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The English Modern School Al Khor Campus 2016 / 2017 Faculty Handbook
The English Modern School Al Khor Campus 2016 / 2017 Faculty Handbook
The English Modern School Al Khor Campus 2016 / 2017
The English Modern School
Al Khor Campus
2016 / 2017

Faculty Handbook

TABLE OF CONTENTS

INTRODUCTION ....................................................................................................................................................

3

ABOUT THE SCHOOL

5

 

SCHOOL CONTACT DETAILS

5

SCHOOL LEGAL STATUS

5

SCHOOL HISTORY

5

 

THE BOARD OF DIRECTORS

6

SCHOOL ADMINISTRATION

6

SCHOOL

DIVISIONS ................................................................................................................................................

8

SCHOOL MISSION STATEMENT

9

SCHOOL VISION STATEMENT

9

SCHOOL AIMS & OBJECTIVES

9

SCHOOL-WIDE LEARNING RESULTS

10

CONDITIONS OF EMPLOYMENT

12

 

INTRODUCTION

12

TEACHER QUALIFICATIONS

12

WORKING GUIDELINES

12

 

14

PROFESSIONAL RESPONSIBILITIES

15

FACULTY AND STAFF CODE OF

15

FACULTY AND STAFF DRESS CODE

15

PROFESSIONAL/SOCIAL CONDUCT CODE

16

STAFF ABSENCES (POLICY)

21

21

22

18

CHAIN OF COMMUNICATION

TUTORING

STAFF GRIEVANCE PROCEDURES

 

CURRICULUM PLANNING

24

LONG TERM PLANS

24

SHORT TERM PLANS

24

STUDENT ATTENDANCE

24

STUDENT

ASSESSMENT/RECORD KEEPING

24

AFTER SCHOOL ACTIVITIES

25

25

 

HOMEWORK ........................................................................................................................................................

ACADEMIC/BEHAVIOURAL CONCERNS ..........................................................................................................

27

28

28

ASSESSMENT AND SUCCESSFUL PROGRESSION AT EMS

ASSESSMENT ........................................................................................................................................................

GRADING

30

ABSENCES AND GRADING

30

 

REPORTS TO PARENTS

31

PROMOTION

32

CODE OF CONDUCT

35

STUDENT RIGHTS AND RESPONSBILITIES ........................................................................................................

35

BEHAVIOUR MANAGEMENT SYSTEM

37

MAJOR BEHAVIOURAL INCIDENTS

38

39

REWARD SYSTEM

39

ACKNOWLEDGEMENTS FOR POSITIVE BEHAVIOUR

39

SUPERVISION

41

SUPERVISING CHILDREN

41

41

BREAK SUPERVISION

41

AFTER SCHOOL SUPERVISION ............................................................................................................................

41

LATE SUPERVISION

41

SUPERVISION REMINDERS

41

SUPERVISION EXPECTATIONS

42

ESCORTING CHILDREN: SPECIALTY CLASSES AND BREAKS

42

FIELD TRIPS

43

FIELD TRIP PROCEDURES

43

PLANNING AND ASSESSING THE TRIP ...............................................................................................................

43

FIELD TRIPS (OUTSIDE OF QATAR)

44

EMERGENCY PROCEDURES

45

PARENT APPOINTMENTS

46

PARENT TEACHER MEETINGS

46

PARENT COMMUNICATION

47

CORRESPONDENCE PROCEDURE .......................................................................................................................

47

PARENT EMAIL COMMUNICATION GUIDELINES

47

PERSONAL

48

STAFF CHILDREN - DISCOUNT SCHEDULE

48

49

CONSUMABLE ORDERS

49

PURCHASE REQUEST PROCEDURE

49

SCHOOL RESOURCES

49

NEW CURRICULUM RESOURCES

50

CENSORSHIP

50

REVIEW, REFINE, AND REINFORCE

51

52

INTRODUCTION
INTRODUCTION

The purpose of this handbook is to answer a number of questions you might have about the policies and procedures at The English Modern School (EMS).

All members of staff will be issued a copy of the Faculty Handbook.

Please remember that not all policy documents and procedures are included in the handbook.

If in doubt, ask a member of the Administration Team.

During the course of the year, members of staff may be asked to assist in developing/refining policy and procedures that will lead to and support best practices in our school.

We hope that all members of staff will have a lengthy and enjoyable period of employment at The English Modern School and trust that the information contained in this handbook is accurate, informative and helpful.

ABOUT THE SCHOOL

SCHOOL CONTACT DETAILS

Country Code

+974

School Mobile

5536 9675

School Telephone School E-Mail

4450 2172 or 4450 2066 (fax) office@emskhor.net

School Website www.emskhor.net

Facebook:

The English Modern School, Al Khor, Qatar

Postal Address The English Modern School, Al Khor

Shipping Address

P.O. Box 875 Al Khor, Qatar The English Modern School, Al Khor Opposite Al Khor Hospital Al Khor, State of Qatar

SCHOOL LEGAL STATUS

The school is officially recognized by the Ministry of Private Education in Qatar. Local regulations cover the academic programme. Qualified inspectors representing the Ministry of Education visit and review school services and offer welcome advice and support. The school appreciates this co- operation and the spirit of educational togetherness enjoyed with these colleagues and strives to continuously ensure compliance with all ministry requirements.

SCHOOL HISTORY

Established in Doha in 1991, The English Modern School is a private, proprietary international school and is one of the Divisions of The Al Muftah Group of Companies. The school is licensed by the Supreme Education Council (SEC) under the Private Education Sector and is a member of The Council of International Schools (CIS). The original campus is located in Doha. A second campus was successfully opened in Al Wakra in September 2011. A third campus opened in Al Khor in September, 2013. The Doha and Al Khor campuses are authorized centre for The Cambridge University International Exams. The school follows the Cambridge University International Curriculum in its Primary and Secondary School Programs. The Secondary School follows the Cambridge International Lower Secondary School Curriculum in years 7 - 9 and the International General Certificate of Secondary Education (IGCSE) and Advanced Subsidiary (AS) curricula for years 10 - 12.

Curriculum is delivered through research-based best practice learning and instructional approaches. This includes the Balanced Literacy Approach and the Understanding by Design Approach. The language of instruction is English. There is also an emphasis placed on Arabic, Islamic Studies and Qatari History as required by Ministry of Education requirements. Overall, the three campuses serve a population of close to 50 nationalities and employ a qualified, international

and culturally diverse faculty.

THE BOARD OF DIRECTORS

The English Modern School is a very important division of the Al Muftah Group, a highly prestigious

Mr. Abdulrahman Al Muftah

Chairman

Mr. Jean Claude Chalouhi

Superintendent

Mr. Ibrahim Al Muftah

Managing Director

Mr. Khalid Al Muftah

Finance Director

and forward-thinking Qatari company. The Board of Directors, in conjunction with the Superintendent, sets and reviews school policies and assists in the decision-making process pertaining to the future direction of the school.

The Board of Directors appraises the Superintendent and Head of School and attends to the school’s financial matters.

SCHOOL ADMINISTRATION

The Head of School is in charge of all matters relating to the day-to-day operations of the school. The Superintendent and Assistant Principals work closely with the Head of School and support each

other in all aspects of the school’s operation and development.

THE LEADERSHIP TEAM

Ms. Joan Marie Larter

Head of School e-mail: head@emskhor.net

Ms. Jennie Major

Assistant Principal, Secondary School

Ms. Hala Al Jarar

Arabic Coordinator e-mail : hala.jarar@emskhor.net

Ms. Pasha Mohajeriasbi

Assistant Principal, ECE

e-mail : ece.aprincipal@emskhor.net

Ms. Linda VanLaan Assistant Principal, Primary School e-mail: pri.aprincipal@emskhor.net

Ms. Biteena Frazier

School Counselor e-mail: counselor@emskhor.net

Ms. Dorota Scislowska

Curriculum Coordinator e-mail : dorota.scislowska@emsdoha.net

THE SUPPORT TEAM

Mr. Danny Magdadaro

Executive Assistant to the Superintendent

Ms. Marwa Mousa

Admissions Officer & Executive Secretary Al Khor Campus e-mail: office@emskhor.net

Mr. Pubudu Gamage

IT Technician e-mail: pubudu.gamage@emskhor.net

Ms Areej Al Sukhon

HR Manager e-mail: hr.coor@emsdoha.net

Mr. Cris Montealegre

Finance Officer e-mail: chief.accountant@emsdoha.net

Ms. Nena Padilla

Cashier/Accountant e-mail: nena.padilla@emskhor.net

SCHOOL DIVISIONS

The school is divided into the following divisions:

Early Childhood Education (ECE) KG1& KG2

Elementary School (ES) Years 1 - 6

Middle School (MS) Years 7 9

High School (HS) Years 10 - 13

SCHOOL MISSION STATEMENT

Our mission is to provide a challenging, internationally based education that nurtures lifelong learners in a multi-cultural setting.

SCHOOL VISION STATEMENT

Our vision is that all our students will reach their full potential to make a positive impact on their world.

