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Faculty Handbook

2009-2010Developing a Mindful Heart

Qingdao No. 1 International School ofShandong Province

Final Draft—August 2009 Revised September 8, 2009QISS Faculty Orientation Handbook 2009-2010

1Teaching for Understanding

The QISS Faculty Handbook is a work in progress. The school administration would be most grateful to receive your comments, corrections, or suggestions.



Table of Contents

INTRODUCTION

List of Faculty and Staff 7 Mission 10 Theme 10 Purpose 10 Philosophy of Education______________________________________________ _10 How We Assess: Essential Strategies___________________________________ _10 Expected School-wide Learning Results (ESLRs) __________________________ _11 Overview and History______________________________________________ _12 Community Profile 1 3 School timetables 1 4 WASC Accreditation 1 5

OPERATIONS Emergency Medical Procedures 1 7 Bus Protocols 1 7 Fire Drills 1 9 School Evacuation 1 9

PERSONNEL

Teaching Standards 21 Teacher Supervision and Evaluation 21 Supervisor Walk-throughs_____________________________________________ _21 Effective Whiteboard Use______________________________________________ _22 Teacher Plan Book______________________________________________ _22 Teacher Portfolios______________________________________________ _22 Online Learning____________________________________________23 Meetings and In-School Communication 2 3 Working Hours_____________________________________________________ _25 After-School Activities 2 5 Faculty Dress Code 2 5 Student Supervision 2 5 Field Trips 2 5 Sick Students 2 5 Faculty Sick Days 2 5 Personal Days 2 6 Policy Regarding Leave: Excused and Unexcused Absence 2 6 Video Usage 2 6 Resource Orders 2 6 Textbook Checkout 2 6 Classroom Supplies 2 7 Foreign Expert Certificate 2 7 Concerns/Suggestions 2 7 Conflict Resolution 2 7



Computer Use Guidelines 2 8 Printing (Outsourced) 2 9 Letters to Parents 2 9

STUDENTS

Code of Conduct 3 1 Mailing Student Records 3 3 Student Language Proficiency Requirements for Admission 33 English As the Common Language is Encouraged at QISS 3 4 Parent Responsibilities for Proper Living Conditions 34 Supplemental Education 34 Student Attendance 35 Admissions Policy 36 Student Behavior 38 Discipline Consequences at a Glance 39 Levels of Consequences 39 Cell Phones/ Electronic Devices 40 Chewing Gum 40 Student Dress Code 4 0 Public Displays of Affection 41 Academic Honesty 41 Student Binders 4 1 Daily Planners 42 Homework 42 Standards of Acceptable Work 4 2 Lockers 4 2 Cafeteria Rules 4 3 Transportation 4 3 Health Care 4 4 Student Store 4 4 Lost and Found 45 Theft of Valuables 45



CURRICULUM AND INSTRUCTION

Philosophy of Education 47 ESLR’s and Developing a Mindful Heart ___________________________________ _48 Content______________________________________________ _49 What is Understanding?______________________________________________ _49 How we Teach 5 0

We Teach for Retention 5 1 How We Assess: Essential Strategies 52 Evidence of Learning is Collected in Four Major Ways 53

How we Assess 6+1 Traits of Writing 54

Report Cards, Progress Reports, and Grades 5 4 Report Card Comments ______________________________________________ _54

Electronic Grade Book on FOCUS______________________________________ _54 Grading Scale 5 5 Homework Guidelines 5 5 Position on High-Stakes Testing 5 5 Key Assignments: Assessing for Understanding 5 7 Key Assignments Requirements__________________________________ _57 Portfolio-based Assessment 58

COMMUNITY RELATIONS Official Language and Translation 6 1 Parent/Teacher Communication and Conferences 6 1 Parent Advisory Committee 6 2 Parent/Teacher Communication and Conflict Resolution 6 2 QISS Publications 6 3 School wide Special Events 6 3

QISS Approved Forms_______________________________________________66



APPENDICESFaculty Supervision and Evaluation criteriaForms for Students

Trip Homework Form Student Letter of Recommendation Request Middle and High School Year-End Check-Out Form High School Student Check-Out Form Lower School Student Check-Out Form Middle School Student Check-Out Form

Forms for Teachers Field Trip Checklist Field Trip Follow-up Form Field Trip Permission Form Field Trip Request Form FOCUS Change Form Accident Report Application for Professional Growth Funds Faculty Check-Out Form Printing Request Form Supply Requirement Form Upper School Progress Report Form



2008-2009 FACULTY AND STAFF

Lower School FacultyPosition Name Additional Responsibilities

Pre Kindergarten Cynthia FernandesKindergarten Joshua DoyleGrade 1 Sami HendricksonGrade 2 Ping Diana TengGrade 3 Verena Theimel German ClassesGrade 4 Sharon Ammerman Elementary Focus Group

Leader, Guided Reading Coordinator

Grade 5 Alexis Yachechak Science Fair, Festival of Words

Middle and High School FacultyLanguage Arts, Social Studies Dean Leonard Grade 6 HRLanguage Arts, Social Studies, Keith Snider G8 HR; Student Government;

Student Life CoordinatorPhilosophy and Math Mychilo ClineScience Bill Dunwoody Grade 10 HRLanguage Arts Tamara Studniski Grade 11 HRMath and Science Laura Neagos Grade 7 HRSocial Studies Scott Garbus Grade 12 HR; MUNMath Bill Stubbs Student StoreLanguage Arts Joe Shulist Grade 9 HRMath, Science and ESL Scott Craig

Specialists

Art Allen Miles Art Magazine and CalendarChinese Jenny Fang Lower School Art TeacherChinese Cynthia XinChinese Maggie LiuChinese Willow Yang Chinese Program CoordinatorChinese Jessy YinESL Liesbeth Beullens ESL CoordinatorESL Yulia Sumarokova



Specialists Continued

Information Technology Brad Arnold IT Coordinator and Computer Teacher

Information Technology Mal Arnold Library; Newsletter EditorMusic Peter Thorpe Winter Program CoordinatorMusic Kelly Du Lower School MusicPE Dominic Adie Athletic Director; Fire and

Safety MarshalPE Lisa Woo Girls Coach

AdministrationDirector Jeffery FischmannUpper School Principal Peter Burnside WASC Self Study Coordinator;

Course SchedulingLower School Principal Alberto Gutierrez PYP Coordinator; Publications and

Events Coordinator

Counselor and Director of Admissions

David Addicott AP Coordinator

QISS Main Office and Support StaffOffice Manager Kathy Fischmann

Grace Kim Korean TranslationNancy Li Visas (on Maternity Leave)Cady Lu Attendance and BusesAlice Xu Publications AssistantJulia Zhu Student RecordsDebbie Yang Bookroom and LibrarySam Sun Computer TechnicianMary Ma Upper School Principal’s Assistant;

Website MaintenanceChris Zhang Supply and Facility ManagerJessie Xu Office Assistant

Government OfficeExecutive Director Li Zhi-Liang Principal and Liaison with the

Qingdao Education BureauAssistant Executive Director Yan Hong Quan Facilities Manager and Liaison with

No. 2 Middle SchoolOffice Director Sun Pei Zhen

(Judy)Accountant Ji Mei (Mary)



Cashier Xu Ting Ting (Tina)

Teacher Reimbursements

Teaching AssistantsJack Chen Grade 3 and 5 AssistantJoline Jia Art AssistantJessy Li ESL Assistant;

ESL Substitute TeacherJoy Liu Grade 2Lulu Zhang Kindergarten AssistantOprah Qu Grade 1 AssistantCarrie Huang Pre-K Assistant



MISSION AND PURPOSE

Mission Statement: Provide a challenging academic program that develops the core character traits of vitality, courage, sensitivity, intelligence and compassion.

Theme: Developing a Mindful Heart

School Purpose: The purpose of QISS is to provide a western-style college-preparatory education in a culturally diverse setting to the children of the expatriate community residing in Qingdao. Students work toward a US diploma in preparation for admission to schools and universities throughout the world.

Philosophy of Education

1. The primary goal of curriculum is to develop and deepen student understanding; depth of learning is more important than “coverage”.

2. Students need to make meaning of their learning and actively construct knowledge rather than passively accumulate knowledge.

3. Learning and assessment should be relevant and occur in rich authentic situations or simulations of the real world.

4. Teaching should be individualized to assist each child in attaining high standards.

5. As part of their education, students need to develop strong social and emotional skills and character traits in order to become personally effective and to make a positive difference in the world.

I. How We Assess: Essential Strategies1. We use authentic summative assessments and performance tasks (Key Assignments) to integrate

learning and assessment and to assess for deep understanding.

2. We use a Backward Design Planning Process

a. Identify Learning Goals

b. Create Performance Assessments

c. Design Learning Activities

3. We show criteria and models in advance.

4. We use diagnostic and formative assessments to improve teaching and learning.

5. We allow students to demonstrate knowledge, skills, and understanding in various ways.

6. We provide feedback early and often.



7. We include student self-assessment, goal setting, and reflection in student portfolios.

8. We allow new evidence of achievement to replace old evidence.



Expected School-wide Learning Results (ESLRs)

QISS students will be:I. Passionate/Active human beings who:

Demonstrate a positive attitude, enthusiasm and active participation. Set and pursue personal goals with vitality and persistence. Seek intellectual, physical and emotional balance to achieve personal well-being for themselves

and others.

II. Courageous individuals who: Act on their principles with integrity and honesty, with a strong sense of fairness, justice and

respect for others. Take risks to explore new possibilities and are willing to defend their beliefs.

III. Sensitive communicators who: Understand and express ideas and information in multiple languages. Understand and appreciate their own cultures and personal histories and are open minded

about the perspectives, values and traditions of others. Work effectively and willingly in collaboration with others. Develop basic competency in Mandarin and an appreciation of Chinese culture. Express and appreciate beauty.

IV. Intelligent life-long learners who: Apply thinking skills critically and creatively. Inquire and research effectively. Acquire deep knowledge and understanding across a range of disciplines. Reflect on their own learning and experience to assess and understand their strengths and

limitations.

V. Compassionate global citizens who: Show empathy toward the needs and feelings of others. Have a personal commitment to service. Take action to make a positive difference in the lives of others and to the environment.



OVERVIEW AND HISTORY

Qingdao No.1 International School of Shandong Province, known commonly as QISS, was founded by Mayor Xia on August 5, 2007. The school opened its doors on August 16, 2007 to students in grades PreK-12. Approximately 215 students from over 20 nationalities are currently enrolled. The school’s official registered name indicates the importance the Qingdao Municipal Government assigns to QISS and its vision to develop it into a premier, western-style international school that will enhance the city’s overall investment climate.

