FACULTY HANDBOOK 2013/2014

TABLE OF CONTENTS
SCHOOL PROFILE ................................................................................................................................................... 4 MISSION ...................................................................................................................................................................... 5 BELIEFS ...................................................................................................................................................................... 5 PROFILE OF THE GRADUATES............................................................................................................................ 5 PARENT-SCHOOL PROTOCOL............................................................................................................................. 7 CHARTER OF STUDENTS RIGHTS AND RESPONSIBILITIES ..................................................................... 9 PROFESSIONAL CODE OF ETHICS ................................................................................................................... 10 1. A. B. C. D. 2. A. 3. A. B. C. D. 4. A. B. 5. 6. A. B. C. D. E. F. G. H. 7. A. B. 8. 9. A. B. 10. A. CONTRACTUAL BENEFITS....................................................................................................................... 14 INTERNATIONAL TEACHERS HIRED OVERSEAS .......................................................................... 14 INTERNATIONAL TEACHERS HIRED LOCALLY ............................................................................ 16 NATIONAL TEACHERS........................................................................................................................... 16 PROFESSIONAL DEVELOPMENT (PD) ............................................................................................... 16 CONTRACT RENEWAL .............................................................................................................................. 18 CONSEQUENCES FOR BREACH OF CONTRACT ............................................................................. 19 TEACHER ABSENCE POLICY .................................................................................................................. 20 ABSENCE CATEGORIES ......................................................................................................................... 20 CALCULATION OF DEDUCTIONS ....................................................................................................... 22 NO ABSENCE BONUS ............................................................................................................................... 22 FORCE MAJEUR ....................................................................................................................................... 23 LESSON PLANS AND SUBSTITUTE TEACHERS .................................................................................. 23 PLANNED ABSENCE ................................................................................................................................ 23 UNPLANNED ABSENCE .......................................................................................................................... 23 TEACHER GROUND DUTIES .................................................................................................................... 24 AIS HOUSING ................................................................................................................................................ 24 CONTRACTUAL OBLIGATIONS BY THE SCHOOL ......................................................................... 24 APARTMENT DESIGNATIONS .............................................................................................................. 24 CO-HABITATION...................................................................................................................................... 24 VIOLATION OF HOUSING CONTRACT .............................................................................................. 25 PET INFORMATION................................................................................................................................. 25 APARTMENT FURNISHINGS ................................................................................................................. 25 APARTMENT REPAIRS ........................................................................................................................... 25 EMERGENCY INFORMATION .............................................................................................................. 25 FACULTY COMMITTEES .......................................................................................................................... 26 STANDING COMMITTEES ..................................................................................................................... 26 FACULTY ADVISORY COMMITTEE ................................................................................................... 26 TEACHER ASSESSMENT ........................................................................................................................... 27 FACILITIES AND EQUIPMENT ................................................................................................................ 56 COPIERS AND PRINTERS ....................................................................................................................... 56 DR. KAMIL AL RAYES AUDITORIUM ................................................................................................. 56 AFTER SCHOOL AND WHOLE SCHOOL COMMITMENTS ............................................................ 56 TEACHER OBLIGATION ........................................................................................................................ 56 2

B. 11. A. B. C. D. 12. 13. A. B. C. D. 14. A. 15. A. B. C. D. 16. 17. 18. A. 19. 20. 21. A. B. C. 22. 23. A. B. C. D. E. 24. 25. 26.

WHOLE SCHOOL EVENTS ..................................................................................................................... 56 COMPLIANCE WITH KUWAIT CUSTOMS ............................................................................................ 57 RELIGION .................................................................................................................................................. 57 POLITICS .................................................................................................................................................... 58 KUWAIT CUSTOMS, VALUES AND TRADITIONS ............................................................................ 58 CENSORSHIP REGULATIONS AND PROCEDURES ......................................................................... 59 ACADEMIC PROGRAMME........................................................................................................................ 60 ASSESSMENT AND REPORTING ............................................................................................................. 62 ASSESSEMENT AND REPORTING IN THE PRIMARY YEARS PROGRAMME ........................... 62 ASSESSMENT IN THE MIDDLE YEARS PROGRAMME................................................................... 62 DIPLOMA PROGRAMME ....................................................................................................................... 63 EXAMINATIONS ....................................................................................................................................... 63 HOMEWORK ................................................................................................................................................. 63 TEACHERS RESPONSIBILITY .............................................................................................................. 63 COMMUNICATION BY TEACHERS ........................................................................................................ 63 WRITTEN CORRESPONDENCE TO ALL STUDENTS OF ANY CLASS......................................... 63 CORRESPONDENCE TO PARENT OF INDIVIDUAL STUDENTS ................................................... 64 GUIDELINES FOR USE OF SCHOOL EMAIL ...................................................................................... 64 GUIDELINES FOR INTERNET USE IN THE CLASSROOM .............................................................. 64 STUDENT ATTENDANCE ........................................................................................................................... 65 GATE POLICY............................................................................................................................................... 65 MANAGEMENT OF STUDENT BEHAVIOR ........................................................................................... 65 CATEGORIES OF STUDENT BEHAVIOR ............................................................................................ 65 FORMS ............................................................................................................................................................ 66 OBTAINING INSTRUCTIONAL MATERIALS........................................................................................ 66 STUDENT SUPPORT SERVICES ............................................................................................................... 67 COUNSELING ............................................................................................................................................ 67 COUNSELING SERVICES ....................................................................................................................... 67 COLLEGE COUNSELING IN HIGH SCHOOL ..................................................................................... 67 PRIVATE TUTORING .................................................................................................................................. 67 HEALTH SERVICES .................................................................................................................................... 68 ACCIDENT REPORTING ......................................................................................................................... 68 MEDICATION ............................................................................................................................................ 68 GENERAL ILLNESS ................................................................................................................................. 69 SCREENINGS ............................................................................................................................................. 69 VACCINATIONS........................................................................................................................................ 69 LIBRARIES/MEDIA CENTERS (LMC) ..................................................................................................... 70 EXTRA-CURRICULAR ACTIVITIES........................................................................................................ 71 APPENDIX ...................................................................................................................................................... 72

School Profile
The American International School of Kuwait (AIS) is a private independent day school serving students from pre-kindergarten through grade twelve. It is an International Baccalaureate Organization (IBO) World School that is fully authorized for the Primary Years (PYP), Middle Years (MYP) and Diploma (DP) Programmes. The school is modeled on the three divisions typical of American schooling: Elementary, Middle and High School. It is accredited to award American High School Certification by the Middle States Association of Colleges and Schools and it is a member of the Association for the Advancement of International Education (AAIE), International School Services (ISS), and the Council of International Schools (CIS). There are 1800+ students in the school. It has grown steadily since it opened in 1991. English is the language of instruction although roughly sixty percent of the students are Kuwaiti. Another twenty percent are Arabic first-language speakers from elsewhere in the Middle East. The remaining twenty percent are from North and South America, the United Kingdom, Northern and Central Europe, Turkey, India, Pakistan, Korea and elsewhere. The ethnic diversity of the Middle East layered with the complexity of an otherwise international student body provides a stimulating and endlessly fascinating environment in which we attempt to live the IB Learner Profile. Students of all nationalities study Arabic either as a first or foreign language. This satisfies a government requirement as well as contributing to additive bilingualism which is a critical part of our mission. Muslim students are also required to study religion. Soccer is without doubt the favorite, but AIS students take part in a wide range of athletic and cultural activities through Kuwait Schools Activities Association (KSAA) and the International Schools Activities Conference (ISAC) of which AIS is a full member. There is a very active Model United Nations (MUN) and our students travel annually to The Hague. The school seeks qualified, experienced teachers with academic degrees from North American Universities who are licensed or certified in the United States or Canada by virtue of formal teacher training. The 170 teachers speak English as a first language with the exception of Arabic, Religion and foreign language teachers. In hiring, preference is given to American teachers, then to Canadians. In keeping with its international mission, nevertheless, the school does hire some English first language teachers from other countries if they have accredited, internationally recognized degrees and licenses. Teachers at AIS are heavily involved in curriculum development and implementation. The school is using Rubicon-Atlas, the online curriculum engine, to organize and store its curriculum. Teachers, under the direction of the Curriculum Coordinator, and with the support of the Heads of Department and the IB Programme Coordinators, use this tool regularly to store and retrieve curriculum.

Mission AIS Kuwait inspires students to become critical thinkers and contributing world citizens through rigor and balance in a nurturing educational environment. Beliefs AIS Kuwait is an IB World school that offers American and International Baccalaureate curricula. Our community believes that: education has the power to make the world a better place. individuals are able to achieve personal excellence and balance in all aspects of their lives. intellectual, social, emotional, physical and spiritual development are important facets of education. families and communities play an integral role in a child's development. everyone has rights and responsibilities and that we are all accountable for our actions. respectful and responsible behavior is essential for cooperation and collaboration. interaction with individuals of different backgrounds fosters an appreciation for diversity. others with different ways of thinking can also be right. critical thinkers are inspired by the joy of learning. Profile of the Graduates In preparation for adulthood, graduates of AIS Kuwait will be: Thinkers They take initiative to organize ideas and apply thinking skills independently, critically and creatively to recognize and approach complex problems concepts, ideas and issues that have significance to local and global systems. In doing so, they acquire in-depth knowledge and understanding that transfers across a broad and balanced range of disciplines. Knowledgeable They explore concepts, ideas and issues that have significance to local and global systems. In doing so, they acquire in-depth knowledge and understanding that transfers across a broad and balanced range of disciplines. Inquirers They develop their natural curiosity. They acquire the skills necessary to engage in inquiry and research, and show independence in learning. They actively enjoy learning and this love of learning will be sustained throughout their lives, resulting in continued growth and development. 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. They are positive people who value a strong work ethic, self-reliance and volunteerism. They are not only 'takers', but also 'makers'.
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Open-Minded They are flexible and adaptable members of a global community, understanding and appreciating their own cultures and personal histories, as well as sensitively respecting the perspectives, values and traditions of others who are different from them. They are accustomed to seeking and evaluating a range of points of view, and are willing to grow from the experience. Balanced They are motivated and manage time appropriately to maintain healthy and productive lives. They are realistic and understand the importance of intellectual and emotional balance to achieve personal well-being for themselves and others Caring They show empathy, compassion and respect towards the needs and feelings of others. They have a personal commitment to service in the community, and to stewardship of the natural environment, acting passionately and diplomatically to make a positive difference to the lives of others. 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 are confident and proficient in the use of modern communication technologies, understanding the importance of the appropriate use of technology in maintaining positive interpersonal relationships. They demonstrate active listening skills and work effectively and willingly in collaboration with others. Reflective They give thoughtful consideration of their own learning and experience in order to use, teach and build upon it. They are able to evaluate and understand their strengths and limitations, as well as the impact of their actions, so that they can set goals which are supportive of their learning and personal development. They self-advocate reasonably and develop confidence by celebrating successes. Risk-takers They approach unfamiliar situations and uncertainty with courage and forethought, and have the persistence and adaptability to explore new roles, ideas and strategies. They are agents of positive change - brave and articulate in defending their beliefs and taking action.

PARENT-SCHOOL PROTOCOL Guiding Principles AIS is committed to creating an educational culture that is based on mutual respect and understanding. Parents are the childs first teacher, therefore AIS considers parents to be integral in their childs social, emotional and academic development. Parents need regular, specific and encouraging information about their childs academic progress. Parental involvement in whole school and divisional improvement plans and accreditation protocols is encouraged. The language of communication with parents will be English with verbal translation services provided upon request. Parent Responsibilities Parents will be expected to show an active interest in their childs education and to support school policies, procedures and programs. Parents will understand appropriate contact protocols with the school or division. Parents will understand the procedures related to voicing a concern about programs, placements or specific teachers. Appointments to meet with any staff member during school hours are expected and will be set by appropriate secretarial staff at each division. Parents will act and speak respectfully and in a manner that seeks resolution for issues or disputes. Parents will seek answers or a resolution by first communicating with the teacher, then the principal, superintendent and/or owner in this order. School Responsibilities The school website will provide school information including calendars and important notices for parents and community. Teachers will provide frequent and regular feedback regarding each childs progress in school. This communication will include: Parent-Teacher conferences, progress reports, telephone, email and on-line resources. Teachers and staff will be provided an atmosphere that is respectful, welcoming and encouraging of parental involvement.
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Principals will seek effective ways to develop strong parental involvement in their divisions and to contribute to the schools continuous improvement plans. Annual surveys of parents regarding educational programs and school policies will provide administrators with information to guide subsequent decisions and implementation. Staff will be provided training in cultural sensitivity and given effective strategies in dealing with multi-ethnic and multi-national parent populations. The school will provide to parents various opportunities to learn about programs, initiatives, and strategies that support student learning. Divisional administrators will publish annually a document for parents and students outlining academic expectations, behavior objectives and all other school policies and procedures that guide the day to day operation of each division.