SCHOOL AIMS & OBJECTIVES

In order to fulfil its mission, The English Modern School aims to:

Offer a broad, balanced and integrated curriculum that will prepare students for each stage

of their education Offer an appropriate and relevant curriculum where students are actively engaged in the

learning process Recognize and develop the potential of each individual

Provide a safe, stimulating, and friendly learning environment

Develop each student’s oral and written fluency in English

Provide opportunities for the development of individual student’s talents and interests

Achieve appropriate and acceptable behaviour and moral standards through self-discipline,

supportive relationships, and mutual respect and responsibility Encourage student responsibility and leadership and involve students in the decision-

making processes of the school where possible Take full advantage of our multi-cultural and multi-lingual environment to enrich the

learning experience Encourage a broad international perspective and a respect for other cultures and beliefs

Involve parents in the life and development of the school

Note: For an expanded version of the school aims & objectives, see Appendix 1.

SCHOOL-WIDE LEARNING RESULTS

It is the consensus of the EMS community that the following are Expected School-Wide Learning Results (ESLRs) for every EMS graduate:

AN INDEPENDENT LEARNER

An EMS graduate will be self-directed and able to exhibit self-discipline, self-confidence and constantly work towards self-improvement. He/she is independently motivated and able to learn in and out of the classroom. An EMS graduate will be a life-long learner. He/she will be able to complete research, evaluate the information and draw meaningful, relevant conclusions.

A CRITICAL THINKER

An EMS graduate will be able to exhibit critical and analytical skills while showing self-reliance by demonstrating the ability to find answers and solutions. He/she is able to take information, process it, and draw relevant, personal conclusions.

AN EFFECTIVE COMMUNICATOR

An EMS graduate will be able to demonstrate his strong ability to speak, read and write the English language. Mastery of these communication skills will be attained while gaining knowledge and an understanding of Language Arts, Mathematics, Science, Social Studies and the evolution of World

Culture. Each graduate should be able to express and convey his/her message and/or thoughts in such a way that can be understood by other people. An EMS graduate will not be afraid to voice his opinion in a manner that is favourable to effective communication while ensuring his opinions and

statements are communicated with respect and tolerance toward other people’s beliefs and values.

A DYNAMIC ACHIEVER

An EMS graduate will be able to continually strive to demonstrate improvement in work and performance, physical activities, and in dealings with teachers, parents and guests in the school and the wider community.

AN ETHICAL INDIVIDUAL

An EMS graduate will be able to demonstrate moral behaviour at all times. He/she will make the right decisions about behaviour - as it affects himself/herself and others. He/she will continually make decisions based on ethical principles developed from many traditions and values.

A GLOBAL CITIZEN

An EMS graduate will be able to contribute to the well-being of his/her family, school community, country and the world at large by demonstrating the values and qualities of a good citizen. He/she will consider how individual actions and choices will affect others. A responsible graduate of this calibre will be aware of the myriad of issues both locally and internationally and the dynamic

technological, social and economic changes that exist in today’s global environment. In short, an

EMS graduate will be a positive, productive and contributing member of society.

A summarized version of the ESLR’s, similar to this, is available as a poster and is displayed throughout the school.

A summarized version of the ESLR’s , similar to this, is available as a poster and

CONDITIONS OF EMPLOYMENT

INTRODUCTION

All members of staff are contracted in accordance with the terms of Qatari Labour Law (http://qatarlaborlaw.com/). The EMS Board of Directors and the EMS staff are bound to adhere to this law, in conjunction with regulations stipulated by the Qatari Ministry of Education - Private Schools Sector (http://www.english.education.gov.qa). Members of staff are expected to play a significant role in the school and contribute to its continual improvement and positive reputation in the local community. Prior to arrival in Qatar, members of staff are sent a copy of the Letter of Intent. Staff are asked to sign and date the copy.

TEACHER QUALIFICATIONS

As a school following the University of Cambridge International Curriculum, we have an obligation to promote the highest possible educational standards. As the school seeks accreditation from both the international accrediting agency New England Association of Schools and Colleges (NEASC) and the Qatar Ministry of Education (QNSA), it is important that all faculty members have the following minimum qualifications:

Bachelors Degree or higher in Education or in their specialized field

Teaching certification

Minimum of 2 years teaching experience

With the exception of Arabic and Islamic Studies, teachers must be fluent in both spoken and written English. Native English speakers may be required for teaching certain subject and grade levels.

WORKING GUIDELINES

The academic year will be determined by the Head of School and usually consists of 180 days for students and 187 days for teachers.

Teachers are expected to be on campus 30 minutes prior to the first bell and 30 minutes after the final bell.

Teachers are required to attend department, divisional and school staff meetings as determined by the Head of School. These meetings will usually extend beyond the normal school day. Teachers are expected to teach up to a maximum of 80% of the weekly timetable. Teachers are expected to oversee one weekly after school activity per term. Teachers are expected to be available (if needed) to chaperone school sponsored events either after school or in the evenings at least one time per term. Teachers are assigned regular supervision duties before school, during breaks and/or after school. Teachers are expected to ensure students’ well-being and to discipline proactively at all times

using and educative approach based on a framework of Restorative Justice.

TEACHER JOB DESCRIPTION (POLICY)

  • 1. Demonstrate professional competence and vision:

    • a. Show a strong knowledge of learning theory, curriculum design, and subject area(s).

    • b. Construct yearly plans, course outlines, units and lessons in accordance with the school’s aims & objectives (Policy 120.2 Instructional Aims & Objectives).

    • c. Plan teaching-learning experiences that help each student successfully achieve the stated outcomes.

    • d. Plan a variety of teaching strategies to match the learning styles of all students.

    • e. Select materials and lesson designs that specifically carry out the goals derived from the school's mission and philosophy (Policy 120.1 School Mission & Philosophy).

    • f. Organize class time with activities that have a clear purpose and engage students' attention.

    • g. Clearly define the purpose for all learning activities.

    • h. Incorporate the “Expected School-wide Learning Results” (ESLRs) in planning & teaching.

    • i. Present written evidence of planning to designated administrator.

    • j. Use media and technology to enhance lesson delivery and student performance.

    • k. Evaluate students' progress in learning with announced criteria, fairly applied, in accordance with school policy.

    • l. Use evaluation instruments that:

      • - match the school's goals and specific objectives

      • - allow each child to show well what he/she has learned

      • - help students meet high expectations for learning.

  • m. Pursue further learning of subject area(s) while seeking the best pedagogy for the school's goals.

  • 2. Communicate effectively:

    • a. Speak clearly, honestly, and with great concern for those being spoken to.

    • b. Use fresh analogies to connect new concepts to students' experience.

    • c. Vary the means (visual, audible, tactile) and language (abstract, concrete, metaphorical, etc.) depending on the subject and the needs of all children.

  • 3. Demonstrate care for students:

    • a. Treat each child as uniquely gifted.

    • b. Discipline all students fairly and firmly.

    • c. Clearly define responsible behavior for their students, including guidelines and consequences for good and bad student behavior in the classroom.

    • d. Encourage all students persistently (catch each of them "doing good").

    • e. Help students learn self-discipline through appropriate use of correcting, chastening, and counseling.

    • f. Guide all students in helping other students learn.

  • 4. Demonstrate stewardship:

    • a. Use all school resources wisely as you are a living example to the students.

    • b. Deliberately teach students to use resources wisely and to respect all property.

    • c. Make students accountable to keep the whole school clean, neat and tidy. This includes all classrooms, washrooms, hallways, playgrounds, gyms, lockers, etc.

    • d. Teach students to care for their world.

  • 5.

    Demonstrate organizational skills:

    • a. Establish well defined routines and procedures for receiving students in the classroom, taking attendance, collecting money when required.

    • b. Maintain accurate records for student grades, behavior and attendance.

    • c. Attend all meetings (i.e. staff meetings & parent meetings) consistently and punctually.

    • 6. Build community within and outside the school:

      • a. Support administrators, fellow teachers, and support staff.

      • b. Adhere to school policies and guidelines.

      • c. Assist students beyond the classroom: playground, hallways, extracurricular sponsorship, personal guidance, etc.

      • d. Participate in the After School Activities program by leading one “activity” per term. Each activity will have one session per week.

      • e. Meet with staff members to listen, learn, and exchange advice for helping students meet the goals of the school.

      • f. Contact parents for help in educating their child.

      • g. Provide a positive classroom atmosphere (displays, warmth, arrangement of furniture, etc.) that fosters community.

      • h. Model and encourage cultural awareness and understanding.

    PROFESSIONAL RESPONSIBILITIES

    FACULTY AND STAFF CODE OF CONDUCT

    Faculty and staff are expected to be role models for our students. They must maintain high standards of conduct and be culturally sensitive.

    EMS is a non-smoking campus.

    Problems are addressed in a dignified manner (Public confrontation with parents and/or students is not acceptable).

    All Staff must show integrity of relationship with students (No inappropriate touching of students).

    Peaceful, educative forms of discipline are used (No corporal punishment of any kind).

    Eating or drinking (except water) while teaching should be avoided.

    No use of mobile phones for personal calls while teaching.

    Teachers are expected to respect the values, traditions and laws of Qatar.

    Teachers are expected to honour the host culture (Avoid any action or expression of opinions that may conflict with local values and norms).

    Gum chewing in class should be avoided.

    FACULTY AND STAFF DRESS CODE

    Faculty and staff are expected to dress professionally, conservatively, and to be sensitive to the

    culture of our host country.

