STAFF HANDBOOK
2017/2018 www.askosova.org
TABLE OF CONTENTS Calendar 2017-2018 ASK Social Events Menu 2017 ……………………………………………………………………………………………………………………………………… 2 Staff List ………………………………………………………………………………………………………………………………………………………………... 3 - 9 ASK Values ………………………………………………………………………………………………………...………………………………………………………. 10 Organizational Structure and Description of Roles and Responsibilities …………………………………………………………………... 11 Organization Structure ……………………………………………………………………………………………………………………………………………... 12 Roles and Job Description Chart ………………………………………………………………………………………………………………………….. 13 - 24 School Success Planning ……………………………………………………………………………………………………………………………………... 25-27 Curriculum Goals 2017………………………………………………………………………………………………………………………………………………. 28 AdvancED Improvement Priorities ……………………………………………………………………………………………………………………... 29 - 30 ASK Teacher Job Description …………………………………………………………………………………………………………………………….... 31– 37 Upper School Daily Schedule……………………………………………………………………………………………………………………………… The ASK Approach to Student Discipline ……………………………………………………………………………………………………………..38 - 41 ASK Community Conduct and Discipline Overview ……………… ……………………………………………………………………………….42 - 45 ASK Assessment Policy …………………………………………………………………………………………………………………………………………46 - 48 Teacher Evaluation Cycle …………………………………………………………………………………………………………………………………………… 49 Criteria for SMART Goals …………………………………………………………………………………………………………………………………………… 50 Professional Growth Plan 2017 -18 …………………………………………………………………………………………………………………….. 51 - 52 Summative Performance Evaluation - Classroom Teacher (Rubric) ……………………………………………………………………... 53 - 61 Summative Performance Evaluation (Form) ………………………………………………………………………………………………………… 62 - 66 ASK Teacher Awards ………………………………………………………………………………………………………………………………………………….. 67 Emergency Drills ……………………………………………………….……………………………………………………………………………………….....68 - 69 Event Planning Sheet ………………………………………………………………………………………………………………………………………………... 70 Field Trip Planning Sheet …………………………………………………………………………………………………………………………………………... 71 Leave Request Form …………………………………………………………………………………………………………………………………………………... 72 Items in the Digital Appendix ………………………………………………………………………………………………………………………………….... 73
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ASK SOCIAL EVENTS MENU 2017 END OF AUGUST
Dinner in Prizren August 23rd (School) END OF SEPTEMBER
Bowling with Style at Albi Mall September 22 END OF OCTOBER
Adult Costume Party at DUPLEX October 27 END OF NOVEMBER
Thanksgiving Potluck Dinner November 23 END OF DECEMBER
“Let’s Sing and Dance” December 20 END OF JANUARY
Movie Night January 25 END OF FEBRUARY
Skiing in Brezovica February 24 END OF MARCH
Party in Skopje St. Patrick’s Day at the Irish Pub March 17 END OF APRIL
Lake Orhid or Strugga
3
Name
Surname
Working Unit
Phone
Phone
E-mail Address
Ardian
Hoxha
Superintendent
Shannon
Ramaka
Head of School/High School Principal
049/935 - 049/935 114 114
shannonr@askosova.org
Aimee
Meditz
Elementary Prek-8 Principal
049/935 - 049/935 126 126
aimeem@askosova.org
Ilirjana
Morina
Upper School Assistant Principal
045/522 703
ilirjanam@askosova.org
044/403 - 044/403 504 504
ereblirk@askosova.org
107
ah@askosova.org
Ext. 102
ErĂŤblir
Kadriu
Guidance Counselor
Ulpiana
Borova
HR Manager
049/935- 049/935135 135
ulpianab@askosova.org
227
Shpresa
Mushica Hana
Upper School Coordinator
044/333 - 044/333 140 140
shpresah@askosova.org
113
Jeta
Jusufi Xhelili
ES coordinator
049/871 - 044/418 931 284
jetaj@askosova.org
Shpresa
Bajcinovci
Finance Manager
049/935 - 049/935 122 122
shpresab@askosova.org
105
Fjolla
Ruhani
049/935 - 049/935 120 120
fjollar@askosova.org
128
Argjira
Spanca
Creative Marketing Officer
044/732 233
argjiras@askosova.org
128
Amelita
Bunjaku
Creative Marketing Officer
044/425 123
amelitab@askosova.org
128
Blendrit
Ruhani
Operation Manager
049/935 - 049/935 123 123
blendritr@askosova.org
111
Fidan
Kelmendi
Deputy of Operations
049/935 - 049/935 112 112
fidank@askosova.org
232
Lum
Gashi
Operation Manager
049/682 682
lumg@askosova.org
Jetmir
Haziri
Dean of Students
Toska
Begolli
Community Liaison Officer
044/972 - 044/972 436 436
jetmirh@askosova.org
049/834 133
toskab@askosova.org
