2013-14 Faculty Handbook

8/12/2019 2013-14 Faculty Handbook

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FACULTY

HANDBOOK

2013/2014


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TABLE OF CONTENTS

SCHOOL PROFILE ................................................................................................................................................... 4MISSION ...................................................................................................................................................................... 5BELIEFS ...................................................................................................................................................................... 5PROFILE OF THE GRADUATES............................................................................................................................ 5PARENT-SCHOOL PROTOCOL ............................................................................................................................. 7CHARTER OF STUDENTS RIGHTS AND RESPONSIBILITIES ..................................................................... 9PROFESSIONAL CODE OF ETHICS ................................................................................................................... 101. CONTRACTUAL BENEFITS....................................................................................................................... 14

A. INTERNATIONALTEACHERSHIREDOVERSEAS .......................................................................... 14B. INTERNATIONALTEACHERSHIREDLOCALLY ............................................................................ 16C. NATIONALTEACHERS ........................................................................................................................... 16D. PROFESSIONALDEVELOPMENT(PD) ............................................................................................... 16

2. CONTRACT RENEWAL .............................................................................................................................. 18A. CONSEQUENCESFORBREACHOFCONTRACT ............................................................................. 19

3. TEACHER ABSENCE POLICY .................................................................................................................. 20A. ABSENCECATEGORIES ......................................................................................................................... 20B. CALCULATIONOFDEDUCTIONS ....................................................................................................... 22C. NOABSENCEBONUS ............................................................................................................................... 22D. FORCEMAJEUR ....................................................................................................................................... 23

4. LESSON PLANS AND SUBSTITUTE TEACHERS .................................................................................. 23A. PLANNEDABSENCE ................................................................................................................................ 23B. UNPLANNEDABSENCE .......................................................................................................................... 23

5. TEACHER GROUND DUTIES .................................................................................................................... 246. AIS HOUSING ................................................................................................................................................ 24

A. CONTRACTUALOBLIGATIONSBYTHESCHOOL ......................................................................... 24B. APARTMENTDESIGNATIONS .............................................................................................................. 24C. CO-HABITATION ...................................................................................................................................... 24D. VIOLATIONOFHOUSINGCONTRACT .............................................................................................. 25E. PETINFORMATION ................................................................................................................................. 25F. APARTMENTFURNISHINGS ................................................................................................................. 25G. APARTMENTREPAIRS ........................................................................................................................... 25H. EMERGENCYINFORMATION .............................................................................................................. 25

7. FACULTY COMMITTEES .......................................................................................................................... 26A. STANDINGCOMMITTEES ..................................................................................................................... 26B.

FACULTYADVISORYCOMMITTEE ................................................................................................... 26

8. TEACHER ASSESSMENT ........................................................................................................................... 279. FACILITIES AND EQUIPMENT ................................................................................................................ 56

A. COPIERSANDPRINTERS ....................................................................................................................... 56B. DR.KAMILALRAYESAUDITORIUM ................................................................................................. 56

10. AFTER SCHOOL AND WHOLE SCHOOL COMMITMENTS ............................................................ 56A. TEACHEROBLIGATION ........................................................................................................................ 56


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B. WHOLESCHOOLEVENTS ..................................................................................................................... 56

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11. COMPLIANCE WITH KUWAIT CUSTOMS ............................................................................................ 57A. RELIGION .................................................................................................................................................. 57B. POLITICS .................................................................................................................................................... 58C. KUWAITCUSTOMS,VALUESANDTRADITIONS ............................................................................ 58D. CENSORSHIPREGULATIONSANDPROCEDURES ......................................................................... 59

12. ACADEMIC PROGRAMME ........................................................................................................................ 6013. ASSESSMENT AND REPORTING ............................................................................................................. 62

A. ASSESSEMENTANDREPORTINGINTHEPRIMARYYEARSPROGRAMME ........................... 62B. ASSESSMENTINTHEMIDDLEYEARSPROGRAMME ................................................................... 62C. DIPLOMAPROGRAMME ....................................................................................................................... 63D. EXAMINATIONS ....................................................................................................................................... 63

14. HOMEWORK ................................................................................................................................................. 63A. TEACHERSRESPONSIBILITY .............................................................................................................. 63

15. COMMUNICATION BY TEACHERS ........................................................................................................ 63A. WRITTENCORRESPONDENCETOALLSTUDENTSOFANY CLASS ......................................... 63B. CORRESPONDENCE TOPARENTOFINDIVIDUALSTUDENTS ................................................... 64C. GUIDELINESFORUSEOFSCHOOLEMAIL ...................................................................................... 64D. GUIDELINESFORINTERNETUSEINTHECLASSROOM .............................................................. 64