Although newly founded, QISS has its roots under a former entity that was established in August 1998. Over ninety percent of the faculty and administration, including the headmaster of the former school, were the founding members of QISS. Most of the original students who first enrolled at QISS came from the former school. The school’s mission statement remains the same as before and the English-language based, college preparatory, secular educational program remains on the same developmental path as before. The school’s accreditation status with the Western Association of Schools and Colleges (WASC) was transferred to QISS from the former entity. The school is registered on WASC’s website directory of accredited schools under the name of Qingdao No.1 International School Shandong (QISS).

The purpose of the school is to meet the educational needs of children of the expatriate community who are residing in Qingdao to enable them to gain acceptance to the finest schools and universities throughout the world. Although QISS is wholly owned by the Chinese government, the government has pledged not to interfere in the management of the western-style international educational program. The Qingdao Education Bureau has assured the expatriate community that QISS will enjoy conditions that will allow it to develop into one of the best international schools in China and throughout the world.

QISS is temporarily being housed on the campus of the No. 2 Middle School in the Laoshan District of Qingdao. A 109 mu parcel of prime land has been selected for a new campus that is located about two kilometers from its current site. Completion of the new campus is anticipated before the end of 2009. The school’s master plan will enable it to one day enroll up to 2,000 students in grades preK-12.



COMMUNITY PROFILE: DEMOGRAPHICS

Diversity of StudentsQISS students represent more than 20 countries, with most coming from the Republic of Korea (56%), North America (12%), and the EU 20%). While local Chinese are not permitted to enroll, some exceptions have been made. Our admissions policy gives priority to non-Korean students in order to maximize the international flavor of the school.

Distribution of NationalitiesIn grades PreK-1, the student population is diverse; there is no majority ethnicity. In grades 2-5 the percentage of Korean students jumps to 65%. The average for grades 6-12 is 67%.

Native Speakers of EnglishNative English speakers 9% now, equally split between upper and lower schools. None in pre-K, 5, 7 or 12. K and 6th have 3 each, the rest have 1 or 2 only.Student turnoverTurnover: 36-38% school-wide for the past 12 mo. 73 students have withdrawn (78% of these were Korean, compared to 56% of school population). About 25% of withdrawals were to move to another school, including several who have moved to US, Australia, or Scotland to go to school in English speaking countries.

On average, around 25-30% of the students leave each year. Only one third of students in grades 1-5 have been enrolled for 2 years or more. In grades 6-12, only 29% of students have been enrolled 3 years or more. Last year Korean students were about half as likely to withdraw as non-Koreans. Last year 30% of those leaving were Korean, although 56% of all students were Korean. Generally students leave when their parents’ work contract is changed to another location. However, about one-third of secondary students who left last year did so to transfer to another school. These included students seeking a British or IB program as well as programs more suited to the needs of students wanting to return to Korea for university.

Participation in non-QISS Schooling77% of all students and 95% of Korean students in grades 2-12 attend extra classes after school or on weekends. The percentage of students spending 7 or more hours a week in these lessons or doing extra academic work is 55% in the upper school and 25% in grades 4-5. (2008-2009 data)



Region PercentSouth Korea 56European Union 20N. America 12other Asian 6China (local) 5NZ/Australia 1Cent/S. America 0.5

2009-2010 TIMETABLES

Lower School (PreK-Grade 5)Period Time Minutes1 8:30-9:30 602 9:30-10:30 60Break 10:30-10:45 153 10:45-11:30 454 (Lunch) 11:30-12:20 505 12:20-1:05 456 1:05-1:50 457 1:50-2:35 45Break 2:35-2:45 108 2:45-3:25 40Homeroom 3:25-3:30 5

Upper School (Grades 6-12)There is a bell schedule for Upper School Classes

Period Time MinutesHomeroom 8:30-8:40 101 8:45-9:30 452 9:35-10:20 45Break 10:20-10:35 153 10:35-11:20 454 11:25-12:10 455 (Lunch) 12:10-12:55 456 1:00-1:45 457 1:50-2:35 458 2:40-3:25 45

Students should be seated and ready to learn when the bell rings.



II.

WASC ACCREDITATION—FOCUS ON LEARNING

QISS is accredited by the Western Association of Schools and Colleges (WASC) through the 2010-2011 school year. Accreditation involves an ongoing cycle of inquiry, analysis, and continuous improvement carried out by the school faculty. As part of accreditation, we are required to maintain a 5-year action plan and report annual progress on the WASC visiting committee’s critical areas for follow up. Self-study reports and visiting committee reports can be found on the QISS website. QISS had a WASC visit in spring of 2009 to follow up on our new governance structure and will have a full accreditation renewal visit in 2011.



OPERATIONS



Emergency Medical Procedure

Qingdao Municipal HospitalInternational ClinicNo. 5 Donghai Road8593-76908593-7678

Emergency Numbers:Ambulance 120Fire 119Police 110Traffic Accident 122Directory Assistance 114

If a student or staff member is injured, take the following steps:

1. Report the accident to the office.2. Take the student or staff member to the hospital unless the incident is very minor and can be treated in

the classroom or the office.3. In the case of a student, if the injury is more than a very minor one (i.e. a small scrape or bruise, etc.),

the office should immediately call the student’s parents. In the case of a local staff member, the office or a colleague should call someone in their immediate family.

4. If the student needs to go to the hospital, the office—or teacher if on a field trip—should call the International Clinic at the Qingdao Municipal Hospital 8593-7690 and report the following:

i. “We are QISS. We have an injured student.” Give student’s name. If necessary, order an ambulance. If not, we will use school transportation. Remember to stay calm.

ii. Explain what happened to the student. Describe the student’s present condition. Be sure to have the student’s medical file in front of you. Be sure and report the relevant medical conditions and the restrictions, if any, that the parents have stipulated on their student’s medical form.

iii. If the student is being sent to the hospital, a representative of the office should accompany the child. If necessary, the student’s teacher should go as well and the office will appoint someone to watch that teacher’s class. Be sure to take the student’s medical file.

5. The child’s teacher and the adult witness should fill out the “Accident Report Form” that same day—or at the latest within 24 hours of the accident—and turn that report into the office to be placed in the student’s file.

QISS BUS PROTOCOLS

Buses: Upon morning arrival, school buses will continue to drop off students at the north entrance. Buses will only allow students to exit in front of the north door entrance, and only after any bus in front has departed.

In the afternoon, buses will be stationed outside the north entrance. No bus will depart until all students have boarded every bus.



Bus Drivers: Drivers are to remain in their busses as students are boarding. There will be no smoking during student boarding time.

Bus Monitors: Bus monitors will ensure that all students are properly seated and seatbelts are fastened. Students that do not comply will be reported to their respective principals. It is the duty of the bus monitors to ensure proper student behavior at all times. Students who fail to comply with the bus monitor’s directives should be reported to their respective principals and disciplinary actions will be taken.

Safety Monitors: A safety monitor will be stationed at the front and back of the bus convoy as students board buses at the end of the school day. Safety monitors will not allow any motor vehicle (car or motorcycle) to enter the bus boarding area until all students have boarded and buses have departed.

Teachers: Teachers should discuss with their students the importance of complying with bus safety rules. Since bus time is a highly critical point for ensuring safety, teachers should review bus protocols with their students consistently throughout the year.

Teachers should also encourage students to board buses promptly at school dismissal time. Teachers should make every effort to release students on time so that bus departures are not detained.

Students: Students will be expected to follow bus safety procedures consistently throughout the school year.

Students walking to the front gate of the campus after school are not allowed to walk down the road. They must take the student walkway.



QISS FIRE DRILLS

A. Fire drills are intended to ensure, by means of training and rehearsal, that in the event of fire: the people who may be in danger act in a calm and orderly manner. those people who may have designated responsibilities carry out their tasks to ensure the safety of all

concerned. the escape routes are used in accordance with a predetermined and practiced Plan. evacuation of the building is achieved in a speedily and orderly manner. to promote an attitude of mind where persons will react rationally when confronted with an emergency

fire.

Guidelines for School Evacuation:

Unexpected fire drills should be held at varied times of day and at unevenly spaced intervals throughout the school year. Total evacuation fire drills should be held at least three times each school year. A record of fire drill times and dates will be kept at school.

Pre- K and Kindergarten children may not be familiar with the concept of fire drills. Thus, their training in evacuation procedures needs to be addressed periodically.

Staff and students should become familiar with at least two exits in the event one exit becomes inaccessible.

Staff should know the location of fire extinguishers and be familiar with their use.

Teachers should be the last persons out of their classrooms, and should take class lists with them upon leaving.

Washrooms and other out-of-the-way locations should be checked to ensure they are evacuated.

When students evacuate classrooms, they should take the nearest exits leading to the outside. There should be no running, no pushing, and no talking.

On leaving the building, staff and students should move away from the building itself and leave entrances and exits clear.

Students should line up in single files, by grade level in the outside court area, one level of stairs below the front of the building.

Teachers should take roll call and notify the Principals or Safety Marshal of any person missing.



PERSONNEL



TEACHING STANDARDS

Teaching Staff are evaluated and provided feedback on 6 Standards of Effective Teaching (See appendix for the complete teacher standards and indicators rubric)

Standard 1: Models School Values and ProfessionalismStandard 2: Organizes and Plans to Maximize Student LearningStandard 3: Assesses to Promote Student LearningStandard 4: Uses Instructional Strategies to Promote LearningStandard 5: Maintains Positive Student Rapport and BehaviorStandard 6: Collaborates to Achieve School Goals

SUPERVISION & EVALUATION PROCESS:

Purpose: Ensure the quality of the educational program Promote professional growth

The supervision and evaluation process includes:1. Four to six conferences with the Principal2. Review of Unit Plans and Key Assignments3. Frequent “walk-throughs” by Principals4. Formal lesson observations may or may not be included in the supervision and evaluation process.5. Student feedback.6. Performance evaluations and contract renewal offers will be given by the last day before the winter holiday

vacation.

SUPERVISOR WALK THROUGH

The purpose of the walk through is to promote effective guidance, support, and feedback to all teachers. 1. The walk through could involve more than one supervisor.2. Supervisors will have a clip board that clearly states “Walk Through.”3. A walk through may have a duration that lasts up to twenty minutes.4. Teachers do not need to interact with the supervisor. It is preferred that teachers continue with the

lesson as normal.5. A brief note/report regarding the walk through will be placed in your mailbox before the end of the

day.6. Supervisors will usually follow the brief note/report with a face to face meeting within forty-eight

(48) hours.