    Faculty must respect the following guidelines:

    Men wear a shirt and tie with dress pants (except P.E. and art teachers) everyday

    No revealing, transparent or tight fitting clothing

    No shorts

    No tank tops

    Jeans or jean skirts (regardless of colour) are unacceptable (except art and ECE teachers)

    No flip flops

    Skirts or dresses must reach or go below the knee

    Shoulders covered

    No t-shirts

    PROFESSIONAL/SOCIAL CONDUCT CODE

    The relationship between students and teachers must remain on a professional level based on mutual respect at all times. In order to help ensure this professional relationship, the following should be kept in mind:

    COMMUNICATION

    Teacher comments to students should be made in a constructive manner whether the comment

    is positive or corrective in nature. When giving corrective comments, it should be done one-on-one, whenever possible.

    Corrective comments necessary to maintain classroom orders are to focus on the desired

    behaviour, not on the person (avoid using labels). Negative personal comments not related to student performance or school behaviour are to be

    avoided. Teachers should limit discussion of students to relevant parties only.

    Obtain Assistant Principal’s prior approval for all written correspondences to be disseminated

    outside of school. Negative comments related to cultural practices, values or family life are to be avoided.

    RAPPORT

    Because of the clear cultural values related to the proper role of males and females, extra care must be taken to maintain proper association between males and females at EMS.

    Relationships between students and teachers must remain professional. This includes not forming a casual student-teacher relationship or accepting inappropriate gifts.

    For many reasons, including possible misunderstandings and liability, the transporting of students in teacher private vehicles is to be limited to “emergency” situations. Regular transporting of students is to be avoided.

    It is okay to be friendly, but not familiar. “Familiar” means stepping over proper boundaries of respect and decorum.

    STAFF ABSENCES (POLICY)

    Preamble

    The purpose of this policy is to ensure that all periods of absence by professional staff are approved and dealt with fairly and consistently. Professional staff should become familiar with the provisions made within this policy to avoid situations that result in loss of wages or disciplinary action being taken.

    Sick Leave Professional staff are granted 6 paid sick days per year according to the following regulations:

    A medical report is required for two or more consecutive days of medical absence.

    A one-day sick leave in conjunction with a holiday requires a medical report; otherwise it is

    considered unpaid leave. Missing a work day to care for a sick child will be treated as Sick Leave for the staff member.

    If a staff member resigns or leaves during the probationary period (initial six months), any

    sick leave taken during that time will be deducted from the final settlement payment. There is no monetary compensation given for unused sick days.

    Contingency Leave Professional staff can apply for 3 paid contingency leave days per year according to the following regulations:

    It is meant to be used for commitments that cannot be fulfilled outside school hours.

    It is granted at the sole discretion of the Head of School.

    It is not normally granted in September, June, or in conjunction with holidays.

    Urgent Leave During the School Day When professional staff leave school during the day for urgent personal matters, the following regulations are to be used:

    Approval must be secured from the Head of School, or designate.

    If the absence is for more than half a day, it will be deducted from available “Sick Leave”.

    If the absence is for less than half a day, it will not result in the use of any “Sick Leave” days.

    A work day is defined by the number of hours a staff member is contractually required to be

    at school. A half day is defined by dividing that number in half. All departures and returns to the school during the day must be recorded as per the process prescribed by the Head of School.

    Emergency / Compassionate Leave Professional staff are entitled to up to 5 paid days of emergency/compassionate leave per year according to the following regulations:

    This leave is to be used in the event of the death or terminal (life-threatening) illness of an

    immediate family member (spouse, child, parent, sibling).

    If necessary, five additional days of leave may be requested in conjunction with

    compassionate leave. These days can be deducted from available “Sick Leave” or “Contingency Leave”. However, if these leave days are not available, it will be considered “Leave Without Pay”.

    This leave is restricted to once per academic year.

    This leave will be granted at the sole discretion of the Head of School.

    A copy of the death certificate or letter indicating the nature of the illness may be required upon return to school.

    Maternity Leave Professional staff are entitled to maternity leave in accordance with Qatari Labour Law. This provision does not apply if you are in your first year of employment in Qatar. The law also outlines provisions for pre-natal and post-natal visits. Check with administration regarding the entitlement for maternity leave.

    Staff Development Absence Professional staff are entitled to be absent from school to participate in Professional Development activities without loss of wages according to the following regulations:

    The professional development activity should align with the school’s mission and goals.

    It is granted at the sole discretion of the Head of School.

    It usually includes such activities as participation in professional meetings, in-service

    courses, instructional visitations, workshops, conferences, working on accreditation teams or curriculum development. This leave is limited to 5 days per school year.

    Re-employment Leave Professional staff are entitled to 2 paid re-employment leave days during the last year of their contract. The purpose of this leave is to provide staff with 2 paid leave days to attend recruiting

    conferences or interviews to secure employment after EMS.

    Personal Leave Professional staff may apply for unpaid personal leave according to the following

    regulations:

    All Personal Leave requests must be done a minimum of 24 hours in advance by completing

    a Leave Request Form. For non-emergency requests, a minimum of 1 week is required; but 1 month is

    recommended. Any leave for more than 5 consecutive days requires one month’s notice.

    This leave is granted at the sole discretion of the Head of School.

    Unpaid Leave Professional staff will have a salary deduction for each day of unpaid leave according to the following regulations:

    Unpaid leave will result in a salary deduction of 1/187 (one day’s salary) of the annual

    salary per working day absent. An unauthorized leave in conjunction with a holiday will result in a salary deduction of

    2/187 (two day’s salary) of the annual salary per working day absent.

    GENERAL GUIDELINE

    When a teacher is going to be absent, the teacher must notify the Head of School or Assistant Principal via SMS before 6:30 AM on the day of absence in order for arrangements to be made to cover classes. Teachers should inform their supervisor with instructions related to their classes, including supervision assigned for the day. By the second week of school, teachers are expected to create and regularly update a “Cover Teacherfolder, which includes emergency plans, class lists, attendance rosters, seating chart where applicable, and any information that might be helpful to the cover teacher.

    NOTE:

    Teacher absences have a damaging effect on student education and put pressure on colleagues who must cover for the absence. All teaching staff will be expected to cover for absent colleagues. Coverage will be assigned by the Head of School or designate.

    CHAIN OF COMMUNICATION

    Members of staff are reminded to follow the proper communication protocol.

    As a matter of courtesy and procedure, all matters should be first brought to the attention of the appropriate supervisor. If the need arises, communication will move up to the next level of authority (Assistant Principal, Head of School). Always try to resolve the issue at the lowest Administrative level.

    All matters relating to your employment at the school should be directed to the Head of School. For matters involving finance, visa, residency, etc., you will be directed to appropriate personnel.

    All matters requesting the attention of the Superintendent MUST be first placed in writing and sanctioned by the School Principal.

    Under NO CIRCUMSTANCES should any member of staff make a direct approach to the AL-MUFTAH group unless they have received joint written permission to do so from the Superintendent and the Head of School. Any member of staff who fails to adhere to this protocol will be subject to a written warning on file for a first breach, then dismissal and loss of all benefits for any subsequent breach.

    TUTORING
    TUTORING

    The Ministry of Education (May 2001) adopted a policy which dictates that private tutoring undertaken by a private individual is illegal. Any additional support is supposed to be provided by the school. Any infractions are grounds for dismissal.

    For a variety of reasons, some students need additional help with their studies, over and above the teaching they are receiving in normal scheduled lesson times. They may have special educational needs, or simply further educational aspirations, which require them to secure a particularly high grade in one or more subjects. In either case, families living here have traditionally seen private

    tuition as the way to maximize students’ performance. Until recently, tutoring in Qatar was a field

    without any controls or regulations. The law is intended to impose a blanket ban on private tutors working for themselves. Only registered tutorial institutions will be permitted to offer coaching and all schools will have to have plans for out of hours tutoring, even on their own premises, cleared by the Ministry. Payment for lessons will have to be paid directly to the institution and not the teacher. No one will be permitted to offer private lessons in their own home, regardless of their qualifications and regardless of the subject being taught. Excuses that the lessons are informal or rewarded by a gift rather than payments will not be accepted and the Ministry encourages the general public to report anyone contravening the law.

    Parents and students are requested not to approach teachers directly, nor to accept direct approaches made to you. Please contact the school management for assistance or further clarification of this matter.

    STAFF GRIEVANCE PROCEDURES

    In all organizations and communities, there are times when disagreements cannot be resolved immediately between the parties involved. When this situation occurs it becomes necessary to have some form of Grievance/Mediation Procedure in place. It is very important to resolve the conflict at the lowest possible level. The following procedures are to be followed for resolving grievances that staff may have.

    Teachers’ Grievance Resolution Procedure:

     

    Steps

    If resolved

    If not resolved

    1.

    Teacher meets

    Assistant Principal documents

    Teacher informs Assistant Principal that

    with the Assistant

    teacher’s grievance and

    he/she will take issue to Step 2.

    Principal to discuss the issue.

    resolution and sends copy to corresponding file(s)

    Assistant Principal documents teacher’s grievance and sends copy to the Head of School and to corresponding file(s).

    2.

    Teacher meets

    Head of School documents

    Teacher informs Head of School that

    with the Head of

    teacher’s grievance and

    he/she will take issue to Step 4.