CHARTER OF STUDENTS RIGHTS AND RESPONSIBILITIES

I have the right to learn. It is my responsibility to appreciate learning for its own sake, to be responsible for my own learning, and to do nothing that would impede the learning of others. I have the right to a school environment that is conducive to learning. It is my responsibility to treat school property with care, to dress and act appropriately, and to assist in making the school a clean, healthy and orderly place. I have the right to be treated fairly and to be evaluated fairly by my teachers. It is my responsibility to do my own work, to avoid all forms of plagiarism, and to do nothing that would give me unfair advantage on a quiz, test, examination, or assignment. I have the right to privacy. It is my responsibility to respect the privacy of others. I have the right to feel that I belong to the school community. It is my responsibility to be accepting of others, to share knowledge by learning collaboratively when it is appropriate, and to do my fair share in group work situations. I have the right to my personal possessions. It is my responsibility to treat the personal belongings of others with respect. I have the right to be respected as an individual and to be treated courteously by everyone. It is my responsibility to be courteous and to treat everyone else respectfully regardless of age, gender, rank, or the job that they do. I have the right to feel secure at school and to feel good about myself. It is my responsibility to behave in ways that enhance the self esteem of others. I have the right to be heard and to express my point of view. It is my responsibility to listen to others, to hear their opinions courteously, to express my opinions in a civil manner, and to inform my own point of view through learning. I have the right to be proud of my cultural heritage regardless of my ethnicity, language, religion or nationality. It is my responsibility to be respectful of, and to learn about, the cultural heritage of others

PROFESSIONAL CODE OF ETHICS

Teacher to Profession The teacher shall maintain the dignity and integrity of the profession. The teacher shall honor learning by addressing (attacking, ameliorating) ignorance, superstition, bigotry and intolerance in all its forms including racism and sexism. The teacher shall maintain his/her efficacy by study, by travel, or by other means which will keep her/him abreast of the trends in education. The teacher shall safeguard information acquired about members of the school community in the course of employment, unless disclosure serves a compelling professional purpose. The teacher will seek fair remuneration for services rendered and act in such a way as to maintain the economic security of the profession. Teacher to Teacher The teacher shall use the established protocol for professional communication in dealing with colleagues: teacher to teacher, teacher to immediate supervisor (principal), teacher to superintendent, teacher to director. The teacher shall make reasonable effort to communicate with and understand a staff that comes from diverse cultures. The teacher shall not sexually harass another teacher and shall endeavor to become and stay informed of issues pertaining to gender in the learning environment. [Sexual harassment shall mean any unsolicited and unwanted sexual comments, suggestions or physical contacts directed to a specific teacher which that teacher finds objectionable or offensive and which causes the teacher discomfort on the job.] The accused teacher must be made aware that the behavior or the attention is unwelcome prior to action being taken. The teacher shall not libel, slander or defame in any way another teacher and shall refrain from commentary on another teachers professional performance or private life. In a situation where the teacher feels that the professional conduct of a colleague is injurious to the profession, the teacher is bound to discuss the matter in confidence through the regular protocol for professional communication. The teacher shall endeavor to contribute to a collegial and collaborative working environment with his/her peers. Teachers in leadership roles who are parents should excuse themselves in situations where there is a conflict of interest or where there could be a perceived conflict of interest. Professionals who have children attending AIS to Teachers of their children. To the greatest extent possible, the teacher-parent relationship should follow regular procedure. Both parties should endeavor to maintain a professional relationship when dealing with student or classroom issues. Both parties should use regular channels and timelines to exchange information and not take undue advantage of their proximity at work. The teacher should not openly refer to the position held by the students parents in the classroom.

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Parents who are employees should be professionally circumspect when discussing their colleagues in front of their children. Professionals in leadership roles who are parents should recuse themselves when there is a potential conflict of interest. No special favor should be sought nor none given to students who have parents who are employees.

Teacher to Employer: The American International School (AIS) The teacher shall adhere to the conditions of the employment contract until the contract is completed, has been terminated by mutual consent, or is otherwise legally terminated. The teacher shall render professional service to the employer to the best of her/his ability. The teacher shall be diligent and consistent in upholding and implementing the policies of the Board of AIS. The teacher, as the professional educator, shall be aware of the need for continual school improvement and assist the employer in the school improvement process. The teacher shall comply with the provisions in the American International School Teachers Manual that deal with personal conduct. The teacher shall support and reflect the schools mission statement and beliefs as created by the members of the AIS community. Teacher to Student The teacher shall encourage each student to reach the highest level of individual development. The teacher shall judge students on the basis of their own behavior and will not judge or comment upon individual students on the basis of group behavior. The teacher shall endeavor to protect the health, safety and emotional well being of students. The teacher shall treat all information concerning students with professional confidentiality and will only communicate information regarding a student to colleagues on a need to know basis. The teacher shall respect the rights of all students while being sensitive to cultural diversity. The teacher shall serve the needs of students by designing the most appropriate learning experiences for them within the specified curriculum. The teacher shall not use her/his professional relationship with students for personal advantage nor shall she/he abuse her/his position of trust and authority. Teacher to Parent The teacher shall make reasonable efforts to communicate with parents any information which should be revealed in the interest of the student. The teacher shall endeavor to understand and respect the varied cultures and diverse backgrounds from which parents engage the school. The teacher shall assure parents that concerns or complaints regarding the classroom can be made without in any way compromising the teaching or evaluation of the student. The teacher shall keep the trust under which confidential information is exchanged. The teacher shall value and encourage communication and input from parents.

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Living in School Provided Housing Complexes The teacher shall make every effort to respect the personal and private space of others. The teacher shall conduct her/his private life so that no dishonor may befall his/her professional neighbors. The teacher shall conduct his/her private life in a manner that gives respect to the local community. The teacher shall respect the need for communal security as it pertains to an international school. The teacher shall be sensitive to the peculiar stresses and emotional needs of colleagues living at close quarters while far from home and in an unfamiliar culture. Teachers shall be mindful that ventilation systems recycle air within apartment buildings and that, therefore, all apartments are smoke free. Teachers will attend to pets so that odors and allergenic residues are not circulated through apartment ventilation. Teaching Couples In situations where one member of a teaching couple plays a leadership role, every effort shall be made to avoid conflicts of interest, or favoritism or the appearance of favoritism. If a teacher is in a position to influence a decision regarding a promotion or the allocation of a benefit that could fall to his or her spouse, he or she shall recuse him or herself from the decision making process. Teachers, having seen that processes are open and fair, shall accept that while no person should benefit professionally by virtue of his or her marital arrangement, neither should they be penalized by being denied promotion or benefit. Teaching couples should avoid situations that could create conflict of interest or the appearance of conflict of interest when dealing with students taught by their partner or spouse. Faculty Dress Code Teachers are expected to dress in a professional manner commensurate with their status as educators and guests in a Muslim country. These standards of appropriate dress are to be considered whenever a teacher is present at school or performing in a capacity related to the American International School. These standards apply: Clothing should be relaxed in fit. Shoulders, midriffs and knees should be covered at all times. Shirts or blouses should not be low cut. Tattoos should not be visible. Dress must remain professional even on non-standard student contact days. Mens shirts must have a collar. Mens hair length may not exceed the top of the collar. Pierced jewelry should not be visible with the exception of tasteful earrings for women. Hair, including facial hair, should be neat and well groomed. Teachers should dress formally for scheduled parent evenings/conferences.
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Teacher School Year The school year is composed of instructional and non-instructional days. The non-instructional days will consist of professional days and meeting days. The school year will not exceed 185 working days. New teachers are expected to report five (5) working days earlier for orientation. Teachers with leadership responsibility, coordinators, counselors, Heads of Department are expected to report two (2) working days prior to the first reporting day for teachers. Administrators All Teachers New Teachers Leadership/Office Staff Students 195 days 185 days 190 days 187 days 180 days

The normal work week will run from Sunday through Thursday; however, some school events will require attendance on the weekends. The usual work day is 7:00 a.m. to 3:30 p.m.; the contractual work day is 7:15 a.m. to 3:00 p.m. Teachers should be available in their classrooms to assist students or meet with colleagues until 3:00 p.m. Teachers are expected to attend all scheduled meetings which will normally end by 4:00 p.m. Every teacher is required to sponsor, teach, or coach students for a minimum of one extracurricular hour per week, each semester. Staff must consult with their principal if they need to leave school during working hours. Staff must notify the appropriate secretary when leaving the campus during the work day. Gifts It is common practice in Arab cultures to give small gifts in appreciation of a teachers hard work. While gifts of an appreciative nature may be accepted as per individual teacher preference, staff members are urged to use caution. Gifts that are given with the possible intention of altering a teachers judgment or actions concerning a student are not to be accepted under any circumstances. Gifts over 15 KD should be graciously declined. Smoke-free Campus AIS is a smoke-free campus. In order to provide a positive role model for students, teachers should not be seen smoking by students. A temporary smoking area for staff, which is out of sight, has been designated. Nevertheless, we strongly encourage you to refrain from smoking while at school.

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1. CONTRACTUAL BENEFITS
i) Benefits are separate from salary and cannot be converted to money to augment salary. ii) Benefits cannot be duplicated. iii) An overseas hired teacher who has a spouse who does not teach at AIS will have an addendum to their contract to specify benefits in an equitable manner so as to avoid double dipping, duplicate coverage, or unfair advantage or disadvantage. A statement from the spouses employer may be required. iv) Teachers are in two contract categories: National and International. Benefits vary depending on the contract group. v) National Teachers are subdivided into those authorized to teach Arabic and those authorized to teach Islamic Studies. vi) International teachers are subdivided into those hired overseas and those hired locally. This does not pertain to the place of hire. It pertains rather to the reason the teacher is in Kuwait. If the teachers primary reason for being in Kuwait is to seek teaching employment then they are an Overseas Hire. vii) If the teachers primary reason for being in Kuwait is not to seek a teaching position, then they are treated as a local hire. If, for example, the teacher is a Kuwaiti citizen or is married to a Kuwaiti citizen, or if they have long standing familial roots in Kuwait, then they are considered locally hired. viii) Single International teachers hired overseas who become married while employed by the school will have their contract status reviewed and benefits may change as a result.

A. INTERNATIONAL TEACHERS HIRED OVERSEAS

Schedule of Benefits
Benefit
Baggage Allowance for initial trip to Kuwait Baggage Allowance for final departure from Kuwait Relocation Allowance Communication Allowance No Absence Bonus Car Loan Annual return economy flight to point of origin Housing

Notes
Receipts required 1Kuwait Dinar = US$ 3.6 in 2011 Receipts required

Amount in Kuwaiti Dinars

(KWD)

Payable
Within one week of submission of receipts on arrival Upon final departure

For equipping apartment Paid on first day of work Telephone assistance for 30 (annually) Paid in September those without land lines Full bonus for perfect 160 (annually) Paid in June attendance, diminishes with absences Interest free car loan 1000 (one time) Available at the end of available within initial the 60 day probationary contract period For employee and one accompanying dependent child. Airline selected by school. Point of origin is international airport closest to permanent residence. E-tickets issued to teacher by schools travel agent Individual apartment within walking distance of school. School pays rent, pays utilities, and provides maintenance 14

200 + 75 for accompanying dependent child 200 + 75 for accompanying dependent child 300

Furnishings Medical Insurance Life Insurance Sickness Annual Paid Leave Personal Emergency

Recruiting Tuition for AIS Kuwait Kuwaiti Residency Office Assistance Personal IB Training Graduate studies PEAK Conference NESA Conference iPad

Professional Development

Taxation

Basic: Major appliances, table and chairs, sofa and chairs, bed/s, wardrobe/s, dresser/s provided by school For employee and one accompanying dependent child. Provided by major international provider. Worldwide coverage, excluding elective treatment in the USA. One years salary in case of death of employee as per insurance policy Fifteen days with full pay, then diminishing scale as per Kuwait labor law up to 45th working day of absence. Three days annually with two week notice as approved by the Superintendent Five days for emergencies such as bereavement as approved by the Superintendent Two additional personal days in final year to attend recruiting fair to seek job For one accompanying dependent child Reimbursement of required and receipted costs for obtaining visa, medical and police clearance, authentication of documents, and other routine expenses for obtaining residency. Employees are transported, accompanied and assisted as they obtain official residency or other documents such as a drivers license from government agencies 200 KWD annually for pre-approved activities. Cannot be carried forward. Fully paid if selected by school (fees, flights, hotels if off-site or fees if online) One half of tuition for graduate courses taken on campus. Subject to demand, the school hosts professors from American Universities to provide graduate courses Professional Educators Association of Kuwait annual conference fee paid by school. Presenters compete to advance to NESA conference. Five teachers funded annually to present at Near East South Asia Council of Overseas Schools. (Conference fee, flight and hotel) Loaned by school for teaching purposes during initial contract Kuwait is tax free. Americans have tax free residency as per IRS Publication 54. Canadians should explore non-resident status with their tax advisor.

Retention Bonuses
Description Initial Two Year Signing Renewed Two Year Commitment (Years 3-4) Additional Two Year Commitment (Years 5-6) Further Two Year Commitments (Years 7-8 and beyond) Amount 1500 US$ 1200 KD 1500 KD 1800 KD Payable September of 2 Year of Contract September of 4th Year of Contract September of 6th Year of Contract September of 2nd year of each two year renewal
nd

End of Service Award Final monthly salary x 15/26 x number of Amount 1 Years 2-5 years served Year 6 + Final monthly salary x number of years Amount 2 beyond 5 TOTAL END OF SERVICE AWARD Amount 1 + 2

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B. INTERNATIONAL TEACHERS HIRED LOCALLY

Locally hired international teachers receive all of the benefits of overseas hires except flight, housing, relocation and baggage allowances, and signing/resigning bonuses.

C. NATIONAL TEACHERS
Schedule of Benefits
Benefit No Absence Bonus Car Loan Sickness Personal Annual Paid Leave Emergency Recruiting Tuition for AIS Kuwait Kuwait Residency Office Assistance Personal IB Training Professional Development Graduate studies PEAK Conference NESA Conference iPad Taxation Notes Amount in Kuwaiti Dinars
(KWD)

Payable

Full bonus for perfect 160 (annually) Paid in June attendance, diminishes with absences Interest free car loan 1000 (one time) Available at the end of available within initial the 60 day contract probationary period Fifteen days with full pay, then diminishing scale as per Kuwait labor law up to 45th working day of absence. Three days annually with two week notice as approved by the Superintendent Five days for emergencies such as bereavement as approved by the Superintendent Two additional personal days in final year to attend recruiting fair to seek job

50% discount for up to two children Reimbursement of visa, embassy, medical costs, and other routine fees incurred to obtain Kuwait residency (receipt required).
Employees are provided office assistance when dealing with government agencies. 200 KWD annually for pre-approved activities. Cannot be carried forward. Fully paid if selected by school (fees, flights, hotels if off-site or fees if online) One half of tuition for graduate courses taken on campus. Subject to demand, the school hosts professors from American Universities to provide graduate courses Professional Educators Association of Kuwait annual conference fee paid by school. Presenters compete to advance to NESA conference Five teachers funded annually to present at Near East South Asia Council of Overseas Schools. (Conference fee, flight and hotel) Loaned by school for teaching purposes during initial contract Kuwait is tax free

D. PROFESSIONAL DEVELOPMENT (PD)

i) PD activities will be coordinated by the Curriculum and Programme Coordinators in concert with the Principals and Superintendent ii) The PD fiscal year is from September 1st through August 31st.

