American School of Kosova Staff Handbook 2019-2020 by American School of Kosova

American School of Kosova Staff Handbook 2019-2020

American School of Kosova .................................................................................................................................... 6 Mission ......................................................................................................................................................................7 Vision .........................................................................................................................................................................7 Values ........................................................................................................................................................................7 Organizational Chart & Job Descriptions ................................................................................................................ 7 School Success Planning ......................................................................................................................................... 8 Nine Pillars.................................................................................................................................................................8 Advanced Improvement Priorities 2010-20 ...............................................................................................................8 School Wide Curriculum Goals 2019-20 ................................................................................................................. 9 1. Curriculum Articulation & Documentation ...........................................................................................................9 2. Analysis & Response to Data ................................................................................................................................9 3. Student Active Engagement & Access to Learning .............................................................................................10 4. Integration of Technology in Teaching and Learning .........................................................................................10 5. Bring Your Own Device (BYOD) ............................................................................................................................10 Teams & Meeting Times ...................................................................................................................................... 11 Academic Leadership Team .....................................................................................................................................11 Student Disciplinary Committee ..............................................................................................................................11 Student Services Team ............................................................................................................................................11 Teacher Tech Team .................................................................................................................................................12 Safety and Security Committee ...............................................................................................................................12 Faculty Meetings .....................................................................................................................................................12 Teacher Job Description ....................................................................................................................................... 13 Teacher Code of Ethics ............................................................................................................................................13 Planning ..................................................................................................................................................................13 Teaching ..................................................................................................................................................................13 Student Assessment and Evaluation .......................................................................................................................14 Teacher Communication .........................................................................................................................................14 Professional Development .......................................................................................................................................14

Expectations for Teachers .................................................................................................................................... 14 Lesson Plans ............................................................................................................................................................15 Substitute Teacher...................................................................................................................................................16 Planning Period .......................................................................................................................................................19 Student Supervision .................................................................................................................................................19 CAS and Club Objectives ..........................................................................................................................................20 Master Calendar of Student Assignments ...............................................................................................................21 New Books and Textbooks.......................................................................................................................................21 DVDs, Movies, Internet Videos ................................................................................................................................22 Daily Schedules and Student Information ...............................................................................................................22 Duplicating Materials ..............................................................................................................................................22 Displays ...................................................................................................................................................................22 Keys .........................................................................................................................................................................22 Staff IDs ...................................................................................................................................................................23 Technology ..............................................................................................................................................................23 Google Classroom Website......................................................................................................................................23 Classroom Newsletter .............................................................................................................................................23 Parent Contact/Teacher Conferences......................................................................................................................24 Confidentiality .........................................................................................................................................................24 Homework Guidelines .............................................................................................................................................24 Homeroom Teacher Role and Objectives in Upper School Grades 6-12 ............................................................... 25 Guide for Advisors in Upper School Grades 6-12 .................................................................................................. 26 Duties and Responsibilities ......................................................................................................................................26 Advisorsâ&#x20AC;&#x2122; duties and responsibilities ........................................................................................................................27 Instructional Plan for Teaching Recess ................................................................................................................. 28 Student Behavioral Expectations ......................................................................................................................... 29 Approach to Student Discipline ........................................................................................................................... 31 Staff Evaluation Cycle and SMART Goals .............................................................................................................. 37

Administration Staff Evaluation ..............................................................................................................................37 Teacher Evaluation ..................................................................................................................................................39 Purpose of Teacher Evaluation ................................................................................................................................40 Community Conduct and Discipline Overview ..................................................................................................... 40 Discipline Policy .......................................................................................................................................................41 Assessment Policy....................................................................................................................................................46 Expectations for Staff Conduct ............................................................................................................................. 49 Working hours for teachers .....................................................................................................................................49 Working hours for administration ...........................................................................................................................50 Leave Request Process.............................................................................................................................................51 Dress Code ...............................................................................................................................................................51 Using Discretion in Public Settings ..........................................................................................................................51 Email Communication Expectations ........................................................................................................................52 Social Media Policy ..................................................................................................................................................58 Incident Management Procedure ........................................................................................................................ 59 Responsible Use Policy ........................................................................................................................................ 60 Staff Benefits ....................................................................................................................................................... 68 Bursary for Staff Children ........................................................................................................................................68 Transportation Policy and Procedures.....................................................................................................................69 Staff Breakfast and Lunch Policy .............................................................................................................................70 International Teachers ......................................................................................................................................... 71 Purchasing of flight tickets ......................................................................................................................................71 Housing Policy and Procedures ...............................................................................................................................71 ID process and visits with the ASK Lawyer...............................................................................................................72 Salary Payment Procedures ................................................................................................................................. 73 Employment Regulation by Kosovo Law .............................................................................................................. 74 Bereavement Leave by Kosovo Law ........................................................................................................................74 Lockdown Procedures .......................................................................................................................................... 74

Evacuation Sweeping Plan 2019-20 ........................................................................................................................76 Employee Handbook Agreement ......................................................................................................................... 78 Appendix A – Organizational Chart & Job Descriptions .............................................................................................1 Appendix B - Professional Growth Plan Form 2019-20..............................................................................................1 Appendix C – Criteria for SMART Goals .....................................................................................................................3 Appendix D - Administration Position Performance Evaluation ................................................................................4 Appendix E – Eleot Questions ....................................................................................................................................6 Appendix F - Substitute Teaching Record Sheet ........................................................................................................7 Appendix G – Emergency Plans for Teachers 2019-20 ..............................................................................................8 Appendix H – Summative Performance Evaluation .................................................................................................10 Appendix I – Event Set Up Request Form.................................................................................................................27 Appendix J – Field Trip Planning Sheet ....................................................................................................................28 Appendix K – Leave of Absence Form .....................................................................................................................32 Appendix L – Parent Permission Form for Field Trips ..............................................................................................33 Appendix M – Post – Observation Reflection Sheet ................................................................................................36 Appendix N – Pre Observation Data Sheet ..............................................................................................................37 Appendix O - Special Event Approval & Task Planning Form ...................................................................................39 Appendix P – Summative Performance Evaluation .................................................................................................42 Appendix Q – Transportation Request ....................................................................................................................47 Appendix R – Incident Report Sheet ........................................................................................................................48 Appendix S - Emergency Maps ................................................................................................................................49

American School of Kosova EST.2003 This Staff Handbook is intended to be a guide for all staff in understanding the routines, policies, and directives of the American School of Kosova. This includes: faculty, administration, and the members of the entire operations department. The policies, procedures, and rules contained in this handbook have been established as international standards that are consistent with a safe learning environment and the school’s mission and vision. It is expected that each employee does their very best every day to follow the guidelines in this staff handbook and also strives towards being an exceptional team worker. In order for each department and division to be successful, each individual member must be willing to take responsibility for their specific role. By having a growth mindset and embracing the ASK values, we are able to live the ASK vision. This handbook is updated annually in the summer and is presented to the ASK staff each fall. Thank you in advance for taking the time to read this carefully. As a staff we are committed to:      

Actively supporting professional collaboration Modelling respectful communication Acting with integrity and honesty Demonstrating dedication and commitment Professionalism and taking initiative Full participation and involvement

Mission Together educating the leaders of tomorrow, for a better future.

Vision To be one of the leading schools in Europe by providing each student with a quality education in a safe and supportive environment in which a variety of learning experiences challenge all students to achieve self-discipline, self-motivation and excellence in learning.

Values         

Strives to “Do the Right Thing” (Integrity) Looks at Problems from Different Angles (Innovative) Challenges student to develop essential skills (Quality Education) Seeks “Win-Win” solutions (Empowerment) Advocates for students’ overall well-being (Safe, Caring and Nurturing Environment) Recognizes the importance of personalized communication (Customer Service) Cooperates with parents to enrich learning experiences (Parental Participation) Encourages a growth mindset (Lifelong Learning) Welcomes different cultural perspectives (Diversity)

Organizational Chart & Job Descriptions The organizational structure is designed to build leadership capacity throughout the school and is comprised of many small collaborative teams. This reflects the mission of the school that is centered on the belief that leadership is the responsibility of everyone and that everyone can learn the skills that are required to be a leader in the classroom, in their department, or in their role. We believe that sustainable growth is achieved when leadership is shared. We also actively follow established norms that allow teams to solve problems and guide deep and authentic conversations that focus on student learning (Appendix A).

School Success Planning ASK follows the AdvancED guidelines from the most recent period of accreditation for on-going school improvement. In addition, each academic year the following nine pillars are reviewed and discussed by the academic leadership team in combination with the management of administration and will identify three to five SMART goals for the year that the entire organization will focus on for school improvement. These goals are communicated to the staff during the Fall Orientation days and evaluated in the spring of each year. Nine Pillars 1. Mission, Vision and Values 2. Safe, Positive Learning / Teaching Environment for Students and Staff 3. Leadership and Organizational Structures 4. Support Services and Citizenship 5. Facilities and Financial Planning 6. Communications 7. Technology and Information Literacy 8. Customer Service

Advanced Improvement Priorities 2010-20 â&#x2014;? Design and implement a plan to use data from multiple measures of student learning to improve curriculum, instruction and assessments. â&#x2014;? Develop and implement a comprehensive assessment system with a variety of reliable formative and summative student performance measures, including standardized tests, to collect, disaggregate, and analyze data for application in the improvement of student learning and consistency in assessment processes. â&#x2014;? Provide training to all staff members on the evaluation, interpretation and use of external and internal student performance data. 8

● Develop and routinely review and revise written policies that outline and guide the actions of all aspects of the organization. ● Establish and confirm the expectations of each member of the leadership team through written descriptions of roles, responsibilities and processes for decision-making and implementation. ● Ensure that the school’s facilities, services and equipment provide a safe, clean and healthy environment for all students and staff through the implementation of clear, concise, and concrete operational maintenance and safety plans. ● Develop and implement comprehensive plans for technology, library, and media and information resources to support 21st century teaching and learning. School Wide Curriculum Goals 2019-20 1. Curriculum Articulation & Documentation By January 2020, in each subject area using prescribed frameworks, processes and meeting time twice a month, teachers will identify power standards, integrate/align MASHT standards and assure vertical alignment through collaboration among divisions, resulting in curriculum documentation for each subject area file (hard and digital) to provide foundational curricular consistency and coherence school-wide. 2. Analysis & Response to Data Throughout the 2019-20 year, teachers, curriculum leaders, learning support staff and administrators will collaborate in gathering and analysis of data (MAP and common writing assessment) so that instructional choices may be selected to meet the needs of all learners, using guides and protocols to be archived (hard and digital) in the curriculum file, and, when appropriate, in unit plan reflections and individual learner files.

3. Student Active Engagement & Access to Learning For at least three units in the 2019-20 school year, the teacherâ&#x20AC;&#x2122;s instructional plans will document (hard and digital in the curriculum file) a differentiation strategy and an accountable listening/speaking strategy, including a reflection on their impact on student learning, citing assessment data as evidence. 4. Integration of Technology in Teaching and Learning A Bring Your Own Device policy will be introduced in 2019-20. An AUP has been added to the student handbooks and a BYOD policy will be added to the website. The new infrastructure has been boosted with high speed internet and a security filter. An instructional coach will work with all teachers to develop at least one unit during the school year that integrates technology into the lesson. All teachers are expected to collaborate with their colleagues and department in the process of introducing this successfully to students and their parents. 5. Bring Your Own Device (BYOD) The American School of Kosova is committed to working with students and staff members to create a 21st century learning environment. To support this goal, students and staff members are able to access our wireless network with their personal devices (laptops, netbooks, tablets, etc. Staff will be allowed to use their smartphones during the school day, but students are required to check in their smartphone into their teacher at the beginning of each class. ASK has implemented a self-registration process that auto-directs devices to a secure, pre-determined network during the registration process. Once connected, students will have access to ASK 10

resources on their personal devices. Students who need help to register their device should see their school technology support team. Teams & Meeting Times (in alphabetical order)

Academic Leadership Team The Academic Leadership team meets most Tuesdays from 15:00-17:00. The primary objective of this team is to guide the implementation of curriculum improvements school wide. Members of the team include one representative teacher/leader from each division and all principals. Student Disciplinary Committee This team is created as needed in the event that the Head of School has identified a student that may need to be expelled. According to the Ministry of Education of Kosovo, students may not be expelled for academic reasons and a committee must believe that there is a threat to the community if the student remains in school, in order for the student to be expelled. Thus, when the occasion is severe, a committee will be convened which includes: principals, teachers, and a parent representative. Student Services Team The student services team meets once a week in each division to identify and discuss students who need extra support. The team in the main building is comprised of the following: High School Principal, Dean of Students, Counselor, Guidance Counselor, and Learning Specialist. The Elementary SST includes: the Elementary Principal, Counselor, ESL teacher, and 11

Learning Support Teacher. Any teacher is welcome and encouraged to join the regular meetings as students are identified (coverage of classes will be provided). Please refer to the “Team Conference Form” when making a referral for support. Teacher Tech Team This is a small team of teachers who have a passion for integrating technology into their teaching and have the desire to support colleagues in their learning. They will meet weekly with Mr. Yll to discuss the needs of the new school, requests of accreditation, and design strategies for moving us forward into the 21st century with teaching of technology. Safety and Security Committee This team is composed of 16 members that meet weekly to discuss the on-going process of campus security and safety. This team discusses events that have happened if students or staff have been injured and creates plans to prevent future problems. With the Head of School and Operations Manager, this team leads the practice of fire drills, evacuation drills, and intruder drills. Each of these members have been given a walkie-talkie and are obliged to check in every morning with the team to assure that the campus is in a state of safety readiness. Faculty Meetings   

There is an all faculty meeting once a month on the first Wednesday of the month from 3:10 to 4:30 p.m. in the main building cafeteria. One additional Wednesday in the month the divisional principals host a faculty meeting in a designated classroom from 3:10-4:30. Two additional Wednesdays in the month the grade level teams and department teams meet from 3:10-4:30 in various classrooms.

Teacher Job Description Teacher Code of Ethics What is a Competent and Ethical Educator? The competent educator demonstrates: Knowledge and use of curriculum and instruction to meet the needs of all students; Ability to provide a climate for students that is conducive to learning and respects the rights of all persons without discrimination; An understanding of students and ability to establish and maintain good rapport and assist the growth of students; and: The ability to work effectively with students, staff, parents and community. Planning   

Develops engaging lesson plans and facilitates learning experiences for all students so that individual needs and the needs of the group are met. Plans innovative lessons and integrated units, which offer a variety of learning activities within a block class period. Works collaboratively with other staff members in the design and implementation of a rigorous curriculum. Teaching

       

Uses a balanced range of teaching strategies to provide maximum learning opportunities for all students. Insures that students receive maximum benefit from the use of all materials and resources. Maintains and attractive, organized, and stimulating educational environment. Implements a fair and consistent classroom management plan aligned with all aspects of the student handbook. Uses technology when possible to support instruction; integrating student technology skill development with content learning. Follows the lead of the IT Department and provides collaboration and support. Enters student grades into PowerSchool regularly (at least one grade in two weeks) for parent review of a student’s progress Read and respond promptly to e-mail requests and instructions. (Expect to read each principal’s “Weekly Update” prior to the beginning of each week. 13

Student Assessment and Evaluation    

Evaluates student performance fairly and professionally and uses a variety of ways to gather information about each student’s ability, knowledge, and growth. Uses assessment as a tool for guiding the learning process and instruction. Maintains accurate student records. Collect data on student progress and makes an analysis to drive student learning. Teacher Communication

    

Maintains open communication with students, parents, and staff. Contributes information to the Weekly Update and Monthly School News Bulletin. Reads minutes from meetings that directly involves you. Conducts parents conferences both formally and informally. Attends SST and special student team meetings as requested by principals. These meetings may run later than 16:30 but it is expected that teachers attend but do not occur too often. Teachers will be notified of these meetings in advance by 2-5 days but sometimes there are urgent situations which may require immediate attention. Professional Development

  

        

Participates in all professional development opportunities offered by ASK and pursues knowledge of current best practice in the field of teaching. Completes any necessary documentation about training. Expectations for Teachers Follows the policies developed by the school. Follows the policies developed by the school located in the staff handbook and student handbooks, i.e. homework policy, grading policy, late work policy, absenteeism, emergency lesson plans, dress code, confidentiality policy, and social media policy, etc. Performs related duties as assigned. Supervises students and gives student feedback at all times during school hours. Maintains positive working relationship with administration, students, colleagues, parents, and the community. Works cooperatively with other members of the professional team to promote the educational, social, and emotional development of students. Participates in school and community- sponsored events. Prepares and maintains records and reports requested by the school administration. Participates in the planning, development, and evaluation of the school program. Attends staff meetings as scheduled by the school administration. (Every Wednesday from 15:00-16:15) Stays one hour after school one day a week to offer extra support for students. In Upper School this is called “After School Support”. 14

               

Regularly provides information updates on student progress in PowerSchool at least one assignment every 10 days and the final grades in PowerSchool need to reflect the grading criteria in the student handbook. The teacher syllabus and PowerSchool documentation need to be coherent and in alignment. Preschool teachers will keep a file tracking the developmental milestone attainment for each student. Attend parent-teacher-student conferences as according to the American School of Kosova school calendar. Actively interact with students in support of the CAS program. Maintains Ministry of Education records such as the standard lesson plan book. Serves actively on school committees. Orders, inventories, and maintains materials and resources. Submits necessary classroom maintenance requests immediately via the ticket system. Maintains professional confidentiality both in and out of school. Acts as an educational ambassador of goodwill to the community at large. Cell phones should be available and turned on during the school day, so if necessary, you can be reached by the administrative team. Personal calls should not take place during class time. Actively engages in assigned teacher duties such as lunch and recess supervision. Be available for parents and students as requested for meetings related to their child. To perform other duties as needed and assigned by the divisional principal or head of school. To support the school and its leadership. Lesson Plans Daily - (All teachers MUST keep a Daily Plan Book)

Your day plan book is to contain daily lesson plans for at least one week in advance. These may be submitted to the Key Teacher or principal prior to the week of instruction if requested. Plan books may be reviewed at any time by the principal/ vice principal. Please be prepared! Your plans should include: ● ● ● ●

Lesson objectives (linked to standards) Teaching/learning strategies to be used; Resources with master copy and/or page number references, and Assessment criteria.

Substitute Teacher To facilitate order in your classroom, during your absence, be sure to provide the substitute with a detailed lesson plan and assignments. Please place it on the desk for the teacher to find it. ● ● ● ● ● ●

Grade book and seating chart. Your daily schedule Location of books. Technology needed General expectations and classroom rules. Name and room number of colleague who might help a substitute teacher.

Responsibilities & Procedures: The purpose of this procedure is to clarify the duties and responsibilities of an ASK teacher when needing and requesting a substitute teacher and clarifying expectations of the Substitute teacher. Substitute teachers are expected to maintain a professional attitude toward their work, students, and the ASK faculty at all times. It is also expected that the teacher is familiar with the school’s discipline procedures as explained in the Elementary and Upper School Handbooks.

ASK Teachers are expected to follow all guidelines below: Step 1: Teachers Contact your divisional principal, head of school and HR via email and phone sms as soon as possible, but no later than 7:00 a.m. on the day of an illness. Please include detailed lesson plans and any other information about the coverage needed. For example, lunchroom duty, homeroom or club duties, field trip arrangements, etc. Coverage for teachers who will be absent for one class period will be done internally whenever possible. 16

Step 2: Teachers: Please place it on the desk for the teacher to find it. Grade book and seating chart Your daily schedule Location of books General expectations and classroom rules Name and room number of colleague who might help a substitute teacher Provide a hard-copy list of students in each class for attendance

Substitute Teachers are expected to do the following: Follow the lesson plan left by the teacher and ensure students complete all assigned tasks. Maintain a safe environment. Keep students under direct supervision at all times. Use appropriate language at all times. Take Attendance. Contact Student Services at any time if you are concerned about the safety of a student Required Knowledge, Abilities, and Skills Ability to communicate effectively with students and staff. Ability to continue the educational program in the absence of the regular teacher. Ability to manage student behavior in a positive manner.

