125
STAFF HANDBOOK 2015-2016
| Date post: | 24-Jul-2016 |
| Category: |
Documents |
| Upload: | jeff-smith |
| View: | 238 times |
| Download: | 6 times |
STAFF HANDBOOK 2015-2016
2
Table of Contents
A. Professional Standards & Communication p.11
A1. Employment, Contracts & Visa p.21 A2. Staff Absence & Cover p.31
B. Professional Development p.36 B1. Teaching & Learning p.37
C. Pastoral Care & Guidance p.39
C1. Reporting to Parents p.43 C2. Cultural Awareness p.44
D. Curriculum p.46
E. Admission p.59
F. Inspection, Monitoring & Organization p.60
G. Meeting Structure p.61
H. School organization p.67
I. Finance p.73
3
School Contact Details:
Tel: 00 971 4 2325552 Fax: 00 971 4 2325151
E-mail: [email protected]
Mailing Address:
P.O. Box 79043 Dubai
United Arab Emirates
Website:
www.disdubai.ae
School Management: Superintendent / Chairman ESOL Board Mr. Walid Abushakra Regional Director Mr. Bassam Abushakra School Director Mr. Jeff Smith Principal of Secondary School Mr. Ian Temple Principal of Primary School Mr. Martyn Clifford Deputy Principal of Secondary School (Curriculum) Mrs. Kate Williams Deputy Principal of Secondary School (Pastoral) Mrs. Linda Clifford Deputy Principal of Primary School Mr. Nigel Ludlam Deputy Principal of Primary School Mr. Ian Ward Assistant Principal of Secondary School Ms. Elise Furr Assistant Principal of Secondary School & Prog Manager Mr. Neil Visser Assistant Principal Whole School & CPD Manager Mr. Colin Bibby Business Manager Mr. Syed Wajeed
School Office Hours
7:30am – 4:00pm Sunday to Thursday
Dir
ecto
r
Jeff S
mith
Tra
nsp
ort
C
oo
rdin
ato
r M
oham
med
Um
er
Aft
er-
Sch
oo
l
Acti
vit
ies
Co
ord
ina
tor
Rash
a Z
oubi
Bu
sin
ess M
an
ag
er
Syed W
aje
ed
Re
gis
tra
r N
aela
Obaid
MO
E
Stu
de
nt
A
ffa
irs
Lia
iso
n
Dana A
l
Khatib
PA
to
B
usin
ess
Ma
na
ge
r Abdul Basi
th
Acco
un
tan
t TBC
Ca
sh
ier
Rom
eo R
eyes
Se
nio
r
Acco
un
tan
t D
esm
ond L
eon
Sto
re
ke
ep
er
Babu
Jayapra
kash
PA
to
Dir
ecto
r Vic
toria d
e
Merc
adante
Pri
ma
ry
Sch
oo
l C
lin
ic
Sam
ina J
iwani
(Nurs
e)
Se
co
nd
ary
S
ch
oo
l C
lin
ic
Resh
ma D
’Souza
(N
urs
e)
IT M
an
ag
er
Prince
PY
IT H
elp
De
sk
M
ar
Anth
ony
Indere
z
Hu
ma
n
Re
so
urc
es
Ma
na
ge
r Suneeth
a
Nett
ikaden
Go
ve
rnm
en
t R
ela
tio
ns
Co
ord
ina
tor
Fatim
a
Basa
l
Re
ce
pti
on
ist
Joanna
Robin
son
Fa
cil
itie
s
Ma
na
ge
r M
. K. Firdous
He
ad
of
S
ecu
rity
M
uham
med
Nase
er
Sch
ool
Carp
entr
y/
Pain
twork
/Pow
er
&
Plu
mbin
g
Sch
ool Secu
rity
ES
OL C
IO
Jose
ph
Nett
ikaden
IT S
up
po
rt
En
gin
ee
r M
oham
med
Bin
eesh
Bus
Drivers
&
Bus
Ass
ista
nts
Sch
oo
l D
octo
r D
r. S
adaf
Jalil
Ahm
ed
IT H
elp
De
sk
Arn
el Liz
ard
o
PA
s/S
ecre
tari
es
to S
eco
nd
ary
S
ch
oo
l
Mary
Mart
ins
Heath
er
Sm
ith
Pri
ncip
al
S
eco
nd
ary
Sch
oo
l (Y
7-1
3)
Ian T
em
ple
Pri
ncip
al
Pri
ma
ry S
ch
oo
l (F
S-Y
6)
Mart
yn C
liffo
rd
PA
to
Pri
ncip
al/
Sch
oo
l S
ecre
tary
Sara
h W
ard
Beverly D
oid
ge
Ma
inte
na
nce
S
up
erv
iso
r R
andis
h P
.K.
Dir
ecto
r
Jeff S
mith
Pri
ncip
al
S
eco
nd
ary
Sch
oo
l (Y
7-1
3)
Ian T
em
ple
Pri
ncip
al
Pri
ma
ry S
ch
oo
l (E
Y-Y
6)
Mart
yn C
liffo
rd
Wh
ole
S
ch
oo
l
Assis
tan
t
Pri
ncip
al
&
CP
D
Ma
na
ge
r Colin
Bib
by
Sp
ecia
l E
du
ca
tio
n
Ne
ed
s/Le
arn
ing
P
ath
wa
ys H
OD
Susa
n T
renbert
h
De
pu
ty P
rin
cip
al —
Pa
sto
ral
Lin
da C
liffo
rd
De
pu
ty P
rin
cip
al
Nig
el Ludla
m
Pri
ma
ry C
PD
C
oo
rdin
ato
r M
onta
ha
Al Labadi
De
pu
ty P
rin
cip
al —
Cu
rric
ulu
m
Kate
Will
iam
s
De
pu
ty P
rin
cip
al
Ian W
ard
He
ad
s o
f D
ep
art
me
nts
Su
bje
ct
Le
ad
ers
He
ad
s o
f Y
ea
rs/
Ye
ar
Le
ad
ers
Tu
tors
&
Me
nto
rs
IB C
oo
rdin
ato
r Ash
ley T
horp
e
Un
ive
rsit
y &
C
are
ers
C
ou
nse
llo
r H
ele
n S
tanila
nd
Ex
ten
de
d E
ssa
ys &
T
OK
C
oo
rdin
ato
r Jo
seph F
ulle
r
CA
S/IB
CC
C
oo
rdin
ato
r Alla
n H
are
Ea
rly Y
ea
rs
Ph
ase
Le
ad
er
Kelli
e H
ughes
Pri
ma
ry 1
P
ha
se
Le
ad
er
Leonie
Ram
buru
th
Lo
we
r P
rim
ary
2
Ph
ase
Le
ad
er
Jennifer
McG
ee
Up
pe
r P
rim
ary
2
Ph
ase
Le
ad
er
Nata
sha H
igm
an
Ea
rly Y
ea
rs
Ye
ar
Le
ad
er
Pri
ma
ry 1
Y
ea
r Le
ad
ers
Pri
ma
ry 2
Y
ea
r Le
ad
ers
E
arl
y Y
ea
rs
Te
ach
ers
P
rim
ary
1 C
lass
Te
ach
ers
Pri
ma
ry 2
Cla
ss
Te
ach
ers
T
ea
ch
er
Assis
tan
ts
& C
lassro
om
A
ssis
tan
ts
Te
ach
er
A
ssis
tan
ts
& C
lassro
om
A
ssis
tan
ts
Te
ach
er
A
ssis
tan
ts
& C
lassro
om
A
ssis
tan
ts
Le
arn
ing
S
up
po
rt
Te
ach
ers
&
Te
ach
er
Assis
tan
ts
Co
re C
urr
icu
lum
Le
ad
ers
Se
co
nd
ary
S
ch
oo
l A
ssis
tan
t P
rin
cip
al
& P
rog
M
an
ag
er
Neil
Vis
ser
Se
co
nd
ary
S
ch
oo
l
Assis
tan
t P
rin
cip
al
Elis
e F
urr
4
DIS Vision
To create an outstanding, multi-cultural learning community which empowers students to achieve their potential, become
life-long learners and responsible global citizens.
DIS Mission
At DIS we believe all students will fulfill their potential in an inclusive, forward thinking and safe environment in
which each child’s individuality is valued and encouraged.
Our committed team of educators will provide opportunities
for creativity and global awareness through a holistic and nurturing curriculum. They will hold high expectations,
use innovative learning and teaching approaches, and encourage the celebration of cultural diversity.
We will foster partnerships where students, parents, staff
and the wider community will actively support and contribute
to the achievement of the DIS Vision.
School Motto:
“Forever learning, forever achieving”
5
ؤيةالر
تعل مي مجتمع يت خلق الث متمي ز، بتعد د في،قافاتسم ويسهمالط اإلتمكين تحقيق من جيلال ب ينشأ بحيث المرجو ة، نجازات
استمراري ي أهم يعيعالمي المسؤولي ة وتحم ل الت عليم ةة ة.المجتمعي
سالةالر
نؤمن الد فيمدرس،نحن ديرة طال ،ةولي ة جميع قادرونبأن بنا
تحقيق وطموحاتهم،إعلى ونجازاتهم الن يتمي هم ببعد ،ظرزون
آمنة،ويعملون بيئة يشعرفي كل بحيث قيمةبطفل ذو ،أن ه
مم نحوله.بالت شجيعالمستمر ويحظى
الت إن والت فريقنا يتعه عليمي بمنحربوي فرص الط ال بد داعلإلبا
الفريقمنخاللمناهجمتكاملةوعالمي ،وذلكوالوعي ة.وهذا
كبتحصيلعلمي ويحرصعلىالت يتمس عليمعاليالمستوى،
الحديثة،،المبدع الت دريس وسائل ويشج عويستخدم ،ادوم ،
فيالمدرسة.عالث قافي نو االحتفالبالت
راكة،بحيث كالاإتعزيزالش العاملينوأولياءاألمور،وب،ال منالط ن
المدرسة بأكمله،في ،والمجتمع دعم في نجازاتإسيشارك
.وتحقيقهاةولي رؤيةمدرسةديرةالد
شعارالمدرسةا"وأبد ا"تعل موإنجازدائم
6
To achieve our mission we will work to our core
values and schools aims
The Core Values of Deira International School are to:
Pursue academic excellence
Celebrate achievement and participation
Guide and nurture individual development
Appreciate cultural diversity
Promote human rights and responsibilities
Cherish the community and the environment
Promote spiritual, moral and ethical values
Promote loyalty, pride, spirit, belonging and caring
SCHOOL AIMS
Academic Progress
Deira International School is committed to providing an excellent education for all students enabling them to enjoy and achieve high levels of learning. We address the diverse needs and aspirations of our students, offering an excellent foundation in all aspects of learning, to challenge and prepare them for a successful future. Our students will be equipped to study at the most prestigious universities in the world.
Personal Development
Deira International School recognises and nurtures each student as a unique person.
We are dedicated to developing in our students the qualities and skills necessary to
become safe, healthy, confident, self-motivated and independent individuals prepared
for the responsibilities of adult life and their own economic well-being.
7
Tolerance and Awareness
Deira International School actively promotes respect and tolerance as well as
environmental and social awareness. We encourage our students to make a positive
contribution and become committed and valued members of our school and, by
supporting internationalism, be responsible citizens of the world.
FOR SCHOOL AIM 1: Academic Progress
We will ensure the quality of our education by:
providing a curriculum, based upon an adapted British Curriculum and
International Baccalaureate Programme
systematically reviewing the curriculum to meet the needs of our students in the
ever changing world
maintaining an excellent learning environment with the best teaching resources
available to us
addressing the individual needs of all students including special needs, gifted
and talented and English language learners
maintaining class sizes which maximise opportunities for individual learning and
a favourable teacher/student ratio
providing a broad range of extra-curricular opportunities
recruiting and retaining well qualified, experienced and effective staff
assessing students’ attainment and progress throughout their school career
providing regular feedback on progress to students and parents
regularly reviewing school performance through monitoring and evaluation
providing quality professional development for staff
being open to new thinking and ideas
using technology to enhance the learning experience
recognising that different teaching methodologies are essential for effective
learning to take place
so that our students are equipped to succeed in other education systems, enter
higher education and the world of work.
8
FOR SCHOOL AIM 2: Personal Development
We will ensure the development of each individual student by:
ensuring a secure and caring environment where all students experience
success
encouraging and developing leadership skills, and the ability to cooperate as part
of a team
encouraging resilience and an ability to engage with change
fostering secure values, beliefs and morals by developing self-esteem, self-
confidence and self-respect
responding to individual circumstances
recognising and rewarding participation and achievement
providing a learning environment that ensures independent study and group work
are meaningful and rewarding
offering enjoyable and exciting approaches and opportunities to stimulate
enthusiasm and motivation for learning
encouraging students to apply their learning to new situations
fostering a sense of physical, mental, emotional and spiritual well-being
promoting the importance of healthy lifestyles and informed decision making
so that students become confident, self-motivated and independent lifelong
learners.
FOR SCHOOL AIM 3: Tolerance and Awareness
We will ensure that our students have an appreciation of the important role they
play as members of the school and of the local and international community by:
maximising opportunities for students to participate in school activities
encouraging students to take pride in themselves and in their school
promoting an ethos of mutual respect and support in the school community
developing appropriate role models for our school community
9
promoting social awareness through actively encouraging all students to initiate
and support charity work
teaching students to respect and care for the environment
enriching our curriculum with a wide variety of opportunities and a range of
intercultural experiences
observing the spirit of the United Nations Declaration on Human Rights
developing knowledge and understanding of the world, the UAE’s place in it and
appreciate local heritage and community.
so that they develop as respectful, tolerant and self-aware individuals who will
become responsible citizens of the world.
INTERNATIONALISM
At Deira International School we are proud to be an international school and make
every effort to incorporate internationalism into everything we do.
The term ‘Internationalism’ is understood within the DIS community of staff, students and
parents as:
nurturing in every student an open and inquiring mind,
a caring and principled attitude towards people and the environment,
high linguistic proficiency in English, Arabic (mother tongue or Arabic as a
Foreign Language) and an additional foreign language,
an ability to communicate, cooperate and collaborate with people from different
cultural and national backgrounds,
an ability to adapt and find fulfillment in a competitive and highly technological
world,
a unified sense of commitment to community and global sustainability.
10
ESOL BELIEF STATEMENTS
WE BELIEVE that education is a life-long WE BELIEVE that high standards of process. excellence are necessary to challenge WE BELIEVE that every child is a unique students. individual with potential for growth. WE BELIEVE that honest, on-going and WE BELIEVE that all people have equal effective communication among all members intrinsic worth and should be treated with of the school community promotes trust, respect. partnerships and teamwork. WE BELIEVE that it is essential to recruit, WE BELIEVE that the local and develop and retain outstanding personnel. international qualities within our schools WE BELIEVE that it is our responsibility to have value and should be respected. model and address ethical and moral values. WE BELIEVE that the skills to utilize WE BELIEVE that there is importance in technology are essential to prepare students developing personal, social responsibility for the future. and service to others. WE BELIEVE that standards and regulations WE BELIEVE that students thrive when need to be applied consistently. they experience success every day. WE BELIEVE that vision, continuous WE BELIEVE that each school’s planning and implementation, supported by curriculum must include learning on-going evaluation, shape the future of the experiences that develop the whole child. organisation WE BELIEVE that all students should be WE BELIEVE that the active promotion of active and responsible participants in their our services is crucial to the success of the own learning. organisation.
ESOL MISSION STATEMENT
The mission of ESOL is to set the standard for educational excellence within
learning communities, primarily in the Middle East and Mediterranean regions.
11
A. PROFESSIONAL STANDARDS & COMMUNICATION
TEACHER RESPONSIBILITIES (Comprehensive job description is available from the Principal and Human Resources) 1. Provide planned instruction to students and daily monitoring of performance including providing corrective feedback throughout the learning process. 2. Show knowledge and understanding of students and demonstrate skill in the subject areas taught. 3. Show written evidence of preparation for classes (lesson plans). 4. Assess student achievement levels and provide instruction accordingly. 5. Develop long and short range plans for instruction. 6. Vary instructional techniques and instructional materials to suit the learning styles, motivational levels, needs and capabilities of the students. 7. Develop and implement a classroom management scheme which emphasises an excellent classroom learning environment. 8. Maintain control in the classroom and apply disciplinary measures in accordance with administrative policies and regulations. 9. Help in upholding and enforcing school rules and administrative regulations inside and outside the classroom. 10. Test and evaluate students, record grades, check and register attendance, send deficiency reports to parents and enter grades on report cards as specified by the administration. 11. Take all necessary safety and precautionary measures to protect students, equipment, materials and facilities. 12. Consult with the Principal regarding individual student problems. 13. Keep accurate and complete records for all parent conferences, student conferences, behaviour/discipline incidents, extra student assistance, etc. 14. Supervise students out of the classroom as assigned by the management. 15. Be available to parents and students before and after school hours and during planning times by appointment. Attend all assigned parent conferences. 16. Maintain professional relationships with colleagues, students and parents; safeguard privileged information about students, faculty members and administration. 17. Be responsible for receiving and maintaining textbooks, study materials, teaching supplies and classroom equipment and maintain records of texts and other materials checked out to students. 18. Attend and participate in all faculty meetings and general student assemblies. 19. Participate in pertinent in-service programmes. 20. Accept responsibility for extra-curricular activities as assigned by the management. 21. Cooperate with fellow staff members in sharing/exchanging instructional methods/approaches in the classroom. 22. Take an active part in selecting texts, equipment and other instructional materials. All full and part-time DIS faculty and staff are on duty whenever they are on campus. When you see a student not observing the rules, it is your duty to deal with that behaviour. Serious problems are to be reported to a manager. All teachers are asked to monitor hallways and stairways at every break time.
12
TEACHING ASSISTANTS/SUPPORT STAFF Information related to Human Resources policies on Teacher Assistants at DIS and other support staff is available from the Human Resources office. TEACHING MATERIALS All teaching materials must be suitable for the local culture. Once you have been in school a short time, you will soon become aware of what areas of study are sensitive and need particular care and attention. It is important you ask if in doubt. This will be appreciated in a positive way as an indication of your concern and sensitivity. Advice on the suitability of teaching materials should be sought from the SMT. The school will have an excellent media resources facility as well as a number of computer suites. Teachers are expected to produce their own materials, i.e. worksheets. Teachers can produce their own black and white photocopies. Requests for colour photocopies should only be made when it is essential. School secretaries are able to help with requests for binding, laminating and photographic work and can also offer advice about the presentation of materials. Please do not make more copies than you need. The school is keen to conserve resources and will re-cycle much of its scrap paper. PROFESSIONAL APPEARANCE (see also section on Dress Code) DIS teachers will maintain a level of professional appearance equal or superior to professionals in similar fields, including the style and manner of dress. Physical education, coaching and/or field trip activities might warrant some adjustments, but there is always an expectation to convey an image as a professional DIS teacher. DIS TEACHER EXPECTATIONS (PRIMARY SCHOOL) Rationale This information has been produced to ensure that all teachers are aware of their professional responsibilities, including, the completion of assessments, the monitoring and recording of student progress, and appraisal of performance whilst under contract at DIS. Lines of Communication DIS has specified lines of communication; if you have any type of issue eg sharing good practice that you think would have an impact on our school, concerns or worries about the completion of tasks etc. please follow the lines of communication as set out below. It is important to ensure that none of these steps are missed out as this will avoid any confusion or potential upset. 1. Homeroom teacher contacts Head of Year 2. Head of Year contacts Phase Leader 3. Phase Leader contacts Deputy Principal (curriculum/ assessment) or Deputy Principal (school organisation/ pastoral) 4. Deputy Principal consults with Principal
13
General day to day responsibilities
Teachers must familiarise themselves with the Staff Handbook.
Students are registered daily (by 8am) using the PASS system.
All monies given to teachers for trips, activities etc is put in the wallet provided and the relevant paperwork is completed and returned to the office.
All lesson/ topic planning is distributed to the rest of the team at least one school day before the week required. Planning must also be placed on the School Tree in the relevant folder.
Quality and depth of planning for learning must meet the expectations of the PS SLT.
Planning is differentiated where appropriate and allows for success of ALL students. A balance between differentiation by outcome and differentiation via 2, 3 or 4+ levels should be shown within planning.
The standard of teaching must meet as a minimum the ‘acceptable’ criteria from the DIS Teaching Standards.
All administrative tasks eg reports, assessments, trackers etc. must be completed by the deadline set by SLT.
Parent contact form must be completed after either telephone calls or face to face meetings that are not part of the meeting cycle. These forms should be passed onto the Phase Leader or member of Primary School SLT.
‘Reach for the Stars’ or equivalent is updated after each assessment cycle.
When marking students’ books the marking policy must be adhered to at all times, marking should be up to date, and ensures teacher feedback provides opportunities for student improvement. There should be evidence of ‘T’ being followed up by teachers.
The student behaviour policy is followed at all times (see ‘Strategies for Dealing with Behaviour at DIS’ booklet and behaviour flow chart for your phase) by class teachers and specialist staff.
The school’s staff dress policy (which can be found in the Staff Handbook) is followed at all times.
Staff should know and follow the correct procedures for absence. The policy can be found in the Staff Handbook.
The correct lines of communication are used when sharing good practice or if there is an issue that needs to be shared.
Non-contact time during the day is to be used to work on school- related tasks only.
Teachers are to collect class after break times/recesses on time. (the bell should be rung 5 minutes before the end of break)
Teachers are to attend the specified meetings on the meeting cycle. If a teacher cannot attend, they must ensure apologies have been passed onto the relevant leader prior to the meeting.
Only non-paid tutoring is to be delivered by teachers during the hours of 3- 4pm Sunday to Wednesday during term time. Teachers must inform SLT if they are tutoring any student at DIS.
Teachers are to ensure that duties are carried out in a proactive manner and that they are on time or have found cover if they are not available.
All staff adheres to the Presentation Policy.
All teachers are to complete at least one ‘LETs Share Walk’ and one informal class visit during the academic year.
14
Teacher feedback through marking and monitoring of and communication through the student diary must meet minimum expectations as outlined at the beginning of the year.
All homework must be posted on the VLE.
Parents should be given a flavour of what is happening in the classroom through the posting of messages and photographs on the VLE.
Teachers are to arrive and leave at the time specified by the PS SLT. Teachers are to ensure they arrive promptly to after-school meetings with parents.
Teachers must arrive in good time in preparation for Parent teacher meetings and not leave until all appointments are complete or until the end of the Parent – Teacher Meeting session.
All teachers are to make themselves familiar with the whole school Absence Policy found in the Staff Handbook.
Consistent failure to meet these professional standards will result in a meeting to
review a teacher’s performance; it is at the discretion of PS SLT as to who will
conduct these meetings.
DIS TEACHER EXPECTATIONS (SECONDARY SCHOOL) Rationale This information has been produced to ensure that all teachers are aware of their professional responsibilities, including, the completion of assessments, the monitoring and recording of student progress, and appraisal of performance whilst under contract at DIS. Lines of Communication DIS has specified lines of communication; if you have any type of issue, eg. sharing good practice, concerns about students, curriculum or the completion of tasks etc. please follow the lines of communication as set out below. It is important to ensure that none of these steps are missed out as this will avoid any confusion or potential upset. Pastoral
1. Tutor teacher contacts HOY
2. HOY contacts Deputy Principal - Pastoral
3. Deputy Principal consults with Principal
Curriculum
1. Subject teacher contacts HOD
2. HOD contacts Deputy Principal - Curriculum
3. Deputy Principal consults with Principal
15
General Day to Day Responsibilities
All lessons, planning and Schemes of Work come under the Heads of
Department. It is the responsibility of HoDs to regularly check planning and keep
the SOW up to date.
Quality and depth of planning must meet the expectations of the SSMT.
Planning is differentiated, where appropriate, and allows for success of ALL
students. A balance between differentiation by outcome and differentiation via 3
or 4+ levels should be shown within the planning format.
The standard of teaching must meet, as a minimum, the ‘acceptable’ criteria from
the DIS Teaching Standards.
All administrative tasks e.g. reports, assessments, trackers, PASS registers etc.
must be completed by the deadline set by SSMT.
All monies given to teachers for trips, activities etc. are sent to the Secondary
School office with completed paper work. Outdoor education fees must go
directly to the school cashier.
When marking student books the HOD’s marking policy must be adhered to at all
times.
Marking should be up to date and teacher feedback needs to clearly explain
where the student can improve and the targets to be met.
The student behaviour ‘traffic light’ system is to be followed at all times (see
Student Planner) by class teachers and specialist staff.
The School’s staff dress policy (which can be found in the Staff Handbook) is
followed at all times.
Non-contact time during the day is to be used for work related tasks only.
Teachers are to attend the specified meetings on the meeting cycle. If a teacher
cannot attend, they are to ensure apologies have been passed onto the relevant
SMT/MMT prior to the meeting.
Unpaid tutoring delivered by teachers is during the hours of 3-4pm, Monday to
Wednesday.
Teachers are to ensure that duties are carried out in a proactive manner and that
they are on time. If cover is required, please inform the School Programmes
Manager.
All staff are to adhere to the ‘Presentation Policy’.
All teacher’s complete two ‘LETs Learning Walks’ during the academic year.
Teachers arrive and leave school at the time specified by the SSMT.
All teachers are expected to attend and arrive promptly to specified parent
meetings.
IB teachers are required to attend graduation.
All teachers are to make themselves familiar with the whole school Absence
Policy found in the Staff Handbook.
Consistent failure to meet the above professional standards and requirements will result in SSMT conducting a teacher’s review of their performance.
16
BULLETINS AND ANNOUNCEMENTS Announcements and messages are posted on the school intranet system (http://dis-sharepoint/default.aspx). Teachers can look up staff contact info, policies documents and staff availability and vacations on this system. School events and announcements to students/teachers will also be sent through the Week Ahead Bulletin which is e-mailed internally to staff by Sunday morning and may also be found on our web page. To place notices in the announcement sheet, send them to the Primary Principal’s secretary before 11:00 a.m. on the preceding Thursday. Students who want to place notices in the Week Ahead Bulletin must have them approved and signed by the appropriate faculty.
COMMUNICATION CONFERENCES WITH PARENTS All written correspondence to parents of a group of students (i.e. team, drama group) or to an entire class must be approved by the respective Principal of School. Copies of letters to parents of individual students concerning deficient performance, poor attendance and other problems should be copied to a relevant member of the respective schools SMT. A copy should also be placed in the student’s file to provide a record and documentation. Please be sure to check spelling and grammar on any communication and to convey any messages in a positive and professional way. The school schedules parent teacher meetings on at least two occasions per year. A student- led conference takes place once per year normally in the second or third term. All phone calls to parents should be made with approval from the Principal. All phone calls to and meetings with Primary school parents should be recorded on the Parent Contact form and sent to the Phase Leader for referral to the Principal, Deputy or Assistant Principal.
COMMUNICATION SYSTEMS
Staff Communication The school intranet system and the Week Ahead are two very useful sources of information for staff. See also Bulletins and Announcements section above.
Computer Use
DIS uses computers for many educational purposes. The library will have computers for student and teacher use. Almost all classrooms will have a computer. Teachers are welcome to use the computer labs before school, during a planning period or after school. Please check the class schedules to avoid conflict with instructional use. Please read the policy on acceptable computer use. Staff work areas will also be equipped with computers. All teachers are provided with an Ipad Mini. This is provided as a teaching tool. Teachers will receive training on effective use to impact on teaching and learning. After three years, the device is owned by the teachers. Increasingly we expect teachers to provide soft copies of teaching materials via the school VLE learning platform, including lesson data, power points, homework sheets etc.
17
Fax Machines
The fax machine located beside the Director’s office is used for school business only. If you have a school business fax which must be sent, please have it authorized by your Principal and then give it to the front desk secretary and it will be sent for you. It should be marked “School Business.” E-Mail The school has the following e-mail address [email protected] . If any private message comes to the school address it will be sent to the teacher. Internal email addresses will be assigned to you. Personal e-mail should not be opened or sent during class times.
Mail service
The school will collect and post mail from the Post Office Box every day. Mail will be placed in the teacher’s pigeon holes by a school secretary; the school does not provide postage stamps.
Photocopying
Machines are located in staff rooms/office areas. Teachers are not expected to do their own photocopying. Photocopying requisition forms should be filled in and hand it over to designated admin staff in charge of photocopying. Colour copies must be approved by the respective School Principal.