    School

    resolution and sends copy to

    corresponding file(s) & to Principal

    Head of School documents teacher’s grievance and sends copy to the Superintendent & to corresponding file(s)

    3.

    Teacher meets

    Superintendent documents

    Teacher informs Superintendent that

    with the

    teacher’s grievance and

    he/she will take issue to Step 5.

    Superintendent.

    resolution and sends copy to

    corresponding file(s) +

    Superintendent documents teacher’s

    Assistant Principal, Principal and Head of School

    grievance and sends copy to the Senior Leadership Team + corresponding files(s).

    4.

    Teacher

    SLT documents teacher’s

    Teacher requests a meeting with the

    This final step is a last resort as it is

    requests to have the issue brought before the Senior Leadership Team

    for review and arbitration.

    grievance and sends copy to corresponding file(s)

    Human Resources Department in the Head Office.

    again important to resolve issues in house wherever possible.

    Mediation services provided by the School Counsellor upon referral by SLT.

    CURRICULUM PLANNING

    All teachers at EMS are expected to be fully involved in the process of curriculum planning and curriculum development. A good curriculum takes years to develop and is continually reviewed, analysed and improved upon.

    LONG TERM PLANS

    Upon arrival at EMS, members of staff will be given a curriculum overview document. This is a working document with modifications made on an annual basis. Teachers are expected to return this document with additions/modifications/suggestions at the END OF THE SCHOOL YEAR to the Head of School.

    SHORT TERM PLANS

    All teachers are expected to produce unit and lesson plans that will be stored on the school’s network folder. The format for these plans will be discussed prior to the start of the school year.

    STUDENT ATTENDANCE

    As per the Ministry of Education regulations, student attendance must be taken daily on official registers. The Ministry of Education regulations dictate that a student must attend 80% of the school days in order to be considered for promotion to the next Year level.

    For students up to Year 6, attendance will be done during Homeroom only. Students will be recorded as present, absent, or late.

    For students in Year 7-12, daily attendance will be done in the official register during Homeroom class. Teachers need to keep period attendance for each class.

    Students arriving to school after 7:45 A.M. are required to check in at the office to be recorded as late and to pick up a late slip, which they will present to the teacher before being admitted to class.

    It is the expectation of EMS that students will attend school on scheduled school days and take holidays in accordance with the school year calendar. Teachers are not required to provide detailed daily homework assignments that replicate the missed school work.

    STUDENT ASSESSMENT/RECORD KEEPING

    Each teacher is required to keep a daily planning book. This book must detail the content of each

    lesson in every subject based on the curriculum documents issued. This “planning book” can be an e-file that is saved on the staff share drive. The teacher should also keep a detailed record of all student information related to

    performance, behaviour, attendance, marks, etc. A member of the school leadership team will inspect record books on a regular basis.

    All summative written assessments must be submitted to the respective Assistant Principal one day prior to its photocopying.

    AFTER SCHOOL ACTIVITIES

    Teachers are expected to undertake one After School Activity (ASA) per week per term. Activities run for approximately 1 hour after school. The Activities Coordinator will develop the schedule, which will be revised each term. The activities can be divided by but are not limited to the following categories:

    Extra Academics – extra Math, story reading, etc… Sports soccer, basketball, floor hockey, etc… Cultural Activities – art, drama, music, etc…

    HOMEWORK
    HOMEWORK

    English Modern School is a place where cultures collide and parental expectations vary widely. One of the most commonly discussed issues between parents and teachers is homework. Because of the educational experience of many parents, there seems to be a significant expectation for large amounts of homework. Researchers have not been able to make any overall positive correlations between homework and achievement for students before middle school

    As a school, we do not believe in the process of preparing and distributing large amounts of homework. The research is clear. The interaction with the teacher in the classroom is the most important place for learning to happen. When students are absent, they cannot replace the classroom experience with a few worksheets. Attendance is critical. The bottom line is that students need to be in class and engage in the educational process with their teacher. The more this happens and the less we leave it to work done at home, the better our students will achieve.

    For our students, the biggest benefit from work done at home is for our students to read. In order to be able to handle an education delivered in English, students need to read in English every day.

    Homework is assigned to reinforce and practice understandings and skills students have already learned. Homework is not assessed for a grade, but is checked for effort and responsibility. Current research tells

    us that homework is only effective when provided at a level the students can do independently; and that

    realistic expectations regarding “how much” are maintained. In other words, “too much of a good thing”

    is not a good thing.

    When homework is assigned, the goals should be:

    To complete work assigned in class;

    To consolidate and extend work covered in class or prepare for new learning activities;

    To access resources not available in the classroom;

    To develop research skills;

    To practice independent work;

    To enhance students’ study skills e.g. planning, time management and self-discipline;

    ACADEMIC/BEHAVIOURAL CONCERNS

    Early communication with parents is critical in order to support students. There are a number of steps that should be taken to ensure the student has every opportunity to succeed. Teachers are required to:

    Record all concerns

    Notify immediate supervisor

    Communicate with parents

    Send “Letters of Concernwhen necessary. These letters can be found on the staff share drive on the school network.

    Before a failing grade can be recorded on a student’s report card, faculty must have documentation showing that parents have been notified in writing at least two weeks prior to the end of a marking period.

    Please look on the Share Drive for the Referral Policy for School Counselling.

    ASSESSMENT AND SUCCESSFUL PROGRESSION AT EMS

    ASSESSMENT

    Assessment is the process of gathering, recording, interpreting, using, and reporting

    information about a child’s progress and achievement in developing knowledge, skills and attitudes.

    Assessments are used to help improve curricula, evaluate the effectiveness of teaching and instructional practices, measure student achievement, and determine a student's mastery of skills.

    Two Principle Approaches to Assessment:

    Assessment for Learning - The teacher uses evidence and data on an on-going basis to inform teaching and learning.

    Assessment of Learning - The teacher periodically records the student’s progress and achievement for the purpose of reporting to parents and to guide school-wide, student-centered decision-making.

    EMS Assessment Guidelines:

    Aligned with specific learning goals/standards

    Are fair, transparent, and equitable

    Include feedback that is clear, meaningful, and timely

    Measures complex thinking and problem solving

    Is designed in a way that allows students to demonstrate their learning in multiple ways

    Provides data on struggling students and learning goals that need to be reviewed in class

    Assessment allows teachers to gather data to drive and differentiate instruction.

    Best Practices in Assessment:

    On-going assessment through a variety of differentiated tasks, both formal and informal, so that sufficient evidence is gathered to make sound judgements about individual students’

    learning.

    Assessment tasks are differentiated through offering quality choices of ways for students to demonstrate knowledge, understanding and skills.

    Authentic assessment tasks that align with the ways knowledge and skills would be used in the real world.

    Not every assessment will be graded and/or receive a score. Some assessments are solely to determine growth or progress of learning achievement (ie. homework, bell work, partner projects).

    Potential Assessment Strategies:

    Anecdotal records: objective narrative records of student strengths, needs, and progress

    Authentic tasks: activities that are genuine and purposeful.

    Conferences: meetings where progress is checked and goals for growth are established

    Peer evaluation: assessment by students about one another's performance relative to criteria

    Portfolios:

    collections

    of

    student

    work

    that

    exhibit

    the

    students'

    efforts,

    progress

    and

    achievement Rubrics: a set of guidelines for measuring achievement

     

    FORMATIVE ASSESSMENT

    DEFINITION: The assessment at regular intervals of a student's progress with accompanying feedback in order to help to improve the student's performance; a student’s Zone of Proximal

    Development (ZPD) is determined the area of thinking or action that a child is unable to do independently but can do successfully with the assistance of a skilled person (Vygotsky, 1978).

    EMS employs methods such as rubrics, questionnaires, running records, graphic organizers, tests, and observations to make clear expectations for learning, to monitor student progress, and to determine specific academic needs to maximize achievement.

    EMS FORMATIVE ASSESSMENTS

    1) Developmental Reading Assessment 2 (DRA2)

    This formative assessment tool pinpoints a students’ ability to read fluently and demonstrate comprehension. It is a diagnostic tool which prescribes the following:

    Reading Engagement students are diagnosed per their level of motivation as independent readers Oral Reading Fluency students are placed at their reading levels per their ZPD Reading Comprehension – students’ abilities to apply explicit strategies to lift meaning and gain deep understanding are diagnosed and prescribed action plans are employed. Both independent and instructional reading levels are determined.

    2) Retelling Rubrics: Story and Informational

    This rubric makes clear expectations for the knowledge and skills of retelling and summarizing a foundation for reading for deep understanding; it is a formative assessment tool used to determine

    a student’s ability to both retell and summarize fiction and nonfiction reading.

    3) Traits of Presentation Rubric

    This rubric makes clear expectations for the knowledge and skills of presenting per the Traits of Presentation; it is a formative assessment tool used to determine a student’s ability to present. The Four Traits are volume and clarity; fluency, expression, and pace; body language and eye contact; and preparation and rehearsal.

    4) Traits of Writing Rubric

    This rubric makes clear expectations for the knowledge and skills of producing quality writing. It is a formative assessment tool used to determine a student’s ability to write based on using the Five Traits of Writing Rubric(similar to the six traits of writing: content and ideas, organization, voice, word choice, sentence fluency, and conventions).