EFFECTIVE WHITEBOARD USE IN ALL CLASSROOMS

Daily, teachers are required to use the whiteboard to clearly state your lesson’s objectives (written in the same place every day).

The objective may be in the form of:i. An essential question: What makes a good book?

ii. A central idea: Fairy tales and other folk literature capture universal patterns.iii. A standard: Graph basic functions.iv. A benchmark: Illustrate how blood circulates through the heart chambers.v. Other learning objective: Compare and contrast primary and secondary information

sources.

TEACHER PLAN BOOK

Each teacher will be given a plan book. The teacher plan book helps organize lessons for effective learning outcomes for all students. Teachers are expected to keep their plan book current and up-to-date with the following:

o clear lesson objectives.

PORTFOLIOS: TEACHER PORTFOLIOS:

Teacher portfolios are used to celebrate professional learning, promote reflection, and document accomplishment of goals. Portfolios will include:

Professional Goals Evidence of meeting those goals

Key Assignment Evaluation:

Key Assignments are an integral part of the instructional program and the supervision/evaluation process. Inform your principal when key assignment performances (speeches, dramatic performances, debates) are taking place.

More information on Key Assignments can be found in the Curriculum and Instruction section of the handbook.



Revised 9-2-09

Administrative Policy for On-Line Program:

Objective: Provide a credible on-line teaching component at QISS.

Rationale:Through an on-line program, we enhance our regular student learning program by making use of various communication tools and web-based media and improve student-teacher communications. In the event of a school facility closure, teachers must provide a credible on-line academic program in order to continue student learning communities and for teachers to receive salary/benefits. Refer to the attached Board policy.

Students’ Responsibilities:In order to receive academic credit, students must:

complete and send work to the teacher on time. actively participate in chats, and forums with other students and to maintain the sense and feel of the

QISS learning community. be available to receive a phone call from the teacher on a regular basis, and monitor their children’s

participation.

Parents’ Expectations: Provide basic components necessary such as a computer, printer, scanner or digital camera, internet

access, phone access, and a suitable student study area. Encourage the learning process at home.

Teacher Expectations: Include an on-line component on a regular basis.

This could be fulfilled by providing a challenging learning activity/lesson via the Internet, a text phone message, Moodle, phone calls or Email.

Provide an on-line program for each early student release day. Provide quality differentiated instruction that addresses the school’s core curricular values, benchmarks

and standards, which includes best teaching practices via on-line communication tools. Call students each day following the school calendar to include and target each student in a challenging

academic program. For lower school homeroom teachers, re-contact each student with a follow up telephone call. Upper school and specialists: Contact each student 2x/week by phone and receive communication 3x/week via email, chat, or discussion board.

In the event of school facility closure, maintain a log of student contact dates, challenging lessons and other pertinent information regarding evidence of providing a credible on-line program. This may be on Moodle or in saved emails. Also in the event of school facility closure, all teachers must use the FOCUS grade book for attendance and recording grades. In the event of system failure, use other prescribed methods as determined by the principals.

Provide the principal a weekly summary documenting lessons and student participation.



Indicators of a credible on-line learning program:

Non-indicators of a credible on-line learning program.

addresses the school’s core curricular values, benchmarks and standards.

addresses issues resulting from student isolation and provide ample opportunities for students to collaborate with others.

allows students to feel part of a “learning” community.

differentiates for student learning. provides regular student/teacher

contact.

Worksheets that do not require higher level thinking skills

Students not contacted regularly Infrequent feedback to students Lack of evidence of differentiated

lessons

Teachers need to offer an on-line learning program when:

Students are not offered an on-line learning program:

students have been quarantined after coming from abroad.

there is a mandated school facility closure.

students have an extended excused absence of three (3) or more days.

when they have an unexcused absence.

when they miss less than three (3) days of school with an excused absence.

Sample Contact Log for on-line learning

Communication Log: P=phone, E=Email from student, IM=Instant Message from student, D=discussion post by student

Dat

e:

31-A

ug

1-Se

p

2-Se

p

3-Se

p

4-Se

p

5-Se

p

6-Se

p

7-Se

p

8-Se

p

StudentGrade M T W Th F S S M T

Arnold, Rithe Cameron 6 　　　　　　　　　Chang, Jung Min (Tracy) 6 　　　　　　　　　Chen, Catherine 6 　　　　　　　　　Choi, Ji Young (Amy) 6 　　　　　　　　　Du, Yan Lin(Leon) 6 　　　　　　　　　Gwak, Jung In (Jack) 6 　　　　　　　　　Halikova, Klara 6 　　　　　　　　　Jung, Jae Hoon(James) 6 　　　　　　　　　Jung, Won Jo(Rubin) 6 　　　　　　　　　Kim, Young Chan (Brian) 6 　　　　　　　　　



MEETINGS AND IN-SCHOOL COMMUNICATION

School Meetings:Meetings are for sharing information/knowledge, discussing important school issues and for professional growth.

Everyone is expected to be an active participant, be prepared for the meetings and be on time. Meetings will be agenda driven.

1. When appropriate, agenda will be provided at least 32 hours before the meeting via school Email.

2. There will be a call for agenda items when appropriate. 3. Meetings will stay on topic, stay on task and end on time.4. When appropriate, meetings will have a facilitator, a recorder, and a time keeper.5. Minutes will be taken and placed on the school server in the staff folder.6. It is the absent teacher’s responsibility to read the minutes.

Mondays: Each Monday from 8:00-8:10 there is a Morning Briefing. Some staff meetings 3:45-5:00

Wednesdays: Some staff meetings 3:45-5:00 Some department meetings may be scheduled into the school day.

Communication: The Principals and the Director post upcoming dates and announcements in FOCUS, our student information system. Teachers are responsible for logging in daily to read the announcements. Notify the principals in advance if you would like an announcement posted.

Mail Room: Mail, memos, and random goodies will be placed in your mailbox. Please check your mailbox daily for important announcements or communication.

QISS Email: All QISS staff members are assigned a QISS email. Teachers are expected to check this email account daily and use it for in-school communication.

Emails:In house Emails are to be used for effective communication between staff members.

Keep Emails professional. Emails are not to be used to hurt or attack someone. For sending mass Emails of a personal matter, contact your principal.

1. Think of your audience and send only to your targeted audience.



When you Email parents, as a group mailing, please send a “cc” copy to the principal and to your Focus team leader.

Use our in house Emailing system efficiently. Do not use Emails to settle misunderstandings. Talk to the person professionally face to

face in order to solve the misunderstanding.

AM (Active Messenger): For quick in-house communication, computers have instant messaging software.

Sending Messages:In house Active Messenger is to be used for effective communication between staff members.

Keep messages professional. Messages are not to be used to hurt or attack someone. Do not send mass messages of a personal matter. Use our in house messaging system efficiently. Do not use active messenger to settle misunderstandings.

1. Talk to the person professionally face to face in order to solve the misunderstanding.



WORKING HOURS: Working hours are 8:00 A.M. to 5:00 P.M. Faculty is expected to be at school by 8:00 A.M. Meetings may

last until 5:00 P.M. On days when there are no meetings or meetings and activities have concluded, faculty may leave at 4:00 P.M. On Fridays only, faculty may leave at 3:30 P.M. Any exceptions must be approved by the principals.

AFTER-SCHOOL ACTIVITIES: After school activities are on Tuesdays and Thursdays from 3:30-4:30. Two 10-week sessions are provided to the students each year. All teachers are expected to sponsor at least one after school activity. Some staff may do more depending on their daily course schedule.

DRESS CODE: Dress code is best described as “smart casual”-- formal during open house or parent conferences. Jeans and t-shirts are inappropriate.

PERSONAL PHONE USE: Phones should be silent during school hours and should not be answered during class time or meetings.

STUDENT SUPERVISION: Students enter the building as soon as they arrive, typically around 8:20. Teachers and assistants supervise students before school, at lunch, and during recess. We all take responsibility for the safety and well-being of all students at all times. Students may not leave campus during the school day without a note from the office.

FIELD TRIPS: QISS recognizes the value of field trips when used to supplement other curriculum materials. It is assumed that teachers will use their professional judgment when selecting field trip locations. Field trips must be approved by principals at least 2 weeks in advance, based on the following guidelines: Field trips support the curriculum Travel time will not exceed time spent on site Adequate supervision is taken into account See appendix for checklist and forms

SICK STUDENTS: Sick students should be sent to the nurse’s office. Office staff and the school nurse will make the determination of whether or not a student should be sent home. Students are generally sent home if they have a fever, bad cough, or contagious condition. Office staff will update the classroom teacher if a student is to be sent home.

SICK DAYS FOR TEACHERS: Teachers should notify their principals by phone the night before or by 7:00 a.m. if they are taking a sick day. In most cases, teachers phone or email lesson plans for the day. Teachers are also expected to have two days of stand-alone lesson plans available on their desk in case of emergency.



PERSONAL DAYS: Personal days require advance written permission from the principal and may not be used to extend a holiday.

POLICIES REGARDING APPLICATION FOR LEAVE: EXCUSED AND UNEXCUSED ABSENCE

1. The applicant should fill in the “Application for Leave Form” and submit it to the Head of School for approval.

2. For personal leave or professional leave an application should be submitted at least two weeks prior to the requested leave.

3. In the case of illness an application should be submitted the day the employee returns to work. For sick leave in excess of three consecutive days, the director may require a note from a doctor.

4. The following are examples of an unexcused absence:a. leave taken without approvalb. leave taken beyond the approved timec. leave for other than the approved reasonsd. absence during working hours without approval

5. An unexcused leave or absence could result in a deduction of double the daily salary rate and the termination of employment.

Calculation for Payroll Deduction

1. Daily salary for an expatriate teacher is calculated as follows:Yearly salary divided by 190 days.

2. Daily salary for a Chinese teacher and staff is calculated as follows:Monthly salary divided by 22.

VIDEO USE: QISS recognizes the value of television and video materials when used to supplement the curriculum. Teachers may use, in moderation, television and/or video that: Supports curricular objectives Is age appropriateTeachers are required to keep their principal informed of any video use exceeding 20 minutes.

RESOURCE ORDERS: Educational materials take a long time to arrive from the United States. The annual overseas order is made in March for the following school year.

November-January: Determine resource needs for the following year February: Confirm Orders March: Place orders

TEXTBOOK CHECKOUT: Textbooks and teaching materials are checked out from the library. All textbooks and teaching materials must be returned in good condition at the end of the school year.