16. STUDENT ATTENDANCE ........................................................................................................................... 6517. GATE POLICY ............................................................................................................................................... 6518. MANAGEMENT OF STUDENT BEHAVIOR ........................................................................................... 65

A. CATEGORIESOFSTUDENTBEHAVIOR ............................................................................................ 6519. FORMS ............................................................................................................................................................ 6620. OBTAINING INSTRUCTIONAL MATERIALS ........................................................................................ 6621. STUDENT SUPPORT SERVICES ............................................................................................................... 67

A. COUNSELING ............................................................................................................................................ 67B. COUNSELINGSERVICES ....................................................................................................................... 67C. COLLEGECOUNSELINGINHIGHSCHOOL ..................................................................................... 67

22. PRIVATE TUTORING .................................................................................................................................. 6723. HEALTH SERVICES .................................................................................................................................... 68

A. ACCIDENTREPORTING ......................................................................................................................... 68B. MEDICATION ............................................................................................................................................ 68C. GENERALILLNESS ................................................................................................................................. 69D. SCREENINGS ............................................................................................................................................. 69E. VACCINATIONS ........................................................................................................................................ 69

24. LIBRARIES/MEDIA CENTERS (LMC) ..................................................................................................... 7025. EXTRA-CURRICULAR ACTIVITIES........................................................................................................ 7126. APPENDIX ...................................................................................................................................................... 72


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School ProfileThe American International School of Kuwait (AIS) is a private independent day school servingstudents from pre-kindergarten through grade twelve. It is an International BaccalaureateOrganization (IBO) World School that is fully authorized for the Primary Years (PYP), MiddleYears (MYP) and Diploma (DP) Programmes.

The school is modeled on the three divisions typical of American schooling: Elementary, Middleand High School. It is accredited to award American High School Certification by the MiddleStates Association of Colleges and Schools and it is a member of the Association for theAdvancement of International Education (AAIE), International School Services (ISS), and theCouncil of International Schools (CIS).

There are 1800+ students in the school. It has grown steadily since it opened in 1991. English isthe language of instruction although roughly sixty percent of the students are Kuwaiti. Anothertwenty percent are Arabic first-language speakers from elsewhere in the Middle East. Theremaining twenty percent are from North and South America, the United Kingdom, Northern andCentral Europe, Turkey, India, Pakistan, Korea and elsewhere.

The ethnic diversity of the Middle East layered with the complexity of an otherwise internationalstudent body provides a stimulating and endlessly fascinating environment in which we attemptto live theIB Learner Profile.Students of all nationalities study Arabic either as a first or foreignlanguage. This satisfies a government requirement as well as contributing to additivebilingualism which is a critical part of our mission. Muslim students are also required to studyreligion.

Soccer is without doubt the favorite, but AIS students take part in a wide range of athletic andcultural activities through Kuwait Schools Activities Association (KSAA) and the InternationalSchools Activities Conference (ISAC) of which AIS is a full member. There is a very activeModel United Nations (MUN) and our students travel annually to The Hague.

The school seeks qualified, experienced teachers with academic degrees from North AmericanUniversities who are licensed or certified in the United States or Canada by virtue of formalteacher 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, thento Canadians. In keeping with its international mission, nevertheless, the school does hire someEnglish first language teachers from other countries if they have accredited, internationallyrecognized degrees and licenses.

Teachers at AIS are heavily involved in curriculum development and implementation. Theschool is usingRubicon-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 Headsof Department and the IB Programme Coordinators, use this tool regularly to store and retrievecurriculum.


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Mission

AIS Kuwait inspires students to become critical thinkers and contributing world citizens throughrigor 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 theirlives.

intellectual, social, emotional, physical and spiritual development are important facets ofeducation.

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 andcreatively to recognize and approach complex problems concepts, ideas and issues that havesignificance to local and global systems. In doing so, they acquire in-depth knowledge andunderstanding that transfers across a broad and balanced range of disciplines.

Knowledgeable

Theyexplore concepts, ideas and issues that have significance to local and global systems. Indoing so, they acquire in-depth knowledge and understanding that transfers across a broad andbalanced range of disciplines.

Inquirers

They develop their natural curiosity. They acquire the skills necessary to engage in inquiry andresearch, and show independence in learning. They actively enjoy learning and this love of

learning will be sustained throughout their lives, resulting in continued growth anddevelopment.

Principled

They act with integrity and honesty, with a strong sense of fairness, justice and respect for thedignity of the individual, groups and communities. They take responsibility for their own actionsand the consequences that accompany them. They are positive people who value a strong workethic, 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 appreciatingtheir 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 andevaluating 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 achievepersonal well-being for themselves and others

Caring

They show empathy, compassion and respect towards the needs and feelings of others. Theyhave a personal commitment to service in the community, and to stewardship of the naturalenvironment, acting passionately and diplomatically to make a positive difference to the lives ofothers.