End of day: Remind students of homework. Have students clean their desks and the area around their desks. Leave desk, books, and room in good order. Be sure to leave a note for the teacher giving details for the day. Return keys and any teacher materials. Check with the HR before leaving an assignment early at the end of the day. The report process for any problem is: Notify school Head of school/HR of any unusual incidents which may have occurred during the school day The reporter must submit a written report within 48 HOURS after making an oral report to the designated school personnel. Payroll: Substitute Teachers are paid on the same monthly schedule as regular school system employees. Pay will be directly deposited to the Substitute Teacher’s bank account. Note: Every teacher, Full time and Part time teacher must cover/support their college 2 Periods (80 minutes) per month for free. Pay Rates for Substitute teacher: The rate of pay per full day is: 30 €, 3 Periods (80 minutes) Lunch/Club and Recess Monitors. 1 Period (40 minutes) is 5 €, if a teacher subs just for 1 period it means that he/she will get paid also for lunch duty/Club. 1 Full Period (80 minutes) is 10 €, it means that he/she will not get paid for Lunch duty and 18

Club. Pay Rates for Administration: The rate of pay per full day is: 15 € per 3 Period (80 minutes) Lunch/Club and Recess Monitors. 1 Period (40 minutes) is 2.5 €, to substitute for 1 period it means that he/she will get paid also for lunch duty/Club. 1 Period (80 minutes) is 5 €, to substitute for 1 full period and more it means that he/she will get paid also for lunch duty/Club. Note again: Coverage for teachers who will be absent for one class should be done internally whenever possible to support the college. If you need additional information or assistance, please contact the HR. Planning Period The planning period is designed to permit the teacher an opportunity to prepare for classes and to confer with students, parents, and colleagues. Planning should include assessments and instructional strategies, and materials required. It is very important that the planning period be used and not wasted. If teachers are away from their classroom during their prep period they should notify Student Services before leaving. Please Note: All teachers on their planning time must be available for on-call emergencies and teacher coverage. Please leave your cell phone on. Student Supervision Students should be supervised at all times – in the classroom, hallways, playground, and in all areas of the school. Staff members should walk students to and from the cafeteria, special 19

classes, buses, and recess. At times, you may send a student to the library, bathroom, or elsewhere in the building with a hall pass. Please be aware of who is out of the classroom and make every attempt to keep students together in case of emergency. The responsibility and authority of staff extends beyond the classroom. The development of school citizenship is a team effort. Teachers are expected to help supervise students throughout the school. Teachers' supervision duties include the hallways, restrooms, assemblies, etc. All teachers are expected to attend assemblies and help supervise. Each staff member is responsible for helping prevent damage to school property and preventing general misbehavior. This can only happen if you are actively supervising the students. All staff members should be vigilant by walking around while supervising. Sitting at your desk, or at a table (playground/cafeteria) is not actively supervising. If you need to leave the room, please ask another teacher to cover for you. Teachers consistently absent from assigned duties will receive pay deductions. CAS and Club Objectives To encourage students to engage in new activities which may stimulate lifelong learning. Because there are no grades, students will experience what it means to become intrinsically motivated in a learning activity or service in the community. For thirty minutes, two times a week, students will be exposed to a variety of ideas and activities they may find interesting and stimulating. Club time should look and sound fun and not look or feel like “school”. This is why the time is placed beside lunchtime. A Club Advisor needs to: • •

Take regular attendance Try to make a class attractive to the students 20

â&#x20AC;˘ â&#x20AC;˘

Encourage students to take leadership in the design of the class Use a variety of activities to engage students In high school, students keep a record of their time spent actively engaged in CAS and is

eligible to earn a certificate of completion at the end of the school year. Master Calendar of Student Assignments A master calendar of quizzes, tests and major projects for middle school and high school students is posted on the bulletin boards on the blue and red floors near the staff bathrooms. Teachers are encouraged to post the dates of these assignments here. No class or generation should have more than two large assignments due in the same day and the students are aware of this. If students complain to administration that there are too many assignment for them because an assignment has not been posted, the quiz, exam, or project due date may be changed to accommodate the students. Thus, please record your dates here at least 1 week prior. The athletics director and other club advisors also refer to this calendar to set up tournaments. New Books and Textbooks All new books are stamped on the inside front and back covers and on page 100. Textbooks are numbered 2012- 001, 2012-002, etc. The 2012 indicates the year purchased and the 001 the number of the book. Books are expected to last a minimum of five years. This includes encyclopedias and dictionaries. If you need new books, contact the vice principal and/or librarian. Please establish a check out system for issuing textbooks and inform the student that if a book is damaged or lost they will be charged. A lost book or severely damaged book (not usable) will be charged twice the full price plus shipping. The librarian has prices for books. 21

Please note: Teachers must take responsibility for the inventory of course text books. DVDs, Movies, Internet Videos If you are showing movies or a YouTube video, make sure you have previewed them. If the film has any questionable material you will need to get parental consent. Please check with the principal for any question. Daily Schedules and Student Information Every teacher should post a classroom schedule in their room by the second week of school. Duplicating Materials Your requests should be placed with the photocopier the day previous to their required use. Please prepare ahead of time. Our copy person has a huge job and it is difficult to stop and make copies for you. Displays Please be sure to change your bulletin board / wall displays periodically. Student work should be displayed as much as possible. You are responsible for hallway displays, as well as boards within the classroom. Keys Teachers will be supplied with keys to their rooms and storage areas as needed. Master keys will only be supplied to personnel in regular need of such keys. All keys will be accounted for and turned in at the end of the school year. 22

Staff IDs All staff should arrange to have an ID made in the school office. These IDs should be worn each day and all events. Technology Please be sure to review and follow the school policy and guidelines for technology. No student is allowed to use the teacher computer as it contains private information. Please be safe and lock your workstation before leaving your computer. Your assigned laptop or desktop computer is your responsibility. Loss or theft may result in a pay deduction. Google Classroom Website All staff are encouraged to develop and maintain a classroom website. This website should include information about the classroom, curriculum, special events, and other pertinent information. All assignments should be posted on the website. The website should be updated each week. Parents and students should be given the website information through your classroom newsletters. Administrators will use this information to see what you are teaching to assist with walk through visits. Classroom Newsletter (Elementary Protocol) - Each teacher is expected to develop and send home a newsletter for parents. The newsletter should include pertinent information specific to your class. Examples include: upcoming activities, lessons, celebrations for good work, items needed for the classroom, etc. AT LEAST one newsletter should go home each month. Please send a copy

to the principal each month. This data will be used as artifact data in your Performance Based Teacher Evaluation. Parent Contact/Teacher Conferences Teachers should feel free to contact parents on an individual basis. Every parent contact should be recorded in the Student Services Office. Parents should be contacted at least once per quarter. This contact should be through e- mail, conference, or phone call. This is over and above what communication you do through the student planner. Positive parent contact is something to strive for. Confidentiality Comment and discussion regarding student personalities and records should only be discussed with appropriate people in the education setting. Student behavior problems should not be part of public discussions. Professional discretion and courtesy should be used in discussing all staff and district concerns. Homework Guidelines Homework is an essential part of learning. It is the opportunity to review and practice what has been learned during the day.

Homework may include:

Kdgn.

Gr.

1-2

3-4

5-6

7-8

❖ choice reading

✓

❖ practice of reading, writing and/or math skills ❖ collection of materialsand resources

✓

❖ completing classroom assignments

✓

❖ maintenance of the daily agenda

✓

❖ major projects

✓

❖ preparation of oral presentations

❖ reviewing work/preparing study ✓ notes/studying Note: Check with the teacher for daily homework TIME expectations.

● Homework should be for practice in the elementary school. ● Homework must have a purpose; the review and practice of a skill helps promote study and organizational skills. ● Homework should be assigned based on student need and ability. Please inform parents in your beginning of the year materials that you are unable to comment on other children's assignments. ● The teacher should identify the purpose of the homework and communicate that purpose to the students. Students in Elementary School should have 15 minutes to one hour of homework per day, depending on the age of the student. High School students can do up to two hours of homework per day. Homeroom Teacher Role and Objectives in Upper School Grades 6-12

The primary role of the homeroom teacher is to serve as the advocate and connector for each individual student with resources of support, and to personally guide each student in their 25

personal and academic growth. In order to document this support, the homeroom teacher will record the dates of phone calls, special parent meetings, and emails in a designated google doc. The homeroom teacher will also complete a 7-week progress report which will be entered into Power School four times a year. The second objective is to design and facilitate lessons for the entire class that allow for character development. A guiding book of lessons has been developed to give you some ideas of lessons and the school counselor acts as the contact person and key adviser for the implementation of this program. The following information has been taken from the guide book. Guide for Advisors in Upper School Grades 6-12 Duties and Responsibilities Advisors are the integral part of the students’ lives and play a vital role in association with the SST and counselor. They can also be important points of contact for parents who may wish to raise issues and concerns about their sons and daughters. Advisors thus make a vital contribution to the school’s pastoral provision and ensure that every student has an adult taking a close interest in him/ her over an extended period. Advisory Program has many purposes which include within a relaxed and informal context: Fostering the students’ personal, social and academic growth. Creating a better follow up system for each student both for social-emotional and academic development. Encouraging multi-age experiences (sharing ideas, knowledge and concerns) Improving the supportive nature of our school community to nurture a sense of community. Providing an arena where learning for learning’s sake should be encouraged without the need for examination. Providing a friendly adult ear. 26

Encouraging the students in small groups to express themselves confidently and articulately to ‘think on their feet’. Broadening the students’ cultural and intellectual interests. Advisors’ duties and responsibilities: Advisory group meetings should be 30 minutes long and take place two to three times a week. Advisors are expected to attend any assembly with their students in a designated place in the theatre. Advisors should cover activities mentioned in the Advisory Program. Advisory meetings should be treated in the same way as any other school activity. Students’ absences should be recorded in Power School. Advisors who are aware that they will be unable to take the advisory meeting with their group should inform the Human Resource manager in order to arrange for a substitute. Advisors should cooperate with the counselor on issues related with social and emotional issues of the students in their group.

Instructional Plan for Teaching Recess

Student Behavioral Expectations Outdoor Recess

Indoor Recess

Rule #1. Be Safe Walk in hall and on sidewalk. Stay within the playground boundaries. Use equipment safely and follow game rules. Tag and chasing are allowed only in designated areas.

Rule #1. Be Safe Walk. Stay in the designated area unless given permission to leave by a supervisor. Use classroom equipment safely.

Rule #2. Be Respectful Keep hands, feet, and objects to self. Use polite language and respectful tone of voice. Settle problems by talking it out.

Rule #2. Be Respectful Keep hands, feet, and objects to self. Use polite language and respectful tone of voice. Settle problems by talking it out. Follow school rules even when the adult is out of the room.

Rule #3. Follow Directions of All School Adults General Supervisory Responsibilities: Supervisors include any school adult on the playground and in the classrooms Supervisors will circulate among students and among apparatus. 1-2 supervisors per area. Supervisors will positively reinforce students for being self-managers. Supervisors will be prepared with first aid supplies and whistles. 1. Supervisor and teacher in classroom review rules and boundaries using transparency of the playground (5 minutes). 2. Supervisor and teacher walk class to playground, walk boundaries and rotate through stations of the playground apparatus and game area (3 minutes per station). 3. Supervisor and teacher line up to transition to class. 4. Supervisor and teacher hold a classroom meeting with students to debrief workshop (10 minutes). 5. Supervisor and teacher have a regularly scheduled outdoor recess within the next 2 hours.

1. Supervisor and teacher hold a classroom meeting to review expectations and routines (10 minutes). 2. Supervisor and teacher conduct a simulated inside recess (10 minutes). 3. Supervisor and teacher conduct a classroom meeting with students to debrief (10 minutes) 4. Supervisor and teacher have a regularly scheduled indoor recess within next 2 hours.

Apparatus Safety Guidelines Swing: a) remain seated, b) swing front to back only, c) stop swinging before getting off swing, and d) no pushing Teeter-totters: a) Sit on teeter-totter at all times, b) one person on each end at a time, and c) no bumping Slides: a) use ladder to reach the top of the slide, b) one person on the ladder at a time, c) slide down feet first, sitting only, and d) wait for the person ahead of you to get out of the way before sliding down Jungle gym: a) climbing and sitting on the top is prohibited, and b) hanging from knees or twirling is prohibited when the jungle gym is wet Climbing wall: a) do not jump off, and b) do not sit on top of the rocket Monkey bars: a) twirl on sides or hang by knees, b) do not sit on top of bars, c) no hand-to-hand across bars, and d) no leaping from side to side Chin-up bars: a) chinning selves or swinging is okay, b) do not sit on top, and c) one person at a time on each bar Horizontal ladders: a) move from green to red, and b) do not sit on the top Twirling bars: no more than 3 people on each bar at a time Balance beam: a) walk from low end to high end on the beam, and b) jumping over beam while running is prohibited Blue toy: a) use rings from west to east, b) jumping off is prohibited, c) sitting on the top of the blue slide and, d) jumping over the sides is prohibited Jump ropes, jacks, sidewalk chalk and yo-yoâ&#x20AC;&#x2122;s: a) jump ropes are used for jumping only, b) both ends of the ropes are to be held in hands, c) use jump ropes on the blacktop, d) use jump ropes with two hands, e) swinging jump ropes over your head by one hand is prohibited, and f) use yo-yoâ&#x20AC;&#x2122;s in the grassy area south of the basketball court

Approach to Student Discipline Imagine that you are a math teacher. The majority of your students are doing well in your class. They are attentive and on-task in class, work well with classmates during group work, generally complete their homework, and earn passing grades. However, a few of your students really seem to struggle. They participate in class and attempt their homework, but do poorly on tests and receive abysmal scores. As an effective teacher, you seek to understand why these students arenâ&#x20AC;&#x2122;t doing as well as the others. You evaluate their work carefully, looking for clues, and provide feedback designed to help them improve. You seek to understand whether there are gaps in their learning, or possibly learning difficulties. Because the causes of their poor performance are complex, you apply a variety of strategies as a solution. You pair them with stronger students, work with them during lunch or after school, or assign them different homework to help reinforce basic skills. You conference with their parents, alerting them to your concerns, so that they can support them at home. You continue to monitor their progress throughout the year, and refer them for additional assistance outside of the classroom if no improvement results. Now consider a slightly different issue. Some of these students who struggle with math concepts also struggle with in-class behavior. Historically, math (or school, in general) has been difficult for them, and they have learned to mask their embarrassment and feelings of inadequacy by acting out in class. They talk out of turn, distract other students, or just tune out during instruction. They become overtly apathetic and disrespectful, and are clearly breaking class rules. What should a teacher do in this scenario? 31

When a rule is broken, teachers usually begin thinking in one of two completely different directions: 1. How shall I confront this student with the infraction and what would be the most appropriate punishment; or 2. What more do I need to know about this situation and which educational strategies will be the most effective in bringing about a reasonable resolution?

Just like the math problem, the causes of this irritating and disruptive behavior are also complex, and require a meaningful intervention. An effective decision by a teacher, particularly when a problem occurs, can mean the difference between a student rising to the occasion and becoming a positive influence in the classroom, or disengaging from any further opportunities for learning and becoming a disruptive nuisance. Effective classroom management and discipline are complex processes. Helping a child learn to change his behavior is not as simple as assigning increasingly harsh punishments and waiting for him to â&#x20AC;&#x153;get itâ&#x20AC;?. In most cases, when this occurs, the only thing the child learns is how to avoid getting caught! When it comes to effective classroom management and understanding student misbehavior, it is important to consider the needs of each constituent group. Here are a few:

Teachers’ needs include: ● The opportunity to teach without interruptions ● Effective, easily implemented consequences for misbehavior ● Communication and support from administration ● Clear understanding about what will happen when a student is referred Parents’ needs include: ● Children who feel content and appreciated ● Regular, meaningful information and feedback from the school ● Fair treatment for their children

Students’ needs include: ● Clear, consistent limits ● Unconditional acceptance (not based on what a student does or does not do) ● To maintain dignity and “save face” ● To be heard and understood ● To be held accountable for and learn from their mistakes Administrators’ needs include: ● Students in class, working hard and learning ● Teachers to view misbehavior as an opportunity to teach, and who can reject misbehavior while maintaining acceptance of the child ● Regular teacher-initiated communication with parents, especially before serious problems occur

All of these needs are important. An effective discipline plan will strive to meet as many of them as possible. These four tenets describe Essential elements of effective approaches to discipline: 1. Effective discipline is preventative. Teachers clearly communicate high academic and behavioral expectations for their students, and they focus on supporting all students to meet those expectations. They teach and re-teach, as often as necessary, and maintain clear rules and procedures. They strive to develop strong, positive relationships with their students, and they develop powerful, engaging lessons that challenge and interest them. They constantly monitor behavior, and recognize and reward positive behavior while correcting misbehavior subtly, calmly and quickly. 33

2. Effective discipline is instructional. Marcia Milne-Wellington, Director of Thomas Edison High School, argues that “discipline is possibly the most important component of the curriculum. Generally, mistakes made by students are opportunities to redirect their social development and to promote social-emotional growth.” When a student fails a math test despite having received carefully designed instruction, the teacher responds by providing additional opportunities for learning. Likewise, when a student misbehaves, the school is obligated to re-teach the child how to behave appropriately. 3. Effective discipline expects accountability. Students who make mistakes need the opportunity to understand and take ownership of their role in a problem. They need time to reflect and consider how their choices impacted a situation, and also how they might avoid a similar problem in the future. They also need to understand and accept any consequences of their choices. Carefully and thoughtfully designed disciplinary consequences applied calmly and fairly become ways for students to learn responsibility rather than pre-determined reactions designed for retribution or to demand obedience. 4. Effective discipline provides opportunities for reparation. Students need to respond to a problem and develop a means to “make it right”. Depending on the circumstances, students should be expected to apologize, make restitution, or provide some sort of service that benefits the teacher, school, or other offended party. In The Educator’s Guide to Preventing and Solving Discipline Problems, Mark and Christine Boynton suggest that “the goal in correcting students should be to have them reflect on what they did, be sorry that they disappointed you, and make a better choice in the future.” An essential

component of this is the importance of affording the offending student a “fresh start” every day. In contrast, the following usually prevent a disciplinary response from being effective: ✓ Emotionally-charged reactions (e.g. yelling, sarcasm) ✓ Challenging a student or engaging in a power struggle ✓ Making personal value statements (“you’re worthless”) ✓ Making accusations (“you’re lying”) ✓ Rejection (“get out!” or “you’re no longer welcome in my class”) ✓ Responses based on seeking vengeance or retribution ✓ Making threats

TIMING IS KEY! As an instructional intervention, a response to misbehavior must be intentional and planned, just as a response to a failed math test would be. However, the circumstances surrounding a specific incidence of misbehavior often do not permit an appropriate response at that particular time. When this occurs, the teacher needs two things: an immediate strategy for managing the current situation, and an intentional disciplinary response to use later and that is designed to instruct and offer reparation. An effective immediate strategy is geared toward the following goals: ➔ Stop the misbehavior ➔ Continue with the flow of the lesson ➔ Prevent an altercation/confrontation

Strategies most likely to accomplish this include: ● ● ● ● ● ● ● ●

Ignoring Proximity Offering to discuss a problem later or at a more appropriate time Asking a student to take a brief (5 min. or less) time out in the hall Redirection Humor Sending a student to another classroom for a longer time out Sending a student to the office to work independently

Once the immediate problem is temporarily resolved, the teacher can provide a more complete, thoughtful response on his or her own timeline. Our discipline policy delineates three levels of misbehavior and provides for a range of responses to each. This allows the teacher maximum flexibility to design the most appropriate intervention. Before implementing a response to misbehavior, the following must be considered: 1. 2. 3. 4. 5.

What do I expect the student to learn from this experience? What is the likelihood that this response will cause that learning to occur? How does this particular response relate to the infraction? Does this response respect the dignity of the student and any others impacted? Is this response developmentally-appropriate for a child of this age?

Additional considerations include: ● ● ● ● ● ●

What has been the result of previous responses to similar problems? What assistance does this child need with re-integrating into the community? Is ongoing support needed (counselor, etc.)? Is a referral to the Student Support Services Team appropriate? What are the experiences of the students’ other teachers? How have the parents been included?

Staff Evaluation Cycle and SMART Goals Administration Staff Evaluation In September of every school year, the administrative employee will complete a draft of their SMART goal for the year (Appendix B) and meet with their supervisor to discuss it. After the meeting, the approved SMART goal will be placed in their personal file and considered at the end of the school year when the End of Year Evaluation is completed. In June of the school year, each administrative employee will be asked to complete a guided reflection form on their own before meeting with their supervisor. This will give the employee the opportunity to list their major accomplishments for the year as well as their thoughts for improvement. They will bring this reflection form to the meeting with their supervisor and together they will discuss areas of success and areas for improvement considering the criteria below. After, the supervisor will complete a formal evaluation (Appendix D). Rating Keys and Factors of Evaluation The following areas are considered when assessing the performance of a member of the administrative team: Responsibility: How well does the employee understand all phases of their job? What is the employeeâ&#x20AC;&#x2122;s ability to prioritize and organize work effectively to meet assigned deadlines? Were assignments timely completed and appropriate follow-up implemented? Is the employee a self-starter? To what extent can the employee be relied upon to carry out instructions; and the degree to which the employee can work with limited supervision? Attendance and punctuality are very important in maintaining a normal workload and support for the school to meet an 37

efficient schedule. Employees are expected to report to work regularly and be ready to perform their assigned duties at the beginning of the school day. Communication: Does the employee consistently communicate in English in a professional way in writing and in speech? Do they document the work they are doing into written form and share with others using appropriate communication channels? Teamwork: The ability of the employee to maintain a positive and harmonious attitude in the work environment. How well does the employee relate to the schools leadership, coworkers, students and the broader community? Project Management: The employeeâ&#x20AC;&#x2122;s ability to organize, plan, train (teach), delegate and manage a project in an effective manner. Reflective & Growth Mindset: The employee demonstrates ongoing learning and is able to make deep and honest self-reflection of their behavior and work contributions in order to improve. The employee is open to critical feedback and is highly coachable Systems Improvement: The employee has an eye for improving a process or procedure and takes steps to implement a method for improving it. They communicate effectively with other team members in bringing about the positive change. Performance Levels Defined Each individual team member will be assigned on one of the following categories: Innovating: An evaluation resulting from overall performance which is significantly above the performance standards of the position. 38

Applying: An evaluation resulting from performance which fully meets the performance standards of the position. Developing: An evaluation resulting from performance which barely meets the performance standards of the position. Beginning: An evaluation resulting from performance which fails to meet the minimum performance standards of the position. A rating that falls below a performance standards will require the team member to be placed on a Performance Improvement Plan. Teacher Evaluation 1. Principals will visit each and every classroom teacher for at least 10 minutes checking for overall tone and routine of the class: cell phones checked? Is attendance taken? Lesson plans on the desk? Is teacher learning student names? Is there evidence of a structure? 2. By October 1 all SMART goal meetings should be scheduled. 3. By October 19, all SMART goals should be completed. 4. Drop in "eleot" observations for each teacher should be completed by November 1. These need to be a minimum of 20 minutes. 5. By January 30, all formal planned and scheduled observations (Charlotte Danielson) including a pre and post observation need to be completed and documented. 6. By April 26th, all drop informal observations (Charlotte Danielson) need to be completed and recorded. These will not include a pre and post-observation. 7. By June 7th, all end of year evaluations should be completed with each teacher and recorded.

Purpose of Teacher Evaluation The purpose of teacher evaluation is to improve instruction. Formal performance-based evaluation will be conducted as per school policy. Administrators will conduct informal teacher evaluations on a continuous basis. Supervision will be conducted in a constructive, candid, fair, and realistic manner. Principals will formally evaluate teaching performance of all faculty each year. Administrators and teachers are to keep artifact data that can be used to document the completion of certain criteria on the summative evaluation form. All staff are required to keep a folder with examples of such artifact data. Much of this data is collected as part of the teacher’s daily routine. We are asking that you keep some of the items to look at during the observation conference. Listed are items that can be placed in a folder for this purpose. They include, but are not limited to: ● Examples of parent communication ● Lesson plans ● Questions that you use to engage students ● Examples of how you assess student progress ● Examples of scoring guides and ● Interventions for struggling students. Community Conduct and Discipline Overview The behavioral philosophy at ASK is to support students in their learning of responsibility and self-discipline as an educational process rather than solely as a punitive response. We support a model of positive discipline: setting clear expectations for behavior, 40

explicit teaching of expectations, and providing meaningful and timely feedback for appropriate and inappropriate behavior. Students and all community members are expected to conduct themselves in responsible, respectful, and honest ways at all times. If students fail to achieve these expectations, there are corrective steps that teachers and administrators will take to address these behaviors in order to preserve a safe, productive, and orderly learning environment for all students and staff.

The rules set forth below serve one or more of the following basic purposes: 1. To protect a member of the ASK community from having his or her rights infringed upon by others; 2. To help a student make responsible decisions about behavior which may affect the studentâ&#x20AC;&#x2122;s own life and/or the rights of others; 3. To aid in the effective operation of the ASK community and the schoolâ&#x20AC;&#x2122;s learning environment; and 4. To protect the reputation of the school, our students, and the ASK community. We rely on the professional judgment of our teachers and staff to respond in a fair and consistent manner. We believe that initial responses to inappropriate behavior should help students learn from their mistakes. When negative behavior is repetitive, serious, or grave, school administrators become involved in the process of determining the most appropriate consequences, as outlined below. Discipline Policy Inappropriate behaviors are classified as Minor, Serious, or Grave offenses. Disciplinary consequences may be applied for behaviors that occur on school grounds, at all school-sponsored events, and when traveling to/from school events as a supervised group. Instances of grave behavior committed off campus at any time may also be subject to disciplinary action aligned 41

with established school consequences. This list is not exhaustive and situations not outlined below will be handled by the school administration in accordance with policy. Consequences for students may be adjusted by the school administration according to the specific infraction and developmental level of the child.

Disciplinary procedures should maintain the dignity and self-worth of the individual. As a community we believe that the development of personal responsibility requires an understanding of the natural consequences to our actions, and children should experience these consequences in order for learning to occur. Whenever possible, consequences are related to the infraction and should be intended to make reparation to those who have been impacted to help recover the studentÂ´s standing with the school community.