SUPPLIES: QISS stocks a general supply room with pens, paper, scissors, glue, and other general office supplies. Supplies are available from the supply manager in the supply room. For special orders, please fill in a supply request form and submit to the principal for approval. In most cases, special supplies can be received within two weeks. If you wish to purchase classroom supplies and submit receipts for reimbursement, please see the principal first for approval.

FOREIGN EXPERT CERTIFICATE AND RESIDENT PERMIT REGULATIONS

1. The foreign teachers and staff and their dependants living with them in Qingdao or China proper, are required to obtain the necessary certificates—such as the Expert Certificate and Resident Permit – within the time period specified by the local governmental authorities. To obtain these certificates, passage of a routine medical examination in Qingdao at a specified government facility is required.

2. Each foreign staff member must keep these documents safe and in good condition. No alteration is permitted except by the appropriate authorities in charge of issuing these documents.

3. In the event that documents are lost or damaged it must be reported to the officials and agencies in charge in a prompt manner and certainly within three days. The individual must bear all the costs associated with the retrieval or re-issuance of lost documents.

4. Foreign Expert Certificates and Resident Permits and other relevant official documents must be surrendered to the school upon the termination of employment as part of the check-out procedures required to receive final payment of salary and benefits.

CONCERNS/SUGGESTIONSTeachers with problems or concerns about students, parents, or other staff members that have not been solved by direct contact should notify their principal.

Written suggestions are encouraged and will receive a response from the administrative team. Anonymous complaints will not be acknowledged.

Teachers are expected to refrain from gossip, backbiting, and spreading of rumors.

CONFLICT RESOLUTIONConflict is a natural part of working as a team or with a group of people. Through sharing our differing perspectives on issues and ways of working, we can develop new ways of operating and can benefit from sharing our ideas. Conflicts should be addressed as soon as they arise.

Step 1: Meet one on one with the person involved and attempt to resolve the conflict in a calm, rational manner. Presume positive intentions.

Step 2: If you are unable to resolve the conflict, see your principal to discuss the matter or to arrange a facilitated resolution.



COMPUTER USE GUIDELINES FOR TEACHERS

Qingdao No.1 International School of Shandong provides access to various computer resources, our Local Area Network, and the Internet. These resources are available to facilitate teachers’ administrative duties, enhance collaboration, and to assist us in providing an excellent education for our students.

The Staff File Server is the central hub of the teachers’ computer network. It is the physical location of our staff folders. This is where we will store and share our school documents and files.

FOCUS is our SIS (student information system). This is where teachers can view their students, take attendance, and input grades. One of the main benefits of Focus is that it is on-line. Grades can be entered from home. Additionally, teachers should keep their on-line grade book up to date so that progress reports can be printed at any time. It is a relatively easy-to-use grade book that all teachers should use. This provides consistency across the school and makes student data management more efficient.

Atlas is a web-based tool for storing, analyzing, and revising our curriculum documents. New teachers will receive log in information and training at the beginning of the school year. All teachers are expected to maintain and revise unit plans in Atlas. Unit plans in Atlas are automatically saved and archived.

Moodle—Online Learning QISS has the ability to educate students on-line. This distance learning system is called Moodle (Modular Object-Oriented Dynamic Learning Environment). It can be used in case of an emergency situation such as a public health crisis or natural disaster or simply to enrich our classes throughout the normal school year. It is expected that all teachers post at least two lessons on Moodle.

Backing Up is a crucial part of using computers. Qingdao No.1 International School will make periodic backups of essential folders BUT it is the teachers’ responsibility to keep running backups of their important files. There is nothing more frustrating than losing documents that took time to create. All teachers are encouraged to make and keep their own backups of these files in case of the unlikely event of data loss. Any teacher who needs assistance with this can request help from the tech team.

Archiving or long-term storage of your teacher resources and documents is highly encouraged. These files can be used later or shared amongst the staff. It allows us to build useful resources over time and will make our lives as teachers much easier as well as allow us to use technology to enhance learning. However, please be conscious of our limited space on the file server. Word documents take up very little room, but please do not use the server as a storage closet for audio files, personal pictures, or other large files. We simply do not have the room, and it makes backups and maintenance more difficult and time consuming.

Webmail Every student and teacher at QISS is issued a QISS email address. This address is generally the first letter of the first name followed by the last name and @qiss.org.cn Teachers are expected to check their webmail twice each day.

School Photographs QISS publishes a number of magazines, calendars, and its own yearbook. The more high quality pictures that we have of students, activities, functions, and the school; the nicer our publications will be.



Please feel free to take plenty of school pictures and place them on the server. Place clear, usable photos in the appropriate folder for review. Remember to save your original photos on your hard drive.

Computer Problems Although QISS is taking every measure to ensure a reliable, useable computer network, it is a new and quickly changing system. This means that from time to time things will not work as expected. In case of hardware problems (i.e. printing problems, computer or monitor troubles, or internet connectivity issues) please communicate with the computer technician.

Student Accounts Each student at QISS has unique login accounts for the student server, FOCUS, and webmail.

Illegal file sharing (Limewire) uses precious bandwidth, invites viruses, and is forbidden at school.

PRINTING (OUTSOURCED)

For large print orders and school publications which are outsourced, fill out the appropriate form and submit to the main office. All outsourced printing jobs require the approval of a principal.

LETTERS TO PARENTSAll letters to parents require the approval of a principal.



STUDENTS



CODE OF CONDUCT

As part of the QISS community, all students have certain rights and responsibilities. All students are expected to abide by this Code and to “do unto others as you would have them do unto you.”

Students Rights and Responsibilities

Rights Responsibilities

I. Respect

I have the right to be respected as an individual. I have the responsibility to show respect to everyone at school.

Therefore, I expect respectful treatment andnot to be hurt, ridiculed or subjected to gossip. Therefore, I will be respectful, considerate and

everyone at school. I will not participate in name,calling, gossip, teasing or intimidating others.

II. Learning Environment

I have the right to learn to the best of my I have the responsibility to do my ability. best work and to help others do their best work.

Therefore, I expect to have my lessons Therefore, I will listen and follow taught well in a productive class setting. directions, ask for explanations when

I need help, disturb no one in class,arrive to class on time, and turn in neat,carefully planned, completed work.

III. Expression

I have the right to express myself. I have the responsibility to support the rights of others to express themselves

Therefore, I expect to share my ideas Therefore, I will listen politely when with others and to discuss my problems others are sharing their ideas andwith people in positions of authority. show respect for others work IV. Property

I have the right to have my property and I have the responsibility to respectFinal Draft—August 2009 Revised September 8, 2009QISS Faculty Orientation Handbook 2009-2010


treated with respect. my own property and the propertyof others.

Therefore, I expect my property to be safe Therefore, I will use school property and left undisturbed by others. in a manner for which it was designed, and handle other

people’s property only with their permission. I will also keep my property where it belongs, in a safe and organized manner.

V. Safety

I have the right to a school environment that is I have the responsibility to behave in physically safe. a safe manner

Therefore, I expect to move throughout Therefore, I will move from class to the school without being disturbed. class without pushing, shoving or bothering others. I will

walk at all times in the hallways and pathways. I will exercise good common sense and play in a manner that does not endanger others.

VI. Sportsmanship

I have the right to play in an environment I have the responsibility to be a goodwhere everyone uses good sportsmanship. sport.

Therefore I expect to be included in Therefore I will let everyone activities and to have my turn with participate in activities, share school equipment. equipment with others and play

fairly. I will settle differences without losing my temper, name calling, swearing or fighting.



MAILING STUDENT RECORDS

The procedure for mailing student records to the next school is as follows:

1. Parents should inform the office in writing that their child will be leaving QISS as soon as possible in order to leave the school ample time to update and prepare the student’s records. At least seven (7) working days are required to update a student’s file.

2. Parents should provide the address of the new school as soon as possible and leave a deposit for the amount necessary to mail the records by DHL. If this deposit is not made, parents may send a money order or personal check in US dollars for the DHL mailing fee. Records cannot be sent until the full deposit or payment is received by the accounting department at QISS.

3. Upon a parent request or the new school’s request, QISS will mail by DHL the official student records directly to the new school. These records will be placed in a sealed envelope. QISS will supply the parents with the DHL airway bill number so that the parents or new school can track the shipment.

4. QISS can only send official records by DHL to the new school. However, parents may request additional copies of report cards and progress reports for their personal records. These are not considered as official records by most schools.

SUBJECT: STUDENT LANGUAGE PROFICIENCY REQUIREMENT FOR ADMISSION

This policy regulates the language proficiency standards necessary for admission, thereby ensuring that students have a reasonable opportunity to do satisfactory work at their designated grade level.

The school may at any time determine to limit those in need of intensive ESL support by setting a percentage per class or grade level as a means of ensuring that the school remains an English language-medium school.

Generally speaking there is no specific English language proficiency requirement for students entering grades PreK – 5.

Students entering into grades 6 and 7 may be subject to more careful scrutiny and may even be placed at a lower grade level at the discretion of the school.

Students entering into grade 8 will be subject to even more careful scrutiny in that they must attain a certain English proficiency to be admitted into grade 9.

Students entering into grade 9 must have attained a sufficient English language proficiency level. An entrance exam will determine whether or not they have the English language skills to do satisfactory work at the high school level.



ENGLISH AS THE COMMON LANGUAGE IS ENCOURAGED AT QISS

QISS recognizes the value of native language in learning English, and celebrates the diversity of languages spoken in the school. Children are encouraged to be sensitive so as not to exclude others when choosing which language to use and to use English as the common language in group settings.

PARENT RESPONSIBILITY FOR ENSURING PROPER LIVING CONDITIONS OF THEIR CHILDREN

Rationale: The proper education of a student depends upon a mutually supportive partnership between the teachers and the parents or guardian. It is the school’s obligation to provide a safe and stimulating educational environment that includes qualified teachers, proper teaching materials and adequate facilities that will foster student learning. It is the parents’ or guardians’ responsibility to provide a safe and nurturing home environment with proper supervision of the child’s health and safety as well as adequate monitoring of the student’s progress in school.

Condition of Supervision: As a condition for enrollment at Qingdao International School, parents must provide adequate supervision of their own children’s living arrangements.

“Adequate Supervision” is defined as follows:

1. A child is properly supervised by an adult family member who is capable of meeting the above- mentioned conditions.

2. A child is properly supervised by a qualified adult guardian who fluently speaks the child’s native language and is capable of monitoring the child’s progress at school.