Upper School Councilor
4
106
Upper School Learning Specialist
anjeliner@askosova.org
Anjeline
Ramirez
Belkisa
MuratiSelaci
Nurse/ES Learning Specialist
044/699 060
Rexha
Upper School Librarian/ASK Store Manager
044/915 - 044/915 542 542
vesar@askosova.org
044/887 525
Arlindas@askosova.org
Vesa
belkisam@askosova.org
Arlinda
Spahiu
ES Librarian
Qefsere
Sokoli
Administrative Assistant/Receptionist
044/425 - 044/425 849 849
qefseres@askosova.org
101
Nursery 2,3 teacher
045/445 - 045/445 599 599
linditab@askosova.org
Nursery 2\3
TA - Nursery 2,3
045/638 - 045/638 305 305
valmiraq@askosova.org
Nursery 2\3
K4 teacher
044/737 - 044/737 486 486
ganimeted@askosova.org
K4
TA - K4
044/557 - 044/557 454 454
jehonash@askosova.org
K4
figjiries@askosova.org
K5
Lindita Valmira
Broja Qoku
Ganimete Dedushi Jehona
Shala
Figjirie
Sela
K5 teacher
049/600 - 049/600 554 554
Nora
Krasniqi
TA - K5
044/285 - 044/285 373 373
norak@askosova.org
K5
Ardiana
Morina
K5 teacher
044/576 - 044/576 424 424
ardianam@askosova.org
K5
Lirije
Bulliqi
TA - K5
044/479 - 044/479 215 215
lirijeb@askosova.org
Donika
Shabani
1st grade teacher
044/698 - 044/698 367 367
donikash@askosova.org
G1
Shayla
Cooper
1st grade teacher
043/430 675
shaylac@askosova.org
G1
Rachel
Scheevel
2nd grade teacher
rachels@askosova.org
G2
Brittany
Bartak
2nd grade teacher
brittanyb@askosova.org
G2
Albana
Syla
3rd grade teacher
albanas@askosova.org
G3
044/595 - 044/595 054 054
5
K5
Shellnutt
4th grade teacher
044/595 054
Ujkane
Hana
4th grade teacher/Academic Leadership
049/722 - 049/722 ujkaneh@askosova.org 796 796
Kyle
Cooper
5th grade teacher
Mimoza
Ymeri
TA - 5th grade
LiridonĂŤ
Syla
Zana
Corrie
corries@askosova.org
kylec@askosova.org
G4 G4 G5
045/328 - 045/328 191 191
Mimozay@askosova.org
K -2nd grade Albanian Language
044/563 852
liridonas@askosova.org
Shllaku
ES Art
045/594 791
zanash@askosova.org
G1 -G5
Teuta
Xharra
ES Art
044/645 - 044/645 913 913
teutaxh@askosova.org
G1 -G5
Valon
Gashi
ES P.E.
044/377 - 044/377 647 647
valong@askosova.org
G1 -G5
3rd-5th grade Albanian Language
049/584 - 049/584 mariklenan@askosova.org 177 177
ES ESL
044/857 - 044/857 003 003
albinar@askosova.org
G1 -G5
MS Albanian Language
044/177 - 044/177 530 530
kadrijeb@askosova.org
MS
044/124 456
dinh@askosova.org
MS
049/149 - 049/149 481 481
sarab@askosova.org
MS
Mariklena Niço Albina
Kadrije Din Sara
Ramadani
Berisha Havolli Baxley
MS English MS Social Studies
G5
Harry/Skip Lee
MS Science
049/935 - 049/935 126 126
skipl@askosova.org
MS
Merita
Ajdini
MS Math Teacher/Academic Leadership
044/612 - 044/612 602 602
meritaa@askosova.org
MS
Berna
Sponca
MS Drama
049/104 595
bernas@askosova.org
MS
Anton
Gashi
MS PE
044/401 - 044/401 609 609
antong@askosova.org
MS
6
Ardita
Osmanaj
Upper School ESL
049/633 - 044/758 064 668
Andrew
Bivins
AP English, High School English
043 947 521
Ardita
Berisha
HS Science/Health
049 596 880
Nora
Nimani Musa
Mirjeta Ionela
arditao@askosova.org
MS
049/698 644
andrewb@askosova.org
HS
049/596 880
arditab@askosova.org
HS
HS English
044/127 - 044/127 516 516
noram@askosova.org
HS
Kadriu Zymeri
AP Chemistry/HS Science
044/117 - 044/117 257 257
mirjetaz@askosova.org
HS
Hysenaj
HS Geography/Global Perspectives
045/275 - 045/275 221 221
ionelah@askosova.org
HS
HS World History
044/140 683
gezims@askosova.org
HS
HS Physics
045/522 - 045/522 703 703
ilirjanam@askosova.org
HS
HS German
049/503 - 049/503 889 889
zanaq@askosova.org
HS
HS U.S History
044/158 - 044/358 542 127
krenars@askosova.org
HS
adrianad@askosova.org
HS
HS Albanian History
044/127 - 044/127 621 621
valas@askosova.org
HS
HS Albanian Language
044/403 - 044/403 404 404
yllzap@askosova.orf
HS
Zymberi
Grades 9 and 10 Math
045/880 - 045/880 409 409
bleronaz@askosova.org
HS
Tahiri
Bussiness Accounting/Entrepreneurship
049/826 - 049/826 633 633
ilirianat@askosova.org
HS
Grades 11 and 12 Math
049/390 - 049/390 040 040
blertas@askosova.org
HS
Gezim
Selaci
Ilirjana
Imami Morina
Zana Krenar Adriana Vala Yllza Blerona Iliriana Blerta
Qena Shala Dika Sylejmani Pista
Selimaj
049/127 341
Upper School ASL
7
Emma Bjonda Erza
Sanders Aliu Mekuli
Xhevahire Qamili Zgjim
Terziqi
043/978 529
HS Graphic Arts IT
045/328 - 045/328 191 191 044/413 555