Communicators

They understand and express ideas and information confidently and creatively in more than onelanguage and in a variety of modes of communication. They are confident and proficient in theuse of modern communication technologies, understanding the importance of the appropriate useof technology in maintaining positive interpersonal relationships. They demonstrate activelistening 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, teachand 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 theirlearning and personal development. They self-advocate reasonably and develop confidence bycelebrating successes.

Risk-takers

They approach unfamiliar situations and uncertainty with courage and forethought, and have thepersistence and adaptability to explore new roles, ideas and strategies. They are agents ofpositive change - brave and articulate in defending their beliefs and taking action.


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PARENT-SCHOOL PROTOCOL

Guiding Principles

AIS is committed to creating an educational culture that is based on mutual respect andunderstanding.

Parents are the childs first teacher, therefore AIS considers parents to be integral in their childssocial, emotional and academic development.

Parents need regular, specific and encouraging information about their childs academicprogress.

Parental involvement in whole school and divisional improvement plans and accreditationprotocols 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 supportschool 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, placementsor specific teachers.

Appointments to meet with any staff member during school hours are expected and will be set byappropriate secretarial staff at each division.

Parents will act and speak respectfully and in a manner that seeks resolution for issues ordisputes.

Parents will seek answers or a resolution by first communicating with the teacher, then theprincipal, 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 encouragingof parental involvement.


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Principals will seek effective ways to develop strong parental involvement in their divisions andto 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 withmulti-ethnic and multi-national parent populations.

The school will provide to parents various opportunities to learn about programs, initiatives, andstrategies that support student learning.

Divisional administrators will publish annually a document for parents and students outliningacademic expectations, behavior objectives and all other school policies and procedures thatguide the day to day operation of each division.


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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 responsibilityto treat school property with care, to dress and act appropriately, and to assist in making theschool a clean, healthy and orderly place.

I have the right to be treated fairly and to be evaluated fairly by my teachers.It is myresponsibility to do my own work, to avoid all forms of plagiarism, and to do nothing that wouldgive 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 beaccepting of others, to share knowledge by learning collaboratively when it is appropriate, and todo my fair share in group work situations.

I have the right to my personal possessions.It is my responsibility to treat the personalbelongings 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 responsibilityto 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 listento others, to hear their opinions courteously, to express my opinions in a civil manner, and toinform 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 culturalheritage of others


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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 willkeep her/him abreast of the trends in education.

The teacher shall safeguard information acquired about members of the school community inthe 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 tomaintain 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 tosuperintendent, teacher to director.

The teacher shall make reasonable effort to communicate with and understand a staff thatcomes from diverse cultures.

The teacher shall not sexually harass another teacher and shall endeavor to become and stayinformed of issues pertaining to gender in the learning environment. [Sexual harassment shallmean any unsolicited and unwanted sexual comments, suggestions or physical contactsdirected to a specific teacher which that teacher finds objectionable or offensive and whichcauses the teacher discomfort on the job.] The accused teacher must be made aware that thebehavior 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 situationwhere the teacher feels that the professional conduct of a colleague is injurious to theprofession, the teacher is bound to discuss the matter in confidence through the regularprotocol for professional communication.

The teacher shall endeavor to contribute to a collegial and collaborative workingenvironment with his/her peers.

Teachers in leadership roles who are parents should excuse themselves in situations wherethere 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 takeundue advantage of their proximity at work.

The teacher should not openly refer to the position held by the students parents in theclassroom.


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Parents who are employees should be professionally circumspect when discussing theircolleagues in front of their children.

Professionals in leadership roles who are parents should recuse themselves when there is apotential 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 iscompleted, 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 theBoard of AIS.

The teacher, as the professional educator, shall be aware of the need for continual schoolimprovement and assist the employer in the school improvement process.

The teacher shall comply with the provisions in the American International School TeachersManual that deal with personal conduct.

The teacher shall support and reflect the schools mission statement and beliefs as created bythe members of the AIS community.

Teacher to Student

The teacher shall encourage each student to reach the highest level of individualdevelopment.

The teacher shall judge students on the basis of their own behavior and will not judge orcomment 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 confidentialityand will only communicate information regarding a student to colleagues on a need toknow 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 learningexperiences for them within the specified curriculum.

The teacher shall not use her/his professional relationship with students for personaladvantage 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 bemade 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/herprofessional 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 colleaguesliving at close quarters while far from home and in an unfamiliar culture.

Teachers shall be mindful that ventilation systems recycle air within apartment buildings andthat, therefore, all apartments are smoke free.