Failure of parents to meet these conditions could result in a child being denied admission or have their admission withdrawn at a future date. Should the school take these measures, the remaining portion of tuition and fees, excluding the registration fee, would be refunded.

SUPPLEMENTAL EDUCATION

Parents of Students in Grades 6-12 are asked to agree to the following :

As parents of an upper-school student, we understand the importance of being fully committed to the QISS educational program and agree to:

ensure that our child gets at least 8 hours of sleep nightly. limit non-QISS related classes or tutoring to one or two hours daily and no more than 10 hours per

week. ensure that our child has at up to 2 hours daily to devote to QISS directed home work. encourage my child to join extra-curricular activities. enable my child time to pursue interests, develop talents, and have time for play.



STUDENT ATTENDANCE POLICYRationale: Regular attendance is necessary for students to make progress in their studies. In order to receive grade level credit or to advance to the next grade level, students must satisfy the attendance requirement. Student attendance standards must conform to recognized standards adopted by international schools as a requirement to obtain and retain accreditation. Please note: Students that are absent or tardy must first report to the office with a note from their parent, guardian or doctor before they attend classes.

1. Upper School students (grades 6-12) must not have more than twelve (12) unexcused absences per semester or twenty-four (24) unexcused absences per school year or they will receive No Grade (NG) on their report card. High School students (grades 9-12) will receive No Credit on their transcripts and will have to repeat that grade level.

An excused absence is defined as: Personal illness or injury Medical or dental appointments Death in the immediate family Attendance at a funeral if the parent deems it necessary Religious holidays Other emergencies or unusual circumstances as approved by the administrationAll other absences are considered unexcused

2. Please note: A family vacation is NOT considered as an excused absence. It is important for parents to schedule vacations around school holidays and during the summer break. If this is not possible, teachers should be informed at least two weeks in advance of the vacation. Students are responsible for making up work missed during an unexcused absence and failure to do so could have a negative impact on their grades. Teachers are NOT required to offer make-up tests or prepare any lessons for students who miss school as a result of an unexcused absence. Teachers will try to provide home-schooling support for those students who miss school as a result of an excused absence.

3. Students wishing to complete the semester or year early will NOT receive credit for the semester or the year if they leave more than two weeks prior to the end of the semester unless compelling evidence or reason for receiving credit is presented to the administration.

4. Mid-term and Final Exams should be taken during the designated exam days. The school strongly discourages early final exams because it puts undue burdens on the individual teachers to make separate exams for each early-departing student. The administration will approve a request to do so only under unusual or compelling circumstances.



ADMISSIONS POLICY

QISS seeks to attract and retain a diverse group of students who are capable of meeting the demands of a rigorous English-medium academic program and are committed to the school’s Mission and Theme.

1. Only children of the expatriate community are eligible for admission; this includes Hong Kong, Macao and Taiwan.

2. Grade Level Placement:Pre-Kindergarten: A child must be three (3) years of age by September 1st.Kindergarten: A child must be five (5) years of age by September 1st. Exceptions may be made for children with September/October birthdays on a case-by-case basis.Grades 1-12: Children will be placed in the most appropriate grade based on age and prior education. Children may be moved either up or down a grade level based on teacher and counselor recommendations and after consultation with the parents, the principal, and the director. The administration reserves the right to determine the most appropriate grade for each student. Children over eighteen years of age will not be considered for admission.

3. QISS will only consider applicants who reside with their parent(s) and/or legal guardian(s) in Qingdao.

4. QISS is not able to provide services to students with learning difficulties, emotional disturbances, or a physical handicap that prevents them from independently participating in most academic and non-academic subjects. Therefore, these students will not be admitted to QISS.

5. QISS will not consider new student applications for grades 6-12 after the start of the 4th quarter except under exceptional circumstances.

6. Acceptable applicants for grades that are full will be placed on a wait list. When a space in that grade becomes available, QISS will select the most suitable student from the wait list, based on the school’s priorities and needs of the grade under consideration.

7. Applicants who do not meet the minimum level of English proficiency required for admission may request a second opportunity to test after 3 months. If such students still do not meet the minimum standard, they must wait to re-apply for the next school year. Applicants deemed unsuitable for admission for any other reason must also wait to re-apply for the following school year.

8. For ALL new students who enroll at QISS, the school reserves the right to evaluate that student’s grade placement and overall suitability during the first thirty (30) days of enrollment. If the school determines that the grade placement was incorrect, the student will be moved to the appropriate level. If the school determines that it cannot provide an adequate program for that student, it may cancel the admission contract and refund the unused portion of the tuition and bus fee. The registration fee is non-refundable.



9. Retraction of Admission In general, admission may be retracted whenever a student no longer meets the minimum standards for admission, is failing to meet minimum grade level standards, or in any of the following specific situations:

a. Admission may be retracted in the case of a serious or potentially contagious illness, a physical or learning disability, or behavioral problems for which QISS does not have the specialized personnel or resources necessary to deliver an appropriate or effective instructional program.

b. A student’s admission may be retracted due to an expulsion that resulted from acts that, in the judgment of the administration, are in gross violation of established school rules and regulations.

c. The administration may retract admission after concluding that its efforts to deliver an effective program have been unsuccessful due to a lack of specialized personnel or resources, and that it is in the best interest of the student in question to seek a more effective program elsewhere.

d. The administration may retract admission for failure to pay tuition or fees when payment is more than thirty (30) days late without prior written authorization from the QISS administration and after repeated reminders have been given.

e. The administration may retract admission if the parents do not reside with the student and fail to provide a suitable guardian or if parents have willfully falsified the school records submitted with their application.

f. The administration may also exercise its prerogative as a private school to retract admission if a student’s parent engages in any behavior or repeated criticism or harassment of a QISS staff member that is deemed by the administration to be unjustly damaging to the personal or professional reputation of the individual in question, to be in violation of that individual’s right to be treated in a decent and fair manner, or to be unjustly damaging to the reputation of the school. Examples of parent’s behavior that could lead to retraction of a student’s admission are:

1. Repeated, willful disrespect for the school policies and regulations.2. Slander or defamation of character through rumor or innuendo, directed at the school or individual

personnel.3. Repeated, willful interference with the administration of the school or implementation of the

curriculum.4. Religious proselytizing or engaging in other activities in violation of PRC laws.5. Demonstration of racial, religious and/or ethnic intolerance.6. Demonstration of disrespect for Chinese customs and/or beliefs.7. Engaging in inappropriate advances of a personal and/or sexual nature toward students or

employees of QISS.



STUDENT BEHAVIOR

Our goal for the learning environment at QISS is to eliminate the need for discipline by creating a caring community of learners, where mutual respect is the norm. Like most schools, we have a behavior and discipline code, which is defined below and enforced in order to maintain a safe and orderly environment. However, misconduct is first seen as a teachable moment—an opportunity for a teacher to help a student develop his or her character by understanding and correcting his or her mistake.

Steps for Consequences

Step 1: Student Conference:The first step is for the teacher to conference with the student, give a verbal warning, and provide an opportunity for reflection, restitution or apology as appropriate.

Step 2: Lunch Detention and Parent Phone Contact

Step 3: After School Detentions and Parent Contact

From this point, only school administration may assign:

Step 5: In School Suspension and Parent Contact

Step 6: Out of School Suspension and Parent Conference

Step 7: Expulsion and Parent Conference with School Director

All discipline incidents (including warnings) must be logged in FOCUS.



QISS Discipline Consequences At A Glance (Middle And High School)

The following list is a guide to the usual, minimum consequences for many types of misconduct that are prohibited at QISS. It is important to remember that what is set forth in this list is a guideline and it is also important to note that students discipline is cumulative during a student’s school years at QISS. The consequences described are generally administered for the first offense and may be modified upon the circumstances of each event. They will be increased in length and magnitude for repeated offenses. Parent contact is made any time discipline is administered except verbal warnings. These rules are also applied for school buses.

LD = Lunch Detention ASD = After School DetentionISS = In School Suspension OSS = Out of School Suspension

Level I Offenses Lunch Detention multiple lunch detentions or 1 After-School Detention(s) depending on the severity of activity

Unexcused tardiness Abusive Language/Profanity Classroom Disruption Disrespect Defiance/Failure to Follow Directions Dangerous Behavior/Horseplay/Nearly Fighting Inappropriate Public Display of Affection Tardiness (unexcused tardiness will also result in a

phone call home Missing or late for Detention -Double time Littering/ Vandalism of school properties Cheating/Plagiarism No credit for assignment-

(Plagiarism requires 1st verbal warning before lunch detention)

Violation of classroom management guidelines

2nd OffenseDouble consequences (to level of multiple lunch detentions or After School Detention)

3rd OffenseGo to administration for next level of discipline (to level of After School Detention or In-School Suspension)

Level II Offenses In-School Suspension

Parent meeting is required Leaving Class/Campus

without a Pass Truancy False

Accusations/Defamation Forgery Gambling Theft Severely Abusive

Language/Profanity Fighting Harassment/Bullying 2 days

ISS Hazing

2nd OffenseDouble consequences (to level of extended days of ISS)

3rd OffenseGo to administration for next level of discipline (to level of OSS)



Level III Offenses Out of School Suspension

Drug use/possession 20 days OSS/Call Law Enforcement

Profanity towards Staff 3-5 day OSS

Fighting 3 days OSS Sexual Harassment 1-3 days OSS-

May result in counseling Tobacco Violation 5 days OSS

2nd OffenseDouble consequences (to level of extended days of OSS)

3rd OffenseGo to administration for next level of discipline

Level IV Offenses Minimum Consequences (Police May be Called)Emergency ExpulsionParent meeting with a school director or a person in a designated position

Arson-Emergency Expulsion Threats to kill-Suspension to

Emergency Expulsion Assault-Emergency Expulsion Bomb Threat-Emergency Expulsion Burglary-Emergency Expulsion Drug Dealing or Distribution-

Emergency Expulsion False Alarms-Emergency Expulsion Vandalism, major (>Y1,000)-

Emergency Expulsion, restitution Vandalism, minor (<Y1,000)-2

days OSS, restitution Weapons/Explosives on campus-

Emergency Expulsion

Cell Phone/ Electronic Devices Policy

Step 1: Cell phone/ electronic devices are taken away for 24 hours. The student has to call home to notify parents. Parents can pick it up at the school office any time.

Step 2: Cell phone/ electronic devices are taken away for a week. The student has to call home to notify parents. Parents can pick it up at the school office any time.

Step 3: Cell phone/ electronic devices are taken away. Parents must come to school to pick it up.