Photography/Yearbook
erzam@askosova.org
HS
HS Film,Drama
044/111 048
HS PE/Health
Enver
Osmani
Handyman
044/152 - 044/152 111 111
Besim
Ahmeti
Garden
049/935 - 049/935 113 113
Lulzim
Azemi
Van Driver
049/935 - 049/935 109 109
Remzi
GĂŤrvalla
Van Driver
049/413 - 049/413 902 902
Tefik
Leskovci
Van Driver
049/935 - 049/935 107 107
Sead
Mehmeti
Van Driver
049/935 - 049/935 115 115
Ibrahim
Bullaku
Van Driver
044/312 939
Bus Driver
049/935 - 049/935 118 118
Bus Driver
049/935 - 049/935 108 108 049/935 - 049/935 117 117
Qoku
HS
049 594 836.
Ajdini
Naser
bjondaa@askosova.org
Upper School French
Ahmet
Zeqiri
HS
044/316 - 049/810 xhevahireq@askosova.org 021 140
044/612 - 044/612 601 601
Ali
emmas@askosova.org
Ekrem
Lutfiu
Cafeteria Staff
Ali
Vrajolli
Cafeteria Staff
049/935 - 049/935 116 116
8
HS
zgjimt@askosova.org
HS
ahmeta@askosova.org
HS
Vedat
Bylykbashi Cafeteria Staff
045/503 - 045/503 793 793
Nazmije
Haxha
Cleaner
044/121 - 044/121 378 378
Safete
Hasani
Cleaner
044/275 - 044/275 859 859
Lulzim
Çelaj
Security Guard
049/935 - 049/935 119 119
Sejdi
Sylejmani
Security Guard
045/380 - 045/380 236 236
Ragip
Gashi
Security Guard
044/751 - 044/751 108 108
Arben
Beqiri
Cafeteria Staff
044/557 - 044/557 597 597
Cook
049-935- 049/935 121 121
Cook
044/207 - 044/207 774 774
Bahtie Razije
Kasumi Aliu
Avni Ibadete Maliqe Bukurije Xhylie Ruzhdi
049/888 933
Cook/Cleaning Osmani Gashi Bellopoja Mustafa
Cleaner
044/663 - 044/663 127 127
Cleaner
044/353 - 044/353 476 476
Cleaner
044/469 - 044/469 154 154
Cleaner
049/176 - 049/176 415 415 049/176 416
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This Staff Handbook is intended to be a guide for teachers in understanding the routines, policies, and directives of the American School of Kosova. The clarity of the content herein is important in providing a consistent approach to problem solving; decision making, and helping students meet our expectations as learners. As a learning community we value: Teamwork and Collaboration Respectful Communication Integrity and Honesty Dedication and Commitment Professionalism and Initiative Full participation and Involvement
ASK VALUES: Beliefs about Teaching and Learning Strives to “Do the Right Thing” (Integrity) Looks at Problems from Different Angles (Innova�ve) Challenges students to develop essen�al skills (Quality Educa�on) Seeks “win-win” solu�ons (Empowerment) Provides for students overall well-being (Safe, Caring and Nurturing Environment) Develops collabora�ve skills to op�mize learning and achievement (Teamwork) Recognizes the importance of respectful communication (Communica�on) Integrates qualitative feedback about the learning process and growth (Feedback) Promotes student awareness of individual learning styles and needs (Personalized Education) Guides students to take responsibility for their own learning and growth (Student Ownership) Involves parents to enrich the learning experiences (Parental Participation) Encourages a growth mindset (Lifelong Learning) Seeks out Service Learning Opportunities in the community and country to build relationships with others and oneself (Service Learning) Welcomes different cultural perspectives (Diversity)
10
Organiza�onal Structure and Descrip�on of Roles and Responsibili�es The mission of the American School of Kosova is to “Educate the leaders of tomorrow, for a better future’. With this in mind, we have created the infrastructure to enable the possibility for growth within the academic department of our school. Our mission statement is not only valid for our students, but our staff as well. The academic hierarchy of ASK is illustrated and described as a means of building leadership capacity within an organized structure that is collaborative, consultative, and funct ions in a spirit of cooperation and teamwork. Further, it mirrors and reflects the mission, vision, values and beliefs set out for all parties and stakeholders of ASK. Leadership, after all, is democracy in action. It involves the valuing of the multiple voices that make up the culture of school – and in this way will inevitably begin to embrace pupil voices, too. Expressed as such, leadership is a collective endeavor and school change