum and its delivery.

Use a variety of assessment tools.

o The School should:

Monitor a master calendar to ensure an even distribution of assessment tasks with enough notice for students.

Keep records of achievement.

o The Parents should:

Support all policies of ALS particularly those that relate to learning. Support student adherence to set deadlines for work. Help motivate their children. Help create an informative environment that is to the benefit of their

children.

Examples and Definitions of Assessment Tasks:

All assessment can be oral or written.

o Major tests: A formalized class-controlled activity with students given a notice of

at least one week. Material to be tested should not be more than one semester’s work. Tests should not be on the day after major holidays.

o Unit tests: A formalized, in-class and controlled activity where students have

been given at least 5 days notice. There should be reasonable intervals between tests.

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They should measure student performance on work that has been taught.

Work should be limited to a defined unit of work that the students are aware of.

o Quiz: A formative piece of assessment on a small part of a unit, or

through an informal class activity, given after completion of a particular topic. A quiz can be announced or unannounced.

o Lesson reviews: Short verbal or written questions to assess student understanding. All material reviewed should have been taught.

o Investigations: A piece of structured work not necessarily linked to specific course

content. Problems are often open-ended with students achieving results

through investigative work.o Formal Essay:

Extended piece of independent student work. Can reflect a student generated title, a teacher-set title, be open or

closed in nature and may have guiding questions. As students progress in age this activity will move from descriptive

to analytical or evaluative and increasingly have a formal structure dependent on the subject area.

o Research Project: Involves both teacher guided and/or independent student work

done in class and/or as homework. Requires appropriate referencing of research. The product may be in any medium: oral presentation, written work,

video, computer presentation or appropriate combinations. The depth of the work expected should always be age appropriate.

o Journal Writing: A continuous-assessment activity, which can be part of class work

or homework. Criteria, guiding how students’ performance will be determined,

should be made available prior to the beginning of the activity.o Field Work:

Off-site data collection for analysis and interpretation.o Practical/Experimental Work:

Involves both teacher guided and/or independent work. This activity is usually in a lab or specialist room involving specialist

equipment. Criteria, guiding how students’ performance will be determined,

should be made available prior to the beginning of the activity.o Group Work/Class Activities:

Part of a continuous activity or part of other assessment tools Individual student performance must be acknowledged as well as

group performance.o Short Exercises and Discussions:

Work usually done in class and/or s homework. They could form part of a larger assessment task and reinforce

taught material and/or develop specific skills.o Portfolios:

A collection of different activities done in class or as homework. Clearly defined selection criteria are required.

o Homework: Work done at home, although it may be begun in class.

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Should take the nature of set reading, set writing, reviewing work, revising and/or consolidating work that has already been taught.

May allow continues work on research projects or other projects. The recommended number of hours should be reasonable relative

to age group.o National and External/Standardized Tests and assessment

PYP Exhibition MYP Personal Project MYP Monitoring and Moderation DP Extended Essay DP External Examination International Schools Assessment (ISA/ACER) ALS Internal Standardized Assessment SAT/TOEFL/IELTS/QIYAS

Examples and Definitions of Assessment Tools

o Rubrics: An established set of criteria for rating students with descriptors that describe what characteristics or things to look for in students’ work and how to rate it on a predetermined scale. Rubrics can be developed by students and teachers, and they are to be published with the assignment of the task.

o Exemplars: Student work that serves as a concrete standard against which other samples of work are judged. This exemplar serves as a benchmark.

o Checklists. A list of information, data, attributes or elements that should be present in any assigned task.

o Continuums. Visual representations of developmental stages of learning. These continuums show a progression of achievement or identify students’ progress.

Reporting Of Student Performance

For DP and MYP the following scale applies:Grades:

1-7 Achievement

Achievement Grades for Grades 7-12 (MYP & DP)7 Excellent6 Very Good5 Good4 Satisfactory3 Below Satisfactory2 Not Adequate1 No AchievementINC Work Incomplete

For PYP the reporting is linked to standards achieved and a rating against those standards on a 4 step scale:

E ExemplaryA AccomplishedD DevelopingNE Not Evident

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Reporting for each term:

MYP/DP:Report CardsParent teacher conferencesEnd of term reportsProgress Reports

PYP:Records of AchievementUnit of Inquiry ReportsParent Teacher conferencesStudent PortfolioStudent Led Conferences

Dissemination of Information on Student Performance and Expectations:

Individual Student Reports:

o Interim reports that reflect commendable performance or performance that causes concern

o Student At-Risk letters

Parent Teacher Conferences:

o Set parent teacher nights.o Individual meetings at any time with a teacher by appointment, to discuss

student performance and progress.o Teachers are available always via email.

Curriculum Information Evenings:

o Open Houseo Introduction to new parents and studentso Transition eveningso Grade level meetings

Course Literature:

o Curriculum Brochures/Overviewso Course Syllabio Weekly Plans

Advanced Learning Schools grading systemALS Grade Calculation for a quarter is based on factoring a variety of assessment tasks. All teachers of grades 7-12 are expected to ensure varied assessment strategies based on criteria specific to each subject. ALS requests that each teacher must have a student file that contains a copy of all graded assignments that reflect a quarter grade or reported assessment. This will be kept as evidence and as part of a student portfolio. Grade sheets are to be kept up to date with specification of the type of assessment using Power school programme, the date of the work or assessment and the number of points possible, for each piece of graded work.

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Teachers teaching the same subject must have the same marked assignments.

Reporting Of Student PerformanceFor DP and MYP the following scale applies:Grades:

1-7 AchievementAchievement Grades for Grades 7-12 (MYP & DP)

7 Excellent6 Very Good5 Good4 Satisfactory3 Mediocre2 Poor1 Very PoorINC Work Incomplete

Band Descriptors of 1-7 Grades and Levels of Achievement.

Grade Descriptors Level of Achievement

7A consistent and thorough understanding of the required knowledge and skills and the ability to apply them almost faultlessly in a wide variety of situations. There is consistent evidence of analysis, synthesis and evaluation where appropriate. The student consistently demonstrates originality and insight and always produces work of high quality.