Telephone/mobile phones
Please do not make or receive personal telephone calls during class time. Only school related calls should be made from school. Mobile phones should be switched off during teaching periods. Students are encouraged to bring to school mobile communication devices that give them access to web based material and the VLE.
COMMUNITY ACTIVITIES
Employees will abstain from any political activity or other acts in conflict with the material or moral interests of the UAE government or UAE culture and environment.
18
DRESS CODE School Policy: 1. All staff must comply with the DIS professional standards and dress code as
outlined below unless they are given express permission otherwise by the SMT.
2. Staff will be given a verbal warning by SMT if this policy is not adhered to.
3. If the non-compliance continues a formal instruction will be issued by SMT in writing.
4. If any further non-compliance continues the staff member will be suspended from duty for one day without pay. A written assurance from the staff member that School Dress Code Policy will be adhered to must be made out to SMT.
5. Any further non-compliance to School Dress Code Policy may result in the staff member having their contract terminated.
Teachers must look smart and dress respecting the culture of the country. Light, loose clothing in natural fabrics is most comfortable in the hot, summer months; warmer fabrics will be needed in the cooler months. Denim clothing and tight-fitting jean-style trousers are not allowed. For ladies, skirts should be well below the knees when seated and should not have deep slits open from the hem. All dresses, blouses, etc. should have sleeves that adequately cover their shoulders and top of arms and a modest neckline. Culottes are permitted only if they are wide, roomy and long. Trousers are allowed in school. They must be generously cut and a loose long top or jacket worn over the trousers. Please be aware that while female teachers are permitted to wear leggings under a skirt to school, the skirt must still reach to at least the knee to be acceptable. Loose tops/dresses just above the knee paired with opaque tights or leggings may be worn with suitable footwear. Above the knee tops/dresses are not allowed with sheer tights or bare legs at any time. Male teachers must wear collar and tie. Body tattoos should be covered and not be visible. Teachers must wear appropriate foot wear (no beach flip-flops are allowed).
19
During school ‘special days’, staff should be aware of the following: No shorts or singlets No short skirts No beach flip-flops Men can wear an open-neck collared shirt with no tie on these occasions. Teachers on day field trips should wear normal school attire or casual attire, e. g. open-necked shirts or respectable T-shirts, knee-length shorts, no jeans, depending on the activity (Principals to be consulted). Teachers are also strongly advised to show discretion in the way they dress outside school in their own time.
20
A1. EMPLOYMENT, CONTRACTS & VISA
EMPLOYMENT OUTSIDE OF THE SCHOOL
As per the employment contract, DIS teachers will not make any commitment to any third party to work on a paid or volunteer basis on any external work including tutoring during his/her employment without the prior written approval of the Director.
All teachers are contracted to work between the hours of 7:30 am to 4:00 pm Sunday to Thursday and during this time are not allowed to enter into any other form of employment; for example, tutoring or marking external examination papers for an exam board. Teachers who do this are breaking their contracts and could leave themselves open to disciplinary action.
Teachers are not allowed to do any private work for examination boards during school hours, including lunch breaks. Examination board marking must not be done in school.
ESOL POLICY MANUAL
This manual contains procedures and general information, and it also includes summaries of school policies. Copies of the policy manual are available with the HR office and the school intranet system. Teachers should make themselves familiar with school policies.
Emergency Leave Emergency leave includes bereavement leave. Please refer to the written policy in the ESOL Policy Manual. Job Search Leave Policy This policy is applicable only to those foreign hire teachers recruited outside the UAE. Leave days with or without pay for the purpose of searching for new employment situations are granted in the following manner: -Administrative approval required.
-Can only be granted to an individual once during employment at DIS outside the UAE.
First year of employment:
No days granted with pay or without pay. Teachers who resign before their two-year contract expires forfeit home leave airfare, shipping allowance and any other accrued benefits. Please refer to contract stipulations.
Second year of employment:
Teachers may apply for up to one day with full pay for the purpose of job searching. An additional two days may be requested for which salary will be reduced by 50% on prorated daily pay only if the teacher finds a DIS colleague
21
who is willing to cover their classes at no cost to DIS. (Pro-rated daily pay is based on 174 days.)
Third and subsequent years of employment:
Teachers may apply for up to three days with full pay for the purpose of job searching. Additional two days will be handled the same way as for Second Year of Employment.
Principal’s approval of substitutes is required. Maternity Leave ESOL provides fifty days paid leave to full-time teachers from the date of delivery. Maternity benefits do not apply unless the employee has worked for the school for six consecutive months or more. Maternity leave will only be paid when the employee returns to full time employment with the school. Please refer to the ESOL policy manual for details. STAFF END OF EMPLOYMENT PROCEDURES AT SCHOOL It would be advisable to stay in Dubai at least a week after the finish of the school year to complete all of the below.
Financial implications You will receive:-
1. Full Salary for June and July. This will be transferred to your bank account and cannot be paid in cash. Please note that the bank will freeze your account to carry out a credit check. This process normally takes three to four work days. The school has no influence over this process. The bank will freeze the account the moment the final salary transfer advise is received by them. This will happen irrespective of your credit status with the bank as different departments are involved in the clearance process.
2. Gratuity if applicable will be calculated as 21 days base salary per year for the first five years and 30 days base salary per year for subsequent years. A 365 days calendar year is used for calculation of gratuity.
3. Gratuity will only be paid along with the final salary, partial withdrawals or pre-payments are not allowed.
4. No absence bonus if applicable. 5. Flight home if applicable and not already availed. (Please refer to your contract
regarding eligibility for this). 6. Before your salary is remitted to your account, you will receive a draft
computation of your final salary calculations. This will happen during the first week of June.
7. Your final salary will be remitted to the bank at least a week before end of school ensuring adequate time for the banking process to be completed.
8. The school will retain a security deposit of AED 1000/-. This will be paid to you after submission of the exit check list (see attached), return of housing keys if you are in school accommodation, access cards and stamping of exit
22
document. Deductions for any ensuing absences and variances will be made from the security deposit.
You will pay:-
1. Utility deductions for May and June (estimated) - if residing in school provided accommodation.
2. Loans and any other outstanding dues to school will be deducted. Your obligations:-
You will sign a final settlement letter. Handover your passport and emirates ID card for cancellation of visa – by last
week in May. The immigration authorities will cancel and retain your Emirates ID card. If you do not possess an Emirates ID card, please apply for one and provide the application receipt form to Ms. Fatima along with the passport. If you have lost your Emirates ID card, you will need to file a lost card report at the police station and bring this document from the police to Ms. Fatima.
The cancellation process takes two weeks. By mid-June, Ms. Fatima, our Government Relations Coordinator will ask you to sign the ministry papers to finalize the visa cancellation.
If you reside in school provided accommodation, your apartment will be inspected and an inventory of all school provided assets taken.
You will be required to clean the apartment, hand back the keys and electronic access cards latest by last week in June.
If you have secured your accommodation, please ensure all final settlements are made.
Return any school resources in your care to your Principal. Return any school keys in your care to the Head of Security. Complete an exit interview. The HR office will schedule this with you.
Leave a forwarding address with school. The school will also
In compliance with UAE law, inform the bank about the termination of your employment.
Request that you circulate the attached Exit Check list to various departments and personnel in the school library, IT, HR (Government Relations Coordinator), Head of Security, Business Manager and get the all clear on your documents from these departments.
Arrange for a school representative to accompany you to the airport and bring back the stamped exit document.
23
You are advised to take special note of the following
Salaries for departing staff will be transferred to their accounts about two weeks before the close of school and is done in advance to allow adequate time to sort out any issues related to their final clearances. The final calculations will be given to them in the first week of June. As this is in advance before the close of school, there could be a possibility of recalculation of no absence bonus and final salary depending upon the departing teachers’ school attendance.
Cancel credit cards issued by UAE banks and settle bank loans if any. You are advised to do this well in advance – latest by mid-May. Failure to do so will result in your final salary and benefits being withheld by the bank and consequently delay your departure. The school has no influence over this process. Banks will take from one week to 45 days to complete the cancellation process of your bank credit cards. You will need to contact your bank directly to find out the timeline. Please allow yourself enough time to get the cancellation process done before you exit the UAE.
Close all your bank accounts in UAE. The account linked to your salary transfer should be closed immediately after receiving your final salary and benefits.
If you are moving into a new job within UAE and would like to retain your bank account, please inform the bank and give them a copy of your new contract.
If you are staying back in UAE and have no plans to work for some time, please ask the bank to convert your account into an ordinary savings account. Currently the account is considered a salary account and there will be a penalty if the salary does not get deposited into it regularly.
Please note that your bank account will remain active unless you personally visit the branch and request them to close it. It is permissible for people not resident in UAE to maintain a savings bank account; the ATM card can be used worldwide to withdraw money. However if you run into any technical problems, it’s almost impossible to resolve them over the phone. This option is suitable for frequent visitors to the UAE.
Please cancel your phone, TV and internet connections. Service connections entrusted to friends or simply not considered worth the hassle of cancelling can come back to haunt you at a later date with massive bills.
Pay traffic violation penalties if any. Properly dispose of all your assets, especially vehicles registered under your
name. Abandoned cars are soft targets and can be used for criminal activities.
Failure to do any of the above may delay your departure at the airport or result in legal problems, including detention upon your subsequent visit to UAE. The school will not be able to assist you if this happens.
If any documents or certificates are required, adequate notice should be given to the concerned department.
If required you may obtain a certificate of good conduct/police clearance certificate from Dubai Police office (Al Qiyadah metro station) located near Al Mullah Plaza. You will need your passport ID page copy, 4 passport size photos and AED 210 payment to complete this process. The processing time is a week from the date of application.
24
EMPLOYMENT EXIT CHECKLIST See attached. The Renewal of the Employment Visa Process
Our visa officer contacts the member of staff 2-3 weeks before the visa expiry date. You need six passport photographs for the renewal of visa process. It is a good idea to keep more passport size photos handy for other school purposes. The member of staff needs to go for a medical; the renewal process can’t start until the medical results come back to school which takes about 1 week. The visa officer will provide the relevant form you need when you go for a medical. The Emirates ID card is now linked to the visa renewal application so the ID card must be renewed at the same time as your visa renewal. The member of staff should also go to the typing centre to renew their Emirates ID card. The school now has a process in place where we can get the typing done for you if we have the correct paper work. After the medical results come back, the member of staff will need to hand in their passport to the visa officer and will not be able to leave the UAE for the next 3 weeks until the new visa is stamped in the passport. Please note that the visa officer will be applying for a renewal of the labour card simultaneously. The process can be brought forward, by a maximum of one month, if the member of staff knows they need to travel (at half term for example). The member of staff must be proactive in informing the visa officer that they intend to travel and need the process bringing forward. If you do not respond to the visa officer’s correspondence requesting materials for the visa renewal, please note that this delays the whole process. Information will be provided at the start of each academic year to tell members of staff when their visas are due for renewal. For any documentation process in Dubai, always take your passport (if you have it), Emirates ID card and driver’s license.
Employee Name __________________________________________________Designation________________
Joining Date _____________Last Working Day___________Leaving Date _____________
A
Files / Manuals / Resources / Books / CDs / DVDs, etc.
Drawer / cupboards / filing cabinets Keys
School Business Cards
Any other school assets (Attach Details)
Observations / Remarks
We confirm receiving all items ticked above:
Name and Signature Name and Signature
Head of Department Principal
Date: Date:
B
Books / CDs / DVDs, etc.
Observations / Remarks
I confirm receiving all books and media belonging to the school
Name and Signature of the Librarian
Date:
C
Contractual obligations related to school sponsored training courses / foreign trips / events, etc.
Observations / Remarks
I confirm receiving all equipment, books and media belonging to the school
Name and Signature of CPD Manager
Date:
D
Laptop & Accessories
Cameras, projectors, hard drives, compact drives, etc.
Software Serial Numbers/ Access Codes/ Passwords/ etc.
Manuals / CDs / DVDs / Memory Chips / Camera, etc.
E-mail address deletion
Network/ Moodle/ Pass / other software Access deletion
Observations / Remarks
I confirm receiving all equipment, books and media belonging to the school
Name and Signature of IT Manager
Date:
E
Class room keys
Master keys
Keys of other school areas / facilities
Observations / Remarks
I confirm receiving all books and media belonging to the school
Name and Signature of Head of Security
Date:
Job related clearance - to be completed by HOD & Principal
Library clearance - to be completed by the Librarian
EXIT CHECKLIST
(All sections should be signed by respective heads even if these do not apply)
CPD / IB Training related clearance - to be completed by the CPD Manager
IT & ICT clearance - to be completed by IT Manager
Security Clearance - to be completed by Head of Security
Page 2/2
Employee ID Card / Access Card
MOH health Card (If applicable)
Local Insurance Card (If applicable)
Cancellation of Labour Card
Cancellation of Family Visas
Cancellation of Employee's Visa
Cleaned (If not then an amount of Dhs. 500/- to be
retained from the final settlement).
Apartment Keys
Furniture (If applicable) - To be handed over
Mobile Instrument
Sim Card
Disconnection of Etisalat Lines Mobile / Residence
Final Bill Payment Receipt
Vehicles to be cleaned and handed over
Vehicle Keys
Registration Card
Manuals etc.
DEWA Bill Deductions
Outstanding Loans Deductions
Insurance Deductions
Letter to bank regarding termination of employment
Transfer of Final Settlement
Payment of outstanding balance from Final Settlement
Approval for release of final payment Approval for release of security deposit
Business Manager Business Manager
Date: Date:
Human Resources & Administration
Human Resources
Business Manager
Telephones
For office use only
Company Vehicle
School Apartment
Finance Related
Facilities Manager
Tim
e lin
e Fe
bru
ary
/Mar
ch/A
pri
l M
ay 1
st
Earl
y to
mid
-A
ugu
st
Late
Au
gust
Ea
rly
Sep
tem
ber
B
y m
id-S
epte
mb
er
Mid
-Sep
tem
ber
to
Mid
to
en
d o
f O
cto
ber
B
y M
id-N
ove
mb
er
Teac
her
ac
tivi
ty
New
ly a
pp
oin
ted
te
ach
ers
agre
e an
d s
ign
co
ntr
acts
. Te
ach
ers
sen
d r
equ
este
d
do
cum
enta
tio
n t
o s
cho
ol:
Pas
spo
rt s
ize
ph
oto
s
Pas
spo
rt ID
pag
e
Emp
loym
ent
exp
erie
nce
lett
er (
fro
m
pre
sen
t H
ead
teac
her
)
Deg
ree
and
PG
CE
tran
scri
pts
Scan
s o
f D
egre
es a
nd
P
GC
E ce
rtif
icat
es f
or
HR
re
view
.
Teac
he
rs h
ave
De
gre
e an
d P
GC
E n
ota
rise
d
and
att
este
d f
or
visa
p
roce
ss.
Dea
dlin
e fo
r n
ota
rise
d a
nd
att
este
d
cop
ies
of
Deg
ree
an
d P
GC
E ce
rtif
icat
es
to r
each
th
e sc
ho
ol.
Mai
l do
cum
ents
to
th
e sc
ho
ol G
ove
rnm
ent
Rel
atio
ns
Co
ord
inat
or
by
trac
eab
le c
arri
er
such
as
Fed
Ex,
DH
L, U
PS.
Teac
her
re
ceiv
es a
n
emp
loym
ent
visa
via
e-m
ail
fro
m t
he
sch
oo
l w
hile
sti
ll in
h
om
e co
un
try.
The
teac
her
s en
ter
the
UA
E w
ith
a v
alid
p
assp
ort
an
d
emp
loym
ent
visa
pri
nt
ou
t.
Imm
igra
tio
n w
ill s
tam
p
the
visa
fo
rm a
nd
ret
urn
it
to
th
e te
ach
er.
The
pas
spo
rt is
sta
mp
ed
wit
h t
he
no
rmal
en
try
stam
p.
Teac
he
r gi
ves
pas
spo
rt
to s
cho
ol f
or
cop
yin
g an
d h
and
s o
ver
the
emp
loym
ent
visa
. P
assp
ort
is r
etu
rned
to
th
e te
ach
er.
The
teac
her
no
w c
ann
ot
trav
el o
ut
of
UA
E u
nti
l th
e re
sid
ence
vis
a p
roce
ss is
co
mp
lete
d.
Teac
her
s go
fo
r m
edic
als
wh
ich
can
o
nly
be
con
du
cte
d b
y so
me
min
istr
y ap
pro
ved
med
ical
ce
nte
rs.
Co
nse
qu
entl
y so
me
cro
wd
s an
d w
aiti
ng
sho
uld
be
exp
ecte
d.
Teac
her
giv
es
pas
spo
rt t
o t
he
sch
oo
l.
Teac
her
wai
ts f
or
resi
den
ce v
isa
stam
p
in t
he
retu
rned
pas
spo
rt.
Teac
her
re
ceiv
es p
assp
ort
wit
h
resi
den
ce v
isa
insi
de.
Th
e te
ach
er c
an
no
w t
rave
l ou
tsid
e o
f th
e U
AE.
A
lab
ou
r co
ntr
act
is s
ign
ed b
y th
e te
ach
er a
nd
is r
etu
rned
to
Al F
utt
aim
H
R s
o t
hat
th
e re
sid
ence
vis
a p
roce
ss
can
co
nti
nu
e.
The
teac
her
’s la
bo
ur
card
is is
sued
to
th
e sc
ho
ol b
y A
l Fu
ttai
m H
R.
The
teac
her
’s la
bo
ur
card
is
ret
ain
ed b
y th
e sc
ho
ol.
Sch
oo
l ac
tivi
ty o
n
beh
alf
of
teac
her
Mo
st t
each
ers
hav
e b
een
ap
po
inte
d.
Req
ues
t go
es o
ut
for
all
do
cum
enta
tio
n:
Pas
spo
rt s
ize
ph
oto
s
Pas
spo
rt ID
pag
e
Emp
loym
ent
exp
erie
nce
lett
er (
fro
m
pre
sen
t H
ead
teac
her
)
Deg
ree
and
PG
CE
tran
scri
pts
Scan
s o
f D
egre
es a
nd
P
GC
E ce
rtif
icat
es f
or
HR
re
view
.
Teac
he
rs h
ave
De
gre
e an
d P
GC
E n
ota
rise
d
and
att
este
d f
or
visa
p
roce
ss.
Sch
oo
l sen
ds
cop
ies
of
no
tari
sed
an
d a
tte
ste
d c
erti
fica
tes
to t
he
Min
istr
y o
f Ed
uca
tio
n/K
HD
A f
or
app
rova
l fo
r a
wo
rkin
g vi
sa.
If c
erti
fica
tes
are
no
t ap
pro
ved
th
e eq
uiv
alen
cy d
epar
tmen
t ar
e in
volv
ed.
The
sch
oo
l se
nd
s an
em
plo
ymen
t vi
sa t
o t
he
teac
her
so
th
at
this
can
be
pre
sen
ted
to
im
mig
rati
on
on
en
try
to t
he
UA
E in
Au
gust
.
The
resi
den
ce v
isa
app
licat
ion
pro
cess
n
ow
sta
rts
in s
cho
ol.
The
sch
oo
l co
pie
s th
e p
assp
ort
ID p
age
and
en
try
stam
p a
nd
tak
es
the
stam
ped
em
plo
ymen
t vi
sa f
rom
th
e te
ach
er.
The
teac
her
ret
ain
s th
eir
pas
spo
rt.
Sch
oo
l sen
ds
teac
her
s fo
r m
edic
als
in g
rou
ps.
Sc
ho
ol s
end
s em
plo
yme
nt
visa
s an
d p
assp
ort
co
pie
s to
th
e ty
pin
g ce
nte
r.
Med
ical
rep
ort
s re
ceiv
ed b
y sc
ho
ol
fro
m t
he
Min
istr
y o
f H
ealt
h.
The
med
ical
re
po
rt, p
assp
ort
s an
d p
ho
tos
are
sen
t to
th
e H
R a
t A
l Fu
ttai
m g
rou
p
(Vis
a sp
on
sor)
Al F
utt
aim
HR
ap
plie
s fo
r a
lab
ou
r co
ntr
act
wh
ich
is r
etu
rned
to
th
e sc
ho
ol f
or
the
teac
her
to
sig
n. O
nce
si
gned
th
e sc
ho
ol r
etu
rns
this
to
Al
Futt
aim
HR
. Th
e sc
ho
ol s
en
ds
the
lab
ou
r co
ntr
act
to K
HD
A t
o b
e st
amp
ed.
The
con
trac
t go
es b
ack
to s
cho
ol.
The
con
trac
t th
en g
oes
bac
k to
Al F
utt
aim
H
R w
ho
th
en s
ub
mit
s th
is t
o M
inis
try
of
Lab
ou
r fo
r ap
pro
val.
Imm
igra
tio
n t
hen
sta
mp
s th
e p
assp
ort
w
ith
th
e re
sid
ence
vis
a an
d r
etu
rns
pas
spo
rts
to t
he
sch
oo
l.
Bas
ed o
n la
bo
ur
dep
artm
ent
app
rova
l, A
l Fu
ttai
m H
R a
pp
lies
for
a la
bo
ur
card
. Th
e la
bo
ur
card
is is
sued
an
d s
en
t to
th
e sc
ho
ol.
The
lab
ou
r ca
rd is
hel
d b
y th
e sc
ho
ol.
Ad
dit
ion
al
Info
rmat
ion
Step
1 N
ota
risa
tio
n
Go
to
a s
olic
ito
r (n
ota
ry p
ub
lic)
to h
ave
you
r h
igh
est
deg
ree
and
tea
chin
g q
ual
ific
atio
n
cert
ific
ates
no
tari
sed
. N
ota
rise
d is
wh
ere
th
e so
licit
or
take
s co
pie
s an
d s
ign
s an
d s
tam
ps
the
cop
ies
to c
on
firm
th
ey
are
real
co
pie
s o
f th
e o
rigi
nal
s. T
hes
e n
ota
rise
d c
op
ies
can
th
en b
e u
sed
fo
r th
e re
st o
f th
e p
roce
ss a
nd
yo
ur
ori
gin
als
kep
t b
y yo
u f
or
safe
kee
pin
g.
Step
2 A
ttes
tati
on
Th
e n
ota
rise
d c
op
ies
of
you
r h
igh
est
deg
ree
(rel
ated
to
th
e su
bje
ct y
ou
are
hir
ed t
o t
each
) an
d t
each
ing
qu
alif
icat
ion
cer
tifi
cate
s n
eed
to
be
sen
t to
th
e Fo
reig
n a
nd
Co
mm
on
wea
lth
O
ffic
e (F
CO
) to
be
atte
sted
. A
tte
ste
d is
wh
ere
th
e d
ocu
men
ts a
re c
on
firm
ed a
s co
pie
s o
f th
e o
rigi
nal
an
d t
he
solic
ito
r w
ho
no
tari
sed
th
em is
ch
ecke
d t
o m
ake
sure
he
/sh
e is
reg
iste
red
. Th
e FC
O a
ttac
h t
he
ir o
wn
ce
rtif
icat
e o
f co
rrec
tnes
s to
yo
ur
cert
ific
ate
cop
ies.
St
ep 3
Ap
pro
val b
y th
e U
AE
Emb
assy
in L
on
do
n
Wh
en y
ou
rec
eive
yo
ur
retu
rned
cer
tifi
cate
s fr
om
th
e FC
O, t
he
UA
E Em
bas
sy h
as t
o c
on
firm
th
at y
ou
r ce
rtif
icat
e co
pie
s h
ave
bee
n n
ota
rise
d a
nd
att
este
d.
Sen
d t
he
do
cum
ents
to
th
e U
AE
Emb
assy
, th
ey w
ill s
tam
p t
hem
an
d s
end
th
em b
ack
to y
ou
.
Step
4 S
end
to
DIS
W
hen
yo
u r
ecei
ve t
he
do
cum
ents
fro
m t
he
UA
E Em
bas
sy s
end
th
em t
o D
IS.
DIS
will
th
en p
rese
nt
the
do
cum
ents
to
th
e M
inis
try
of
Edu
cati
on
/KH
DA
Yo
u n
ow
hav
e te
ach
er a
pp
rova
l sta
tus
wit
h t
he
Min
istr
y/K
HD
A
Ap
pro
val o
f ce
rtif
icat
es c
an b
e d
enie
d if
th
e ce
rtif
icat
es a
nd
tr
ansc
rip
ts d
o n
ot
rela
te t
o t
he
sub
ject
ta
ugh
t. T
he
min
istr
y at
it
s d
iscr
etio
n m
ay
req
ues
t th
at c
erta
in
cert
ific
ates
sh
ou
ld b
e eq
ual
ised
an
d r
e-su
bm
itte
d. T
he
equ
aliz
atio
n p
roce
ss
con
firm
s th
at t
he
qu
alif
icat
ion
s ar
e o
f an
es
tab
lish
ed s
tan
dar
d.
The
equ
alis
atio
n
pro
cess
is d
on
e b
y th
e m
inis
try
in A
bu
Dh
abi
and
tak
es a
t le
ast
on
e m
on
th t
o c
om
ple
te.
If a
tea
cher
is a
late
ap
po
intm
en
t th
ey
may
no
t h
ave
the
emp
loym
ent
visa
on
en
try
and
will
hav
e to
d
o a
to
uri
st v
isa
run
(g
o o
ut
of
UA
E an
d
bac
k in
at
the
Om
an
bo
rder
) af
ter
30
day
p
erio
ds
un
til t
he
emp
loym
ent
visa
is in
p
lace
.
The
lab
ou
r co
ntr
act
is in
min
istr
y fo
rmat
. Cer
tain
ben
efit
s an
d c
lau
ses
cou
ld d
iffe
r fr
om
th
e ES
OL
con
trac
t.
Ho
wev
er, y
ou
r ES
OL
con
trac
t su
per
sed
es t
he
lab
ou
r co
ntr
act.
Documents Checklist for Teachers – School Employment Visa & Spouse Sponsored Visa
All teachers on school employment visa are required to submit the following documents for visa renewal purposes to the Government Relations Coordinator.
All teachers on spouse sponsored visa are required to submit the following documents for labour card issuance purposes to the Government Relations Coordinator.
* Please note that the above list comprises the standard set of documents the school requires for visa renewal and labour card issuance purposes for teachers. The Ministry of Labour may ask for additional documents. The school has no control over the Ministry requests.
The validity period of the ministry contracts will be different from the school contract. The ministry contracts will begin from the date they are issued by the ministry and run for two calendar years from that date.
Business Office April 2014
“Forever learning, forever achieving” P.O. Box 79043, Dubai – U.A.E., Tel +9714 2325552, Fax: +9714 2325151
www.disdubai.ae
□ Current Emirates ID
□ 8 new passport size photographs (on white background only) □ Passport ID page (passport should be valid at least six months)
□ Colour copy of your new passport ID page and UAE residence visa page
□ Colour copy of your spouse’s new passport ID page and UAE residence visa page □ No Objection Letter in Arabic signed by your sponsor (spouse) □ 4 Passport size photographs (on white background only)
Documents Checklist for Teacher Assistants All employees joining Deira International School in the role of Teacher Assistants are required to submit the following documents for employee labour card processing to the Government Relations Coordinator.
Please note that the employee labour cards are valid for a period of two years in the UAE. At the time of renewal of labour card for the employee, the Teacher Assistant is required to submit the following documents to the Government Relations Coordinator.
* Please note that the above list comprises the standard set of documents the school requires for the labour card processing for teacher assistants. The Ministry of Education may ask for additional documents. The school has no control over the Ministry requests. The validity period of the ministry contracts will be different from the school contract. The ministry contracts will begin from the date they are issued by the ministry and run for two calendar years from that date.
Business Office April 2014
“Forever learning, forever achieving” P.O. Box 79043, Dubai – U.A.E., Tel +9714 2325552, Fax: +9714 2325151
www.disdubai.ae
□ Notarized and attested degree/high school diploma
Step 1 of the process: Your degree/high school diploma (colour copy of the original) will need notarization (authentication) by a notary public/solicitor who is a notary public. Step 2 of the process: The notarized degree/high school diploma will need attestation by the Department of Foreign Affairs in the country where you attained your degree/diploma. Step 3 of the process: The attested degree/diploma will need attestation by the UAE Embassy in the country where you attained your degree/diploma.