is a shared undertaking. The key element in the development of leadership “is the notion of learning together and the construction to surface and it mediates perceptions, values, beliefs, information and assumptions through continuous conversations.” (2003). The more hierarchical the management structures, the more likely theliberation of leadership capacity is to be stifled. This has huge implications for the organizational arrangements of schools. The more the status and worth systems of schools relate to position in hierarchy, the harder it is for distributed leadership tooperate. Peter Senge (1990) argues that in learning organizations leaders have to leave their status at the door. Even more problematic, though, in hierarchically conceived structures, is for others to leave the leader’s status at the door. That groups of teachers, working together on collaborative enquiry or planning activity, led by someone whose leadership in not entwined with role status, provides an ‘organic’ organizational model for the expression and growth of leadership capacity. It also provides the lateral learning impetus required to break down organizational barriers and to foster cultural norms which support to internal networks. Knowledge - creation and knowledge - sharing are processes at the heart of the leadership of collaborative enquiry. Capacity generation is the outcome from both the process and the products.
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Organiza�on Structure of the American School of Kosova August 2017
ADVISORY BOARD
SUPERINTENDENT (Board of Directors)
HEAD OF SCHOOLS
ES Curriculum Team
HR Manager
Operations Manager
IT Manager
Marketing Manager
Upper School Librarian
PRINCIPAL
ES Coordinator
MS Key Teacher
ES Key Teacher
Upper School Teachers Operations Deputy Manager
Receptionist
Transportation Supervisor
Purchasing Supervisor
Pre-K & ES Teachers
Food Services Supervisor
Facilities & Maintenance Supervisor
Ed Center Supervisor
Warehouse Supervisor
Upper School Assist Principal Sales
Finance Manager & Deloitte
US Coordinator Dean of Students
After School Academy
Cleaning Supervisor
ASK Store
FOUNDER/ SUPERINTENDENT
HEAD OF SCHOOL HS PRINCIPAL
ES PRINCIPAL
GUIDANCE COUNSELOR
UPPER SCHOOL VP
Ardian Hoxha
Shannon Bruce Ramaka
Aimee Meditz
ErĂŤblir Kadriu
Ilirjana Morina
Responsible for development of the new building
Lead Whole School Improvement /Strategic planning
Supervise all Elementary Faculty-Annual Smart Goals, Observations of lessons, End of Year Evaluations
Provide Individual and group student Educational and Career Guidance, Advising and Counseling
Assist in the supervision of Upper School teachers
Responsible for the financial stability of the organization
Maintain regular communication about all policy changes, school improvements, and budget with , Mr.Aridan Hoxha
Assist Elementary teachers in the development and application of a school curriculum
Develop the Upper School Timetable/Schedule with Power School/ PowerScheduler
Assist in the creation of the master schedule
Hires/Fires the Head of School
Responsible for all Staffing/organization
Oversee the development and implementation of the Elementary School Schedule
Collaborate with the Senior Leadership Team and School Improvement Efforts
Assists in the leadership of the Student Services Team
Approves the annual calendar
Oversee whole school Curriculum Development. Set timelines and actionplan to meet benchmarks in curriculum improvement.
Collaborate with the Senior Leadership Team and School Improvement Efforts in all aspects
Approves staffing
Develop and review, all schoolwide Policies and Procedures
Collaborate with the Head of School in the Recruitment of Elementary Teachers
Approves new policies
Collaborates and supports the Head of School to manage and lead all departments
Leads in the development and Develop and maintain evolution of the organizational communication with parents structure and administration via news letters and emails duties, roles, and job descriptions Leads in the planning of the September opening / June closin student orientation
Oversee Ed Center Staff and Daily Operations-Cafeteria, Student Entry, Events, etc.