Excellent

6A consistent and thorough understanding of the required knowledge and skills and the ability to apply them in a wide variety of situations. There is consistent evidence of analysis, synthesis and evaluation where appropriate. The student generally demonstrates originality and insight.

Very good

5A consistent and thorough understanding of the required knowledge and skills and the ability to apply them in a variety of situations. The student generally shows evidence of analysis, synthesis and evaluation where appropriate and occasionally demonstrates originality and insight.

Good

4A good general understanding of the required knowledge and skills and the ability to apply them effectively in normal situations. There is occasional evidence of the skills of analysis, synthesis and evaluation.

Satisfactory

3Limited achievement against most of the objectives or clear difficulties in some areas. The student demonstrates a limited understanding of the required

Mediocre

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knowledge and skills and is only able to apply them fully in normal situations with support.

2Very limited achievement against all the objectives. The student has difficulty in understanding the required knowledge and skills, and is unable to apply them fully in normal situations, even with support.

Poor

1Minimal achievement in terms of the objectives.

Very poor

For PYP the reporting is linked to standards achieved and a rating against those standards on a 4 step scale:

E ExemplaryA AccomplishedD DevelopingNE Not Evident* Does not apply at this time

ALS LANGUAGE POLICY

ALS recognizes that language is central to learning. We also recognize that all teachers are in practice language teachers and as such need to have the appropriate support.

ALS’s mission statement stipulates that it “encourages its students to become democratic, responsible, knowledgeable world citizens, who are capable of interacting positively and productively with others.” As a result, language becomes an integral part of that interaction.

Within the school, many languages exist side by side and students are encouraged to compare their languages and the cultures associated with them.

Providing quality education in English for children from a variety of cultural backgrounds implies from the school’s side a commitment to providing support for students that are weak in English, the recognition of the important role that teachers play in developing language acquisition and a belief in the importance of mother tongue development.

Language lessons at ALS not only provide a medium for the acquisition of language, they also promote the development of the whole child. This occurs as a result of the fact that it is not only language that is promoted but also the recognition and understanding of the culture

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that accompanies it. Throughout their language studies students also attempt to explore, when appropriate, the links with other subject areas.

As ALS accepts students with a wide variety of linguistic backgrounds, it is extremely important that its language policy is as flexible as possible, thus allowing the students to build up their language skills to a level at which they can then pursue English as an academic language.

Current Language Courses:

Language A indicates that the language is taught in a way appropriate tostudents:· for whom that language is their mother tongue· as one of their mother tongues· who have reached native or near native competency in the language

English and Arabic in the DP and MYP are currently taught as Language A.

Language B indicates that the language is taught in a way appropriate forstudents:· for whom that language is not their mother tongue· In MYP Language B will be in Arabic and French. In DP Language B will be Spanish.

English (ESOL) indicates that the students have a limited competence in English, and thus have difficulty coping with mainstream classes in English. These students need extra support in English. In both PYP and MYP, this is done through a combination of pull out or in-class support depending on the level of the students.

Standard Forms of LanguageStudents should be exposed to the language and culture of different countries. No one form is considered standard. It is necessary for older students to appreciate the different forms of the English language. The type of language a teacher is likely to use depends on where that teacher is from. The teacher will however point out differences in expression or spelling where appropriate and the only guiding rule is uniformity of use within a given document.

HandwritingStudents also produce a variety of different forms of handwriting dependent on previous school experience. All students are taught D’Nealian handwriting in PYP. Throughout the

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school however, all forms of handwriting are acceptable, provided that the writing is neat and legible.

English as the Language of InstructionEnglish is the language of instruction within the school. To experience success in other areas, students need to have a certain level of competency within this language. English lessons have an obvious role to play in teaching and reinforcing language skills needed in other mainstream subjects. However, subject teachers are also language teachers, and should be developing students’ language skills. It is especially important to take into account those language skills required in their particular subject area(s). In addition to this, teachers are responsible for adapting their materials and teaching styles to take into account the needs of students who are not native speakers of English. Subject teachers are encouraged to correct mistakes in English as well as content of written work, and to provide missing vocabulary where appropriate.Teachers should encourage students to speak English in class (except inArabic, French, or Spanish classes), but should be aware that students may benefit from help from another student in their mother tongue in which they are not only linguistically more competent, but can also think in more easily.

English as Another Language (ESOL):This type of instruction is usually done either by pulling the student out of class into smaller groups or with the student remaining as part of their usual class depending on the level of instruction needed. ALS takes into consideration the fact that ESOL students benefit from the modelling of English within the regular class setting.Students joining the school with a lower level of English can be withdrawn from some classes and provided with additional English support for a period of time.

Languages Courses Offered by the SchoolEnglish, as the language of instruction is compulsory throughout the school. The course offered in the Diploma Years is suitable for students with a variety of English levels from native speakers to those with a basic command of English.

All students have the opportunity to learn additional languages at the school. The school currently offers Arabic, Spanish and French depending on the grade levels.

AssessmentAssessment in language like all other subject areas within the school is carried out in accordance with the school’s assessment policy guidelines. These guidelines follow the general principles of the IB Primary Years, Middle Years and Diploma Programmes.

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HOMEWORKThe purpose of homework at ALS is to:

• extend learning;• reinforce new skills and concepts;• prepare students for new tasks;• consolidate previously learned skills and knowledge;• enable students to revise effectively;• establish independent habits of study.

The type of homework assigned and the length of time expected for students to spend on homework vary from grade level to grade level. Parents are encouraged to speak with the classroom teacher concerning issues related to homework.Failure to give assigned homework on time will result in a time penalty and eventually no credit for the work. No homework, projects or books will be delivered to students during school time. Students are required to bring the homework to school with them in the morning.

The basic standard for the amount of homework to be assigned is:Ages 7-9: Approximately 30 to 45 minutes per nightAges 10-14: Approximately 1 ½ to 2 hours per nightAges 16-18: A minimum of 2 hours per night.