Students on out-of-school suspension or expulsion may not enter the school campus, attend class, or take part in any school-sponsored activity including but not limited to sports events, trips, competitions, and academic or co-curricular events.

EXAMPLES OF INAPPROPRIATE/UNACCEPTABLE BEHAVIOR

POSSIBLE RANGE OF DISCIPLINARY CONSEQUENCES

Minor Offenses - Examples

Minor Offenses – Consequences

● Classroom disruption or inappropriate behavior ● Tardiness to class ● Failure to comply with the school dress code or uniform requirements ● Unauthorized use of personal electronic devices ● Being unprepared for class ● Minor damage to the property or belongings of the school or of others ● Physical behavior (pushing, wrestling, “playing”) that could lead to injury ● Inappropriate displays of affection at school or during school-sponsored events ● Selling items for personal gain or profit ● Any other improper conduct that interferes with the teaching and learning environment which in the judgment of school administration was minor ● Excessive arguing Serious Offenses – Examples

For cases within the classroom, the teacher´s word or physical evidence constitutes sufficient proof for determining failure to meet expected behaviors. Minor offenses are cumulative on a yearly basis.

● Insubordination or defiance ● Failure or refusal to comply with directions from, or refusal to identify yourself to, a staff member ● Lying or intentionally misleading; acts of false testimony, forgery, or fraud; slandering, defaming or formulating unfounded complaints or accusations ● Instigating or participating in any act of harassment, slander, intimidation, hazing, bullying, or threatening any community member. Expression of intolerance relating to race, ethnicity, religion, gender, or personal orientation

Teacher-assigned consequences may include: ● Student ● Student/teacher Reflection Form conference ● Brief removal ● Lunch detention from class ● Removal of privileges ● Change of seat Additionally, administrators may assign the following consequences: ● After school detention ● Short-term in- or out-of-school suspension (up to 5 days)

Serious Offenses - Consequences ● Student reflection ● Student and parent conference with administrator ● Detention ● School or community service ● Restorative conference ● Anti-harassment contract ● Behavior Probation contract ● Short-term suspension (up to 5 days) ● Long-term suspension (5-10 days) According to the severity of the case, serious offenses may be judged as grave in nature and thus may warrant consequences which could include immediate dismissal from the school. 43

● Leaving class without teacher permission; “skipping” class or school ● Use of abusive, obscene, or profane language or gestures ● Possession of inappropriate printed material or pornography (magazines, pictures, drawings, etc.); Using a phone/electronic device for the transmission and/or downloading of inappropriate oral or text messages, digital and/or video images ● Disrespect for symbols and/or school property ● Reckless endangerment including horseplay and inappropriate physical contact or activity which could potentially cause injury ● Petty theft (up to 200 Dhs) ● Indecent exposure ● Smoking on campus or during schoolsponsored activities ● Repetition of minor offenses ● Any other improper conduct of students which, in the judgment of the school administration, was serious Grave Offenses – Examples

Serious offenses are cumulative on a yearly basis.

● Using, possessing, under the influence of, or disseminating alcohol and/or drugs or any type of unauthorized substance prohibited by Moroccan law ● Committing any criminal acts that entail any sanction in the penal system (as defined by Moroccan law) ● Bringing to campus or possessing any ammunition, weapons, i.e., knives, brass knuckles, explosives, firecrackers, flammable materials and/or use of anything that can be considered a weapon. ● Assault, fighting ● Sexual harassment ● Performing an act of arson or creating any type of real or potential fire hazard.

Grave offenses result in student suspension as the minimum consequence and are cumulative for the duration of the GWA career.

An accumulation of serious offenses may result in the student not being invited back for the following school year.

Grave Offenses – Consequences

Administration may also consider a recommendation for dismissal depending on the severity of the student’s specific actions. Upon serving the specified day(s) of suspension, the school administration may impose additional sanctions and/or follow-up responses involving one or more of the following: ● Student reflection ● Student and parent conference with administrator ● Restorative conferences 44

● Participating in a serious act of ● Anti-harassment contract vandalism of school property or the ● Behavior Probation contract willful destruction of belongings of a ● Notification of legal authorities (if school staff member or classmate warranted) ● Committing a major act of theft (above 200 Dhs) or theft of proprietary information ● Repetition of serious offenses ● Any other improper conduct of a student, which in the judgment of school administration, is grave

How to process a detention request? Any teacher may assign a detention to a student as discipline for unacceptable behavior by filling out the Discipline Referral Form and following these steps: 1. Fill out the form completely and keep the top white copy. Give the yellow copy to the student at the end of class and the last pink copy to either Jetmir, Ilirjana, or Jeta. They will schedule the detention and call the parent. 2. An assigned date for detention can only be changed by a written request from the parent or phone call. Students have up to one week to serve it and after that, it will automatically double. After two weeks, it will become a “Discipline Referral”. 3. Jetmir, Ilirjana, or Jeta will send a notification directly to teachers when students have completed their detention. How to process a discipline referral? 1. Teacher fills out the triplicate form completely with as much detail as possible and gives all copies to Jetmir, Ilirjana, or Jeta in Student Services. 2. Student Services will respond to the referrals as their time permits. This could take 2 to 5 days. Please be sure to email Student Services with any additional background information or speak with them directly as soon as possible after completing the form. 3. When Student Services has taken action on the referral, they will write on the form and return the white copy to the initiating teacher. Student Services will also record notes and actions taken in PowerSchool. If after two weeks, you have not received an update, please speak directly with Student Services. 45

*As per page 5 of the ASK Upper School Student Handbook, all minor inappropriate or unacceptable behaviors are expected to be first dealt with by the classroom teacher and consequences may include but not be limited to: completion of a reflection form, parent conference/call home, change of seat, student/teacher conference, removal of privileges, exclusion from activities, reduction in grade, lunch detention, after school detention, or any service to your classroom or the ASK community. How to send a student in the office? 1. Please do not send students to the office for "minor" infractions. (Such as: classroom disruption, excessive talking, tardiness, being unprepared, etc.) 2. In the situation of a "Serious" Behavior issue, you may send the student to the office but it must be accompanied by a written note, disciplinary referral, phone call, or email, explaining what has happened and what you would like for us to do. (e.g. sit quietly for a time out the remainder of the class, call home, send back to class after 15 minutes, talk with a counselor or principal). 3. In the situation of a "Grave" Behavior issue, please call Jeta, Jetmir, or Shpresa and request assistance from an available principal. Assessment Policy A well-designed system of assessment, evaluation, and reporting based on clearly stated curriculum expectations and achievement criteria, allows teachers to focus on high standards of achievement for all students. If teachers are aware of what students know, understand, and can do, then teaching becomes more effective. Assessment may take place at the beginning of units (pre- assessment), carry on through units, and/or take place at the end of the unit (postassessment). Students should be involved in assessing themselves and be allowed to identify personal targets, thus motivating them to learn as these targets are achieved. Teachers are therefore not 46

concerned with just end of course tests, but more with formative assessment, which provides a platform on which students can perform to the best of their ability. Assessment should therefore be: ● Valid ● Varied ● Supportive ● Diagnostic ● Motivating ● Catered to learning differences ● Flexible ● Formative ● Meaningful ● Integrated into the daily learning process, and ● A measure of progress and achievement. Assessment criteria and outcomes should: ● Be understandable to students. ● Provide students with an explanation of their level of advancement. ● Provide students with clear guidelines about how they can progress. Effective assessment should: ● Provide evidence of attainment and achievement. ● Take into consideration a learner’s potential and ability. ● Provide feedback to learner. ● Motivate the learner. The aim of assessment is to help students to learn and teachers to teach. Principles of Assessment: 47

● Provide information about how students learn. ● Determine what students know and understand. ● Ascertain skills that students have acquired. ● Record student learning. ● Diagnose learning misconceptions and student needs. ● Monitor standards. ● Reflect the curriculum. ● Check teaching objectives against learning outcomes. ● Provide feedback for curriculum development and teaching strategies. ● Motivate teachers and students through successful achievement. Effective assessments allow the students to: ● Have criteria that are known and understood in advance ● Analyze their learning and understand what needs to be improved ● Synthesize and apply their learning in addition to recalling facts ● Highlight their strengths and demonstrate mastery and expertise ● Learn in ways that teachers did not foresee ● Be reflective and partake in self and peer evaluation ● Express and defend different points of views and interpretations ● Be encouraged to take responsibility for their own learning ● Experience successful learning ● Perform at higher level when challenged A student who really understands can:

● Interpret ● Apply ● See in perspective ● Demonstrate empathy and reveal self-knowledge

The enduring understandings for assessment and evaluation listed below should form the basis for decision making in program planning, assessment and evaluation, instruction, and reporting decision-making. Assessment evaluation and reporting enduring understanding The primary purpose of assessment is to improve student learning Assessment strategies (and tools) are accessible and differentiated so that all student can demonstrate their knowledge and skills. Assessment and evaluation plans are clearly communicated to students and parents at the beginning and throughout the term/semester, on an ongoing basis. Assessment, evaluation, and reporting practices must reflect (align to) the curriculum expectations (where applicable) and the achievement chart categories. A variety of assessment (methods), strategies, and tools are used appropriately. Information from assessment should be used to guide instructional practices. Learning skills are assessed apart from the student’s achievement of curriculum expectations. Assessment “of”, “for” and “about” learning requires on-going, meaningful, and timely communication. Expectations for Staff Conduct Working hours for teachers Working hours for teachers is from 7:30 am until 15:30 pm. Teachers are expected to be in their classroom 15 minutes before the start of the school day and remain in their classroom 15 minutes after and on campus until 15:30 daily. Teachers who are part-time should plan to be present at least 15 minutes before and remain 15 minutes after their class. Teachers living a distance from school should take into consideration the heavy morning traffic conditions on most main roads when planning departure times. Teachers may be excused prior to 15:30 only for 49

legitimate and necessary reasons and with the prior expressed permission or consent of the supervising principal. Teachers are expected to make holiday plans without disruption to the regular program and or instructional days. Extensions to holiday time require the permission of the Head of School and may mean a loss of pay for the holiday period. An example would be leaving a day early for the spring break. In the event of a leave from teaching duties, teachers must complete a leave form at least one week in advance and have it approved by the Head of School. An example would be to acquire visa papers, write exams, or attend professional development outside the school. Working hours for administration Working hours for administration and operations staff is from 7:30 until 16:00. Administration should be available in their office by 7:30 in order to receive any parents or staff for services. At the end of the day they should also be prepared to stay at least 10 minutes later to complete any necessary tasks. The full time employee with an administrative contract will be allowed a daily 45 minute lunch break. The employee may break this time into a 15 minute breakfast and a 30 minute lunch break if they so choose. Other variations of this 45 minute allowance of time need to be approved by the direct supervisor and the head of school. There is a designated lunch time of 12:00-12:45 according to the kitchen schedule; however, administrative staff should coordinate and communicate with other team members as much as possible.

Leave Request Process Every employee must submit a completed leave request form to their direct supervisor at least one week prior to the requested date of leave. According to the staff employment contract days will not be accepted that connect to vacation days listed on the school calendar. Principals and managers will do their best to honor a staff request; however, in some busy periods or times of the year when there are many people absent due to sickness, the request may be denied (Appendix I). Dress Code Teachers and Administration are expected to dress professionally at all times. No jeans, short-short skirts, leggings showing above mid-thigh, bare shoulders or backs, overly tight clothes or plunging necklines. Professional Jeans (non-torn) may be worn on Fridays with a professional looking shirt, top, and/or jacket. During summer school and summer camp, the teaching staff is expected to make sure clothing is practical, professional and non-revealing. Every member in each division within the Operations Department will be provided with a uniform. It is necessary that each employee wears their uniform every time while in campus. Using Discretion in Public Settings Please remember that the welfare of the child is the first concern of the school. It is the responsibility of the staff members to support programs and activities when in public. When making criticism of staff members, departments, or programs, it should be done in a professional manner and in writing to an administrator only.

Email Communication Expectations Think about your message before you write it. Donâ&#x20AC;&#x2122;t send an email in haste. First, decide on the purpose of your message and what outcome you expect from your communication. Then think about your audience and what they may need in order get your message to have the intended result. You will also improve the clarity of your message if you organize your thoughts before you start writing. When you start communicating with an administrative staff our goal is efficiency, quality, clarity, and politeness, therefore, the internal subject keywords will help us in achieving our goals. An email is a valuable tool, it creates some challenges for writers. Miscommunication can easily occur when people have different expectations about the messages that they send and receive. Email is used for many different purposes, communicating with professors and supervisors, requesting information, and applying for jobs, internships, and scholarships. Depending on your purposes, the messages you send will differ in their formality, intended audience, and desired outcomes. When using the keyword please make sure to use subject on the subject line with the following words. Internal Subject Keyword

Keyword

Details

Example

INFO:

For informational purposes

INFO: Staff handbook

IMPORT:

Important email that need to be

IMPORT: Project that need to be

considered

REQUEST: Call for request

REQUEST: Report or any other 52

document. COLLAB:

Call for Collaboration

COLLAB: Training, Payroll, Event, etc.

Call for follow up on a previous item

FOLLOW UP: In case a person needs

UP: URGENT:

to be reminded about the previous email. Call for urgent ( immediately,

URGENT: When an email needs to be

maximum within 12 hours)

immediately considered and solved.

Email â&#x20AC;&#x201C; Subject Line Never leave the subject line of an email blank. Always use a subject line that adequately reflects the contents of your email. A blank subject line may get your email flagged as spam and it will never reach its destination. It will help your recipients sort through their emails more efficiently and will encourage a quicker response to your email. Example: Email subject: REVIEW: Draft of Staff handbook policy

Style and Grammar The tone of the letter should correspond to the nature of the issue at hand. If a colleagues wrote to express his great satisfaction, a friendly, enthusiastic response is in order. If, instead, the colleagueâ&#x20AC;&#x2122;s communication had a negative tone, the response should be businesslike but polite at all the time. To make effective use of staff time before sending an email, take time to ensure that the message is clear, that requested actions and deadlines are highlighted, and that the message is sent only to the necessary recipients. Where urgent action is required this should be highlighted. Email response Colleagues working with you on a daily base have high expectation about the response time with email. Responding promptly in a professional and concise manner also gives the sender an insight as to what it will be like to communicate and do work with you.

In case you are a sender and you have sent an email, but you have not received the feedback, please do sent the follow up email so that you can obtain the requested information, furthermore the follow up email can be used 1 hour later. However, before we send follow up email please take into consideration other responsibilities that your colleagues might have, meeting, out of the office, typing to previous deadline or commitments, etc. Responding to an email within 24 hours is good etiquette. Business working hours at American School of Kosova are from 7:30 am. Until 15:15 pm. Therefore it is highly recommended that we have an overview about email and request that we might have. Responding sooner is better because colleagues will be assured their concerns are being heard and their needs attended to. Don't make people wait for timely replies to their email. Out of the office If you are going to be away from the office and unable to read your email, use the email system's out-of-office tool to automatically respond to anyone who tries to contact you or leave an emergency person who will be in charge of your duties for the period that you are away. Make sure your auto-reply lets senders know when they can expect to receive a response. In case you are out the office please use this email: Thank you for your email. I am currently out of the office with limited access to email. I will be returning on [day] [date] and will respond to you after I return. For urgent enquiries please contact [your deputy] at [email address] or [external telephone number].

Regards [name]

Email management The purpose of email management is to ensure that all administrative staff manage the emails that they receive by departments and to have a better overview on each email. Everyone with an email account is responsible for managing their mailbox and email messages. Department heads and supervisors are responsible for providing guidance to employees within their respective departments, including but not limited to how to properly maintain records and email messages. Create rules to automatically move emails to folders to improve business operation, evidence of decisions and what took place, we could use the following points:

1. Use categories to indicate department/types of emails.

Example:

2. Use flags to manage important emails

Example: 56

3. Save important emails in a way that is accessible to appropriate staff. Usually this will be Google drive or folders within your Gmail account. This ensures that important information can be found and is not lost. 4. In some circumstances email should be managed in hard copy, that is, printed and included in a manual file 5. Flag or color code emails which have short term value and are needed for reference fora short period of time only.

Computer Shutdown Policy ASK IT Department requests that all PC's (including the monitors and local printers) should be powered off when not in use. The benefits of doing this include:   

Security - if a machine is switched off it cannot be infected with viruses or be hacked. Power saving - a switched off machine will use very little power - saving energy, money and the environment. By taking the additional step of switching off the power at the socket, you can reduce power usage to zero. Updates - ASK provide regular updates and the majority are applied when you start your machine up. Regularly shutting down your machine means you will be ensuring that it is fully up to date. 57

Unless there is a good reason to leave your computer on (i.e. you need to leave processes to run over night) we strongly recommend that all PC's are completely shut down every evening. For specific permission please contact the IT Department. Social Media Policy As an educational institution with many people being part of our community, it is very important that ASK maintains a good reputation within the community and beyond. What members of our community share on Social Media may reflect this reputation and at times it may not be a very good thing. Social Media Networks such as Facebook, Twitter, Instagram etc. can be a great way for people to extend their network and remain in touch with their friends and family by sharing posts/pictures/videos. ASK recommends that you pay close attention to the network you create online and strongly suggests you think long before you share something on your profile since that represents your thoughts and it is very important that it doesn’t offend anyone. Content that may be offensive to others includes (but is not limited to):      

Profane language or cursing/swearing (bad words) in ANY language Language that is derogatory or shows aggression towards individuals or groups of people Violent or sexually explicit song lyrics Photographs or videos that show excessive use of alcohol or drugs Photographs showing weapons (guns, swords, etc.) Graphic, violent or otherwise potentially offensive images

Of course we hope that you do not have any content of this nature on Facebook. If you are not sure whether something is appropriate or not, it is better to remove it and not risk making a bad first impression. 58

Incident Management Procedure

Incident management procedure describes the steps for planning a response, managing critical incident effectively, and then controlling it and limiting the impact on the American School of Kosova and the staff members. The ASK Human Resources Department will be notified immediately about the incident and the nature of incident, furthermore, all incidents will be managed by Human Resources Manager as a part of a business -as-usual approach. Any kind of incident will be immediately investigated with the parties included in the incident, and the incident document "American School of Kosova- Incident Management report" (Appendix X) should be completed in order to proceed further with the case. The purpose of the incident investigation is to determine causal factors throughout the ASK, such as harassment, personal injury, personnel conflict, and others. The purpose of investigation will be to gather more information on the cause of the incident when it started, how it happened, who was involved, etc. The Human Resources Manager will organize the minutes of meeting with all comments received during the investigation and make crucial analysis how it all started and based on all information gathered the final report will be presented to the Head of School. In terms of future steps and final decision of the conflict the Head of School together with the Human Resource Manager will make the other necessary steps that are needed to finalize the process. Upon the decision of the Head of School the Human Resources Manager will prepare the following document: ASK warning notice. This process will be performed in case of any kind of violation of school policy, employee relationship, violation or safety rules, etc.

Responsible Use Policy A. Respect & Maintenance of School Property Access to technology in the modern world has given us great opportunities but this privilege requires we take our part of the responsibility to make sure everything is functional when needed. What this looks like:    

Devices are loaned to students while enrolled at ASK and are school property. Each student is responsible for the borrowed device and should treat and use it responsibly and appropriately. Students are responsible for taking care of the device while using it all times. Keep food and drink away from the device. Students are responsible for damage, theft or loss for all loaned equipment which occurs as a result of negligence or carelessness on the part of the student.

B. Maintaining Bandwidth & Battery Power Bandwidth & battery power are necessary for all students and faculty to have equal access to technology resources. We expect all students take personal responsibility for having a charged battery and use the network bandwidth appropriately. C. Maintaining Integrity & Lawfulness The behavior of all ASK students reflects on the school. Students are expected to ensure that the integrity and the reliability of the ASK network is maintained at all times. What this looks like:   

To maintain the integrity of the school and continued access to licensed software, students may not use the school's network, hardware or software for illegal purposes. Students may use laptops in supervised areas including classrooms, hallways with designated furniture for laptop use and the library. Laptops may not be brought to the cafeteria, gym, theatre, playgrounds or playing 60

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fields. Downloading music, videos, and software from the Internet is prohibited at school at all times. Respecting Privacy

We expect all ASK students to respect the privacy of other students, faculty and staff as well as other users of the Internet. What this looks like:    

Students are responsible for keeping their password secret and students will not use anyone else's username & password. Sending email or creating documents in on another person's name is prohibited. Attempts to read, delete, copy, or modify the electronic mail or other electronic documents of other users without permission or deliberate interference with the ability of other users to send/receive email is prohibited. Any malicious attempt to harm or destroy school technology equipment or materials, the data of another user, or any of the institutions, or other networks that are connected to the Internet is prohibited. Appropriate Usage of Internet & School Tools

Students and staff are expected to use technology tools in a way that actively supports the ASK School Mission. What this looks like:     

Educational technology tools provided by ASK should always be used to support learning. Students will take responsibility for all emails sent in their name. Derogatory, obscene, or otherwise inappropriate email exchanges, including those that harass or annoy, are prohibited. A good rule of thumb is if you are doing or looking at something which would make you uncomfortable if it were shared in your name with a teacher or parent, you are making inappropriate use of your computer. Do not alter the setup of the computer, including removing program files disabling programs, services, hardware or deleting desktop items.

F. Monitoring Personal Usage 61

We expect students and staff to monitor their own usage and use technology appropriately. What this looks like:  

Email and personal folders are not private. Any electronic documents stored on or sent through the ASK network can be monitored at any time by designated staff to ensure appropriate use of technology resources. Students should be aware of the signs of internet addiction, such as avoiding family, friends and school work to participate in online activities and seek help if they find they are behaving in this way. The school will monitor this very closely. Recreation is not technology time. By using any ASK school device or bringing any of your own devices requested by your teacher for class or project, you and your family agree to and understand the Responsible Use Policy and the Insurance Policy. Failure to follow the Responsible Use Policy may result in loss of network and/or computer privileges, suspension from school and in the case of extreme and repeated behaviors, expulsion.

G. Guidelines for Technology Use at School 1. Your device is a learning tool, not an entertainment system. 2. Your teachers ultimately decide when you need to use technology and when you do not. 3. Teachers will confiscate devices that are not being cared for properly. 4. A student who – in any way – abuses the privilege of the device in school will lose that privilege. 5. Any student who does not respect classroom expectations with regard to technology use will be subject to disciplinary measures. H. School Trips, Activities & Athletics

As general policy, students may not take their device on school trips, unless it is specifically required for the learning purposes of the trip.   

Middle and High School students may take their laptops on sports trips if it is deemed necessary for school work purposes. Students must ensure that devices are with them or stored in secure locations. Students may not take their devices on a field trip, unless required by the school. For athletics or other school activities on campus (after school) your device must be securely stored in your divisional building or securely locked in the changing room lockers (with your own padlock). 62

ď&#x201A;ˇ

Students who know they may have to leave their device locked in school for security reasons should plan in advance to deal with this situation, either accessing Google Drive on a home computer or having printed work for homework, for instance. There may be some exceptions to this policy when a divisional key teacher may give permission for a student to take a device on a trip in exceptional circumstances. This will only be when the safety of the device can be guaranteed. For instance, if a student is travelling to a sports tournament and the studentâ&#x20AC;&#x2122;s parents are also travelling with the student and can therefore safeguard the device, permission may be given. If permission is not sought, insurance is not provided.