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iii) Reimbursements will not be given for activities in the teachers final semester at AIS. For this purpose, January 31st will be the cut-off date for the completion of an activity in order for it to be funded by the school. iv) The annual 200 KD professional development allowance must have prior approval and will be paid after successful completion of the activity and upon the provision of receipts. v) The school will participate in PEAK and NESA. The Curriculum and Programme Coordinators will rotate as PEAK, NESA and ECIS representatives. The coordinator who serves as PEAK representative one year will act as the NESA representative the following year. The coordinator who serves as PEAK representative, therefore, must commit to returning the following year. In the event that no coordinator is available, other members of the curriculum leadership team (literacy coaches, librarians, heads of department) will be considered for those roles. vi) The NESA and PEAK representatives will attend the annual NESA Conference and flight, lodging, conference fee and per diem will be paid by the school. (The PEAK representative will not be funded unless he/she keeps his/her commitment to the school the following year.) vii) Two teachers who represent at the annual PEAK conference and who are selected by NESA to present at its annual conference will receive airfare and conference fees to attend. viii) There is an annual budget for IB training for each programme. Programme coordinators who do not spend the annual allotment can carry the unspent amount forward to the next school year. International Baccalaureate Training Protocol (a) The IB Coordinator informs staff of training opportunities. For more information, please see www.ibo.org. (b) Teachers interested in receiving IB training are to express their interest in writing to the appropriate Head of Department (MS/HS) or to the PYP Coordinator. (c) The Head of Department (MS/HS) or PYP Coordinator will prioritize names of interested teachers according to the criteria stated below and submit a list of names to the appropriate IB Coordinator. (d) The IB Coordinator and divisional principal(s) will meet to identify areas of greatest need within the respective programme. (e) The IB Coordinator will determine the budgetary parameters for their own programme for the current school year and compare with the current needs of their programme. (f) The IB Coordinators and divisional principal(s) will select teachers to attend off-site IB training based on the criteria below. (g) IB Coordinators will submit their training proposal and budget plan to the superintendent for approval. No commitment will be made to any individual without the final approval of the superintendent. (h) IB Coordinators will be mindful of that section of the Code of Ethics dealing with teaching couples and recuse themselves from the process when required. (i) Selected teachers will be notified and given the opportunity to accept the offer of training as outlined by the school. All teachers will then be notified of their
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training status for the year. Teachers who are not selected for training are encouraged to undertake IB training of their own accord and may use the 200KD annual Professional Development allowance to offset the actual cost. (j) Teachers selected to attend training will meet with the appropriate IB Coordinator to sign the International Baccalaureate Training Agreement. The agreement will then be signed by the Superintendent and filed. (k) Teachers attend training and report back to IB coordinator, provide a copy of the certificate and also share their knowledge with the staff. (l) The IB Coordinators will provide the Secretary to the Superintendent with a list of those trained so that it can be added to the human resource database in AdminPlus. Selection Criteria (a) Is holding a curriculum or leadership role in the school. (b) Is in a department that requires additional support/knowledge of the programme. (MYP) (c) Is in a grade level that requires additional support/knowledge of the programme. (PYP/MYP) (d) Is teaching a course that requires additional support/knowledge of the programme. (DP) (e) Has a solid understanding of the fundamentals of the programme and has demonstrated a commitment to applying that understanding to his/her teaching. (f) Has demonstrated an initiative to further his/her knowledge of the programme. (independent reading, use of resources in the school and online, networking with colleagues and online in forums, actively searches for answers, etc.) (g) Has a positive attitude towards the programme and towards the school. A positive influence on the whole staff is evident. Teachers pursuing graduate studies who enroll in courses offered on campus will be reimbursed for fifty percent (50%) of the tuition on successful completion of the course.

2. CONTRACT RENEWAL
i) Due to the nature and timing of recruiting for overseas positions, the process of contract renewal takes place early in the academic year. This policy has four aims: To retain staff; To enable fair and open competitions for vacated leadership posts as well as internal reassignment of teaching positions; To enable teachers who have decided to leave to be competitive as they seek positions elsewhere; and To recruit excellent replacement staff. ii) Teachers who are in the final year of their contract, and who have made the decision to move on in the subsequent year, can tender their resignation at any point. In order to expedite this process, and to assist colleagues in their own planning, the following deadlines apply:
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Persons in remunerated supervisory leadership roles (Heads of Department, Coordinators and Directors) who are at the end of their contract and who the school seeks to renew shall receive a Letter of Commitment by the end of the first school week in November. This letter must be returned to the superintendent by the last school day of the second week of November. Teachers who are at the end of their contract and who the school seeks to renew shall receive a Letter of Commitment by the end of the third school week in November. This letter shall be returned to the Superintendent at the end of the first school week in December. iii) Once a teacher or administrator has resigned, the school may at its discretion fill the vacated position. There is, nevertheless, a period of grace in which a teacher or person vacating a leadership role can change his or her mind and rescind the resignation. The employee has until the end of the second school week in January to reconsider and, if at that time the school has not filled the position, the employee can resume his or her contract without consequence. Teachers who resign later than the end of the first week of December will be considered to have resigned in an untimely manner. Note: AIS has a long record of fair treatment of employees who for compelling reasons of health or compassion were unable to complete their contract. 50 KD will be withheld from the last pay of all teachers until final checkout. A teacher living in school housing leaving Kuwait will have 200 KD withheld from the last pay until his/her apartment checkout has been cleared. The 200 KD will then be paid in cash. Teachers who have smoked in their apartments will forfeit the 200 KD.

A. CONSEQUENCES FOR BREACH OF CONTRACT

i) Resigning in an untimely manner: Forfeiture of return airfare and baggage allowance A penalty of 800 KD (the rough equivalent of the agency fee paid for recruiting a new teacher plus his/her relocation allowance). ii) Failure to complete contract by leaving part way through a school year: Forfeiture of return airfare and baggage allowance A penalty of 1000 KD (the rough equivalent of the average total expense for recruiting a replacement teacher.) iii) Not returning to complete a contract Forfeiture of accumulated indemnity; Notification of breach to the licensing authority for the teacher; Notification of breach to international recruiting agencies; Notification of breach to AAIE through Head Net. iv) Resigning after year one of a renewed two-year commitment. Teachers sign an initial two-year contract that becomes a rolling one-year contract thereafter. Teachers who have served two, four or six years, nevertheless, are offered an incentive bonus
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for committing to an additional two-year contract. This escalating bonus, payable in September of the second year of the contract, is forfeited if the teacher does not honor the second year of the renewed contract. However, if the teacher resigns in year one of the renewed contract in a timely manner, there will be no further consequence.

3. TEACHER ABSENCE POLICY

A. ABSENCE CATEGORIES
Teachers who are away from school to fulfill requirements set down by the school are not considered to be absent. For example, activities required to gain residency, supervision of traveling teams and the supervision of field trips, and time missed for professional development, are not considered as absences. In the case of absences, the teacher must call his/her principal or designate by 6:30 am. Whenever possible, however, the principal should be informed the day or evening prior to the absence. A full days pay is 1/180 of the annual salary. Teacher absence is broken into five categories: Sickness, Emergency, Personal, Recruiting Days and Unexcused. i) Sickness: The school policy for absence due to sickness follows Ministry guidelines (See Ministry of Education Penalties, no.14). Deductions are made according to the following schedule: Absences Up to 15 days 15 to 25 days 26 to 35 days 36 to 45 days More than 45 days A doctors note may be required. ii) Emergency Leave: This must be approved by the Superintendent. Paid Emergency Leave of five (5) days per year for death in the immediate family (identified as parent, child, brother, sister and parents-in-law), or other emergency as approved by the Superintendent. Subsequent absences involve loss of full days pay for each day of absence. iii) Personal Leave: Leave may be taken for pressing personal business which cannot normally be conducted outside school time. A maximum of three personal days may be taken in any one academic year.
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Deduction (per day of absence) None day day day Full day

Personal days are not cumulative year to year. Approval must be obtained five days ahead of time from the Superintendent. Personal days may not be taken immediately before or after a school vacation or holiday. Personal days may not be taken after April 30th. Personal days are generally approved for single day absences. A parent unable to attend school because of a childs illness may use that day for a personal day up to a maximum of three days annually.

iv) Recruiting Days: During a teachers or an administrators final year at the school, up to five (5) consecutive personal days may be granted by the Superintendent for the purposes of attending a recruiting fair. The days will be granted under the following conditions. The teacher has not used personal leave for other purposes that year The teacher has resigned their position at the school. The teacher is attending a Recruiting Fair to interview for a position. Teachers who have secured a position cannot take personal days merely to travel to sign a contract. Notice must be given ten (10) school days in advance. In the event that a teacher uses the five personal days option, but then returns to AIS the following year, only three days may be taken for this purpose in a subsequent year. Personal days for recruiting for teaching positions cannot be taken until after the winter break. Traveling to a country to recruit informally is not an acceptable use of a personal day. Administrators who have been invited to a school to interview before a board may use recruiting days to do so. v) Unexcused Absence: An unexcused absence is any day of absence which does not fall into one of the above categories. A penalty of two full days pay, plus a full days pay for each day of absence, will be assessed for any unexcused period of absence. If the unexcused period of absence occurs either before or after a holiday or vacation, then a penalty of three days pay plus a days pay for each day of absence will apply. The onus is on teachers to make travel arrangements that will ensure their timely return from trips outside the country. Teachers delayed due to disruptions in air travel or other events beyond their control will be asked to document reasons for the delay. The teacher absence policy applies for absences due to delays experienced when returning to the country.

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B. CALCULATION OF DEDUCTIONS
Deductions for any absences in excess of the limits indicated above are taken from the final salary check. To calculate the deduction the following formula is used: The yearly salary/180 = the daily rate of pay. Example: 9000 yearly salary 180 = 50 = daily rate of pay

C. NO ABSENCE BONUS
Teachers will receive a 160 KD bonus if they have not been absent for any reason. Teachers attending approved school activities away from school, such as sporting events, conferences, IB Training, etc., are counted as being present at school. There will be no deduction from the no absence bonus of teachers who use personal days or emergency leave because of a death in their immediate family. 20 KD will be deducted from the no absence bonus for each personal day missed (except as noted above). 20 KD will be deducted from the no absence bonus for each single or individual day of illness. Three days of absence due to illness is the international norm for teachers. Teachers are encouraged to remain at home to recuperate if they have a heavy cold or influenza. There will be no deduction from the no absence bonus for the first three days of illness. Approved Personal Days Illness Bonus in KD Absence Bonus in KD Absence 0 1 2 3 4* 5* 160 140 120 100 80 60 0 1 2 3 4 5 6 7 8 9 10 11 160 160 160 160 140 120 100 80 60 40 20 0

*Recruiting days

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This bonus will be prorated for employees beginning late after the start of the school year. Partial days, taken as Personal, Sick or Emergency Leave will be recorded as follows: 1 hour day 2 hours day 3 hours day 4 hours or more 1 day Any fraction of the day missed will be counted as 1 absence. However, if any other partial days are taken they will be added to the first absence until one whole day is accumulated.

D. FORCE MAJEUR
In case of an emergency School Evacuation, the school will transport the overseas hire Employee to a safe haven designated by the school. This may be the Point of Origin of the teacher determined by the school. Salary and housing will be paid for a period not exceeding 28 days. The overseas hire is considered a full-time employee of the school while drawing full pay at the designated safe haven and will be assigned to related tasks.

4. LESSON PLANS AND SUBSTITUTE TEACHERS

A. PLANNED ABSENCE
Leave a detailed list of instructions from warm up to dismissal bell. Please include an extra activity should your class finish early. Leave all materials, handouts, etc. labeled by block. i) Check to make sure that all necessary items are in sub folder. This includes the teacher information sheet, blank substitute comment forms, seating charts, extra class lists, attendance sheets, hall pass, nurse passes, blank paper and referral slips. ii) Leave everything in the center of the top of your desk. iii) Discuss your expectations for good behavior with your classes.

B. UNPLANNED ABSENCE
Generic lesson plans, attendance information and instructions for substitutes should be left with the principal, team leader and/or department head as designated by each division. Teachers from time to time may be required to substitute for a colleague during their own release time. They will be renumerated 7 KD per class period/hour for doing so.

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5. TEACHER GROUND DUTIES

Teachers are on duty at all times, from the moment they enter the grounds in the morning until departure at the end of the day. In particular, there are three crucial times during the day when supervision of students outside the building is required: Morning 7:15 am - 7:40 am Lunch periods Dismissal 2:30 pm - 2:45 pm A faculty duty schedule will be distributed in each division. If for some reason a teacher is unable to meet a duty assignment, the teacher must arrange with a colleague to take the duty. Assigned duties notwithstanding, high school and middle school teachers are asked to be visible in the hallways or in the doorway to their classrooms during passing periods.

6. AIS HOUSING
A. CONTRACTUAL OBLIGATIONS BY THE SCHOOL
i) Teachers receive furnished housing with utilities. Housing is provided for employees and their dependent children only. Additional costs will be at the expense of the employee. Spouses not employed by the school will pay rent as designated by the school. Housing is not included in the indemnity settlement at the end of the contract. ii) School provided housing may not be occupied by non-AIS employees, including maids, during holidays. Non-compliance could result in the withdrawal of the school housing benefit.

B. APARTMENT DESIGNATIONS
i) When size, design or layouts of apartments vary the administration reserves the right to designate certain apartments appropriate for particular categories of occupancy. ii) Each building will designate a representative to liase with administration. If faculty members wish to be assigned a different (school provided) apartment for the following year they should advise the Superintendent before March 1st. iii) All reassignments will continue to be based upon contractual obligation by the school as outlined. iv) Where there is more than one request for a particular apartment, the priority will be based on length of service at AIS unless, in the view of the school, there is compelling reason otherwise. v) All reassignments for the following year will be made by the last school day in April. vi) The school reserves the right to decide final placement.

C. CO-HABITATION
In accordance with Kuwaiti customs and law, faculty members of the opposite sex may only share an apartment when married.

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D. VIOLATION OF HOUSING CONTRACT

Actions that violate contractual obligations, involving gross misconduct and/or violation of Kuwait laws may result in the withdrawal of the schools housing obligations, disciplinary action and/or termination of contract.

E. PET INFORMATION
Pet owners are responsible for any damage to their apartment. A penalty of up to 200 KD will be assessed at the time of exit if the apartment or furnishings have received damage.

F. APARTMENT FURNISHINGS
School provided furnishings shall not be traded between apartments.

G. APARTMENT REPAIRS
Home maintenance requests can be submitted to our Maintenance Manager, Mr. Salim, directly by submitting a task request to [email protected]). This allows him to track start and completion dates and you will receive automatic email updates on the job. Emergency jobs should be requested by contacting Mr. Salim directly.