HOMEWORK POLICY

Homework is assigned to complement classroom instruction. Homework assignments will be used to finish work not completed in class, to provide enrichment exercises and to develop research skills. Teachers will establish homework guidelines within these limits, and the amount of home study will vary with grade level and individual ability.

All homework assignments are to be carefully written in the Homework Assignment Book from Grades 1-6. At the end of the last period that the homeroom teacher has with the students, the teacher is responsible to check each journal (initialling it) to make certain that the entries are accurate and clear. Providing comments (positive ones as often as possible) to the parents, in this journal, is a very effective method of communicating. It is suggested that students have one of their parents, or person delegated by the parent, sign the

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Homework Assignment Book every evening. The parent’s or delegate’s signature should be required in cases where students are inconsistent in completing homework.

All homework should be evaluated and recorded. Should a student fail to do the homework, this should be noted in the Homework Assignment Book where applicable. If a student fails to complete three assignments in a two week period, a parent meeting will be required, and parents will be requested to sign the homework book each day. The student will be marked zero for failing to submit his/her assigned work.

Students will be expected to make up homework missed due to absence within a reasonable time frame determined by the teacher.

The basic standard for the amount of homework to be assigned is:Ages 7-9: Approximately 30 to 45 minutes per nightAges 10-14: Approximately 1 ½ to 2 hours per nightAges 16-18 : A minimum of 2 hours per night.

ACADEMIC PROBATION

Academic probation will be determined at the end of each quarter by the student’s grades.

PROCEDURE FOR PROBATION

1. Parents will receive a letter stating that their child is being placed on academic probation at the beginning of the next quarter. The letter will explain the expectations of the student/parent and school for the duration of the academic probation.

2. Students on academic probation will be placed on a bi-weekly progress report to monitor progress throughout the grading period.

3. Parents may be required to meet with the principal to discuss the conditions of the probation.

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STUDENTS AT RISK

During a marking period, if a student is not meeting the standards of a course or its requirements, the parents will receive an “At Risk” notification. Parents should not be surprised by report cards and at Parent-Teacher evenings with their child’s performance. Students at the risk of failing the year will meet with the principal, counsellor and parents.

For students in K-6 who are at risk, achievement is discussed with the parents throughout the year. Decisions and recommendations regarding promotion on probation, retention or change of school are communicated to parents in a timely manner based on evidence related to achievement standards.

RETENTION

1. Students will be retained if they fail two core subjects.2. Students will be retained if they fail more than two subjects of any type.3. Students will be retained if they fail the same subject for two consecutive years.4. Students will be retained if they fail the same two non-core subjects for two

consecutive years.5. Students may not repeat any grade level more than once.6. Students may not repeat any two consecutive grade levels.7. Students may not repeat more than two grade levels at ALS.8. Students will not be allowed to make up more than three credits between grades 9

and 12.

ACADEMIC INTEGRITY POLICY

Daily HomeworkCopying a daily homework assignment is considered just as serious as cheating on an exam, and both the giver and receiver of information will be dealt with according to the consequences listed below.

Plagiarism and CheatingPlagiarism refers to a form of cheating. To use another person’s ideas or expressions in your writing without acknowledging the source is to plagiarize. Plagiarism, then, constitutes intellectual theft.You are plagiarizing if you

present ideas as your own without citing the source; paraphrase without crediting the source;

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use direct quotes with no quotation marks, footnotes, or textual citation of the source; submit material written by someone else as your own; submit a paper or assignment for which you have received so much help that the

writing is different from your own. This will be judged by the classroom teacher and the programme coordinator;

are seen copying work by any ALS staff member.

The Counsellor and the principal will keep records on each incident of cheating or plagiarism on homework, quiz, test, project, paper, lab, etc. The consequences are as follows:

1st Infraction – The Counsellor and Principal are notified; a zero is given; the parents are notified by the teacher.

2nd Infraction - The Counsellor and Principal are notified; a zero is given; the parents are notified; and an after school detention is assigned. If the student is a member of the Student Council he/she will not be able to assume this post.

3rd Infraction – The Counsellor and Principal are notified; the student receives a one day in-school suspension.

Further incidents will lead to out of school suspension and academic probation. The contract the student is placed on will detail conditions of continued enrollment at ALS.

All plagiarized work will receive a zero and the student has to re-do the work in order to get credit / grade on the course by the end of the quarter.

DOSCIPLINARY POLICY AND PROCEDURES

Classroom Rules and Management

Students are expected to follow classroom rules to ensure a safe and academic environment that allows all students the opportunity to learn. Students who violate classroom rules will be subject to disciplinary measures from the teacher and/or principal.

Disciplinary ConsequencesStudents are expected to demonstrate their maturity by complying with rules without constant monitoring. When sanctions are needed, the following consequence will apply.

1. Detention

1a. Break/Lunch detention: This will be assigned by the teachers as part of their classroom rules.

1b. After school detention: Students will be required to stay after school for one hour. Parent notification via email or direct telephone call is required.

Examples of behaviour that would result in an after school detention include: Disrespectful behavior (3) tardies to class or school, or skipping part or all of a class while on campus Anti-social behavior Swearing Bullying Continual disruption of classroom instruction Repeated gum chewing or eating

Disrespectful Behaviour: Refusing to follow a reasonable direction, talking back to teachers and staff, rude behaviour, making threats, refusing to identify oneself are all

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examples of disrespectful behaviour that will have consequences and will not be tolerated at ALS.

2. SuspensionStudents will not be allowed to participate in any school activities during the period of suspension and a parent conference will be required before the student may return to regular classes.

2a. In-School Suspension:In-school suspension will be in an office at school with teachers sending students their work from the classroom. Students who receive in-school suspension are required to bring their own lunch to school.