I. Guidelines for Technology Use at Home for Parents and Students 1. When students are using the computer at home for educational purposes, we encourage them to attend to one task at a time. While having multiple programs open at the same time may facilitate learning, all open programs should serve the same purpose with respect to task focus and accomplishment. 2. At home, families should set up work routines within which family time, homework, play and socializing take place at separate and distinct times. While recognizing the value and necessity of multi-tasking, we recommend that the potential distractive power of doing so be an ongoing family conversation. 3. We encourage a work environment at home that promotes trust, responsibility, and accountability. Given the safety and family values concerns of some internet content, we suggest student work station placement provide all family members a direct line of sight to their computer monitor and have ongoing family discussions about appropriate internet use. We advise that student passwords be written in a safe place and that parents have access to passwords.

4. We strongly recommend that students disable/turn off chat programs or other default communication programs while they are working on the laptops at home. At school, chat programs are used appropriately only as part of a class lesson. If used at home, chat program preferences should be set so that they are turned off during the school day. J. Keeping Yourself Safe on Social Networks With technology use, comes an expectation of responsible use. The vast majority of ASK students use technology wisely and appropriately. We need to ensure you understand the consequences of making poor choices. In order to empower you with the freedom to use the power of technology for learning, we expect you to respect these guidelines: K. Using Social Networks Wisely     

Put everything behind password protected walls, where only people you select can see you, keep your password safe and secure Be your own person. Don’t let anyone pressure you to be someone you aren’t. Think carefully before you post. Don't post anything you wouldn’t want your parents, principal or teachers to see. Protect your privacy and your friends' privacy too. Get their okay before posting something about them or their picture online. Never assume that you are anonymous online, even on platforms that claim to be anonymous. Always post with your future in mind.

L. Reminders about Phone & Laptop Use     

Students are not permitted to have inappropriate images or videos on any of their devices at any time. Any student who receives an inappropriate image should speak to their counsellor. There will be significant disciplinary consequences for any student who shares, sends, or distributes an inappropriate image. Sharing an inappropriate image of another student, or of yourself in an inappropriate context may be subject to police investigation or legal action. The School reserves the right to monitor network activity within the school’s Google domain and school infrastructure, including laptops. 64

  

Any student who fails to use technology respectfully will have their device privileges suspended. We trust students to use technology wisely and will actively support you as you learn. Always speak to a trusted adult at home or school if you are worried about any online activity. We are here to support you and to help you make wise choices.

M. For Parents:        

Maintain open lines of communication and trust with your child. Ask your child to show you what they are doing on social media. Use this as a way to begin the conversation and discuss any concerns you may have. Kids can interact safely online. We teach them how to do this at school in the context of the technology that we use for learning. When students make mistakes, and some do, we deal with those mistakes as learning opportunities. Most kids simply use social networks to communicate with their friends. Be sure that the information you are reading about teens and technology is from a credible source. Avoid sweeping generalizations about young people, even if you hear the words, “everyone does it”. Remember, you have the right and responsibility to make the technology use policies in your home. If your child does not follow your rules, you should apply appropriate consequences.

N. Requesting Photocopies: Receptionist 1. The receptionist is responsible for: a) Answering the phone and transferring calls to the proper administration department b) Greeting guests/parents and directing them to the proper administration team member c) Communicating with the administration and informing them about parents/guests before directing them to their offices  If the administration department doesn’t answer the office phone then the receptionist should try reaching them through their cell phone  If they don’t answer their cell phones either than the receptionist can send the guests/parents upstairs to wait or kindly ask them to wait in the reception area if it isn’t too loud or crowded d) Printing/copying/photocopying/scanning material for teachers, administration, students (up to 10 pages) e) Printing permission slips for teachers on request f) Printing and collecting slips for printing/copying/photocopying/scanning requests 65

g) Managing paper, ink and other stationary and requesting them from the adequate administration member  The receptionist should send a ticket to Operations Department (Fidan Kelmendi) to request paper when there are only 8 packages left (1 pack – 500 sheets)  The receptionist should send a ticket to Operations Department to request any other stationary  The receptionist should send a ticket to IT Department (Blendrit Ruhani) to request ink for the copier  The receptionist should send a ticket to IT Department (Blendrit Ruhani) if the computer/phone/copier isn’t working properly 2. The receptionist should not leave her workplace to escort parents or guests throughout the school. 3. The receptionist should not let students use her computer. 4. The receptionist should not let anybody make phone calls from her phone without her permission.  The receptionist should not give the code for making calls to anybody.  If a student/teacher wants to call a parent, they should give the number to the receptionist and she will dial it for them, punch out the code and pass it to them to speak 5. The receptionist should never give the keys to the file cabinet to anybody. She opens the cabinet first thing in the morning and closes it before she leaves. The keys to the cabinet are left to the security guard who opens it in case a teacher stays late and needs to collect their material and closes it after they finish. 6. The receptionist should print/copy/photocopy/scan according to the time of the request 7. The receptionist should first: a) Print out the requests from the email received at least 24 hours earlier, b) Copy/photocopy/scan the requests received at least 24 hours earlier c) Print/copy/photocopy/scan last minute requests 8. The receptionist should coordinate with the security guard their lunch break times so that they can substitute one another 9. The receptionist should provide guests and parents with a Wifi Username and Password upon request. 10. The receptionist is not responsible for receiving items from students, parents and staff members and watching out for them. The receptionist is not responsible for items left in the reception area without her/his permission 11. The receptionist is only responsible for accepting mail addressed to the school not to individuals unless specifically asked beforehand. For individual mail the receptionist should direct the mailman to the proper office. Teachers 1. Teachers should send/leave the material that they need to print/copy/photocopy/scan to the receptionist at least 24 hours before. 2. Teachers should write clearly : 66

6. 7.

a) The number of the copies b) The numbers of the pages they want to print c) Whether the document is one sided or back to back Teachers can print their material directly from their classroom or print/copy/photocopy/scan it by themselves only after communicating with the receptionist through Hangouts or in person and making sure that they will not disrupt any of her printing/copying/photocopying/scanning Teachers have to write their name on the documents that they print so that the receptionist can identify whose material it is and put it aside in the correct folder.  If teachers cannot put their name in the documents, they need to communicate with the receptionist and let her know that they are printing.  If they forget to write their name in the documents and they fail to inform the receptionist, they should come and collect it right after printing it or their material will be thrown out by the end of the day. Teachers have to fill out the slips for printing/copying/photocopying/scanning and give them to the receptionist when they make a printing, copying, photocopying, scanning request/after they collect their material. Teachers are not allowed to send students to collect tests and quizzes (especially during exam week). Last minute printing/copying/photocopying/scanning can be requested only if the receptionist is not busy with: a) Other printing/copying/photocopying/scanning b) Talking to guests c) Answering the phone or talking to a parent/student Teachers are responsible to look in their files for their material first and then ask the receptionist if your material hasn’t been printed/copied/photocopied/scanned.  If the receptionist is already busy on the phone or talking to a guest/parent/student please do not interrupt her and patiently wait until she finishes.

9. Teachers should not use the receptionist’s computer without her permission 10. Teachers should not print/copy/photocopy/scan personal stuff nor should they ask the receptionist to do it for them Students 1. Students can print/copy/photocopy/scan up to 10 pages at the reception.  If the document is up to 5 pages they can also print it in the library  If the document is more than 10 pages, the school is not responsible for printing it. 2. Students are not allowed inside the reception area at any time 3. Students are not allowed to collect tests and quizzes for their teachers 4. Students are not allowed to collect material for their teachers without showing to the receptionist/security guard a blue pass filled out by the teacher 67

5. Students are not allowed to use the reception phone without the permission of the receptionist or security guard 6. Students are not allowed to use the receptionist’s computer at any time 7. Students are not allowed to go out of the school building without a blue pass filled out by the teacher or if the dean of students/principal/coordinator doesn’t inform the receptionist through the phone or by email beforehand. Administration Staff 1. The administration staff should inform the receptionist beforehand if they are expecting a guest/visitor 2. The administration can request printing/copying/photocopying/scanning from the receptionist if the administration’s copying machine breaks down or doesn’t function properly 3. The administration members should always pick up their phone when they receive a call from the receptionist if they are in the office  If the administration members are not in their offices they should always pick up their cell phone when they get a call from the receptionist  If the administration members leave the campus, they should always notify the receptionist.

Staff Benefits Bursary for Staff Children 2015-2019 All American School of Kosova employees have the benefit of bursaries for educating their children in our school. The benefits are regulated as stated below: - The first year as an employee in ASK, your child/ren will receive a 20% bursary for their school tuition. - The second year as an employee in ASK, your child/ren will receive a 40% bursary for their school tuition. - The third year as an employee in ASK, your child/ren will receive a 70% bursary for their school tuition. The 70% bursary will continue, unless the employee's contract is terminated. 2019-2020

All American School of Kosova employees have the benefit of bursaries for educating their children in our school. The benefits are regulated as stated below: - The first child/ren will receive 100% bursary for tuition for one school year. - The second child/ren will receive 50% bursary for tuition for one school year. 2020-Present All American School of Kosova employees have the benefit of bursaries for educating their children in our school. The benefits are regulated as stated below: - The first year as an employee in ASK, your child/ren will receive a 20% bursary for their school tuition. - The second year as an employee in ASK, your child/ren will receive a 40% bursary for their school tuition. - The third year as an employee in ASK, your child/ren will receive a 70% bursary for their school tuition. The 70% bursary will continue, unless the employee's contract is terminated. Transportation Policy and Procedures These policies will become effective from September 4th 2019.       

We offer free transportation for staff every day from New Born to the ASK Campus and vice versa. On regular school days, from Monday to Friday, the free staff bus leaves from New Born at 07:10 and arrives at the ASK Campus at 07:25. At the end of regular school days, there are two free buses for staff that take staff back to New Born: Bus 1 leaves the ASK Campus at 15:20 and arrives at New Born at 15:45 and Bus 2 leaves the ASK Campus at 16:15 and arrives at New Born at 16:45. On the days that faculty meetings take place, the free staff bus leaves the ASK campus at 16:30 and arrives at New Born at 17:00. On half-days of school when students and faculty are dismissed at 12:00, the free staff bus leaves the ASK Campus at 12:15. During Summer School, Summer Camp and Summer Administration short hours, the free staff bus leaves New Born at 08:20 daily and arrives at the ASK Campus at 08:35. In the afternoon it departs at 15:15 daily to New Born. All complaints, questions and suggestions about the free staff transportation should be addressed to the Operations Office. In such cases, please contact Lum Gashi or Andina Podrimaj on their emails lumg@askosova.org / andinap@askosova.org or on 049 943 111. 69

Staff Breakfast and Lunch Policy These Policies will become effective from September 1, 2019.                  

Each staff member enrolled in the meal program will be eligible to receive one breakfast and one lunch per day. Staff members register by September 1 of each school year and are obliged to pay 15 euros for each month. Staff who do not register; will not be eligible to order or take food from the cafeteria; except for purchasing drinks or specialty items. All staff from the Operations Department (except the Manager and the Deputy Managers) will have a free lunch. Sometimes, depending on the kitchen, breakfast will be offered as well. All staff members who will be off campus for fieldtrips (with students) will be given a free meal. The food menu will be emailed to everyone four times a year. Breakfast for staff will include all food choices that the kitchen offers to the students. Lunch for staff will include all food choices that the kitchen offers to the students. Operations staff free lunch will have a different menu. Special orders from our for-sale menu will have the same prices for both students and staff. The full list of the staff members who purchase a meal plan will be sent to the kitchen who will keep record and will deliver it every month to the Finance Department. The lunch time schedule will be set in accordance with the kitchen a few days before the school starts. This lunch schedule will have to be strictly respected because food will not be served at other times during the day. People who don’t follow the procedures will be reported at the Head of School, HR Department and Finance Department. All complaints, questions and suggestions about the kitchen should be addressed at the Operations Office. Staff should not discuss these issues with the Kitchen staff. Entrance in the kitchen is prohibited to all staff members except those who work in this department. Staff is obliged to respect the students’ breakfast and lunch schedules. Cash payments from students will not be accepted at the kitchen counter; however, staff may pay for the for-sale items. Food will only be served to students in the presence of the teacher on duty.

International Teachers Purchasing of flight tickets Every spring the human resource manager will search for a flight ticket for the international teacher to leave Kosovo on the last day of school and return by August 20th of the new academic school year. This quote will be given to the teacher in writing and the teacher will have one week to decide if they will accept to purchase this ticket as is or accept the cash in exchange to make their own travel arrangements. However, if the teacher accepts the cash and makes their own arrangements, the teacher must be able to show proof of a return ticket to Kosovo by August 20th of each year before the cash will be given. Any other options for the purchasing of alternative tickets during the school year must be formally approved of, by the Head of School and are dependent on the international teacher successfully completing a two-year contract. Housing Policy and Procedures Option A: We will do our best to place new internationals in the best accommodation we can find as decided by our team in early July. We will try to use places previously rented by Internationals, who were happy with their places, and thus we will be able to send pictures in July to newly hired international teachers. This allows for us to be more organized, to set up the apartment with basic foods, and to be the main communicator with the landlord, which we have found is helpful in preventing â&#x20AC;&#x153;over-chargesâ&#x20AC;? by landlords who try to take advantage of international people. Teachers will be picked up from the airport by a driver with a van and brought directly to their apartment to settle in. A van service will be offered soon after they 71

arrive so they can buy any urgent living items they may need and they will be given 100 Euros as a settling in allowance (which will be deducted from your first month’s salary). They should not have to pay any utilities until the end of September. Teachers will have the option of changing their apartment if they wish to do so by making a request in early May, for the 2nd year. Option B: Internationals may receive pictures of available apartments in mid- August and look at three places when they arrive. When we have done this in the past, it makes communication very rushed and often later there are problems with misunderstandings between all parties. We can recommend hotels for teachers to stay in while they search; however, this will need to be paid by them. Teachers will be picked up from the airport and brought directly to their hotel. The following day they may visit selected and available apartments. A van service will be offered soon after arrival so they can buy any urgent living items they may need and will be given 100 Euros as a settling in allowance (which will be deducted from your first month’s salary). They should not have to pay any utilities until the end of September. Teachers will have the option of changing their apartment if they wish to do so by making a request in early May for the 2nd year. Housing allowance is 300 Euros per teacher hired. If two teachers room together and the rent is 400 Euro, the extra allowance may be used for utilities, but there is no “cash-back” allowance. ID process and visits with the ASK Lawyer The ASK lawyer, Mr. Fatmir Gashi, works with each international employee to visit the necessary locations required in order to submit the paperwork that has been completed by the HR department. Please read the steps below carefully so that you may be able to arrange your calendar in a timely manner. 72

â&#x2014;? Fatmir will contact each international by email on the first day of the month that their ID needs to be renewed or activated. At that time the employee will give suggested dates for each of the visits described below. This will include 5 different appointments in the city center. â&#x2014;? During these processes the HR department will arrange all transportation and substitution as needed. Each employee must visit the following locations with the ASK lawyer: 1. Visit the police station (near Newborn) to fill the criminal form between the hours of 10:00 to 14:00. 2. Visit the court in Vertenik to apply for the certificate of not being sentenced between 10:00 to 14:00. 3. One to three days later, the employee will pick up the criminal report from the police station and the court between the hours of 10:00 to 14:00 and give them to the HR department. At this point in the process the HR department will prepare and gather necessary documents for the final steps. 4. About 10-30 days later, the employee will be notified by the HR department that it is time to go back to the police station to take an ID photo. The employee will have three days to visit the police station from the point the HR department informs them. 5. Two weeks later, employees will visit the police station again to sign for their ID and receive it. Salary Payment Procedures According to the ASK contract the employee will be receiving their salary within the first five days of the month, from 1st to 5th. In case that ASK has a cash flow problem the entire staff will be notified at least a week in advance. Salary payments will be conducted according to this schedule: - First we will be paying all of Operations Team their full salary - International Staff will be receiving only 50% of their salaries - The Local Academic Staff will be receiving only 50% of their salaries - The Administration Team will be receiving only 50% of their salaries

After distributing the salaries for everyone according to the schedule above, we will continue to distribute the remaining salaries in the following order: - International Staff Salaries (the remaining 50%) - The Local Academic Staff (the remaining 50%) - The Administration Team (the remaining 50%) If there is a special case where an emergency occurs, the School Principal should submit it for Payment Priority at the Finance Department. Employment Regulation by Kosovo Law Bereavement Leave by Kosovo Law According to the Kosovo Labor law, Article 39-Paid Absence from work, paragraph 1.2. Five (5) days in case of the death of a close member of the family, each employee is eligible to have these days. Lockdown Procedures A lockdown is defined by police as the restriction of movement during the time of a potentially serious, violent incident that would endanger the lives of students and staff. When the safety of staff and students is in question, we want to have safety procedures in place. Teachers will discuss and practice these lockdown procedures with their class during the first month of school as per the direction of their divisional principal. ● There will be a message sent to the All Staff Viber group, “LOCKDOWN -INTRUDER” + (location if known)” ● This means students and staff move to the nearest classroom, lock the door, and close the window blind in the classroom door, close the classroom window blinds, and move away from the door/windows, and remain absolutely quiet and wait for additional information through the “ASK STAFF” Viber group. 74

● Everyone should stay in such a position until told it is safe to move. The secret message for everything is clear is “ASK is clear”. This could be a few minutes or up to several hours. Staff or students should not answer knocking on doors or windows unless the exact identity of the person can be determined and the staff member decides it is safe to allow access. ● No students will be allowed to leave the classroom for any reason during LOCKDOWN. If a student is out of his/her room and a lockdown is called, s/he slides the blue pass under the nearest door and the teacher is asked to grant access for safety. The teacher will post a message on the all Viber group that they have received these students into their class. Also, if a student is not accountable for, the teacher will post a message to the “ASK STAFF” Viber group with the student’s name to report them missing. One of the school safety committee members, having a walkie talkie will announce the missing children or added children information to the safety committee group. Besa Security will be alerted by the guards or __________if they guards are terminated. The police will be called by_______. ● Security Guards must secure, lock all entrances to the school and remain at the exit locations and notify Besa Security. Security Guards will communicate on walkie talkies as necessary and is possible. ● Camera information – Lum, Fidan, Reception “ALL CLEAR” will be announced by the head of school on the walkie-talkie system are the signal that it is safe to come in after a fire drill or lockdown. If it is announced on the walkie talkie or the Viber group “ASK is all GOOD” or any other sentence than “ALL CLEAR” we know there is a problem. During a real lockdown, the police will arrive in the main building reception area and assume full authority for the school and school staff will follow police directions. When the school as initiated a lockdown and the Viber group has been activated, stay in the lockdown until “ALL CLEAR” is announced on the ASK STAFF Viber group. Hold and Secure This procedure will be used to secure the school building as a result of an ongoing situation outside and not related to the school (e.g. - report of a home invasion near the school). In 75

consultation with the police and school support services, all exterior doors and windows will be locked but the school will continue to function normally. The head of school or member of the school safety committee will announce on the ASK STAFF Viber group, “The school is being placed in Hold and Secure as a result of an incident in the community. The school is safe. All exterior doors and windows will be locked but classes will continue as usual. Indoor recess only.” LOCKDOWN procedures are to be practiced at least two times a year once the procedure has been strongly established. Evacuation Sweeping Plan 2019-20 Fire and Evacuation Drill  

Idris and Lulizem will pull the alarms in each building If there is no electricity, they will activate the evacuation process with whistles.

The following staff will “sweep” in the designated areas in the main building:          

Almenda/Ionela- Toilets near the elevator on the red floor Jetmir-Toilets ground floor near science rooms and sweep the ground floor Bruna– Check Kitchen and toilets near elevator Shpresa Hana – Toilets near her office and sweep main floor Idris/ Florije Krasniqi – Reception Mirlinda/Vesa-Library and toilets near the elevator Arse-toilets near the elevator on the blue floor Ilirjana sweep red floor Fidan/Lum-Toilets near their office on the blue floor; after Fidan will make a sweep the entire main building. Nora, Zoge and Belka will assist with helping students to line up on the basketball court

The following staff will “sweep” in the designated areas in the Early Years Building:  

Lira, Lulizim-Sweep First floor of Early Years Building Uran- Early Years Building 76

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Gjeneza and Merita – Sweep Second Floor and after the bottom floor as a second check

*ES Principal/HS Principal will bring the sign out binders from the reception area to the staging area. Persons currently with walkie-talkies: Please use channel 1. Shannon, Ilirjana, Merita, Gjeneza, Jetmir, Lum, Fidan, Elfette, Uran, Bruna, Belka, Nora Z. Idriz, Avni, Fari, Lulizim Besa Security Team: Imran Kadriu – 049 188 200 imrankadriu@gmail.com Bleron Rrustemi – 049 946 235 Osman Shoshi-+386 49 78 08 70 Dates and times of practice with evacuation time: Injuries involving head, neck and spine are grave. DO NOT touch the body call the ambulance. Call #194

School Safety Committee (March 2019): Head of School- Shannon Bruce Ramaka HR Manager- Denis Didikovic High School Principal- Ilirjana Imami-Morina Elementary Principal- Merita Ajdini Elementary Coordinator-Gjeneza Hamza Operations Director- Lum Gashi Operations Department members-Fidan Kelmendi, Uran Gashi IT Director- Yll Nelaj Receptionist- Andina Podrimaj Kitchen Manager- Bruilda Avdyl 77

Athletic Director- Elfete Gashi Nurse-Belkisa Murati-Selaci Doctor-Donjeta Fetahu Playground Safety Supervisor-Lirije Bulliqi High School Dean of Students-Jetmir Haziri Building Security Guards- Idriz Borovci, Lulzim Azemi Besa Security Guards EMERGENCY MAPS INTRO (Appendix P)

Employee Handbook Agreement 2019-2020 Employee: I have read completely and understand the rules and procedures described in this handbook, and agree to abide by all school policies and expectations. __________________________________________________________________________ Name/ Signature

/Date

Emergency Information

Birth date (DD/MM/YYYY): 78

___/___/________

Address: _________________________________________________________________ Cell Phone: ____________________________

Cell Phone: ___________________________________

Home Phone: __________________________

Home Phone: _________________________________

E-mail: ________________________________

E-mail: _______________________________________

Appendix A â&#x20AC;&#x201C; Organizational Chart & Job Descriptions ORGANIZATIONAL STRUCTURE OF THE AMERICAN SCHOOL OF KOSOVA November 2019

SUPERINTENDENT

HEAD OF SCHOOL

Guidance Counselor MAP Coordinator

Athletics Director

Admin Secretary Library

ES Principal

HS Principal

ALT

Admissions Manager

Communications Manager

Operations Manager

Doctor & Nurse

HR Manager

IT Manager

Finance Manager

IT Support ES Coordinator ES Key Teacher Pre-K & ES Teachers ESL Coordinator

Dean of Students High School Teachers Learning Support

Kitchen

Counselor

Transportation

Operations Assistant

Kitchen Chief

Deputy Manager

Security

Deputy Manager Cleaning, Supplies, Events Set Up

Facilities Management Team

Cleaning Supervisor

Finance Assistant

Administrative Staff Job Descriptions (in alphabetical order) Academic Leadership Team (ALT) Each member reports to the division principal and head of school. Responsibilities include the following:          

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To articulate school wide curriculum goals and strategies in achieving the mission and vision. To participate productively as a member of the Academic Curriculum Team in order to ensure academic integration of the schools and to exchange information and ideas regarding the total school program. To serve as a role model to encourage faculty self-evaluation, professional growth, scholarship, and effective training. To convey information to members of the department regarding plans, curriculum development and assessment, resources, facilities, and activities that affect department members. To participate in regularly scheduled meetings, to maintain records of such meetings, and to provide minutes of the meetings to the team members. To be aware of and coordinate the teaching objectives, materials, methods to be used, and means of assessment used by each teacher within a division, and to maintain records relating to MAP scores and other assessments. To support continuously the performance of each teacher in the division, culminating in an annual feedback conference, with performance assessments shared and goals set. To publicize within the school community the scholarship and endeavors of the department and give recognition to exceptional achievement within the department. To review periodically the library collection pertaining to the specific department and to recommend to the librarian titles and materials for possible acquisition. To submit each spring listings for textbooks, to prepare an annual departmental budget that allows for the on-going purchase of additional texts, supplies, and equipment, and to administer the budget in cooperation with the business manager. To serve as a consultant to teachers in matters of classroom management, teaching methods, and general school procedures; To collect and write articles and photos for the monthly school digital magazine; To perform other duties as assigned by the head of school. To support the school and its leadership.