□ Colour copy of your passport ID page and UAE residence visa page
□ Colour copy of your spouse’s passport ID page and UAE residence visa page □ No Objection Letter in Arabic signed by your sponsor (spouse) □ 8 Passport size photographs (on white background only) □ KHDA (Ministry of Education, Dubai) approval form for you as Teacher Assistant from your former school in Dubai, if applicable
□ Leaving certificate from your former school in Dubai, if applicable
□ Colour copy of your passport ID page and UAE residence visa page
□ Colour copy of your spouse’s passport ID page and UAE residence visa page □ No Objection Letter in Arabic signed by your sponsor (spouse) □ 8 Passport size photographs (on white background only)
25
STAFF USE OF THE SCHOOL CLINIC AND THE ANNEX The management has set up the school clinic (on Primary School side) and the annex (on Secondary School side) mainly to provide medical care and attention to the students at DIS. Staff (teaching and non-teaching) are expected to use school clinic services and avail the clinic supplies only during emergencies and based on the discretion of the school doctor. All staff is expected to carry their own supplies of medication (especially Panadol, Brufen, Strepsils etc.) and other medical supplies (bandages, blood sugar strips, feminine products etc.) during their time in the school. The school clinic will provide first aid treatment to staff members; however, continued treatment at the school clinic is not encouraged. Frequent staff visits to the school clinic are discouraged and the school doctor will provide a report of staff use of supplies to the Principals, the Business Office and the Director. Staff members who require medical care and/or medication are required to approach the school doctor directly and should not send another staff member in lieu. SALARY FOR EMPLOYEES Salary is issued on the 25th of each month. Summer salary details are outlined in your contract. Please ensure direct debit arrangement taking into account your payday schedule. TIME OFF SCHOOL Teachers are expected to take care of such personal matters as visits to the bank in their own time. It is also possible to visit dentists, doctors and physiotherapists during their evening surgeries. If time off school is required for any reason at all, permission must be sought from a member of SMT. Leave is not normally granted during school term time. Teachers must be back in station at least a full day before scheduled work and must not arrange flights which require leaving school early. TUTORING FOR COMPENSATION Students who encounter learning difficulties in a class often ask to be tutored after school. Teachers may work with students at any time before, during or after school. Teachers should not accept payment or gifts for the extra assistance given. Any paid tutoring must have the pre-approval of the School Director. No DIS teacher may tutor his/her own student for pay. Tutoring arrangements need to be approved by the School Director. Fees for tutoring are set by the School Director. WORKING HOURS Teachers are expected to be in their classrooms or duty stations during school hours. Before school and after school duty lists are distributed each term and may require different hours for teachers during those particular times. Teachers who need to leave school briefly during school hours should receive authorization from the Principal and sign out in the Fire Record Book. Such occasions to go out of the school during normal working hours should not include leaving to go out for lunch. Teachers may be expected to work occasionally at weekends or during a school holiday to participate in training, sports programs or examination invigilation.
26
DUTIES AND RESPONSIBILITIES: AFTER SCHOOL ACTIVITIES Teachers will be expected to contribute to the after school activities programme. In DIS these will be on Monday, Tuesday and Wednesday, but not in the first or last week of each term. Teachers are required to do an activity for two terms of the three term year. Teachers with responsibilities at HOD/ Phase Leader or Head of Year level are required to do activities for one term. ASSEMBLIES
All assemblies will be scheduled with the Principal at least two weeks in advance of the assembly date. Assemblies are encouraged to recognise the outstanding achievements and talent of students as well as to provide public speaking and acting experience for our students. Teachers are expected to attend assemblies when their students at that year level or assignment level are present. Teachers should accompany, sit with and supervise their class. DUTIES You will be given duties for during and/or after the school day. After school: You are expected to attend the following functions after school:
after-school activities
parents' evenings
staff and working party meetings
other occasional functions as and when they occur
weekend and after school invigilation as required The timings of any meetings are published in advance on the school calendar, a copy of which is posted on the staff notice board. In addition, you will also be required to attend, as appropriate, departmental meetings, heads of department meetings and year team meetings. Other occasional meetings may be deemed necessary by the Director. SUPERVISION OF STUDENTS All staff members at DIS are considered to be “on duty” at all times, from the moment they enter the building in the morning until departure at the end of the day. In addition there are four special times during the day when supervision of students outside the building is required: (a) before school, (b) break time, (c) lunch time and (d) after school. Teachers have scheduled duty times on a rotating basis. Teachers will be assigned duty for specific days or weeks. Supervisory assignments rotate unless a teacher requests otherwise and it is possible to meet such a request.
27
Responsibilities for supervising students at non-instructional times: Before School - each Early Years classroom teacher should be in her homeroom at 7:30 a.m. to greet students and supervise them in the classroom. Homeroom teachers should escort their classes to the cafeteria to hand over responsibility to the staff on break duty. If schedule conflicts or other duties interfere with the responsibilities outlined, please see the principals and other alternatives will be considered. We do have good students at DIS but they will have fewer problems if a teacher is always nearby to observe and, when needed, to assist. GENERAL INFORMATION: ATTENDANCE BONUS Teachers are granted seven paid sick days each school year. There is a bonus for perfect attendance which adjusts downwards for any absence. Please see your contract for details. BANKING The school has an arrangement with Emirates Bank; however teachers are free to make alternative arrangements. Salary will be paid directly into the account. BUS SERVICE Bus service to your area of residence, if in school- provided accommodation, is provided each working day. You may get off the bus along the way, but you may not ask the driver to go off his route. Teachers may not ride on student buses unless there is no other way available. Remember the drivers most likely will not speak English. Please be outside at the same location each day for pick-up. DOCTOR APPOINTMENTS Our school clinic will be happy to recommend a clinic in Dubai so you can make an appointment. Whenever possible, appointments should be after school. END OF SERVICE BONUS PAYMENT As per the UAE law, at the end of the teacher’s employment with the school, the teacher will receive a payment equal to the sum of 21 days’ base salary for each of the first five years he/she worked at the school, and 30 days’ base salary for each of any additional years he/she worked at the school. Base salary is distributed equally through 365 days of the year. The 21/30 day calculation is based on the daily rate of the base salary.
28
GROUP HEALTH PLAN The school provides health insurance for all teachers. Teachers pay the premium for individual family members who are not employees at DIS. Details of the policy and information about reclaiming expenses can be obtained from the Business Manager. Some teachers, however, do have other private medical coverage to cover those situations where the health insurance might not pay all costs. HOUSING FOR OVERSEAS HIRE TEACHERS 1 Furnished housing is provided for overseas-hired personnel. Single teachers can be asked to share apartments. 2 Single teachers who do not wish to share school-leased apartments may be assigned an apartment alone. In this case, the teachers must pay any extra as per their contract 3 A list of furnishings provided for the apartments is maintained with the Business Administrator. Fifty percent cost of water, electricity will be paid by DIS. Receipts shall be presented to the Business Administrator. Telephone, Internet and gas shall be paid totally by the teachers. 4 The maintenance of DIS-leased housing is the responsibility of the school. In order to have repairs executed and to face emergency situations, an apartment key will be kept in a secure place with the school Business Administrator. 5 Teachers must complete a work order for all work to be done in DIS-leased apartments and hand it in at the Business Administrator. 6 Teachers, new to Dubai, who are assigned to school-leased apartments, are required to keep the apartments for one school year. If the teacher does not wish to use a school-leased apartment, he/she must inform the school in writing before May 1st that he/she intends to take the rental allowance for the next school year. 7 DIS does not provide furnishings or maintenance for the privately-rented apartments. 8 Contracts for non-school leased apartments should be reviewed by the Business Administrator prior to signing. 9 Second year overseas hire teachers will have the opportunity of selecting another school-leased apartment of their own choosing with the approval of the administration, subject to availability. 10 Once a teacher has elected to move out of the school-leased apartments, he/she may not return to living in school apartments except at the beginning of the new school year. Requests for returning to school apartments should be submitted to the Business Administrator before May 1st. 11 Damages to school accommodation (premises, keys and furniture) beyond normal wear and tear will be charged for. TAXATION POSITION IN UK Contact your tax office explaining you will be working overseas for at least a full financial year (i.e. April to April), they will send you an information leaflet and a form to complete. The tax authorities should then agree you are "not ordinarily resident" for tax purposes and send you a letter stating this. You will pay no U.K. tax on your earnings in the U.A.E. provided you spend less than the maximum permitted time in the U.K. during the tax year.
29
There are a number of books about the financial implications of expatriate status. You should be sure to get the latest editions as the rules often change. TRANSPORT (see also section on Buying a Car) Most new staff buy a car fairly soon after receiving their residence permit. Until such time, it is inexpensive to hire a car until you receive your residence permit although you must have a valid U.K. driving license (or equivalent) and a temporary Dubai driving license.
A2. STAFF ABSENCE AND COVER
Professional Staff members shall be paid for up to 7 sick leave/absence days per year. For sick leave in excess of 7 days per year, the teacher’s daily pay, which is based on 22 working days per month, shall be withheld.
If the staff member is suffering from a long-term disability, which is a physical disability that prevents the staff member from working for a period of 90 days or longer, than he/she will receive 75% of his/her salary for a period of four months, provided the staff member presents medical documentation confirming the nature and term of the disability.
Administrators, full-time teachers and other full-time professional staff are authorized one paid personal day each year. Personnel wishing to use the paid personal day shall give a written request to his/her supervisor at least three days in advance. This day shall be used for visiting government offices, embassies, or banks that are only open during school hours, attending recruitment fairs for future employment, Hajj leave or extending bereavement leave. The Principal or designee shall approve the request. The requested day may not be attached to a school holiday or vacation. This day is not included in the 7 days of paid sick leave to which each employee is entitled. Hajj pilgrimage paid leave is allowed for staff members who have completed two years of employment at Deira International School. Staff members are allowed five paid vacation days and a paid personal day (mentioned above) for the Hajj pilgrimage leave. Hajj leave is available only once during the staff members entire service.
The Principal maintains the right of deciding whether an employee’s absence is considered an unauthorized absence. Such an absence is one not approved beforehand by the Principal, and for which no explanation was provided that meets the Principal’s approval. Days of absence that are attached to a holiday are considered unauthorized absences by the Principal. An unauthorized absence is counted as two days of sick/absence leave.
School sponsored trips or activities, as well as school-sanctioned professional development and training, are not considered sick/absence days. For the purpose of calculating the annual no-absence bonus, all days of sick leave, unpaid leave, absent days, and long-term disability days are included. STAFF ABSENCE & COVER POLICY
It is vitally important that students’ learning is not interrupted when their usual class teacher is absent. In order to ensure normal routines are carried out, expectations maintained and learning continuous; arrangements and access to planning and work set for absent staff is part of the custom and practice within the school. School timings for teachers are from 7:30 am to 3:45 pm Sunday to Wednesday and 7:30 am to 3:00 pm on Thursdays. If there is an after school meeting scheduled for Sunday, teachers are required to stay till 4:00 pm. Teachers with management responsibility may have two meetings per week (Sunday and one other day during the week) when they are also required to stay till 4:00 pm. No teacher is allowed to leave the school earlier unless permission has been given by the Principal or Deputy Principal. If permission is not granted this may be considered as professional misconduct.
30
31
Known absence The respective Principal or the Director maintains the right of deciding whether an employee’s absence is considered an unauthorised absence. Such an absence is one which was not approved beforehand, and for which no explanation was provided and approval was received. Unauthorised absences will be considered as unpaid days. Leave of absence forms are available from the Primary/Secondary School secretaries and must be signed by the respective Principal or the Director and then passed to the HR office for processing. If a teacher is attending Professional Development, it is the teachers’ responsibility to notify the PS Deputy Principal or SS Programme Coordinator who will arrange cover for absent staff. The teacher should have requested permission for the CPD from their HOD and the Head of School beforehand. If you have a pre-arranged absence from your class(es), it is your responsibility to ensure appropriate work is planned, and that you have given the work to the cover teacher and HOD, or the planned work should be left in a visible location on the teacher’s desk in the appropriate room(s). Sick Leave A doctor’s note must be issued and given to the Primary/Secondary School secretaries for any illness, leading to absences of 3 days and more (please note this also includes weekends and holidays). If you are absent on a Thursday and Sunday, you need to produce a doctor’s note. If no doctor’s note is given, it will be regarded as unpaid leave. All doctor’s notes and leave forms are passed on to the HR office for processing. Teachers will be paid for up to 7 sick leave/absence days per year. For sick leave in excess of 7 days per year, the teacher’s daily pay, which is based on 21-22 working days per month, shall be deducted. If a teacher is suffering from a long-term disability which is physical disability that prevents the teacher from working for a period of 90 days or longer, than he/she will receive 75% of his/her salary for a period of up to 4 months, provided that the teacher presents medical documentation confirming the nature and term of disability. Doctor/dentist/personal appointments Please make sure all doctor’s, dental and personal appointments are made outside of school hours where possible, unless it is an emergency. Unexpected Absence If you are going to be absent unexpectedly from work, you must telephone the Primary School Deputy Principal or Secondary School Programmes Coordinator on either the evening before, or between 6:00 am and 6:45 am on the day of the absence. DO NOT EMAIL or TEXT notifications of absences. When you telephone because of illness, it is also important to inform the respective organisers if you have a duty or an ASA (After-School Activity) as these will need to be covered or cancelled.
32
It is also important, where possible, to telephone before 2:30 pm each day of absence (unless your absence has been covered by a doctor’s note) to say whether or not you are likely to return the next day, so there is adequate time to arrange cover. Absence for illness during part of the day If a teacher leaves school because of illness before 10:00 am, it will be considered as a full day absence. If a teacher arrives after 11:00 am, it will also be considered as a full day absence. Teachers leaving school throughout the school day other than the above times will be classified as a half day absence (this will affect your no-absence bonus or sick leave). Once permission is given by the Principal/Deputy Principal for the teacher to leave, teachers should inform their respective Section Heads/HoD’s. If a teacher leaves before the end of the day he/she must sign out in the PS or SS office respectively using the school’s fingerprint system. Nature of cover work Cover work should include, where appropriate:
A timetable for the day
Adequate planning for subjects
The learning objectives of each lesson(s)
Adequate work for the students’ ability and for the length of the lesson(s)
Class list/student register
In Secondary School, no practical work is to be undertaken, unless cover has been previously arranged within the department.
Covering classes Cover teachers are expected to:
Arrive promptly to all cover lessons
Complete the attendance register on PASS
Teach lessons according to the planning
Follow the behavioural expectations of each school section
Leave a note for the class teacher explaining any changes to the day, or information regarding the class
Leave the classroom tidy for the returning class teacher
In PS, complete any marking as appropriate if work has been completed in books, and add the relevant cover code to signify that this work has not been done with or marked by the normal class teacher
In SS, return work to the tray of the member of staff whose lesson was being covered.
33
PRIMARY ADDENDUM Primary Deputy Principal contact details: Nigel Ludlam, Mobile 050 7191516. Provision of Cover Primary School have a cover/supply teacher who is used in the first instance to cover for absent teachers. In the case of a second, or further absent teachers, an outside supply teacher will be used, if they are available. If a second or further cover teacher is not available then ELL and Learning Pathways teachers will be asked to cover a class. ELL and LP teachers are allocated for cover on two days and to a school section, when they can be reasonably asked to cover for additional absence. SECONDARY ADDENDUM School Programmes Coordinator contact details: Neil Visser, Mobile 050 3226583. If you are absent, please also contact your HOD. Covering Classes The daily cover summary sheet (printed on yellow paper) will be posted on the main office whiteboard and in the staff room by 7:40 am each morning. An electronic version of the cover summary sheet will also be emailed to the whole staff by 08:10 every morning. Cover slips (printed on yellow paper) will also be placed in the blue trays of the appropriate covering staff. An electronic version of the cover slip will also be emailed to the cover teachers. Any cover arranged after 7:40 am, will be posted in the same locations, but also delivered via email and directly to the covering staff member. Depending on your teaching load and administrative responsibilities, teachers can expect anything from 1 to 3 cover lessons a week. If your teaching load is below the required number of 22 teaching periods for the main subject teacher, you will be considered for cover ahead of a teacher with a full teaching load. It is not expected of teachers to teach the lesson during a cover period, as it may be outside your field of expertise, but the teacher needs to assist the students as much as possible. As a cover teacher you must take the class register for the lesson you are covering. No-absence bonus Teachers are granted 7 paid sick days each school year. There is a bonus for perfect attendance which adjusts downwards for any absence. School sponsored trips or activities, as well as school-sanctioned PD or training, are not considered sick/absence days. For the purpose of calculating the annual no-absence bonus, all days of sick leave, unpaid leave, absent days (including a personal business day), and long-term disability days are included.
34
Emergency Leave Emergency leave includes bereavement leave which will be decided on an individual basis. Maternity Leave The school provides 50-days paid leave to full-time teachers from the date of delivery. Maternity benefits do not apply unless the employee has worked for the school for six consecutive months or more. Maternity leave will only be paid when the employee returns to full time employment with the school. Please refer to the ESOL policy manual for details. Personal Day One paid Personal Day is available to be used each year. Teachers wishing to use their Personal Day should get an approval from the respective Principal or the Director at least 3 days in advance. The day may not be attached to a school holiday or vacation without prior approval from the Director. This day is not included in the 7-day paid sick leave to which each employee is entitled. Job Search Leave This policy is applicable only to those foreign-hire teachers recruited outside the UAE. Leave days with or without pay for the purpose of searching for new employment situations are granted in the following manner:
Administrative approval required
Can only be granted to an individual once during employment at DIS outside the UAE
First year of employment: No days granted with pay or without pay. Teachers, who resign before their two-year contract expires, forfeit home leave airfare, shipping allowance and any other accrued benefits. Please refer to contract stipulations. Second year of employment: Teachers may apply for up to 1 day with full pay for the purpose of job searching. An additional two days may be requested, for which salary will be reduced by 50% on prorated daily pay only if the teacher finds a DIS colleague who is willing to cover their classes at no cost to DIS (pro-rated daily pay is based on 176 days). Third and subsequent years of employment: Teachers may apply for up to 3 days with full pay for the purpose of job searching. Additional 2 days will be handled the same way as for second year of employment. Principal’s approval of substitutes is required in any case.
35
B. PROFESSIONAL DEVELOPMENT INSET INSET days are part of professional development and all teachers are expected to attend. Requests to attend specific courses or seminars should be made through your Principal using the annual allowance assigned to each member of staff. NEW STAFF INDUCTION All new staff will be required to attend an induction course before starting at DIS. Additional information is available on request. Upcoming staff induction will include:
Helpful information, e.g. useful contact numbers, life in Dubai and at DIS.
Useful addresses/phone numbers of school office etc.
Cultural information.
Visit to culture centre or to a mosque.
A full review of the recruitment and induction process.
TEACHER APPRAISAL
Formal classroom observations are complete twice yearly for new teachers and once a year for returning teachers. These observations are followed up with Learning Walks, one SMT walk will be completed for new teachers and two for returning teachers. As part of a new teacher’s contracted probationary period one formal classroom observation will take place before the end of Term 1. Please see attached Appraisal Policy. DIS APPRAISAL/OBSERVATION TEACHING STANDARDS See attached.
Self
Re
vie
w o
f P
erf
orm
ance
Teac
her
s u
se D
IS T
each
ing
Stan
dar
ds
to
iden
tify
are
as o
f st
ren
gth
an
d a
reas
fo
r d
evel
op
men
t.
Co
mp
lete
Fo
rm A
P1
sec
tio
n A
Pro
fess
ion
al G
row
th M
ee
tin
g
The
teac
her
sh
are'
s th
eir
sel
f re
view
ju
dge
men
ts a
nd
neg
oti
ates
pro
fess
ion
al
gro
wth
tar
gets
wit
h t
hei
r ap
pra
iser
.
Co
mp
lete
fo
rm A
P1
sec
tio
n B
Max
imu
m o
f 3
tar
gets
Form
al L
ess
on
Ob
serv
atio
n
New
tea
cher
-2
ob
serv
atio
ns
Exis
tin
g te
ach
er -
1 o
bse
rvat
ion
Bo
th w
ritt
en a
nd
ver
bal
fee
db
ack
will
be
pro
vid
ed.
Per
form
ance
jud
ged
aga
inst
DIS
Tea
chin
g St
and
ard
s.
SMT
Lear
nin
g W
alk
Thes
e ar
e 's
nap
sho
t vi
ews'
of
the
stan
dar
d o
f te
ach
ing
acro
ss t
he
sch
oo
l. W
ritt
en f
eed
bac
k w
ill b
e p
rovi
ded
an
d g
oo
d p
ract
ice
shar
ed.
Per
form
ance
will
be
jud
ged
aga
inst
DIS
Fo
cuse
d T
each
ing
Stan
dar
ds
Pro
fess
ion
al G
row
th R
evi
ew
Rev
iew
of
targ
et(s
)
Dis
cuss
ion
of
per
form
ance
aga
inst
th
e A
pp
rais
al
targ
et(s
) o
r Te
ach
er s
up
po
rt p
lan
.
Ap
pri
asee
an
d A
pp
rais
er C
om
ple
te F
orm
AP
1
sect
ion
C
Iden
tifi
ed t
arge
t(s)
are
con
stan
tly
revi
ewe
d b
y
the
app
rais
ee a
nd
app
rais
er t
hro
ugh
ou
t th
e
year
.
Teac
he
r A
pp
rais
al C
ycle
Pro
fess
ion
al D
evel
op
men
t &
Te
ach
er
Sup
po
rt
B
oth
are
ava
ilab
le t
hro
ugh
ou
t th
e ye
ar t
o im
pac
t o
n
imp
rove
d p
erfo
rman
ce.
JSS
& IJ
W J
un
e 2
013
To
be
revi
ewed
Ju
ne
20
14
Te
ach
er
Ap
pra
isa
l a
nd
Su
pp
ort
Rev
iew
ed O
cto
ber
20
14
JSM
Pro
fess
ion
al E
xpe
ctat
ion
s A
t D
IS t
each
ers
will
act
pro
fess
ion
ally
at
all t
ime
s b
y:
follo
win
g th
e D
IS s
taff
pro
fess
ion
al d
ress
co
de
bei
ng
pu
nct
ual
an
d h
ave
a go
od
att
end
ance
rec
ord
Att
end
ing
all t
he
me
etin
gs/i
nse
t re
qu
ired
pu
nct
ual
ly a
nd
wit
h a
pp
rop
riat
e eq
uip
men
t.
carr
yin
g o
ut
all a
dd
itio
nal
du
ties
an
d c
ove
r w
hen
req
uir
ed
Bei
ng
a ro
le m
od
el t
o s
tud
ents
by
adh
erin
g to
sch
oo
l an
d U
AE
rule
s
Teac
her
’s C
on
trib
uti
on
s to
Sch
oo
l Lif
e an
d P
rofe
ssio
nal
Exp
ecta
tio
ns
Ap
pra
isal
Teac
he
rs a
re a
pp
rais
ed o
n t
he
qu
alit
y o
f th
eir
teac
hin
g an
d t
he
imp
act
this
has
on
stu
den
t
lear
nin
g b
y:
the
form
al le
sso
n o
bse
rvat
ion
s th
at
take
pla
ce d
uri
ng
the
year
as
par
t o
f
the
app
rais
al p
roce
ss;
Sen
ior
Man
age
men
t Te
am L
ear
nin
g
Wal
ks w
hic
h a
re s
nap
sho
t vi
ew
s o
f
less
on
s;
thei
r ab
ility
to
sel
f -a
sse
ss t
hei
r o
wn
area
s o
f st
ren
gth
an
d a
reas
fo
r
dev
elo
pm
ent
in t
hei
r te
ach
ing
and
enga
ge in
a p
rofe
ssio
nal
gro
wth
revi
ew.
Jud
gmen
ts o
n p
erfo
rman
ce w
ill b
e b
ased
agai
nst
th
e D
IS T
each
ing
Stan
dar
ds.
Pro
fess
ion
al D
eve
lop
me
nt
At
DIS
tea
cher
s ar
e e
xpec
ted
to
:
be
able
to
iden
tify
th
eir
ow
n a
reas
for
pro
fess
ion
al d
eve
lop
men
t;
be
pro
acti
ve in
th
eir
ow
n
pro
fess
ion
al d
eve
lop
men
t;
bu
ild a
po
rtfo
lio o
f p
rofe
ssio
nal
dev
elo
pm
ent
that
logs
a m
inim
um
of
30
ho
urs
CP
D p
er y
ear;
Shar
e go
od
pra
ctic
e an
d le
arn
fro
m
oth
ers
via
the
TLC
an
d M
LLC
me
etin
gs;
Wat
ch a
min
imu
m o
f tw
o le
sso
ns,
on
e in
th
eir
dep
artm
ent
and
on
e o
ut
of
thei
r d
epar
tmen
t.
Teac
he
rs’ C
on
trib
uti
on
s to
Sch
oo
l Lif
e Te
ach
ers
at
DIS
are
exp
ecte
d t
o:
con
trib
ute
to
th
e sc
ho
ol a
ctiv
itie
s p
rogr
amm
e fo
r tw
o o
r o
ne
term
dep
end
ing
on
man
agem
ent
resp
on
sib
iliti
es;
be
invo
lved
wit
h s
cho
ol a
ctiv
itie
s/ev
ents
/fu
nct
ion
s/p
erf
orm
ance
s
If a
ny
on
e o
f th
e 3
sid
es o
f th
e
tria
ngl
e d
o n
ot
mee
t w
ith
th
e
sch
oo
l’s e
xpec
tati
on
s, t
his
asp
ect
will
be
targ
eted
as
par
t o
f th
e
app
rais
al p
roce
ss.
If
mo
re t
han
2 o
f th
ese
area
s d
o n
ot
mee
t ex
pec
tati
on
s,
the
sch
oo
l’s c
apab
ility
pro
ced
ure
s w
ill b
e in
tro
du
ced
.
Stu
den
ts’ E
nga
gem
en
t, P
rogr
ess
and
Att
ain
me
nt
A m
easu
re o
f th
e q
ual
ity
of
effe
ctiv
e
teac
hin
g an
d le
arn
ing
is t
he
pro
gres
s th
e
stu
den
ts m
ake,
th
eir
leve
l of
atta
inm
ent
and
th
eir
enga
gem
ent
in t
he
lear
nin
g
pro
cess
.
Teac
he
r p
erfo
rman
ce w
ill b
e ju
dge
d o
n:
the
pro
gres
s al
l stu
den
ts in
th
e
clas
s m
ake;
the
atta
inm
ent
of
all s
tud
ents
in t
he
clas
s;
ho
w e
nga
ged
stu
den
ts a
re in
less
on
s;
the
qu
alit
y o
f th
e st
ud
ents
’
wo
rk a
nd
th
e n
ote
s th
ey a
re
give
n;
the
qu
alit
y o
f th
e fe
edb
ack
stu
den
ts r
ecei
ve e
ith
er v
erb
ally
or
thro
ugh
hig
h s
tan
dar
ds
of
mar
kin
g, in
clu
din
g ta
rget
s fo
r
imp
rove
men
t;
the
qu
alit
y o
f w
ritt
en r
epo
rts
to
par
ents
;
stu
den
t fe
edb
ack
wh
ere
app
rop
riat
e;
the
qu
alit
y, a
ccu
racy
an
d u
se o
f
asse
ssm
ent
dat
a re
cord
ed b
y
the
teac
her
;
the
stan
dar
d o
f th
e cl
assr
oo
m
lear
nin
g en
viro
nm
ent;
thei
r ab
ility
to
del
iver
goo
d/o
uts
tan
din
g le
sso
ns.
If a
ny
two
of
the
3 s
ides
of
the
tria
ngl
e d
o n
ot
mee
t th
e sc
ho
ol’s
exp
ecta
tio
ns,
th
e te
ach
er w
ill b
e re
qu
ired
to
go
on
to a
Tea
cher
Sup
po
rt P
lan
.
We
rec
ord
an
d s
core
: Pro
fess
ion
alis
m
Sco
res:
1. O
uts
tan
din
g
2. G
oo
d
3. A
reas
fo
r im
pro
vem
ent
4.
Inad
equ
ate
1 2 3 4
Pu
pil
Pro
gres
s
Mar
kin
g an
d F
eed
bac
k
Lear
nin
g En
viro
nm
en
t
Less
on
Ob
serv
atio
ns
Pla
nn
ing
CP
D E
nga
gem
ent
Pro
fess
ion
alis
m
Teac
her
Per
form
ance
Teac
her
Per
form
ance
DIS
Ap
pra
isa
l/O
bse
rva
tio
n T
ea
ch
ing
Sta
nd
ard
s
O
uts
tan
din
g
Go
od
A
cce
pta
ble
U
na
cce
pta
ble
Teaching
Teach
ers
have e
xce
llent
subje
ct k
now
ledge, pre
sente
d in
meanin
gfu
l co
nte
xts
.