H. EMERGENCY INFORMATION
i) What to do in the case of serious injury or acute illness. Remain calm! Have crucial numbers in your cell phone and also have them posted in a permanent position in your home. o Closest neighbor _________________________________ o Ambulance Service In order to communicate effectively make the distress call to the School Nurse: Najla at 9-445-8977 If unavailable call Dr. Badri Al Rayes at 6-633-3888 Mubarak Hospital is the triage center for our area of the city. Know your location so that you can give directions to the emergency responder. Building 1: Building 2: Building 3: Building 4: Building 5: Building 7: Building 8: Maidan Hawally, Block 11, Hamoud Al Nasser St., Bldg. #7 Maidan Hawally, Block 11, Hamoud Al Nasser St., Bldg. #27 Maidan Hawally, Block 11, Hamoud Al Nasser St., Bldg. #28 Maidan Hawally, Block 11, Rabeaa St., Bldg. #24 (4593) East Hawally, Block 4, Haroon Al Rasheed St., Bldg. #5 Maidan Hawally, Block 11, Jaber Bin Hayan Street Maidan Hawally, Block 11, Wasel Bin Aata St., Bldg. #45T

ii) What to do in the case of minor injury or routine illness. There are a variety of excellent medical facilities. Newcomers to the country would be well served at the International Clinic 1 886 677
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iii) What to do in the case of fire. All emergency services are reached by dialing 112. Speak clearly and slowly when giving the location. Alert neighbors and evacuate to a safe location.

7. FACULTY COMMITTEES
A. STANDING COMMITTEES
Standing Committees report to the Administrative Council and all Standing Committee decisions must receive Administrative Council approval.

B. FACULTY ADVISORY COMMITTEE

The Faculty Advisory Council (FAC) is a group of faculty members elected by their peers to represent their interests at AIS. They are not an action body but can recommend course(s) of action to the Superintendent on matters of contract or living and working conditions. Composition Two teacher representatives will be elected from each school division. If no bilingual Arabic/English teacher is thus elected, then another election will be held through which teachers of Arabic and Islamic Studies will elect a bilingual teacher to represent the Arabic speaking staff. One non-teaching member of the professional support staff will be elected by members of that staff. Election Process A general call of interest will be made during the first week back at school. Interested candidates present their name to their divisional principal. Teachers can nominate colleagues by giving the name to the divisional principal. Divisional staff will vote for two FAC representatives by secret ballot. Elections will take place at the beginning of September. FAC members names are published in the Superintendents Notes as well as the Divisional Newsletters/Announcements. A FAC members term is for the school year (September to June).

Role of the FAC The FAC will advocate to the Superintendent for staff members on issues pertaining to: (a) Contracts (National/International, salary and benefits) (b) Housing (c) Work Environment (classrooms, school facilities, etc) The FAC may, in cooperation with the Superintendent, approve and undertake factfinding missions (e.g., surveys on healthcare) to be able to provide informed advice. The FAC will communicate information between teachers and the superintendent and vice versa.

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Meetings FAC will meet at least once monthly at agreed times. At the initial meeting all meeting dates will be set. A Chairperson will be selected by the FAC. The Chairperson will prepare an agenda and circulate it electronically prior to each meeting. The agenda will be posted in the Info Folder. FAC members should ask staff to approach them with their concerns before the meetings to be able to add items to the agenda. This can be done through announcements, divisional meetings, face-to-face communication, etc. If there is an occasion where there are no issues to discuss, the FAC meeting can be cancelled with due notice from the Chairperson. In the absence of the Superintendent, meetings can be held with the Senior Administrator in charge. Information from the FAC meetings will be communicated back to staff in a timely manner either through Superintendents Notes or other forms of communication by the FAC teacher representatives. (Divisional meetings, emails, face-to-face, etc.) Emergency meetings can be called by the Superintendent or at the discretion of the Chairperson. Action notes will be taken and posted in the appropriate folder on the network. Incomplete actions will be advanced to the appropriate future agenda.

8. TEACHER ASSESSMENT
Teachers are highly trained professionals who are bound by moral and ethical obligation and, therefore, American International School recognizes the value of an effective teacher assessment. It is committed to supporting each individual teachers pursuit of excellence in and out of the classroom. The process includes both formative and summative feedback. Formative feedback comes from peers and curriculum support people such as Curriculum and Programme Coordinators, HoDs, teacher coaches and librarians. Summative feedback comes from the Principal and/or Assistant Principal. This process aims to foster the following attributes among the teaching staff: Planning and Preparation o Demonstrates knowledge of content and pedagogy o Develops appropriate and coherent instruction o Employs a variety of instructional strategies to augment achievement o Demonstrates knowledge of students Classroom Climate o Manages a classroom effectively with a variety of techniques o Develops effective and positive rapport with students o Encourages constructive social interaction and active engagement o Deals fairly, consistently and sensitively with misbehavior o Organizes furniture and materials effectively for successful learning

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 Instruction o Communicates clearly and employs appropriate instructional pacing o Demonstrates enthusiasm for content/teaching o Specifies instructional objectives o Makes effective transitions between instructional activities o Engages students and incorporates higher level thinking skills o Optimizes the use of classroom instructional time Professional Work Habits o Conducts both formative and summative assessments o Maintains accurate records of student progress o Works collaboratively with colleagues o Interacts appropriately with school administrators, faculty, and staff o Adheres to relevant deadlines o Contributes positively to the school community o Uses curricular tools such as Rubicon-Atlas and AdminPlus effectively o Pursues ongoing professional development and connects it to the curricular mission of the school

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Assessment Part I
Newly hired, provisional and uncertified teachers are evaluated to determine basic competence. The checklist of basic performance standards is completed by the divisional principal/assistant principal. The administrator then determines if the teacher will be placed on the Assisted Track or Self-Directed Track. At the conclusion of the SelfDirected track, teachers who are judged as competent will be subject to the assessment process every third year of service to AIS. If warranted, the divisional principal can place a teacher on the assisted track or request an assessment at any point.

Assisted Track

OR

Self-Directed Track
This track encourages professional growth through goal setting and the development of a professional portfolio. This process involves the teacher, Head of Department, Team Leader or Coordinators and colleagues in cooperative discussions and planning that foster collegial interaction for the accomplishment of goals.

Unsatisfactory evaluations result in transfer to the assisted track. This stream includes bi-weekly meetings with the Assistant Principal, Head of Department, Team Leader or Coordinators and possibly colleagues to establish a plan of assistance to correct deficiencies. The goal of this track is to support new and/or struggling teachers to move onto the Self-Directed Track. Once significant improvements are evident teachers will receive a second assessment (Assessment II).

Assessment Part II
(Administrative Assessment repeated) The teacher is re-evaluated to determine basic competence. If the teacher meets a minimum standard, he/she will be directed to the Self-Directed track. If he/she does not meet a minimum standard, his/her employment status and/or contract renewal will be examined by the administrative council.

Portfolio Review
Evidence to support the assessment aims found in the professional portfolio is provided by the teacher and reviewed together with Head of Department, Team Leader or Coordinators. If the teacher continues to meet or exceed expectations in all areas as evidenced by the portfolio, the assessment process is complete. If significant areas of growth are identified, the teacher will be referred to the appropriate administrator for further review.

Self-Directed Track
This track encourages professional growth through goal setting and the development of a professional portfolio. This process involves the teacher, Head of Department, Team Leader or Coordinators and colleagues in cooperative discussions and planning that foster collegial interaction for the accomplishment of goals. Teachers portfolios will be ever-changing, living documents. Teachers should maintain their portfolios on a yearly basis including yearly curricular, instructional and community goals.

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Step One Assessment I Newly hired, provisional and uncertified teachers as well as those teachers who voluntarily participate will be assessed by his/her divisional administrator prior to the last week of November. The assessment will include a pre-conference, observation, and post-conference. Upon completion of Assessment I, the teacher will be assigned to one of two tracks: Self-Directed or Assisted Track. Step Two Self-Directed Track Teacher Portfolio Each teacher will be required to develop and maintain a professional portfolio that contains evidence in the areas of: Planning and Preparation Classroom Climate Instruction Professional Work Habits Examples of evidence may include lesson plans, units of work, student work, pictures or narratives. The teacher portfolio should also include the following (see attached forms): Teacher Self Assessment Instructional Goal Curricular Goal Community Goal Portfolios will be reviewed by Heads of Department, Team Leaders or Coordinators during meetings with individual teachers; one meeting in January and one meeting in April. Step Three Self-Directed Track Peer Observation Included in each professional portfolio should be TWO completed peer observations (see protocol for peer observations) prior to April 1st. A peer observation consists of an approximate THIRTY minute classroom visit from a colleague who will be required to simply observe your lesson. The observer, using the protocol for peer observations will record what is presented in the applicable areas as outlined in the protocol. Whenever possible, one of the observations should be completed by an individual in a supervisory role (Head of Department, Team Leader, or Coordinator). Step Four Self-Directed Track Portfolio Review In April, each teacher will meet with a supervisor (Head of Department, Team Leader, or Coordinator) to discuss and share their professional portfolio. The teachers final Assessment (Part II) will be completed based on the evidence presented. Teachers will be recommended for either completion of the process or further review by the divisional administrator. Copies of this assessment will be included in the teachers personnel file.

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Step One: Assessment Part I

Newly hired, provisional and uncertified teachers as well as those teachers who voluntarily participate will be assessed by his/her divisional administrator prior to the last week of November. The assessment will include a pre-conference, observation, and post conference. Upon completion of the Assessment Part I, the teacher will be assigned to one of two tracks: Self-Directed or Assisted Track.

Step Two: Assisted Track

The purpose is to provide assistance to the teacher so that they may correct any deficiencies that need to be addressed. It includes: Bi-weekly meetings with the Head of Department, Team Leader or Coordinators to provide support and guidance as well as to review instructional goals for improvement and to establish a plan of assistance to correct deficiencies. Bi-weekly meetings with a mentor/experienced teacher to provide opportunities for teachers to observe one another and to discuss their observations as well as enact solid classroom practices. The overall goal of this track is to support the teacher to move onto the Self-Directed Track. The teacher will be subject to a second assessment by an administrator. Once the teacher has demonstrated positive growth and development, the teacher will join the Self-Directed track.

Assisted Track - Post -Assessment Timeline

Week 1 Planning Meeting: Teacher meets with the Assistant Principal, Head of Department, Team Leader or Coordinator to establish a plan for improvement based on the deficiencies identified in the original assessment as well as a timeline for completion (timeline must take place within the school year). Week 2 Mentor Meeting: A plan for improvement is established and support materials are reviewed by the teacher. The teacher is partnered with an experienced teacher/mentor with whom to work with directly. Week 3 Peer Observation #1: The teacher observes his/her mentor teaching a complete lesson. Time should also be devoted to pre- and post-conference to discuss the teachers observation of the lesson. Week 4 Leadership Observation #1: The Assistant Principal, Head of Department, Team Leader or Coordinator observes the teachers class and conducts a post-conference.

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Week 5 Peer Observation #2: The experienced teacher/mentor observes the teacher conducting a complete lesson. Time should also be devoted to pre- and post-conference to discuss the experienced teacher/mentor observation of the lesson. Week 6 Review of Plan for Improvement: The Assistant Principal, Head of Department, Team Leader or Coordinator will, in conjunction with the teacher, review progress towards the plan for improvement. Week 7 - Peer Observation #3: The teacher observes his/her mentor teaching a complete lesson. Time should also be devoted to pre- and post-conference to discuss the teachers observation of the lesson. Week 8 Leadership Observation #2 The Assistant Principal, Head of Department, Team Leader or Coordinator observes the teachers class and conducts a post-conference. Week 9 - Peer Observation #4: The experienced teacher/mentor observes the teacher conducting a complete lesson. Time should also be devoted to pre- and post-conference to discuss the experienced teacher/mentor observation of the lesson. Week 10 Assessment Part II: The teacher is re-evaluated by the Divisional Principal to determine basic competence. If the teacher meets a minimum standard, he/she will be directed to the Self-Directed Track. If he/she does not meet a minimum standard, his/her employment status and/or contract renewal will be examined by the Administrative Council.

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Name:_________________________________ Department/Grade Level: _____________________ Planning and Preparation

Current Position: _____________________ Division: ES MS EE

HS ME

EE = Exceeding Expectations ME = Meeting Expectations AG = Area for Growth

AG

Demonstrates knowledge of content and pedagogy. Develops appropriate and coherent instruction. Employs a variety of instructional strategies to augment achievement. Demonstrates knowledge of students. Other: Comments:

Classroom Climate
Manages a classroom effectively with a variety of techniques. Develops effective and positive rapport with students. Encourages constructive social interaction and active engagement. Deals fairly, consistently and sensitively with misbehavior. Organizes furniture and materials effectively for successful learning. Other: Comments:

EE

ME

AG

Instruction
Communicates clearly and employs appropriate instructional pacing. Demonstrates enthusiasm for content/teaching. Specifics instructional objectives. Makes effective transitions between instructional activities. Engages students and incorporates higher level thinking skills. Maximizes classroom instructional time. Other: Comments:

EE

ME

AG

Professional Work Habits

Conducts both formative and summative assessments. Maintains accurate records of student progress. Works collaboratively with colleagues. Interacts appropriately with school administrators, faculty, and staff. Adheres to relevant deadlines. Other: Comments:

EE

ME

AG

_________________________________________ Teacher Signature _________________________________________ Administrator Signature

_____________________________________ Date _____________________________________ Date

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Commendations:

Recommendations:

Teacher Comments:

Assisted Track

Self-Directed Track

Follow-up: ___________________________________________________________________

Signing below indicates only that the teacher has had an opportunity to confer with the evaluator regarding its contents and does not necessarily imply concurrence. The employee may wish to include a written statement in the space provided.