Administrative Assistant to the Head of School The administrative assistant to the Head of School reports to the Head of School. Duties include, but are not necessarily limited to, the following areas:                

Drafting and revising documents Scheduling the Head of School’s appointments and meetings Handling the head's correspondence and general correspondence to parent body Making simple posters or charts Screening the head's telephone calls and taking messages Sorting the mail and preparing a response (when necessary) Maintaining and updating standard letters Maintaining family, faculty, and various other databases Serving as a member of the Safety and Security Committee- preparing agendas, taking notes, communicating with members about initiatives and training Translating from English to Albanian in writing or verbally Prepares and edits the Parent/Student and Employee Handbooks Serves on Administrative and Academic Committees Prepares the Parent Directory for sms communication Prepares and maintains the school's google A/B master calendar Performs other duties as assigned by the Head of School Supports the school and its leadership Admissions and Alumni Program Manager

The manager of admissions and alumni reports to the head of school. Responsibilities include the following:  To oversee the program of admissions of new students to the school.  To present the school to prospective students and parents, which includes systematic and efficient handling of applications and communication with candidates and their parents; interviews with candidates and their parents; arrangements for admissions testing; securing of necessary student credentials; and communicating final decisions to the appropriate individuals.  To oversee the admission office, creation of the admissions budget, and appropriate admissions and marketing materials, mailings and publications.  To organize and administer, with the head of school, the Financial Aid Committee, the program for scholarships and financial aid.  To evaluate continually and redesign where appropriate all aspects of the admissions and marketing program with the goal of maintaining a capacity enrollment of qualified students and a wait-list of qualified applicants which consist of at least 10% of the maximum class size for each grade.  To manage the re-enrollment of current students for the succeeding year. 3

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To oversee the network of parents, former parents and alumni to assist in the admissions program. To keep relevant statistics on all aspects of the admission and re-enrollment program. To contribute to the institutional database of prospective/potential and current students. To represent the school at various gatherings and conferences. To perform other duties as assigned by the head of school. To support the school and its leadership. Alumni Program

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To develop a wide variety of ways to communicate with all alumni, including via the Internet and the school alumni lists. To plan, organize and implement receptions and reunions and other special events both at the school and throughout the country. To publish the alumni magazines and other alumni publications. To research and profile the background of all alumni. To select and train the alumni to assist the admissions’ office network for prospective families and students. To expand and replenish the class agent’s program. To function as the liaison between the Alumni Board of Directors and all of their activities and the school. To oversee the maintenance of the school-wide database. To assist in taking photographs at all major school and alumni events and to maintain an appropriate photograph library for publications and mailings. To create and oversee the school archives. To perform other duties as assigned by the head of school. To support the school and its leadership. After School Activity Program and Summer Camp Coordinator

The director of the summer programs reports to the Head of School. Responsibilities include the following:  To create, market, and oversee the entire summer school/camp operation, to include academic, extracurricular, athletic, and off-campus activities  To create, maintain and communicate all records, as required by the school, other schools, consultants, and professional associations.  To retain and evaluate the services of appropriate staff and teachers to organize and run the programs.  To create and monitor all safety and health programs for the summer school.  To arrange for thoughtful communications with and events for the parents of the summer students.  To work with the director of admission to identify and recruit qualified students for the full-year program. 4

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To work with the Finance manager to develop a budget and to ensure the profitability of the program. To prepare appropriate summary reports for the school, the trustees, and the public. To perform other duties as assigned by the head of school. To support the school and its leadership. ASK Store Manager

The manager is responsible to the head of school. His or her responsibilities include the following:  Count the uniform items when the new order arrives, check if each item is correct.  Put the items in the right place according to sizes in the store.  Keep track of the selling while using the ‘’ Uniform Order Form’’.  Assist parents/students and explain in details the packages according to ES,MS,HS.  Offering extra uniform items that are not included in the package to the parents and students as much as he/she can.  Make sure that the parents/students has completed the payment plan in the finance office before you give any uniform item out.  Count the stock and prepare the list of the uniform items needed for the next academic year. Athletic Director The Director of Athletics is responsible to the Head of School. His or her responsibilities include the following:  

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To lead by activity and example, to develop, organize, supervise and evaluate the entire program of intramural and interscholastic athletics for the entire school. To act as the Head of the P.E Department and supervise teachers in the development of engaging curriculum, model best teaching practices, and encourage creative ways to integrate and promote physical education throughout the entire curriculum and school. To conduct the full supervision cycle of all p.e teachers: annual SMART goals, formal observations, eleot observations, and end of year summative evaluations. To convey information to members of the Athletic Department regarding plans, curriculum development and assessment, resources, facilities, and activities that affect department members. To participate in regularly scheduled meetings, to maintain records of such meetings, and to provide minutes of the meetings to the team members. To be aware of and coordinate the teaching objectives, equipment’s, methods to be used, and means of assessment used by each teacher within a division. 5

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To submit each summer the list for Department on-going purchase, supplies, and equipment, and to administer the budget in cooperation with the Head of School/ Finances and Operation. To ensure that all coaching positions are filled with competent coaches who are properly trained in all organizational and philosophical aspects of the athletic program. In this connection he or she will participate with the head of school and the administrative team in employment decisions and faculty assignments. To ensure the proper maintenance and security of all athletic equipment and athletic facilities, fields and courts, working in coordination with the director of buildings and grounds. To ensure and seek, assist and rent the sports facilities for PE classes and others Athletic activities during bad and cold weather. To organize (and submit to the Communications Manager) regular information on the various programs for public recognition of athletic achievements. To prepare, submit, and administer a budget each year to fund the athletic programs of the school. To ensure that all coaches are performing their duties at the very highest level of professionalism. To provide the scheduling of all athletic contests, arrange for athletic transportation, food and hire all game officials. To represent the school at various local and regional athletic associations. To maintain records of team and individual athletic accomplishments and submit copies of same to the development office for historical purposes. To maintain and revise the coaches’ manual each year and set up appropriate meetings with the coaches to review the information and standards in detail. Preparing reports as requested by the Head of school, newsletters to parents about events and tournaments, summary for the school about sport activities, number of students that are involve in Athletic program. To host the meetings and prepare agenda, prepare yearly calendar for games and tournaments for KAAPS and help to organize and coordinate, with the principals of the three divisions, the off-campus athletic programs and report for that. To oversee the distribution, collection, cleaning, repair, and storage of all athletic uniforms and equipment. To ensure the health and safety of all students in the athletic program, and to be responsible for it. To create, market, and oversee the entire summer school/camp operation with summer camp coordinator, to include academic, extracurricular, athletic, in and offcampus activities. To retain and evaluate the services of appropriate staff and teachers to organize and run the programs To administer first aid and CPR during times of emergencies and respond in case of emergencies. 6

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Organizing school events based on theme and school calendar. To collaborate with the Operations team and Head of school in the planning and implementation of emergency evacuation drills, ensuring teacher training and written instructions and materials posted in each classroom in collaboration with SSC committee. To orient and involve and organize the students in sports during lunch and recess supervision. To perform other duties as assigned by the Head of School. To support the school and its leadership.

College Guidance Counselor and High School Coordinator The College Counselor reports to the Head of School and collaborates closely with the Student Services team and high school faculty. Responsibilities include the following:              

To assume responsibility for counseling students in grades 9 through 12 (and their parents) in regard to the entire college selection, application and admission procedures to higher education. To coordinate the program and calendar of all standardized testing for students including scheduling test dates, registering students, arranging for special "prep" sessions, administering the tests, and providing pre- and post-test counseling. To coordinate the entrance exam process, short MAP test sessions, and organize all data. Develop the Upper School Timetable/Schedule with PowerSchool Scheduler. Acts as the AP Program Coordinator-establish course offerings annually based on student requests and available staffing, overseeing that all program requirements are met i.e- course auditing, teacher training, exam proctoring, etc. To collaborate with Head of School the various student award programs, ceremonies and scholarships. Keep accurate permanent records of students’ testing including application, important communication with parents, teachers, admin, after school support contracts. To develop the extensive summary reports on students’ progress, MAP, ASK Profile, AP, SAT, TOEFL. To conduct individual and group sessions in all areas of college counseling. Write letters of recommendation for all students making application to college and any other program. To oversee the faculty writing of the requested recommendations for students applying to college. To establish and create an attractive, informative and up-to-date College Counseling Center and collaborate with AAC. To oversee and organize visits to colleges and from college representatives; To welcome and introduce HS Students to the credit earning and a college path. 7

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To represent the school at relevant national and international conferences and workshops. To support the high school principal and academic program, responsible for its day-today operation: scheduling of students, overseeing of the academic advising and college counseling programs; monitoring student academic progress; convoking "swat" teams to address student academic emergencies. Determines transferability of credit for new and readmitted students; classifies and places students into appropriate academic courses. To work closely with the SST in high school and to help identify and work with struggling students and their families. Data Administrator for MAP-manages student/staff rosters and corrects data as needed, enters schedule for testing and helps proctor when needed. Sets up PowerSchool annually, enters and maintains student demographics, courses and grade changes and credits from new transfer students. Liaison with MEST and other relevant institutions-syncing the school calendar, manage student data in the “Mother book”, and preparing student data for MATURA and Grade 9 National exams. Assist with the annual Senior Class Graduation Ceremony by preparing transcripts, class lists, diplomas, gowns, rehearsals, etc. Liaison with student organizations and alumni; To assist Principals updating ASK Student Handbook and ordering Student Agendas To perform other duties as assigned by the head of school. To support the school and its leadership. Communications Manager

The director of communications reports to the head of school. Responsibilities include the following:  To plan and execute programs that enhance public perception of the school.  To initiate and lead activities intended to interest parents: press releases on events, oversight of the web site, and day to day contact with the news media.  To identify emerging marketing strategies and tests their effectiveness and reports on their results.  To provide networking opportunities with marketing representatives at individual schools to plan joint efforts to strengthen collaboration with other schools in organizing community events.  To support the creative department in designing/placing ads on the Independent Schools Fair and other promotional events/activities.  To prepare and publish ASK flipbook on monthly bases: do research on educational topics of ASK community’s interest, collect articles from the ASK Leadership team, edit the texts, prepare marketing plan for the flipbook and oversee distribution of the publication. 8

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To provide strategic leadership in the area of diversity, based upon the school's mission and long-range plan, in the area of promoting. To support and manage the activities of parent, student, and faculty/staff groups whose purposes and goals are related to diversity issues. To act as a resource on diversity issues for faculty and staff in their work with students and in their development of curriculum and programs. To act as a liaison between the school and the various communities of color in the locale in support of the school's continued effort to serve these communities better and to support the school's outreach and admissions marketing and recruitment programs. To support administration and faculty with program-specific marketing and communication materials, including brochure development, news article creation, web content development, newsletter development/editing, photography support. Market the school positively with the media and with the local community at all available opportunities. To perform other duties as assigned by the head of school. To support the school and its leadership. Counselor (Grades prek-12)

Provide proactive, comprehensive preventative and responsive counseling services to support academic, behavioral, social and emotional growth and success for all assigned students. The Upper Counselor reports to the Head of School and collaborates closely with the Student Services team and upper school faculty. Responsibilities include the following:         

Plans, organizes and delivers a comprehensive school counseling program Develops and implements a guidance curriculum focused on the development of character traits, organizational skills and goal-setting, and fostering effective relationships, and delivered to all students in full class and group settings Provides responsive services through the effective use of individual and small-group counseling, consultation and referral in response to identified needs and concerns Assesses student needs and develops appropriate action plans and interventions for students; proactively monitors their progress, providing ongoing support as needed Advocates for students’ academic, social and emotional needs, and working within existing structures to remove barriers to success Collaborates effectively with colleagues, teachers, staff, parents and other relevant community members Meets with and contributes to the interdisciplinary Student Services Support Team Consults effectively with parents or guardians, teachers, administrators and other relevant individuals Manages and communicates a schedule and calendar that provides adequate time for all responsibilities

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Provides system support through effective school counseling program management and support for other educational programs: After School Support, College Guidance, After School Activities Uses relevant research and data to recommend systemic change in policy and procedures that limit or inhibit academic achievement (Autism, A.D.D, A.D.H.D, Locus of Control). Conduct workshops and informational sessions for parents to address the needs of the school community and to reflect guidance curriculum Join Parent Cafes Participates in regular professional development designed to improve practical skills Abides by professional ethical standards as established by the American School Counselor Association Upholds and supports ASK mission and vision Engage in other professional duties and responsibilities as assigned by the head of school or principals.

Dean of Students (High School) The Dean of Students reports to the High School Principal and regularly informs the Head of School. He or she is responsible for all issues relating to the well-being of the students during their attendance at the school. These include, but are not necessarily limited to, the following areas:         

To maintain student discipline and follow-through with the correspondence record keeping relating to discipline, i.e serving detentions, suspensions, letters of poor attendance, reviewing the security cameras, and recording all actions in PowerSchool. Oversee safety of all areas students are present and have access to and make sure that students are safe when entering the school in the morning and leaving the school at the end of the day. To prepare and oversee the teacher lunch duty schedule for high school and supervise staff while they are on duty. To help coordinate new student orientation and make assignments of all high school students in to the homeroom section. To monitor and adjust the daily attendance PS records as needed (according to incoming parent calls, emails and student requests. To schedule parent/teacher conferences and to maintains records and correspondence relating to parent conferences. To counsel students when necessary, working closely with the school counselor, learning support specialist and guidance counselor. Manage field trips request forms and coordinate with other departments such as transportation and kitchen. Oversee students’ lists, attendance, and grading for: After school Support, Summer School. 10

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Overseas the leadership and logistics of the MUN club. To schedule special programs and gatherings in community spaces. To assist the Middle School Key teacher and Elementary Principal with student discipline issues when urgently needed. To keep the Head of School fully informed on student issues and all other relevant matters pertaining to school life. To perform other duties as assigned by the Head of School. Elementary Coordinator Nursery-Grade 8

The elementary coordinator reports to the elementary principal. Responsibilities include but are not limited to the following:               

To contribute to a positive and trusting working climate in the prek-grade 8 elementary division and school. To support the school and its leadership, academic, business and operational. To collaborate with operations and technology staff to assure effective daily work conditions and support for our programs. To train and assist teachers in use and maintenance of PowerSchool, storing final documents on the ASK Server, working with and organizing Google Drive, in collaboration with IT, all grades prek-12. Work directly with teachers in the use of the electronic gradebook system, including training, program analysis and installation Update student records in PowerSchool and manage data over course of student enrollment at the school Handle registration processing, forms, documents and records, and related information for formal student registration; as well as all related data entry Update student records in PowerSchool and manage data over course of student enrollment at the school Assist in establishing and updating permanent student files on PowerSchool SIS To answer telephone system for the purpose of screening calls, transferring calls, responding to inquiries and/or taking messages. To greet individuals entering the building (e.g. visitors, parents, students, vendors, etc.) for the purpose of responding to inquiries; and/or directing individuals to appropriate location in accordance with established building security procedures. To maintain building information (e.g. use schedules, staff directories, emergency contacts, etc.) for the purpose of providing reference information. To maintains reception area materials (e.g. job applications, newsletters, event calendars, etc.) for the purpose of providing resource information to visitors. To performs general secretarial and clerical functions (e.g. scheduling, copying, data entry, filing, translating, etc.) for the purpose of supporting office operations. To receive a variety of items (e.g. mail, special deliveries, packages, supplies, etc.) for the purpose of distributing materials to appropriate parties. 11

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To make “Sales Presentations” to prospective students and parents as needed. To provide secretarial assistance to the Elementary Principal. To represent the school at relevant national and international conferences and workshops. To support the Elementary Principal and academic program in day to day operations- i.e scheduling of students and communication with the Operations department as needed. To schedule meetings for the Principal, staff, parents, students, etc. To supervise and manage records of the division’s After School Support Program. To assist Principals updating ASK Student Handbook and ordering Student Agendas To collaborate with the various student award programs, ceremonies and scholarships. To keep accurate permanent records of students’ testing including application, important communication with parents, teachers, admin, after school support contracts. To participate in the entrance exam process, short MAP test sessions, and organize all data. To develop the Elementary School timetable/schedule with the Elementary Principal. To relay information to staff and students using a variety of mediums. To be present and accessible when the Elementary Principal is out of the building. To assist the Elementary Principal in the process of teacher substitution. To support discipline protocols and systems of record keeping and communication. To generate report cards, ensuring timely protocoling, copying and distribution. To prepare and maintain student records and ensure that they are updated on a regular basis in PowerSchool. To maintain students attendance in PowerSchool and immunization records in student files. Data Administrator for MAP-manages student/staff rosters and corrects data as needed, enters schedule for testing and proctor. To set up PowerSchool annually- enter and maintain student demographics, assisting IT in entering course information in PowerSchool. MEST-to serve as a liaison, syncing the school calendar, managing student data in the “Mother book”, and entering student data on the required ministry site. To perform other duties as assigned by the Elementary Principal or Head of School

Faculty Mentors A faculty mentor/master teacher reports to the division heads and the head of school. Responsibilities include the following: 

To serve as a role model to encourage faculty self-evaluation, professional growth, scholarship, and effective training. 12

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To supervise and counsel new teachers, conveying information regarding plans, curriculum development and assessment, resources, facilities, and activities which affect them and to serve as a consultant to teachers in matters of classroom management, teaching methods, and general school procedures; To hold regularly scheduled meetings with new teachers for open discussion of educational issues, to maintain records of these meetings, and to provide minutes of such meetings to the division heads. To assist in the search for an evaluation of candidates to fill vacancies within the department. To solicit ideas for agenda items for possible inclusion in faculty and department meetings. To perform other duties as assigned by the head of school. To support the school and its leadership. Finance Assistant

The Finance Assistant reports to the Finance Manager. Responsibilities include but are not limited to the following:    

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Assisting the Finance Manager with all aspects of the development and effective operation of the finance function within the School; Manages collection of receivables, recording and extracting required data; To carry out all duties allocated in an effective manner and liaise closely with the Finance Manager; Assisting the Finance Manager with operating and monitoring all school accounts and budgets, ensuring the safe receipt and handling of cash and the reconciliation of transactions; Completing administrative routines relating to invoices, receivables; Set up and maintain all archive files of Finance and historical data; Assist in particular those relating to finance including recording expenditure and income; To undertake any other relevant duties within the Finance Department which may be required on an ad-hoc basis; Scanning all invoices and sending as a file to Deloitte; Provide assistance to faculty, students, staff and the public on fiscal policies and procedures based on guideline from Finance Manage. Collect and enter data for various financial spreadsheets

Finance Manager The Finance Manager reports to the head of school. Responsibilities include the following: 

To supervise the work of the school accountant and business office personnel and use standard accounting and bookkeeping procedures, to keep an accurate 13

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continuous record of the cash and financial position of the school and manage the financial operation of the school so that the institution remains financially stable. To prepare a monthly operating statement for the head of school and the board of trustees. To provide a monthly report of expenditures for use of each individual budget center within the school. To establish a plan and schedule for the preparation of the annual budget that will permit the setting of the succeeding year’s tuition at a Board of Trustees meeting early in the calendar year. To provide for the securing of an annual audit of the school’s financial records and financial positions. To oversee all school purchasing, financial investments, banking activities, payroll and benefits program. To provide staff support, in conjunction with the head of school, to the Finance Committee and the Executive Committee of the Board of Trustees. To manage risk at the school to ensure the safety of personnel and students in their use of the facilities and to maintain appropriate levels of insurance to protect the property and to cover the liability of the school. To oversee school transportation, including transportation routes, schedules and contracts and to assess the performance of the transportation companies. To oversee and coordinate the work of the secretarial staff and support staff. To ensure the effective management of the bookstore and the food-service operation and any other auxiliary enterprises of the school. To assist the head of school with decisions regarding salaries and benefits for all personnel, including the evaluation of support staff. To represent the school at various regional, state, and national associations relative to the role of being the business manager. To perform other duties as assigned by the head of school. To support the school and its leadership. Head of School

The Head of School reports regularly and quarterly to the Superintendent, Mr. Hoxha and together they make the Board of Directors and lead the Council of Advisors. Responsibilities include the following:  The Head of School shall embody, manifest, and advocate the mission of the school.  To articulate the vision for the school and its future.  To monitor and address all matters of school climate and culture.  To manage the sometimes competing demands of the various constituencies of the school.  He or she shall be the representative of the board in its relations with the faculty, staff, students, and alumni. 14

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The Head of School shall select and hire properly qualified persons to serve as members of the faculty and administration (including the some members of the board in an advisory role for those key hires of other administrators who interface regularly with the board, such as admissions, finance, development officers in particular). The Head of School shall have direct supervision of the faculty and staff and shall coordinate the activities of the entire organization. The Head of School shall hold regular meetings of the faculty and staff and see that the general policies of the board are understood and followed. Work with the Operations Department to oversee the development and implementation of the emergency plan and collaborate with principals to make sure all staff understand procedures. To provide to the ASK Board various scenarios and possibilities to consider as it does its work focusing on the strategic future of the school. To carry out established school policies; to review those policies and make recommendations for changes; to attend meetings, prepare reports, maintain board records, and keep the Superintendent informed on all aspects of the school’s operation. To supervise all the programs of the school (academic, athletic, ethical, and other extracurricular programs); to monitor curriculum, grading, testing, and reporting to parents; to prepare for and conduct periodic program evaluations; to submit reports to external agencies as required; to establish disciplinary policies and standards of conduct. To supervise all divisional Principals, the High School Dean of Students, the High School Guidance Counselor, the Head Librarian, the Athletic Director, and lead the Academic Leadership Team. To supervise the Finance manager in the preparation of preliminary and final budgets; to monitor income, expenditures, collections, and cash flow; to maintain appropriate financial records; to oversee the employee benefit program. To supervise the Admissions manager in determining programs for the recruitment of students, including marketing and outreach, information dissemination, applicant testing and interviews and acceptance and decisions. To supervise the IT department in the development of an effective school wide data management system, integration of technology and curriculum, and security maintenance. To supervise the Communications manager in the daily, monthly, and broader marketing plans and to make sure that the work represents the vision and mission of the school. To supervise the Human Resources department so that all matters regarding employment, retention, and dismissal of personnel; salaries and contracts; job assignments and performance evaluation; and orientation and training are of a high quality. To prepare employee handbooks, and maintain appropriate personnel records. To represent the school to all of its constituents including neighborhood, parents, students, alumni, business community, faculty, and staff. 15