** Cell phones/ Electronic devices are allowed outside of school buildings during recess only. Cell phones/ electronic devices including headphones/MP3 players are not allowed in the hallways.

Chewing GumChewing Gum is not permitted at school.

Student Dress CodeStudents are expected to dress appropriately for school at all times. Clothing should not be distracting or offensive to others, nor should it cause any disruption of the functioning of the school.



Any extremely brief attire is not appropriate. Some examples include, but are not limited to: short shorts, short skirts, bare midriff clothing, halters, backless tops, “low cut” tops, “muscle” shirts, form-fitting or spandex clothing. Students are not permitted to wear excessively ripped or torn clothing.

Clothing or jewelry, which advertises or promotes drug/alcohol and/or tobacco use, is not permitted.

Students are only permitted to wear hats during break time or during lunchtime, but only when outside of all school buildings.

Students who do not comply with these guidelines will be expected to change, and in some instances may incur disciplinary action according to the QISS discipline protocol and/or be sent home. The school will keep extra clothes in case students are required to change.

Public Displays of AffectionOverly intimate public displays of affection are not permitted.

Academic Honesty

Cheating and/or Plagiarism may result in a zero score for the assignment.

What is Plagiarism? (Source: Fenton Community High School, Il, USA)

Plagiarism occurs when material is presented as though it is original, when it actually comes from an outside source. Plagiarism is stealing another person’s ideas about a subject, his/her method of presenting or organizing his/her ideas, or the actual work itself. Plagiarism includes the following:

failure to identify with quotation marks, words or symbols copied from another source failure to note in a footnote or a phrase, the author and/or source of material used in writing or speaking failure to provide a bibliography for a written or oral report that requires research the use of another source’s ideas or plan as the basis of a project, report or composition the use of another person’s words or ideas as one’s own for homework, speeches, themes, poems,

musical compositions, art work, projects, computer software, and the like.

What is Cheating? (Source: Fenton Community High School, Il, USA)

Cheating can include copying another student’s work or allowing work to be copied by another student using illegal notes or “cheat sheets”, or in any way obtaining answers for questions from an outside source in a test taking situation.

STUDENT BINDERS

Each Upper School student at QISS will be issued one binder and subject dividers. Students will be trained how to properly use and maintain their binders by their homeroom teachers during the first week of school.

All students are required to use the binder and the subject dividers in an effort to remain well organized and prepared for every class. All student work should be organized by date and neatly filed in their binders. All



students should bring their binders and their daily planners to every class unless instructed to do otherwise by individual subject teachers. Students are responsible for maintaining their binders throughout the school year.

DAILY PLANNERSGood organization is the building block for all learning. Daily planners help students become more organized, and assist them with managing their time.

All students at QISS will be issued a daily planner for recording homework, test dates, quiz dates, projects, and so forth. Students are encouraged to use the QISS planner. All students MUST use a planner of some sort.

Planners must be used on a daily basis to record all assignments, tests and quizzes, announcements, and any upcoming events. Planners may also be used by teachers for communicating with parents. If planners are lost or damaged they can be replaced for a fee.

Planners are also used as the only place for teachers to write lunch passes or other hallway passes. Students should write the reason for the pass and the time in their planner on the appropriate day and have the teacher sign it.

HOMEWORKAll students are expected to complete all of their own homework assignments.

Homework, assignments, and projects are expected to be turned in on time. Long-term assignments and projects will be deducted 10% each day that they are late down to 50% (Upper School).

All students must meet QISS Standards of Acceptable Work with all of their homework assignments unless stated otherwise by individual subject teachers.

STANDARDS OF ACCEPTABLE WORK

All QISS students are expected to produce academic work of a high standard. Unorganized, sloppy, thrown together assignments will not be accepted and will need to be redone until subject teachers feel that they meet standards. All students will receive training on acceptable standards of work during the first week of school.

Teachers will only accept assignments that meet the following criteria:

All assignments must be neatly completed on A4 paper. All assignments must have the student’s name, date and class subject in the upper right hand corner of

the page.

LOCKERS

All students in the Upper School will be issued a locker. Locker assignments will be allotted according to grade level. All locker assignments are final. Students may not share lockers with other students. All students are encouraged to keep their lockers in good order, with books, papers, and belongings placed neatly inside. It is the student’s responsibility to periodically clean out his/her locker to ensure that it is in good condition at all times.



The student to whom the locker is assigned is responsible for the condition of the locker, both interior and exterior. Lockers should never be banged, kicked, written on or otherwise defaced. A fine and/or other disciplinary measures will be assessed for locker damage or defacement. No items should be left on top of the lockers; they will be removed promptly. Students will lose locker privileges for inappropriate use of lockers.

LOCKER KEYSStudents are responsible for keeping their locker key in a safe place and are encouraged to make use of a key chain of some sort. If students lose their locker keys, they will have to go to the office and pay for a new key. The cost of a new locker key is 10 RMB.

If students break their key, or if they break the lock to their locker, they will have to pay 20 RMB to have a new lock installed in the locker.

The office staff is not responsible for opening lockers for students in the event of a misplaced, forgotten, lost or broken key. If this situation presents itself, the student will have to make it through the school day without using the locker. Only under very special circumstances, and only if time permits, will the office staff open a locker for a student. This is entirely up to the discretion of the office staff member responsible for locker keys.

CAFETERIA RULES

QISS operates a school cafeteria and all students, who opt to, receive lunch prepared by trained cafeteria staff. The school cafeteria provides an appetizing and varied menu that appeal to our multicultural population. Food is prepared according to hygienic standards and the menu is designed with understanding of health and nutritional requirements. Parents should notify the school at the time of admissions if their child has specific nutritional needs.

Students will line up for lunch according to the order that they enter the cafeteria. It is not permitted to cut in line, or to reserve a space in line for any other students. Students are expected to use good manners and keep their voices to conversation levels. No one is permitted to play with or throw food at any time.

TRANSPORTATION

QISS provides student bus service to and from school. Buses arrive at school between 8:15 A.M. and 8:30 A.M. each day. Afternoon buses depart at approximately 3:40 P.M. Bus service is available at 4:30 P.M. to take students home from after school activities. It is important that students and parents are familiar with the scheduled routes and stops.

Safety of students is a priority concern at QISS; therefore, all students are expected to follow the bus rules and regulations very carefully. Students will not be allowed to change buses to go to a friend’s house or stay after school unless the office is notified in writing or by a telephone call from parents no later than 12:00 noon on the day of change.

1. Students are expected to be on time at the bus stop.2. Students must listen to the bus monitor’s directions and instructions at all times.3. Students are required to wear seatbelts at all times.4. Students are required to remain in their seats until the bus has come to a complete stop.



5. Students must use low-level conversation voices on the bus at all times. Loud voices and yelling are not permitted as they could easily distract the bus driver.

6. Students are required to keep their hands and any other body extremities inside the bus at all times7. Students are not permitted to eat or drink on the bus at any time.8. Students are not permitted to vandalize the bus.9. Students may only ride their assigned bus.10. Students in grades PreK-2 must be accompanied to and from the bus stop.11. Students in grades 3-5 must be accompanied to and from the bus stop unless they have written

permission to walk alone.

Riding the bus is a privilege. All children are expected to obey the rules and to recognize that the school bus monitors are in charge. Continued unacceptable behavior will result in a suspension of the student’s bus privileges. Please help us by discussing bus safety and appropriate behavior with your child.

HEALTH CARE

School health services are maintained to appraise and promote the health of students. A log is kept of all treatment and parents are notified in the event of any illness or injury.

Parents are asked to notify the school nurse of any infectious diseases or any change in the health status of a student, e.g. a vaccination, illness or operation. It is important for parents to keep students at home if they are sick. By following this protocol we are able to maintain a healthy environment for all and minimize infections.Exclusion periods for the following illnesses/conditions are:

Fever A temperature above 37.5 degrees Celsius in considered a fever. Persons with a fever should not attend school.

Measles 7 days from appearance of rashGerman Measles 5-days from appearance of rashChicken Pox 5 days from appearance of rashMumps 10 days from onset of symptomsImpetigo Until fully recovered and approved by treating doctorHead Lice Until hair is treated

Injuries: In the event of a serious injury or illness, the nurse will contact the parents or guardian so the student can be transported to a medical center or hospital for further attention. The nurse or a designated person will accompany the student to the hospital or clinic and meet the parent there.

Medical Records: It is very important that the school office has complete, updated medical records for all students. Parents are required to complete the QISS medical questionnaire annually. If there are any changes during the school year regarding a student’s medical status, please notify the school nurse so they can update the medical information.

STUDENT STORE



Student government runs a student snack bar and store to help fund student activities. Only upper school students are allowed to purchase from the student store.

LOST AND FOUND

The lost and found box is located in the main office. Items that are not claimed are given to charity. Students should clearly label all personal belongings.

THEFT OF VALUABLES

The school is not responsible for students’ loss of valuables. Students are advised not to bring valuable electronics or large sums of money to school. Students are further advised not to leave personal belongings in classrooms.



CURRICULUM AND INSTRUCTION



Philosophy of Education1. The primary goal of curriculum is to develop and deepen student

understanding; depth of learning is more important than “coverage”.2. Students need to make meaning of their learning and actively

construct knowledge rather than passively accumulate knowledge.

3. Learning and assessment should be relevant and occur in rich authentic situations or simulations of the real world.

4. Teaching should be individualized to assist each child in attaining high standards.

5. As part of their education, students need to develop strong social and emotional skills and character traits in order to become personally effective and to make a positive difference in the world.



Developing a Mindful HeartExpected School-wide Learning Results (ESLRs)

QISS students will be:

1. Passionate/Active human beings who: Demonstrate a positive attitude, enthusiasm and active participation. Set and pursue personal goals with vitality and persistence. Seek intellectual, physical and emotional balance to achieve personal well-being for themselves

and others.

2. Courageous individuals who: Act on their principles with integrity and honesty, with a strong sense of fairness, justice and

respect for others. Take risks to explore new possibilities and are willing to defend their beliefs.

3. Sensitive communicators who: Understand and express ideas and information in multiple languages. Understand and appreciate their own cultures and personal histories and are open minded about

the perspectives, values and traditions of others. Work effectively and willingly in collaboration with others. Develop basic competency in Mandarin and an appreciation of Chinese culture.

4. Intelligent life-long learners who:a. Apply thinking skills critically and creatively.b. Inquire and research effectively.c. Acquire deep knowledge and understanding across a range of disciplines.d. Reflect on their own learning and experience to assess and understand their strengths and

limitations.