    Writing prompts, given three times over the course of the year, measure a student’s ability to write

    fluently (based on the Traits of Writing).

    5) Math Assessment

    Baseline and Post-assessments will be done across the school year to measure each student’s progress with basic math concepts and skills.

    ASSESSMENT TERMINOLOGY

    Quiz A brief, informal assessment of student learning - diagnostic, formative, and/or summative given with or without prior notification and lasting a short period of time.

    Test A formative and/or summative assessment vehicle used for finding out how much student learning has been achieved about a specific subject/topic. A test is less formal than an exam, and more formal than a quiz, usually completed during a regular scheduled class period. Prior notice of at least one week will be given for a test.

    Exam A comprehensive, summative assessment of a student learning, lasting more than an hour, given at the end of a term and formally scheduled to be written/completed in a highly supervised venue. Prior notice of at least one month will be given for all exams.

    GRADING

    Teachers determine grades based on an array of assessments which can include standardized measurements, assignments, tests, exams, demonstrations, case studies, portfolios, rubrics, simulations, self-assessment, oral questioning, presentations, and projects.

    ABSENCES AND GRADING

    Students are required to be present for any assessment.

    In the absence of a legitimate reason, validated by the School Principal, the student’s mark will be recorded as “zero (0)” for any missed assessment. Validated absences will be treated on a case-by- case basis. Alternative assessments will be set by the teacher and approved by the Assistant Principal.

    REPORTS TO PARENTS

    During the course of the academic year parents will be given three reports. The reports will be issued at the end of each term:

    December, April, June

    KG1 YEAR 9

    Because we deliver a standards based education, reports to parents will reflect achievement for specific curriculum standards. While different standards will be assessed each term, there will be some ongoing standards that will be dealt with in every term. Every year group will have different standards that reflect the work done during that year. A numerical system is used to describe the level of achievement and is based on the following descriptors:

    ACHIEVEMENT LEVELS

    • 4. The student consistently demonstrates a thorough understanding of the key concepts, processes

    and cognitive skills. The student applies and extends this knowledge effectively in a wide variety of situations and produces work beyond the stated goals.

    • 3. The student consistently demonstrates a good understanding of the key concepts, processes and

    cognitive skills. The student applies this knowledge effectively and reaches the stated goals.

    • 2. The student generally demonstrates a basic understanding of the key concepts, processes and

    cognitive skills. The student undertakes tasks with some assistance and is beginning to reach the stated goals.

    • 1. The student has made limited progress with their understanding of the key concepts, processes

    and cognitive skills. The student undertakes tasks with a great deal of assistance and is not yet

    reaching the stated goals.

    YEAR 10-12

    Even though we deliver a standards based education, reports to parents for Year 10-12 will be based on percentages. The report card will show the cumulative grade attained in each subject area, which will reflect progress during the term and will be based on the following:

    GRADE

    DESCRIPTION

    PERCENTAGE

     

    A*

    Outstanding Performance

    90-100%

    A

    Well Above Standard

    80-89%

    B

    Above Standard

    70-79%

    C

    Meeting Standard

    60-69%

    D

    Approaching Standard

    50-59%

    E

    Below Standard

    Below 50%

     

    The final grade for a course will be based solely on the final exam score at the end of the course, which will be administered by Cambridge International Exams.

    PROMOTION
    PROMOTION

    The English Modern School believes that academic success depends on a strong and consistent partnership between teachers, parents, and students. The teachers will do everything possible to support student academic success, however, a big part of the learning process depends on parent follow-up at home and on student commitment to learning.

    At EMS, we do not believe that retention is always in the student’s best interest and rarely support the policy of retaining students. Instead, our policy is to provide:

    Differentiation in the classroom Consistent teacher support Timely communication with administration and parents if a student is in academic jeopardy Establishing a student support plan, if necessary

    Teachers will be available when a student needs extra support. If students have additional academic

    support outside of school, it’s important that students’ work is not done for them.

    While EMS does not support retention, there may be times, particularly in the early years, when a student might need more time to master the skills necessary to be successful in the next year level. In this case, the school will notify parents by the end of the second term if there are concerns that the student is not ready to be promoted.

    Any exceptions to the above policy must be approved by the Head of School and Superintendent. In that event, a student may be advanced to the next year on a one-year probationary contract. At the end of the first term, the student’s performance will be reviewed. If sufficient progress is not being made, the student will be de-enrolled at the end of the probationary year.

    EMS PROMOTION POLICY

    In general, at the end of KG2, a student should be able to:

    • 1. display social and emotional maturity;

    • 2. write his/her name;

    • 3. have good spoken language in English;

    • 4. know letter names and sounds;

    5.

    identify, count and read numbers from 0-20;

    • 6. do basic addition 1-10;

    • 7. express needs and feelings in appropriate ways;

    • 8. be confident, motivated and excited to learn and try new experiences and activities;

    • 9. Work cooperatively, taking turns and sharing fairly.

    In Years 1-9, to be promoted, a student must have:

    • 1. attained a minimum Mathematics;

    overall Achievement Level of

    2 in the core subjects of English and

    • 2. not more than 2 courses with an overall Achievement Level of less than 2;

    • 3. Been in attendance a minimum of 80% of the student contact days during the academic year. This percentage will be pro-rated for students who join the school after the first day of classes.

    • 4. Demonstrated appropriate behavioural and performance levels in accordance with the EMS Expected School Wide Learning Results.

    Year 10-12

    • 1. To move into the IGCSE program in Year 10, students must satisfy the general conditions above and possess a DRA reading level of 60 or higher.

    • 2. At the end of Year 10, students receiving grades less than 50% in any particular course will be required to repeat that course in the next academic year.

    • 3. For students wishing to take AS Level courses in Year 12, the prerequisite IGCSE course must have been successfully completed in Year 11.

    GENERAL PROVISIONS FOR PROGRESSION AT THE ENGLISH MODERN SCHOOL

    Students who do not meet the promotion criteria as stated above, may be considered for the next academic level by:

    • - Attending an academic programme in the summer that is approved by the administration at the English Modern School and presenting evidence of satisfactory performance in the deficient area(s) before the next academic year begins;

    • - Passing an examination in the deficient area(s) administered by staff at the English Modern School prior to the beginning of the next academic year with a minimum passing mark of 60%.

    Notes:

    • - Year’s 3-9 students who receive Achievement Levels of 1-2 for two or more of their subjects at the end of a term may be placed on probation. Teachers will identify what students need to accomplish and will make every effort to support the students in order for them to be successful. Parent involvement is critical in making sure students are studying, doing their own work, and

    being serious about their studies. Student commitment, attendance and punctuality are also very important in order to ensure that a student is successful.

    • - If, despite intervention, students in years 3-9 are still receiving Achievement Levels of 1-2 for two or more subjects at the end of the year, the school may require them to repeat the year. In some cases where extenuating circumstances exist, a student might be assigned to the next Year group on probation.

    • - Students in Years 3-9 who begin the year on probation will be expected to complete the year successfully. Probation will not be offered in 2 consecutive years.

    CODE OF CONDUCT

    The EMS Code of Conduct is based on the principle that all members of our school community are valued, worthy of respect and treated with dignity. As a result, we insist on a constructive partnership between staff, students and parents. Our fundamental aim is to secure the physical, emotional, psychological and spiritual welfare of ALL our students and staff.

    STUDENT RIGHTS AND RESPONSBILITIES

    At the English Modern School, students will be empowered to reach their full potential in a respectful and caring environment. To this end, each student’s rights will be recognized by all other students, staff, parents and the administrative body. In return, they will be expected to honour their responsibilities.

    EMS students have the right to:

    • - be treated with respect and dignity

    • - have a safe school environment

    • - be taught in the best way that they can learn

    • - receive instruction in a positive learning environment

    • - make mistakes, experience frustrations and have the time and encouragement to push through these to success

    • - have fun as an essential part of class life

    • - have caring teachers and mentors to guide their learning

    EMS students have the responsibility to:

    • - come to school on time and fully prepared to work

    • - abide by the school and classroom rules

    • - follow the teachers’ directions

    • - give full effort on all classwork and assignments

    • - treat fellow students and staff with respect

    contribute

    • - to

    a

    positive learning environment by allowing others

    to work without

    being

    disturbed

    • - ask for help when it is needed

    • - accept just and appropriate consequences for not fulfilling responsibilities

    BEHAVIOURAL EXPECTATIONS

    All students should:

    • - come to school regularly and on time

    • - wear the proper school uniform

    • - speak as much English as possible at school (except in Arabic and Islamic Studies classes)

    • - pay attention in class

    • - complete and submit homework on time

    • - follow directions from EMS staff members

    • - treat people with respect (use good manners; say “please” and “thank you”)

    • - treat property with respect (personal and school)

    • - not plagiarize or copy others’ work

    • - Eat in the cafeteria or outside. Please, no eating or drinking in the classrooms, hallways or other areas inside the buildings (unless the teacher has given permission or arranged for a class event)

    • - not chew gum at school

    • - use only positive and acceptable language

    • - walk inside the buildings and use quiet voices when passing other classes

    • - keep his/her hands, feet and objects to him/herself;

    • - play safely (no tackling, wrestling, fighting, bullying, etc)

    • - use the computer only for educational purposes

    • - leave electronic devices at home

    • - understand that cyber bullying has serious consequences.