Teachers will attend to pets so that odors and allergenic residues are not circulated throughapartment ventilation.

Teaching Couples

In situations where one member of a teaching couple plays a leadership role, every effortshall 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 ofa benefit that could fall to his or her spouse, he or she shall recuse him or herself from thedecision making process.

Teachers, having seen that processes are open and fair, shall accept that while no personshould benefit professionally by virtue of his or her marital arrangement, neither should theybe penalized by being denied promotion or benefit.

Teaching couples should avoid situations that could create conflict of interest or theappearance of conflict of interest when dealing with students taught by their partner orspouse.

Faculty Dress Code

Teachers are expected to dress in a professional manner commensurate with their status aseducators and guests in a Muslim country. These standards of appropriate dress are to beconsidered whenever a teacher is present at school or performing in a capacity related to theAmerican 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-instructionaldays will consist of professional days and meeting days. The school year will not exceed 185working days.

New teachers are expected to report five (5) working days earlier for orientation. Teachers withleadership responsibility, coordinators, counselors, Heads of Department are expected to reporttwo (2) working days prior to the first reporting day for teachers.

Administrators 195 days

All Teachers 185 days

New Teachers 190 days

Leadership/Office Staff 187 days

Students 180 days

The normal work week will run from Sunday through Thursday; however, some school eventswill 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 until3:00 p.m. Teachers are expected to attend all scheduled meetings which will normally end by4:00 p.m. Every teacher is required to sponsor, teach, or coach students for a minimum of oneextracurricular hour per week, each semester.

Staff must consult with their principal if they need to leave school during working hours. Staffmust 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 hardwork. 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 alteringa teachers judgment or actions concerning a student are not to be accepted under anycircumstances. 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, teachersshould 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 smokingwhile at school.


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1.CONTRACTUAL BENEFITSi) 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 anaddendum to their contract to specify benefits in an equitable manner so as to avoiddouble dipping, duplicate coverage, or unfair advantage or disadvantage. A statementfrom the spouses employer may be required.

iv)Teachers are in two contract categories: National and International. Benefits varydepending on the contract group.

v) National Teachers are subdivided into those authorized to teach Arabic and thoseauthorized 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 isin Kuwait. If the teachers primary reason for being in Kuwait is to seek teachingemployment 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 oris 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 bythe school will have their contract status reviewed and benefits may change as aresult.

A.INTERNATIONAL TEACHERS HIRED OVERSEAS

Schedule of Benefits

Benefit Notes Amount inKuwaiti Dinars(KWD)

Payable

Baggage Allowance for initialtrip to Kuwait

Receipts required1Kuwait Dinar = US$ 3.6 in2011

200 + 75 foraccompanyingdependent child

Within one week ofsubmission of receipts onarrival

Baggage Allowance for finaldeparture from Kuwait

Receipts required200 + 75 foraccompanyingdependent child

Upon final departure

Relocation Allowance For equipping apartment 300 Paid on first day of work

Communication AllowanceTelephone assistance forthose without land lines

30 (annually) Paid in September

No Absence Bonus

Full bonus for perfect

attendance, diminishes withabsences

160 (annually) Paid in June

Car LoanInterest free car loanavailable within initialcontract

1000 (one time) Available at the end ofthe 60 day probationaryperiod

Annual return economy flightto point of origin

For employee and one accompanying dependent child. Airline selected by school.Point of origin is international airport closest to permanent residence. E-ticketsissued to teacher by schools travel agent

HousingIndividual apartment within walking distance of school. School pays rent, paysutilities, and provides maintenance


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FurnishingsBasic: Major appliances, table and chairs, sofa and chairs, bed/s, wardrobe/s,dresser/s provided by school

Medical InsuranceFor employee and one accompanying dependent child. Provided by majorinternational provider. Worldwide coverage, excluding elective treatment in theUSA.

Life Insurance One years salary in case of death of employee as per insurance policy

Annual PaidLeave

Sickness Fifteen days with full pay, then diminishing scale as per Kuwait labor law up to45thworking day of absence.

Personal Three days annually with two week notice as approved by the Superintendent

Emergency Five days for emergencies such as bereavement as approved by theSuperintendent

Recruiting Two additional personal days in final year to attend recruiting fair to seek job

Tuition for AIS Kuwait For one accompanying dependent child

Kuwaiti ResidencyReimbursement of required and receipted costs for obtaining visa, medical andpolice clearance, authentication of documents, and other routine expenses forobtaining residency.