Teach
ers
have h
igh e
xpect
ations,
pro
vid
e a
posi
tive learn
ing
environm
ent
where
stu
dents
feel re
spect
ed a
nd v
alu
ed.
Eff
ect
ive p
lannin
g w
ith c
lear
learn
ing o
bje
ctiv
es
resu
lts
in
students
ach
ievin
g w
ell.
Act
ive learn
ing is
pro
mote
d b
y u
sing a
n o
ptim
um
bala
nce
of
diffe
rent
act
ivitie
s and r
ange o
f re
sourc
es.
Skilf
ul and d
iffe
rentiate
d q
uest
ionin
g e
nco
ura
ges
students
’ in
quis
itiv
eness
.
Teach
ers
adju
st t
he p
ace
to s
uit learn
ing a
nd t
hin
kin
g t
ime is
giv
en w
here
appro
priate
.
The c
lass
room
is
well-
org
anis
ed w
ith e
ffect
ive r
outines.
Act
ivitie
s ca
ter
for
the n
eeds
of
all
learn
ers
; co
llabora
tive a
nd
independent
learn
ing is
faci
litate
d.
Teach
ers
are
outs
tandin
g r
ole
models
, le
adin
g b
y e
xam
ple
to
students
and c
olle
agues
alik
e.
The c
lass
room
environm
ent
create
d f
or
the learn
er
is
outs
tandin
g, co
mbin
ing s
tim
ula
ting inte
ract
ive learn
ing d
ispla
ys
with a
cele
bra
tion o
f hig
h q
ualit
y s
tudent
work
.
Teach
ers
know
their s
ubje
ct w
ell,
how
to t
each
them
and h
ow
st
udents
learn
.
The less
on is
skilf
ully
pla
nned w
ith c
lear
learn
ing o
bje
ctiv
es;
tim
e w
ithin
the less
on is
use
d w
ell.
R
eso
urc
es
incl
udin
g I
CT a
re d
eplo
yed e
ffect
ively
to e
nhance
learn
ing.
In
tera
ctio
ns
with s
tudents
ensu
re t
hey a
re a
ctiv
e p
art
icip
ants
in
ach
ievin
g m
eanin
gfu
l and r
ele
vant
learn
ing.
Teach
ing s
trate
gie
s m
eet
the indiv
idual needs
of
students
well.
Teach
ers
have g
ood e
xpect
ations
of
all
gro
ups
of
students
and
pro
vid
e c
halle
ngin
g w
ork
.
The d
evelo
pm
ent
of
enquiry a
nd c
ritica
l th
inkin
g s
kill
s is
a
priority
.
Teach
ers
are
good r
ole
models
, le
adin
g b
y e
xam
ple
to s
tudents
and c
olle
agues
alik
e.
The c
lass
room
environm
ent
create
d f
or
the learn
er
is g
ood,
com
bin
ing inte
ract
ive learn
ing d
ispla
ys
with a
cele
bra
tion o
f hig
h q
ualit
y s
tudent
work
.
Teach
ers
’ su
bje
ct k
now
ledge is
secu
re a
nd s
hare
d a
t an
appro
priate
level w
ith r
ele
vant
exam
ple
s giv
en.
Stu
dents
are
able
to learn
fro
m m
ista
kes
in a
support
ive
environm
ent.
Pla
nnin
g g
enera
lly m
eets
the n
eeds
of
the learn
er.
The learn
ing o
bje
ctiv
e m
ay n
ot
be c
lear
or
too b
road f
or
all
students
to u
nders
tand.
There
are
som
e v
ariations
in a
ctiv
itie
s w
ith t
ime t
o r
evie
w
learn
ing.
Additio
nal re
sourc
es
are
use
d b
esi
des
textb
ooks.
Stu
dent
unders
tandin
g is
check
ed a
nd m
eth
ods
and r
eso
urc
es
are
adapte
d a
ccord
ingly
.
There
is
som
e d
evelo
pm
ent
of
enquiry a
nd c
ritica
l th
inkin
g
skill
s.
Teach
ers
are
genera
lly g
ood r
ole
models
, le
adin
g b
y e
xam
ple
to s
tudents
and c
olle
agues
alik
e.
The c
lass
room
environm
ent
create
d f
or
the learn
er
is
acc
epta
ble
, co
mbin
ing s
om
e inte
ract
ive learn
ing d
ispla
ys
with a
cele
bra
tion o
f st
udent
work
.
Teach
ers
are
inse
cure
in t
heir k
now
ledge o
f su
bje
cts
and/o
r how
to t
each
them
.
Less
ons
are
poorly p
lanned w
ith learn
ing o
bje
ctiv
es
bein
g
uncl
ear
or
irre
levant.
R
eso
urc
es
are
not
use
d a
ppro
priate
ly t
o s
upport
learn
ing.
Teach
ing r
egula
rly r
esu
lts
in s
tudent
part
icip
ation t
hat
is t
oo
pass
ive.
Teach
ing s
trate
gie
s fa
il to
addre
ss t
he indiv
idual needs
of
students
.
Teach
ers
have low
expect
ations
of
students
and d
o n
ot
pro
vid
e
enough c
halle
nge.
There
is
little d
evelo
pm
ent
of
enquiry a
nd c
ritica
l th
inkin
g s
kill
s.
On o
ccasi
on t
each
ers
are
unable
to r
ole
model eff
ect
ively
and
don’t lead b
y e
xam
ple
to s
tudents
and o
r co
lleagues.
The c
lass
room
environm
ent
create
d f
or
the learn
er
is
unacc
epta
ble
, genera
lly learn
ing d
ispla
ys
are
not
stim
ula
ting o
r in
tera
ctiv
e a
nd w
ork
dis
pla
yed is
not
alw
ays
of
a s
uitable
st
andard
.
Learning
Stu
dents
are
motivate
d a
nd e
ager.
Act
ive involv
em
ent
is u
sed t
o im
pro
ve t
heir s
kill
s in
learn
ing.
Stu
dent’s
inte
rest
is
evid
ent
in t
he q
uest
ions
they a
sk.
Stu
dent’s
develo
pm
ent
in u
nders
tandin
g is
evid
ent
thro
ugh t
he
connect
ions
they m
ake.
Stu
dents
are
reflect
ive a
nd a
naly
tica
l. I
ndependence
in learn
ing
is e
vid
ent.
Stu
dents
colla
bora
te w
ell
in g
roups
and s
upport
their p
eers
;
they a
pply
skill
s, k
now
ledge a
nd u
nders
tandin
g t
o n
ew
learn
ing
conte
xts
and r
eal lif
e s
ituations.
There
is
evid
ence
of
pro
fici
ent
rese
arc
h s
kill
s w
hen u
sing b
ooks
and I
CT (
where
appro
priate
).
Stu
dents
show
critica
l th
inkin
g s
kill
s and m
ake a
ccura
te a
nd
appro
priate
concl
usi
ons.
Stu
dents
enjo
y a
nd t
ake r
esp
onsi
bili
ty f
or
their o
wn learn
ing.
Stu
dents
are
aw
are
of
their s
trength
s and w
eakness
es
and t
ake
steps
to im
pro
ve.
Stu
dents
com
munic
ate
their learn
ing w
ell
to o
thers
.
Most
stu
dents
(78-8
8%
) co
llabora
te w
ell
in t
he less
on in o
rder
to a
chie
ve c
om
mon g
oals
.
Stu
dents
make c
lear
connect
ions
with o
ther
learn
ing a
nd r
ela
te
these
well
to t
he r
eal w
orld.
Most
stu
dents
(78-8
8%
) find t
hin
gs
out
for
them
selv
es
and u
se
ICT t
o s
upport
their learn
ing (
where
appro
priate
).
Critica
l th
inkin
g s
kill
s are
a c
om
mon f
eatu
re o
f le
arn
ing.
Stu
dents
occ
asi
onally
take r
esp
onsi
bili
ty a
nd a
re a
ctiv
e in
learn
ing.
Stu
dents
co-o
pera
te b
ut
are
oft
en p
ass
ive learn
ers
rely
ing o
n
the t
each
er
to im
part
know
ledge.
Stu
dents
work
well
without
close
superv
isio
n a
lthough s
om
e
mig
ht
be u
ncl
ear
about
what
they n
eed t
o d
o t
o im
pro
ve.
Stu
dents
have a
genera
l aw
are
ness
of
their p
rogre
ss a
nd
stre
ngth
s.
Stu
dents
work
colla
bora
tively
but
may, at
tim
es,
lack
skill
s to
co
-opera
te a
nd p
roduce
good w
ork
Stu
dents
do n
ot
alw
ays
liste
n t
o e
ach
oth
er
and m
ake
meanin
gfu
l co
ntr
ibutions.
Stu
dents
acq
uire k
now
ledge a
nd s
kill
s but
unders
tandin
g is
less
well
develo
ped.
Stu
dents
dem
onst
rate
succ
ess
by r
epeating a
pro
cedure
and
need s
upport
when a
pply
ing learn
ing t
o n
ew
conte
xts
.
Majo
rity
of
students
(55-7
0%
) find t
hin
gs
out
for
them
selv
es
and u
se I
CT t
o s
upport
their learn
ing.
Stu
dents
rare
ly s
how
critica
l th
inkin
g s
kill
s.
Stu
dents
rare
ly w
ork
without
const
ant
teach
er
direct
ion a
nd
lack
inte
rest
in learn
ing.
Stu
dents
are
easi
ly d
istr
act
ed a
nd r
are
ly r
eflect
on t
heir
learn
ing t
o e
valu
ate
their s
trength
s and w
eakness
es.
Stu
dents
tend n
ot
to k
now
how
to im
pro
ve t
heir w
ork
.
They f
ind it
difficu
lt t
o d
iscu
ss t
heir learn
ing a
nd a
re u
nable
to
colla
bora
te e
ffect
ively
in g
roups.
Stu
dents
rare
ly m
ake c
onnect
ions
with o
ther
learn
ing a
nd d
o
not
rela
te t
heir learn
ing t
o t
he r
eal w
orld.
Stu
dents
cannot
find t
hin
gs
out
for
them
selv
es
and lack
ICT
skill
s to
support
their learn
ing.
Critica
l th
inkin
g s
kill
s are
underd
evelo
ped.
Attainment
In less
ons
and in t
heir r
ece
nt
work
, m
ost
stu
dents
(78-8
8%
) dem
onst
rate
hig
h levels
of
know
ledge, sk
ills
and u
nders
tandin
g
that
are
above inte
rnational st
andard
s (I
B,
IGCSE, N
C levels
).
All
(100%
or
very
clo
se)
students
are
aw
are
of
the level th
ey
are
at.
In less
ons
and in t
heir r
ece
nt
work
, th
e m
ajo
rity
(55-7
0%
) of
students
dem
onst
rate
levels
of
know
ledge, sk
ills
and
unders
tandin
g t
hat
are
above inte
rnational st
andard
s (I
B,
IGCSE, N
C levels
).
Most
stu
dents
(78-8
8%
) are
aw
are
of
the level th
ey a
re a
t.
In less
ons
and in t
heir r
ece
nt
work
, m
ost
stu
dents
dem
onst
rate
le
vels
of
know
ledge, sk
ills
and u
nders
tandin
g t
hat
are
in lin
e
with c
urr
iculu
m a
nd inte
rnational st
andard
s. (
IB, IG
CSE, N
C
levels
)
The m
ajo
rity
(55-7
0%
) of
students
are
aw
are
of
what
level
they a
re a
t.
In less
ons
and in t
heir r
ece
nt
work
, m
ore
than 2
5%
of
students
dem
onst
rate
levels
of
know
ledge, sk
ills
and u
nders
tandin
g t
hat
are
belo
w c
urr
iculu
m s
tandard
s. (
IB, IG
CSE, N
C levels
) There
are
sig
nific
ant
gaps
in s
tudents
’ know
ledge a
nd
weakness
es
in t
heir u
nders
tandin
g.
Progress
In less
ons,
most
stu
dents
(78-8
8%
) m
ake b
ett
er
than e
xpect
ed
pro
gre
ss a
s m
easu
red a
gain
st t
heir learn
ing o
bje
ctiv
es.
Alm
ost
all
students
(90%
or
more
) know
what
they n
eed t
o d
o
to r
each
the n
ext
level.
In less
ons,
the m
ajo
rity
of
students
(55-7
0%
) m
ake b
ett
er
than
expect
ed p
rogre
ss a
s m
easu
red a
gain
st t
heir learn
ing
obje
ctiv
es.
Most
stu
dents
(78-8
8%
) know
what
they n
eed t
o d
o t
o r
each
th
e n
ext
level.
In less
ons,
most
stu
dents
(78-8
8%
) m
ake e
xpect
ed p
rogre
ss
as
measu
red a
gain
st t
heir learn
ing o
bje
ctiv
es.
The m
ajo
rity
of
students
(55-7
0%
) know
what
they n
eed t
o d
o
to r
each
the n
ext
level.
In less
ons,
a m
inority
(20-4
5%
) of
students
make s
uff
icie
nt
pro
gre
ss a
s m
easu
red a
gain
st t
heir learn
ing o
bje
ctiv
es.
Stu
dents
gain
little s
atisf
act
ion f
rom
their w
ork
and g
ain
no
benefit
from
the less
on.
More
than 2
5%
of
students
don’t k
now
what
they n
eed t
o d
o
to r
each
the n
ext
level.
Attitudes & Behaviour
Stu
dents
are
self-d
isci
plin
ed,
resp
ond v
ery
well
to a
dults
and
oth
ers
, and r
eso
lve d
ifficu
ltie
s in
matu
re w
ays.
Stu
dent
behavio
ur
is e
xce
llent.
R
ela
tionsh
ips
with o
ther
students
and w
ith s
taff
are
very
re
spect
ful and e
ffect
ive.
Stu
dents
are
sensi
tive t
o t
he n
eeds
of
oth
ers
incl
udin
g c
ust
om
s and c
ulture
s; t
hey a
re a
ble
to lead b
y e
xam
ple
.
Stu
dents
have v
ery
posi
tive a
nd r
esp
onsi
ble
att
itudes.
Stu
dents
dem
onst
rate
str
ong s
elf-r
elia
nce
and a
n e
xce
llent
work
eth
ic. They r
eadily
take initia
tive a
nd t
hrive o
n c
ritica
l
feedback
Posi
tive b
ehavio
ur
pre
vails
thro
ughout
the less
on, w
ith
students
exerc
isin
g s
elf-c
ontr
ol.
Stu
dents
are
court
eous
and r
esp
ect
ful to
one a
noth
er
and t
o
adults.
R
ela
tionsh
ips
with o
ther
students
and s
taff
are
cord
ial and
resp
ect
ful.
Stu
dents
are
sensi
tive t
o t
he n
eeds
of
oth
ers
incl
udin
g c
ust
om
s
and c
ulture
s.
Stu
dents
have m
atu
re a
nd s
ensi
ble
att
itudes.
They d
em
onst
rate
self-r
elia
nce
and a
posi
tive w
ork
eth
ic.
Stu
dents
som
etim
es
take t
he initia
tive a
nd r
esp
ond w
ell
to
critic
al fe
edback
.
Behavio
ur
is s
atisf
act
ory
.
Rule
s are
resp
ect
ed b
y s
tudents
.
The less
on is
ord
erly a
nd s
afe
.
Rela
tionsh
ips
with o
ther
students
and s
taff
are
cord
ial and c
ivil.
Stu
dents
are
tole
rant
of
diffe
rent
culture
s, c
ust
om
s and t
he
needs
of
oth
ers
.
Stu
dents
have a
sensi
ble
att
itude. They d
em
onst
rate
appro
priate
self-r
elia
nce
and e
njo
y w
ork
.
They m
ay lack
initia
tive b
ut
appre
ciate
critica
l fe
edback
.
The p
oor
behavio
ur
of
a f
ew
stu
dents
dis
rupts
the less
on.
R
ela
tionsh
ips
with o
ther
students
and s
taff
are
not
evid
ent
or
unacc
epta
ble
. Stu
dents
are
into
lera
nt
and inse
nsi
tive t
o t
he c
ulture
s, c
ust
om
s and n
eeds
of
oth
ers
.
Stu
dents
are
will
ing t
hough m
ay b
e o
ften inse
cure
when
makin
g d
eci
sions.
Stu
dents
rely
too m
uch
on a
dult g
uid
ance
and lack
self-r
elia
nce
Stu
dents
lack
a p
osi
tive w
ork
eth
ic.
Stu
dents
do n
ot
resp
ond w
ell
to c
ritica
l fe
edback
.
Observing Lessons and Sharing Good Practice at DIS
3 tier approach
Monitoring & Evaluation The Director conducts learning walks randomly to audit the accuracy of SLT lesson observation judgments and to have an overview of teaching standards across the school. The learning walks can be part or full lessons. The Director will give brief written feedback to teachers from learning walks. The Director will see all new teachers in their first year of teaching at DIS.
Management Lesson Observations
SLT and HOD/SL/CL observe teachers for appraisal. Formal written and verbal feedback is given for appraisal observations.
SLT conduct learning walks. HOD/Phase Leaders/Curriculum leaders conduct learning walks.
For all learning walks, brief written feedback will be given. Learning walks can be part or full lessons.
Observing & Sharing Good Practice Teachers observe teachers - part or full lessons.
Sharing Good Practice Coordinators see lessons or parts of lessons through let’s share walks. Teachers attend let’s share walks to share good practice. There is no written or verbal feedback for
let’s share walks, only good practice is shared to the school community.
Good practice evidence is shared on Good Practice notice boards in staffrooms and on Twitter.
Teaching and
Learning Improves
36
B1. TEACHING & LEARNING LEARNING AND TEACHING – A ‘GOOD’ LESSON (A collation of responses from Primary School Staff workshop) Planning Lesson should be well planned to include:
o Recap of previous learning, introduction to new learning, main part of lesson and plenary to include a self-assessment linked to success criteria
o Evidence of links to prior and subsequent learning – making connections
to what has been learnt and why we are learning what we are learning. (…the so what?) (cross curricular links to relevant issues)
o Next steps in learning and how they link to what has been learnt should
be referred to where appropriate throughout lesson
o Differentiation - to enable success for all students no matter what their level of ability
o Challenge and high level of expectation - extension activities that will
further challenge the learner
o Appropriate use of inquiry based learning
o Use of the local area/environment, visits or outside speakers, where appropriate
Student Learning
o Ensure that at the start and throughout the lesson we share/reinforce with the students what they are going to learn (LI - Learning Intention/WALT – We Are Learning To)
o Clear and explicit ‘success criteria’ (success steps) (WILF – What I Am
Looking For) Resources
o A range of strategies are provided that cater for differing learning styles and needs (VAK)
o Teaching assistants and support staff aware of the Learning Intention and
used to actively promote learning.
37
Teacher
o Model positive, enthusiastic and engaging behaviour to stimulate and motivate learning.
o Questioning leading to active thinking, discussion opportunities for higher
order thinking that involves all students interacting (pairs, small groups and large groups)
o Positive and relevant feedback
o Classroom management that ensures students are clear about:
Behavioural expectations
Classroom routines
Location of resources
Time management – pace to ensure WALT/Success Criteria is met by end of lesson
Assessment
o Opportunities for ‘Self-Assessment’
o Opportunities for ‘Peer Assessment’
o Students able to describe the level they are working at
o Students able to describe what they need to achieve in order to reach the next level
Plenary
o Students are given the opportunity to reflect on their learning and where their learning is going to take them next
o Students are able to set targets for future learning and attainment
6 Domains of Teaching & Learning
All teachers throughout the whole school are to be encouraged to incorporate the following 6 Domains of Teaching & Learning into their planning as we seek to raise attainment across the school. These feature as areas of development in the DIS School Strategic Plan.
1. AfL, Success Criteria & Learning Intentions 2. Challenge and Pace 3. Enquiry-Based Learning 4. Questioning Techniques 5. Independent Learning 6. Differentiation
“Forever learning, forever achieving”
P.O. Box 79043, Dubai – U.A.E., Tel +9714 2325552, Fax: +9714 2325151 www.disdubai.ae
Ongoing Induction Programme
Newly Appointed Teachers
Term 1, 2015
Primary Programme
Week Date/Room Topic
2 Tues
8th Sept
SS-G4
School Calendar Gary Hembry (Secondary Maths)
Lucy Krys (Primary Year 1)
5 Tues
29th Sept
PS-U6
Learning Pathways Sarah Hodgson
Primary SEN
8 Wed
21st Oct
SS-G4
Primary Assessment Ian Ward
Deputy Principal
11 Wed
11th Nov
SS-G4
Primary Reports Nigel Ludlam
Deputy Principal
14 Tues
1st Dec
PS-U6
Induction Review Colin Bibby, CPD Manager
Suneetha Nettikaden, HR Manager
Ongoing Induction Programme
Newly Appointed Teachers
Term 1, 2015 Secondary Programme
Week Date/Room Topic
2 Tues
8th Sept
SS-G4
School Calendar Gary Hembry (Secondary Maths)
Lucy Krys (Primary Year 1)
5 Tues
29th Sept
PS-U6
Learning Pathways Sue Trenberth
Head of SEN
8 Wed
21st Oct
SS-G4
Data within T&L Nikki Upsall
T&L Coordinator
11 Wed
11th Nov
SS-G4
Secondary Reports Kate Williams
Deputy Principal
14 Tues
1st Dec
PS-U6
Induction Review Colin Bibby, CPD Manager
Suneetha Nettikaden, HR Manager
“Forever learning, forever achieving”
P.O. Box 79043 Dubai United Arab Emirates Tel: +971 4 2325552 Fax: +971 4 2325151 www.disdubai.ae
Domains 4-5-6 Training
Follow-up Workshops, Term 1
Differentiation, Week 3, Sunday 13th September Primary : Leonie Ramburuth & Emma Cheung
Secondary: Maggie MacCleod, Rebecca Barnett
Questioning, Week 7, Sunday 11th October Primary: Pam Cuthbertson & Aimee Thomas
Secondary: Lou Davison, Garret Spellman,
Independent Learning, Week 11, Sunday 8th November Primary: Sarah Hoodless & Susan Graham
Secondary: Adam Masters, Chrissi Walsh
CP
D
Shar
ing
Go
od
Pra
ctic
e
lear
nin
g fr
om
eac
h o
ther
Sup
po
rtin
g Te
ach
ers
and
Lea
rner
s
Usi
ng
Ass
essm
ent
to
Imp
rove
Pla
nn
ing
Teac
hin
g &
Lea
rnin
g
Lear
nin
g Te
chn
olo
gies
Teac
hin
g &
Le
arn
ing
Teac
he
r To
olk
its
incl
ud
ing
e-r
eso
urc
es
VLE
an
d a
pp
sT
& L
Co
ord
inat
ors
BED
Co
ach
ing
and
M
en
tori
ng
CO
B/L
EW
Lear
nin
g W
alks
&
Lets
Sh
are
Wal
ksSL
T/H
OD
T &
L C
oo
rdin
ato
rs
Han
dh
eld
Dev
ice
sin
clu
din
g e
-re
sou
rce
s
app
sB
ED/G
TS
Smar
tBo
ard
Tech
no
logi
esIn
clu
din
g vi
sual
ise
rsA
CM
/CH
N/W
ET
VLE
an
d
Man
age
Bac
BED
/GTS
/AST
Usi
ng
CEM
Dat
aK
WIJ
W
Imp
rovi
ng
Fee
db
ack
mar
kin
g/ve
rbal
fe
ed
bac
k p
ee
r &
se
lf a
sse
ssm
en
t
Stu
de
nt
Trac
kin
g M
on
ito
rin
g an
d
Me
nto
rin
gIn
terv
en
tio
n S
trat
egi
es
LAC
NU
H
OY
/YL/
Me
nto
rs
Inte
rnal
CP
D
Pro
gram
me
CO
B/M
AL
Co
nti
nu
ing
Pro
fess
ion
al D
evel
op
men
t C
OB
Continuing ProfessionalDevelopmentContinuing Professional Development
Co
nti
nu
ing
Pro
fess
ion
al D
evel
op
men
t
Lear
nin
g Su
pp
ort
&
Gif
ted
an
d
Tale
nte
dSN
T/O
LW/S
ZG
The
Le
arn
ing
Envi
ron
me
nt
CLM SK
H
Rev
iew
ed N
ov
20
14
JSS
/BED
/JEF
CTL
C, T
each
ing
&
Lear
nin
g C
om
mit
tee
CTL
C m
emb
ers
DIS
Ne
wly
-ap
po
inte
d S
TAFF
IND
UC
TIO
N P
rogr
amm
e, A
ugu
st 2
01
5
MP
H
Mo
nd
ay 1
7th
Au
gust
Tu
esd
ay 1
8th
Au
gust
W
edn
esd
ay 1
9th
Au
gust
Th
urs
day
20
th A
ugu
st
Sun
day
23
rd A
ugu
st
9:0
0 –
10
:00
Mee
t an
d G
reet
Je
ff S
mit
h (
Dir
ect
or)
& S
MT
of
bo
th s
cho
ols
:
Wel
com
e
Sch
oo
l cal
end
ar
Ind
uct
ion
Pro
g
Do
cum
enta
tio
n
HR
ses
sio
n
Jeff
Sm
ith
& B
usi
nes
s O
ffic
e te
am:
Waj
eed
, De
smo
nd
, Fat
ima,
Bas
ith
, Su
nee
tha
- B
anki
ng
form
s/V
isa
issu
es
-
Pas
spo
rts
nee
ded
-
Do
cum
ents
fo
r Em
irat
es ID
typ
ing
cen
tre
-
Med
ical
Insu
ran
ce
UA
E R
eq
uir
em
en
ts
Sun
eeth
a, F
atim
a, B
asit
h
Emir
ates
ID C
ard
s
Med
ical
s &
blo
od
tes
t A
cco
mp
anie
d b
y Ia
n T
emp
le &
K
ate
Will
iam
s U
AE
‘mo
des
t d
ress
’ co
de
req
uir
ed
Shei
kh M
oh
amm
ed C
entr
e fo
r C
ult
ura
l Un
der
stan
din
g
Bu
r D
ub
ai
Co
lin B
ibb
y &
Elis
e Fu
rr
UA
E ‘m
od
est
dre
ss’ c
od
e re
qu
ired
7
:15
Pic
k-u
p f
rom
Mir
dif
7
.30
Pic
k-u
p f
rom
sch
oo
l 8
:00
-9:3
0
Cu
ltu
ral B
reak
fast
an
d T
alk
UA
E H
isto
ry
Mo
der
n U
AE
Cu
ltu
re
Etiq
uet
te
9
:30
-10
.30
Bas
taki
ya M
osq
ue
To
ur
1
1:0
0 a
m
Ret
urn
to
sch
oo
l
Dir
ecto
r’s
Slo
t
Jef
f Sm
ith
His
tory
of
DIS
ESO
L o
rgan
isat
ion
Teac
hin
g &
Lea
rnin
g at
D
IS
Pro
fess
ion
al e
xpec
tati
on
s
10
:00
– 1
1:0
0 To
ur
of
sch
oo
l
wit
h S
MT
mem
ber
s C
han
ce t
o s
ee
the
sch
oo
l an
d y
ou
r te
ach
ing
/Dep
t ar
eas.
Ch
ild P
rote
ctio
n
& P
asto
ral I
ssu
es
Seco
nd
ary
- Li
nd
a C
liffo
rd
Pri
mar
y -
Nig
el L
ud
lam
&
Mar
tyn
Clif
ford
11
.00
– 1
2.0
0 P
rim
ary
& S
eco
nd
ary
SLTs
Ro
les
and
Pre
limin
ary
info
rmat
ion
Ind
ivid
ual
ph
oto
ses
sio
n fo
r st
aff
ID c
ard
s.
Pro
fess
ion
al d
ress
fo
r p
ho
tos
The
VLE
Bas
sel D
eiry
C
om
pu
ter
roo
m M
10
In
tro
du
ctio
n t
o t
he
sch
oo
l VLE
12
:00
– 1
3:0
0 Lu
nch
(p
rovi
ded
by
sch
oo
l)
Lun
ch
(pro
vid
ed b
y sc
ho
ol)
Lu
nch
(p
rovi
ded
by
sch
oo
l)
Lun
ch
(pro
vid
ed b
y sc
ho
ol)
Lu
nch
(p
rovi
ded
by
sch
oo
l)
13
:00
– 1
4:0
0
Sho
pp
ing!