2b. At-Home Suspension:Students who receive at-home suspension for the first time are allowed to make up projects and tests, but will receive an automatic 20% deduction.The second time they receive an at-home suspension, they will lose credit for any work missed.• Parent notification via email or direct telephone call is required• For major misbehaviour, parent conference in person with the Principal is required.• Restoration or payment for damaged property is also a consequence.

Examples of behaviour that would result in a minimum of suspension include: Repeated violations of school rules or policies Use or possession of tobacco products Vandalism or initiating a fire alarm Fighting Leaving school or missing multiple classes without authorization Major disruptions involving violence, defiance, force, insubordination or threats Possession or use of dangerous materials Forceful or unlawful entry of school premises or rooms Making threats, mental or physical assault, abuse or harassment of students or staff Cases of theft or forgery Misbehaviour or disruption during examinations

3. Behaviour Probation:Students who consistently misbehave at school may be placed on Behaviour Probation. A letter will be sent home to inform parents that their child has been placed on Behaviour Probation. Students on Behaviour Probation will be monitored closely by the principal and the students’ teachers.

Consequences for behaviours not acceptable to the school will be more severe. A student must earn the privilege to be removed from probation. While on probation students will be restricted from participation in any extra-curricular activities.

4. ExpulsionExpulsion will be recommended when it is determined that the student is a threat to the safety and welfare of others, has continuously or seriously disrupted the education of others or when a student has been placed on a behaviour contract by the administration and has not fulfilled the requirements of this contract. Final decision needs the approval of the Board of Trustees.

Unacceptable Consequences for students: • Corporal punishment• The use of group punishment for individual or small group behaviours

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• The use of academic work as a disciplinary procedure to correct a behavioural concern. (i.e.-assigning extra homework)• Use of evaluation procedures as a method of discipline (i.e. – arbitrarily assigning a test)

Disciplinary procedures are progressive. When it is clear that the methods being used are not having a positive effect on the students’ behaviour, more serious consequences will be applied.

ALS School-wide Rules and Procedures for General Behaviour

Actions and Consequences

Fighting: Being directly involved in a fight or inciting or aggravating a fight will result in suspension.

Disregarding safety of others: Ranges from Wed. after school detention to out of school suspension depending on the seriousness of the incident.

Skipping classes: Wednesday after school detention. No make up work.

Chewing Gum: Gum is banned from campus. An adult will ask the student to dispose of the gum in a sanitary way and will confiscate any gum in his/her hands.

Mobile phones: Mobile phones are not to be seen or heard on school campus during school hours. If a mobile phone is seen or heard, it will be confiscated. If the student doesn’t comply to the teachers’ directions, the incident will be reported to the principal who will then take appropriate measures.

I Pods and Laptops: I-pods and laptops are not allowed in class without teacher’s permission. If used inside the buildings, the I-pods or laptop will be confiscated. Students can use them during the breaks.

Food after the bell: Students will be asked to throw away the food and go to class.

Food Delivery: No delivery of food to school campus. This can lead to detention on Wednesday after school.

Students out of class: No students are allowed out of class during classes without a pass from their teacher. Students will be accompanied back to their classroom if they don’t have a pass.

Smoking: Will result in an out of school suspension and parents will be informed.

Out of Uniform: All teachers will send the students to the principal who will send them home to change or have their parents bring their proper uniform. Students will not be allowed to attend classes without the proper uniform. Repeated offence will result in a detention or suspension.

Disrespect in a public assembly: The student will be removed from the assembly, he/she will have an after-school detention and their parents will be called.

Repeated class disruptions: Warnings will be recorded on a spreadsheet and students will have detention.

Student Pranks: Student pranks are banned and will not be tolerated.

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Bullying: Mediation and Counselling. Parents will be called, if necessary. This can lead to detention or suspension.

Obscene language and gestures (in any language): Students will receive a verbal warning. If repeated, students can face the risk of suspension. Parents will be called, if necessary.

Speaking Arabic in English speaking classes: A warning will be recorded on the spreadsheet which can lead to an after school detention.

Vandalism: Will result in suspension. The student will have to restore or pay for damaged property.

If a very serious behaviour problem arises, one that can not wait to be attended to, teachers should call the Principals’ office. Students may not be sent or brought to the office to wait for administrative intervention. An incident report form must be completed and given to the appropriate Principal.Teachers may not keep students from attending their next class for any reason.

The student will be placed on disciplinary probation for at least a quarter.

the parents will receive a letter from the Principal informing them of the reasons for their son/daughter being placed on disciplinary probation

the student can not participate in any After School Activity. This includes clubs, MUN, and events happening in the evening in or out of school;

the student can not go on any field trips visits to testing centres and or CAS activities may be an exception.

If a student is on disciplinary probation and his/her behaviour does not improve for the second quarter in a row, then:

Another letter will be sent to the parents informing them of their child’s inability to behave in a way that allows him/her to be removed from probation;

A meeting will take place between the Principal, Counsellor, and Parents to discuss the matters in detail, and informing the parents that their child risks being asked to withdraw from the school

ALS PRIVATE TUTORING POLICY

The purpose of private tutoring is to help students develop specific skill deficiencies and should assist the students’ overall development. It should not be for homework assistance or cramming before exams. Students need to become self-reliant and be able to sit down and complete their homework. Also, students should study during class time and ask the teacher’s assistance for homework and examination review.

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Teaching students is mainly the responsibility of the school. The school encourages students to develop independent thinking and problem-solving skills. Most often it is best to have the student work out misconceptions and non-understanding independently. However, there are cases where tutoring is a substitute for missed learning time and/or lost skills.

Intensive tutoring to complete homework assignments, projects or pass a test usually does not address the underlying weakness of a student. More often than not it offers a short-time solution to long-term problems. Effective tutoring should help remediate weaknesses of the child.

NEGATIVE EFFECTS RESULTING FROM UNWARRANTED PRIVATE TUTORING

Research has shown that one of the most significant factors in school success is parents’ ongoing interest and support for their children’s work at home and at school. Parents are encouraged to monitor their children’s work at home and help them to complete their assignments independently. When they have concerns about their child’s performance in a class parents are encouraged to call the school to arrange an appointment with the teacher concerned.