5. Compassionate global citizens who:a. Show empathy toward the needs and feelings of others.b. Have a personal commitment to service.c. Take action to make a positive difference in the lives of others and to the environment.



ContentThe “content” of the curriculum is derived from American and international curricular standards, and from the International Baccalaureate Organization. In most cases, the standards and benchmarks for each subject area have been narrowed down to what is essential for students to know, understand, and be able to do. Units of instruction present skills and knowledge in the context of a “Big Idea”, or “Enduring Understanding.” The goal is not coverage, but understanding.

“It’s better to uncover a little than to cover a lot.”-Paul Hewitt

“Coverage is the enemy of understanding.”-Jay McTighe

QISS Curriculum Standards and Benchmarks are organized according to the following hierarchy:

Subject Ex. Language ArtsStrand Ex. Writing

Standard Ex. Use the steps of the writing processBenchmark Ex. LAW7.1.1 Pre-write (generate ideas and gather information)

What is Understanding?

“An individual understands a concept, skill, theory, or domain of knowledge to the extent that he or she can apply it appropriately in a new situation.”-Howard Gardner

“Students reveal their understanding most effectively when they are provided with complex, authentic opportunities to explain, interpret, apply, shift perspective, empathize, and self-assess. When applied to complex tasks, these "six facets" provide a conceptual lens through which teachers can better assess student understanding.”-Grant Wiggins and Jay McTighe

“Understanding a topic of study is a matter of being able to perform in a variety of thought-demanding ways with the topic, for instance to: explain, muster evidence, find examples, generalize, apply concepts, analogize, represent in a new way, and so on.”-David Perkins



How We Teach: Essential Strategies1. We use a variety of non-linguistic representations for comprehensible input and helping students make

sense of their learning.



http://classroom.leanderisd.org/webs/marzano/nonlinguistic_representations.htm

a. Mediab. Hands-onc. Graphic organizersd. Drama

e. Gamesf. Pictures and other visual

inpuT

2. We activate prior knowledge and connect all learning to prior learninga. KWLb. Brainstormingc. Home Language Resources

3. We help students identify similarities and differencesa. Venn Diagram and Compare/Contrastb. Compare Contrast Essayc. Debate

4. We engage students in Summarizing and Note Takinga. 10:2 (For every 10 minutes of direct instruction, allow 2 minutes to

summarize)b. Sum it Upc. Chapter Notesd. Cornell Note Taking

5. We mindfully assign Homework and Practicea. Daily Oral Languageb. Daily Language Review c. Reading Logsc. English in a Flash d. Daily Math Review

6. We engage students in Cooperative Learninga. Think pair shareb. Numbered Heads togetherc. Reciprocal teaching c. Assigning group rolesd. Flexible groupings d. Peer Teaching

7. We Provide clear objectives and specific feedback a. Post the learning objective or Essential Question on the board

8. We ask students to generate and test hypothesesa. Historical Investigationb. Experimental Inquiry

9. We use Cues, Questions, and Advance Organizersa. Use essential questions to guide learningb. Wait Time

10. We use Literacy Strategies to Promote Listening, Speaking, Reading, and Writinga. Read Aloudb. RAFTc. Vocabulary Notebooksd. Dictogloss

e. Paper Clip Conversationf. Comprehension Checksg. Guided Reading Fluency

Check

11. We Differentiate Instruction



http://www.internet4classrooms.com/di.htm

http://www.tki.org.nz/r/esol/esolonline/classroom/teach_strats/dictogloss_e.php

http://www.readingquest.org/strat/raft.html

http://www.oic.id.ucsb.edu/ta/tips/wait.html

http://classroom.leanderisd.org/webs/marzano/cues-questions-adv_organizers.htm

http://classroom.leanderisd.org/webs/marzano/generating_and_testing_hypotheses.htm

http://classroom.leanderisd.org/webs/marzano/setting_objectives_and_providing_feedback.htm

http://www.readingquest.org/strat/rt.html

http://www.eazhull.org.uk/nlc/numbered_heads.htm

http://www.readingquest.org/strat/tps.html

http://classroom.leanderisd.org/webs/marzano/cooperative_learning.htm

http://classroom.leanderisd.org/webs/marzano/homework_and_practice.htm

http://coe.jmu.edu/learningtoolbox/cornellnotes.html

http://www.readingquest.org/strat/summarize.html

http://classroom.leanderisd.org/webs/marzano/summarizing_and_note_taking.htm

http://www.readingquest.org/strat/compare.html

http://classroom.leanderisd.org/webs/marzano/identifying_similarities_and_differences.htm

http://www.readingquest.org/strat/abc.html

http://www.readingquest.org/strat/kwl.html

http://www.readingquest.org/strat/graphic.html

12. We employ Problem and Project-based learning.



http://www.edutopia.org/project-learning

We Teach for Retention

Third Draft—August 2009QISS Faculty Orientation Handbook 2009-2010


How We Assess: Essential Strategies

1. We use authentic summative assessments and performance tasks (Key Assignments) to integrate learning and assessment and to assess for deep understanding.

2. We use a Backward Design Planning Process

a. Identify Learning Goals

b. Create Performance Assessments

c. Design Learning Activities

3. We show criteria and models in advance.

4. We use diagnostic and formative assessments to improve teaching and learning.

5. We allow students to demonstrate knowledge, skills, and understanding in various ways.

6. We provide feedback early and often.

7. We include student self-assessment, goal setting, and reflection in student portfolios.

8. We allow new evidence of achievement to replace old evidence.



Evidence of learning is collected in four major ways*:

External assessments: “Common” assessmentsTools designed outside of school to collect evidence of how our students compare to those in other similar schools. Examples:

STAR Math STAR Reader SAT/ PSAT

Tasks designed by a group of teachers, given to all students across a grade level or grade band.Examples:

writing prompts scored with the 6+1 Rubric

a single math problem given to all students, then analyzed by teachers

Summative Unit Assessments Ongoing formative assessmentsTeacher-designed tasks, given after a “chunk” of learning as taken place, to assess understanding and achievement of standards.Examples:

Products Performances Tests QISS Key Assignments

Teacher-designed strategies for collecting evidence of standards while students are learning.Example:

Observation of students working Homework Running record Math benchmark tests

*Each year the school administration will develop a calendar of assessment dates for baseline tests, external assessments and common assessments.



6+1 Traits of WritingThe “6+1 Traits of Writing” framework was developed by the Northwest Regional Educational Laboratory. It is an analytical model for assessing and teaching writing comprised of 6 + 1 key Traits that define strong writing. These are: Ideas, the heart of the message, Organization, the internal structure of the piece; Voice, the personal tone and flavor of the author's message; Word Choice, the vocabulary a writer chooses to convey meaning; Sentence Fluency, the rhythm and flow of the language; Conventions, the mechanical correctness; and Presentation, how the writing actually looks on the page. Student writing at every grade level is assessed throughout the year using scoring rubrics especially designed to measure performance using these qualities.

Report Cards, Progress Reports, and Grades

Report Card Comments:The purpose of the report card comments is to celebrate a child’s learning and social growth.

Comments need to be written positively, accurately, concisely and clearly. Comments should not shock parents with unexpected student performance. Early interventions must be recorded and parents notified preferably in person. As soon as a student is identified with a problem, interventions must be implemented and involve

the parents. Thus, it is the teacher’s responsibility to assess each student early and often.

Electronic Grade Book on FOCUS:All teachers are expected to keep a detailed electronic grade book in Focus, our web-based student information system. From the grade book, progress reports can be automatically generated and grades can be exported to report cards at the end of each grading period. Teachers should also keep a paper copy of grades in the unlikely event of system failure.

Upper School: Report cards are sent home at the end of each 9 week quarter. Progress reports are sent home mid-quarter to students at risk or students demonstrating exceptional improvement or achievement. Students in grades 6-8 receive a grade for each quarter and a final grade for the year. Students in grades 9-12 receive two quarter grades (40% each) and a semester exam grade (20%) for a final semester grade for each of two semesters.

Lower School: Report cards are sent home 3 times each school year after every two PYP units.



Grading Scale*

*High School Honors Courses earn an additional Grade Point (A=5.0).

General Homework Guidelines

General Guidelines for Quantity of HomeworkGrade Level Nightly Total1-2 10-203-5 30-50Middle School and High school 60-120

Other guidelines for getting the most out of homework (from Classroom Instruction that Works, Marzano et al. 2001):

1. Establish and communicate a homework policy. Students and parents need to know what is expected.

2. The purpose of homework should be identified and clearly articulated—parents and students need to know why they are doing homework (the purpose is generally either practice, preparation, or elaboration.)

3. If homework is assigned, it should be commented on with specific, timely feedback. Students do not benefit nearly as much if homework is assigned but not given corrective feedback.

Position Statement on High-Stakes Testing (adopted from ASCD):

Decision makers in education—students, parents, educators, community members, and policymakers—all need timely access to information from many sources. Judgments about student learning and education program success need to be informed by multiple measures. Using a single achievement test to sanction



LetterGrade

Percent PointValue

A 94-100 4.00A- 90-93 3.66B+ 88-90 3.33B 84-87 3.00B- 80-83 2.66C+ 78-79 2.33C 74-77 2.00C- 70-73 1.66D+ 68-69 1.33D 60-67 1.00F 0-59 0.00

students, educators, schools, districts, states/provinces, or countries is an inappropriate use of assessment. ASCD supports the use of multiple measures in assessment systems that are:

Fair, balanced, and grounded in the art and science of learning and teaching; Reflective of curricular and developmental goals and representative of content that students have had

an opportunity to learn; Used to inform and improve instruction; Designed to accommodate nonnative speakers and special needs students; Valid, reliable, and supported by professional, scientific, and ethical standards; Designed to fairly assess the unique and diverse abilities and knowledge base of all students.

Source: ASCD www.ascd.org



http://www.ascd.org/

Key assignments:Key assignments are a series of culminating performance assessments, which require students to demonstrate their understanding. Through key assignments, students demonstrate an understanding and mastery of knowledge or skills that are transferable to new or unfamiliar situations. At QISS, key assignments are an integral component of “Developing a Mindful Heart” that delivers a challenging academic program. Each key assignment provides ample language practice.

QISS uses the tools and templates in Understanding by Design for creating and evaluating quality key assignments.

Key Assignment Requirements

All Lower School students are required to complete 3 speeches, 3 written reports, 3 stories, 3 debates, 3 dramatic performances, and 3 presentations.