    This code of conduct applies to students during the normal school day, whether they are outside school or on the school premises.

    BEHAVIOUR MANAGEMENT SYSTEM

    At EMS, we firmly believe that for effective teaching and learning to take place, good behaviour in all aspects of school life is essential. We seek to create a dynamic and secure learning environment in school by:

    Promoting and modelling the ESLRs

    Promoting the good behaviour defined in the “Student Rights and Responsibilities”

    Encouraging a consistent response to both positive and negative behaviour

    Promoting early intervention

    Providing a learning environment free from disruption, violence, bullying and harassment

    Encouraging a positive relationship with parents and involving them in the implementation of the school behaviour management policy

    When students believe that teachers care for their well-being, it is easier for them to accept discipline. Discipline should be administered in a calm, yet firm, consistent and confident manner. Teachers should never demean a student. Instead of a lecture, precisely state the problem and deliver the consequence.

    Discuss, explain and model with the students the EMS ESLRs,” Encourage students to emulate these in their daily lives.

    During the first week of school, create class agreements and have them prominently displayed in the classroom.

    Things to remember:

    Use ESLR vocabulary to guide expectations of students

    Praise students and provide authentic affirmation as often as possible

    Have a reward system in place

    When you have the opportunity, discuss with the student the issue, showing that you care for their well-being

    Ongoing issues need to be discussed with a colleague, Assistant Principal, or Head of School.

    Go to Assistant Principal for student related matters and they will be passed on to the School Counsellor if needed.

    MINOR BEHAVIOUR ISSUE

    A discipline report (Behavior Referral Form) should be generated and discipline should be administered in a calm, yet firm manner by the teacher.

    MINOR BEHAVIOUR ISSUE X3 Examples: Tardiness, consistently late, homework, dress code ignored

    Communication with Parents

    Teacher notifies parents and shares concerns, specifies any needed support/follow-up from parents at home. Detention After School the Day after Communication with Parents Once a student has received 3 Discipline Reports by the same teacher, the teacher should hold a

    detention for the student, after communication with home. Have appropriate work for detention set for the student. This is an excellent opportunity to discuss quietly with the student your concerns and receive feedback from the student regarding their behaviour.

    MAJOR BEHAVIOUR ISSUE (SEE BELOW)

    Communication with Parents

    Principal/Assistant Principal notifies parents, shares concerns and specifies any needed support/follow-up from parents at home.

    Reporting Major Behavioural Issues

    Recording full details of major behavioural issues is required for the Administration’s Discipline files.

    Suspension

    Principal’s discretion as to whether the suspension is internal or external.

    CONTINUOUS MAJOR BEHAVIOUR ISSUES

    Expulsion

    When there are a series of major behaviour issues, it is at the discretion of the Head of School to recommend expulsion to the Superintendent. This is done only when all other options have been explored.

    MAJOR BEHAVIOURAL INCIDENTS

    Severe breaches of the EMS Code of Conduct (resulting in suspension and/or expulsion) include, but are not limited to:

    Multiple violation of general expectations and classroom rules

    Bullying in any of its forms, (cyber, physical, verbal or emotional) to intimidate, coerce or demean another person(s)

                Defiance Truancy Conduct injurious
    Defiance
    Truancy
    Conduct injurious to the moral tone of the school
    Uttering a threat to inflict serious bodily harm on another person
    Committing physical assault on another person (fighting)
    Committing sexual assault
    Possession or use of tobacco or other contraband items
    Possessing a weapon, including possessing a firearm
    Using a weapon to cause or to threaten bodily harm to another person
    Trafficking in weapons or in illegal drugs
    Being under the influence of alcohol, drugs and/or an illegal substance
    Using offensive language or swearing at any school staff member

    Committing robbery and/or extortion

    Committing an act of vandalism * causing damage to school property or to the property of another student, a school employee, a school guest or a school visitor

    * Students who engage in any form of vandalism will be charged all costs and expenses pertaining to the damage, in addition to the consequence deemed appropriate by the Head of School.

    CLARIFICATION OF TERMS

    IN-SCHOOL SUSPENSION:

    This consequence is arranged in-order to have a minimum impact upon a student’s education. Though the student is not permitted to attend classes or break-times with his/her classmates or friends, he/she will be assigned to a supervised area to continue with any assigned class work.

    OUT-OF-SCHOOL SUSPENSION:

    This sanction is for more serious or repeated infractions. During the specified duration of the out-of- school suspension, the student is not permitted to come onto the school premises. Parents will be informed in writing of the reason for the suspension and its duration.

    EXPULSION:

    In certain circumstances the school may be forced to expel a student from school. This very serious consequence is administered to protect the rights of other students to a safe and trouble-free learning environment. Ideally, such a measure will never be required, but parents must be aware of

    the school’s right and responsibility to impose this sanction.

    REWARD SYSTEM

    Each classroom teacher is expected to have a reward system in place for their classes. The reward system ought to be displayed and active throughout the course of the academic year. Teachers are encouraged to integrate their reward system with recognition of ESLR and Virtual Project behaviour. Recognition is given at assemblies to those students who demonstrate outstanding achievement in one of the ESLR categories.

    ACKNOWLEDGEMENTS FOR POSITIVE BEHAVIOUR

    At EMS we acknowledge and reward positive aspects of individual student performance and encourage each individual to adopt high standards of behaviour. These rewards may include:

    Individual praise

    Praise in front of peers

    Recognition for maintaining 100% attendance

    Recognition for academic and sporting achievements

    Recognition for significant effort or work ethic

    Letters of commendation sent to parents

    End of term or end of year awards

    SUPERVISION
    SUPERVISION

    SUPERVISING CHILDREN

    As teachers, members of staff must act in ‘loco parentis.’ It is policy that students are to be under the supervision of a teacher at all times whether in class or during break time. The movement of students in the hallways during class time should be kept to a minimum.

    No parent, driver or nanny should go to the classroom and ask permission to remove a child. As a teacher you should politely refuse this request and refer the parent, driver or nanny to the office.

    Students will only be allowed to leave for medical appointments. In order for permission to be granted, the student must bring the MEDICAL APPOINTMENT CARD to administration. Without this card, students will not be allowed to leave school.

    In addition to the actual classroom teaching load, faculty will be assigned supervision at breaks, before, and after school.

    Technically speaking each staff member is on duty all the time and, as such, should take the required action should it be deemed necessary to intervene in a situation. There is no excuse, other than a genuine emergency, for missing or arriving late for supervision. If an incident occurs during supervision and a teacher is not present, that teacher will still be held responsible.

    EARLY SUPERVISION

    Teachers on the gate must ensure that students arriving at school are moved away from ‘drop off’

    areas and enter the school premises. Students must not be allowed to congregate around the entrances to the school. Teachers must also ensure that students are correctly dressed in school uniform. Once the registration bell sounds, teachers are free to leave their supervision area.

    BREAK SUPERVISION

    This will be assigned by the Assistant Principal with this responsibility.

    AFTER SCHOOL SUPERVISION

    After-school supervision starts immediately after the final bell. At the end of school, teachers on supervision should proceed to their supervision points. Younger children from ECC and Elementary are not allowed to leave the premises unless accompanied by a parent, nanny or driver. Older students should be discouraged from lingering around the gate.

    LATE SUPERVISION

    If the school needs to provide late supervision, each member of the teaching staff will be required to undertake late supervision sessions, as assigned by the School Principal, during the course of the academic year. Teachers on Late Supervision should collect the late supervision book from the school office and return it before leaving. The location for Late Supervision will be announced to staff and parents.

    SUPERVISION REMINDERS

    Staff will be assigned specific supervision locations.

    Students will be assigned specific play areas.

    Always watch for school uniform infractions.

    Electronic devices are not allowed to be used in school.

    Energy drinks (e.g. Red Bull) and fizzy drinks are prohibited and must be confiscated.

    Chewing gum is not allowed on campus.

    Inappropriate contact between students is not allowed.

    Parking area is “out of bounds.

    Direct students to pick up trash and put it in bins.

    SUPERVISION EXPECTATIONS

    Be prompt and roam in order to cover entire designated areas.

    Be firm and respectful. Build rapport and apply discipline with dignity.

    When bell rings, actively engage with students and move them to class.

    TRANSITION TIMES

    Teachers stand outside of classroom door in hall throughout transition.

    Remind students to control themselves, show respect, keep the passageway clear, and move to class in a timely manner. Students should walk on the right hand side of the corridors.

    Encourage indoor voices.

    ESCORTING CHILDREN: Specialty Classes and Breaks

    When Elementary students go to Music, Art, Drama or PE, the Homeroom teacher will escort the students to the specialty teacher’s classroom. Secondary students do not need to be escorted, but teachers should go into the hallway to ensure a quiet transition to the specialty class.

    At the end of break times, Elementary children must line up in the courtyard in their class groups. The teachers must collect the children from the courtyard and escort them to the classroom.

    Secondary students line up outside the classroom until the teacher arrives (for all classes).

    FIELD TRIPS
    FIELD TRIPS

    EMS believes that the use of community resources can be an effective way to enhance students’ understanding of course topics. Teachers are encouraged to support and/or facilitate one field trip per term. Careful planning is necessary.