Advanced Learning Schools does not encourage private tutoring unless warranted.Teachers may not accept tutoring or after school tutoring of ALS students without permission from the superintendent.

FIELD TRIPS

Field experience for all students is encouraged. However, it is necessary to give notice, prior to the intended date, since approval is required by the Ministry. Our students also need guidance in observation and questioning. For these reasons it would be very worthwhile if at least one visit each month was arranged for every class and even more beneficial if there was an integration of Arabic and English. Field trips are encouraged as an integral part of the educational process and as a support for the curriculum. The school calendar should be consulted for field trips days and frequency. All electrical items such as i-pods, mobiles, radios etc. are not allowed on field trips.

Please see appendix for Field Trip Form.

FOOD AT SCHOOL

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Teachers may submit a written request to the Principal to have a classroom celebration under special circumstances.

Food deliveries to the school are not permitted. In case of a birthday celebration, the cake should be delivered to school before 0730

and kept in the refrigerator until lunch break. All birthdays should be with permission of a teacher and held during lunch and under the supervision of a teacher.

Students, KG-6, will normally eat packed lunches in their classrooms. Students in grades 4 to 12 have the option to bring a packed lunch or buy food at the

school. The school’s policy is to ensure that all students have a healthy, balanced diet.

REGISTERS, STUDENT ATTENDANCE

All teachers must use Power-School attendance. Attendance will be taken every period. Students entering class after the second bell are recorded as Tardy. Attendance registers are the responsibility of the teachers and represent a true record of a child's attendance. Should an emergency arise (e.g., fire), they are the only record we have of children present. Names must be written in English in the teacher’s class record. To ensure that all the children are attending each class, check at the beginning of the class and ascertain the whereabouts of the missing students.

All teachers must refer to the Power-School attendance handbook for more information. Help may be provided from IT personnel.

SECURITY AND WELFARE OF STUDENTS AND STAFF

Supporting the physical and emotional well being of all members of the school community is one of the most important and pervasive policies of the school. Every member of the staff has a responsibility to correct or report circumstances or events that could endanger anyone.

Report immediately any dangerous circumstances (such as sharp edges, electric cord strung across a hallway, a slippery area) to Reception. Also, immediately phone Reception to report the presence of any individuals in the school, who are not accompanied by one of our staff members. An investigation will occur immediately and you will be informed of the outcome. All parents and visitors are required to report to reception first, before being escorted to the school buildings.

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The Incident Report Form (see appendix for sample) is provided to record serious events involving accidents, medical problems or significant discipline violations. The Building Maintenance Form (see appendix for sample) is used to request repairs.

CLASSROOMS

A classroom should be welcoming, stimulating and productive place. This can be accomplished by:

1. Being at the door to welcome the students as they arrive. Never leave students unsupervised.

2. Having attractive displays. These displays should be changed at regular intervals and show student's work.

3. Encouraging the students to be responsible to keep the classroom neat. At the end of the day all books and equipment should be stored neatly, with the floor free of paper, pencils, etc.

NOTE: No class should be left unsupervised. Where possible, rooms in which there is no faculty member present (or students) must be locked as the last faculty member exits, this is especially important for the computer labs, the science labs, the art rooms and the music room.

AFTER SCHOOL ACTIVITIES (ASA)

Teachers are expected to develop and support after school activity. ASA meet from 1440 to 1540. Teachers may write a description of an activity that they wish to offer to the students and submit it to the appropriate activity coordinator before the beginning of the ASA session.

Keeping accurate records of attendance and the progress of the activity is important and a written report on the activity is due the week after the last session.

COACHING

Before there are any meetings, practices or games, the Principal must approve:

Letters to the parents regarding sport teams, practices, games, etc(to be approved before being sent to the parents)

The calendar of practices and games The list of involved students

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The coach must supervise the students during the activity and until they are picked up at the end of it.

COMMUNICATION WITH PARENTS

It is essential that teachers communicate with parents regarding positive events as well as when students experience difficulty at school. If we do not inform parents as to their student's lack of academic progress or poor behaviour adjustment, and the difficulties they are encountering continue, then we are placing ourselves in a vulnerable position for which we can rightly be criticized. The following procedures will be followed:

Conferences may only be scheduled during non-contact time with students and when school meetings are not scheduled.

When it is realized that a student is having an unusual degree of difficulty, an appointment with the parents must be made.

If two members of the faculty are encountering similar problems with a student, a joint meeting can be held. At the teacher’s request, the Principal may attend any meeting, given prior notice.

Parents greatly appreciate a telephone call. Phone calls should be made when the parent needs to be informed about lack of homework, school uniform, unusual progress in any area or any matter for which a full conference is not essential. In this way you have a record. Negative phone calls should be interspersed with positive ones. Teachers must keep Parent contact logs.

Faculty members should have general or class-wide notices or communications reviewed by the appropriate Principal before the notices are sent home.

“Advanced Learning Schools” should be written as the heading across the top of the communication and the notice should be dated.

The sender of the communication should be identified by position, e.g. Christina Lewis, Grade 2A teacher.

Formal English or Classical Arabic, language should be used.

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Correspondence on official ALS letterhead is not to be released until approved by the Principal.

FACILITIES SERVICESThe Facilities Manager supervises maintenance, transport and security. If a faculty member needs help with these areas, he or she should discuss it with the Facilities Manager. Please use maintenance request as appropriate. All requests to the facilities manager should be approved by the respective principals.

INTERNAL ANNOUNCEMENTSDaily announcements:Academic Staff are responsible for making sure that they have a copy of the “Daily Bulletin” which will be sent by email. It is also their responsibility to check their emails at regular intervals during the day.

Mail Boxes:All Academic Staff members have mailboxes in the staff rooms where notices, announcements, mail, etc. may be placed. The privacy of each Academic Staff member must be respected. These boxes should be checked at the beginning and end of each school day (valuables/money should not be left in these mail boxes).