_________________________________________ Teacher Signature

_____________________________________ Date

_________________________________________ Administrator Signature

_____________________________________ Date

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Planning and Preparation

The amount and organization of the lesson content are appropriate for the students based on their abilities and the complexity and difficulty of the material. The teacher:
Organizes the content into blocks or steps suitable for the abilities of the students and the complexity and difficulty of the material (e.g., small bits of information for low ability students or for difficult material) Ensures that learners have necessary skills and information before moving on to more difficult content Intersperses practice opportunities in lessons involving difficult content Provides moderately difficult tasks that are within reach of most students Varies the difficulty level of activities and questions to provide for student success Continues teacher-guided practice until most students are capable of mastering the content Uses essential questions to communicate expected learning Uses pre-assessments to determine students readiness and/or prior knowledge through activating strategies &/or other informal assessments Uses acceleration/preview strategies to build connections to new content Uses differentiated instruction/assignments Uses distributed practice and summarizing

Instruction appropriate for all students that reflects an understanding of relevant content and is based on continuous and appropriate assessment. The teacher:
Plans lessons that reflect an understanding of students developmental characteristics and needs Adapts lessons to address students varied backgrounds, skills, interests, and learning needs, including the needs of English language learners Uses effective approaches to address varied student learning needs and preferences, including making use of spontaneous activities or observations to promote learning Plans instruction that motivates students to want to learn and achieve Acknowledges and respects cultural differences among students when planning instruction Exhibits appropriate knowledge of a subject to promote student learning Demonstrates awareness of common student misconceptions or likely sources of student error in relation to particular content Plans instruction that reflects an understanding of important prerequisite relationships Plans instruction that makes connections within the discipline and across disciplines Uses a variety of pedagogical techniques to convey information and teach skills including hands-on exploration and guided discussion Develops instructional goals and objectives that are clear, relevant, meaningful and age-appropriate Develops instructional goals and objectives that are able to be assessed Develops instructional goals and objectives that reflect students age, developmental level, prior skills and knowledge, background, and interests Develops instructional goals and objectives that reflect different types of student learning and skill, including learning to cooperate with others and/or understanding cause and effect relationships Uses various types of materials and other resources to aid in preparing and implementing instruction Uses technological tools to promote learning and expand instructional options Uses resources available outside the school (e.g., museums, businesses, community members) to enhance students learning opportunities Uses a variety of assessment methods, including technology, that are appropriate for evaluating student achievement of instructional goals and objectives Communicates assessment criteria and standards to students Designs assessments, where appropriate, that reflect real-world applications of knowledge and understanding Promotes students use of self-monitoring and self-assessment Analyzes assessment results to aid in determining students strengths and needs Uses assessment results to help plan instruction for groups of students or individuals

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Classroom Climate
Instructional engagement is promoted through stimulating presentations, active participation, or techniques which promote overt or covert involvement. The teacher:
Gains attention of all students before beginning instruction Observes students for initial engagement after making assignments Stimulates interest in the topic by providing vivid or novel examples or by varying presentation and activities Varies the types of responses generated Divides opportunities for student participation without excessive or prolonged interactions with individuals Stimulates covert involvement of students with techniques such as: directing students to think of an example asking students to recall an experience asking students to prepare to respond providing a stimulus for students to be attentive during student interactions or presentations Creates an expectation of being called on by eliciting responses from volunteers and non-volunteers and by asking questions before calling upon specific students Promotes relevant thinking by pausing after questions to allow students to formulate responses or to form mental images Promotes relevant thinking by pausing after students responses or contributions to allow for extensions of student ideas Raises student level of concern by using techniques such as emphasizing the importance of an instructional task, calling on non-volunteers, or using physical proximity Generates overt responses with techniques such as: asking students to respond on scratch paper having students take notes directing students to tell another student asking students to respond as a group asking for signal responses involving students in discussion, skits, simulations, hands-on experiences, and cooperative group learning experiences

The physical setting allows the students to observe the focus of instruction, to work without disruption, to obtain materials and to move about easily. It also allows the teacher to monitor the students and to move among them. The teacher:
Plans the instructional environment so that students can be seen and monitored Arranges materials in an orderly and readily accessible manner Arranges the environment for necessary group or independent work, movement, or other lesson activity Maintains a functional arrangement of furniture and materials around high traffic areas such as pencil sharpener, bookshelves, or materials center Establishes efficient patterns for student movement in the classroom

Appropriate behavior is maintained through techniques such as monitoring the behavior of the entire class, establishing clear and consistent expectations, and providing positive feedback when appropriate. The teacher:
Facilitates classroom monitoring with techniques such as having students clear their desks of unnecessary materials, having groups begin seatwork together, and not allowing students to congregate around the teacher while waiting for assistance Observes the entire class and scans the class frequently Divides attention among students without prolonged interactions with individuals Establishes and maintains rules and procedures which describe expectations regarding behavior Provides positive feedback on behavior when appropriate

Appropriate behavior is maintained by providing appropriate feedback or interventions when students are offtask or disruptive. The teacher:
Detects inappropriate behavior early and intervenes when it is likely to cause further disruption Uses low profile interventions such as proximity control, eye contact, signals, and stating a rule or mentioning a students name to redirect him/her Prompts student, if necessary, to make sure that appropriate behavior begins after redirection Provides feedback only to students causing the problem to avoid interrupting all students for minor problems Deals with disruptions appropriately (e.g., making a calm reasonable request of students to comply with rules or procedures, avoiding arguments or power struggles, using appropriate consequences or counseling, and referring students to a resource person)

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Instruction
Content is explained, discussed, or reviewed in an appropriate sequence through techniques such as using definitions, examples, demonstrations, and modeling or through teacher-guided group activities. The teacher:
Uses definitions to explain terms that are unfamiliar to students Provides initial examples that are clear and appropriate to the learning Provides simple examples first and then moves to more complex and difficult examples Uses aids that support instruction Provides demonstrations to show the steps of a process Presents content in a logical sequence such as moving from easy to difficult or from concrete to abstract Models learning by describing thought processes associated with the physical demonstration Models higher-level thinking by verbalizing the processes of application, analysis, synthesis, and evaluation Directs discussions and other interactive learning activities by asking focused questions and maintaining the focus on the learning Conducts reviews which are stimulating and purposeful Conducts teacher-guided group practice on new information or skills Uses Essential Question/s to maintain focus on learning objective/s Facilitates discussions that involve student-to-student interaction rather than predominantly teacher-to-student Conducts distributed practice and summarizing/review Engages students in collaborative activities Uses aids that support instruction such as graphic organizers and mnemonic devices

Student-focused activities provide appropriate opportunities for students to practice or extend previous content or to generate new content. The teacher:
Provides activities that require students to think through or manipulate content in order to internalize concepts and processes Uses materials that support instruction Provides an opportunity for students to process content through activities such as skits, simulation, and hands-on experiences Structures activities which involve learners in developing the content Provides periodic review/summarizing and distributed practice on key objectives Structures cooperative group learning activities in which students facilitate each others achievements through activities such as helping, sharing, and tutoring Provides student-focused activities in which most students maintain a high success rate Provides assistance to individual students or small groups Differentiates activities to address the various readiness levels, learning styles, and interests of diverse learners Uses instructional strategies such as tiered lessons, learning centers, task cards, and work stations that support differentiation Uses graphic organizers to support instruction Uses activities that engage students in discovery learning Engages students in activities that promote critical thinking skills/processes Assesses student learning through authentic assessment tasks and scoring rubrics

Initial activity focuses students attention on lesson objectives and the learning context. The teacher:
Communicates learning objectives to students Provides a context for objectives with techniques such as: presenting an overview or outline of how content fits together reviewing previous related work describing the purpose, rationale, or relevance of what is to be learned Captures student attention through active involvement Communicates high expectations to students Uses essential questions to communicate expected learning Uses acceleration/preview strategies to build connections to new content and to stimulate interest in content Uses activating strategies to activate prior knowledge and to stimulate interest in content

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Professional Work Habits

Interacting and Communicating with Families. The teacher: Knows and understands the importance of families involvement in their childrens education and appropriate ways for working and communicating effectively with families in varied contexts Interacts appropriately with families that have diverse characteristics, backgrounds, and needs Applies procedures for conducting effective parent-teacher conferences Communicates with families on a regular basis to share information about students progress and respond appropriately to families concerns Engages families in their childrens education and in various aspects of the instructional program Interacting with Other Educators and Contributing to the School. The teacher: Knows and understands types of interactions among professionals in a school (e.g., vertical teaming, horizontal teaming, team teaching, mentoring) and the significance of these interactions Knows and understands appropriate ways for working and communicating effectively with other professionals in varied educational contexts Knows and understands the roles and responsibilities of specialists and other professionals (e.g., department chairperson, principal, curriculum coordinator, literacy specialist, etc.) Knows and understands the various ways in which teachers may contribute to their school Knows and understands the value of participating in school activities Maintains supportive and cooperative relationships with colleagues Engages in collaborative decision-making and problem-solving with other educators to support students learning and well-being Works productively with supervisors and mentors to address issues and enhance professional skills and knowledge Communicates effectively and appropriately with other educators in varied contexts Collaborates professionally with other members of the school community to achieve school educational goals Participates in decision-making, problem-solving, and sharing ideas and expertise Assumes professional responsibilities and duties outside the classroom, as appropriate (e.g., serve on committees, volunteer to participate in events and projects) Continuing Professional Development. The teacher: Knows and understands the importance of participating in professional development activities to enhance content knowledge and pedagogical skill Knows and understands the importance of documenting self-assessments Knows and understands characteristics, goals, and procedures associated with teacher assessment Knows and understands the importance of using reflection and ongoing self-assessment to enhance teaching effectiveness Participates in various types of professional development opportunities (e.g., conferences, workshops, work with mentors and other support systems) Enhances content and pedagogical knowledge through a variety of activities (e.g., reading journals, joining professional associations, attending conferences, engaging in coursework) Uses evidence of self-assessment (e.g., portfolio) to identify strengths, challenges, and potential problems; improve teaching performance; and achieve instructional goals Uses appropriate resources and support systems inside and outside the school to address professional development needs

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(Adapted from Leading the Learning: A Field Guide for Supervisors, Coaches & Mentors by Paula Rutherford, 2003)

What do I need to do to keep developing professionally?

How could I grow professionally to meet the needs of my students?

How could I engage in learning within my school setting?

How will I identify goals that are critical to my professional growth and to student learning?

How can I further school goals?

In what areas do I feel most competent or least competent?

In what areas do my students excel?

In what areas do my students struggle?

What can I do differently that will affect those areas in which my students struggle?

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pecific - A specific goal has a much greater chance of being accomplished than a
general goal. To set a specific goal you must answer the six "W" questions: Who: What: Where: When: Which: Why: Identify the individuals involved. Identify what is to be accomplished. Identify a location. Establish a time frame. Identify requirements and constraints. Choose specific reasons or benefits of accomplishing the goal.

EXAMPLE: A general goal would be, "Get in shape." But a more specific goal would say, "Join a health club and attend aerobics classes 3 days a week for one hour each day."

M
A

easurable - Establish concrete criteria for measuring progress toward the

attainment of each goal you set. When you measure your progress, you stay on track, reach your target dates, and experience the exhilaration of achievement that spurs you on to continued effort required to reach your goal.

To determine if your goal is measurable, ask questions such as......How much? How many? How will I know when it is accomplished?

ttainable - When you identify goals that are most important to you, you begin to
figure out ways you can make them come true. You develop the attitudes, abilities, skills, and financial capacity to reach them. You begin seeing previously overlooked opportunities to bring yourself closer to the achievement of your goals.

You can attain most any goal you set when you plan your steps wisely and establish a timeframe that allows you to carry out those steps. Goals that may have seemed far away and out of reach eventually move closer and become attainable, not because your goals shrink, but because you grow and expand to match them. When you list your goals you build your self-image. You see yourself as worthy of these goals, and develop the traits and personality that allow you to possess them.
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R
T

- To be realistic, a goal must represent an objective toward which you are both willing and able to work. A goal can be both high and realistic; you are the only one who can decide just how high your goal should be. But be sure that every goal represents substantial progress. A high goal is frequently easier to reach than a low one because a low goal exerts low motivational force. Some of the hardest jobs you ever accomplished actually seem easy simply because they were a labor of love.

ealistic

Your goal is probably realistic if you truly believe that it can be accomplished. Additional ways to know if your goal is realistic is to determine if you have accomplished anything similar in the past or ask yourself what conditions would have to exist to accomplish this goal.

angible - A goal is tangible when you can experience it with one of the senses, that is, taste,
touch, smell, sight or hearing. When your goal is tangible, or when you tie a tangible goal to an intangible goal, you have a better chance of making it specific and measurable and thus attainable.

Intangible goals are your goals for the internal changes required to reach more tangible goals. They are the personality characteristics and the behavior patterns you must develop to pave the way to success in your career or for reaching some other long-term goal. Since intangible goals are vital for improving your effectiveness, give close attention to tangible ways for measuring them.

Taken from: From Paul J. Meyer's Attitude Is Everything, http://www.topachievement.com/smart.html

Success can be measured in different ways but one thing is certain, we are no good to ourselves, our families, our friends, our students, or our colleagues if we dont take care of ourselves.

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 General Description of Goal:

Specific description of goal using S.M.A.R.T. criteria:

S M A R T
Plan for achievement:

Date for Completion:

42

 General Description of Goal:

Specific description of goal using S.M.A.R.T. criteria:

S M A R T
Plan for achievement:

Date for Completion:

43

 General Description of Goal:

Specific description of goal using S.M.A.R.T. criteria:

S M A R T
Plan for achievement:

Date for Completion:

44

Taken from http://www.annenberginstitute.org/images/class_obs.pdf. November 22, 2006.

In this protocol, pairs of observers, like mentors and their protgs, spend time in classrooms examining the curriculum as enacted. The protocol can be used at all levels of the system, from primary grades through late high school.

Overview of the Protocol

The observation protocol addresses a set of key questions about the curriculum as it is experienced by students in their classrooms: To what extent is the activity in classrooms focused on learning (as opposed to management, discipline, etc.)? To what extent are the daily experiences of students aligned to the expectations laid out in the standards in specific subject-matter areas (mathematics, reading, social studies, etc.)? What strategies do current classroom teachers have for individualizing the curriculum, given the range of learners for whom they are responsible?

These observations provide indications of current practice or reliable samples of practices in classrooms. In either case, the purpose of the observations is to raise questions about current practice and the conditions under which it occurs. In each classroom, observers code the activities of two students and the teacher at two-minute intervals for twenty minutes. Students are coded for engagement; teachers are coded for use of instructional time. The activity in each two-minute segment is rated on a five-point scale (04); the rating criteria are presented in the Coding Scheme for Student and Teacher Observations. Additional observations for support/management activities in each classroom are also coded on a complementary five-point scale. The definitions of these rating criteria are presented on the following pages, along with a sample coding sheet.