12
Collaborate with Student Services Responsible for the integration in the intervention and success of technology into the for all students classroom
Compiles Student Recommendation Forms and School Reports
Assist with student discipline in Upper School
Standardized Tests - TOEFL and SAT - Guidance, Preparation and Administration
Assist the with the documentation of curriculum
Provides information and guidance to students about MATURA National Exam
Assist with student assemblies in the Upper School
Acts as the political and sales representative in the greater Kosovo community
Maintain, regularly review, and Develop and Oversee staff and revise all handbooks Staff, school safety and security Operations, Student, etc.
Manages Student Credit Retieval/Course Registration for 12th graders
Maintain accurate and comprehensive records of all parent meetings and student interventions
Intervenes as requested by the Head of School with serious student or parent issues
Oversee Main Campus Daily
Support Parent Involvement and Education- Parent Cafes, Special Meetings
Executive Director of the American Advising CenterEducationUSA
Participate in senior leadership meetings as requested
Leads the Council or Advisors
Oversee the professional growth of faculty
Lead Divisional faculty meetings and foster teacher leadership at grade levels
Organizes the University Fairs/Presentations
Support school improvement and accreditation needs
Assist with the development of Facilitate Admin. meetings, Professional development Staff Meetings, HOD meetings, program and CRC
Oversee student interventions and documentation, keeping contracts, PowerSchool, Google Docs current
Faciliate and Collaborate with the Upper School Student Services Team
Oversee MAP testing protocals in the Elementary
Coach teachers in weekly lesson planning and documentation
Collaborate with the High School Guidance Counselor in the development of all schedules
Maintain and Revise the Elementary Handbook
Assist in the training of PowerSchool for teachers
Oversee all Admimistration and all Departments Operations, Finance, Marketing, etc.
Oversee the allocation of classroom/teacher resources
Assists in Lunch supervision in Upper School
Lead the develoment and implementation of the Annual Budget
Collaborate with the Senior Leadership Team in the develoment and Implementation of the Annual Budget
Assist in the supervision of all After School Events
Oversee all Emergency Procedures
Plan and develop an ESL/ASL programme that fits the needs of students
Responsible for Space allocation for all programs
Oversee Student Enrollment in Elementary
Collaborates with the IT Manager in short term and long term plans
Collaborate with the After School Activies Coordinator in the needs of transportation
Oversees the After School Program and Coordinator
Develop discipline and guidance program to fit the needs of the school
Oversees all educational program development and implementation schoolwideCAS, Advisory Program, Advanced Courses, etc.
Supervise the accurate record keeping of all meetings with parents, accidents, and disciplinary actions
Oversees Student Behavior and Discipline Policies in the Upper School
Enforce Uniform/dress code
Recognition of staff and students
Recognition of staff and students in the Elementary School
Oversees/Leads Professional Development program
Plan and execute school trips with teachers
Provides approval of Collaborates with the excursions, trips, and events in Elementary School Librarian in short term and long term plans the Upper School Leads the annual school Student Orientation Process
Maintains communication with the Upper School Division through regular "Weekly Updates"
Leads the review process of the Mission and Vision
13
Statements as per policy
Collaborates with Student Services in Each Division for the allocation of internal and external Student Scholarships Communicates with all parents via Newsletters, Notifications, and Emergency Messages Collaborates with the Upper School Librarian Maintains communication with the Upper School Division through regular "Weekly Updates"
HUMAN RESOURCES MANAGER
ASA DIRECTOR
COMMUNITY LIASION OďŹƒcer
Ulpiana Borova
Shpresa Peroli
Fjolla Ruhani
MARKETING ASSIST MARKETING ASSIST
Argjira Spanca
Amelita Bunjaku
ADMIN ASSISTANT
Qefesere
Manage and update all school contracts
Develop, implement and Oversees the organization of Assists in the management Seeks out academic Greets individuals entering the monitor yearly sales and all school events- social media, and improvements of the achievements and events building-visitors, parents, marke�ng plan for ASA, and for communications and students and directs tv,poster, info website appropriately. Supports security Summer Program marketing. pamphlets,invitations, etc. measures at the front desk.
Assist in the recruitment process, job descriptions, announcements, interveiws, etc.
Manage the vision and all Identify, arrange, and maintain Assists in the creation of all Manages the automated Answers telephone system for daily operations, marketing, media online registration for documents needed for calling home system for late the purpose of screening calls, staffing and budget of ASA/ communicaiton and transferring calls, responding to students events inquiries and/or taking Summer Program marketing messages
14
Keep abreast of all laws and regulations on employment
Monitor PR , media, Acts as the first communicator Leads the creation of video community in all Admissions both in for social media relations/communications person and online and directs activities,parent relations w/ parents to their next step ASA and the Summer Program
Assists in the creation of video for social media
Maintains building informationschedules, staff directories, emergency contacts, etc.