Office AssistanceEmployees are transported, accompanied and assisted as they obtain officialresidency or other documents such as a drivers license from governmentagencies

ProfessionalDevelopment

Personal 200 KWD annually for pre-approved activities. Cannot be carried forward.IB Training Fully paid if selected by school (fees, flights, hotels if off-site or fees if online)

Graduatestudies

One half of tuition for graduate courses taken on campus. Subject to demand, theschool hosts professors from American Universities to provide graduate courses

PEAKConference

Professional Educators Association of Kuwait annual conference fee paid byschool. Presenters compete to advance to NESA conference.

NESAConference

Five teachers funded annually to present at Near East South Asia Council ofOverseas Schools. (Conference fee, flight and hotel)

iPad Loaned by school for teaching purposes during initial contract

TaxationKuwait is tax free. Americans have tax free residency as per IRS Publication 54.Canadians should explore non-resident status with their tax advisor.

Retention BonusesDescription Amount Payable

Initial Two Year Signing 1500 US$ September of 2ndYear of Contract

Renewed Two Year Commitment (Years 3-4) 1200 KD September of 4thYear of Contract

Additional Two Year Commitment (Years 5-6) 1500 KD September of 6thYear of Contract

Further Two Year Commitments (Years 7-8 andbeyond)

1800 KD September of 2ndyear of each two yearrenewal

End of Service Award

Years 2-5

Final monthly salary x 15/26 x number ofyears served

Amount 1

Year 6 + Final monthly salary x number of years

beyond 5

Amount 2

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 exceptflight, housing, relocation and baggage allowances, and signing/resigning bonuses.

C.NATIONAL TEACHERSSchedule of Benefits

Benefit NotesAmount in

Kuwaiti Dinars(KWD)

Payable

No Absence BonusFull bonus for perfectattendance, diminisheswith absences

160 (annually) Paid in June

Car LoanInterest free car loanavailable within initialcontract

1000 (one time) Available at the end ofthe 60 dayprobationary period

Annual PaidLeave

Sickness

Fifteen days with full pay, then diminishing scale as per Kuwait labor law

up to 45thworking day of absence.Personal Three days annually with two week notice as approved by the

Superintendent

Emergency Five days for emergencies such as bereavement as approved by theSuperintendent

Recruiting Two additional personal days in final year to attend recruiting fair to seekjob

Tuition for AIS Kuwait 50% discount for up to two children

Kuwait ResidencyReimbursement of visa, embassy, medical costs, and other routinefees incurred to obtain Kuwait residency (receipt required).

Office AssistanceEmployees are provided office assistance when dealing with government

agencies.

ProfessionalDevelopment

Personal 200 KWD annually for pre-approved activities. Cannot be carriedforward.

IB Training Fully paid if selected by school (fees, flights, hotels if off-site or fees ifonline)

Graduatestudies

One half of tuition for graduate courses taken on campus. Subject todemand, the school hosts professors from American Universities toprovide graduate courses

PEAKConference

Professional Educators Association of Kuwait annual conference fee paidby school. Presenters compete to advance to NESA conference

NESAConference

Five teachers funded annually to present at Near East South Asia Councilof Overseas Schools. (Conference fee, flight and hotel)

iPad Loaned by school for teaching purposes during initial contractTaxation Kuwait is tax free

D.PROFESSIONAL DEVELOPMENT (PD)

i) PD activities will be coordinated by the Curriculum and Programme Coordinators inconcert with the Principals and Superintendent

ii) The PD fiscal year is from September 1st through August 31st.


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Reimbursements will not be given for activities in the teachers final semester at AIS.For this purpose, January 31

stwill 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 coordinatorwho serves as PEAK representative one year will act as the NESA representative thefollowing year. The coordinator who serves as PEAK representative, therefore, mustcommit to returning the following year. In the event that no coordinator is available,other members of the curriculum leadership team (literacy coaches, librarians, headsof department) will be considered for those roles.

vi)The NESA and PEAK representatives will attend the annual NESA Conference andflight, lodging, conference fee and per diem will be paid by the school. (The PEAKrepresentative 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 toattend.

viii) There is an annual budget for IB training for each programme. Programmecoordinators who do not spend the annual allotment can carry the unspent amountforward 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 PYPCoordinator.

(c)The Head of Department (MS/HS) or PYP Coordinator will prioritize namesof interested teachers according to the criteria stated below and submit a list ofnames to the appropriate IB Coordinator.

(d)The IB Coordinator and divisional principal(s) will meet to identify areas ofgreatest need within the respective programme.

(e)The IB Coordinator will determine the budgetary parameters for their ownprogramme for the current school year and compare with the current needs oftheir 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 individualwithout the final approval of the superintendent.

(h)IB Coordinators will be mindful of that section of the Code of Ethics dealingwith teaching couples and recuse themselves from the process when required.

(i) Selected teachers will be notified and given the opportunity to accept the offerof training as outlined by the school. All teachers will then be notified of their
http://www.ibo.org/http://www.ibo.org/


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training status for the year. Teachers who are not selected for training areencouraged to undertake IB training of their own accord and may use the200KD annual Professional Development allowance to offset the actual cost.