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To represent the school in its relations with national educational organizations and accrediting agencies. To supervise the college counselor in planning for an appropriate program for college guidance and college admissions and making sure that all AP requirements are being met. To act as liaison with the other organizations to ensure fulfillment of the school's contractual obligations; to coordinate schedules, arrange for rentals, and coordinate procedures where the interests of both organizations are involved. To supervise and/or assist with all other aspects of the school’s operation, including (but not limited to) facilities maintenance and operation, food service, transportation, summer programs, development and fundraising, athletics, and alumni affairs. To lead school wide school improvement, strategic planning and the academic leadership team. Human Resource Manager

The Human Resource Manager reports to the Head of School. Responsibilities include the following:               

Cooperates with the head of school and division leaders to determine which positions are authorized for hiring. Solicits applicants, review resumes, interview applicants as requested by the head of school, makes recommendations, conducts background checks on applicants Tracks hiring process for all positions Determines compensation for new hires, in cooperation with supervisors Oversees orientation to all new employees, including part-time employees, substitute teachers, summer school staff, and contractors, in addition to regular, full-time faculty and staff. Oversees contracts for new faculty and agreements for new administrative staff Oversees and coordinate the annual contract renewals for faculty with HR Manager Oversees annual compensation changes for administrative staff Manages the process for appropriate new faculty Manages the visa application process, utilizing legal expertise if necessary Manages and works with the finance department to prepare monthly payroll. Works with Deloitte to reconcile all accounting related activity to payroll and benefits. Plans and administers benefit programs designed to insure employees against loss of include due to illness, injury, layoff, pregnancy, or retirement. Directs preparation and distribution of written and verbal information to inform employees of benefits programs such as insurance plans, paid time off, bonus pay, and approved leaves. Analyzes existing benefits policies of the organization and prevailing practices among similar organizations to establish competitive benefits programs. 16

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Evaluates services, coverage and options available through insurance and investment companies to determine programs best meeting the needs of the organization. Tracks benefits to all employees and appropriate payroll deductions. Oversees consistent evaluations of all employees and tracks performance Creates and implements salary scales for all categories of employees Works with the head of school to coordinate professional development of administrative staff Monitors process to ensure legal and ethical practices Liaises with legal advisors when appropriate Maintains records as appropriate for future reference Manages notification of appropriate departments. Monitors changes in legislative and legal matters relevant HR Supervise the employee information and documentation in full compliance with applicable federal and state laws Supervise the employee programs by ensuring compliance with applicable Laws in employment Writes and maintains Employee Policy handbooks Maintains employee personnel and benefits records in compliance with laws and regulations Maintains records on employment eligibility, driving eligibility, professional development, health & safety Employee Relations Oversees implementation and enforcement of confidentiality, conflict of interest, discrimination and other policies relevant to employee relations Guides employees in seeking resolutions to employee relations concerns Professional Development & Training Provides training and guidance to supervisors on employment laws: interviewing, discipline, terminations, etc Coordinates professional development training for administrative staff Integrated IT Learning Coordinator

The IT Manager reports to the head of school and is responsible for all issues relating to technology at the school. These include, but are not necessarily limited to, the following areas:  Prepare, implement, and update a three-year technology plan (working with the technology committee and Academic Leadership Team) for both instructional and administrative use of computers/technology.  Develop and implement strategies that facilitate the integration of technology into the classroom curriculum (i.e. team teaching, modeling, providing resources).  Develop and implement strategies that maximize student access to technology, K-12.  Coordinate purchase, repair, and maintenance of equipment with local and overseas vendors. Maintain an up-to-date school hardware and software inventory.  Explore and evaluate new and existing software and hardware. 17

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Monitor the development of a school-wide standards based curriculum for computer courses as well as exit standards at the completion of 5th, 8th and 12th grades. Train faculty and staff in the use of various technologies. Be prepared to offer classes after school or in the evening to both staff and the community. Maintain and upgrade the Novell and Linux networks to provide optimal service to students, teachers, and administrators. Troubleshoot/problem-solve breakdowns in hardware/software. Supervise computer technician, network administrator and computer interns. Coordinate activities of the computer department. Serve as chairman of the Technology Committee. Oversee and assist in the development of a Standards’ based Technology curriculum. Support faculty, students, and community on matters related to computer applications. Teach a class if so needed or desired. Project manager for technology projects as assigned. Provide cost estimates for district technology budgeting. Install and maintain routers, gateways and other communication hardware and software for regional and local communications. Perform ongoing software maintenance on network and user machines: install, upgrades, and patches, perform preventative maintenance, troubleshoot and resolve hardware and software incompatibility issues. Personal transportation and driver’s license required. Ability to troubleshoot, repair, replace, or reconnect computer hardware and a variety of computer peripherals. Ability to analyze technical situations, communicate effectively with users, coordinate with campus and vendors, and document technical and procedural content. Knowledge of and experience with Windows server installation, setup, preferences, and networking including networked servers. Knowledge of and experience with SIS applications such as PowerSchool Knowledge of and experience with Microsoft Office, Adobe, Webex, Aruba Wireless Networks, and Google Apps for Education. Maintain Active Directory Objects and Group Policies- Maintaining the storage infrastructures Provides Level III support for inquiries from Level I and Level II support staff, including PC desktop OS and application issues, as well as printers, VOIP PBX, scanners, voice and video software/hardware issues. Ability to select, purchase, and deploy hardware and software in coordination with campus Information and Education Technology office, approved vendors, and campus. Purchasing and Inventory departments. Ability to manage sensitive equipment, and surplus inventory in collaboration with other departments Plan and execute basic database functions as required/related to systems operations. Maintain test environment and plan, implement, coach and train for new releases. Monitor ongoing operations and data integrity and assist with student data audits. 18

IT Junior Systems Administrator The IT Junior Systems Administrator is responsible for providing troubleshooting, tech support for ASK employees and students.                        

Receive and respond to telephone calls , ticketing system and emails from end users Provide first and second level technical support ,handles technical support and equipment needs for the office network and employees Offers daily technical support from 10Am – 11Am at the Library BYOD Initiate repair/replacement of failed and/or defective IT equipment Offers and supports directly all ASK staff and students with G-Suite accounts Document all complaints and failures per the ASK ticketing system Collaborate with ASK IT Team and other departments Identify potential technical support needs and propose solutions Follow-up to ensure overall customer satisfaction is achieved Provide technical support for BYOD students based on policies and procedures Monitor Technical Support processes and procedures. Initiate changes to optimize the process Maintains and updates regularly CCTV Maintain account management for students, teachers and ask staff Provide improvements to IT department Maintain VOIP phones regularly Coordinate logistics for repair/replacement shipments to/from clients and repair locations (usually under warranty equipment) Assists and supports all ASK Events in terms of tech support Provide ongoing software support Flexible with changing tasks quickly Assist senior administrators or IT Manager with datacenter maintenance tasks Maintains WIFI access points, TCP/IP networking and switches Completes various projects, as assigned. Works overtime as required or assigned Perform all other duties as assigned or required Learning Specialist

The Learning specialist is responsible for the identification, documentation, and management of interventions for all students k-12 who have special learning needs. In addition, she is responsible for working collaboratively with all members of the faculty in the planning and implementation of supportive learning plans. She reports to the Head of School and Divisional Principals. Responsibilities include the following: 

Conducting classroom observations, creating, and practicing individual student accommodations and curriculum modifications based on the individual needs of each student. 19

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Focusing on the child's particular learning profile, always mindful of each child's areas of strength and individual learning styles. Work directly with children to support their success with curricular activities or to address underlying learning needs. Identifying and understand children's unique profiles and work with teachers to address a variety of individual learning needs in the classroom. Be familiar with all students with psycho-educational testing and their strengths and needs, both from observation in classes and discussions with teachers. When working with individual students, provide expertise to help students develop effective learning strategies and teaching important study skills. Collaborate regularly with the school Counselor on students whose needs are both academic and social/emotional. Create profiles for middle school students from educational evaluations and make them accessible to teachers. Observe students who are struggling and make recommendations for support, including time after school with classroom teachers, short term support with learning specialist. Identify students' areas of need, through interpreting various evaluations, professional observation, gathering student and self-report. Support students with short term support on issues of organization, note taking, test preparation, and other study skills. Make recommendation for long term tutoring if necessary. Strong knowledge base in the area of learning differences, especially dyslexia, dysgraphia, and dyscalculia, ADHD. Early intervention, RTI, assessments, acquisition of reading, and be current on the general teaching of reading, writing, and math. Professional training in the remediation and support of learning and other disabilities. Demonstrated ability to develop productive working relationships with students. Student pull out (varies based on individual needs). Student push- in within a general class setting. Student one on one and inclusion support. Manage ongoing student screening intervals throughout the academic year. Cooperate with Specialists and Lead Teachers to ensure students are progressing in accordance with literacy and math benchmarks. When a student demonstrates concerning patterns of performance, working collaboratively with other faculty members to help ensure curricular offerings are fully differentiated to meet the instructional needs of students across the spectrum of RTI learning tiers. Working closely with the division principal and grade level team to track students of concern and assisting teaching staff and parents with necessary resource for everyone as a team to support students. Attend all team meetings and parent meetings of students of concern throughout the year. Be available for consultation during parent conference days. Conduct screening assessments, oversees completion of student assessments and facilitates grade‐level team meetings to analyze student progress, identify 20

priority learning needs for individual students and discuss optimal strategies for maximizing each student’s growth. Librarian The Head Librarian is responsible for the management and development of the upper school library and the lower school library, directly supervises all other librarians and assistants and volunteers, the management of all textbooks and classroom books used by teachers. The Head Librarian reports to the Head of School. Responsibilities include the following: 

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Promote the role of the library, and the range of resources students can access through the library, to support Inquiry and develop information literacy across all year levels and all curriculum areas. Model and promote collaboration between teachers and library staff in planning and supporting Inquiry learning. s all year levels and all curriculum areas. Plan and manage the development of the school library in consultation with the library team and teaching staff. Prepare a budget proposal with the assistance of library staff. Manage and monitor the library budget in accordance with school practice. Manage the library team. Assist library staff to select relevant and high quality resources, including e-resources, which meet the reading and information needs of users Assist teaching faculty to select relevant and high quality resources, including eresources, which meet the reading and information needs of users Encourage all library users to participate in collection development Liaise between literacy leaders and the library team to ensure reading data analyses are made available to the library team. Liaise between class teachers and the library team when undertaking surveys of library users. Maintain the library management system Maintains close relationship with school ICT team, to ensure that library ICT is included in school-wide ICT budgeting and planning. Ensures timely technical support available for all library ICT Prepare and present regular reports that focus on the library’s support for teaching and learning, highlight significant developments and identify future needs Liaise and collaborate with teaching staff and literacy specialists Liaise with external agencies and support groups e.g. National Library of Prishtine, AUK,school library networks MAP –Curriculum Coordinator

The director of curriculum reports to the head of school. Responsibilities include the following: 21

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To oversee the curriculum and to suggest recommendations for correcting overlaps/gaps. To assist teachers in matching appropriate assessment instruments to curriculum objectives. To prepare the annual report on the state of the curriculum. To assure uniformity in assessment, parent reporting, and academic standards. To help departments to develop standards appropriate for the school. To review all proposed changes to the curriculum and providing updates on a yearly basis. To suggest methods for integrating instruction, cross-graded units, etc. To assist faculty in developing a uniform, detailed curriculum. To serve as a resource for faculty, recommending workshops, speakers, programs, school observations, etc. To coordinate regular textbook reviews with department chairs on a regularly scheduled basis. To conduct a minimum of two workshops per year for faculty to keep faculty informed of current trends/research in curriculum and instruction. To make recommendations to administration regarding problems or concerns relating to curriculum. To network with curriculum directors at other independent schools. To network with curriculum people at local public schools — making sure the school is keeping its edge and is knowledgeable of state mandates. To computerize the school curriculum. To establish and maintain curriculum resource room for staff. To review the level of homework and student projects. To review academic balance throughout. To oversee school -wide the standardized testing program. To perform other duties as assigned by the head of school. To support the school and its leadership. Operations Manager

The Operations Manager reports to the Head of School. Responsibilities include the following:  

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To oversee the physical operation of the entire school and its programs. To create and oversee the careful maintenance and cleaning programs that keep the school’s appearance in exemplary condition and honor best practices for safety and security. To work with the Head of School in the development of the campus emergency plan and to collaborate with principals in the successful implementation. To oversee and evaluate the work of the buildings and grounds crew, cleaning staff, and security guards (Besa Security). To provide regular trainings for professional growth of the entire operations staff. 22

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To work with the HR department in the completion of annual employment contracts for the entire operations staff. To oversee the process for the procurement and rental of housing for all international hires. To create and oversee an on-going equipment replacement program and budget. Prepares annual budget proposal for school improvements, furniture, maintenance, materials and resources and manages all projects within budget allowances. To develop, maintain and report all required environmental, health and maintenance standards as required by law and to work with the administration, to ensure compliance with international regulations and laws as they impact the school. To arrange bids and develop specifications for all outside contractual work of more than 100 euros. To oversee the work of all outside contractors to ensure compliance with contractual agreements and budgetary restrictions-i.e transportation, security, window cleaning, etc. To serve as staff support for the Buildings and Grounds Committee. To perform other duties as assigned by the Head of School. To support the school and its leadership. Operations Manager Deputy (Cleaning & Supplies Department)

The Deputy of Operations Manager reports to the Operations Manager and Head of School. Responsibilities include the following:   

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To work with the Operations Manager as to ensure that the interior of each building on campus is maintained and cleaned efficiently. To supervise the cleaning staff and provide trainings as needed. To supervise the physical set up of all events i.e: charis, tables, hanging posters, etc. and to collaborate with IT and Cafeteria in the completion of the set-up of all events. To prepare an annual budget of all cleaning and hygienic materials needed. To work with the Head of School in the development of the campus emergency plan and to collaborate with principals in the successful implementation. Manage the efficient operations of the security alarm system, intercom, and the school bells system. Provides technical assistance and repair to the copy machines as needed. Controls all fire extinguishers, emergency equipment, first aid cabinets, climate controls, and clocks. Managing purchase requests that are larger than 25 € by obtaining information and offers and obtaining head of school approval. Manages the ticket system for all teacher requests for supplies and the storage of basic classroom materials and supplies. Manages the safekeeping and organization of all building keys.

Operations Manager, Deputy (Maintenance & Yard Department)         

Manage the efficient operations and maintenance of all water, wastewater, and electrical systems. Including plans for preventing flooding. Manage the efficient operations and maintenance of all facilities and building structures and collaborate with outsource companies as needed. To repair and maintain all furniture so that it is safe for use. To supervise technical staff and trainings as needed. To assist the operations manager with the annual evaluations of grounds staff, electrical and carpentry staff. To lead and maintain procedures to ensure safe playground equipment. The organization of storage of technical machinery and warehouse supplies. To oversee the maintenance budget, and materials needed for the greenhouse, campus grounds and workshop. Manages the ticket system for all requests for maintenance and repairs. Operations Assistant to Facilities Improvements

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Continually walking around the facilities checking and observing to ensure that a safe and equitable environment exists at all times for all Inspecting buildings’ structures to identify maintenance and cleaning issues and determine the need for repairs or renovations Recording and reporting of maintenance and cleaning concerns Provide advice on facility repairs, installations, small construction remodeling, grounds improvement, and maintenance projects; coordinating with other Operations Team members to complete remodeling projects Inspecting field work performed Communicate maintenance and cleaning issues to appropriate Operations Deputy Managers by making written recommendations Overseeing building projects, renovations or refurbishment Facilities Controller

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Overseeing building projects, renovations or refurbishments Principals

The elementary principal (prek-grade 8) and high school principal (grades 9-12) report to the head of school. Each principal/division head is charged with the comprehensive responsibility for all activities involving students and faculty in their respective divisions. Their specific responsibilities include the following:  To maintain congruence between the school’s board-approved mission statement and all activities of that division.  To act as the educational leader of the school division, responsible for its day-today operation; to direct the activities of the members of the school instructional and, in conjunction with the head of school, the non-instructional staff in the performance of their duties.  To function as the chief articulator of that division’s programs, expectations, behavioral guidelines, and other information necessary to ensure that all constituencies are fully informed consistent with their individual roles.  To observe, supervise, and help evaluate the faculty in the development and implementation of curriculum; to supervise the teaching process, and to review and evaluate the academic programs.  To participate in the Academic Curriculum Team in the articulation of the school mission, school goals, department goals, course objectives, materials, methods and means of assessment.  To provide an orderly, controlled environment in which learning can take place, a school climate which is supportive and which reflects high morale.  To be aware of the educational, physical, social, and psychological needs of the members of our school community and to develop plans for meeting these needs.  To oversee and direct the activities of various student organizations and activities, and faculty committees. To oversee the coordination of the co-curricular and extracurricular activity programs of the school; to assist in the planning and the presentation of school assemblies and programs; to assist in maintaining a comprehensive calendar of school events; to keep the division informed of various school programs and activities.  To ensure compliance with legal requirements of government regulations and agencies; to maintain the educational standards established by agencies that examine and accredit the school: AdvancED and MEST.  To make recommendations to the head of school regarding the hiring and retention, and the assignment of faculty;  To establish programs for the orientation of new teachers, for in-service training of all teachers, and for the evaluation of classroom teachers, to ensure that teachers are familiar with and adhere to school policies in all areas of the school operation.  To manage and record absent teaching staff. 25

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To strive for unity, harmony, and cooperation through tact, helpfulness, respect, and a recognition of individual differences and the special abilities and strengths of each teacher. To conduct regular meetings with faculty which will deal both with routine school matters and with the stimulating exchange of ideas on issues of educational/philosophical interest and concern. To provide for the academic guidance of students; to maintain complete academic records on all students; to oversee the grading and the reporting of standards and methods used by teachers in measuring student achievement. To prepare a master school class schedule and to assign teachers and students to classes and other obligations. To be responsible for establishing guidelines for proper student conduct and dress; to maintain student discipline consonant with school policies; to monitor students’ adherence to established school rules; to maintain accurate records of student attendance and citizenship. To be a visible presence in all areas of the school; to work toward a resolution of all problems - both routine and unique - as they arise; to keep the head of school informed of the general programs, activities, and problems of the school. To prepare a master school class schedule and to assign teachers and students to classes and other obligations. To serve as a consultant to teachers in matters of classroom management, teaching methods, and general school procedures. To assist in the admission process for the testing, interviewing, and evaluating of applicants for enrollment. Contributing to divisional budget planning, identifying and prioritizing needs Publishing periodic parent newsletters Providing website information updates relevant to the division Guiding Student Success Team processes and documentation to assure effective support for students in need. Coordinating with Teachers and School Counselors the social/emotional Program and activities in the division Supervising and evaluating the division principal's assistant To perform other duties as assigned by the head of school. To support the school and its leadership. Receptionist Controller

The receptionist reports to the Head of School. Essential responsibilities include  Provide responsive and high-quality receptionist services in support of the school provide an excellent first impression to visitors and callers;  Issues office passes for visitors, keeps record of visitors; 26

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Provide information about establishment, such as the location of departments or offices, employees within the organization or services provided; Assist client executives, administrative staff, security staff, and visitors with light administrative assistant duties including but not limited to: copying, faxing, and answering phones; Provide assistance to customers, employees, and visitors in a courteous and professional manner; Greets persons entering an establishment, determine nature and purpose of visit and direct or escort them to specific destinations; Observe and report any suspicious or irregular activities or conductions that may create security or safety hazards; Provide an exceptionally high level of service, knowledge, and dedication to site staff and visitors; work closely with client staff to ensure visitor needs are addressed and handled appropriately. Performs other duties as directed by ASK management ;

Receptionist (Main Building) The receptionist reports to the Head of School. Essential responsibilities include:  Answers telephone system for the purpose of screening calls, transferring calls, responding to inquiries and/or taking messages.  Greets individuals entering the building (e.g. visitors, parents, students, vendors, etc.) for the purpose of responding to inquiries; and/or directing individuals to appropriate location in accordance with established building security procedures.  Maintains building information (e.g. use schedules, staff directories, emergency contacts, etc.) for the purpose of providing reference information.  Maintains reception area materials (e.g. job applications, newsletters, event calendars, etc.) for the purpose of providing resource information to visitors.  Performs general secretarial and clerical functions (e.g. scheduling, copying, faxing, data entry, filing, translating, etc.) for the purpose of supporting office operations.  Receives a variety of items (e.g. mail, special deliveries, packages, supplies, etc.) for the purpose of distributing materials to appropriate parties.  Performs other related duties as assigned for the purpose of ensuring the efficient and effective functioning of Student Services and Administration.  Make “Sales Presentations” to prospective students and parents as needed. Superintendent The Superintendent is the Founder and original visionary of the school. His main responsibility is to ensure the financial sustainability of the school. He collaborates closely with the Head of School to keep informed as needed and together he and the Head of School make the official ASK Board which is responsible for all policies in the school. Together the 27

Superintendent and Head of School lead the ASK Council of Advisors in four meetings a year and oversee projects initiated by the Council of Advisors and ASK Foundation. Responsibilities include the following:       

Takes responsibility for the meeting of payroll monthly. Regularly communicates and informs the Head of School of any financial concerns of the school. Approves and oversees the annual budget proposed, cash-flow, and large purchase requests. Approves the annual calendar and other policies developed by the Head of School. Collaborates with the Head of School in major school building improvements. Leads whole school marketing and sales initiatives. Assists the ASK Store Manager in the ordering of items annually.