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Part I - Criteria for Coding Learning Activities (L code) Student Observation: Teacher Observation:
Observer codes student engagement at 2-minute intervals for 20 minutes Student-Directed Inquiry/Academic Rigor
Student infers, solves problems Student analyzes, synthesizes; student forges a connection to another lesson or content area Student makes authentic connections independently Student applies high levels of thinking and understanding Student raises questions/discusses rigorous content with teacher/peer

Observer codes teachers use of instructional time at 2-minute intervals for 20 minutes Teacher facilitates authentic, student-directed learning
Teacher bridges content to real world Teacher provides subject matter in a holistic context Teacher gives responsibility of learning to students Teacher develops ideas in a systematic way Teacher differentiates instruction to challenge all students

Student Engaged in Learning

Student checks understanding of assignment or expectations Student works actively on assigned task, follows directions as given Student performs manipulation of appropriate materials consistent with the assignment Student reads assigned text, answers questions from text/teacher; demonstrates basic level of understanding Student responds as part of a group or individually to teacher prompts that require basic comprehension of the assigned or taught content but little extension or innovation

Teacher engages students in the learning process

There is evidence of collective sharing of ideas (ex. Teacher asks a question and student interchange takes place) Teacher articulates subject matter in a coherent, focused manner, though not student-directed Teacher makes a specific attempt to help students see the relevance of the work Teacher checks for collective understanding of new concept Teacher allows time for students to grasp and ask questions about new material Teacher refers to previous lessons to bridge new material Teacher groups students appropriately to task

Student On Task
Student practices task or routine already modeled or highly familiar Student does oral summary/review work Student writes notes as teacher directs (copies from board, overhead, etc.) Student reads text as teacher directs; listens to teacher reading

Teacher keeps students on task

(Skills addressed are lower order, rote in nature) Teacher directs small-group work or discussion on a familiar topic Teacher directs whole-group work or discussion on a familiar topic Teacher assigns individual review and practice (reviewing and correcting homework, fill-in-the blank, etc.) Teacher prompts students to recite/recall previously learned knowledge Teacher reads to students Teacher orally reviews material

1 0

Student not engaged in new learning

Student opens book as directed, organizes materials Student listens as teacher gives familiar directives how to line up, how to behave going to lunch Student moves desk, gets in line

Teacher manages classroom no academic content

Teacher rearranges furniture Teacher tells students to get books, copy homework

Student is non-compliant/disengaged
Student not doing work as assigned Student not following teacher directives Student has finished work and has no other assignment to do

Teacher focuses on negative behavior

No explicitly assigned activity; students settling down Discipline (whole group) negative episode that absorbs instructional time

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Part II - Criteria for Coding Support/Management The occurrences and types of student-teacher interaction (S/M Code) during the twenty-minute observation sessions are coded.
Academic, Social & Behavioral Support/Management Teacher/Student Academic & Social Interactions

AS-I
Teacher calls on student to answer question/go to board, etc. Teacher comments on student/class working or thinking Teacher checks student's individual work Teacher corrects student's individual work Teacher refers to specific academic expectations for student/class; e.g., "This algebra work on slopes will prepare you for high school."

AS-G
Mutual respect is evident through student teacher interchange Teacher exhibits tolerance of differing points of view Teacher acknowledges and appreciates diversity Teacher encourages students routinely High expectations are evidenced by teacher presentation/discussion/feedback

SS-I
Teacher encourages socially: e.g., "It's great to see you in class on time!" Teacher encourages student/class generally about school work: "You're smart!"

SS-G
Teacher models interaction socially acceptable

BS-I
Teacher prompts student/class to follow rules Teacher prompts student/class to do assigned work, pay attention, etc. Teacher acknowledges student by name Teacher prompts student/class to work on task

Key: AS-I AS-G SS-I SS-G BS-I

= = = = =

Academic Support Individual Academic Support Group Social Support Individual Social Support Group Behavioral Support Individual

= = = = =

Teacher interaction with individual student Teacher interaction with group Teacher interaction with individual student Teacher interaction with group/whole class Teacher interaction with individual student

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Classroom observers use a coding sheet to record student, teacher, and classroom activities at two-minute intervals over twenty minutes:
Key: L Code = Class One: Student 1
Time L Code S/M Code

Coding Sheet for Student and Teacher Observations

Part I - Learning Activity

S/M Code=

Part II - Support/Management

Student 2
Time L Code S/M Code

Teacher
Time 2 4 6 8 10 12 14 16 18 20 L Code S/M Code

2 2 4 4 6 6 8 8 10 10 12 12 14 14 16 16 18 18 20 20

Class Two: Student 1

Time L Code S/M Code

Student 2
Time L Code S/M Code

Teacher
Time L Code S/M Code

2 4 6 8 10 12 14 16 18 20

2 4 6 8 10 12 14 16 18 20

2 4 6 8 10 12 14 16 18 20

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Whole-class (C-Code) observations for learning environment are categorized into four areas. Each item is rated on a five-point scale
0 = No evidence 1 = Minimal evidence 2 = Partial but inconclusive evidence 3 = Partial evidence but promising 4 = Consistent evidence

Criteria for Coding Classroom Learning Environment

Content C-Code

A - Rigor of Curriculum
Teacher uses rubrics to evaluate work Teacher requires responses in accurate/complete sentences Work requires high order thinking skills Teacher provides acceleration/enrichment Teacher discussion demonstrates deep knowledge of subject

B - Varied/differentiated Instruction
Lesson connects content and real world Lesson provides reading/writing across the curriculum Lesson employs a variety of instructional strategies Teacher provides individualized instruction Teacher uses group work and responsibilities effectively Lesson uses manipulatives/technology Teacher uses a variety of grouping strategies

C - Ongoing informal assessment of student work/behavior

Teacher checks for understanding/re-teaches Teacher monitors student progress frequently Teacher provides closure to lesson Rubrics are displayed/shared Teacher activates prior student knowledge Lesson provides opportunity for independent practice

D - Positive climate for learning

High expectations for students are evident from teacher language, encouragement Routines are established and followed Teacher creates a literate learning environment Classroom environment reflects/supports instruction Teacher manages classroom behavior effectively Teacher creates an inviting work atmosphere _______________________________

Completed by: ________________________________ Date:

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Name: _________________________________________ Department/Grade Level: __________________________

Current Position: ______________________ Division: ES MS HS

EE = Exceeding Expectations ME = Meeting Expectations AG = Area for Growth

Planning and Preparation

Demonstrates knowledge of content and pedagogy. Develops appropriate and coherent instruction. Employs a variety of instructional strategies to augment achievement. Demonstrates knowledge of students. Other: Comments:

EE

ME

AG

Classroom Climate
Manages a classroom effectively with a variety of techniques. Develops effective and positive rapport with students. Encourages constructive social interaction and active engagement. Deals fairly, consistently and sensitively with misbehavior. Organizes furniture and materials effectively for successful learning. Other: Comments:

EE

ME

AG

Instruction
Communicates clearly and employs appropriate instructional pacing. Demonstrates enthusiasm for content/teaching. Specifics instructional objectives. Makes effective transitions between instructional activities. Engages students and incorporates higher level thinking skills. Maximizes classroom instructional time. Other: Comments:

EE

ME

AG

Professional Work Habits

Conducts both formative and summative assessments. Maintains accurate records of student progress. Works collaboratively with colleagues. Interacts appropriately with school administrators, faculty, and staff. Adheres to relevant deadlines. Other: Comments:

EE

ME

AG

______________________________________
Teacher Signature __________________________________________ Head of Department/Team Leader/Coordinator Signature 50

________________________________________ Date ________________________________________ Date

Teacher Comments:

Completion

Referral to Administration

Follow-up: ___________________________________________________________________

Signing below indicates only that the teacher has had an opportunity to confer with the evaluator regarding its contents and does not necessarily imply concurrence. The employee may wish to include a written statement in the space provided.

__________________________________________ Teacher Signature __________________________________________ Head of Department/Team Leader/Coordinator Signature

___________________________________ Date ___________________________________ Date

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A teacher portfolio is ever-changing, living document that summarizes your teaching accomplishments and provides examples of personal instructional practices. The teaching portfolio describes and documents multiple aspects of your teaching ability. Others describe it as a mechanism and space for reflecting upon your teaching.

What are some characteristics of effective portfolios?

The format of a portfolio varies considerably. An effective portfolio should be well documented and organized. The American Association for Higher Education (AAHE) suggests that a teaching portfolio should be structured, representative, and selective.

Structured
A structured portfolio should be organized, complete, and creative in its presentation. Some questions for you to think about might be: Is my portfolio neat? Are the contents displayed in an organized fashion? Are the contents representative for the purpose that it is intended?

Representative
In addition to attending to structure, a portfolio should also be comprehensive. The documentation should represent the scope of one's work. It should be representative across courses and time. Some questions for you think about might be: Does my portfolio portray the types and levels of courses that I have taught? Does my portfolio display a cross-section of my work in teaching?

Selective
The natural tendency for anyone preparing a portfolio is wanting to document everything. However, if a portfolio is being used either for summative or formative purposes, careful attention should be given to conciseness and selectivity in order to appropriately document one's work. Peter Seldin (1997) suggests limiting the contents of a portfolio to ten pages. We suggest that you limit the contents of your portfolio to what is required by the reviewer while also keeping the purpose in mind.

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What are some key functions of a teaching portfolio?

It is a way to collect evidence of your teaching ability. It provides the reader with a context for your teaching. It provides summary data on your teaching in a simple, readable format. It is focused on quality, not quantity. It is organized and its various sections relate to each other. It is an ever-changing, living document. It allows for self-reflection. It provides an opportunity to be unique and showcase your personal style of teaching. The process of creating one is generally much more important and meaningful than the end product.

Why create a portfolio?

The teaching portfolio can serve many purposes, some of which include the following: reflecting on your goals as a teacher, assessing your teaching strengths and areas which need improvement, documenting your progress as a teacher, generating ideas for future teaching/course development, identifying your personal teaching style, using elements of the portfolio to promote dialogue with fellow teachers, considering new ways of gathering student feedback, gathering detailed data to support your goals, collecting multiple sources of evidence that document the implementation of your teaching goals and their success. One would use a portfolio during the academic job search, promotion and tenure process, and for personal and professional development.

What goes into a portfolio?

THE PORTFOLIO DESCRIBES AND DOCUMENTS THE ABILITIES OF A UNIQUE INDIVIDUAL, AND THEREFORE, NO TWO TEACHING PORTFOLIOS LOOK ALIKE. A PORTFOLIO CAN INCLUDE A NUMBER OF DIFFERENT TYPES OF DOCUMENTS, AND WHICH YOU CHOOSE TO INCLUDE WILL DEPEND ON THE TYPE OF TEACHING YOU HAVE DONE, YOUR ACADEMIC DISCIPLINE, THE PURPOSE FOR CREATING ONE, AND THE INTENDED AUDIENCE.

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ITEMS THAT MIGHT BE INCLUDED IN A TEACHING PORTFOLIO

(Adopted from Margaret A. Waterman, University of Pittsburgh, 1990)

Roles, Responsibilities, and Goals:

A statement of teaching roles and responsibilities A reflective statement of teaching goals and approaches A list of courses taught, with enrollments and comments (e.g., team-taught)

Contributions to Institution or Profession:

Service on teaching committees Development of student apprentice programs Assistance to colleagues on teaching Review of texts, etc. Publications in teaching journals Work on curriculum revision or development Acquisition of funds/ equipment for teaching labs, programs

Activities to Improve Instruction:

Participation in seminars or professional meetings on teaching Design of new courses Design of interdisciplinary or collaborative courses or teaching projects Use of new methods of teaching, assessing learning, grading Preparation of a textbook, courseware, etc. Description of instructional improvement projects developed or carried out

Honors or Recognitions:

Teaching awards from department, school Teaching awards from profession Invitations based on teaching reputation to consult, give workshops, etc. Requests for advice on teaching by committees or other organized groups

Representative Course Materials:

Syllabi Course descriptions with details of content, objectives, methods, and procedures for evaluating student learning Assignments Exams and quizzes, graded and/or ungraded Handouts, problem sets, lecture outlines Descriptions of uses of computer or other technology in teaching

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Materials Showing Extent of Student Learning:

Students' lab books, or other workbooks Students' papers, essays or creative works Graded work from the best and poorest students with teacher's feedback to students Instructors' written feedback on student work

Evaluations of Teaching:

Summarized student evaluations of teaching, including response rate and students' written comments and overall ratings Results of students' exit interviews Letters from students, preferably unsolicited Comments from a peer observer or colleague teaching the same course Letter from division head or chairperson

Miscellaneous Sources on Teaching Effectiveness:

Comments from students' parents or employers Statements from colleagues in the department or elsewhere

Some of the sections above, such as the statement on teaching philosophy, are strictly narrative (reflective). Other sections consist of a set of materials as well as a narrative or rationale that explains what they are. The narrative component should answer the following questions: Why did you include it in the portfolio? How did you use it in the classroom? How do you know that it was effective, i.e. that your students learned as a result? How has your teaching changed as a result? What have you learned about yourself as a teacher? The portfolio is not, however, simply a binder with all of the teaching documents inserted with random pages of reflection. It includes documents and materials which collectively suggest the scope and quality of a professors teaching performance.The portfolio is not an exhaustive compilation of all of the documents and materials that bear on teaching performance. Instead, it presents selected information on teaching activities and solid evidence of their effectiveness. (Seldin, 1997, p. 2)

How should you get started creating it?

The following is a list of some general strategies on developing a teaching portfolio: Start as early as possible. Plan well and systematically collect data. Develop a good filing system. Regularly sort through, organize, and update information. Involve others as consultants and contributors.
References Faculty and TA Development. (2005) The Ohio State University: http://ftad.osu.edu/portfolio/ Seldin, P. (1997). The Teaching Portfolio (2nd ed.). Bolton, MA: Anker Publishing, Inc.

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9. FACILITIES and EQUIPMENT

A. COPIERS AND PRINTERS
The high-volume photocopy machine operated by one of our non-professional staff should be used for class sets. Requests for copies from this machine are submitted to the divisional mailbox of the photocopy staff, and normally require a minimum of two days lead-time. Since this machine must serve all the departments of our school, advance planning is required. All master sheets should be carefully prepared to obtain legible fine copies. All networked computers at AIS should also provide for printing to one of three highspeed copier/printers located in the Elementary School library, the Middle School office, and the High School/Middle School Media Center. There is also a photocopier in the Staff Room.

B. DR. KAMIL AL RAYES AUDITORIUM

All events must be booked through the Activities Director.

10. AFTER SCHOOL and WHOLE SCHOOL COMMITMENTS

A. TEACHER OBLIGATION
All teachers are required to spend one additional non-paid hour per week to plan, attend or supervise extra-curricular activities or events. Divisional principals will work with teachers to ensure that this obligation is fulfilled and that the time commitment is met.

B. WHOLE SCHOOL EVENTS

Whole school activities are held which require teacher attendance and may occur outside of normal school hours: Back to School Night Sports Day (Assistance required from all teachers in the relevant division) International Festival (All staff are required to participate in the festivities) Parent Conferences Graduation (High school staff are required to participate wearing regalia)

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11. COMPLIANCE WITH KUWAIT CUSTOMS

Kuwait Censorship Regulations (as per Private Schools Administration of Kuwait Ministrys Censorship Department) The following regulations must be strictly followed.