(j) Teachers selected to attend training will meet with the appropriate IBCoordinator to sign theInternational 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 inAdminPlus.

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 theprogramme. (PYP/MYP)

(d)Is teaching a course that requires additional support/knowledge of theprogramme. (DP)

(e)Has a solid understanding of the fundamentals of the programme and hasdemonstrated a commitment to applying that understanding to his/herteaching.

(f) Has demonstrated an initiative to further his/her knowledge of the programme.(independent reading, use of resources in the school and online, networkingwith 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 bereimbursed for fifty percent (50%) of the tuition on successful completion of the course.

2.CONTRACT RENEWALi) 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 orderto expedite this process, and to assist colleagues in their own planning, the followingdeadlines 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 theschool seeks to renew shall receive a Letter of Commitment by the end of the firstschool week in November. This letter must be returned to the superintendent bythe last school day of the second week of November.

Teachers who are at the end of their contract and who the school seeks to renewshall receive a Letter of Commitment by the end of the third school week inNovember. This letter shall be returned to the Superintendent at the end of thefirst school week in December.

iii)Once a teacher or administrator has resigned, the school may at its discretion fill thevacated position. There is, nevertheless, a period of grace in which a teacher orperson vacating a leadership role can change his or her mind and rescind theresignation. The employee has until the end of the second school week in January toreconsider and, if at that time the school has not filled the position, the employee canresume his or her contract without consequence. Teachers who resign later than theend 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 reasonsof 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 withheldfrom the last pay until his/her apartment checkout has been cleared. The 200 KDwill then be paid in cash. Teachers who have smoked in their apartments willforfeit the 200 KD.

A.CONSEQUENCES FOR BREACH OF CONTRACTi) 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 anew 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 forrecruiting 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 inSeptember of the second year of the contract, is forfeited if the teacher does not honor thesecond year of the renewed contract. However, if the teacher resigns in year one of therenewed contract in a timely manner, there will be no further consequence.

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3.TEACHER ABSENCE POLICY

A.ABSENCE CATEGORIES

Teachers who are away from school to fulfill requirements set down by the school are notconsidered to be absent. For example, activities required to gain residency, supervision oftraveling teams and the supervision of field trips, and time missed for professionaldevelopment,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, RecruitingDays 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 thefollowing schedule:

Absences Deduction (per day of absence)Up to 15 days None

15 to 25 days day

26 to 35 days day

36 to 45 days day

More than 45 days Full day

A doctors note may be required.

ii) Emergency Leave: This must be approved by the Superintendent. Paid EmergencyLeave 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 theSuperintendent. Subsequent absences involve loss of full days pay for each day ofabsence.

iii)Personal Leave:

Leave may be taken for pressing personal business which cannot normally beconducted outside school time.

A maximum of three personal days may be taken in any one academic year.


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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 orholiday.

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, upto five (5) consecutive personal days may be granted by the Superintendent for thepurposes of attending a recruiting fair. The days will be granted under the followingconditions.

The teacher has not used personal leave for other purposes that year

The teacher has resignedtheir position at the school.

The teacher is attending a Recruiting Fair to interview for a position. Teacherswho have secured a position cannot take personal days merely to travel to sign acontract.

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 toAIS the following year, only three days may be taken for this purpose in asubsequent year.

Personal days for recruiting for teaching positions cannot be taken until after thewinter break.

Traveling to a country to recruit informally is not an acceptable use of a personalday.

Administrators who have been invited to a school to interview before a board mayuse recruiting days to do so.

v) Unexcused Absence: An unexcused absence is any day of absence which does not fallinto one of the above categories. A penalty of two full days pay, plus a full days payfor each day of absence, will be assessed for any unexcused period of absence. If theunexcused period of absence occurs either before or after a holiday or vacation, then apenalty 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 timelyreturn 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 whenreturning 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 thefinal 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 approvedschool 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 dayof illness.

Three days of absence due to illness is the international norm for teachers. Teachersare encouraged to remain at home to recuperate if they have a heavy cold orinfluenza. There will be no deduction from the no absence bonus for the first threedays of illness.

Approved Personal Days Illness

Absence Bonus in KD Absence Bonus in KD

0 160 0 1601 140 1 160

2 120 2 160

3 100 3 160

4* 80 4 140

5* 60 5 120

6 100

7 80

8 60

9 40

10 20

*Recruitingdays

11 0


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This bonus will be prorated for employees beginning late after the start of the schoolyear. Partial days, taken as Personal, Sick or Emergency Leave will be recorded asfollows:

1 hour day2 hours day

3 hours day4 hours or more 1 day

Any fraction of the day missed will be counted as 1 absence. However, if any otherpartial days are taken they will be added to the first absence until one whole day isaccumulated.