Appendix B - Professional Growth Plan Form 2019-20

PROFESSIONAL GROWTH PLAN 2019-20 Name: Department: Due Date: Please set two or three professional goals for this year. Goals should follow the “SMART” Model (Specific, Measurable, Attainable, Results-oriented and Time-bound). Samples are on the back. Schedule a meeting with your supervisor to discuss them in early September. Progress will be discussed at the end of year as a part of your “End of Year Evaluation”. Goal #1 (specific Measurement outcome / criteria (how objective): will you assess growth / achievement?):

Plan (steps / activities / timeline / other support people):

Mid-year progress:

End-of-year evaluation:

Goal #2 (specific Measurement outcome / criteria (how objective: will you assess growth / achievement?):

Plan (steps / activities / timeline / other support people):

Mid-year progress:

End-of-year evaluation:

Professional Growth Plan Sample Goals – following are some goals for your consideration:  Establish a culture for learning within the classroom by providing opportunities for students to interact with peers in a meaningful manner (i.e., implementation of cooperative learning strategies daily)  Effectively incorporate components of reading/writing workshop  Effectively assess student learning by ensuring there are multiple formative assessments as well as authentic performance summative assessments for all major units of study. Professional Growth Opportunities – as you consider the strategies or methods by which your goals may be reached, you may want to incorporate one or more of the following:        

Continuing education or courses of study which would help you Professional presentation at a conference or to the faculty Reading specific literature or doing on-line research Peer coaching Formal Evaluation Teacher portfolio development Study group/book group if there are others with the same goal Creating a manual/unit of study/series of assessments with rubrics

Appendix C â&#x20AC;&#x201C; Criteria for SMART Goals Criteria for SMART Goals CRITERIA FOR SMART GOALS

Clearly Sincere SMART Commitment Goal is designed with Goal is designed with a clarity and a stretch sincere commitment but toward high expectations lacks clarity in the of staff and students message

Weak Construction Goal is weak or broad and constructed with suggested intent that lacks clarity

S. Specific Focus is clearly to Ambiguity about who the The outcome is Language in the goal improve service/learning focus is on; Uncertain as clear; intensity of focus is could be more simplistic for students; the outcome what the focus is or who on students so that focus is clear is definite will be impacted M. Measurable The components used to Measurable with an Measurement/assessment Little or no indication of measure the goal are assessment process or process could be what should be counted clearly stated or the tool; You can count it or subjective; Concrete or viewed when outcome can be seen see it evidence the goal is complete when completed. A. Achievable Do you, as a counselor, have the necessary Using resources and staff experience/training to with counselor achieve it? Does your expertise goal is school have the resources attainable and team members needed?

Heartfelt desire is Goal is set too high/low apparent but additional or is unrealistic for said resources or training may purpose; not obtainable be needed to meet goal; for this particular may need to review steps counselor at this needed before particular school this goal can be attained

Student centered and Are not connected to Gives some indication of R. Results-oriented aligned with overall school or district goals; Aligned with district and school mission but lacks school/district goals and serve no purpose to the school goals clear end result objectives overall school mission T. Timed A specific date has been set by which to achieve Dates create a finite the Goal. By when should amount of time for this be accomplished? the goal to be Are there periodic obtained; Increments are checkpoints (benchmarks, exact deadlines, or other dates to consider)?

The goal has a span of time which may imply some periodic checkpoints; but more clarity would be useful

No specific time or time is mentioned vaguely

Appendix D - Administration Position Performance Evaluation 1 – BEGINNING

Name: __________________________________________________

2 – DEVELOPING

Date: ___________________________________________________

3 – APPLYING

Assignment: _____________________________________________

14 – INNOVATING 2 3 4

1. Responsibility     

Consistently “on time” for work. Communicates with supervisor about safety issues. Takes initiative with jobs expected. Maintains a professional appearance. Assumes responsibility for the production and effectiveness of the entire department.  Shows personal commitment to developing each member of the department’s team. 2. Communication        3.

Verbal communication is professional Written communication is at a professional level Maintains a positive attitude even when dealing with problems. Keeps financial information confidential. Keeps personnel related issues confidential. Keeps accurate records and documentation. Follows protocols, processes, and policies Teamwork

  

Collaborates effectively with members in the department. Supports colleagues in the department. Communicates with the Academic Leadership team when problems occur with students.

4. Project Management, Planning, and Timelines      

Meets deadlines set by the supervisor. Plans projects ahead of time to avoid crisis. Works independently to complete projects. Maintains systems of organization and efficiency Takes initiative with new ideas Follows through on details with little reminding

5. Reflective/Growth Mindset

   

Accepts when mistakes are made and initiates steps for improvement in the future. Consistently makes improvements in daily work Seeks out opportunities for professional learning Actively seeks out new strategies and methods for leading and managing the department.

6. System Improvements  

Worked within the department to develop a more efficient procedure Worked within the department to develop or improve a program or a school improvement priority.

PROFESSIONAL GROWTH PLAN Goal #1 ____________________________

Not attempted

Partially met

Fully met

Goal #2 ____________________________

Not attempted

Partially met

Fully met

Comments: ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ I have discussed this evaluation with my supervisor. ______________________________________________ Employee Signature

Date

______________________________________________ Supervisor Signature

Date

Appendix E â&#x20AC;&#x201C; Eleot Questions Eleot Questions A. Equitable Learning 1. Learners engage in differentiated learning opportunities and/or activities that meet their needs 2. Learners have equal support and access to classroom discussions, activities, resources, technology 3. Learners are treated in a fair, clear and consistent manner 4. Learners demonstrate and/or have opportunities to develop empathy/respect/appreciation for differences in abilities, aptitudes, backgrounds, cultures, and/or other human characteristics, conditions and dispositions B. High Expectations 1. Learners strive to meet or are able to articulate the high expectations established by themselves and/or the teacher 2. Learners engage in activities and learning that are challenging but attainable 3. Learners demonstrate and/or are able to describe high quality work 4. Learners engage in rigorous coursework, discussions, and/or tasks that require the use of higher order thinking (e.g., analyzing, applying, evaluating, synthesizing) 5. Learners take responsibility for and are self-directed in their learning C. Supportive Learning 2. Learners take risks in learning (without fear of negative feedback) 3. Learners are supported by the teacher, their peers and/or other resources to understand content and accomplish tasks 4. Learners demonstrate a congenial and supportive relationship with their teacher D. Active Learning 1. Learners' discussions/dialogues/exchanges with each other and the teacher predominate 2. Learners make connections from content to real-life experiences 3. Learners are actively engaged in the learning activities 4. Learners collaborate with their peers to accomplish/complete projects, activities, tasks and/or assignments E. Progress Monitoring 1. Learners monitor their own learning progress or have mechanisms whereby their learning progress is monitored 2. Learners receive/respond to feedback (from teachers/peers/other resources) to improve understanding and/ or revise work 3. Learners demonstrate and/or verbalize understanding of the lesson/content 4. Learners understand and/or are able to explain how their work is assessed F. Well-Managed Learning 1. Learners speak and interact respectfully with teacher(s) and each other 2. Learners demonstrate knowledge of and/or follow classroom rules and behavioral expectations and work well with others 3. Learners transition smoothly and efficiently from one activity to another 4. Learners use class time purposefully with minimal wasted time or disruptions G. Digital Learning 1. Learners use digital tools/technology to gather, evaluate, and/or use information for learning 2. Learners use digital tools/technology to conduct research, solve problems, and/or create original works for learning 3. Learners use digital tools/technology to communicate and/or work collaboratively for learning

Appendix F - Substitute Teaching Record Sheet

Substitute Teaching Record Sheet

Name _______________________Date ____________________ Teacher/Class that was covered: ___________________________ Time Arrived ____________Time leaving ______________ Number of periods covered __________ Rate of pay: 10 Euros x number of classes Total Pay: (Office Use only)_____________

Approved:_______________

Appendix G – Emergency Plans for Teachers 2019-20

AMERICAN SCHOOL OF KOSOVA EMERGENCY PLANS FOR TEACHERS 2019/2020 Due by October 1, 2019 in the Principal’s Office

Substitute Plans for: ____________________________ (Teacher’s name) Date(s):______________________________________ Introduction: Thank you for covering my class today. I have included everything you should need below. Please complete the “substitute feedback form” at the end of the day to provide feedback about the students’ performance and to assist me as I work to improve my sub folder! Daily Schedule: Time

Period/ Block

Description of Activity (Title of Course, Duties, Lunch, Planning Period, etc.)

Location (Room number or area of the building)

Attached Items: 1) Lesson Plan and Handouts (Subs will have an easier time if you insist that all work be collected at the end of class. Students then know they cannot play during class and complete the work later at home.) 2) Seating Charts 3) Class lists (including Homeroom/Advisory Rosters for Emergency Evacuation): a. Please take attendance in each class. b. If attendance must be submitted to the office, you will find notes about that process written here: Other Notes: (May include information about emergency procedures, special events, recommended “student helpers” in each class, etc. Subs may wish to tell students “Your teacher told me how great you are and that he/she hopes you live up to that reputation today!”) Objectives: Materials and their location: Things to do before class begins: Lesson Sequence of Activities: Homework: Seating Chart: (Include a copy or simply let the sub know where a copy is filed in the room.) Class Lists: (A copy of your roll book after the names are in it, but before any other notations are made. Some teachers put a star next to one or two students the sub can ask for help in case something needs to be delivered to the office, etc.) Substitute Feedback Form: Please complete this form and return it to the teacher along with other paperwork. Thank you! Comments about individual classes (amount of work completed, behavior, etc.) Comments about the sub plans (Were the lesson plans clear? Is there anything else that should be included in the folder?)

Appendix H – Summative Performance Evaluation SUMMATIVE PERFORMANCE EVALUATION – CLASSROOM TEACHER PROFESSIONAL EDUCATORS’ PRACTICES RUBRIC DOMAIN 1: PLANNING AND PREPARATION LEVEL OF PERFORMANCE Element

1– BEGINNING

2– DEVELOPING

3– APPLYING

4– INNOVATING

Demonstrating Knowledge of Content and Pedagogy

Knowledge of content

Knowledge of prerequisite relationships

Teacher makes content errors or does not correct content errors students make.

Teacher displays basic content knowledge but cannot articulate connections with other parts of the discipline or with other disciplines.

Teacher displays solid content knowledge and makes connections between the content and other parts of the discipline and other disciplines.

Teacher displays extensive content knowledge, with evidence of continuing pursuit of such knowledge.

Teacher displays little understanding of prerequisite knowledge important for student learning of the content.

Teacher indicates some awareness of prerequisite learning, although such knowledge may be incomplete or inaccurate.

Teacher’s plans and practices reflect understanding of prerequisite relationships among topics and concepts.

Teacher actively builds on knowledge of prerequisite relationships when describing instruction or seeking causes for student misunderstanding.

Demonstrating Knowledge of Students Teacher displays minimal Knowledge of knowledge of developmental characteristics characteristics of of age group age group.

Teacher displays generally accurate knowledge of developmental characteristics of age group.

Teacher displays thorough understanding of typical developmental characteristics of age groups as well as

Teacher displays knowledge of typical developmental characteristics of age group, exceptions to the patterns, and the extent to which

Knowledge of students’ skills and knowledge

Knowledge of students’ interests and cultural heritage

exceptions to general patterns.

each student follows patterns.

Teacher displays little knowledge of students’ skills and knowledge and does not indicate that such knowledge is valuable.

Teacher recognizes the value of understanding students’ skills and knowledge but displays this know-ledge for the class only as a whole.

Teacher displays knowledge of students’ skills and knowledge for groups of students and recognizes the value of this knowledge.

Teacher displays knowledge of students’ skills and knowledge for each student, including those with special needs.

Teacher displays little knowledge of students’ interests or cultural heritage and does not indicate that such knowledge is valuable.

Teacher recognizes the value of understanding students’ interests or cultural heritage but displays this knowledge for the class only as a whole.

Teacher displays knowledge of the interests or cultural heritage of groups of students and recognizes the value of this knowledge.

Teacher displays knowledge of the interests or cultural heritage of each student.

Selecting Instructional Goals

Value

Clarity

Goals are not valuable and represent low expectations or no conceptual understanding for students. Goals do not reflect important learning.

Goals are moderately valuable in either their expectations or conceptual understanding for students and in importance of learning.

Goals are valuable in their level of expectations, conceptual understanding, and importance of learning.

Not only are the goals valuable, but also teacher can also clearly articulate how goals establish high expectations and relate to curriculum frameworks and standards.

Goals are either not clear or are stated as student activities. Goals do not permit viable methods of assessment.

Goals are only moderately clear or include a combination of goals and activities. Some goals do not permit viable

Most of the goals are clear but may include a few activities. Most permit viable methods of assessment.

All the goals are clear, written in the form of student learning, and permit viable methods of assessment.

methods of assessment. Designing Coherent Instruction

Learning activities

Instructional materials and resources

Lesson and unit structure

Learning activities are not suitable to students or instructional goals. They do not follow an organized progression and do not reflect recent professional research.

Only some of the learning activities are suitable to students or instructional goals. Progression of activities in the unit is uneven, and only some activities reflect recent professional research.

Most of the learning activities are suitable to students and instructional goals. Progression of activities in the unit is fairly even, and most activities reflect recent professional research.

Learning activities are highly relevant to students and instructional goals. They progress coherently, producing a unified whole and reflecting recent professional research.

Materials and resources do not support the instructional goals or engage students in meaningful learning.

Some of the materials and resources support the instructional goals, and some engage students in meaningful learning

All materials and resources support the instructional goals, and most engage students in meaningful learning.

All materials and resources support the instructional goals, and most engage students in meaningful learning. There is evidence of student participation in selecting or adapting materials.

The lesson or unit has no clearly defined structure, or the structure is chaotic. Time allocations are unrealistic.

The lesson or unit has a recognizable structure, although the structure is not uniformly maintained throughout. Most time allocations are reasonable.

The lesson or unit has a clearly defined structure that activities are organized around. Time allocations are reasonable.

The lesson or unit structure is clear and allows for different pathways according to student needs.

Assessing Student Learning The proposed approach contains no clear criteria or standards. Criteria and standards

Assessment criteria and standards have been developed, but they are either not clear or have not been clearly communicated to students.

Assessment criteria and standards are clear and have been clearly communicated to students.

Assessment criteria and standards are clear and have been clearly communicated to students. There is evidence that students contributed to the development of the criteria and standards.

DOMAIN 2: CLASSROOM ENVIRONMENT LEVEL OF PERFORMANCE Element

1– BEGINNING

2– DEVELOPING

3– APPLYING

4INNOVATING

Creating a Culture of Respect and Rapport

Teacher interaction with students

Teacher interaction with at least some students is negative, demeaning, sarcastic, or inappropriate to the age or culture of the students. Students exhibit disrespect for teacher.

Teacher-student interactions are generally appropriate but may reflect occasional inconsistencies, favoritism, or disregard for students’ cultures. Students exhibit only minimal respect for teacher.

Teacher-student interactions are friendly and demonstrate general warmth, caring, and respect. Such interactions are appropriate to developmental and cultural norms. Students exhibit respect for teacher.

Teacher demonstrates genuine caring and respect for individual students. Students exhibit respect for teacher as an individual, beyond that for the role.

Establishing a Culture for Learning Importance of the content

Teacher or Teacher Teacher students convey a communicates communicates negative attitude importance of the genuine 13

Students demonstrate through their

Expectations for learning and achievement

toward the content, suggesting that the content is not important or is mandated by others.

work but with little conviction and only minimal apparent buy-in by the students.

enthusiasm for the subject, and students demonstrate consistent commitment to its value.

active participation, curiosity, and attention to detail that they value the contentâ&#x20AC;&#x2122;s importance.

Instructional goals and activities, interactions, and the classroom environment convey only modest expectations for student achievement.

Instructional goals and activities, interactions, and the classroom environment convey inconsistent expectations for student achievement.

Instructional goals and activities, interactions, and the classroom environment convey high expectations for student achievement.

Both students and teacher establish and maintain through planning of learning activities, interactions, and the classroom environment convey high expectations for the learning of all students.

Managing Classroom Procedures Students not working with the Management teacher are not productively of instructional engaged in learning. groups

Tasks for group work are partially organized, resulting in some off-task behavior when teacher is involved with one group.

Tasks for group work are organized, and groups are managed so most students are engaged at all times.

Groups working independently are productively engaged at all times with students assuming responsibility for productivity.

Much time is lost during Management transitions. of transitions

Transitions are sporadically efficient, resulting in some loss of instructional time.

Transitions occur smoothly, with little loss of instructional time.

Transitions are seamless, with students assuming some responsibility for efficient operation.

Considerable Performance instructional time is lost in of noninstructional performing noninstructional duties duties.

Systems for performing noninstructional duties are fairly efficient, resulting in little loss of

Efficient systems for performing non-instructional duties are in place, resulting in minimal loss of

Systems for performing noninstructional duties are well established, with students assuming considerable

instructional time.

responsibility for efficient operation.

Managing Student Behavior

Expectations

Monitoring of student behavior

Response to student misbehavior

No standards of conduct appear to have been established, or students are confused as to what the standards are.

Standards of Standards of conduct appear to conduct are clear have been to all students. established for most situations, and most students seem to understand them.

Standards of conduct are clear to all students and appear to have been developed with student participation.

Student behavior is not monitored, and teacher is unaware of what students are doing.

Teacher is generally aware of student behavior but may miss the activities of some students.

Teacher is alert to student behavior at all times.

Monitoring by teacher is subtle and preventive. Students monitor their own and their peersâ&#x20AC;&#x2122; behavior, correcting one another respectfully.

Teacher does not respond to misbehavior, or the response is inconsistent, overly repressive, or does not respect student dignity.

Teacher attempts to respond to students misbehavior but with uneven results, or no serious disruptive behavior occurs.

Teacher response to misbehavior is appropriate and successful and respects student dignity, or student behavior is generally appropriate.

Teacher response to misbehavior is highly effective and sensitive to individual studentsâ&#x20AC;&#x2122; needs, or student behavior is entirely appropriate.

Organizing Physical Space The classroom is unsafe, or the furniture Safety and arrangement is arrangement not suited to the of furniture lesson activities, or both.

The classroom is safe and the classroom furniture is adjusted for a lesson, or if necessary, a lesson is adjusted to the furniture, 15

The classroom is safe, and the furniture arrangement is a resource for learning activities.

The classroom is safe, and students adjust the furniture to advance their own purposes in learning.

but with limited effectiveness.

Accessibility to learning and use of physical resources

Teacher uses physical resources poorly, or learning is not accessible to some students.

Teacher uses physical resources adequately, and at least essential learning is accessible to all students.

Teacher uses physical resources skillfully, and all learning is equally accessible to all students.

Both teacher and students use physical resources optimally, and students ensure that all learning is equally accessible to all students.

DOMAIN 3: INSTRUCTION LEVEL OF PERFORMANCE Element

1– BEGINNING

2– DEVELOPING

3APPLYING

4INNOVATING

Communicating Clearly and Accurately

Directions and procedures

Teacher directions and procedures are confusing to students.

Teacher directions and procedures are excessively detailed or clarified after initial student confusion.

Teacher directions and procedures are clear to students and contain an appropriate level of detail.

Teacher directions and procedures are clear to students and anticipate possible student misunderstanding.

Using Questioning and Discussion Techniques

Quality of questions

Discussion techniques

Teacher’s questions are virtually all of poor quality

Teacher’s questions are a combination of low and high quality. Only some invite a response.

Most of teacher’s questions are of high quality. Adequate time is available for students to respond.

Teacher’s questions are of uniformly high quality, with adequate time for students to respond. Students formulate many questions.

Interaction between teacher and students is predominantly recitation style,

Teacher makes some attempt to engage students a true discussion,

Classroom interaction represents true discussion, with teacher stepping

Students assume considerable responsibility for the success of the discussion,

with teacher mediating all questions and answers. Only a few students participate in Student participation discussions.

with uneven results.

to the side when appropriate.

initiating topics and making unsolicited contributions.

Teacher attempts to engage all the students in discussion, but with only limited success.

Teacher successfully engages all the students in the discussion.

Students themselves ensure that all voices are heard in the discussion.

Engaging Students in Learning

Activities and assignments

Activities and assignments are inappropriate for students in terms of their age or backgrounds. Students are not engaged mentally.

Some activities and assignments are appropriate to students and engage them mentally, but others do not.

Most activities and assignments are appropriate to students. Almost all students are cognitively engaged in them.

All students are cognitively engaged in the activities and assignments in their exploration of the content. Students initiate or adapt activities and projects to enhance understanding.

Instructional groups are inappropriate to the students or to the instructional goals.

Instructional groups are only partially appropriate to the students or only moderately successful in advancing the instructional goals of a lesson.

Instructional groups are productive and fully appropriate to the students or to the instructional goals of a lesson.

Instructional groups are productive and fully appropriate to the instructional goals of a lesson. Students take the initiative to influence instructional groups to advance their understanding.

Instructional materials and resources are unsuitable to the instructional goals or do not

Instructional materials and resources are partially suitable to the instructional

Instructional materials and resources are suitable to the instructional goals and engage

Instructional materials and resources are suitable to the instructional goals and engage the

Grouping of students

Instructional materials and resources

Structure and pacing

engage the students mentally.

goals, or students’ level of mental engagement is moderate.

the students mentally.

students mentally. Students initiate the choice, adaptation, or creation of materials to enhance their own purposes.

The lesson has no clearly defined structure, or the pacing of the lesson is too slow or rushed.

The lesson has a recognizable structure, although it is not uniformly maintained throughout the lesson. Pacing of the lesson is inconsistent.

The lesson has a clearly defined structure around which the activities are organized. Pacing of the lesson is consistent.

The lesson’s structure is highly coherent, allowing for reflection and closure as appropriate. Pacing of the lesson is appropriate for all students.

Providing Feedback to Students

Quality

Feedback is either not provided or is of uniformly poor quality and is not timely.

Feedback is inconsistent in quality. Some elements of high quality are present; others are not. Timeliness is inconsistent.

Feedback is consistently high quality (accurate, substantive, constructive and specific) and is provided in a timely manner.

Feedback is consistently high quality (accurate, substantive, constructive and specific). Provision is made for students to use feedback in their learning, and students do so promptly.

Demonstrating Responsiveness

Response to students

Persistence

Teacher ignores or brushes aside students’ questions or interests.

Teacher attempts to accommodate students’ questions or interests. The effects on the lessons are uneven.

Teacher successfully accommodates students’ questions or interests.

Teacher seizes a major opportunity to enhance learning, building on a spontaneous event.

When a student has difficulty

Teacher accepts responsibility for

Teacher persists in seeking

learning, the teacher either gives up or blames the student or the environment for the student’s lack of success.

the success of all students but has only a limited repertoire of instructional strategies to use.

approaches for students who have difficulty learning, possessing a moderate repertoire of strategies.

effective approaches for students who need help, using an extensive repertoire of strategies and soliciting additional resources from the school. Teacher is able to maintain high standards for student learning and interactions and at the same time genuinely appreciates the challenge of meeting students wherever they currently are emotionally or academically.

Flexibility and Adaptability

DOMAIN 4: PROFESSIONAL RESPONSIBILITIES LEVEL OF PERFORMANCE Element

1– BEGINNING

2– DEVELOPING

3– APPLYING

4– INNOVATING

Reflecting on Teaching

Accuracy

Teacher does not know if lesson are effective or achieved their goals, or profoundly misjudges the

Teacher has a generally accurate impression of lessons’ effectiveness and the extent to which

Teacher makes an accurate assessment of lessons’ effectiveness and the extent to which they achieve goals; can cite general

Teacher makes a thoughtful and accurate assessment of lessons’ effectiveness and the extent to which they achieve goals,

Use in future teaching

success of lessons.

instructional goals were met.

references to support the judgment.

citing many specific examples from the lessons and weighing the relative strength of each.