Bulletin Board Announcement:Any personal announcement to be posted on a school bulletin board or faculty room bulletin board must first have the signed approval of one of the Principals or the Superintendent. In general, notices/announcements will remain posted for no more than two weeks. Notices posted without prior approval will be removed.

Faculty Email:The school provides an email service for efficient information delivery. It is the responsibility of each Academic Staff member to check his or her email daily. The email lends itself to both public and private communication and requires decorum and professionalism at all times. It is the responsibility of the sender to indicate if email is confidential, not to be forwarded, distributed, or printed.

DRESS POLICY FOR FACULTY

Throughout the Middle East region, dress is associated with professional competence.The professional faculty will at all times set a positive example by dressing professionally. Conservative, professional dress is required. Loud, unusual or provocative dress is

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discouraged for both men and women. These guidelines are consistent with the culture of our host country: (Please refer to Staff handbook for more information)

1. Proper footwear will be worn at all times (thongs and beach slippers are not acceptable). Men shall wear socks with their footwear.

2. Men will wear smart trousers and a shirt with a collar and a tie.

3. Women will wear opaque, loose-fitting, conservative blouses or dress tops. Low-neck lines or tight-fitting tops are not appropriate. Sleeveless tops and dresses are not acceptable.

4. Women will wear dresses and skirts no shorter than knee length. Slacks should be loose fitting. Stirrup pants or Capri pants (pants should be ankle length) are not suitable.

5. Tight, form revealing clothing is inappropriate.

6. Denim, jeans, T-shirts, sweat suits and shorts are not acceptable. P.E. teachers may wear modest shorts, sweat suits and sports shoes.

Any unusual mode of dress that calls undue attention to the individual is discouraged for both men and women. Exceptions for Saudi National dress may be made.

END OF DAY ROUTINEFOR GRADES 1-6

Each student should pack his/her bag and tidy the classroom as quickly as possible.

Letters should be distributed and placed in the school bag. The students should line up ready to leave the classroom. Before the students leave the classroom ensure that all bags, sweaters, coats and

lunch boxes have been collected. All students should leave the classroom together, with the teacher and escorted to the gate.

ALL SCHOOL At the end of the day, all staff members are expected to see the students off

the premises.

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For grades 4 to 12, parents and/or nannies are not to enter the classroom and from collecting the students from inside the school. If parents wish to see a teacher after school, they must wait until all the students have been escorted to the front gate.

It is essential that all students (except those in after school activities or special reasons) are dismissed at 1430. Promptness will help alleviate traffic congestion.

GRIEVANCE PROCEDURES

When a faculty member has a grievance, discussing the problem with the appropriate Principal is the first step. If the matter has still not been resolved to the satisfaction of the faculty member, the matter should be brought to the attention of the Superintendent, in writing.

Access to the administration to discuss any issue is assured, provided that the individual has followed the line of command within the administration.

HOURS FOR FACULTY

Saturday, Sunday, Tuesday and Wednesday:0710 to 1515

Monday (Faculty Meeting Day) & ASA days: 0710 to 1540

ILLNESS OR ACCIDENTS INVOLVING A STUDENT

If a student is ill or injured while at school, the student should be sent to the clinic with a pass containing the time that the student left the classroom. The teacher will use his or her professional judgment and common sense. If a student is to be sent home, the Doctor will inform the teacher and the Principal.

Students and teachers may not call home to get the driver or parent to come to school to get them. Only the Doctor/Nurse will make such calls. Students should not call home.

1) Students should be sent to the Doctor/Nurse only in case of illness or injury and with a PASS.

2) Students are NOT to use the telephone in the Doctor’s/Nurse's office or elsewhere in the school. They may only use the phone in the Principals’ Offices.

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3) Any medicines that are brought to school must be given to the Doctor/Nurse for her to administer. The Nurse will collect students to administer their medicine.

4) If a student has to leave school early, or during the normal school day, the Doctor/ Nurse will issue a permission slip to leave and will inform the teacher by email.

5) Teachers should be informed as soon as possible about any student with a serious medical problem. This information should then be relayed to other faculty concerned.

6) The Doctor/ Nurse will contact parents of students who are absent.7) Students may not call home to ask to leave school early.

IT ASSISTANCEFor non-emergency IT problems, please fill out the IT Maintenance Form and put it into the IT Maintenance Mailbox. If it is an emergency, call the server room, extension 217.

CURRICULUM DOCUMENTATIONAll curriculum documentation, in accordance with school policy, will be kept in binders. They are to be kept in the binder for the entire school year and are the property of the school. They will be collected at the end of the school year. They should also be available in soft copy. Curriculum binders should be kept on the teacher’s desk, available to the Principals and Programme Coordinators at any time.Teachers must submit emergency lesson plans for their substitution folder to Principals Assistant by the end of week two. They should be updated as needed.

LOCKING DOORSComputer labs, Doctors/ Nurse’s room, classes and art room should remain locked whenever staff members are not present.

MEETINGSAcademic Staff meetings are usually held in villa 4 or 10 on Mondays at precisely 1440 and end at 1540. An important element of ensuring a strong and well aligned curriculum is regular meetings to discuss issues and develop and implement improvement strategies.

All Academic Staff are required to attend Staff Meetings, stand-up meetings, Coordinators Meetings, Professional Development meetings, workshops, open house, parent evenings, conferences and parent-teacher meetings that are normally associated with the school. Other meetings may be called, at any time during the school day, by the Principals or the

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Superintendent. Academic Staff members should not schedule any activities or events that would interfere with school meetings.

MONEY COLLECTIONThe collection of money by a teacher, for any reason, is permitted only with the written permission of the appropriate Principal. All monies must be handed over to the Business Office. The Business Office will keep records of all money collected.

MORNING ROUTINE: FROM 0710All teachers are expected to be available to greet students and discourage discipline problems from 0715. There will be a gate duty roster.