Maintain accurate, legal and Creates regular visual analysis Provides translation for all Collaborates in the creation Collaborates in the creation comprehensive human resource of the development of all communication from theHead of event themes and the of event themes and the aspects of ASA/SP-buget, files for leadership needs and of School and manages Mail marketing of them marketing of them enrollment, staffing audits Chimp
Maintains current visual information for visitors
Manage employee compensations, salary lists, and salary schedules, and health insurance
Conduct researche of annualy the private school market
Assists the development of student lead projects in social media
Facilitates and distributes building materials and information.
Manage daily needs for substitution on both campuses
Develop Sales Budget allocation proposals
PR-Uniforms
Managing the calendars/meetings for the Superintendent and HOS
Provides visual analysis as requested of all dataacontracts, enrolment,etc.
Reports directly to the Superintendent and communicates regularly with principals
Completing termination paperwork and exit interviews
Maintains the ASK Website and all social media. Manages info@askosova.org
Seeks out academic achievements and events for communications and marketing.
Head Communicator with the Assists HR as needed when Marketing Agency available
Maintain all educational and promotional materials
Assists the development of student lead projects in social media
Keeps minutes of Admin meetings
Maintain and further develop relations , schools MEST, Embassies
Creates simple posters
Organizes/maintains the photocopy machine and the process/reports on Main Campus
Supervise ASK Alumni Association
PR for Cafeteria
Facilitate and assist with the Yearbook and Student Newsletter PR for Transportation
FINANCE
IT MANAGER
OPERATIONS MANAGER
OPERATIONS DEPUTY MANAGER
DeLOITTE
Shpresa Bajçinovci
Yll Nelaj
Blendrit Ruhani/Lum Gashi
Fidan Kelmendi
Taxes and contribu�ons calcula�on
Sign student contracts/creates and manages all payment plans
Maintain PowerSchool and
Responsible for overll school maintenance on both campuses
Collaborates with all principals in the development and implementa�on of Emergency Planning (fire, floods, and other emergencies) and prepara�ons
Calcula�ons of Quarterly Reports for Tax Administra�on (TM 1, 2, 3, 4),of deferred payments, of Deprecia�on
Student Informa�on System
Student contracts recording on QuickBooks/Deloi�e/Control
Oversee integra�on of technology into the en�re academic structure
Responsible for implementa�on of the school Emergency Plan and the interior and exterior safety of both campuses.
Supervise Cleaning and Maintenance Depertament of Main Campus and Ed Center and the exterior school campus
End of year reports
Prepare documenta�on for banks, Tax Administra�on and other ins�tu�ons/ Control
Design, develop, implement and coordinate systems, policies and procedures
Manage Transporta�on Department ( Big Bus, Mini Bus, Van, Cars and transport door to door )
Obtain offers for large purchase needs and present to Opera�ons Manager
Keep abreast of all laws and regula�ons on taxes and educa�on at all �mes
Salary and rents calcula�ons/Deloi�e/Control
Train staff, parents and students on PowerSchool
Supervise Security Department ( Main Campus and Ed.Center )
Technical supervison of ASK theatre, for gym on Main Campus and Ed.Center
Prepare financial reports for the superintendent
Input for VAT, taxes and contribu�ons calcula�ons/Control
Maintain all IT systems schoolwide
Supervise amphitheater and events, field trips, cafeteria, transporta�on
Train and supervise the employees of these departaments: Cleaning, Maintenance, Photocopy Opera�ons,
Call parents for tui�on payments and accounts receivables
Setup, diagnos�cs and troubleshoo�ng of all school equipment
Manage school physical inventory,school supplies, supplier contracts and rela�onships
Ensure quality of products of hygienic and other supplies
Maintain deferred payments/ Control
Iden�fy problema�c areas and implement strategic solu�ons in �me
Formulate and implement departmental and organiza�onal policies and procedures to maximize output.
Managing elcetronic assets on Main Campus/ Ed.Center: ASK electric signs, portable heaters and air condi�oners, server, etc.