D.FORCE MAJEUR

In case of an emergency School Evacuation, the school will transport the overseas hireEmployee to a safe haven designated by the school. This may be the Point of Origin ofthe 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 schoolwhile 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 extraactivity 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 theteacher 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 leftwith 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 ownrelease time. They will be renumerated 7 KD per class period/hour for doing so.


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5.TEACHER GROUND DUTIESTeachers are on duty at all times, from the moment they enter the grounds in the morning untildeparture at the end of the day. In particular, there are three crucial times during the day whensupervision 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 isunable 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 visiblein 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 andtheir 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 isnot 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 housingbenefit.

B. APARTMENT DESIGNATIONSi) When size, design or layouts of apartments vary the administration reserves the right todesignate 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 thefollowing year they should advise the Superintendent before March 1st.iii)All reassignments will continue to be based upon contractual obligation by the school asoutlined.iv)Where there is more than one request for a particular apartment, the priority will be basedon 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-HABITATIONIn accordance with Kuwaiti customs and law, faculty members of the opposite sex may onlyshare an apartment when married.


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D. VIOLATION OF HOUSING CONTRACTActions that violate contractual obligations, involving gross misconduct and/or violation ofKuwait laws may result in the withdrawal of the schools housing obligations, disciplinaryaction and/or termination of contract.

E. PET INFORMATIONPet owners are responsible for any damage to their apartment. A penalty of up to 200 KDwill 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 REPAIRSHome 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 thejob. 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 apermanent position in your home.

o Closest neighbor _________________________________o Ambulance Service

In order to communicate effectively make the distress call to theSchool 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: Maidan Hawally, Block 11, Hamoud Al Nasser St., Bldg. #7



Building 4: Maidan Hawally, Block 11, Rabeaa St., Bldg. #24 (4593)

Building 5: East Hawally, Block 4, Haroon Al Rasheed St., Bldg. #5 Building 7: Maidan Hawally, Block 11, Jaber Bin Hayan Street

Building 8: 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 countrywould be well served at the International Clinic 1 886 677
mailto:[email protected]:[email protected]


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What to do in the case of fire. All emergency services are reached by dialing 112. Speakclearly and slowly when giving the location. Alert neighbors and evacuate to a safelocation.

7.FACULTY COMMITTEESA. STANDING COMMITTEESStanding Committees report to the Administrative Council and all Standing Committeedecisions must receive Administrative Council approval.

B. FACULTY ADVISORY COMMITTEEThe Faculty Advisory Council (FAC) is a group of faculty members elected by their peers torepresent their interests at AIS. They are not an action body but can recommend course(s) ofaction 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 bilingualArabic/English teacher is thus elected, then another election will be held through whichteachers of Arabic and Islamic Studies will elect a bilingual teacher to represent theArabic speaking staff.

One non-teaching member of the professional support staff will be elected by membersof 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 theDivisional 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 fact-finding missions (e.g., surveys on healthcare) to be able to provide informed advice.

The FAC will communicate information between teachers and the superintendent andvice versa.


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Meetings

FAC will meet at least once monthly at agreed times. At the initial meeting all meetingdates 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 throughannouncements, divisional meetings, face-to-face communication, etc.

If there is an occasion where there are no issues to discuss, the FAC meeting can becancelled with due notice from the Chairperson.

In the absence of the Superintendent, meetings can be held with the SeniorAdministrator in charge.

Information from the FAC meetings will be communicated back to staff in a timelymanner either through Superintendents Notes or other forms of communication by theFAC teacher representatives. (Divisional meetings, emails, face-to-face, etc.)

Emergency meetings can be called by the Superintendent or at the discretion of theChairperson.

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 ASSESSMENTTeachers 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 feedbackcomes from peers and curriculum support people such as Curriculum and ProgrammeCoordinators, HoDs, teacher coaches and librarians. Summative feedback comes from thePrincipal and/or Assistant Principal.