A. RELIGION
i) It is not permitted to expose students to topics, references or textbooks that embody criticism or misconceptions about the Islamic Religion. ii) Reference books about religion in general, Islam in particular, should not be used unless they are approved by the administration. iii) Avoid discussions of a sectarian nature and comparisons of the various religious beliefs. iv) Specifically avoid the following: Images or drawings of God, Messengers, Prophets, Angels and Companions of the Messenger (Prophet Mohammed, peace be upon him). Teachers may talk about Christmas and Baby Jesus, but pictures are not allowed. Texts that distort the Messenger (Prophet Mohammed, peace be upon him), his wives, traditions and family. Offending the Prophet Mohammeds Companions, Muslim scholars, theologians and Islamic laws and legislators. Alleging that the Prophet Mohammad is the founder of Islam. Alleging that the Prophet Mohammad is the author of the Quran (the religious book of Islam). Claiming that the revelations to Mohammad were visions or dreams. Claiming that the journey of the Ascension of the Prophet Mohammad is a vision or a dream. Claiming that Islam was spread by force. Calling the Quran the teachings of Mohammad. Referring to the Prophet Mohammads immigration to Medina as a flight or escape. Calling Muslims Mohammedans. Allegations that Muslims mistreated Christians and Jews. Claiming that the Muslims mistreatment of the Christians led to the Crusades. Depicting Muslims as terrorists or aggressive people. This also includes Muslims owning slaves or participating in the slave trade. Disrespecting Islamic worship shrines. Playing music or making improper comments during the call to prayer. Distorting the Holy Quran and coining false chapters of the Quran. This includes physically handling the Quran without proper etiquette. Adopting a missionary style when talking about religions. Exaggerating differences among heterodox and orthodox (Sunna and Shiah) which may lead to unrest among Muslims.

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 Discussing information about witchcraft, reincarnation, or transmigration of souls in a way that contradicts the Islamic laws. Teaching Darwins theory other than as one of the theories of evolution. It must be stated that Muslims do not agree with this theory. Any link between man and ape MAY NOT be suggested or illustrated. Any discussion about Jinn.

B. POLITICS
i) Books and references that express any appreciation or sympathy towards Israel should not be used. The word Israel should be struck out from all resources and replaced by the word Palestine. Resources on the Arab-Israeli conflict should not be used unless approved by the Ministry. Avoid concentrating on exterminating the Jews during the Nazi era while neglecting the pillage and torture inflicted upon other countries and people. ii) Written or verbal criticism of the policies, values and traditions of the State of Kuwait and its sovereignty or attacking the GCC and Arab States. This includes the following: Texts that undermine Kuwait relations with brethren Arab and Foreign countries. Texts sympathizing with Iraqi allegations concerning Kuwait. Falsifying and misinterpreting subjective accounts about Islamic and Arab countries, leaders and regimes. Distorting Arab and Muslim history. Identifying the Arabian Gulf as the Persian Gulf. The phrase Persian Gulf must be changed to read Arabian Gulf. Claiming that Tinb Al-Khubra, Tinb Al-Soghra and Abu Moses islands are parts of the Iranian territory. Claiming that Iran has sovereignty over the Kingdom of Bahrain. iii) Resources on the Middle East must be examined by the Ministry before use.

C. KUWAIT CUSTOMS, VALUES AND TRADITIONS

i) It is forbidden to teach or talk about sex, even in educational books and novels. This includes the following: Pornography or any illustrations or representations of nudity or immodesty. Pictures of people naked or wearing bathing suits should be amended. 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. This should be discussed only in the framework or marital relations. This should NOT include pre-marital, extra-marital, homosexual or other sexual orientation.

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ii) Talking about the evils of alcohol (and other illicit drugs) is recommended. However, avoid promoting the use of and manufacture of liquor or other illicit drugs (which includes tobacco). iii) Avoid mentioning pork and pork products as something edible and references to this should be amended. iv) Avoid glorifying illegal acts and crimes in a way that makes them appealing. v) Avoid resources which create confusion, agitation or divide the local society.

D. CENSORSHIP REGULATIONS AND PROCEDURES

All school resources must adhere to Kuwait Censorship Regulations as outlined by the Ministry of Private Education. For details please refer to the guide Kuwait Censorship Regulations for Private Schools. (Note: Standards for K-12 private school in Kuwait are much stricter that they are for public bookstores and private homes. Books may be available in Kuwait but not allowed in a school. Parents may allow their children to read books that may not be allowed for use in the school). The Classroom Resource Ministry Liaison (CRML) is a library assistant who is also responsible for keeping primary records of materials and resources that progress through the censorship process. Library resources may NOT be used as required classroom resources. Library and classroom resources fall under separate censorship approval. Classroom Resources The CRML will work with the HoD or Grade Level Leader to get approval for all classroom resources (textbooks, novels, packets, handouts and A/V materials). All materials must be stamped approved/amended in order to be used in the classroom or for school activities. It is the responsibility of each teacher, with the assistance of the CRML, HoD, and/or Grade Level Leader, to ensure compliance. All amendments will be applied to all resources before distribution to the student. These amendments are randomly checked during regular visits by the Private Education Administration inspectors. Library Resources The CRML will send an updated list of library materials throughout the school year. The lists will include the status of each material checked by the school censorship committee (not including multimedia) along with the amendments, if there are any. ALL multimedia (video, audio, CD and DVD, etc.) materials used by the school MUST be cataloged as part of the Library Media Center Collections. The CRML will submit to the Ministry for approval.

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School Censorship Committee The school must establish and document the regular meetings of its School Censorship Committee. A list of the committee members will be sent to the Censorship Department in the Private Education Administration in the beginning of each semester. The schools censorship committee is responsible for censoring Library resources only (excluding multimedia). General Guidelines If a teacher finds a library or classroom resource that does not conform to censorship regulations, the teacher will inform the Librarian, or the HoD/Grade Level Leader, who will then forward the material to the Principal or School Censorship Committee. [Article 17 of the Public Administration for Private Education]. (Note: If a teacher intentionally or unintentionally allows the students to read any material or use any A/V material that violates the criteria of the Ministry, the teacher could be held responsible. Repercussions could be anything from a mild warning to deportation. Students should not be allowed to persuade teachers to violate Ministry guidelines.)

12. ACADEMIC PROGRAMME

The school offers all three IB Programmes: PYP (K-5), MYP (6-10) and DP (11-12). The ideas that link these programmes vertically are stated in the IB Learner Profile. IB Learner Profile The aim of all IB programmes is to develop internationally minded people who, recognizing their common humanity and shared guardianship of the planet, help to create a better and more peaceful world. IB learners 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. They explore concepts, ideas and issues that have local and global significance. In so doing, they acquire in-depth knowledge and develop understanding across a broad and balanced range of disciplines. They exercise initiative in applying thinking skills critically and creatively to recognize and approach complex problems, and make reasoned, ethical decisions. 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.

Knowledgeable

Thinkers

Communicators

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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. 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. 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. 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. They understand the importance of intellectual, physical and emotional balance to achieve personal well-being for themselves and others. 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.

Open-minded

Caring

Risk-takers

Balanced

Reflective

Details of each programme are available at www.ibo.org and, once teachers have joined the staff, they will be provided access to the IBO Online Curriculum Center (OCC) so that they can look at the programmes in greater depth. The curriculum through which these programmes is delivered is stored on Rubicon-Atlas, the online curriculum center used by thousands of schools worldwide. The curriculum coordinator manages this database and its renewal. Teachers are required to store all units of study there. The PYP, MYP and DP Coordinators working with subject department heads, assist teachers as they store and retrieve data under the guidance of the curriculum coordinator. In addition to the IB Programmes, students who are Muslim take Islamic Studies which is divided into three cycles: Elementary (K-4), Intermediate (5-8) and Secondary (9-12).

The Islamic Studies Programme, Grades 1-12 emphasizes:

The development of a deep and unshaken faith in Almighty God, his prophet and the Holy Quran. The development of thinking as a Moslem, maturely and open-mindedly. The cultural aspects of Islam as a faith and a way of life. Religious values conducive to good conduct and behavior between human beings and society in general. The great stories of the prophets from Adam to Mohammed as presented in the Holy Quran.

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 Knowledge of the great religious men and women of faith to serve as role models for students.

13. ASSESSMENT AND REPORTING

The procedures outlined below are guided and bound by the Assessment of Student Learning Policy in The Policies of American International School of Kuwait.

A. ASSESSEMENT AND REPORTING IN THE PRIMARY YEARS PROGRAMME

The PYP provides the opportunity for learners to construct meaning, principally through structured inquiry, and emphasizes the connections between subject-specific knowledge and trans-disciplinary skills and themes, through the Programme of Inquiry. The transdisciplinary themes that structure this programme are Who We Are, Where We Are in Place and Time, How We Express Ourselves, How the World Works, How We Organize Ourselves and Sharing the Planet. They provide a focus for student inquiry, while literacy and numeric provide tools for inquiry. Therefore, feedback should be given on student progress and performance in each of these areas. Additionally, feedback should be provided on the attributes listed in the PYP Learner Profile. This profile serves to increase the students awareness of, and sensitivity to, the experiences of others beyond the local and national community, thereby promoting an understanding that there is a commonality of human experience. The following methods of assessment have been selected in order to provide a range of approaches and therefore to provide a balanced view of the child: observations; performance assessments (ex. audio, video, and narrative records); process-focused assessments (ex. checklists, inventories, and narrative descriptions); selected responses (ex. tests and quizzes); open-ended tasks (ex. a brief written answer, a drawing, a diagram or a solution); and portfolios (these are collections of students work that are designed to demonstrate successes, growth, higher order thinking, creativity and reflection). The assessment strategies may be put into practice using the following assessment tools: rubrics; benchmarks/exemplars; checklists; anecdotal records; and continuums. Supplemental information regarding assessment can be found in PYP Assessment Handbook, 2001.

B. ASSESSMENT IN THE MIDDLE YEARS PROGRAMME

MYP Supplemental information regarding assessment can be found in the following publications: IBO MYP Subject Guides, International Baccalaureate Organization, (various years) Middle Years Programme: Implementation and Development of the Programme, International Baccalaureate Organization, 2000 Middle Years Programme Coordinators Handbook, IBO, 2005-2006 A Teachers Guide to MYP Reporting at AIS Middle Years Programme: A guide for Students and Parents
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C. DIPLOMA PROGRAMME
Details specific to the Diploma Programme as to the procedure, protocols and routines for assessment for the Diploma Programme will be outlined by the Diploma Programme Coordinator through the Diploma Programme Teacher Handbook (in progress). Further information is available in: Online Curriculum Center. International Baccalaureate Organization, present. http://occ.ibo.org/ibis/occ/guest/home.cfm IBO Subject Guides, International Baccalaureate Organization, 1993-present Section F: Assessment. Handbook of Procedures for the Diploma Programme, International Baccalaureate Organization, 2008. Section G: Examinations. Handbook of Procedures for the Diploma Programme, International Baccalaureate Organization, 2008. Subject Specific Section: Groups 1-6. Handbook of Procedures for the Diploma Programme, International Baccalaureate Organization, 2008.

D. EXAMINATIONS
The procedures for examinations are outlined in the Examination: Student Code of Conduct published in the High School Student Handbook.

14. HOMEWORK
A. TEACHERS RESPONSIBILITY
Homework is a formative piece of work to improve the learning process. Homework should be clearly explained near the end of the class. Homework should challenge the student to go beyond the acquisition of knowledge as defined by Blooms Taxonomy. Homework may never be given as a punishment Homework given over any designated holiday should not impinge unduly into family time. Homework should be systematically checked by the teacher so as to provide meaningful feedback to the student. Failure to complete homework or homework of consistently low quality must be reported to the parent. * Please refer to each divisional teacher/student handbook for further information.

15. COMMUNICATION BY TEACHERS

A. WRITTEN CORRESPONDENCE TO ALL STUDENTS OF ANY CLASS
Written correspondence that is distributed to an entire class must be approved by the principal. Written correspondence that is distributed to an entire school must be approved by the superintendent and/or the director. Written correspondence may at times require an Arabic translation. Staff must make regular contact with parents
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B. CORRESPONDENCE TO PARENT OF INDIVIDUAL STUDENTS

Staff is encouraged to keep regular contact with parents through telephone calls, emails, personal letters and Progress Reports. A record of the contacts should be kept on file by each teacher. Progress Reports can be sent home at any time throughout the year. Staff must have contacted parents in written form, telephone, or online two weeks prior to issuing a failing term mark, and should document the date, time and outcome of the discussion.

C. GUIDELINES FOR USE OF SCHOOL EMAIL

i) Users have no reasonable expectation of privacy when using this medium. ii) In the writing of emails, as in all other matters, teachers and administrators are bound by the Code of Ethics. iii) School email addresses are strictly for professional use. iv) When emailing a group of recipients, protect the privacy of personal addresses by using the blind copy function (Bcc). v) Sensitive or highly confidential information should not be shared in the body of an email or in the subject bar. Comments of an evaluative nature regarding students or teachers should be made using the standard procedures established for reporting and assessment. vi) In-house email traffic should be minimized to encourage face-to-face communication. vii) Never use email to avoid face to face confrontation. Email communication should not replace frank and thoughtful discussion of difficult issues. Say nothing in email that you would not say directly to the recipient. viii) Emails should be responded to only when necessary and not as a matter of course. For example, there is no need to thank someone for completing a requested task or for answering a question.

D. GUIDELINES FOR INTERNET USE IN THE CLASSROOM

i) Teachers will use the Internet or WORLD WIDE WEB and other mass communication devices with students for the sole purpose of supporting student learning objectives. ii) Teachers will monitor student use of the Internet while they are at school. iii) Internet content used to support learning objectives is to be culturally sensitive and age appropriate. iv) All electronically stored and delivered student resources are to be previewed prior to use in the classroom and are to come from school purchased resources whenever possible. v) Teachers are to only display videos, not the entire contents of a web page, to their student audience. vi) Teachers must keep their professional use of the internet separate from their personal use when engaged with students. vii) Teachers should never use their personal versions of Facebook or other social or gaming pages while engaged with students. viii) Teachers should not invite students to their personal social networking sites; nor should they join a student social networking site.

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16. STUDENT ATTENDANCE

All teachers are responsible for keeping accurate records of student attendance. Please consult divisional procedures.

17. GATE POLICY

The American International School is a gated campus. Once students arrive at school they must remain on campus until the end of the school day. All gates will be open to student traffic from 7:00 to 7:40 am. After 7:40 am students must enter through the front gate. From 2:30 3:00 pm all gates except the front gate are open for student traffic. Students cannot remain at school after 3:00 pm unless they are supervised. Visitors must enter through the front gate and obtain a security pass. Adolescents not registered in AIS may not come on campus during the school day.