B
us
to D
ub
ai F
esti
val C
ity
(DFC
) fo
r H
yper
Pan
da
sup
erm
arke
t &
IKEA
. B
use
s re
turn
to
sch
oo
l an
d
on
to
acc
om
mo
dat
ion
.
13
.00
IT
set
up
Je
ff S
mit
h &
IT T
eam
*
Pas
swo
rds,
Tre
e, P
ASS
*
IT t
ask:
Med
ical
Cla
im f
orm
CP
D a
t D
IS
Co
lin B
ibb
y *
CP
D a
t D
IS
* Te
rm1
: on
goin
g In
du
ctio
n
* IN
SET
wee
k w
ith
wh
ole
sta
ff
* In
tern
al C
PD
wo
rksh
op
s
Bu
s To
ur
of
Du
bai
Ian
Tem
ple
& A
llan
Har
e
Beg
ins
and
en
ds
at s
cho
ol
Ro
un
d-u
p S
essi
on
Co
lin B
ibb
y &
Su
nee
tha
An
y re
mai
nin
g in
fo
Op
en Q
& A
dis
cuss
ion
Feed
bac
k o
n In
du
ctio
n
Even
ing
7
:00
D
irec
tor’
s B
BQ
A
l Are
esh
Clu
b, A
l Bad
ia.
6.3
0p
m p
ick
up
W
eeke
nd
sta
rts
o
n T
hu
rsd
ays
in D
ub
ai!
Enjo
y!!
C
OB
, 10
.5.1
5
Dai
ly T
ran
spo
rt:
Mo
rnin
g sc
ho
ol b
us
pic
k u
p a
t 8
:30a
m f
rom
yo
ur
sch
oo
l acc
om
mo
dat
ion
Bu
s fr
om
sch
oo
l bac
k to
acc
om
mo
dat
ion
at
2:3
0p
m f
rom
ou
tsid
e th
e m
ain
ad
min
blo
ck.
Se
con
dar
y W
ho
le-S
cho
ol I
nse
t P
rogr
amm
e f
or
staf
f, A
ugu
st 2
01
5
M
on
day
2
4th
Au
gust
Tu
esd
ay
25
th A
ugu
st
We
dn
esd
ay
26
th A
ugu
st
T
hu
rsd
ay
27
th A
ugu
st
S
un
day
3
0th
Au
gust
M
on
day
3
1st
Au
gust
0
7.3
0 -
08
.00
Mee
t an
d g
reet
co
ffee
MP
H
0
8.0
0 -
09
:00
Dir
ect
or’
s w
elc
om
e b
ack,
MP
H
Intr
od
uce
new
sta
ff
Inse
t P
rogr
amm
e
SMT
Ite
ms
CP
D W
ork
sho
p 1
, Gro
up
A
6 D
om
ain
s o
f T
& L
Dif
fere
nti
ati
on
M M
acLe
od
& R
Bar
net
t
(fre
e sl
ot
for
Gro
up
B)
CP
D W
ork
sho
p 3
, Gro
up
A
6 D
om
ain
s o
f T
& L
Qu
esti
on
ing
L D
avis
on
& G
Sp
ellm
an
(fre
e sl
ot
for
Gro
up
B)
CP
D W
ork
sho
p 2
, Gro
up
A
6 D
om
ain
s o
f T
& L
Ind
epen
den
t Le
arn
ing
A M
aste
rs &
C W
alsh
(fre
e sl
ot
for
Gro
up
B)
B
esp
oke
6
Do
mai
ns
CP
D
Wo
rksh
op
s
to b
e o
ffer
ed
her
e in
A
rab
ic f
or
all A
FL,
Ara
bic
an
d
Isla
mic
st
aff,
G
rou
p C
.
09
.00
- 9
.30
0
9:3
0 -
10
.00
Seco
nd
ary
SLT
Intr
od
uct
ion
s /
Ro
les
Sc
ho
ol L
ibra
ry
Ver
on
ica
Sch
eep
ers
H
OD
s
(ses
sio
n 1
)
K
ate
Will
iam
s -
G4
IB T
eac
he
rs, M
16
‘T
ran
siti
on
: IG
to
IB’
Ash
ley
Tho
rpe,
Jen
nie
Up
sall
IB N
ew
Te
ach
ers
A
shle
y Th
orp
e -
M1
6
H
OD
s
(se
ssio
n 2
)
Kat
e W
illia
ms
- G
4
10
.00
- 1
0.3
0 B
REA
K
BR
EAK
B
REA
K
BR
EAK
10
.30
- 1
1.3
0
C
PD
Wo
rksh
op
: 6
Do
mai
ns
D
om
ain
s 1
-2-3
an
d
Sho
win
g P
rog
ress
N U
psa
ll &
J T
ost
evi
n
Rev
iew
of
Do
mai
ns
1-2
-3
Ho
w d
oes
th
is li
nk
to s
ho
win
g p
rogr
ess
wit
hin
a le
sso
n?
CP
D W
ork
sho
p 2
, Gro
up
B
6 D
om
ain
s o
f T
& L
Ind
epen
den
t Le
arn
ing
A M
aste
rs &
C W
alsh
(fre
e sl
ot
for
Gro
up
A)
CP
D W
ork
sho
p 1
, Gro
up
B
6 D
om
ain
s o
f T
& L
Dif
fere
nti
ati
on
M M
acLe
od
& R
Bar
net
t
(fre
e sl
ot
for
Gro
up
A)
CP
D W
ork
sho
p 3
, Gro
up
B
6 D
om
ain
s o
f T
& L
Qu
esti
on
ing
L D
avis
on
& G
Sp
ellm
an
(fre
e sl
ot
for
Gro
up
A)
11
:30
- 1
2:1
5 H
ou
se S
yste
m, M
PH
El
ise
Furr
Off
site
Tri
ps
Hay
do
n K
err
Tu
tor
Team
Me
eti
ngs
, Ho
Y R
oo
ms
c/o
Ho
Ys
Mo
nit
ori
ng
& E
valu
atio
n
Ian
Tem
ple
12
.15
- 1
3.0
0 LU
NC
H
(pro
vid
ed)
LUN
CH
LU
NC
H
LUN
CH
L
UN
CH
13
.00
-1
4.0
0
14
:00
- 1
5:0
0
De
par
tme
nt
Me
eti
ngs
and
Pre
par
atio
n t
ime
in D
ept
roo
ms
SS -
Ho
Ys
Lin
da
Clif
ford
- B
oar
dro
om
Pe
rso
nal
pre
p t
ime
All
teac
her
s
13
.30
Th
e V
LE
Bas
sel D
eiry
VLE
up
dat
e
Han
ds-
on
tas
k
13
.30 D
ire
cto
r’s
Slo
t, M
PH
Sch
oo
l du
tie
s &
re
spo
nsi
bili
tie
s
Mee
tin
g st
ruct
ure
, exp
ect
atio
ns
14
.15
PA
SS, G
4 -
Yo
lan
di
N
ew t
each
ers
on
ly
Pe
rso
nal
pre
p t
ime
All
oth
er t
each
ers
1
3.3
0-1
5.0
0
The
Dir
ect
or’
s C
hal
len
ge
Ev
en
ing
soci
al,
So
cial
Co
mm
itte
e
1
3.3
0
Op
tio
nal
Sm
artB
oar
d
wo
rksh
op
, A
dam
M
aste
rs,
SS-G
4
C
OB
18
.5.1
5
Teachers’ personal preparation time: full day
Teachers’ personal preparation time
9.0
0-1
0.0
0
New
stu
den
t
& p
aren
t
visi
ts,
Sec
SLT
Sta
ff b
use
s w
ill p
ick
up
fro
m a
cco
mm
od
ati
on
at
7:1
5a
m.
Sta
ff b
use
s w
ill le
ave
sch
oo
l at
3:1
5p
m a
nd
5:0
0p
m
each
da
y.
P
rim
ary
Wh
ole
-Sch
oo
l In
set
Pro
gram
me
fo
r st
aff,
Au
gust
201
5
M
on
day
2
4th
Au
gust
Tu
esd
ay
25
th A
ugu
st
We
dn
esd
ay
26
th A
ugu
st
Thu
rsd
ay
27
th A
ugu
st
Su
nd
ay
30
th A
ugu
st
Mo
nd
ay
31
st A
ug
07
.30
- 0
8.0
0 M
eet
and
gre
et c
off
ee M
PH
08
.00
- 0
9:0
0
Dir
ect
or’
s w
elc
om
e b
ack,
MP
H
Intr
od
uce
new
sta
ff
Inse
t P
rogr
amm
e
SMT
Ite
ms
CP
D W
ork
sho
p 1
, Gro
up
A
6 D
om
ain
s o
f T
& L
Dif
fere
nti
ati
on
L R
amb
uru
th &
E C
heu
ng
(fre
e sl
ot
for
Gro
up
B)
CP
D W
ork
sho
p 3
, Gro
up
A
6 D
om
ain
s o
f T
& L
Qu
esti
on
ing
P C
uth
ber
tso
n &
A T
ho
mas
(fre
e sl
ot
for
Gro
up
B)
CP
D W
ork
sho
p 2
, Gro
up
A
6 D
om
ain
s o
f T
& L
Ind
epen
den
t Le
arn
ing
S H
oo
dle
ss &
S G
rah
am
(fre
e sl
ot
for
Gro
up
B)
Lib
rary
C
olle
ctio
n
8.0
0 E
Y 8
.30
P1
9
.00
P2
Bes
po
ke
6 D
om
ain
s C
PD
W
ork
sho
ps
to
be
off
ered
her
e in
Ara
bic
fo
r al
l AFL
, A
rab
ic a
nd
Is
lam
ic s
taff
, G
rou
p C
.
09
.00
- 1
0.0
0
Pri
mar
y St
aff
Me
eti
ng
In P
rim
ary
Sch
oo
l M
arty
n C
liffo
rd
Ye
ar T
eam
Pla
nn
ing
Mtg
s Y
ear
Te
am P
lan
nin
g M
tgs
9.0
0 L
ibra
ry t
rain
ing
for
TAs
9.3
0 L
ibra
ry -
new
sta
ff E
Y&P
1
Staf
f P
lan
nin
g T
ime
9
.00
Lib
rary
- n
ew s
taff
, P2
10
.00
- 1
0.3
0 B
REA
K
BR
EAK
B
REA
K
BR
EAK
10
.30
- 1
1.3
0
C
PD
Wo
rksh
op
: 6
Do
mai
ns
Do
ma
ins
1-2
-3 a
nd
Sh
ow
ing
Pro
gre
ss
M B
agsh
aw &
C T
ibb
etts
Rev
iew
of
Do
mai
ns
1-2
-3
Ho
w d
oes
th
is li
nk
to s
ho
win
g p
rogr
ess
wit
hin
a le
sso
n?
CP
D W
ork
sho
p 2
, Gro
up
B
6 D
om
ain
s o
f T
& L
Ind
epen
den
t Le
arn
ing
S H
oo
dle
ss &
S G
rah
am
(fre
e sl
ot
for
Gro
up
A)
CP
D W
ork
sho
p 1
, Gro
up
B
6 D
om
ain
s o
f T
& L
Dif
fere
nti
ati
on
L R
amb
uru
th &
E C
heu
ng
(fre
e sl
ot
for
Gro
up
A)
CP
D W
ork
sho
p 3
, Gro
up
B
6 D
om
ain
s o
f T
& L
Qu
esti
on
ing
P C
uth
ber
tso
n &
A T
ho
mas
(fre
e sl
ot
for
Gro
up
A)
11
:30
- 1
2:3
0 P
S Y
ear
Te
am P
lan
nin
g M
tgs
PS
Staf
f M
ee
tin
g M
on
ito
rin
g &
Eva
luat
ion
M
arty
n C
liffo
rd
12
.30
- 1
3.3
0 LU
NC
H
(pro
vid
ed)
LUN
CH
LU
NC
H
LUN
CH
L
UN
CH
13
.30
-1
4.1
5
14
:15
- 1
5:0
0
Sect
ion
Me
eti
ngs
T
eam
Me
eti
ngs
The
VLE
B
asse
l Dei
ry
VLE
up
dat
e
Han
ds-
on
tas
k
Dir
ect
or’
s Sl
ot:
All
Sta
ff
Sch
oo
l du
tie
s &
re
spo
nsi
bili
tie
s
Mee
tin
g st
ruct
ure
, exp
ect
atio
ns
P
ers
on
al p
rep
tim
e
All
teac
her
s
13
.30
-15
.00
Th
e D
ire
cto
r’s
Ch
alle
nge
Eve
nin
g so
cial
, So
cial
Co
mm
itte
e
13
.30
O
pti
on
al
Smar
tBo
ard
w
ork
sho
p,
Ad
am M
aste
rs
SS-G
4
C
OB
18.
5.15
Sta
ff b
use
s w
ill p
ick
up
fro
m a
cco
mm
od
ati
on
at
7:1
5a
m.
Sta
ff b
use
s w
ill le
ave
at
3:1
5p
m a
nd
5:0
0p
m e
ach
da
y
da
y.
Teachers’ personal preparation time
Teachers’ personal preparation time: full day
9.0
0-1
0.0
0
New
stu
den
t
& p
aren
t
visi
ts,
Pri
mar
y
SLT
38
C. PASTORAL CARE & GUIDANCE ACCIDENT REPORTING All accidents, except those of a very minor nature, must be reported to the school nurse to ensure proper treatment and to expose potential dangers. Following referral of the student to the nurse for treatment, an accident report must be completed by the first staff member to become aware of the accident. Accident reports are available from the nurse, to whom they must be returned when completed. ATTENDANCE PROCEDURES AND REPORTING OF STUDENT ABSENCES 1. Attendance is recorded on PASS, the school’s electronic pupil record. Attendance is
taken at 8 am every morning and every period in Secondary School. 2. Any student who has been absent must present a note from the parent/guardian. 3. Any students leaving school early must check out through the Principal’s office
where they will receive a gate pass. Parental permission is required. 4. Refer to the Attendance/Tardiness Policy section of the Student Handbook. 5. Any staff member who leaves the premises must first sign the fire book.
All classroom teachers are responsible for taking attendance for every class and for maintaining accurate records. BEHAVIOUR / DISCIPLINE Refer to Behavior Policy: Safe and Supportive School Environment and School Policies Letter on the school tree. BREAK AND LUNCH The school provides staff with tea and coffee. Snacks are available from the cafeteria. Cafeteria meals should be eaten in the cafeteria, not in staff rooms. Crockery and cutlery must not be removed from the cafeteria for use elsewhere.
CHILD PROTECTION POLICY
Child abuse on the part of parents, siblings and/or relatives knows no social boundaries. It is found in all societies, DIS must do all it can to discourage child abuse. The DIS Child Protection Policy is on the shared drive ‘School Tree’. All school employees are required, by action of this policy, to report any and all suspected cases of child abuse to the respective Child Protection Officer (Linda Clifford and Nigel Ludlam). Child abuse incidences are to be reported within 24 hours from the time you become aware of them. UAE is a participatory signature to the United Nations convention on “The Rights of the Child.”
39
DISCIPLINE POLICY When the classroom teacher feels he/she has exhausted those means available for dealing with a problem student, the student should be referred to Secondary or Primary School Head of Year. If the matter is of a serious nature, it should be referred to Deputy or Assistant Principal. There is a set procedure for discipline which should be known by parents, students and teachers (please see relevant PS or SS document). PREFECTS See attached.
BEHAVIOURAL POLICY/SANCTION PROCEDURES
See attached.
HOUSE PREFECTS IB1 DESCRIPTION, ROLES and RESPONSIBILITES
Becoming a House Prefect means having a whole school responsibility and commensurate with this role is the responsibility of being both a Prefect and leading a House. On election as a House Prefect, you will take on a leadership role as the head, House Prefect. From the pool of ten elected Prefects, the Head Boy/Girl will be appointed. All House Prefects will be interviewed by Mr Smith and his Senior Management Team.
Below you will find the criteria and the procedures for application. Thank you Mrs Clifford & Miss Furr APPLICATION A formal letter of application must include why you want to be a House Prefect and how you can lead your students effectively and successfully; if appropriate you should also express your wish to be considered for the Head Boy/Girl position. This is to be handed to Mr Taylor, your HoY, by Sunday 14 September. If selected, you will be required to give a speech in front of the student body and be interviewed by Mr Smith and SMT. RESPONSIBILITIES & ROLE Represent the school in an exemplary manner. Demonstrate leadership skills within the SRHC. Promote the School’s Aims and vision. Provide opportunities for students have a voice on aspects of improving school life and environment. Be a role model for students. Demonstrate dependability, and organisational skills. Value the opinions of others. Demonstrate good sportsmanship. Organise inter-house academic, creative and sporting competitions. Lead, House Assemblies. Work collaboratively with staff members.
“Forever learning, forever achieving”
www.disdubai.ae Deira International School
P.O. Box 79043 Tel: +9714 2325552 Fax: +9714 2325151
SUBJECT
TEACHER
CLASS
TUTOR
First Incident
Verbal warning.
Student Expectations
At the beginning of the year, tutors
introduce the ‘Student Expectations ‘
booklet, which is signed by students
and parents.
Student Charter- Introduction
Second/Third Incident
Y7-10. Note in Planner or
personal note to parent on
VLE/email/phone call
Y10-IB2. Personal
note on VLE/ email /
phone call
Second/Third Incident
Refer student directly to
Head of Year. (HoY)
HoY will have the appropriate
discussion with student.
Possible consequences:
CLD
parental contact via email, VLE or
a phone call.
Being placed on a yellow HoY
Progress Report’
First Incident
Discussion with student about the
concern. Support offered. If
behavioural, a verbal warning is
issued. If applicable, communicate
concern to Academic Mentor for
further follow-up. CENTRAL LUNCHTIME DETENTION
(CLD)
Held three times a week at
lunch for 30 minutes in G9.
A register is maintained by
Office Assistant. Students
are reminded via VLE or attached list
on the ‘Daily Bulletin’.
Subsequent Incidents
Student put directly into
CLD. HOD is aware and
supports
teacher.
Subsequent Incidents
Student is sent directly to HoY
HoY will have the appropriate
discussion with student.
Possible consequences:
Parents, along with their child,
are asked in for a meeting with
the HoY
HoY red ‘Progress Report’
a Thursday SLT Detention
Visit to the School Counselor
SERIOUS INCIDENTS
Student is sent directly to the pastoral
Deputy Principal.
Along with respective HoY, appropriate
discussion takes place with student.
Possible consequences:
Parents and their child meet with DP
and HoY.
places student on a DP
Progress Report
In-school suspension.
Suspension.
Direction for immediate counseling at a
DIS recommended clinic.
Final individual Behaviour Contract.
Under consultation with Principal, a ‘no
place offered’ is given to the parent of
the child for the next academic year.
PASTORAL SUPPORT
TEAM
Boy’s and Girl’s
counselors
School Doctor/Nurse
SEN Coordinator
Child Protection Officer
Senior Leadership Team
SCHOOL-LINKED
DOCUMENTS
Student Expectations Booklets
VLE/Student Planner
Student Charter
Traffic Light Progress Reports
CLD Policy
Serious Incident Report
Secondary School Counselor
Chart
Child Protection Policy
Anti-Bullying Policy
Our Response to Bullying
Flowchart
S4L Framework
Protecting Children -
DIS Child- Safe Policy
MED Policy
Log behaviour
on PASS
Log behaviour
on PASS Log behaviour
on PASS
Log behaviour on
PASS
LAC. Jan 2015.
LOW LEVEL
In response to a minor bullying incident a Tutor/Subject teacher must:
Spell out clearly why the bullying behaviour is unacceptable.
Explain what the consequences will be next time the behaviour occurs.
Refer students to the ‘traffic light’ Sanctions Procedures.
Support the bullied student.
HIGH LEVEL
In response to a serious bullying/cyber-bullying incident, a Tutor/Subject teacher must
immediately refer the incident to the DP-Pastoral/ Child Protection Officer.
DISCIPLINARY STEPS
Along with respective HoY, DP/Child Protection Officer or Principal,
an appropriate discussion will take place with the student
and parents.
Possible Consequences
student is put on a DP Progress Report.
In-school suspension.
Suspension.
Direction for immediate counseling at a DIS recommended
clinic.
Final individual Behaviour Contract.
Under consultation with Principal, a ‘no place offered’ is given to the parent of the child for the
next academic year.
MEDIUM LEVEL
In response to a medium bullying/cyber-bullying incident, a Tutor/Subject teacher must
refer the student directly to the Head of Year. (HoY)
In consultation with the DP-Pastoral, the HoY will request a meeting with the parents and their child.
PASTORAL SUPPORT
TEAM
Boy’s and Girl’s
counselors
School Doctor/Nurse
SEN Coordinator
Child Protection Officer
Senior Leadership Team
The Victim
Receives support/advice from the
tutor and HoY
Talks with the school counselor
Log behaviour
on PASS
Possible Consequences
CLD or SMT Detention
Yellow HoY Progress Report
In-school suspension
Tutor class changed.
The Victim
As above.
Support from DP.
If cyber-bullying, advice about
safety and privacy settings.
Lodging a complaint with
police/local safeguarding
authorities.
Log behaviour on
PASS and fill in a
‘Serious Incident’
Report. (Tree/Child-
Safe Policies)
LAC. Jan 2015.
DIS Primary School Behavioural Procedures
Type of behaviour Member of staff responsible
Sanctions Available
Disrespectful behaviour toward other students
eg name calling, not sharing properly.
Disrespectful behaviour toward an adult eg
shouting out in class, not following
instructions, answering back.
After a 2nd warning if there is a 3rd incident,
then the student should be sent to the HoY.
Class Teacher
Reflection Time/ Time out Incentive chart
Miss break/ Lunch Note home in diary
If contact has been made regarding behaviour a note must be made of this on the tree
Continued incidents of the behaviour listed
above, including stealing.
Low level physical acts towards others eg
pushing, tripping
Low level bullying/ racist comments
Head of Year
Note home in diary Phone call to parents
Miss break/ lunch time Yellow monitoring form (note on PASS)
Continued incidents of the behaviour listed
above.
High level physical acts towards others eg
punching, kicking, biting
High level bullying/ racist comments
Phase Leader
Miss break/ lunch time Pink monitoring form (note on PASS)
Unacceptable behaviour letter Parent meeting
Primary School SMT
Red monitoring form (note on PASS) Unacceptable behaviour letter
Parent meeting (after PL has met with parents) In school suspension
School suspension/ exclusion
Continued incidents of the behaviour listed
above.
High level physical acts towards others eg
fighting, biting causing injury
High level bullying/ racist comments
40
PARENTS AND TEACHERS ASSOCIATION (PTA)
All parents and teachers at Deira International School are automatically members of the Parents and Teachers Association (PTA). The aims and objectives of the PTA are:
To contribute to the wellbeing of the school community.
To encourage the participation of all parents in the life of the school and the education of their children.
To provide opportunities for parents to discuss issues concerned with welfare, the school environment and the general education policy of the school, with the underlying premise of developing a shared parent understanding and view.
To provide opportunities for parents to get to know each other.
To work with the school management team, staff and the School Director.
The purpose of the PTA is to enhance our student’s experiences of school in ways which are beyond the scope of the school’s educational budget. The PTA organises fundraising for specific purposes or events (e.g. books for the school library, Ramadan Iftar, National Day, and International Day etc.) and draws on the skills and expertise of parents at the school to provide extra resources. These events are an excellent way for parents to meet fellow parents and become actively involved in their child's education. The PTA relies heavily on parent support and involvement. For the PTA to be truly successful, it also requires teacher membership, support and involvement. It is vital that some members of the teaching staff attend the PTA meetings, to offer and discuss their ideas and point of view. Open discussions between PTA parents and staff members will assist with the delivery of accurate communication, ensuring that our messages and directions are clear and consistent. Being a member of the PTA is a very rewarding experience as you develop strong partnerships with the tremendous array of parents who can share their enthusiasm and expertise across the school. Our parents are the schools best voice when it comes to promoting the school and its worth. Please take the opportunity to become a PTA committee member, you will enjoy the experience. Committee members are elected at the Annual General Meeting (AGM) which is held towards the end of the school year. The full Committee meets on the third Tuesday of each month during the school term at the school, and there may be sub-committees involved in specific projects. The day time committee meetings will be held on the second Tuesday of each month at 2.00 pm.
PARTIES
The Primary School has decided that it is not appropriate for the students to have birthday cakes or parties at school. To maximize the time students have with teachers in meaningful learning activities, the Primary School believes that such an occasion is best celebrated in the family home or at a venue more suitable than school. In addition many of our children have allergies to nut and egg products. Primary School allows the distribution of small gifts or sweets to celebrate birthdays but these should be handed out at the end of the school day and taken home. Sweets are not allowed to be eaten in
41
school. Primary school appreciates the understanding and cooperation of the parents/caregivers on this matter.
Primary School requests parents/caregivers that party invitations are handed out with due discretion and consideration to all children in the class. Parents/caregivers should not ask class teachers to hand out invitations to the children unless there is one for every class member. Teachers should not be put in the position of explaining to some children why they are not invited to a particular party. Invitations should be given out at the end of the school day (Please refer to current EY, Primary 1 and Primary 2 Handbook for Parents and Caregivers available in Primary School administration).
Generally, parties for secondary students will not be scheduled during the school day and must be approved by the Principal.
Parties will not be held during Ramadan. Candles must not be lit in the school.
PHYSICAL CONTACT
Different cultures have differing views on physical contact and so physical contact with students should be avoided.
REFERENCES Teachers should not provide references for students or colleagues without clearance from the principal. SMOKING The use of tobacco can and does cause health problems, not only for the user but also for non-smokers exposed to secondary smoke. DIS vigorously enforces a no-smoking ban on school property. Violation of this ban will be subject to disciplinary action. The ban encompasses all property within the boundary walls of the school, and outside gate area at the front and back of school. All rest rooms, showers, closets, work areas, rest areas, locker areas, garage, storage rooms, commons, roof areas, gate house, security office and all other areas on school property not mentioned are considered part of this no-smoking ban. This policy is in effect 24 hours a day, 7 days a week. It includes all activities held at the school and any transportation provided by DIS. Parents, visitors, drivers, repair and delivery people will also be required to refrain from smoking while on school grounds. We care about the safety, wellbeing and health of our students and co-workers. Your 100% cooperation is not only requested but required. TARDINESS – STUDENTS Principals will announce procedures for recording absences and tardiness. All teachers will keep daily records of absenteeism and tardiness.
Secondary School Formal Assembly Procedures
Deira International School actively promotes respect, tolerance and social awareness of its students. As stated in
our School Aim 2 we recognise, and reward students for their achievement and participation. Formal assemblies
are one such way this is achieved.
Formal Assemblies will be held in the S4L period and generally at the beginning and end of every term. These assemblies will be used to celebrate and acknowledge students who have demonstrated outstanding achievement
in a range disciplines or to inform students of special school initiatives, introduce new staff, or welcome a guest speaker.
All students in these assemblies will be expected to have exemplary behaviour. This also means the standard of
items/performances and awards must be of superior quality and that the programme is kept to a tight schedule.
Tutors are required to sit with their form classes overseen by their respective Head of Year. Other staff members are to be scattered throughout the assembly seating area so they can target any student whose behaviour is not
up to standard. All staff members should be setting an example by being active listeners and participants.
SMT responsibilities:
Mr Williams and Mr Visser will usher year groups from outside into the MPH.
Mr Bibby and Ms Furr will stand inside at the bottom of the stairs.
Mr Smith, Mr Temple and/or Mrs Clifford will be on the stage.
The S4L Coordinator will organise any AV/IT presentations with the Maintenance/ IT Dept.
All SMT may sit on the stage after the conclusion of their responsibilities.
HoY responsibilities:
Ensure all tutors take the register by 7:55am.
Make sure all tutors bring their classes over by 8:00am ready to file in by 8:05pm.
Monitor classes as they arrive and depart from their seats in the MPH.
Items/Performances
All items/performances are to be sent to the Director after the criteria listed below has been followed.
Are to be of high quality.
Awards presented to be vetted by the SMT and only outstanding students from any discipline may receive
these commendations. All other awards can be given out during year group assemblies.
The National Anthem will start the assembly.
Students receiving awards should be seated at the front of the MPH.
Head Prefects and Prefects, if appropriate, sit on the stage with SMT.
Programme of items to be circulated by Director and/or S4L Coordinator well before assembly.