PERSONAL PROPERTYPlease remember to lock your valuables (e.g, wallet, cell phone) in a locked desk or cabinet, whether you are in the room or not. The school is not responsible for the loss of any personal valuables.

Please remind students of the school policy that large sums of money or expensive items should not be brought to school. If there is some reason for a valuable item to be brought to school by a student, it should be in a locker when not in use.

PHONES During class time, meetings and when staff members are in public areas, cell phones are to be switched off, or on “silent”. Staff may not use their cell phones during meetings, either in the meeting, or by leaving the room to speak on the phone.

Frequently remind students that they are not permitted to bring cell phones to school and, if they are found in possession of one, it will be confiscated and held by the Principal.

PHOTOCOPYING PROCEDURESStaff requiring photocopy work must fill out the request form have it signed by a principal, and place it in the Photocopy Requests mailbox at least two days before it is needed. Requests for a large number of copies must be presented at least a week before needed. Copies will be delivered to the staff member’s mailbox.Only designated staff may use the copy machines.

PROFESSIONAL CODE OF CONDUCT

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In relation to students:

1. The Academic Staff member teaches in a manner that respects the dignity and rights of all persons without prejudice to race, religious beliefs, colour, sex, physical characteristics, age, ancestry or place of origin.

2. The Academic Staff is responsible for assessing educational needs, prescribing/ implementing instructional programmes and evaluating progress of students.

3. The Academic Staff member does not divulge information about a student received in confidence or in the course of professional duties except when the professional responsibilities of the member so require.

4. Academic Staff members may not offer outside tutoring to ALS students without written permission from the superintendent.

5. The Academic Staff member does not take advantage of a professional position to profit from the sale of goods or services to or for students in the school.

In relation to colleagues, the Academic Staff members:

1. Do not undermine the reputation of students or parents with other staff members.2. Do not critique the professional competence or professional reputation of another

staff member.3. Support the process whereby procedures and policies which they object to are

discussed through proper channels.4. Express opinions and bring forth suggestions regarding the management of the

school through the appropriate channels.

In relation to the profession, Academic Staff members:

1. Behave at all times in a manner that reflects the honour and dignity of the profession, including dressing in a conservative manner in keeping with cultural expectations.

2. Do not engage in activities that have a negative effect on the quality of the staff members’ professional service.

3. Fulfil contractual obligations to the employer until released by mutual consent or according to the school policy/procedures.

DECLARATION OF RIGHTS AND RESPONSIBILITIES FOR ACADEMIC STAFF

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1. Academic Staff have the right to base assessment, planning, methodology and evaluation on professional knowledge and skill, have the responsibility to constantly review their own level of competence and effectiveness, and are empowered to seek improvements as part of a continual process of professional growth.

2. Academic Staff have the right to expect high standards of student behaviour necessary for maintaining an optimal learning environment, and have the responsibility to use reasonable methods to achieve such standards.

3. Academic Staff have the right to a voice in decisions of a professional nature, which affect them, and have the responsibility to seek the most effective means of consultation and of collaboration with their professional colleagues.

4. Academic Staff have the right to critique educational programmes, and have the responsibility to do so in a professional manner.

5. Academic Staff have the right to work in surroundings that are safe, sanitary, healthy and conducive to teaching and learning, and have the responsibility to assess conditions encountered and to seek improvement through proper channels.

6. Academic Staff have the right to reasonable allotment of resources, materials and services of support staff and have the responsibilities to use them in an efficient manner.

7. Academic Staff have the right to fair and reasonable assessment of their professional performance, and have the responsibility to give sincere consideration to any suggestions for improvement.

8. Academic Staff have the right to be protected against discrimination on the basis of prejudice as to race, religion, colour, sex, physical characteristics, age, ancestry or place of origin, and have the responsibility to refrain from practising these forms of discrimination in their professional duties

SCHEDULEThe schedule at ALS is based on a 6 day cycle with six 55 minute blocks each day, a homeroom period, a morning break and a lunch break. Days will be numbered 1 to 6. A reason for this is to ensure an even distribution of contact time.

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At the beginning of the year students are issued their class schedules. School doors open at 07:15. From this time academic staff is on duty. Students should arrive at the school by 07:25 as school begins promptly at 07:30. Students must remain on campus during school hours unless given written permission to leave by the appropriate Principal’s Office.

The Girls' and Boys’ Schedule:

KG1 and KG2 end their day at 13:30.

All students should leave the school by 14:40 if they are not in an after school activity.

All After School Activities run from 14:40 to 15:40 on Saturday, Sunday, Tuesday and Wednesday.

All students in After School Activities would leave the school by 15:45 as there is no supervision after that time.

Academic Staff must be at all classes and assigned duties in advance of arrival of the students. Similarly, arrival at staff meetings on time is required. Unavoidable delays in

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Time Period (min)07:30-08:25

Period 1 (55 min)

08:05-09:00

Period 2 (55 min)

09:25-0940

K-6 Break / 7-12

Homeroom (15 min)

0940-0955K-6

Homeroom / 7-12 Break (15

min)10:00-10:55

Period 3 (55 min)

11:00-11:55

Period 4 (55 min)

11:55-12:30 LUNCH (35 min)12:35-13:30

Period 5 (55 min)

13:35-14:30

Period 6 (55 min)


arriving at a meeting should be communicated to the Principal in advance of the meeting or as soon as possible.

Class schedules will be finalized, and submitted for approval by the Principal before the beginning of the school year. If the teacher wishes to recommend changes in the schedule after that, they must be discussed with and approved by the Principal before any change is made. NO CHANGES ARE TO BE NEGOTIATED AMONG THE TEACHERS WITHOUT THE PRINCIPALS CONSENT.

SIGN IN/OUTStaff members are expected to arrive at school and sign in by 0710. The “sign in” sheet is in the respective staff rooms. All Academic Staff members must sign in. No staff member may sign in for any other staff member under any circumstance. The Staff Attendance Document will be maintained on file in the principals’ offices as an official and legal record of each staff member’s attendance at the school.