    Note: EMS covers the cost of most field trips within Qatar. Teachers are asked not to request money from students before prior approval from their Assistant Principal.

    FIELD TRIP PROCEDURES

    Field trips during school hours should enhance the educational goals of a class. If you are planning a field trip with one of your classes or groups, please use the following procedures.

    PLANNING AND ASSESSING THE TRIP

    • 1. Select trips that are relevant to the course curriculum.

    • 2. Fill-in the Field Trip Request forms and submit to the Head of School at least two weeks (10 school days) prior to the trip.

    • 3. Send a notice to the school staff at least 5 days before the trip to ensure that faculty members are aware that students will be missing their classes and can plan appropriately.

    • 4. Permission slips should be issued to the students no later than 5 days before the planned trip. They are to be returned to the teacher at least 3 days prior to the trip. Keep permission slips on file with emergency contact information.

    • 5. Book the bus at least 5 days prior to the trip.

    • 6. Submit a written assessment of the trip (Field Trip Evaluation Form on back of request form) within 2 days of the completion of the trip. A copy of this should go to the Head of School. The assessment of the trip should include:

    Appropriateness of location

    Evaluation of the transportation, if applicable

    Appropriateness for the particular class or group

    How well the trip met the educational objectives

    Whether or not you would recommend this same trip in the future

    DAY BEFORE TRIP

    • 1. Check to ensure bus has been ordered

    • 2. Ensure First Aid Kit is available and complete

    • 3. Check to make sure substitute teacher has been arranged for all chaperones

    4.

    Remind chaperones of the trip

    • 5. Ensure that all parent permission slips and emergency contact numbers are turned in

    GENERAL FIELD TRIP RULES

    • 1. The school uniform must be worn unless prior approval has been arranged (trips to desert or marshlands)

    • 2. All school rules apply to students

    • 3. Students must stay with chaperones

    • 4. All adult chaperones are to refrain from use of tobacco or alcohol on any trip where they are responsible for students.

    • 5. Stops at restaurants for food or breaks are discouraged unless the trip is an all-day event and the stop is included in the itinerary

    It is hoped that each faculty member will continue to utilize experiences outside of the classroom to enhance their classes and to continue to expand our students’ knowledge and awareness of their culture, government and environment.

    FIELD TRIPS (OUTSIDE OF QATAR)

    Trips outside of Qatar require special planning. These trips must be planned well in advance and must have the approval of the Superintendent. Students are required to pay to participate in these field trips and, as such, planning should begin at a minimum of four (4) months in advance. At least one member of the supervisory faculty must be an Arabic speaker. Sponsors of trips outside of Qatar are required to meet with the parents of the students who plan to attend at least one month prior to the trip and the final payment of fees must be in to the Business Office one month prior to the trip. All trips require a non-refundable deposit of at least 1/3 or the cost of the trip at least 3 months prior to the trip. All participating students must use the transportation provided by the school--no exceptions.

    EMERGENCY PROCEDURES

    In the event of an emergency, it may be necessary to evacuate the school buildings as quickly as possible. The signal to do so will be the continuous ringing of the alarm bell. Evacuation of the building should be in an orderly manner. During emergencies, the elevators will be immobilised, so do not attempt to use them.

    Assembly Points - The assembly point is beside the main sports field. Specific locations will be labelled for each class.

    Evacuation Routes - Routes for evacuation are posted throughout the buildings. Please take note of these routes and familiarize your students with them early in the school year.

    ALLOCATION OF RESPONSIBILITY

    • 1. Teachers are responsible for advising students on fire drill and evacuation procedures

    • 2. In an emergency situation, before leaving the room, teachers should ensure that all students have left, switch off the lights, and close the classroom windows and doors (but do not lock them. They should then proceed with their class to the assembly points

    • 3. Administration staff should call the fire department or just simply call emergency 999.

    • 4. Secretaries must collect all registers and late books as well as registers for students leaving early and then move out to the assembly point.

    • 5. At the Assembly Point, Homeroom Teachers must carry out an immediate roll call of the individual classes and ensure that all students remain at the assembly point until instructions are received from the Head of School, or designate. Teachers must bring the laminated class list and the green/red attendance card. (In event of a Homeroom Teacher absence, the cover teacher for registration will take the roll.)

    • 6. Designated staff should check every single room classrooms, bathrooms, offices, stockroom, etc. making sure that no one is inside and ensuring all windows and doors are closed but not locked. Block A Upstairs - Block A Downstairs - Block M Block C - ECC Bldg - When check is completed, report to Head of School.

    • 7. Homeroom Teachers will report attendance (report any missing students) to the school secretaries. “Missing students” will be compared to absent students or students who have left early.

    • 8. The Administrative Assistant will collect the staff sign-in-and-out book from security and report to Ms. Marwa. She will in turn take staff attendance and report to the Head of School.

    • 9. The Administrative Assistant will instruct the Security staff of the fire drill procedures. Security staff must make sure that one security guard stands at the main gate to prevent anyone from coming onto the campus during a drill or an emergency.

    10.

    A security guard stays in front of Admin Building (parking area) making sure that the entrance is cleared for incoming and/or outgoing emergency vehicles.

    • 11. The Receptionist will check the attendance of the admin staff and report to the Principal.

    • 12. All medical staff should be present at the assembly point with a first aid kit.

    • 13. Visitors/Cleaners/Cafeteria staffs are to go at the Assembly Point.

    • 14. The visitors’ log-in book will be collected by the Receptionist and handed-over to Ms. Marwa who will check attendance of all visitors/cleaners and cafeteria staff. She will notify the Head of School once attendance is completed.

    • 15. The Assistant Principal will communicate to the Head of School once all their areas are safe and staff/students are accounted for.

    • 16. “All clear” is to be announced by the Head of School and/or designates by making three blasts / whistles / rings.

    There will be practice evacuations, but all alarms should be treated as real emergencies and the procedures should be followed in full.

    Once the evacuation signal is given, leave the classroom immediately for the assembly point and do not turn back for books or belongings. You should not return to any building until advised by the Head of School (or designate) that it is safe to do so.

    After each evacuation, the Health and Safety Committee will meet, debrief and document/evaluate the evacuation; all staff are encouraged to provide valuable input/feedback.

    PARENT APPOINTMENTS

    Should you wish to see the parents of a particular student, please inform your Assistant Principal. A member of the Administration staff can arrange the appointment for you. When meeting with parents, teachers may request the presence of one of the administrative staff and/or School Counselor.

    A written record on a ‘Parent Meeting Form’ must be made. This should then be handed to Administration Staff for placement in the student’s file.

    PARENT TEACHER MEETINGS

    During the course of the academic year there are two main student led parent-teacher conferences. Staffs are expected to dress appropriately for these meetings.

    The following should be on hand:

    Studentsportfolios that contain:

    • - current formative and summative assessments

    • - goals (academic & personal)

    • - work samples for each content area

    • - copies of DRA2 and writing assessments Attendance record (obtained from the Admin secretaries)

    All display boards inside the class/hall and in surrounding areas should be refreshed and display examples of work undertaken recently by students.

    PARENT COMMUNICATION

    CORRESPONDENCE PROCEDURE

    Rationale: Letters, memos, forms, etc. are important means of communication with various parties. It shares about who we are, how we work, and what we believe in. Hence, beyond the message being communicated, special care needs to be put to ensure the following:

    A student-centred tone to all communication documents re-reading the letter aloud from the reader’s perspective is one way to ensure that letters convey messages in a positive,

    professional and student-centred tone all the time. A consistent layout is used. A standard letterhead form will be provided to all teachers.

    If required, an accurate Arabic translation is included.

    PARENT EMAIL COMMUNICATION GUIDELINES

    Staff using email to correspond with parents must adhere to the following:

    Staff who corresponds with students or parents via email must use only the iSAMS email system.

    As the employer, the School has the right to access and disclose the contents of staff email messages as required.

    Communicate in a positive, polite and supportive manner always keeping in mind EMS culture and our student-centred approach.

    Email should be informative, succinct, and respectful.

    They should also be simple and to the

    point as many of our parents are non-native English language speakers.

    Email messages to parents should be consistent with professional practices for other correspondence. This includes grammar, format and salutation. Emails should be professional and formal (no emoticons).

    Care should be given to the tone of the email. When in doubt, wait 24 hours to send, and have a colleague proofread it.

    The Assistant Principal, or designate, should be cc’d on all emails to/from parents. Emails will be saved on iSAMS.

    Email must never be used to discuss contentious, emotional or highly confidential issues. These issues should dealt with face-to-face or by phone. Where applicable, staff should clearly set out the expectations for parents with respect to

    response times (e.g. “Please respond within 1-2 school days.”).

    Acceptable

    General information about class activities - curriculum, homework, tests, special events.

    Arrange for meeting/telephone call regarding a student issue including a general description of

    the issue, e.g. “I would like to arrange a meeting to discuss your daughter's attendance.”

    Follow-up on an issue that has previously been discussed.

    Avoid

    Any discussion related to other students. Personal information about other students.

    Any discussion related to other staff.

    Specifics about a sensitive student issue which was not initiated by the parent or had not

    previously been discussed with the parent, e.g. “I am concerned that your son failed the last three tests and was not at school again today.”