No last minute items accepted.
Video clips and content need to be viewed by a SMT member 48 hours beforehand.
General
All staff are expected to attend formal assemblies.
There will be one compere who will keep the thread of the assembly going for continuity.
No exams or lessons will be scheduled during this time.
No staff member will use a MED device during assembly.
All AV/IT requirements must be ordered and set up beforehand.
A speaker box, positioned on the stage, is to be behind the presenters so they can hear what is being
said. Both entrance doors will used so the MPH is loaded from both the front and back of the auditorium.
In case of fire, students leave row by row using the exits on both sides of building with their tutors. This
is to be undertaken in a quiet, orderly manner.
LAC, December 2013
DEIRA INTERNATIONAL SCHOOL MOBILE ELECTRONIC DEVICE POLICY
THE POLICY
Deira International School will allow students to have a Mobile Electronic Device (MED) on the school
premises, with the belief that MED usage will not infringe in any manner on personal dignity or the
rights of others in the classroom or on the school grounds.
RATIONALE
Deira International School fully realises that mobile electronic devices are now part of everyday life.
With the introduction of a range of electronic devices that have the same capability as computers,
make instant connectively to the Internet, provide high quality camera and video features, and have
options of video or audio telecommunications, MEDs are here to stay, and have become an integral
part of global technology and telecommunications. While electronic devices in school can be
disruptive, distracting and have the possibility for cyber-bullying, we also realise and embrace the
challenge that MEDs can be used as a useful learning tool in the classroom.
With the potential that MEDs can bring to the classroom as a learning tool and a method of
communication, DIS will allow Secondary School students to use their MED in the classroom. Here
they will be used as a learning tool and under strict supervision of the initiating teacher.
For this policy to work, however, students will be required to adhere strictly to the guidelines of the
following policy of which will need to be understood along with its consequences. Infringements will
occur if students abuse the use of a MED, or have unauthorised use that disrupts and distracts the
learners in the classroom, or is used in any way to cyber-bully another person. The right to be MED
user will be taken away and MED confiscation levels will apply as stated later in this policy.
LINK TO THE SCHOOL’S CORE VALUES AND AIMS
This policy is aligned to the following Core Values
Being open to new thinking and ideas.
Using technology to enhance the learning experience.
Offering enjoyable and exciting approaches and opportunities to stimulate enthusiasm and
motivation for learning.
Responding to individual circumstances.
MOBILE ELECTRONIC DEVICES AS A TEACHING TOOL
We encourage teachers to use MED as a tool to enhance the learning environment. Ideas for usage
are numerous, but some suggestions are as follows:
working on the School’s VLE
recording homework on the MED calendar
video recording to report back to the class
independent study and revision
creation of podcasts/animations
fieldwork
GPS mapping and technology
interviewing
online researching
RULES for MED USAGE
MED can be used only in the classroom under the teacher’s direction.
No MED are allowed in the corridors, outside in the playgrounds, cafeteria or
toilets. All these areas are known as ‘mobile free zones.’
Under NO circumstances are students allowed to listen to personal music.
MED will be handed into a designated staff member before a school examination takes place.
MED will not be used for taking photographs of others in school and posting these on
YouTube or other social networking sites.
MED will not be used in school to cyber-bully any other student.
Whilst in school, vulgar, derogatory, or obscene language sent via SMS, BBM or similar apps,
will mean immediate confiscation.
It is advised that MED have the student’s full name on the outside of the device. (on
purchase of a iPad, this can be done for you)
The school will not accept responsibility for students who lose their MED, have them stolen
or damaged whilst on the school premises or on school sponsored trip.
Parents must not contact their child via their MED during school hours. For any emergencies
contact must be through the school receptionists.
SANCTIONS
On the first occasion a student infringes any of the above rules, they will have their MED
confiscated and locked in the school office until 2:45pm following day.
On subsequent occasions, the parent/guardian will be contacted and asked to collect the MED in
person from a member of Secondary/Primary School Senior Management Team.
Any students caught cyber-bullying, using obscene language, taking photos to upload on social
websites in school will be placed immediately on a Red Behaviour Report/or equivalent with
possible sanction of suspension. They will also have their MED confiscated until the parent/guardian
comes and collects it.
LAC. Feb 2013
LAC. Amended, June 2013
42
C1. REPORTING TO PARENTS PARENT – TEACHER CONSULTATIONS Parents will receive a Progress Report immediately before the Term 1 Break and an End of Year Report in June. They will also be invited to view a portfolio of their children’s work during a Student- led Conference (Year 6 in Term 2 and Years 1-5 in Term 3). See Assessment Policy. REPORT CARDS Reports are distributed to parents at the end of the first and third term in Primary School and at the end of the first, second and third terms in Secondary School. By the date requested, teachers must submit subject reports. After review by a line manager, reports are returned to staff responsible for marking reports. Copies of each report are retained for permanent files. Please note that students will not receive their reports until: a) they settle outstanding accounts concerning lost or damaged books; b) they return overdue books; c) they complete unfinished assignments, d) all school fees outstanding are settled. Do not issue a report without checking those requirements.
Progress Report Deadlines
In the Secondary School, every student receives three assessments of progress.
Term 1
Data report for Years 7, 8, 9, 10, 11 and IB1
Data and written report for IB2
Term 2
Data report for Years 7, 8, 9, 10, IB1 and IB2
Data and written report for Year 11
Term 3
Data and written reports for Years 7, 8, 9, 10 and IB1
Reporting process
Progress report to teachers
Progress reports to Heads of Department – session closed for subject teachers
Any required amendments are made
Progress reports to Senior Management Team
Further amendments are made if necessary
Session closed and electronic copies made available via the parent portal
Report Guidelines
Once a year, students at Deira international school will receive a written report. The report
needs to inform parents of their child’s progress and achievements. It should be clear and
written with the reader in mind. At Deira International School, many parents may not be native
English speakers, so keeping the report clear and simple is important.
A recommended structure for a report;
-
Overview of the course
Comment on the progress of the
student. Mention particular strengths,
attitude to learning and motivation.
Skills or knowledge
Demonsrated
Comment on student achievement and
successes
Future Target
Set a target and use National Curriculum
level descriptors /examination criteria to
guide you.
Skills or areas for development
Identify difficulties and or weaknesses
and suggest ways forward.
Homework
Comment on the ability to complete,
the effort made by the student and the
quality of the homework.
1. Overview
Comment on the students’ progress to date, on their classwork, commitment and contribution
to class. Try not to be negative about the student. Avoid phrases such as “Ahmad has made no
progress” which can come across as very negative and replace with “Ahmad has made limited
progress this term due to…“.
Examples;
Progress “Ahmad has made good progress in Arabic this term” needs to be followed by an example such as “particularly in ensuring that he uses the Kassra”. Mention particular strengths, attitude to learning and motivation. Ahmad has made good progress this year and this was reflected in his recent Listening level. Ahmad has made limited progress this term due to his reluctance to participate in class.
Commitment
Ahmad has worked with determination and commitment throughout the year.
Motivation Ahmad is conscientious student who responds with enthusiasm to the task set. Ahmad can occasionally lack concentration in class and this makes it difficult for him to understand clearly the lesson content and make the necessary progress.
2. Skills or knowledge demonstrated
This is your chance to show the parents that you know their child and the work they have
completed. Use the marking criteria of the course that is being studied to give specific details of
what your students are able to do. Avoid comments such as “Ahmad is good at speaking” and
replace with specific examples such as “Ahmad demonstrates good pronunciation skills”
Examples;
Achievement Ahmad demonstrates a sound knowledge and understanding in his responses to fiction and non -fiction texts.
National Curriculum Level Descriptor Ahmad is now able to write three to four sentences correctly with few errors
IGCSE Ahmad achieved 38% in his recent French
mock examination. He is able to understand short texts but struggles to recall vocabulary. More thorough revision is a must if he is to improve on this.
IB In speaking, Ahmad is able to respond fairly fluently, using a range of ideas and varied vocabulary. Use the IB marking criteria.
3. Skills or areas to improve
How can your students improve and develop their skills? Try to give specific examples and avoid
being vague. For example, “Ahmad should read more” is not particularly helpful. Think about
what exactly Ahmad needs to read more of and why.
Examples;
Area to improve He must focus on the thorough learning of mathematical facts and techniques in order to progress. Although Ahmad is making good progress in his written French, he could still improve further by including more opinions and connectives. “Ahmad finds the written component more challenging and should endeavour to learn the vocabulary more thoroughly to avoid errors”.
Coursework/project/deadlines His coursework is incomplete and below the required standard. Attending the coursework after school club is a must if he is to achieve the expected standard. His project work is of a very high standard and was submitted on time.
4. Homework
Comment on the quality of the homework, the effort and the ability to meet the due date or
deadline. If you are commenting on the lack of homework, this should not be the first time a
parent is made aware of this. Avoid sweeping statements such as “Ahmad never completes his
homework”. Rather “ Ahmad struggles to complete his homework”
Examples;
Quality of the homework He must remember to use previous notes to help him answer any homework questions. Homework shows a good understanding of the topic covered
5. Targets
This should be clear and concise and if possible, relate to progressing to the next level or mark
scheme boundary. This section of the report should still be addressed to the parent about the
student.
Examples;
Targeting a skill or area Ahmad has improved in /making steady progress in their listening skills and must now focus on/would benefit from further listening to the target language via the recommended radio links. Be specific and give firm examples
National curriculum level In order to improve to the next level, Ahmad should try to (subject specific descriptor).
IGCSE Revise topics thoroughly and use past examination papers to improve examination skills.
IB In order to move into the higher marking band, Ahmad must (subject specific). Use the IB marking criteria.
Grammatical Guidelines
Capitalisation
Year 7, Year 8
IB
IGCSE
grade A
The name of a day or month – Tuesday, September.
Subject names – French, English, Art etc.
The name of a specific course title i.e Listening examination/Unit 2 of the History course
A significant religious term
Abbreviations
Do not abbreviate the names of students. Nikolai not Nik. The name as it appears on
PASS must be used. Please check if you are unsure.
Examination not exam.
It is not it’s
Does not not doesn’t
Common spelling errors
The English UK spelling is to be used.
Diligent
Independent
Committed
Focussed or focused
Programme not program
Necessary
Practice is a noun as in “she needs practice…”
Practise is a verb as in “she must practise…”
Advice/advise follow the same pattern
Effect is a noun “this will have an effect on…”
Affect is a verb “this will affect…”
Organise
Endeavour
Vocabulary used
Reports look more professional if the vocabulary is descriptive and concise so it is better to
avoid using the words “good” “well” and “bad” and “average”. These words give a very general
and vague picture and are not very informative or specific. Try the ones below.
participates sensibly
grasps new concepts quickly
loves learning new skills
understands clearly
takes pleasure in
concentrates for long periods
enjoys being involved in
lively imagination
wide general knowledge
has a wide range of interests
puts in his best effort
has read widely
is quick to transfer new information from his short-term to long-term memory
is well-organised/reliable/keen
sensible/careful worker
continues to improve
retains facts easily
The Overall Message
Ensuring that the reports are effective in helping students achieve their full potential as well as
getting the correct information across accurately is vital. In addition, finding ways of keeping
the report positive is essential in order to maintain good relationships between your student
and you.
If you write a report which is wholly or largely negative, it can lead to a breakdown in relations
between the school and the home, especially if the information within the report is new to
parent. It is important to highlight student strengths and the tone should display your own
interest in and care for your student.
These expressions demonstrate a positive attitude towards the student:
I was pleased when
I hope he will soon
I should be delighted if
I hope he will develop his talent for
I wish her well next year
I would encourage him to continue with…at IGCSE/IB
These comments highlight the students’ weakness without being openly negative.
For the less able:
struggles but perseveres
tries hard but needs extra support with
does his best but lacks confidence in
is fairly keen but can become easily distracted
often tries hard but can be prone to make careless mistakes
works best in a small group
needs extra practice at
acquires new skills/concepts after receiving support in
For the reluctant learner:
makes avoidable mistakes
needs to check his/her work more closely
needs to be supervised closely to keep him/her on task
is easily distracted
can lack concentration
Final reminders
Be wary of frequent repetition of the same comments which have been obviously “cut
and pasted”. If there is a typing error or spelling mistake, this will be replicated
throughout.
Incorrect use of He when it is a female student and She when it is a male.
Be careful with names. Some names have several spellings such as Mohamed. Always
check on PASS.
Take care to only use one full stop at the end of a sentence.
In PASS reports, do not press return at the end of a line or sentence.
Do not change the font or text size. The reports in PASS are already formatted.
Stay within the character limit.
Do not award an “E” for effort without consultation with your HOD/HOY.
Allow time to proof read your own reports.
43
C2. CULTURAL AWARENESS WITH STUDENTS STUDENTS AT DIS Please note the following information points on cultural differences in student behavior that will assist you in your teaching relationship with foreign students.
Perceived Behaviour Possible Cultural Explanation
The student avoids eyes contact. Keeping eyes downcast may be a way of showing respect. In some cultures, direct eye contact with a teacher is considered disrespectful and a challenge to the teacher’s authority.
The student tends to smile when disagreeing what is being said or when being reprimanded.
A smile may be a gesture of respect that children are taught to employ to avoid giving offense in difficult situations.
The student shrinks from or responds poorly to apparently offensive forms of physical contact or proximity.
There may be taboos on certain types of physical contact; Buddhists, for instance, regard the head and shoulders to be sacred and would consider it impolite to ruffle a child’s hair or give a reassuring pat on the shoulder. There are also significant differences among cultures with respect to people’s sense of what is considered an appropriate amount of personal space.
The student does not participate actively in group work or collaborate readily with peers on cooperative assignments.
Cooperative group work is never used by teachers in some cultures. Students may view sharing as “giving away knowledge’ and may see no distinction between legitimate collaboration and cheating.
The student displays uneasiness, expresses disapproval, or even misbehaves in informal learning situations or situations involving open-ended learning processes (e.g. exploration)
Schooling in some cultures involves a strict formality. For students who are used to this, an informal classroom atmosphere may seem chaotic and undemanding, while teachers with an informal approach may seem unprofessional. Such students may also be uncomfortable with process-orientated learning activities and prefer activities that yield more tangible and evident results.
The student refuses to participate in extra-curricular or in various physical education activities (e.g. swimming, track and field)
Extra-curricular activities may not be considered a part of learning or may even, along with some physical education activities, be contrary to a student’s religious or cultural outlook. Some students may also be required to use after-school hours to generate income.
The student seems inattentive and does not display active listening behaviours.
In some cultures, the learning process involves observing and doing or imitating rather than listening and absorbing. (E.g., through note-taking).
Performance following instruction reveals In some cultures, expressing a lack of
44
that the student does not understand the instruction, even though she or he exhibited active listening behaviours that suggested understanding and refrained from asking for help or further explanation.
understanding or asking for help from the teachers is interpreted as a suggestion that the teachers have not been doing a good enough job of teaching and is considered impolite.
The student is unresponsive, uncooperative, or even disrespectful in dealing with teachers of the other gender.
Separate schooling for boys and girls is the norm in some cultures. Likewise, in some cultures the expectations for males and females are quite different. The idea that females and males should have the same opportunities for schooling and play comparable roles as educators will therefore run contrary to some students’ cultural understanding.
The student appears reluctant to engage in debate, speculation, argument or other processes that involve directly challenging the views and ideas of others.
In some cultures, it is considered inappropriate to openly challenge another’s point of view, especially the teachers. In other cases, there may be a high value attached to being prepared, knowledgeable and correct when one opens one’s mouth.
The student exhibits discomfort or embarrassment at being singled out for special attention or praise.
To put oneself in the limelight for individual praise is not considered appropriate in some cultures, where the group is considered more important than the individual.
The student fails to observe the conventions of silent reading.
Some students may be culturally predisposed to see reading as essentially an oral activity and will therefore read aloud automatically. For others reading aloud is associated with memorization.
Source: www.bced.gov.bc.ca/esl/policy/classroom
45
D. CURRICULUM
Curriculum and organization – an English Curriculum model
See attached.
Learn, Explore, Teach, Succeed (LETS) chart
See attached.
Our students become:
In S
eco
nd
ary
Sch
oo
l o
ur
stu
de
nts
are
: In
Pri
ma
ry 1
& 2
ou
r stu
de
nts
are
:
In Early Years our students:
Attitudes to Learning
L E T S Learn Explore Teach Succeed
Balanced Knowledgeable Open-minded Caring Inquirers
Reflective Communicators Risk-takers Thinkers Principled
Confident: We feel confident to seek help and offer help to others so that we
learn from each other. Motivated: Our class environment helps us learn and do better in our studies.
Aware: We are all international with different learning styles and interests, aiming for the same goal.
Deep thinking: We challenge ourselves and are given the tools to develop enquiring minds and develop deeper levels of thinking. Understanding: We frequently assess our knowledge and set targets with
teachers to improve. Ambitious: We are life-long learners and want to improve our skills and
knowledge to be successful.
Given opportunities to learn beyond the classroom.
Developing skills and attitudes to become good learners.
Working in a safe, supportive and enjoyable classroom environment. Taught using a variety of learning styles, so that
learning interests everyone. Set targets in order to make progress and are aware
of what level they are working at. Developing skills that will allow them to recognise that thinking about their learning is important.
Know what they need to do and when. Know teachers help them. Share their learning with others. Try their best.
Learn in different places. Make good decisions. Choose what they want to learn about. Are thinkers.
Learn in different ways. Take pride in their work.
Reflective
Reasoning
Resilient
Respectful
Resourceful
Responsible
46
CUMULATIVE RECORDS
Teachers are expected to examine student records and cumulative files, which contain report cards, results of standardised tests, letters to parents and other items. All student information is considered confidential. Students’ files are not made available to non-school personnel except to requesting institutions of higher learning upon permission of the student or parents. Documentation must be placed in the student’s file when records are sent to colleges and universities. Please see policy on assessment, record keeping and section on reports.
CURRICULUM REVIEW CYCLE (CRC)
ESOL maintains a five year cycle of curriculum review which will assure attention to textbook adoption and to regular review of the curriculum and implementation of changes. DAILY LESSON PLANS Teachers are expected to write their daily lesson plans (at least one week ahead) in a lesson plan-book/folder to be provided. Departments are required to provide medium (one term) and long term (annual) curriculum plans. Because plans may change, they should be evaluated and updated as the course progresses. DISPLAY & LEARNING ENVIRONMENT POLICY A commitment to the school environment through wall and digital displays, use of signs, welcomes on classroom doors, and at the entrance, is crucial to reinforce the ethos of the school. The impact of these displays goes far beyond just filling a space. This is the key to personalising the learning experience for students. Quality displays around school reinforces messages that a school is about success and achievement, quality classroom display gives students a scaffold for their own thinking; students use it as a resource and a tool for reflection – this empowers students to articulate, understand and have ownership over their learning. Maria Cachia, Achievement Networks, Coordinator, SSAT, 2007.
School Ethos on display To have successful and meaningful school displays at Deira International School means more than the mere physical appearance of the displays. Our displays will reflect the ethos of the school and the learning-focused environment, mirroring the respect and care that will make our students feel cared for and respected by the place in which they learn. The displays we have around our school and the messages these deliver are vital to our learning-focused climate and reinforce our school’s vision and mission. If we are meticulousness about our school environment and our classrooms, it shows we care about our students and our colleagues. This immediate impression will be positively passed to parents and visitors that come into our school.
47
Students need to use school and class displays as a learning resource, to celebrate achievement, to celebrate diversity, to improve the environment, to provide information, to prompt feedback and to promote a sense of community and belonging. Your effective classroom displays will generate excitement about the curriculum, increase students’ investment in learning, help students appreciate their own work and the work of others, and foster a powerful sense of individual and group ownership of a classroom. It is important that you overcome the workload issues surrounding the term ‘display’ by referring to them as ‘learning resources’. Instead, embrace the idea that displays are a source of interactive and stimulus material, and an important feature of a quality learning experience. At school, only the quality of teacher is a greater determinant of student success than the environment. Environments can be nourishing or toxic, supportive or draining. Environments are never neutral … (Jensen, 2003) AIMS To provide a learning environment that reflects the ethos of the school. To establish expectations for teachers and support staff in providing a stimulating learning environment that will achieve one or more of the following: -
Encourage independent learning.
Accelerate and further learning.
Develop aesthetic awareness.
Give purpose and value to all students’ work.
Give positive affirmation to students for their achievement, and in turn motivate others.
Give feedback to parents that student’s work has been appreciated and celebrated. DISPLAYS WILL BROADLY FALL INTO TWO MAIN CATEGORIES
Displays that enhance and accelerate learning, and encourage independent learning.
Displays that celebrate learning and reflect the ethos of the school.
48
Displays to enhance Learning
These displays need to be accessible for all students as part of the learning process and will therefore be located within the classroom areas and generally not in corridors and common areas.
Secondary School (SS) subject and tutor classroom displays and Primary School (PS) Literacy, Numeracy, Science and topic displays should be viewed as ‘working walls’, displaying work examples, modelling and prompts that support on-going learning in each classroom.
Any vocabulary relevant to the learning should be computer generated or clearly handwritten. (PS as according to the handwriting policy)
Work displayed need not necessarily be mounted but is expected to develop and change rapidly along with the learning focus in the classroom.
Displays for Celebration This will be the main focus of displays in corridors and common areas.
All work must be carefully mounted and labelled with the student’s name and class or subject area.
Displays on DIS Vision, Mission, Motto, LETS, IBO or other relevant posters pertaining to learning and teaching, should be either laminated, mounted or framed and displayed strategically for all students.
Other displays should have a title and captions to explain the learning process, pose questions or provide contextual information.
Captions may be computer generated or handwritten (PS as according to the handwriting policy) but should also be mounted.
Displays should reflect the work of students with a range of abilities. Dos and Don’ts
All display boards should be backed with backing paper and edged with contrasting border roll. Once a board is backed, the backing paper should remain for at least one school year in order to comply with budget restraints. Therefore careful mounting and removal of work is a must. On occasions it is also appropriate to have this worked covered with Perspex or plastic. Please use support staff to do this for you.
Work should be carefully stapled to display boards, not pinned. Where children’s work and notices are attached directly to a wall only ‘Blu Tac’ or similar may be used. Tape and glue must not be used, either on walls or the boards.
Displays should be changed regularly to maintain interest; in PS at least termly.
49
Work should be placed centrally on mounted paper. Dark colours are effective for mounting and supplies will generally be found in the Art Rooms. ‘Blu tacking’ or just stapling work on top of the mounting paper/card means it can be reused.
Work for display should express student individuality and celebrate achievement. In PS any work that is based on a photocopied worksheet is not suitable for display.
HELPFUL SUGGESTIONS for DISPLAYING STUDENT’S WORK When displaying student’s work in your classroom or in the corridor, it is important to consider the aesthetic component of the effectiveness of the display. The use of colour and layout will impact on the viewer, and encourage them to stop and examine the work. Below are some steps of making an effective, eye-catching display.
The display should be placed in a strategic position so students can easily see it.
Keep it simple and do not overcrowd the display.
The display should have a large title and key words (font size 72 or above) for easy viewing. Students need to be able to read what is there with ease.
Make sure that work that is meant to be ‘straight’ on the board, is! Work that is mounted at an angle should still be able to be clearly read.
To make it more eye-catching, make it well-arranged and use complementary colours.
Avoid beige and white backgrounds (unless in exhibitions displaying senior art works); instead, use bright, inspiring colours to excite your students.
Try to include displays with a three-dimensional element as students are drawn to boards with items they can touch and it is important to not be ‘too precious’ about these.
Do not forget the ceilings or the space between your head and the ceiling. It is simple, quick and cheap to string things from above, eg. images, words, pictures, light models and sequences. However, please be aware of safety needs.
Try to make space in classrooms for temporary exhibitions. These can support the learning of a specific topic and are a powerful learning aid for kinaesthetic and all other learners.
Signs around the school must reflect the school ethos. CLASS TIDINESS Visual clutter inhibits learning. Studies suggest that disorganised or cluttered learning environments can impair cognition. Such environments cause the eye to dwell on a scene for significantly long periods in an effort to make sense of the chaos- a task that requires substantial cognitive energy detracts from meaningful learning time. (Vecera et al, 2001) It is important that you keep your classroom tidy and organised. Disorganised classrooms may have a negative impact on your student’s learning experience. When a classroom is shared, teachers and students need to be respectful of others who will be using the room.
50
At DIS we expect:-
The room to be kept in a tidy, organised manner.
Students are to be responsible for straightening desks at an end of a lesson, picking up paper, and pushing in their chairs before exiting a classroom. In Secondary, this should be built into the end of every lesson before the plenary, then students have a clutter-free environment to recap on their learning
Recycle paper and water bottles placing them in the receptacles provided.
Keep the front of your classroom neat and uncluttered so it does not distract students from the SMART board.
References: Andrew-Power, K, (2007) On display: wall-to-wall learning. CB 5(2) Cachia, M. (2007) ‘Achievement Works’, in National Campaign for Engaging parents in Raising Achievement. (2007) Clifford, L. (2011) A Case Study- Displays Matter. Unpublished Action Research. Deira International School Jensen, E. (2003) Environments for Learning. San Diego. The Brain Store EXAMINATION ROOMS
Various rooms may be designated for examination use. Teachers will be required to invigilate exams during the school day and maybe at weekends as part of their normal duties.
FUND RAISING ACTIVITIES
All activities involving fund raising by student groups must have the authorisation of the School Director. No individual student or student group may represent the Deira International School without prior authorisation from the School Director. The school’s name may not be used to advertise groups or activities without the Director’s expressed consent.
Activities which require fund raising are to be screened by the school administration in order to maintain a reasonable balance of time spent by faculty and students on fund raising.
Fund raising is organized through the CAS Coordinator.
All monies raised must go through the Business Office.
FIELD TRIPS
(All field trips outside the UAE must receive prior approval from the Ministry of Education). Educational field trips are defined as any travel away from the school site which is done during or outside school hours. They are sponsored by the school to enhance learning about the subjects in the curriculum. Teachers should follow these procedures when planning a field trip:
51
Pupil/teacher ratios:
Adequate staffing must be available to meet safety requirements for each school section. See Principal for confirmation.
Gender regulations:
Male and female staff must be present on co-educational trips with students of age 11 and above.
Check the proposed place for the field trip for safety and control factors. Check to see you can meet the objectives for the trip.
Discuss the trip with your Principal and have the written approval at least ten days before the proposed date of the trip. Review the purposes of the trip and how it relates to your course outline. Take care of the following:
1 make arrangements for covering classes you will miss while on the field trip; 2 notify teachers concerning students on the trip (school bulletin, etc.); 3 plan for distribution and collection of parent permission papers; 4 collect any charges or fees for the trip and fee collection plans; complete the
Field Trip-Bus Transportation form, including all proposed times, places and arrangements. Send money to cashier for safe keeping.
Obtain approvals (administration, business administrator, transportation supervisor.) Ensure the field trip has been placed on the school calendar. Any change should be reported by the sponsoring teacher to all three offices immediately. Teachers who will be affected by the field trip must be notified at least five days before the date of the trip. When partial year levels are involved, the specific names of students going on the trip must also be reported five days before the trip. No field trips during school hours may normally be held during the first 3 weeks or the last 3 weeks of the school year. The cost of the field trip, including entrance fees, tranport and food, is the responsibility of parents. Overnight trips of 150 km. or more must be approved by the School Director or his/her designee. Students taking field trips during the day should be back on campus by 2:00 p.m. and not later than 2:30 p.m. as buses are utilised for transporting students and staff home. Allowances for Dubai traffic jams and delays should be considered in making plans for the day. Where possible, one or two parents should be designated as supervisors to accompany the teachers. Back-up plans should be made in case these parents are not able to participate in the field trip.
52
When students go on a field trip they are normally required to wear the school uniform Refer to the field trips flow chart. The cost of teachers joining field trips is figured into the student cost.