This process aims to foster the following attributes among the teaching staff:

Planning and Preparationo Demonstrates knowledge of content and pedagogyo Develops appropriate and coherent instructiono Employs a variety of instructional strategies to augment achievemento Demonstrates knowledge of students

Classroom Climateo Manages a classroom effectively with a variety of techniqueso Develops effective and positive rapport with studentso Encourages constructive social interaction and active engagemento Deals fairly, consistently and sensitively with misbehavioro Organizes furniture and materials effectively for successful learning


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Instructiono Communicates clearly and employs appropriate instructional pacingo Demonstrates enthusiasm for content/teachingo Specifies instructional objectiveso Makes effective transitions between instructional activities

o Engages students and incorporates higher level thinking skillso Optimizes the use of classroom instructional time

Professional Work Habitso Conducts both formative and summative assessmentso Maintains accurate records of student progresso Works collaboratively with colleagueso Interacts appropriately with school administrators, faculty, and staffo Adheres to relevant deadlineso Contributes positively to the school communityo Uses curricular tools such as Rubicon-Atlas and AdminPlus effectivelyo Pursues ongoing professional development and connects it to the curricular mission

of the school


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

Assisted Track OR Self-Directed TrackUnsatisfactory evaluations result in transfer to the

assisted track. This stream includes bi-weeklymeetings with the Assistant Principal, Head ofDepartment, Team Leader or Coordinators andpossibly colleagues to establish a plan of assistance tocorrect deficiencies. The goal of this track is tosupport new and/or struggling teachers to move ontothe Self-Directed Track. Once significantimprovements are evident teachers will receive asecond assessment (Assessment II).

This track encourages professional growth throughgoal setting and the development of a professionalportfolio. This process involves the teacher, Head ofDepartment, Team Leader or Coordinators andcolleagues in cooperative discussions and planningthat foster collegial interaction for the accomplishmentof goals.

Assessment Part II Portfolio Review

(Administrative Assessment repeated)

The teacher is re-evaluated to determine basiccompetence. If the teacher meets a minimumstandard, he/she will be directed to the Self-Directedtrack. If he/she does not meet a minimum standard,his/her employment status and/or contract renewalwill be examined by the administrative council.

Evidence to support the assessment aims found in theprofessional portfolio is provided by the teacher andreviewed together with Head of Department, Team Leaderor Coordinators. If the teacher continues to meet orexceed expectations in all areas as evidenced by theportfolio, the assessment process is complete. Ifsignificant areas of growth are identified, the teacher willbe referred to the appropriate administrator for furtherreview.

Self-Directed TrackThis 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 incooperative discussions and planning that foster collegial interaction for the accomplishment of goals. Teachersportfolios will be ever-changing, living documents. Teachers should maintain their portfolios on a yearly basisincluding yearly curricular, instructional and community goals.


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Step One: Assessment Part INewly hired, provisional and uncertified teachers as well as those teachers who voluntarily participatewill be assessed by his/her divisional administrator prior to the last week of November. The assessmentwill include a pre-conference, observation, and post conference. Upon completion of the Assessment PartI, the teacher will be assigned to one of two tracks: Self-Directed orAssisted Track.

Step Two: Assisted TrackThe purpose is to provide assistance to the teacher so that they may correct any deficiencies that need tobe addressed. It includes:

Bi-weekly meetings with the Head of Department, Team Leader or Coordinators to providesupport and guidance as well as to review instructional goals for improvement and to establish aplan of assistance to correct deficiencies.

Bi-weekly meetings with a mentor/experienced teacher to provide opportunities for teachers toobserve 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 teacherwill be subject to a second assessment by an administrator. Once the teacher has demonstrated positivegrowth 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 toestablish a plan for improvement based on the deficiencies identified in the original assessment aswell 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 topre- 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 teachersclass 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 shouldalso be devoted to pre- and post-conference to discuss the experienced teacher/mentorobservation of the lesson.

Week 6 Review of Plan for Improvement:

The Assistant Principal, Head of Department, Team Leader or Coordinator will, in conjunctionwith 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 topre- 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 teachersclass 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/mentorobservation of the lesson.

Week 10 Assessment Part II:

The teacher is re-evaluated by the Divisional Principal to determine basic competence. If theteacher meets a minimum standard, he/she will be directed to the Self-Directed Track. If he/shedoes not meet a minimum standard, his/her employment status and/or contract renewal will beexamined by the Administrative Council.


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Name:_________________________________ Current Position: _____________________Department/Grade Level: _____________________ Division: ES MS HS

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

Planning and Preparation EE ME AGDemonstrates 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 EE ME AG

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:

Instruction EE ME AGCommunicates 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:

Professional Work Habits EE ME AGConducts 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:

_________________________________________ _____________________________________Teacher Signature Date

_________________________________________ _____________________________________Administrator Signature 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 regardingits 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 thematerial (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 otherinformal 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 Englishlanguage learners

Uses effective approaches to address varied student learning needs and preferences, including making use of spontaneousactivities 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 particularcontent

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 guideddiscussion

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 tocooperate 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 learningopportunities

Uses a variety of assessment methods, including technology, that are appropriate for evaluating student achievement ofinstructional 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 questionsbefore 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 off-task 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 studentsname 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,avoi

2013-14 Faculty Handbook

Documents

Transcript of 2013-14 Faculty Handbook