Teacher has no suggestions for how a lesson may be improved another time.

Teacher makes general suggestions about how a lesson may be improved.

Teacher makes a few specific suggestions of what might be tried at another time.

Drawing on an extensive repertoire of skills, the teacher offers specific alternative actions, complete with probable successes of different approaches.

Maintaining Accurate Records Teacher’s system for maintaining information on student completion of Student completion of assignments is in disarray. assignments

Student progress in learning

Teacher has no system for maintaining information on student progress in learning, or the system is in disarray.

Teacher’s system for maintaining information on student completion of assignments is rudimentary and only partially effective.

Teacher’s system for maintaining information on student completion of assignments is fully effective.

Teacher’s system for maintaining information on student completion of assignments is fully effective. Students participate in the maintenance of records.

Teacher’s system for maintaining information on student progress in learning is rudimentary and partially effective.

Teacher’s system for maintaining information on student progress in learning is effective.

Teacher’s system for maintaining information on student progress in learning is fully effective. Students contribute information and interpretation of the records.

Communicating with Parents

Instructional program

Individual students

Teacher provides little information about the instructional program to parents.

Teacher occasionally participates in the schoolâ&#x20AC;&#x2122;s means of parent communication but offers little additional information.

Teacher provides frequent information to parents, as appropriate, about the instructional program.

Teacher provides frequent information to parents, as appropriate, about the instructional program. Students participate in preparing materials for their families.

Teacher provides minimal information to parents and does not respond or responds insensitively to parents concerns about students.

Teacher adheres to the schoolâ&#x20AC;&#x2122;s required procedures for communicating to parents. Responses to parent concerns are minimal.

Teacher communicates with parents about student progress on a regular basis, and is available as needed to respond to parent concerns

Teacher provides information to parents frequently on both positive and negative aspects of student progress. Response to parent concerns is handled with great sensitivity.

Contributing to the School

Relationships with colleagues

Service to the school

Teacherâ&#x20AC;&#x2122;s relationships with colleagues are negative or self-serving.

Teacher maintains cordial relationships with colleagues to fulfill the duties that the school requires.

Support and cooperation characterize relationships with colleagues.

Support and cooperation characterize relationships with colleagues. Teacher takes initiative in assuming leadership among the faculty.

Teacher avoids becoming involved in school events.

Teacher participates in school events when specifically asked.

Teacher volunteers to participate in school events, making a substantial contribution.

Teacher volunteers to participate in school events, making a substantial contribution, and assumes a leadership role in at least some

aspect of school life. Growing and Developing Professionally Teacher engages in no Enhancement professional development of content activities to knowledge enhance and knowledge or pedagogical skill. skill

Service to the profession

Teacher makes no effort to share knowledge with others or to assume professional responsibilities.

Teacher participates in professional activities to a limited extent when they are convenient.

Teacher seeks out opportunities for professional development to enhance content knowledge and pedagogical skill.

Teacher seeks out opportunities for professional development and makes a systematic attempt to conduct action research within the classroom.

Teacher finds limited ways to contribute to the profession.

Teacher participates actively in assisting and supporting other educators.

Teacher initiates important activities to contribute to the profession, such as mentoring new teachers, writing articles for publication, and making presentations.

Showing Professionalism

Service to students

Advocacy

Teacher is not alert to studentsâ&#x20AC;&#x2122; academic, social or emotional needs.

Teacherâ&#x20AC;&#x2122;s attempts to serve students are inconsistent.

Teacher is moderately active in serving students.

Teacher is highly proactive in serving students, seeking out resources when necessary.

Teacher practices result in some students being ill-served.

Teacher does not knowingly contribute to some students being ill-served.

Teacher works to ensure that all students receive a fair opportunity to succeed.

Teacher makes a particular effort to ensure that all students, particularly those traditionally underserved, succeed in the school.

Teacher makes decisions based on self-serving interests. Decision making

Teacher’s decisions are based on limited, though genuinely, professional considerations.

Teacher maintains an open mind and participates in team or departmental decision-making.

Teacher takes a leadership role in team or departmental decision-making and helps ensure that such decisions are based on the highest professional standards.

DOMAIN 5: MISSION AND PHILOSOPHY LEVEL OF PERFORMANCE Element

1– BEGINNING

2– DEVELOPING

3– APPLYING

4– INNOVATING

Advocacy, Role Modeling and Tolerance

Advocates for the mission of the school

Carries out the mission of the school in a personal manner

Supports the school-

Is unaware of or apathetic about the mission of the school; represents a contradictory message.

Is inconsistent in advocating for the mission of the school.

Almost always advocates the mission of the school

Fully advocates the mission of the school supporting the main areas of equipping minds and building character

Does not model the mission of the school; models inappropriate behaviors that contradict the school’s mission.

Is inconsistent in modeling the mission of the school

Usually embodies the mission of the school by making student needs a priority, respecting diverse values, striving for excellence, modeling integrity and honoring faith

The mission is clearly evident in all of the teacher’s decisions and choices.

Overtly criticizes school-adopted

Often criticizes school-adopted

Almost always supports school-

Fully supports all school-adopted

programs; fails to implement school-adopted programs; actively and aggressively incites others to go against school-wide programs;

programs; lacks consistency in the implementation of schooladopted programs; often Incites others to go against school-wide programs;

adopted programs by implementing them to their fullest, supporting them publicly, and striving to ensure their success.

programs by implementing them to their fullest, supporting them publicly, and striving to ensure their success.

Fails to differentiate in the areas of planning, Differentiates instruction, instruction to assessment, and feedback; overtly meet the refuses to needs of the differentiate; diverse expects all population students to respond to just one strategy or style.

Rarely differentiates in the areas of planning, instruction, assessment, and feedback; often refuses to differentiate; often expects all students to respond to just one strategy or style.

Almost always uses appropriate strategies of differentiation with the areas of planning, instruction, assessment, and feedback in order to meet the needs of all of their students.

Uses appropriate strategies of differentiation with the areas of planning, instruction, assessment, and feedback in order to meet the needs of all of their students at all times.

Lacks tolerance of student differences; will Demonstrates only accept students with tolerance in certain learning order to styles and/or allow all potentials; children to openly prefers meet their full potential students with certain cultural backgrounds.

Often lacks tolerance of student differences; is unwilling to accept students with certain learning styles and/or potentials; often prefers students with certain cultural backgrounds.

Is tolerant of student differences in terms of learning and/or culture and provides multiple opportunities for all students to reach their fullest potential as learners.

Embraces student differences in terms of learning and/or culture and provides multiple opportunities for all students to reach their fullest potential as learners.

adopted programs and activities

Purpose and Relationships Dedicated to student growth

Fails to see Rarely places Almost always student growth as student growth as places student an important an important growth as the top priority in the 24

Always places student growth as the top priority in the teaching and

Develops positive relationships with students

Develops positive relationships with colleagues

priority in their teaching.

teaching and learning cycle.

learning cycle; Is committed and invested in student growth.

Is not concerned with developing positive relationships with students; is unable to listen to students; fails to address student feelings; is not interested in getting to know their students; fails to incorporate student interests into lessons; and fails to involve students in their learning.

Rarely listens to students and uses both one-to-one and two way communication; rarely addresses students feelings in verbal and/or non-verbal manners; is rarely friendly and warm with students; rarely gets to know their studentsâ&#x20AC;&#x2122; academic and personal needs; rarely incorporates student interest into lessons; rarely involves students in their learning.

Almost always listens to students and uses both one-to-one and two way communication; almost always addresses students feelings in verbal and/or non-verbal manners; is almost always friendly and warm with students; almost always gets to know their studentsâ&#x20AC;&#x2122; academic and personal needs; almost always incorporates student interest into lessons; almost always involves students in their learning.

Listens to students and uses both one-to-one and two way communication; addresses students feelings in verbal and/or non-verbal manners; is friendly and warm with students; gets to know their studentsâ&#x20AC;&#x2122; academic and personal needs; incorporates student interest into lessons; involves students in their learning.

Ignores colleagues; is not interested in developing positive relationships with colleagues; fails to listen to colleagues; is not interested in working as a team member.

Is rarely positive, supportive and compassionate of their colleagues and seeks out personal ways to develop relationships with them; rarely listens to their colleagues when they have problems; is

Is almost always positive, supportive and compassionate of their colleagues and seeks out personal ways to develop relationships with them; almost always listens to their colleagues when

Is positive, supportive and compassionate of their colleagues and seeks out personal ways to develop relationships with them; listens to their colleagues when they have

Develops positive and constructive relationship with principals

Develops positive relationships with parents

rarely a team player.

they have problems; Is almost always a team player.

problems; is a team player.

Ignores constructive criticism; is not interested in developing positive relationships with those in authority; is defensive and unwilling to listen to professional feedback; is not interested in working as a team member with the principal to problem solve

Is rarely positive, supportive and compassionate of the school authorities and/or principals and rarely if ever would initiate professional dialogue; rarely listens actively to implement new ideas; is rarely a team player.

Is almost always positive, supportive and open to the principalâ&#x20AC;&#x2122;s initiatives and evaluations and seeks out ways to develop the professional dialogue with them; almost always listens to their feedback when they have problems; Is almost always a team player in troubleshooting and problem solving classroom challenges.

Is characterized and patterned by positive, and supportive conduct; Is and genuine and sincere in their open support for the principal as an instructional advisor and leader; takes the initiative to improve professionally and always accepts the advice of the principals and is known as a team player.

Is not interested in developing positive relationships with parents; fails to seek parent perspectives;

Rarely listens to parents and strives to understand their perspectives; rarely seeks new insights from parents; rarely seeks out parent perceptions about their classroom.

Almost always listens to parents and strives to understand their perspectives; almost always seeks new insights from parents; almost always seeks out parent perceptions about their classroom.

Listens to parents and strives to understand their perspectives; seeks new insights from parents; overtly seeks out parent perceptions about their classroom.

Appendix I – Event Set Up Request Form

Event Set Up Request Form Please fill out this form and submit it to your principal for approval at least one week before needed. Afterwards, please email this form to the Operations Manager to see if there is availability of the theatre or other space needed.

Title of the Event Date of the Event Location Time Name of Participants (or Group) Number of those attending Student Technical Support Requested? Adult Technical Assistance Requested? Equipment needed (circle items needed): Projector Internet

Laptop

Microphone

Sound

Lights

Tables or Chairs (kind/quantity)

Name of Adult in charge

_____Phone #_____________________

Special Instructions/Drawing of arrangement here or attached: Principal’s Signature/Date: Operations Manager’s Signature/Date: STEPS TO FOLLOW Notify the Principal of your proposed plans Fill out this form and email to Operations and the Head of School Operations will confirm date and equipment available 27

Appendix J â&#x20AC;&#x201C; Field Trip Planning Sheet

Field Trip Planning Sheet (PLEASE MAKE A COPY OF THIS TEMPLATE BEFORE COMPLETING.) When planning for a field trip, please fill out this form and submit it for approval by your principal 10 school days prior to the field trip. Upon approval, proceed with the necessary action as stated at the bottom of the form. Field trips are to be announced in the staff bulletin so all staff affected by the classâ&#x20AC;&#x2122;s absence will be

informed.

Class Attending: What do you plan to visit? Where is it located? Prishtina When do you plan to make the visit? Departure from Campus:

Anticipated Arrival back on Campus:

What and whose transportation will be used? Please fill out the transportation request form (see appendix).

Do you need lunch? Please fill out the food request form (see appendix). How many of additional supervisors attending: Between what hours do you plan to be away from school? Why are you planning the visit? (Purpose should be related to curriculum and learning) STEPS TO FOLLOW Notify the Principal proposed plans (at least 2 weeks prior to trip) Notify teachers of time and number of students to be excused Arrange proper coverage of your classes Send parentsâ&#x20AC;&#x2122; permission form home at least one week in advance Arrange Transportation (through the ticketing system and division coordinator) Provide Student Services with a copy of this form Take the first aid box with you Take along cell phones with you

Transportation Request Please complete this form and submit to the transportation department at least 1 week prior to the date needed. Name of person making this request: Brittany Bartak Date(s) of tripPurpose of the trip: Athletic event

Excursion

Academic Field Trip

Number of students: Number of adults: Time of departure from ASK: Destination: Time of departure from destination: Cost per student: Will door to door transportation be needed after the event? If yes, please complete the following: Name of student age address parent phone#If more space is needed please use the back of this paper to record the information. Additional Comments or directions: Approved____________Signature of Head of School_______________________________Date_______

Kitchen Request

Please complete this form and submit to the kitchen manager at least 1 week prior to the date needed.

Name of person making this request: Date(s) of event: Title or purpose of the event: Number of guests: Type of food needed: (circle) finger food

cafe/cocktail

dessert

sack lunch

Desired set up and display. Please describe or draw: Location: Additional Comments or directions:

Approved____________Signature of Head of School_______________________________Date_______

dinner or lunch

Appendix K â&#x20AC;&#x201C; Leave of Absence Form

LEAVE OF ABSENCE FORM

Date: ___________ Name and Surname: _____________________________________________________ Position: _________________________________ Dates Requested for Leave:__________________ Reason for Request: ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ____________________________________

Number of personal days used this year: ________________ Number of sick days used this year: ____________________ Number of professional days used this year:_____________ Employee Signature: ___________________________

Direct Supervisor________________________ Date___________

Approval:

YES _______

_______

Head of School________________________ Date___________

Approval:

YES _______

_______

Appendix L â&#x20AC;&#x201C; Parent Permission Form for Field Trips

American School of Kosova Field Trip Permission Form

Your child will be attending a field trip to:

Date:

Time:

Location:

Cost:

Transportation:

Notes:

Please return this permission form by:

In the I give permission for my child to attend

homeroom

the field trip described above to:

of:

On:

In case of an emergency, I give permission for my child to receive medical treatment. In case of such an emergency, please contact:

Name:

Phone:

Parent/Guardian Signature:

Date:

American School of Kosova Formularë për lejen e udhëtimit përbrenda terenit

Fëmija juaj do të marrë pjesë në një udhëtim në teren në:

Data:

Vendi:

Koha:

Prishtine

Çmimi:

Transporti:

Shënime:

Ju lutem të ktheni këtë formularë për leje deri me datën:

në klasën kujdestare Unë lejoj fëmijën tim që të të: marrë pjesë në udhëtimin e përshkruar më lartë:

Me datën:

Numri i Emri:

telefonit:

Nënshkrimi i prindit/ kujdestarit:

Data:

Appendix M â&#x20AC;&#x201C; Post â&#x20AC;&#x201C; Observation Reflection Sheet Post Observation Reflection Sheet Teacher: ______________ Grade: ________________ Subject: ________________ Date: ______________ 1. As you reflect on the lesson, to what extent were the students productively engaged?

2.Did the students learn what you intended for them to learn? Were the learning goals met? How do you know? Or, how or when will you know?

3.Did you alter the goals of the instructional plan as you taught the lesson? If yes, how and why?

4.If you had the opportunity to teach this lesson again to the same group of students, what would you do differently? Why?

Appendix N â&#x20AC;&#x201C; Pre Observation Data Sheet Pre Observation Data Sheet TEACHER: ____________________________ SUBJECT: _____________________________ ROOM NUMBER: ______________________ NUMBER OF STUDENTS: _______________ Teachers are to complete this form and submit it to the Principal at least 24 hours in advance of the classroom observation visit. A separate lesson plan for the lesson you will be teaching should accompany this form. 1.Briefly describe the students in this class, including those with special needs.

2.What are the targeted learning goals for the lesson? What should the students know and be able to do at the completion of the lesson?

3.Why are these learning goals suitable for this group of students?

4.How do you plan to actively engage the students in the learning? What will you do? What will the students do?

5.What difficulties might the students experience with this lesson? How do you plan to address these difficulties?

6.What instructional materials or other resources, if any, will you use to support student learning?

7.How do you plan to assess student achievement of the learning goals? What procedures will you use? (Please attach any tests or performance tasks with accompanying scoring guide or rubric).

8.How do you plan to use the results of the assessment?

9.Is there anything I can do during this observation to make you feel as comfortable as possible?

Appendix O - Special Event Approval & Task Planning Form Special Event Approval & Task Planning Form To assure timely planning and communication to all involved, please, make a copy of p1 of this form and submit it to your principal at least three weeks prior to the event. You may wish to do so digitally. You may also find it helpful to follow the suggested planning steps following this first page, p2-3. By doing so digitally, you can share all the relevant details of the event/trip with other members of staff who may need/would like to know of the plans, p4. Event title Goal of the event Date(s) proposed Start and end time proposed Specific Location and Campus Technology Needs Admission (Free or paying) Student age group involved Which part(s) of the community will be invited to attend? Will individuals outside the ASK community be welcome? Volunteers required Sponsors needed ASK staff responsible for the event and planning

Principal Approving the event (name, date and signature):

General Event/Field Trip “To Do’s” (mostly applicable to Field Trips): Three Weeks Prior to the Event/Field Trip: Fill out the “Special Event Approval & Task Planning” form Send the form to your principal for approval Schedule meeting time with colleagues to further plan details of the event/trip, including curricular connections Enlist staff, parent or student volunteers and set their roles and schedules for the event Ten Days Prior to the Event/Field Trip: Create a budget for the trip (the cost is assumed by parents, donated by PTA, fundraised by students?) Reserve the space needed (on or off campus) Reserve technical or maintenance support and equipment Send permission slip home to parents Alert the faculty to the date and time of the trip. Be sure to include the names of the students involved. Alert the cafeteria management of the number of students expected to be absent At the Principal’s discretion, schedule a nurse to be present/accompany students with a first aid kit Share the information by emails, newsletter, website, radio, poster, to other teachers, administrators, students, parents, stakeholders or local authorities, etc. as appropriate Organize transportation (van, walk, private car, school bus, etc.) Coordinate coverage with the office assistant Three Days Prior to the Event/Field Trip: Give a copy of your itinerary to administration Confirm transportation plans Turn in lesson plans if coverage is needed Send reminder home to families File any letters from parents denying permissions for a field trip with the office assistant. Include information regarding alternative assignments.

On the Day of the Event/Field Trip: Let principal know if there are any changes to the list of students attending the trip. At least one faculty member needs to bring a mobile phone. Telephone the principal on arrival at destination and when departing to return to ASK. Telephone if for any reason you will be arriving later than anticipated. Students who do not turn in the required permission slip on time will not be allowed to participate in the Event/Field Trip. It must be confirmed in writing for the parents and principal whether the child will stay at home or come to school and work under the supervision of another teacher. Please, consider taking and sharing notes in your planning sessions, especially for larger school events. Here is template you may find helpful Minutes to Planning Session(s) Date: Attendees: Agenda & Minutes: ● ● ● ● ●

Follow up from last meeting/decision Discussion Decisions Tasks assigned (what and to whom) and timeline to completion Next meeting date, time, location, agenda (if applicable)

Appendix P – Summative Performance Evaluation

SUMMATIVE PERFORMANCE EVALUATION CLASSROOM TEACHER

1 – BEGINNING

Name: Position:

2 – DEVELOPING

Date:

3 – APPLYING

4 – INNOVATING

DOMAIN 1: PLANNING AND PREPARATION Demonstrating Knowledge of Content and Pedagogy Knowledge of content Knowledge of prerequisite relationships Demonstrating Knowledge of Students Knowledge of characteristics of age group Knowledge of students’ skills and knowledge Knowledge of students’ interests and cultural heritage Selecting Instructional Goals Value Clarity Designing Coherent Instruction Learning activities Instructional materials and resources Lesson and unit structure Assessing Student Learning Criteria and standards

DOMAIN 2: CLASSROOM ENVIRONMENT Creating a Culture of Respect and Rapport

Teacher interaction with students Establishing a Culture for Learning Importance of the content Expectations for learning and achievement Managing Classroom Procedures Management of instructional groups Management of transitions Performance of non-instructional duties Managing Student Behavior Expectations Monitoring of student behavior Response to student misbehavior

Organizing Physical Space Safety and arrangement of furniture Accessibility to learning and use of physical resources DOMAIN 3: INSTRUCTION Communicating Clearly and Accurately Directions and procedures Using Questioning and Discussion Techniques Quality of questions Discussion techniques Student participation Engaging Students in Learning

Activities and assignments Grouping of students Instructional materials and resources Structure and pacing Providing Feedback to Students Quality Demonstrating Responsiveness Response to students Persistence

DOMAIN 4: PROFESSIONAL RESPONSIBILITIES Reflecting on teaching Accuracy Use in future teaching Maintaining Accurate Records Student completion of assignments Student progress in learning Communicating with Parents Instructional program Individual students Contributing to the School Relationships with colleagues Service Growing and Developing Professionally Enhancement of content knowledge and pedagogical skill Service to the profession

Showing Professionalism Service to students Advocacy Decision making

DOMAIN 5: MISSION AND PHILOSOPHY Advocacy, Role Modeling and Tolerance

Advocates for the mission of the school Carries out the mission of the school in a personal manner Supports the school-adopted programs and activities Differentiates instruction to meet the needs of the diverse population Demonstrates tolerance in order to allow all children to meet their full potential Purpose and Relationships Dedicated to student growth Develops positive relationships with students Develops positive relationships with colleagues Develops positive and constructive relationships with principals Develops positive relationships with parents

PROFESSIONAL GROWTH PLAN Goal #1 ________________________ met

Not attempted

Partially met

Fully

Goal #2 ________________________ met

Not attempted

Partially met

Fully

Comments: ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ____________________________________________________________________________ I have discussed this evaluation with my supervisor. ______________________________________________ Teacher Signature

Date

______________________________________________ Supervisor Signature

Date

______________________________________________ CONTINUATION OF EMPLOYMENT Do you recommend this employee for continuing next year at ASK? If so, in what position:

If not, please explain why:

Direct Supervisor Signature/Date:

Appendix Q â&#x20AC;&#x201C; Transportation Request

Transportation Request Please complete this form and submit to the transportation department at least 1 week prior to the date needed. Name of person making this request:_________________________________________ Date(s) of trip_________________________ Purpose of the trip: Athletic event

Excursion

Academic Field Trip

Number of students:________ Number of adults:_________ Time of departure from ASK:__________ Destination:______________________________________________________________ Time of departure from destination:_______________ Will door to door transportation be needed after the event?

YES

If yes, please complete the following: Name of student ______________________

Age _______

Address ______________________

Parent phone# __________________

If more space is needed please use the back of this paper to record the information. Additional Comments or directions: Approved____________ Signature of Head of School_______________________________ Date__________________ 47

Appendix R â&#x20AC;&#x201C; Incident Report Sheet

American School of Kosova- Incident Report Date of incident:

Time of incident:

Location of incident:

Type of incident (please circle below): Personnel conflict:

Harassment:

Personal injury :

Other:

Reported by: Position:

Email: Involved personas:

Name and Surname:

Position

Name and Surname:

Position: Witness(s) â&#x20AC;&#x201C; if any

Name and Surname:

Position:

Name and Surname:

Position: Describe the incident:

Describe any property damage: What damage was caused and how?

What do you think caused or contributed to the incident?

Prevention action

Signature of parties involved:

Date completed:

Signature of parties involved:

Date completed: Human Resources Department decision

Signature:

Date/Stamp:

Appendix S - Emergency Maps