De
ira
Inte
rnat
ion
al S
cho
ol T
rip
s
Up
dat
ed J
un
e 2
015
Th
e O
utd
oo
r Ed
uca
tio
n C
oo
rdin
ato
r w
ill a
cco
mp
any
thes
e t
rip
s *
Trip
Cat
ego
ry
Pri
mar
y Ye
ars
Ke
y St
age
3
Year
s 7
/ 8
/ 9
K
ey
Stag
e 4
Year
s 1
0 /
11
K
ey
Stag
e 5
Ye
ars
12
/ 1
3
Tim
e o
ut
of
sch
oo
l Ed
uca
tio
nal
C
on
text
/Rat
ion
al
*Cam
ps
Ye
ar 4
Cam
p
Year
5 C
amp
Ye
ar 6
Cam
p
Year
7 C
amp
Ye
ar 9
Cam
p (
Do
E p
rep
arat
ion
ski
lls)
Year
10
Bro
nze
Do
E P
ract
ice
and
Ass
esse
d
Exp
edit
ion
s/Ex
plo
rati
on
s
Year
11
Silv
er D
oE
Ass
esse
d E
xped
itio
n /
Ex
plo
rati
on
Silv
er
and
Go
ld D
oE.
C
om
ple
tio
n o
f Si
lver
Do
E d
uri
ng
IB Y
ears
(w
her
e re
qu
ired
) &
intr
od
uct
ion
to
Go
ld A
war
d a
nd
R
esid
enti
al S
ecti
on
(l
oca
l).
Go
ld E
xped
itio
n w
ill b
e ab
road
.
Bro
nze
cam
ps
take
p
lace
ove
r a
we
eke
nd
. Si
lve
r ca
mp
s w
ill
req
uir
e d
ays
ou
t o
f sc
ho
ol a
s w
ell
as a
w
eek
en
d. G
old
tri
ps
wo
uld
no
rmal
ly b
e o
vers
eas
.
Dev
elo
ps
team
bu
ildin
g,
map
re
adin
g an
d
cam
pcr
aft
skill
s fo
r ex
ped
itio
ns.
C
om
mu
nit
y, A
ctio
n a
nd
Se
rvic
e (C
AS)
co
vere
d b
y P
hys
ical
Re
crea
tio
n, S
kill
and
Ser
vice
sec
tio
ns
of
the
Inte
rnat
ion
al A
war
d.
Cu
rric
ulu
m
Vis
its
Day
tri
ps
org
anis
ed in
Ye
ar g
rou
ps
Trip
s p
rop
ose
d b
y cu
rric
ulu
m a
reas
/ H
OD
s &
org
anis
ed b
y th
e O
utd
oo
r Ed
uca
tio
n C
oo
rdin
ato
r. It
iner
arie
s to
be
cro
ss-c
urr
icu
lar
in n
atu
re w
ith
in
tegr
atio
n o
f su
bje
ct m
ater
ial.
Typ
ical
ly d
ays
or
hal
f d
ays
ou
t o
f sc
ho
ol.
Co
uld
be
an
ove
rsea
s tr
ip b
ut
mu
st b
e p
lan
ned
in
the
pre
vio
us
acad
emic
yea
r.
Edu
cati
on
al v
isit
s th
at
exte
nd
th
e le
arn
ing
ou
t o
f th
e cu
rric
ulu
m
clas
sro
om
s an
d m
ake
lear
nin
g m
ore
rel
evan
t to
th
e lo
cal c
om
mu
nit
y an
d w
ider
reg
ion
s.
Max
imu
m o
f 2
cu
rric
ulu
m t
rip
s ab
road
per
aca
dem
ic y
ear.
MU
N
Year
6
stu
den
ts
join
KS3
‘J
un
ior’
M
UN
tri
p.
1 M
UN
tri
p a
bro
ad
(Ove
rsea
s Fa
mily
Sc
ho
ol,
Sin
gap
ore
) +
loca
l UA
E M
UN
M
axim
um
of
2 M
UN
tri
ps
ove
rsea
s
Qat
ar &
Ch
ina
+ lo
cal U
AE
MU
N
Ye
ars
11
an
d 1
3 m
ay a
tten
d o
ne
MU
N t
rip
if t
hey
are
u
p t
o d
ate
wit
h a
ll o
f th
eir
wo
rk.
Ove
rsea
s tr
ips
will
re
qu
ire
som
e d
ays
ou
t o
f sc
ho
ol.
Loca
l M
UN
are
no
rmal
ly
ove
r a
wee
ken
d.
To d
evel
op
lead
ersh
ip
and
deb
atin
g sk
ills
at a
h
igh
leve
l in
an
in
tern
atio
nal
co
nte
xt.
*Ou
tdo
or
Ad
ven
ture
Ye
ar 6
on
ly
1 S
ki t
rip
plu
s o
ne
oth
er a
dve
ntu
re/o
utd
oo
r tr
ip p
er y
ear.
Th
ese
tri
ps
will
ro
tate
in a
ge g
rou
ps.
Ye
ar 1
Ski
Ye
ars
6,7
,8
Ad
ven
ture
Yea
rs 9
,10
, 12
Ye
ar 2
Ski
Yea
rs 9
,10
,12
A
dve
ntu
re Y
ear
s 6
,7,8
Y
ear
s 1
1 a
nd
13
are
no
t al
low
ed
on
an
y ty
pe
of
Ou
tdo
or
Ad
ven
ture
tri
ps.
If
CA
S N
ep
al t
akes
pla
ce it
co
un
ts a
s th
e
ou
tdo
or
adve
ntu
re t
rip
fo
r th
at y
ear
.
Thes
e t
rip
s ar
e ta
ken
du
rin
g sc
ho
ol
ho
liday
s b
ut
may
re
qu
ire
sch
oo
l day
s fo
r tr
avel
.
Ou
tdo
or
acti
viti
es t
ype
ho
liday
wh
ich
en
cou
rage
s a
sen
se o
f ad
ven
ture
an
d r
eq
uir
es
stu
den
ts t
o li
ve a
nd
w
ork
to
geth
er t
o
ach
ieve
a c
om
mo
n g
oal
.
Rat
ion
ale
Th
e D
eira
Inte
rnat
ion
al S
cho
ol O
utd
oo
r Ed
uca
tio
n p
rogr
amm
e c
an f
or
exa
mp
le e
mp
has
ise
on
e (o
r m
ore
) o
f th
ese
aim
s to
:
Teac
h o
utd
oo
r sk
ills
Imp
rove
pro
ble
m s
olv
ing
skill
s
Red
uce
rec
idiv
ism
(re
pea
ted
un
des
ired
beh
avio
r)
Enh
ance
te
amw
ork
Dev
elo
p L
ead
ersh
ip s
kills
Un
der
stan
d N
atu
ral E
nvi
ron
men
ts
The
Dei
ra In
tern
atio
nal
Sch
oo
l Bo
ard
rec
ogn
ises
th
e im
po
rtan
ce o
f O
utd
oo
r Ed
uca
tio
n e
xper
ien
ce f
or
its
stu
den
ts.
The
Ou
tdo
or
Edu
cati
on
Pro
gram
me
pro
vid
es
un
iqu
e o
pp
ort
un
itie
s fo
r st
ud
ents
an
d t
each
ers
to e
xper
ien
ce a
var
iety
of
curr
icu
lum
-rel
ated
, ou
tdo
or,
ch
arit
able
an
d e
nvi
ron
men
tal e
du
cati
on
act
ivit
ies.
We
aim
to
max
imis
e o
pp
ort
un
itie
s to
tak
e e
du
cati
on
ou
t o
f th
e cl
ass
roo
m.
All
trip
s se
ek
to d
evel
op
per
son
al r
esp
on
sib
ility
, im
pro
ve p
erso
nal
org
anis
atio
n,
ind
epen
den
ce, s
elf-
effi
cacy
an
d s
elf
-rel
ian
ce.
The
Ou
tdo
or
Edu
cati
on
Pro
gram
me
rati
on
ale
alig
ns
to o
ur
Co
re V
alu
es
and
Sch
oo
l Aim
s:
Co
re V
alu
es -
Cel
ebra
te a
chie
vem
ent
and
par
tici
pat
ion
- g
uid
e an
d n
urt
ure
ind
ivid
ual
dev
elo
pm
ent
– ap
pre
ciat
e cu
ltu
ral d
ive
rsit
y –
pro
mo
te lo
yalt
y, p
rid
e, s
pir
it,
bel
on
gin
g an
d c
arin
g.
Sch
oo
l Aim
3 –
Max
imis
e o
pp
ort
un
itie
s fo
r st
ud
ents
to
par
tici
pat
e in
sch
oo
l act
ivit
ies
- en
rich
ing
ou
r cu
rric
ulu
m w
ith
a w
ide
vari
ety
of
op
po
rtu
nit
ies
and
a r
ange
of
inte
rcu
ltu
ral e
xper
ien
ces.
To r
edu
ce im
pac
t o
n t
each
er a
bse
nce
an
d im
pac
t o
n t
eac
hin
g an
d s
tud
en
t le
arn
ing:
All
pro
po
sed
tri
ps
will
go
th
rou
gh t
he
corr
ect
pro
cess
fo
r ap
pro
val t
o e
nsu
re a
ll p
arti
es c
an p
lan
acc
ord
ingl
y.
Trip
s th
at a
re m
ore
th
an t
hre
e h
ou
rs f
ligh
t aw
ay w
ill t
ake
an a
dd
itio
nal
mem
ber
of
staf
f fu
nd
ed b
y th
e sc
ho
ol.
Seco
nd
ary
trip
s d
uri
ng
acad
em
ic le
sso
ns
are
rare
ly s
anct
ion
ed a
s te
rms
are
sho
rt a
nd
th
eref
ore
val
uab
le t
each
ing
tim
e is
pro
tect
ed
.
An
y d
epar
tmen
t tr
ips
org
anis
ed d
uri
ng
the
no
rmal
sch
oo
l day
will
en
dea
vor
to h
ave
min
imal
imp
act
to o
ther
dep
artm
ent
clas
s ti
met
able
s (s
tud
en
ts &
staf
f ti
met
able
s).
Trip
s d
uri
ng
wee
ken
ds
& h
olid
ay p
erio
ds
will
tak
e p
rio
rity
if t
her
e is
cle
ar e
du
cati
on
al b
enef
it &
are
en
forc
ed b
y th
e cu
rric
ulu
m (
i.e. c
ou
rsew
ork
tri
ps)
.
The
nu
mb
er o
f e
xped
itio
n s
tyle
tri
ps
and
th
ose
th
at le
vy s
ub
stan
tial
co
st w
ill n
eed
to
pre
sen
t cl
ear
rati
on
ale
and
lin
k to
ed
uca
tio
nal
ly s
ou
nd
ob
ject
ives
.
Dei
ra In
tern
atio
nal
Sch
oo
l will
mak
e a
n e
ffo
rt t
o k
eep
tri
p c
ost
s d
ow
n f
or
par
ents
.
FLO
WC
HA
RT
FO
R T
RIP
S –
DO
ME
ST
IC
& A
BR
OA
D
(To b
e f
ollo
wed b
y a
ll te
ach
ers
initia
ting a
trip o
uts
ide o
f th
e D
eira I
nte
rnational Sch
ool G
rounds)
DAY T
RIP
S
TRIP
S A
BRO
AD
Seek v
erb
al appro
val fr
om
the K
ey
Sta
ge C
oord
inato
r (P
rim
ary
) or
HO
D &
HO
Y (
Seco
ndary
)
Com
ple
te a
DAY T
RIP
S
PRO
PO
SAL (
Form
’A’) &
subm
it t
o t
he
Outd
oor
Ed. Coord
inato
r at
least
3
weeks
prior
to d
epart
ure
.
Com
ple
te a
DAY T
RIP
S
CH
ECKLIS
T (
Form
’B’) &
subm
it t
o t
he
Outd
oor
Ed. Coord
inato
r at
least
3
weeks
prior
to d
epart
ure
.
Com
ple
te a
TRIP
PRO
PO
SAL (
Form
’A’)
& s
ubm
it t
o t
he O
utd
oor
Ed. Coord
inato
r
at
least
6 m
onth
s prior
to d
epart
ure
.
Com
ple
te a
CH
ECKLIS
T (
Form
’B’) &
subm
it t
o t
he O
utd
oor
Ed.
Coord
inato
r
at
least
6 m
onth
s prior
to d
epart
ure
.
Com
ple
te a
n O
VERN
IGH
T &
TRIP
S
ABRO
AD
ITN
ERAR
Y (
Form
’C’) &
subm
it
to t
he O
utd
oor
Ed.
Coord
inato
r at
least
6 m
onth
s prior
to d
epart
ure
.
Com
ple
te a
n O
VERN
IGH
T &
TRIP
S
ABRO
AD
CO
ST B
REAKD
OW
N (
Form
’D
’)
& s
ubm
it t
o t
he O
utd
oor
Ed. Coord
inato
r
at
least
6 m
onth
s prior
to d
epart
ure
.
Com
ple
te a
TRIP
RIS
K A
NALYSIS
(Form
’E’) &
subm
it t
o t
he O
utd
oor
Ed.
Coord
inato
r at
least
6 m
onth
s
prior
to d
epart
ure
.
Aw
ait a
ppro
val fr
om
Outd
oor
Ed. Coord
inato
r,
Direct
or
& B
usi
ness
Manager.
Com
ple
te a
DETAIL
ED
STU
DEN
T L
IST
(Form
’F’) &
subm
it t
o t
he O
utd
oor
Ed.
Coord
inato
r at
least
2 m
onth
s prior
to
depart
ure
.
Com
ple
te a
MIN
ISTRY A
PPRO
VAL F
OR
M
(Form
’G
’) &
subm
it t
o t
he O
utd
oor
Ed.
Coord
inato
r at
least
6 W
EEKS p
rior
to
depart
ure
. M
ust
incl
ude a
ll pare
nta
l
perm
issi
on f
orm
s, m
edic
al fo
rms,
lett
ers
of no o
bje
ctio
n a
nd p
ass
port
photo
copy.
Com
ple
te a
FIN
AL D
EPAR
TU
RE
CH
ECKLIS
T (
Form
’H
’) &
subm
it t
o t
he
Outd
oor
Ed. Coord
inato
r at
least
4
WEEKS p
rior
to d
epart
ure
.
No a
ppro
val =
No t
rip
ALL F
OR
MS
AR
E L
OC
AT
ED
ON
TH
E S
CH
OO
L I
NT
RA
NE
T ‘ T
RE
E’
UN
DE
R T
HE
OU
TD
OO
R E
DU
CA
TIO
N F
OLD
ER
:
\\dis
-nas\
Sch
oolD
isk\O
UTD
OO
R E
DU
CATIO
N\F
orm
s To F
ill O
ut
- M
ast
er
Copie
s
Appro
val G
rante
d
“Forever learning, forever achieving” P.O. Box 79043, Dubai – United Arab Emirates, Tel: +971-4-2325552, Fax: +971-4-2325151
www.disdubai.ae
Proposed CAMPS for the 2015 – 16 Academic Year
Local Camps Year 4 Destination: Wadi Adventure Date: Thursday 5th November 2015 Year 4 Destination: DIS Overnight camp Date: Thursday 14th – Friday 15th January 2016 Year 5 Destination: North Star Adventure Camp, Dibba. Date: Tuesday 26th – Thursday 28th January 2016 Year 6 Destination: Umm Al Quwain Marine Club – Ecology Camp. Date: Monday 9th – Thursday 12th November 2015 Year 7 Destination: Al Jeer Adventure Camp, Ras Al Khaimah. Date: Wednesday 10th – Friday 12th February 2016 Year 8 Destination: No Camp is offered to this cohort in 2015-16 Year 9 Destination: North Star Survival Camp. Date: Monday 7th – Thursday 10th December 2015
“Forever learning, forever achieving” P.O. Box 79043, Dubai – United Arab Emirates, Tel: +971-4-2325552, Fax: +971-4-2325151
www.disdubai.ae
Duke of Edinburgh Award Expeditions
BRONZE Practice Expedition Year 10 (For students wishing to begin at the Bronze Level) Destination: Fossil Rock (trekking) Date: Friday 8th – Saturday 9th January 2016 BRONZE Award Expedition Year 10 Destination: Wadi Gail (trekking) Date: Friday 22nd – Saturday 23rd January 2016 SILVER Award Expedition Year 11-IB (For students with the Bronze Award or starting directly at Silver Level) Destination: Musandam (combination of trekking & mountain biking) Date: Thursday 3rd – Sunday 6th March 2016 GOLD Award Expedition Year 11-IB (For students that have already achieved the Silver Award) Destination: To be decided. Haydon Kerr DIS Outdoor Education Coordinator [email protected]
“Forever learning, forever achieving” P.O. Box 79043, Dubai – United Arab Emirates, Tel: +971-4-2325552, Fax: +971-4-2325151
www.disdubai.ae
Proposed Trips Abroad for the 2015 – 16 Academic Year
ADVENTURE & CULTURE BASED TRIPS: Year 6, 7 & 8 Destination: Kitzbühel (Austria) Date: 30th January – 5th February 2016 Curriculum Area / Rationale: Ski & Snowboard Trip.
CURRICULUM & CULTURE BASED TRIPS: The following is a list of trips that will be offered to various year groups that integrate many curriculum areas. The itineraries have been designed to incorporate subject material specific to what is covered in the class & coursework. The France & UK trips will take place during holiday periods & will have very little impact on the normal school programme. Year 7, 8 & 9 Destination: France & Belgium Date: 28th November – 4th December 2015 Curriculum Area / Rationale: Language / History / The Arts / Design Technology. Year 10 & IB1 Destination: Germany Date: 11th – 18th March 2016 Curriculum Area / Rationale: History
“Forever learning, forever achieving” P.O. Box 79043, Dubai – United Arab Emirates, Tel: +971-4-2325552, Fax: +971-4-2325151
www.disdubai.ae
MUN (Model United Nations) TRIPS: Destination: Qatar – The Hague International MUN Leadership Workshops Date: 14th – 17th October 2015* Destination: Qatar – The Hague International MUN Conference Date: 3rd – 7th February 2016* Destination: Singapore – The Overseas Family School MUN Workshops Date: 23rd February – 1st March 2016* Destination: China – Harvard MUN Conference Date: 16th – 23rd March 2016* *Dates are subject to change (+/- 2 days).
Search for and check out the Facebook page created called „DIS Outdoor Education‟. ‘Like’ that page to receive updates on what opportunities are available in other areas of
DIS Outdoor Education. There are also plenty of photos and live updates while we are away on various adventures! Haydon Kerr DIS Outdoor Education Coordinator [email protected]
53
HOMEWORK
A reasonable amount of academic effort outside the class may extend learning and reinforce study skills. Homework activities can promote independent inquiry and demonstrate the pupil’s initiative as a learner. Parents and administration expect homework to be assigned and marked regularly.
Homework should be meaningful to what is being taught and must follow on from classroom activities. Balancing the amount of homework assigned by teachers within a year level is important. Students should not be overloaded with homework on any given evening. Homework should be marked and returned promptly.
As a guideline only, primary school students (Years 1 - 5) may be given between 20 minutes to one hour of homework each evening. Students in Years 6 - 7 should be working at home for 60 - 90 minutes each evening (20-30 minutes per core class), and senior school students should have approximately 90 minutes (or more) of homework each day. Homework timetables are produced to ensure a balance is maintained. HOUSE SYSTEM There are 4 houses at DIS: Cactus (red), Dhow (blue), Oasis (yellow) and Palm (green). Pupils and staff will be assigned to one of these houses upon joining DIS. INTERNATIONAL BACCALAUREATE (IBDP, IBCC) A challenging, across the curriculum programme, the IBDP is not necessarily appropriate for all students. Those students who are engaged by ideas, who are motivated by challenges and who seek to excel will benefit the most. All students successfully completing the programme receive a DIS Certificate, and in addition, those students who achieve a cumulative IB score of 24 are awarded the IB Diploma by the IBO (not by DIS.)
INTERNATIONAL BACCALAUREATE (IBDP/IBCP)
What is an IB education?
Promoting open communication based on understanding and respect, the IB encourages students to become active, compassionate, lifelong learners. An IB education is holistic in nature—it is concerned with the whole person. Along with cognitive development, IB programmes address students’ social, emotional and physical well-being. They value and offer opportunities for students to become active and caring members of local, national and global communities; they focus attention on the values and outcomes of internationally minded learning described in the IB learner profile.
IB learners strive to become inquirers, knowledgeable, thinkers, communicators, principled, open-minded, caring, risk-takers, balanced and reflective. These attributes represent a broad range of human capacities and responsibilities that go beyond intellectual development and academic success. They imply a commitment to help all members of the school community learn to respect themselves, others and the world around them. There are subject requirements for admittance to the IB Diploma Programme (IBDP), but each case is
treated on merit. To access subjects on HL a minimum of 3 B’s at IGCSE Level is required and at SL a
minimum of 3 C’s at IGCSE Level, as well as evidence of previous high work ethic and an interview
with the IB Coordinator. To access the IB Career-related Programme (IBCP) students are interviewed
by the IBCP coordinator and offered places according to student’s individual needs and previous
academic achievements.
IBDP
An IB education offers a balanced approach, offering students access to a broad range of content that
spans academic subjects.
Students are require to study 6 Subjects, 3 HL and 3 SL selected from 6 Groups, study Theory of
Knowledge (TOK), Creativity Action and Service (CAS) and complete an Extended Essay (4000
thousand words).
We offer the following Subjects:
Group 1 – English Literature, English Language and Literature
Group 2 – Arabic A,B and Ab initio, Arabic A Language and Literature, Spanish B and Ab initio , French
B and Ab initio
Group 3 – Business & Management, Economics, ITGS, Geography, History, Psychology
Group 4 – Biology, Physics, Computer Science, Environmental Systems, Design Technology
Group 5 – Math HL, Math SL, Math Studies SL
Group 6 – Film Studies, Visual Arts, Music, Theatre Arts, Chemistry, Sports Exercise and Health
Science, Business & Management
INTERNATIONAL BACCALAUREATE CAREER-RELATED PROGRAMME (IBCP)
Preparing students to follow their chosen pathways in the workplace.
The IBCP incorporates the vision and educational Principles of the IB into a unique programme
specifically developed for students who wish to engage in career related learning. It enables students
to prepare for effective participation in an ever changing world of work. The programme leads to
further/higher education, apprenticeships or employment.
The IBCP Framework:
Students participate in work experience at local business’s or industry upon completion of the Al
Futtaim group training programme.
A minimum of two Diploma Programme Courses
Approaches to Learning (ATL) Course
Community, Action and Service (CAS)
Language Development (IELT’s)
The completion of a Reflective Project based upon student experience in the workplace.
BTEC level three qualifications in Business or Travel & Tourism.
The CP enables students to:
follow their chosen education and career pathways in life
combine academic subjects with their personal and professional interests and skills
engage in learning that makes a positive difference to their community
think critically and creatively
communicate clearly and effectively in a variety of situations
work independently and in collaboration with others
consider new perspectives and other points of view
develop greater self-confidence and self-awareness
demonstrate high levels of resilience and flexibility
be internationally-minded and globally aware
apply their knowledge to real-world scenarios and situations.
54
LIBRARY
In order that everyone may enjoy and make use of the libraries, library users must share: 1 the materials and resources, by returning them on time for someone else to borrow, by placing them where they belong, by keeping them in good condition and by taking turns; 2 the space, by allowing others to use the facilities; 3 the sound space, by not interfering with someone else’s need to read, to find information or to study; 4 the library staff: are few and you are many! The libraries will use a computer system for checking out books and for their electronic catalogue. There are computers in both libraries connected to this system for locating materials. Other computers are connected to the Internet for use in doing research under teacher supervision. The library is open from 8:00 to 3:30 each day. Books and other circulating materials may be checked out to students for two weeks. Students are responsible for maintaining their personal number (as assigned through the computer system) and for all items borrowed. To renew a book, please bring it to the library to be rescanned. Reasonable care must be taken to maintain the books in good condition. Students will be charged for lost or damaged materials. Overdue notices are sent periodically through the classroom teachers. Any lost books or fees due to the library must be settled prior to the final term or report cards will be withheld. PORTFOLIOS
Students are issued with a clear portfolio that is used to store specially chosen work by teachers and students in all subjects. These are shown to parents in Student-Led Conferences (SLCs). Portfolios are used to demonstrate and support academic growth and progress over the year. This is part of Assessment for Learning. Organization of portfolios is different for Secondary School and Primary School. Please see updated policy in SLC/Portfolio on the School Tree.
PRAYER ROOMS
Students wishing to pray may do so during school breaks. Supervision of students in prayer rooms is the responsibility of the Islamic staff.
SECONDARY SCHOOL TUTOR POLICY The role of the tutor for Secondary School is seen as one of the most valuable and important positions a teacher is asked to undertake at Deira International School, and is but one aspect of fulfilling our mission in providing a holistic education for students. We believe therefore, that the role of the tutor is crucial in developing a successful, well-rounded and competent individual. As tutors are the first point of contact for students, it is vital that they have a positive impact on student’s personal and academic success. Duty of care is a responsibility that
55
is embedded into this role. However, since the nature of the tutor role is multitudinous, it will be expected that tutors not only provide students with pastoral support, but also offer assistance in helping students reach targets and meet deadlines to raise attainment. Tutor Responsibilities Under the direction of your Head of Year, tutor responsibilities generally fall into four main categories. Pastoral
Mentoring- listening and giving advice, collating evidence on behaviour and providing motivation across subjects.
Pastoral Curriculum
Life Skills/ PSHE learning and teaching programmes, participating in year group assemblies, attending whole school assemblies with tutor class, checking school uniform and equipment. Careers and university guidance where applicable.
Administrative
Taking the register, adding notes on student behaviour in PASS, checking Homework Diaries, making sure information, e.g. Newsletters, Sports and After School Activities notes get to parents.
Academic
Assessing and formally reporting on student behaviour and personal development in termly reports to parents; writing a whole student comment on the report.
Providing feedback and advice on performance in subject areas General Responsibilities
support the procedures and policies of the School that relate to management of your tutor class
maintain a tutor folder that contains basic information about safety procedures, student contact numbers and academic tracking
support in managing transition programmes, where appropriate
coordinate School Reports and give feedback to students
attend Year Group Parent and Teacher meetings
attend year group meetings
regularly have discussions with your Head of Year about pastoral issues
refer students and supply information to the School Counsellors as necessary
support the Student Representative Council (SRC)
provide time for SRC members to share and receive information
work fairly with all members of your tutor class
require the highest standards in student behaviour and approach to their work
in Years 6 & 7, attend the Outdoor Education camp
56
Tutor Selection From September 2011, all teachers who are not Heads of Departments or Heads of Year will be required to be co-tutor/tutors. This teaming initiative will benefit both tutors and students. Students will gain from having consistent tutor support and advice, and tutors will have a shared pastoral, academic and administrative responsibility. Initially, experienced tutors will be placed with tutors new to this role and therefore act as a resource person and mentor. In the first term, senior management will require both co-tutors to work together in classes. For the consecutive terms, co-tutors may organise their time and class responsibilities equitably, as long as their Heads of Year are kept informed. Allocation of tutors to year levels will be undertaken in consultation with Head of Years at the senior management level. SPORTS AND ACTIVITIES DIS has a regular athletics programme. The availability of coaches, sports seasons and practice locations, will determine which sport will take place. Coaches and/or sponsors must be approved by the principals before the activity begins. STUDENTS AT DIS: Community Action Service (CAS) The students of Deira International School are very community minded and very aware of the world around them, and of the many different cultures that exist. We have students from over 80 different countries attending our school. Our students are the very first to want to help others in times of need. We have directly supported many families affected in the Philippines, the children of Gaza and the families of Haiti. Our students are also very, very supportive of each other. They band together during times of need and offer support in many forms. The school runs an extensive CAS program throughout the school which culminates in the Years 12 & 13 IB and IBCC programs. Our IBCC students work hand in hand with the IB students. All IB and IBCC commit to CAS. They will approach staff on occasions to be supervisors for their activities that they have chosen and many activities happen within the school. Students will be offering to help coach sports teams, paint murals, and hear children read or help with other school wide events. Staff should offer as much encouragement as possible to them. Students are not allowed to miss class lessons to do CAS activities unless approved by the CAS coordinator, the IB coordinator and the class teachers involved. If any staff have projects that they would like to see happen, or some activities that would benefit the students these should be passed on to the CAS coordinator. All fund raising must also be approved through the CAS coordinator TEXTBOOKS
57
Teachers should secure all textbooks for distribution to students. As textbooks are distributed, the number and condition must be recorded with the student’s name. Students who lose or damage textbooks or any instructional materials loaned will be required to pay for replacement or repair. At the end of each year teachers will inform the business office about the students who owe for lost or damaged textbooks.
Year 6 – A transitional Year
Year 6 is a critical time in a child’s learning journey. Our students are being challenged academically
by developing the right attitude to learn, by having the quantity and quality of learning extended
further and developing a greater independence to learn and improve for themselves. They are also
being challenged socially by, having to adjust to a new environment, develop new social groups and
by a significant movement from the top of a very familiar hierarchical group to the bottom of a new
one.