    Any sensitive student information that would normally be discussed face-to-face or by phone,

    e.g. “I am concerned that your daughter may have a learning disability.”

    Points to Consider

    Remember email can be forwarded nothing is confidential

    24 hour rule wait 24 hours before drafting and sending an email if you are upset

    Start with something positive. Ex: Thank you for your honest email.

    End with something positive. Ex: Thank you for your kind support.

    If you are concerned about an email, have a native English speaker proofread it for tone.

    If you are unsure of grammar or spelling, have native English speaker proofread it.

    PERSONAL BELONGINGS

    Personal belongings should be kept locked away. Valuables should not be brought to school by either staff or students. The school is not responsible for personal belongings and is unable to replace lost, stolen or damaged items, so please ensure that your belongings are secure. Grade books, tests, money, etc. must be securely locked in a desk or cabinet in your classroom.

    STAFF CHILDREN - DISCOUNT SCHEDULE

    There is a discount schedule for staff children. It is reviewed annually.

    PHOTOCOPYING

    All staff has access to the photocopier and printer. Printing can be done straight from the classroom computers. Students are not to be sent to the office requesting individual photocopies.

    Although there is currently no limit set on photocopying, staff are asked to:

    Use double sided copies when possible

    Use A4 paper instead of A3

    Limit the use of colour copying

    Recycle non-confidential paper!

    Examination papers will only be photocopied at the time stipulated on the school calendar. Submit examination papers for copying to your Assistant Principal.

    CONSUMABLE ORDERS

    At the start of the year, the Purchasing Officer will issue a list of dates for the submission of requests for ‘consumables.’ These dates must be observed.

    Try to be economical.

    Request items using the proper electronic form.

    Collect your order from the purchasing office promptly when it is ready.

    PURCHASE REQUEST PROCEDURE

    • 1. Teachers complete the Purchase Request form.

    • 2. Teachers send the form to the Head of School for approval.

    • 3. The Head of School will send the approved form by email to the purchasing office (jacqueline.khalil@emsdoha.net) (purchasing@emsdoha.net).

    • 4. All Purchase Requests should be forwarded by the 10th of the current month for any orders for the following month.

    • 5. All purchase requests are to be sent electronically.

    • 6. Teachers will be informed when the order is available for collection.

    SCHOOL RESOURCES

    All resources will be signed out by staff and signed back when returned. If losses occur:

    The school will pay for losses amounting to a maximum of 10% of the replacement cost of the total on each individual teacher’s inventory.

    In June, each member of staff will be provided with a copy of their own personal inventory showing resources that have not yet been returned. All untraced losses greater than the 10% limit will be deducted from the June/July salary. Teachers that leave earlier in the school year will follow a similar reconciliation process.

    NEW CURRICULUM RESOURCES

    In January each year the Annual Budget will be announced for the following academic year. Each member of staff will be allocated responsibility for a portion of the budget for either a subject area (secondary) or a year group (elementary). The above money is to be used to purchase items in the following categories:

    Resources to enhance the classroom environment Curriculum resources Teacher resources

    The following items must not be included

    Textbooks for students

    Stationery or related equipment

    When completing an order, the following pertinent information must be included:

    The full name of the catalogue and the page in the catalogue the item is to be found

    Item name

    ISBN/order number of the item

    Cost of one unit in American dollars

    Total cost of multiple units

    CENSORSHIP
    CENSORSHIP

    All textbooks in use at EMS have received prior authorisation from the SEC to be used in the classroom. Inspectors from the SEC regularly visit the school and conduct random inspections of books distributed to students. At present, the SEC does not have a definitive set of guidance notes to enable schools to accurately assess texts. Staff should seek advice before deviating from published curriculum overviews and introducing new materials into the classroom. Topics to be careful of, unless described within the IGCSE syllabi are:

    Religion (to be avoided if possible) The Holocaust Hitler

    The Arab / Israel Conflict Alcohol

    Drugs

    Pictures or Videos (not biological diagrams) that show nudity or are sexually explicit

    If you are in doubt, please consult your Assistant Principal or Head of School.

    REVIEW, REFINE, AND REINFORCE

    EMS is a great place to work and learn. The purpose of the Faculty Handbook is to provide the basic information needed to ensure that the school is a safe and academically enriching facility where learning can thrive and our students can be inspired. The Handbook provides the guidance needed so that the day-to-day educational routines are carried out smoothly, efficiently, and with consistency throughout the school. Finally, the Handbook is a resource to be consulted so that many of the essential, logistical questions and/or procedures are addressed and clarified.

    The Faculty Handbook is a living document—a ‘work-in-progress.As such, all staff have a responsibility to continually review, refine, and reinforce its contents as school situations and circumstances evolve over time. To achieve this, it is expected that staff will make notations within the Handbook so that these ideas can be discussed and possibly incorporated in future editions. The over-riding goal is to make our school an outstanding and exemplary international schoolamong the finest in the world.

    APPENDIX 1 EXPANDED SCHOOL AIMS & OBJECTIVES

    In order to fulfil its mission, The English Modern School aims to:

    Offer a broad, balanced, coherent and integrated curriculum that will prepare students for each stage of their education by:

    Providing a broad academic curriculum based on The University of Cambridge International Curriculum, leading to preparation for external examinations in the International General Certificate of Secondary Education (IGCSE) and the Advanced Subsidiary (AS) Level

    Providing the basic curriculum in Arabic, Islamic Studies and Qatari History as required by Qatari law

    Offer an appropriate and relevant curriculum where students are actively engaged in the learning process by:

    Providing challenging and open-ended tasks that encourage experiment, enquiry, problem- solving and opportunities for discussion using local, national, and international examples and case studies wherever possible

    Educating students in the effective use of information, the learning media centre, media facilities, and ICT

    Organizing outdoor activities and field trips Periodically reviewing and updating curriculum Constantly evaluating teaching methods and strategies Regularly providing staff with professional development sessions and opportunities Continually developing and upgrading equipment and resources

    Recognize and develop the potential of each individual by:

    Providing a wide range of opportunities within the curriculum for every student to discover and fulfil their physical and creative talents

    Encouraging and praising effort and achievement to develop self-esteem and confidence

    Promoting independent, analytical and critical thinking

    Provide a safe, stimulating, and friendly learning environment by:

    Ensuring all facilities meet the highest standards by providing a comfortable and orderly environment

    Providing appropriately equipped and resourced rooms with lively displays and exhibits

    Displaying the results of student work prominently throughout the school

    Maintaining optimum class sizes wherever possible

    Developing teamwork and co-operation

    Develop each student’s oral and written fluency in English by:

    Exclusively using English by staff and students at school (except in Arabic and Islamic studies)

    Positively encouraging students to use English

    Providing opportunities for work and public performance in English

    Encouraging the enjoyment of reading and listening in English

    Maximising students contact with native English speakers

    Providing appropriate resources and reading materials

    Preparing pupils for external examinations in English

    Promoting parental support and encouragement at home

    Provide opportunities for the development of individual student’s talents and interests by:

    Offering activities that stimulate further research

    Involving students in public performance events

    Encouraging students to participate in a wide range of extra-curricular activities

    Encouraging participation in individual and team sporting events

    Exhibiting and celebrating students work within the wider community

    Achieve appropriate and acceptable behaviour and moral standards through self-discipline, supportive relationships, and the sense of mutual respect and responsibility by:

    Providing a clear and consistent behavioural framework

    Explaining the rationale behind rules and expectations

    Applying appropriate sanctions when expectations are not met

    Reinforcing appropriate behaviour through example and praise

    Encouraging appropriate manners, politeness and punctuality

    Making pupils aware of the value of others

    Providing opportunities to exercise responsibility, teamwork, and leadership through sports, the performing arts and community service

    Encourage student responsibility and leadership and involve students in the decision-making processes of the school by:

    Inviting students to participate in school committees

    Creating opportunities for the practice of responsibility and leadership

    Encouraging student council and involving students in wider school issues

    Providing channels and support for student participation in community service

    Take full advantage of our multi-cultural and multi-lingual environment to enrich the learning experience by:

    Incorporating Arabic/Qatari elements into curricular and extra-curricular activities

    Inviting Arabic/Qatari visitors to the school to share knowledge and experience concerning Qatari culture, tradition and history

    Celebrating Arabic/Qatari cultural and national events

    Encourage a broad international perspective and a respect for other cultures and beliefs by:

    Introducing material and activities about other societies

    Acknowledging the value of all religious beliefs and affirming the right of individuals to hold their own beliefs

    Celebrating a respect for and appreciation of other cultures through activities such as international day and participation in activities such as Model United Nations (MUN)

    Developing active awareness of local, national, international and global current affairs by including these into the curriculum

    Providing information and advice about university studies and careers abroad

    Involve parents in the life and development of the school by:

    Organizing regular parent functions and consultations

    Organizing an active parent teacher association or parent advisory council

    Publication of a monthly newsletter and maintaining an up-to-date website

    Utilizing an SMS messaging system as needed to inform parents of EMS news, activities, and upcoming events

    Hosting regular events to recognize student achievement in which parents are invited to participate

    Inviting parents with expertise to school to support appropriate activities

    Ensuring parents are informed of curriculum activities