SMOKINGSmoking is not permitted on campus or in the vicinity of the school.

SUBSTITUTES AND EMERGENCY COVERAGEWhen sufficient notice is received from an absent teacher and the absence is for an extended period of time and an appropriate substitute teacher is available, arrangements for outside coverage could be made. When such coverage is not available, emergency class coverage will be provided from within the school.

Teachers are expected, during non-teaching time, to cover for teachers who are absent. When a teacher is out of school for a day or more, another teacher will be assigned to teach his or her class, using the lesson plans that have been completed by the teacher who is absent. In this way the students will benefit from a continuation of class work that was started by the absent teacher. For longer periods of time, a short term or long term substitute teacher will be employed, if one can be found. This outside substitute teacher will give lessons that have been supplied and planned by the teacher who is absent. For long term illness or absence, the substitute teacher will complete and execute the lessons on their own with assistance from administrative support staff.

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SUPERVISION DUTIES

During all assigned supervision duties, staff will circulate in their assigned areas, maintaining vigilance regarding the activities of the students. The sole focus of the supervisors should be on maintaining order and discipline.

1. Morning duty: Duty begins at 0715. Staff members on duty should assure that all students enter the areas designated for their class.

2. The afternoon duty begins at 1430 and ends at 1445 or when all students have left the school. All primary students are to be accompanied by the class teacher to the gate designated for the class. Assure that all students leave the school promptly. Children must be collected from the school gate and may not stand outside the wall to wait for their car. All parents, nannies and/or drivers are to wait outside the school gates until dismissal time.

3. Morning and Lunch Breaks: A rotating schedule will be provided to all teachers. Vigilant supervision is expected, with teachers circulating among the students.

4. Prayer: Staff members will supervise prayer. Primary students will pray in their classrooms or allocated areas. All students are strongly encouraged to go to prayer.

SUPPLIESStaff needing supplies, such as paper, pens and staples, should fill out the supplies request form (see appendix) and put it into the “Supplies Request Box”. Teachers may not send any student to collect supplies for the classroom.

TEACHER PLANNING PERIODSTeachers are usually scheduled to teach a maximum of 28 classes per cycle. The 8 unassigned periods per week are to be used for:

Curricular, grade level, ESOL or other meetings Parent conferences Coverage of classes as needed (these will be kept to the minimum possible) Grading student work Planning lessons

The unassigned periods are not “free period”, all unassigned periods must be dedicated to the school and the students.

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TEXTBOOKSTeachers will assign textbooks after recording the book name and number for each student. The textbook list will be placed in their lesson plan book where changes in book assignments can be noted. Extra books must be placed in a locked area when not in use. One copy of each textbook or workbook is provided to the student. If a second copy of any text or workbook is needed because a book was lost or damaged, the student will be charged for a replacement book. The Principal should be notified if replacement of a book is required.

At the end of each year, the running list of all of the textbooks used by each student must be completed. Two copies must be provided to the Principal, and one will be placed in the files for next year’s teacher.

TRANSITIONSStudents should arrive at the next class by the scheduled beginning time of the period. In K-3, the students will be escorted to and from classes.

Teachers and students in grades 4 to 12 will have 5 minutes transition time. Teachers are responsible that students leave their class as soon as the first bell rings.

Students must never be without adult supervision.

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APPENDIX

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CENSORSHIP GUIDELINES

In the Religious Domain, avoid the following: Images or drawings incarnating God, messengers, prophets,

angels and companions of the messenger Texts that distort the messenger, his wives, traditions and family Allegations that Muslims mistreated Christians and Jews Subjective accounts of controversial historical events or Muslim

persons in a way that promotes an image of Muslims as terrorists or unduly aggressive people

Alleging that Mohammad is the founder of Islam, not the messenger of God

Calling immigration to Medina a flight or escape Alleging that messenger Mohammad is the author of the Qur’an

or calling Qur’an the teachings of Mohammad, and that the messenger was illiterate

Claiming that Islam was spread by force Criticizing Islamic traditions, the companions, Muslim scholars,

theologians and Islamic laws and legislators Adopting a missionary style when talking about religions Teaching Darwin’s theory of evolution “the origin of the species”.

Exaggerating differences among heterodox and orthodox (sunna and shi’ah) which may lead to unrest among Muslims

Discussing information about witchcraft, reincarnation, transmigration of souls, and sex

Distorting the holy Qur’an and coining false chapters of the Qur’an

In the Political Domain, avoid the following: Falsifying and misinterpreting subjective accounts of

controversial events in the history of the Arab countries Criticizing the policy of the state of the Kingdom of Saudi Arabia

and its sovereignty and attacking the GCC (Gulf Coast Countries) and Arab states

Calling the Arabian Gulf the Persian Gulf Claiming that Iran has sovereignty over Bahrain Distorting Arab and Muslim history Texts that undermine The Kingdom of Saudi Arabia’s relations

with brother Arab and foreign countries

In the Domain of the Kingdom of Saudi Arabia’s Traditions and Norms, avoid the following:

Photographs or drawings of naked people or sexually explicit acts Talking about “jinn” (ghosts, spirits) in a way that contradicts

Islamic Law Discussion, either verbal or printed, of intimate sexual relations

between people such as intercourse, except in the context of human reproduction for science or health topics, and this should

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be discussed only in the framework of matrimonial relations, not pre-marital, extra-marital, homosexual or other sexual orientations

Mentioning pork and pork products as something edible, or as an ingredient in cooking

Promoting or condoning the use of liquor, alcoholic spirits or other drugs and intoxicants

Glorifying illegal acts and crimes in a way that makes them appealing

Texts which arouse confusion, agitation or divide the society

Sympathizing with Iraqi allegations concerning The Kingdom of Saudi Arabia

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Documents

Academic Staff Handbook - Home - Advanced …alsschools.com/Docs/Academic Staff handbook 11-12.docx · Web viewACADEMIC STAFF HANDBOOK School Year 2011-2012 All Academic members are