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UPPER SCHOOL COORDINATOR
DEAN OF STUDENTS (UPPER SCHOOL)
COUNSELOR
KEY TEACHERS
UPPER SCHOOL LIBRARIAN
ELEMENTARY SCHOOL COORDINATOR
ELEMENTARY SCHOOL LIBRARIAN
Shpresa Hana
Jetmir Haziri
Toska Begolli
Merita Ajdini, Ujkana Hana
Vesa Rexha
Jeta JusuďŹ
Arlinda Spahiu
Main Admission Oversees Student Discipline in Identifies and works with Representative for all new the Upper Schoolstruggling students and students and parents in Upper interventions, teacher their families in Upper referrals, and PS School. School documentation
Facilitate the communication of the middle school staff with the Student Services Team and HOS
Register library books
Main Admission Representative for all new students and parents in Upper School
Serves as the first contact Monitors student attendance, within Student Services for keeps accurate records and parent and student concerns, makes interventions as requests, or information necessary
Facilitate and arrange for Maintains an Inventory of Serves as the first contact student conferences and within Student Services for textbooks interventions with the parent and student concerns, middle school team and requests, or information maintain accurate records
Responsible for the ordering and distribution of student handbooks in Upper School
Identifies students for After School Support, manages contracts, communicates regularly with teachers and Student Services about their progress
Social and Emotional Counseling- Individual, group
Facilitator of the Advisory Program
Assist in the leadership and organizationof Middle School Assemblies
Manage the printing process of students
Responsible for the ordering and distribution of student handbooks in Elementary School
Organizes and collaborates in Supervises and monitors all Assess student needs and Lead the organization and Assist students checking Organizes and collaborates in the school opening, student students during passing times, develops appropriate implementation of the school opening, student out library books action plan and orientation, and school closing beginning/ending of the day, educational fieldtrips orientation, and school closing and lunch times. interventions. Manages all transcripts and requirements by MEST and keep abreast of all laws and regulations on education at all times
Organizes and supervises Detention/ISS and other disciplinary actions
End of year reports/control
Prepare financial reports for the superintendent/controll
Collaborates and consults with administration, teachers, students and parents
Identify problematic areas and implement strategic solutions in time
Manage Dance Club -CAS Participate in the Academic Leadership hours Team for the development and implementation of curriculum improvement in one's division
Manages all transcripts and requirements by MEST and keep abreast of all laws and regulations on education at all times
Conducts annual performance review Superivses security,cleaning wokers, and electricians of their daily tasks and of all operations staff. image (uniform, communications)
Hire and manage information systems Prepares budgetproposal for school personnel and contractors to design, improvement -furniture, develop, implement, operate and maintenance, materials and administer computer and resources. telecommunications software, networks and information systems
Report for maintenance and repairs in ASK each month
Calculations of Quarterly Reports for Tax Administration (TM 1, 2, 3, 4)
Provide orientation to new users of existing technology ,Train staff about uses of existing technology,Provide individual training and support on request
Oversees the management of all storage on both campuses.
Assists with the annual performance review of all operations staff.
Taxes and contributions calculation
Maintain current and accurate inventory of technology hardware, software and resources
Leads the management of workon summer projects
Reports and repairs all safety concerns found in the hallwaysand classrooms on Main Campus
Make weekly payments to suppliers based on Accounts Payables list
Maintain and manage school’s Email system
Responsible for managing the budgets for all projects, school facility imporements, and operations team
Responsible of locker keys
Budget reconcillation
Develop existing systems and assist in Communicates with vendors, sales Organizator of Operation Department representatives, and others regarding preparation of new applications. meetings supplies and materials Manages cost effectiveness of cafeteria and transportaation
Assists with operations staff recruitment
Account reconciliations with suppliers
PowerSchool SIS
Provides visual data of financial information as needed.
LAB Improvements based on teachers needs
Creates an annual operations needs report with budget
Communication with IT vendors, sales representatives, and others
Manages cost effectiveness of the student uniforms
Maintains regular communication with the Head of School
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Prepare cash flow
Diagnose IT problems and troubleshoo�ng
Hire and supervise support staff.
Facilitates teacher and admin requests for desk and classroom supplies (not IT)
Collec�on of delayed payments
Plan, organize, control the IT department
Coordinate with the Head of School to maintain a posi�ve and safe learning environment for students
Provide technical support where necessary for students
Bank statements reconcilia�ons on QuickBooks /Control
Develop short-term and long-term technology budgets that are in alignment with the strategic plan and accredita�on requirements
Oversees all maintenance departments- cleaning, photocopy, recep�on, kitchen, transporta�on
Photocopy machine maintenance
Manage Ticke�ng System
Manage warehouse and material for both campuses.
Keep abreast of all laws and regula�ons Manage IT daily tasks through Ticke�ng on taxes and educa�on at all System �mes/Control Maintenance of Pe�y Cash on QB
Phone logs management
Healthy food ( prepara�on of the menu Main Campus and Ed. Center, implemen�ng and change the request)
Manages the bell system on Main Campus
Purchases payments (pe�y cash and bank payments)
Ensure security of data, network access and backup systems
Responsible for Opera�on Staff training, programs,presenta�ons, and workshops.
Manage Ticke�ng System/with opera�on menager-maintenance, cleaning, and events set up. Responsible for events set-up.