Specialists are strongly encouraged to collaborate with the classroom teacher in the design, implementation, and assessment of Key Assignments.

Upper School Requirements: One Key Assignment per quarter for each core class and for other full-time classes.One Key Assignment per semester for classes meeting less than full time.

Subject Key Assignment Types* Core Communication Skill

Math 3 Presentation; 1 other SpeakingScience 4 Investigations Writing; may include

presentingSocial Studies 3 Debate, Simulation, or

Critical Conversation; 1 research paper

Speaking

Language Arts 4 Writing Assignments WritingElectives and Special Courses

To be determined by teacher

Communication Skills To be determined by department

*Subject departments may develop more specific requirements and options for each course and grade level.



Portfolio-Based Assessment

A portfolio is a systematic collection of student work that teachers use to reflect progress in content areas. A portfolio is more than just a file folder filled with the student's work, or a notebook compiled at the end of a unit of study. A portfolio is a collection of work gathered over time that reflects processes, products, achievement, and progress. Portfolio entries include student reflections and/or teacher reflections. It is valuable to the teacher, the student, and to the student's family/guardian.

Portfolios have many purposes, including self-reflection, self-assessment, and a way to establish communication between teacher and student. One major purpose for portfolios is to assist in curriculum and instruction decisions. Curricular and instructional programs can be validated, improved, or even extended based upon information gained from a critical look at classroom portfolios.

Portfolios also provide opportunities to assess not just end products but how students arrived at their end products. When portfolios play this role of showing students' processes for learning, they can be used as a diagnostic tool for the class as a whole as well as for individual students. Teachers can become aware of student learning difficulties and uncover problems needing attention in many areas, such as skill development, written expression, collaboration with others, and growth in ability level.

In addition, portfolios provide another means for dialogue between the teacher and students so that we can better support our students' needs in both the affective and cognitive realms.

Benefits of PortfoliosFew other traditional assessment practices of the past or present have afforded students the opportunity to assume such an integral part for their own learning. Students set personal goals as they create their portfolios. The student work found within portfolios reflects the accomplishment of these goals.

Students feel a pride of ownership for their work, and they see the personal and academic relevance of the work they have completed. Most importantly, students value themselves as learners as they proceed through the portfolio process and reflect upon each piece.

This assessment process emphasizes what students can do, not what they cannot do.

In summary, portfolios help students to:

determine meaningful work. reflect on their strengths and needs. set learning goals. see their own progress over time. think about ideas presented in their work. see the effort they put forth. feel ownership and pride in their work. realize their work has personal relevance.



The Family RoleParents, guardians, and family members assume a key role in the portfolio process as they review, respond, and recognize the work of students. They can provide the recognition that students need and help them foster self-esteem.

The family-school connection is enhanced when students and family members come together to review portfolios. This connection is vital to student success. Portfolios allow parents the opportunity to see their children's progress throughout the school year or over many years.

There are a variety of ways for teachers to invite family members to review their children's portfolios.

Arrange meetings to talk with family members about the student's portfolio. Create formatted response sheets for family members to complete. Conduct parent conferences and have the student lead the conference, using the portfolio as the

focal point.



COMMUNITY RELATIONS



OFFICIAL LANGUAGE AND TRANSLATIONEnglish is the official language for school communications. All written school communication and publications will be in English unless of a serious or legal nature. Examples of documents which should be translated include: Medical forms, notices regarding emergencies, and letters regarding serious student discipline issues. Any written school translation must be done by school-designated translators only.

Chinese Translation: Kathy Fischmann

PARENT-TEACHER COMMUNICATION AND CONFERENCESAll teachers must retain all written communications to and from parents and keep a record of telephone/email contacts with parents. Formal meetings with parents are scheduled two or three times a year, but teachers should not hesitate to schedule personal conferences with the parents at the end of any major unit, especially with students who are experiencing academic or social difficulties. Teachers should try to be flexible and accommodate parents with requests for interviews. An ongoing issue should be communicated to the appropriate member of the Administrative Team.

PARENT INVOLVEMENTParents are encouraged to participate as partners in the education of their children and in the continuing development of the school. Many procedures are established to enable parents to be involved and informed about the students education.Parent involvement can occur through a variety of avenues including:Attendance on field tripsClassroom involvementAssisting in the libraryAssisting with sports and other eventsParent-Teacher ConferencesParent Information EveningsRoom Parents

PARENT ADVISORY COMMITTEE (PAC)Parents can also contribute to the decision-making processes at QISS through volunteering on the QISS Parent Advisory Committee. Parents are also encouraged to provide input and feedback to QISS staff through emails or verbal communication.

PARENT COMMUNICATIONS AND CONFLICT RESOLUTION PROCEDURE

Purpose of Parent-Teacher Communications: Support and Monitor Student Learning

1. To strengthen the parent, teacher and student partnership through mutual support, mutual respect and a tolerance of different points of view.

2. To provide an accurate assessment of student performance to date.3. To mutually devise ways to support student progress.



4. To establish clear lines of communication to monitor student progress.5. To determine what additional support for student learning may be necessary. This could involve

more active parent involvement, independent study or the use of tutors to reinforce or supplement the curriculum offered by Qingdao No.1 International School Shandong.

Parent-Teacher Communication Protocol

1. Parents or teachers may schedule a conference any time during the school year should the need arise. Conferences can be scheduled by sending notes or by phone calls and should be scheduled at least 24 hours in advance. Phone, calls to teachers should be made to the school and not to teachers’ homes unless by prior permission from the teacher.

2. Teachers should keep the parents informed in a timely manner should a student be having difficulties at school. This can be done through notes, phone calls and conferences prior to the issuance of report cards.

3. Parents should monitor regularly their child’s progress at school and should ask to see homework, the results of tests and papers and projects. Parents should provide a quiet environment at home for their child to complete his or her homework.

Parent-Teacher Conflict Resolution Procedure

1. Parents should support the teacher’s efforts in the classroom. When parents have doubts or concerns about the instructional program or discipline issues, they should first seek direct clarification from the teacher. Open-mindedness should prevail until all sides of the issue have been heard.

2. Communication should be conducted at all times in a calm, rational, respectful and polite manner. Conferences can be canceled or postponed by any party who feels these conditions are not met.

3. Should the parent and teacher not be able to resolve an issue regarding the instructional program or discipline, the matter should be referred for resolution to the principal.

4. If the principal cannot reach a resolution to the satisfaction of the teacher or parent, it may be brought before the Director for resolution. In most situations the Director’s decision is final.

5. A grievance may be referred to Board of Directors if a parent or teacher feels the Director has acted improperly. The Board will consider a grievance only if it determines that the Director did indeed act improperly. Otherwise the Director’s decision will stand as the ultimate resolution of the issue.

6. After the conflict resolution procedure has run its ultimate course, continued agitation of the part of a parent could be considered grounds for the non-renewal or immediate retraction of student admission as outlined in the admissions application. In the case of a teacher, continued agitation could lead to the non-renewal or the immediate termination of the employment contract.



QISS PUBLICATIONS

QISS Staff and students produce a variety of publications to showcase student work, communicate with our community, and provide an authentic context for students’ writing and technical skills.

QISS Kids: QISS Kids is a space on our website for students to show off their best work.

Yearbook: The QISS yearbook is developed in-house by student and staff photographers and graphic designers. All teachers are expected to contribute to the yearbook by designing a page for their class or specialty area, and taking and saving digital photos throughout the year. Much of the yearbook is also designed and produced by an upper-school information technology class.

Art Magazine and Calendar: The annual Art Magazine and Art Calendar, produced by the art teacher, feature photos of artwork from every QISS student.

QISS Newsletter : The administration publishes a monthly newsletter to the parents with school dates and news. Staff articles and submissions from students are encouraged.

Friday Update Email: Each Friday afternoon, the administrative team sends an Email update to the parent community and teachers. Please inform your principal if you would like a general notice included in the Friday Update.

Final Editing of Publications : All school publications, additions to the website, and published electronic media must be proofed by a principal before publication.

SPECIAL SCHOOL-WIDE EVENTS

QISS has a variety of school wide events to celebrate learning, involve parents, and generate community spirit. Teachers are expected to actively participate in all events, and help organize at least one event.

Fall International Picnic: Held in September, this event celebrates the uniqueness of all the nationalities represented within our school community. It is a time for students, parents and faculty to share their cultural heritage by wearing traditional clothing and preparing traditional foods, songs, and other activities. Although the event is held on the weekend, the International Picnic is considered a “school day” and faculty participation is mandatory.

Halloween: Students are given an opportunity to wear costumes and decorate classrooms with Halloween arts and crafts. In addition, pumpkin carving and costuming is exhibited throughout the afternoon.



Winter Holiday Program: Held annually on campus, this event takes place on a Saturday evening. A potluck dinner provided by the parents follows the grade level performances. The Winter Holiday Program is considered a “school day” and faculty participation is mandatory.

Festival of Words: Each year, students display their essays, poetry, short stories and a wide variety of other published works celebrating the written word. Throughout the week, students participate in special games and workshops emphasizing the joy of word usage.

Science Fair: Most often, students begin gathering data and doing experiments weeks ahead of this event, which culminates with a school wide exhibition. Although it is organized by teachers, it is strongly supported with parental involvement.

Entrepreneurs’ Day: This gala is held on the campus grounds during the month of May, and is very popular amongst students and parents. Students are encouraged to make and sell handcrafts, specialty foods and drinks, or even provide a game for others to play. Tables are rented for a minimal fee and students are allowed to keep their profits. Proceeds from table rentals are used for QISS community service projects. Although the event is held on the weekend, Entrepreneurs’ Day is considered a “school day,” and faculty participation is mandatory.

Sports Day/Field Day: Held during the last week of school, Sports Day provides both competitive and noncompetitive outdoor games for all grade levels.

Talent Show: Also held at the end of the school year, this event provides students at all grade levels an opportunity to express themselves through a wide scope of performance activities, such as singing, playing an instrument, performing magic tricks, short skits, or even lip syncing to a favorite pop song.

Graduation: In commemoration of graduating Seniors at QISS, this is a cap and gown ceremony held at an appropriate venue. The ceremony generally includes speeches from all students, one faculty speaker, and the Director’s speech.

Prom: Student government organizes a formal prom party at the end of the year.



QISS Approved Forms



Faculty Orientation Handbook - QISS 2009 2010Faculty Handbookfor… · Web viewFaculty Handbook ....

Documents

Transcript of Faculty Orientation Handbook - QISS 2009 2010Faculty Handbookfor… · Web viewFaculty Handbook ....