It is due to these issues that Deira International School (DIS) Year 6 transitional programme provide
opportunities for students to experience smooth and gradual transition from the Primary School to the
Secondary School.
Transition seems to be commonly thought of as a particular ‘event’, it should more appropriately be
regarded as a ‘process’. This transition requires students to make ongoing adjustments over quite
some time: for example, when encountering the different requirements and expectations of their
various teachers, when managing multiple homework and other deadlines, and while getting to know
new classmates and different social hierarches.
Research Division New Zealand Ministry of Education (2009) - A study of students, transition from
Primary to Secondary schooling
By using the above approach we want to provide the students with a sense of dual citizenship between
the two schools. This will allow your child to feel that no matter what they may want to share they can
do so effectively and successfully in both schools.
Research suggests that there are 5 aspects to providing smooth transition for our students. In order for
these to occur, positive attitudes to change should be promoted both at home and school, so that
students:
develop new friendships, improve their self-esteem and confidence
settle well into school life
show a continued or increasing interest in school and school work
get used to their new routines and school organisation with great ease
experience curriculum continuity
In order to achieve these aspects, we will provide your child with access to high quality teaching and
learning through a curriculum that supports and enhances learning for all abilities, in an environment
that allows students every opportunity to reach their full potential, a sense of belonging to both
Primary and Secondary School; a caring, supportive and engaging pastoral system that will cater for
the various maturation levels of our students; a network of communication that fosters positive
relationship between school and parents, as your support is crucial to the successful transition of your
child. This will lead us to achieving our aim that ALL our Year 6 students will experience:
Delivery of a Primary School curriculum that will provide all students with a broad and balanced
learning experience which embeds creativity, continuous learning and a seamless Year 6 to Year 7
transition.
“Forever learning, forever achieving” P.O. Box 79043, Dubai – U.A.E., Tel +9714 2325552, Fax: +9714 2325151
www.disdubai.ae
58
E. ADMISSION
ADMISSIONS POLICY
The Deira International School accepts students who wish to be successful in realizing their academic potential. Students applying for admission are considered on an individual basis. Admissions will be finalized after an evaluation of previous school records, completion of school admissions examinations and a personal interview with the School Director or his/her designee. All students admitted to DIS must live with their parents or an authorized adult guardian. When a student does not live with a parent, the School Director or his/her designee must interview and approve in writing the adult guardian (refer to full policy).
ENROLMENT PROCEDURES
1. New students applying for enrolment at DIS will submit the following documents to the Registrar’s office:
Application form duly completed
Academic reports for the previous three years
Photocopy of passport
Photocopy of birth certificate
Three photographs
Leaving/Transfer certificate from previous school
Certificate of good conduct from previous school
Written authorization from the UAE Ministry of Education (for UAE students) to enroll at DIS, after notification of acceptance.
2. Once the files are completed, students will be assigned the day and time when they will be given a test in reading, writing, grammar, and mathematics. Students deemed too young for this will be given a simplified task to ascertain their ability. Students transferring from an accredited ESOL school and whose records are in good standing may be exempted from the test.
3. Students must be able to communicate adequately in English before they are admitted to main stream classes.
4. Following notification of acceptance and to reserve a seat, the enrolment fee must be paid within seven days.
5. In case students meet the admission requirements but there are currently no places available at their year level, they will be placed on a waiting list in chronological order according to date of enrolment fee payment.
6. Students should not owe fees to a previous school.
7. Fees must be paid before students can begin school.
59
F. INSPECTION, MONITORING & ORGANIZATION
BSME Deira International School is accredited and part of British Schools in the Middle East (BSME). This entitles the school to network with other British curriculum schools and to access professional development offered by the organisation at member rates. For further useful information, refer to the BSME website for extra resources and professional development courses at www.bsme.org.uk. CIE
Our IGCSE programme is administered by Cambridge International Examinations and DIS is an accredited examinations centre. Our examination centre number is AE 243.
CIS
DIS is a fully accredited member of the Council of International Schools (CIS). You can visit http://www.cois.org for further information.
BSO
DIS is fully accredited by the British Schools Overseas (BSO). You can visit https://www.gov.uk/british-schools-overseas-inspection-scheme for more information.
EXTERNAL ORGANISATIONS All communication with outside organisations must be routed through a member of SMT. Again, there are no exceptions to this rule. This also means teachers are not allowed to use official school stationery for personal correspondence. INSPECTION All schools in Dubai are inspected by Dubai Schools Inspection Bureau (DSIB). Please become very familiar with the ‘Initial Quality Inspection Handbook’ and be fully prepared for the inspection. Some years we may have more than one inspection/accreditation visit such as IB and CIS reviews. All teachers must read and be familiar with the school’s 3 year Strategic Plan, 1 year Action Plan and relevant department plan.
60
G. MEETING STRUCTURE
COMMITTEES
There are a number of standing committees dedicated to DIS improvement which meet regularly. Teachers are expected to serve on one or more of these committees.
FACULTY/COMMITTEE MEETINGS A calendar will be developed for these meetings at the beginning of each year. Regular meetings will be held each week or more often if required. All teachers will be required to attend one meeting per week, normally on a Sunday; hence Sundays should be kept free. Teachers with management responsibilities may be required to attend two meetings per week (not normally every week) on Sunday plus one other day. STAFF COMMITTEE A strong vocal link has been established between School Management and teaching staff through the Staff committee. The membership of this committee is voluntary but representative of the various staff sections. A cohesive group of staff members are able to report and question any staff concerns to the ESOL management. Thus far, issues such as holiday pay, salary adjustments, and refurbishment of staffroom are but a few important outcomes from the meetings. THE MEETING STRUCTURE AT DIS
Sundays are reserved for teachers’ meetings across the private schools in Dubai. All
teachers must keep Sunday meeting slots free. Do not arrange to see students, meet
parents or make out of school appointments before 4:00 p.m.
If you have any management responsibility in the school, you should expect that one
other day of the week will be used for afterschool middle management type meetings.
The day may differ for primary and secondary middle managers.
All teachers are expected to run, or assist, with the running of one afterschool activity for
two of the three terms per year. This is reduced to one term per year if you hold a senior
middle management position. You may be exempt from your activity commitment by the
Director if your timetable and management responsibilities are deemed to be excessive.
Afterschool activities do not take place on Sundays.
61
Sunday Meetings There are four meetings in the Sunday meeting cycle.
Meeting name Attendees Description
Whole School Staff meeting or separate Secondary School and Primary School meetings
All teachers Whole School Meeting - The first half (30 minutes) of this meeting is delivered by SMT or assigned presenters. The aim is to improve communication so that all teachers know what is going on at a strategic level. The second half gives all teachers the opportunity to ask the Director and SMT questions. This time slot may also be used for working parties to feedback on their work across the school. Secondary and Primary meetings include items of administration, curriculum, assessment, planning, T & L etc. These meetings may be split into subgroups at the Heads of Schools’ discretion.
Curriculum Teachers meet in curriculum groups such as departments/ primary year groups
Secondary department meetings and Primary section or year meetings to discuss and work on curriculum items. On some occasions these meetings may be school- wide curriculum meetings.
Group or Phase Meetings
Teacher working party groups Primary Phase meetings
These are group meetings like primary phase meetings, cross curriculum meetings, working party meetings, group meetings to achieve a particular task etc.
CPD meetings For all teachers for continuing professional development
All staff will attend different types of CPD sessions, some are whole school, some school based and some topic based.
Middle Management Meetings
There are three meetings in the middle management meeting cycle. On average a
meeting occurs every second week.
Meeting name Attendees Description
Curriculum & Learning Leadership Team (CLLT) 2 per term
Senior leaders, curriculum leaders, subject leaders, T & L and assessment coordinators.
The CLLT brings together senior leaders, teaching & learning coordinators and subject leaders across both schools. The main foci for these meetings are: the development of T & L, assessment, educational technology, curriculum planning and professional development.
Secondary Head of Department / Primary School Leadership Team Meetings
Heads of Department in the Secondary School. PS Senior
These meetings are for planning, monitoring and evaluating the: curriculum; assessment; Monitoring and Evaluation Strategy; reporting and administration.
62
Minimum of 4 per term
leaders & Heads of Phase in the Primary School.
Middle Leaders Learning Communities (MLLC) 2 per term
Primary and Secondary school middle managers
Middle managers meet in groups to share good practice and swap ideas about running departments. Departments take turns to demonstrate something they do well and to identify something they need to improve. The aims are to: ensure good management practice is identified, improve communication between departments and to aid the development of whole school policies and strategies.
Senior Management and Administration Meetings
Meeting name Attendees Description
Administration Meetings
Administration team leaders/representatives (fortnightly)
These meetings give the administration departments time to develop policy and practice and discuss administrative matters. The aim is to improve communication and develop consistent and efficient practice.
Senior Leadership Team meetings (SLT)
Senior Leadership Team: Director, Heads of School, Deputy Principals, IB Coordinator and Schools Programme Manager (weekly)
These meetings are used to discuss and make decisions about the strategic direction of the school. SMT minutes are sent to all staff weekly to ensure good communication across the school.
Staff Committee meetings
A representative group of teachers across both schools and a representative from administration. (termly)
The Staff Committee has the opportunity to meet the Director and ESOL Senior Management to discuss any staff items. The minutes are shared with all staff.
Business meeting (BSMT)
The Director, ESOL Senior Managers, Business Manager, ICT managers, Registrar, Human Resources Manager, Heads of School (weekly)
Items of school business are discussed and strategic decisions made.
63
Parents and Students Meetings
Meeting name Attendees Description
Student Representative of House & Council (SRHC) Primary School SRC
Student representatives from all years groups including primary representatives from Year 3 - 6 Two teachers (weekly meetings)
This representative group of students discuss a range of items and are responsible for organising many student events. This is run independently by the Head Prefects and House Prefects.
Primary and Secondary Parent Representative Meetings
Primary and Secondary parents who represent the year groups of their children, also Heads of School and Deputy Principals (half-termly)
Parents have the opportunity to discuss school items, talk about policy and practice and discuss issues that concern them.
Secondary Pastoral Team
Deputy Principal Pastoral Care, Secondary HOY Years 7-IB2 Secondary School Councillors
These meetings are run weekly (within the school day) and focus on all aspects of Pastoral Care for secondary school students. This group also lead on the curriculum design and teaching of the S4L programmes.
Directors Coffee Meetings
The Director & all parents are welcome (termly and duplicated for a morning and evening meeting to maximise attendance)
The Director makes ta presentation about the strategic direction of the school or an area of school development /improvement. Parents then have the opportunity to ask questions and discuss items/issues.
64
TEACHER LEARNING COMMUNITIES (TLCs) & CPD
Aims
To provide a regular forum for teachers to share good practice and discuss pedagogy;
To grow in expertise by providing time for reflection on practice;
To help build a collective knowledge base in the school. (www. tes.co.uk)
To enrich the professional development programme within the school. Procedures
Teachers will meet in designated groups of 8 - 10 with an assigned leader; this will give teachers an opportunity to lead a group of teachers outside their subject/area of expertise which will enhance the teacher’s professional portfolio.
The role of the leader is to keep the group’s focus on learning and teaching, and to ensure everyone has an opportunity to contribute to the discussion;
Each person is to bring 1 or 2 learning and teaching ideas/ strategies to share with the group;
Each teacher is to identify one idea/ strategy to try in their classroom and to provide feedback to the group at the next TLC;
Teachers are also encouraged to arrange to observe other teachers’ lessons; there is a minimum requirement to see two teachers teach per year from September 2012; one observation should be a teacher outside your department.
Future TLCs could also be used to discuss research and readings on learning and teaching with relevant material being circulated beforehand.
MIDDLE LEADERS LEARNING COMMUNITIES (MLLCS)
Aims
To provide a regular forum for middle leaders to share good practice and discuss their leadership roles;
To grow in expertise by providing time for reflection on practice;
To develop best practice by adopting ideas from departments who have strengths in particular areas;
To help build a collective knowledge base in the school.
To enrich the professional development programme within the school.
Procedures
Middle managers will meet in designated groups of 4-6 with an assigned leader; this will give Heads of Departments/Year Leaders/Coordinators an opportunity to lead a group of managers outside their subject area of expertise which will enhance the leader’s professional portfolio.
The role of the group leader is to keep the group’s focus on sharing good management practice, and to ensure everyone has an opportunity to contribute to the discussion;
65
Each manager is to bring 1 or 2 management/leadership/organisational ideas/ strategies to share with the group;
Each manager is to identify one idea/ strategy to take back to their department/section for discussion and to provide feedback to the group at the next MLLC;
Managers are also encouraged to arrange to visit other departments/sections;
If a MLLC group identify any exceptional practice that should be adopted across the school, the team leader should present the idea/proposal at the next SMT or ESLT meeting.
66
H. SCHOOL ORGANISATION
CAMPUS HOURS The school campus will be open on school days from 7:00 a.m. to 9:00 p.m. The school can be accessed at other times with prior notification and agreement of the Principal. School security will then be informed.
EMERGENCY PROCEDURES
Evacuation plans should be posted in all classrooms. These plans should be understood by all personnel. The warning is a continuous alarm that can only be turned off by the security. Drills will be held throughout the year to familiarise students and faculty with the necessary procedures and problems. Teachers will receive specific instructions at faculty meetings.
All staff must make themselves familiar with evacuation procedures.
FOOD SERVICES/CAFETERIA (see also Break and Lunch)
DIS has Primary and Secondary School cafeterias where hot meals as well as milk, juices, sandwiches, fruit or snacks may be purchased at lunch. Alternatively, parents are able to provide a packed lunch for their child(ren), especially if the student is taking part in an after-school activity. Faculty and staff may purchase items from the cafeteria any time it is open for business. To prevent vermin all food is to be consumed in the cafeteria area only. Food is not permitted in classrooms. Students may be in the cafeteria only during their assigned breaks.
Food during Ramadan:
Food and drink may not be taken into classrooms, play areas or corridors during Ramadan. Drinking fountains in the Secondary School will be covered during this period. Students and staff who are not fasting may eat in the prescribed areas only.
GIFTS It is common practice in Arabic cultures to give small gifts in appreciation of a teacher’s hard work. While gifts of an appreciative nature may be accepted, staff members are urged to use caution. Gifts which are given with the possible intention of altering a teacher’s judgment or actions concerning a student are not to be accepted under any circumstances. Gifts of substantial value should be reported to the administration and returned to the giver.
ISLAMIC EDUCATION The school does not provide religious teaching of any form besides that required by the Ministry of Education.
67
LEAVE Holidays are published – see school calendar. Return flights are provided according to ESOL policy. Teachers should be back before staff induction sessions begin. Staff must return from vacations at least two days before a new term begins. SCHOOL EQUIPMENT It may be possible to borrow certain items of school equipment but you must first ask permission from a member of the Senior Management Team (SMT) and have it signed out. SCHOOL SECURITY The school has security guards to ensure security. Visitors will be issued visitor badges. All cars on campus should display a vehicle pass. If you see someone on the campus you do not know please report them; all visitors should wear a visitor’s badge. PARKING All staff is required to park in the middle entrance car park by the sports fields. Teachers with young children in Primary EYs, Years 1 and 2 will be permitted to park in the parents’ car park through Entrance 1. FIRE DRILLS See Evacuation Procedure document and Emergency Procedures section. SHAMAL (Dust and sand storm) In the case of a severe Shamal (dust and sand storm) all students will be asked to remain in the cafeteria for break times. This is to comply with health and safety regulations. STAFF CONTACT HOURS Staff contact hours are outlined in each individual’s contract Teachers will be expected to supervise duties on a rota basis. All teachers are expected to provide a minimum of 22 hours student contact per week. STAFF OUT OF HOURS ACCESS TO SCHOOL School is open until 9 pm after school and on Saturday. Teachers needing access to the school on a Friday are to contact their respective Principal beforehand to arrange such.
68
STAFF ROOM USE All staff rooms are available to all staff. TIMINGS The students’ school day starts at 7:50 a.m. and finishes at 2:40 p.m. but all staff must be in place before and after these times. Teachers and administration staff should be in school at 7:30 a.m. Briefing in Secondary is held at 7:30 a.m. Teachers will be expected to stay after school closing time for extra-curricular activities and meetings. Teachers will finish school work at 3:45 pm and the buses for teacher accommodation leaves at 4:00 pm. Do note that on days of school meetings, the school day could end later for teachers. The school will stay open until the early evening should you wish to stay and work. On Saturdays and during school holidays, the school will be open for a limited time. The school will be closed on Fridays and public holidays. The school will implement a shorter day during Ramadan. Details will be provided by Heads of School during Staff Induction.
DIS PRIMARY TIMINGS – Early Years, Primary 1 & Primary 2 2015 – 16
Early Years Primary 1 Primary 2 Time in mins
7.30 – 7.50 Arrival at classrooms/
playground 7.30 -7.50 Arrival & line up on P1
playground Bell at 7.45 Arrival & line up on P2
playground
7.50 – 8.00 Attendance Register 7.50 – 8.00 Attendance Register Attendance Register 10
8.00 - 8.45
Lesson 1 Lesson 1 45
8.45 – 9.30 Lesson 2 Lesson 2 45 Break
9.30 – 9.55 Break Break 30
10.00 -10.45
Lesson 3 Lesson 3 45
10.45 -11.30
Lesson 4 Lesson 4 45
Snack
11.30 – 12.15 Lunchtime Lesson 5 45
12.30 Early Years – End of
school day 12.15 – 1.00 Lesson 5 Lunchtime 45
1.00 – 1.45 Lesson 6 Lesson 6 45
1.45 – 2.30 Lesson 7 Lesson 7 45
2.30 – 2.40 Class time –
homework, reading books, diaries, letters
Class time – homework, reading
books, diaries, letters 10
Notes: Children must not arrive before 7.30am. Teachers are on duty at 7.30am not before.
Children in Primary 1 and Primary 2 need to be on their respective playground by 7.45am.
Year 1 School day ends at 1.00pm on Thursday
After school activity timings – 2.45pm – 3.45pm
School bells sound at the beginning and end of every session NJL 14 June 2015
1 07:50-08:05 15 min
2 08:05-09:00 55 min
3 09:00-09:55 55 min
4 09:55-10:20 25 min
5 10:20-11:15 55 min
6 11:15-12:10 55 min
7 12:10-12:55 45 min
8 12:55-13:50 55 min
9 13:50-14:45 55 min
10 14:45-15:40 55 min
14:50-15:45
14:45-15:45
P7
After school activities one day a week
Meetings two days a week
BREAK
P3
LUNCH
P5
P4
P6
Timetable session
codes
TUTOR TIME
P1
P2
YEAR 6 - IB2
69
TRANSPORTATION SERVICES DIS offers an orderly method of transportation for those parents wishing their children to use these services. There are also bus services for teachers. Within certain restrictions, busing is provided door to door. The Business Administrator or a designated transportation supervisor administers the bus service and should be contacted for questions or concerns. TREE Shared information can be found on your computer under the tree icon. Many policies and documents are shared here. VISITORS All visitors must check in with security and obtain a written pass before being directed to the appropriate location. Teachers who bring visitors must check the visitor in with security and advise the appropriate principal. Visitors may not use computers, communication systems or libraries unless approval is given by the Principal or his/her designate. WORK ORDERS Any requests by teachers for custodial or maintenance work (other than normal janitorial duties) should be written on a work order and submitted to the respective school office. Work orders are available in the maintenance office. All work orders must be signed by the Principal.
5/12/15
1
Deira International SchoolIT Basics
2015 - 2016
Helpdesk Contact Details
IT Structure
Jeff Smith (Director)
Syed Abdul Wajeed(Business Manager )
Joseph Nettikaden (CIO - ESOL)
Mohamed Bineesh(Primary)
Mar Inderez(Secondary)
Arnel Lizardo(Admin)
Prince P.YIT Manager
Ann Longanilla(Admin)
Jincy Prince(Primary ICT)
Bassel DeiryT & L Coordinator
*Login Details*Your username would usually be first alphabet of your first
name combined with your last name.
For example: Mohamed Bineesh– is our primary section IT person
username is [email protected](unless if in certain cases the usernames match it would be notified to the user)
*Most of the times your username will match your email, in this case the email address is “[email protected]”
(unless if in certain cases the usernames match it would be notified to the user)
*User Credentials
*Network Login and Email Login User Name
“<<username>>@disdubai.ae”
PasswordDisdschool2015 (default password)
Note: Same Username and Password to be used for any service provided by school(Example:Wifi)
*Network Drives *As you login you would be assigned network drives
depending on the department you represent. *Default network drives –
ØP:(<<username>>) Personal drive (5GB capacity for normal users)
ØL: Department Drive
ØR: “Teacher Drop“
5/12/15
2
ØS: "ShareWithStaff“ –(not for students, Cleaned up monthly)
ØV: "AV-Library"
ØJ: “Primary-School”/“Secondary-School”
ØW: "Student Profile“
Ø?: Special Drive/Folder, up on request
* No guaranty on retrieving files saved outside P drive
*Files saved on desktop, My documents and downloads will be deleted when users log off
*Please note that we do not backup your computers so it would be a good idea not to save anything to the Desktop or local machine, as in event of your machine crashing it would not be possible to recover data. Please save all your important data to the P drive.
*Audio/video files would need to be placed only in the AV-Library as they have been restricted from placement in any other drives and write protected.
Network Drives – cont.
� SAVE AT YOUR OWN RISK !!!!
�Local Disk C�Desktop�My Documents�Downloads
*Network “P” Drives ImportanceØSafe and secure
ØDaily 2 times back up
ØUser based restore facility – daily changes are recorded and versioned and kept for a 25 days
ØIT will not be responsible for data on local system.
*School Tree*The School tree (tree icon) is a easy way to place and
locate your files/folders.*You can access it as per your department or section and
insert information.*No one can place any file or folder in the root directory of
the school tree (except some selected senior admin people)
*All the department folders are accessible from “SchoolTree>Departments” depending upon department heads policy
*The other major areas of school trees are Ø Primary School
Ø Secondary School
Ø IB
*Printers*All users will have access to Black and White Printers*Color Printer access will be provided on line managers
approval
*Users can collect print jobs from any of the printers in the campus using their printer access cards.
*No replacement card will be provided for lost or stolen printer cards. In these case user has to enter pin each time to release their print jobs*We have quota system for print jobs.
Note: This policy is subject to change by the end of June 2015
5/12/15
3
*Email*Email access Ø http://outlook.com/dis dubai.aeØhttp://Mail.disdubai.ae
ØUsers can click on link available in intranet page
*Projectors
*At DIS we have projectors placed in 100 % of the class rooms.
*projector bulb has a approximate 2000 hours life span. This is costly and it would be very helpful and good to turn off the projector after use.
*Make sure that the projector has been switched off at the end of the day.* If you receive any filter cleanup warning please contact
the IT Helpdesk.
*Pass
*At DIS PASS system is used as a student report and administration tool.
*Two types of pass access
Øvia web console
(http://pass.disdubai.ae)
*Reports –qAdministration
qSchool students reports qAttendance & Events
*Wireless Access*At DIS the whole campus has been Wi-Fi enabled.*There are 2 wireless networks available
ØStaff and Students as DIS-WIFI(Password is same as computer login password)
ØGuests known as DIS-Guest(Passwords are generated upon request by reception after getting details of requester(Name,Email ID and Mob No)
*Webfilter*At DIS we use fortinet UTM to filter our internet content
for malware and any web virus activity. *We have a set of policies that we have enabled like
blocking of Facebook and other streaming media so that the services are not misused. *Students, Teachers and Admin staff have a different set of
filtering policies as per the roles they perform.
*Note: we use Kaspersky Antivirus software for file and folder antivirus solution.
*Software at DIS
*At DIS we use a number of Major Educational software like
*Destiny – Library Management
*PASS – Student Management System*Success maker – Special Learning need students
*Read Write Interactive*Speed Sounds
*etc
* All software list will be available upon request.
5/12/15
4
*ResourcesIT Office (on advance booking)
*Laptop*Projector
*External DVD
*Plain / Recordable CD,DVD (depend up on stock / quota-Max 5 per month)
*Video Recorder
MAINTENANCE Office (on advance booking)
*Sound & Light System*Auditorium
*Power Issues*Other
70
I. FINANCE
BUSINESS MATTERS Questions and inquiries concerning this school or personal business matters should be addressed to the Business Manager or the School Director. All purchases must have an LPO from the business office. Teachers will not be reimbursed for purchases unless they have had prior approval from the Business Manager or the Director.
PROFESSIONAL MATERIALS
All books for professional use (excluding teachers’ manuals) which have been paid for by the school, should be catalogued and maintained in the professional, reference, or circulating collection of the library. Teachers needing books for instructional purposes may request that the book be checked out for the quarter, semester, or for the entire year. All non-consumable items for which you are reimbursed must be inventoried and checked out in your name.
PURCHASING MATERIALS
An overall inventory and purchasing control system is used at the Deira International School to ensure the smoother operation of school activities pertaining to issuing/controlling/purchasing and accounting of school assets such as textbooks, supplies and capital on school grounds and teachers’ residences.
Any requests for school and residential materials should be made on a Turn-In/Issue Form completed by the requester and signed by the School Director. This form is to be submitted to the inventory department to determine whether the item is available in school stock. If the item is available, the inventory department will issue it out and obtain the signature of the requester.
PURCHASING PROCEDURES
1. There are three types of purchase requisition forms: A. Classroom Supplies B. Textbooks C. Capital Expenditures Classroom supplies All consumable supplies and non-textbook instructional materials will be ordered on this form. Textbooks All textbooks/workbooks will be ordered on this form. Please give the complete ISBN number. If not known, please try to find the number.
71
Capital Expenditures All capital items will be ordered on this form. Capital items are normally those of $100 or more, including AV, videos, laser disks, CD’s and cassette tapes.
1. Please indicate the system you want (i.e. PAL, SECAM, NTSC.) For electrical items, please be sure you indicate the power supply you require. Give a complete description of the item you want.
2. Catalogues are available from the Business Administrator’s office. 3. Complete vendor name, address, city and country. The PHONE and FAX numbers should be given, if there are any. Also make sure all information e.g. ISBN numbers and catalogue numbers as well as descriptions are provided. If a local purchase is being requested, give as much information as possible. 4. The purchasing department will place your order with the following stipulations unless you indicate otherwise: a. We will not accept substitutes. b. Orders will not be held for back ordered items. c. If back orders cannot be shipped by June 15 they will be automatically
cancelled. d. No items can be shipped other than surface shipment unless prior
approval is obtained from the School Director. 5. The following steps will be taken for the completion of the purchase request:
a. The purchase request will be signed by the responsible teacher, with grade level or department and date.
b. It will then be handed to the School Director for review. c. The School Director will then forward the purchase request to the
Business Administrator where a copy will be made and a purchasing order generated.
d. The approved purchase order, along with the original purchase request, will be returned to the School Director to be checked for errors and/or omissions.
e. All papers will then be returned to the Business Manager for further processing.
f. A copy of the approved purchase order will be sent back to the teacher and School Director for their files and the original will be kept with the Business Manager.
g. When the orders arrive, they will be checked in by the Business Manager or designee.
h. The teacher and the School Director will be notified when the order is ready to be delivered to the classroom.
i. No order will go out to the classroom without the signature of the teacher and the School Director.
6. All sample textbooks or classroom packaged units will be ordered through the Business Manager. Not all “FREE” samples are free. There are terms and conditions from some vendors. 7. Teachers will submit all approved orders to the School Director no later than January 12.
72
8. The last day to consolidate the school shipments will be May 15 for shipment to the school. SCHOOL SUPPLIES Consumable supplies for teachers are available from Primary school/Secondary school secretaries. Students are initially supplied with basic writing materials. Once these are used, students are expected to supply their own. In Secondary school, all students must own a USB memory stick; have access to a computer and printer. Students must have an English dictionary and Atlas at home. BUYING A CAR As part of the Al Futtaim Group, employees at DIS enjoy discount on vehicles. Do note that you will not be able to buy a car until you have obtained your residence visa. There are no consumer protection laws in Dubai. Used cars in particular should be bought from a reputable agency. If you decide to buy a vehicle from a private individual, it is wise to have the car checked out by "AAA Service Centre" first (tel: 2858989). Once a private sale has been completed it is almost impossible to obtain any redress if something goes wrong with the vehicle or it is not as roadworthy as it appears.