18. MANAGEMENT OF STUDENT BEHAVIOR

The schools approach to student behavior develops self-disciplined individuals who are responsible for their actions. Discipline, be it at the piano keyboard, on the basketball court, or in the mathematics classroom refers to skills and attitudes that empower students. It is not something that is meted out, it is something that is learned through experience and habitualized. The goal of behavior management, therefore, is self-discipline. Students are nurtured to take risks, seek limits, challenge assumptions, ask tough questions and to understand that every action has a consequence. To that end, behavior is broken into four categories.

A. CATEGORIES OF STUDENT BEHAVIOR

This policy outlines four categories of student behavior, each of which should result in consequences. The most important category deserving of consequence is appropriate behavior. This type of behavior should receive the vast majority of our attention. Most of the consequences meted out by teachers or earned by students should be those pertaining to appropriate behavior. This includes, for example, everything from a word of praise through to scholastic progress reports, sports awards, academic distinctions, and the selection of a class valedictorian. The second category of behavior defined under policy is misbehavior. It is the responsibility of the teacher, in collaboration with the student and his/her parents, to deal with misbehavior. Misbehavior refers to routine infractions of rules such as: chewing gum, being inattentive, failing to obey classroom rules as established and interpreted by the teacher, dress code violations, littering, roughhousing, teasing or bothering other students, dress violations, boisterous behavior and other actions which are not conducive to teaching and learning.. Misbehavior is to be dealt with individually, Collective or group consequences are not allowed.

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The third category of behavior is grave misconduct. Grave misconduct refers to acts of non-compliance such as persistent misbehavior, defiant, argumentative, or oppositional behavior toward teachers, or administrators or grave infractions of rules. A more detailed list of these grave infractions is available in The Policies of American International School of Kuwait. It includes behaviors such as fighting, using profane or vulgar language, theft, etc. It is the responsibility of the school administration to deal with grave misconduct once it has been reported by teachers. The fourth category of behavior referred to under policy is academic malpractice. Academic Malpractice, as defined by IBO, is any behavior that results in a student gaining an unfair advantage in one or more components of his or her evaluation. Malpractice includes: copying, plagiarism, seeking or gaining an unfair advantage, and collusion to seek to gain or to give an unfair advantage. It is the responsibility of the school to proactively encourage academic honesty and to detect and correct academic malpractice. Teaching correct academic practice in an age appropriate manner is an inherent part of each IB Programme: PYP, MYP and DP.

19. FORMS
To facilitate school functions of a repetitive or systematic nature, a number of forms have been developed and are available in your divisional office. Some tasks/requests are managed through Outlook or by email. Photocopy Request Supply Request Field Trip Request Field Trip Student Permission Parent Contact Referral (computerized form to MS AP) Counselor referral Incident Report Progress Update Report (MS/HS) (electronic) Grade Change Parent/Teacher Conference Report Maintenance: Apartment/School/Computer (through Outlook Reservation of the Dr. Kamil Al Rayes Theatre (email Activities Director) Personal Leave Maternity Care Reimbursement (see Business Office) Reimbursement (triplicate form book) Professional Development PreApproval International Baccalaureate Training Agreement

20. OBTAINING INSTRUCTIONAL MATERIALS

The school has a store of basic resources which can be accessed through your Divisional Secretary. Locally purchased instructional items can be purchased with pre-approval from the principals.
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An overseas order is prepared annually by the divisional principals. Teachers can have input in this process through their immediate supervisor. Textbook e-learning materials are purchased after vetting by the school leadership team. Suggestions should be given to your immediate supervisor.

21. STUDENT SUPPORT SERVICES

A. COUNSELING
Counseling services are provided by professionally trained counselors, one in elementary school, and one in middle school. There are two counselors in high school for personal guidance and college applications. Counseling services include in the high school academic career counseling, testing, and personal counseling services. Appointments or referrals may be made in person or by calling the respective counselors office.

B. COUNSELING SERVICES
Typical problems for which students, parents and teachers seek help include: ineffective study skills and habits, difficulty in adjusting to the school environment. Many individuals also seek assistance with interpersonal skills, family problems, as well as problems of a personal nature. The counseling process encourages students to solve problems with the ultimate aim of helping them reach maximum personal development. Every effort is made to assist each individual in self assessment and in accepting responsibility for their decision and action. Limited diagnostic testing is available, initiated by teacher or parent request to identify learning problems.

C. COLLEGE COUNSELING IN HIGH SCHOOL

The high school counseling office provides college services in the following areas: Occupational information for use in selecting career objectives. A library of current college catalogs for the use in selecting a college for further education. Assistance and services providing transcripts, admissions data requirements etc.

22. PRIVATE TUTORING

There is a great demand for personal tutors in Kuwait. This practice is widespread, but The Ministry of Private Education disallows tutoring. The American International School of Kuwait assumes no responsibility for any staff member working outside their work visa, including tutoring, away from the school premises. Teachers may offer courses after hours that are not offered in the regular school day e.g. piano lessons or SAT preparedness, but they cannot offer tutorials for pay at school. Thus to literally comply with the Ministry of Private Education a teacher would not tutor. Regardless of your decision in that regard, your professional ethics binds you to the following protocol. It will be rigorously implemented.

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 All teachers are required to provide student support after school. Please make yourself available to students on a regular basis and inform students and parents of your availability. Teachers are not allowed to offer tutoring sessions for pay at school. Students cannot visit the home of a teacher under any circumstance. Teachers cannot tutor their own students under any circumstance. Teachers cannot tutor students if they play a role in the assessment of the student (i.e., a grade ten mathematics teacher should not tutor a grade ten student for whom they are preparing an examination). Teachers must not let tutoring impinge on their regular work so as to ensure that they come to school well rested and well prepared. Teachers should have academic expertise in the subject they are tutoring. Teachers should not teach students of their spouse. Teachers are bound by ethical standards in this matter. If in doubt please seek counsel from your divisional principal.

23. HEALTH SERVICES

A. ACCIDENT REPORTING
All accidents, except those of a very minor nature, must be reported to the school doctor/nurse or administrator to ensure proper treatment and to highlight potential dangers. Following referral of the student(s) to clinic for treatment, an accident report must be completed by the first staff member that witnessed or was made aware of the accident. Accident reports are available from the clinic and should be returned there when completed. In case of injury or illness a student should report to the clinic at the time the injury or illness occurs. Except in cases of emergency, all students are required to have a pass from their teacher. They should not be allowed in the clinic when it is unattended due to the presence of medicines in the room. Instead, they should report to the school secretary. Should the clinic personnel be absent, a note on the door of the clinic will indicate the whereabouts of the medical personnel. Should there be an emergency of any kind, DO NOT move the student. The clinic has a first aid-box and stretcher available for any accidents that may occur. Should there be any student in your class with a health problem, i.e. diabetes, asthma or allergies, you will be informed and advised on what steps to take concerning their illness(es).

B. MEDICATION
Students are not to carry any medication on their person. All medicines are to be maintained in the Health Office. The student must have a note from the parents stating when and why they are taking the medication. Medications brought to school by the student must be left in the Health Office with instructions on dosages and time to be given.

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C. GENERAL ILLNESS
A sick student in your class may appear sullen or withdrawn and may not participate in class activities. A child with a high temperature may not complain but may appear very flushed or pale. His/her eyes may appear watery. The complaining of a headache can be one of the signs of fever. Note that in this climate it is not unusual for students to develop an elevated temperature following lunch and recess periods. Please allow them to sit in a cool area of the classroom for a few minutes before sending them to the clinic as they generally make a quick recovery. Please do not hesitate to send a student to the clinic if you are in any way concerned about them. Please send a note to the clinic describing the concern. If a student wishes to go home (or phone their parents) because they feel sick, send them to the clinic first so a record of their illness is on record and their ailments are kept up to date in the medical file. Students returning from any absence must bring a note from their parents or a doctor and report to the clinic before going to class. Students returning after an infectious illness (mumps, chickenpox) should not be allowed to class without a doctors note stating they are free from infection.

D. SCREENINGS
Health screening for all students commences in October. This is a slow process and generally consumes the majority of the school year. If there is a student in your class who shows signs of visual or hearing impairment, send him/her to the clinic so that the necessary referrals can be made. October: Head lice check for all students in Elementary (grades K-4) March: Tetanus boosters will be given to all students in grade 12.

E. VACCINATIONS
Kg students will be vaccinated with triple vaccine and polio boosters. The clinic may need the assistance of the class assistant on the day of the vaccinations. The TB team will visit the school from the Ministry of Health to administer skin tests to the students in grades 7 and 11. Three days later the team will return to determine the results and give B.C.G. to each student that requires it. Rubella (German Measles) vaccine will be given to all girls in grade 7 and any other high school student who may need it. Vaccinations may be delayed for numerous reasons, i.e. if vaccine is unavailable from the Ministry, or because students do not return their permission forms. Your support would be appreciated in encouraging your class to return any forms promptly. Students may be called to see the ministry doctor without prior notice.

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24. LIBRARIES/MEDIA CENTERS (LMC)

[The new library is being developed as a PK-12 space designed around users as opposed to divisions. New guidelines will be issued once the new space is open.] Library usage, and the skills and attitudes it develops, is central to the International Baccalaureate mission. The libraries aim to be inviting, inclusive centers of inquiry that help students develop attitudes and skills that will make them regular library users throughout their lives. The library is a place to learn research skills, do research using various media, to study, to read and write for work or pleasure and to enjoy contemplative and intellectual pursuits. Students will work in a relaxed yet purposeful environment in an atmosphere that is conducive to learning. The librarians prime responsibility is to facilitate inquiry and to aid learning. The librarian, nevertheless, is the person charged with the management of student behavior in the library. Teachers will emphasize with students the behaviors necessary to make their library visits pleasant and productive. Teachers are responsible for the management of the behavior of students they accompany to the library. The aim of the library staff is to encourage optimum participation of students, parents and staff. Students are encouraged to use the library during any unscheduled time, or before or after school, providing they behave in a manner consistent with the smooth functioning of the library. Students who choose to use the library on unscheduled time commit to productive use of the time and forgo the socialization available for them elsewhere on campus. Students referred on their own to the library by their teacher require a library pass. Teachers may schedule class time for research or instruction. This may be done in person, via email or by using the schools telephone/chat system. The librarians will decide priority of use and scheduled classes will take precedence over unscheduled group or individual activity. The library has an Online Public Access Catalog (OPAC) and research databases that are accessible on and off campus. The library is open Sunday through Thursday during school hours and before and after school. Teachers will check out library resources with the library personnel during operating hours, and are responsible for resources checked-out in their name. They will be required to pay for items that are not returned in a timely manner.

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 Teachers are expected to use photocopiers in their divisional libraries. However, large print jobs such as class sets/unit tests should be handled through the Copy Room. Library patrons are responsible for materials checked out on their library account. All overdue resources must be returned and any fees for damaged or lost resources must be paid. Fees are as follow: i) Soft cover 5KD i) Hardcover 20 KD ii) Reference 30KD iii) Book/tape 15KD iv) Playaways- 20KD v) Damaged resources From 5KD to 20KD depending on extent of damage. Replacement copies may be accepted in place of the damaged/lost book fee. Laminating can be done at the Elementary Library. Only the following materials should be considered for lamination: i) Materials that cannot be reprinted ii) Materials that cannot be easily photocopied iii) Materials handled frequently by students in class (e.g. flash cards) NOTE: Library resources may not be used as classroom teaching resources. Library and classroom resources fall under separate censorship approval as required by the Ministry of Private Education. See: Compliance With Kuwait Customs, Censorship Regulations and Procedures in this handbook.

25. EXTRA-CURRICULAR ACTIVITIES

There are a wide variety of extra-curricular activities available to AIS students. Information on Athletic programs is available through the Athletic Director. Information on activities in the Fine Arts or those of an academic nature are available through the Activities Director. There are also after-school and weekend clubs and camps that students can join for a fee. Teachers are hired to supervise these clubs and suggestions that suit your skill set are welcomed. See the Clubs and Sports Camps Organizer for further information.

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26. APPENDIX
MINISTRY PENALTIES (as outlined and written by the ministry)
CONSOLIDATED LIST OF PENALTIES: The following is a translation of the consolidated list of penalties issued by the Kuwaiti Ministry of Education (Oct. 13, 1980). A consolidated list of penalties for the teaching and administrative staff in private schools as stated by law, Act No. 38 (1964) in connection to employment in the private sector (State of Kuwait and other Statutes and Bills enacting it).
VIOLATION Tardiness without prior permission or valid reason. Absence without valid excuse Leaving school within working hours without permission. Getting to classroom after the bell has rung. Leaving the classroom before the bell has run. Correcting homework during class hours. 1st Penalty Notice Notice Notice Notice Notice Notice PENALTY 2nd Penalty Notice Notice Notice Notice Notice Notice 3rd Penalty Written warning Written warning Written warning Written warning Written warning Written warning 3rd Penalty Termination Termination

Failure to plan lessons in the lesson plan book.

Failure to carry out administrative instructions, especially those related to: supervision, substitute teaching, regular staff meetings and weekly duties, extracurricular activities Failure to carry out instructions and orders issued by employer or Ministry of Education and other governmental orders issued by the ministries concerned

ACADEMIC PROCEDURES 2nd Penalty 1st Penalty Notice Written warning Notice Written warning

Notice

Written warning

Termination

Smoking or eating in the classroom. Hostility, picking fights with students or fellow teachers. Hostility towards superiors or employers, verbally or physically. Physical punishment of students. Improper jesting with students or colleagues. Violation of instructions related to healthcare and general cleanliness of the school Feigning illness not certified by official medical authorities. Disclosing school secrets or marring its reputation in any way.

ETHICAL BEHAVIOR 2nd Penalty 1st Penalty Notice Written warning Written warning
Termination without warning. No severance benefits.

3rd Penalty

Written warning Notice Notice Notice Notice

Written warning Written warning Written warning Written warning Written warning

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NOTE: The absence penalty is executed in addition to pay deduction based upon basic salary and number of days. Where a warning is the penalty for a particular violation, the violator must sign the warning. If he refuses to do so, two of his colleagues will be asked to sign. Only one penalty shall not be executed for a violation if more than 15 days have passed since the date it took place or since pay day. If two violations are three months apart, the second one is considered as if it were the first. Except in cases that call for immediate termination, a violator will be terminated when three written warnings are directed to him within a period of three months.

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