Salary and rents payments
Act in alignment with user needs and system func�onality to contribute to school
Accountable Gradua�on Ceremony inside school, Open House ( only for opera�ng materials )
Work on summer building improvement projects / with opera�on menager
VAT, taxes and contribu�ons payments
Audit systems
Healthy food ( prepara�on of the menu Main Campus and Ed. Center, implemen�ng and change the request)
Assures compliance with ISO standards within the department (Upda�ng handbooks, ensuring safety, overseeing procedures)
Oversees the successful implementation ofstaff planners for MEST in Upper School
Lunch Supervisor for Upper School
Collaborates in assisting Dean of Students with student discipline
Maintain parent Offers translation for parents, Consults and collaborates communications- translating teachers, admin, and students in managing student letters, sending emails, calling activities. as needed them for different issues
Manage the Middle School Lunch Duty Schedule
Collect teacher recommendations for Student of the Month
Writes policies and procedures-collection development, circulation and use of library resources
Oversees the successful implementation of staff planners for MEST in Elementary School
Manager /Coordinator of Identifies students with special needs during admissions and ASK Store maintains regular communication with the parents afterwards
Provide inform/training to all Student ContractsUpper School staff as to the Counseling, Weekly protocol for student behavior Progress Report, Self Reflection Report, prepare referrals & translate documents for individual student cases.
Schedule CLUB with explanations and sign-up sheets four times a year
Ordering textbooks as required for Teachers
Maintain parent communications- translating letters, sending emails, calling them for different issues
Organizes and administers all Counsel students, offer Support "At Risk" students aspects of the Entrance Exam-, mediation with teachers and during Student students as needed to resolve Conferences and Parent scholarship process, conflicts Teacher Conferences communica�on, schedule, etc.
Support, mentor, coach colleagues within one's division with classroom management and curriculum design
May substitute for a teach if needed and available
Organizes, facilitates, and communicates about Team Conferences and parent/teacher/student conferences
Organizes, facilitates, and communicates about Team Conferences and parent/teacher/student conferences
Creates visual data and projections about student enrollment, scholarships, entrance exams, etc. as requested by HOS/Superintendent
Maintain all records of student interventions and notes in PowerSchool for Upper School
Assist in the development and Manage students in the communication of the Master completion of self-reflection sheets, weekly progress Schedule reports, and excused absence forms as needed
Brings concerns about students to the Student Support Team/HOS
Ensuring that library Organizes and administers all services meet the needs aspects of the Entrance Exam-, of particular groups of scholarship process, users communication, schedule, etc
Coordinates and administers students support to enrolled and prospective students
Using library systems and specialist computer applications
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Creates visual data and projections about student enrollment, scholarships, entrance exams, etc. as requested by HOS/Superintendent
Communicates and prepares Make recommendations of Contact students previous students and teachers for the struggling students or schools for further student students with special needs to information. National Exam the counselor and Student Services team Liaison with ASK Alumni Association
C0-Leader of student MUN Club
Contact and refer parents to appropriate specialists for consultation.
Assists in the development and communication of the ASK calendar
Attend and supervise any After School event as requested by the HOS
Help modify academic material that inhibits full academic achievement.
Answering readers' enquiries
Assist in the development and communication of the Master Schedule
Assisting readers to use computer equipment, conduct literature searches etc
Communicates and prepares students and teachers for the National Exam
Textbook Tracking distribution to teachers
Supports Dean of Students and Upper School Assistant Principal in dealing with student behavior problems
Introduce and oversee Teacher Assistants for Special Needs Cases.
Counsels and confers with students providing program procedures, policies, goals, and objectives, technical guidance, and problem resolution
Support Teacher Assistants with student relationships.
Assists in the development and communication of the ASK calendar
Assists with the graduation ceremony and all student requirements
CAS Program- Head of Girl Talk Club
Supports the Elementary Principal in dealing with student behavior problems
Manages the "Mother Book", Collecting and filing for MEST, Course descriptions and syllabus
Offers translation for parents, teachers, admin, and students as needed
MEST updates and briefs regarding program/curriculum and attending different workshops
PowerSchool for Upper School – data entry, Student and Teachers Schedules, generating reports, genera�ng Report Cards, Transcripts,
Promoting the library's resources to users
Maintain accurate records of all student and parent communication and interventions Liaison with ASK Alumni Association
Supports and organizes field trip schedules and events
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SCHOOL SUCCESS PLANNING School goals and targets are established to guide continuing success and provide direction and timelines for implementa�on of improvements and new initiatives. By so doing, we can assure that everything we do is designed to help studentslearn and do well at school. If we want all students to achieve, we need to plan how to make it happen, focus our efforts where the impact is greatest, and measure our progress. The following areas of impact are identified at all levels of school organizat ion to ensure maximum success for student learning and achievement: 1. Mission, Vision and Values 2. High Expectations for Learning and Teaching 3. Safe, Positive Learning/ Teaching Environment for Students and Staff 4. Leadership and Organizational Structures 5. Support Services and Citizenship 6. Facilities and Financial Planning 7. Communications 8. Technology and Information Literacy 9. Customer Service TAKEN FROM THE SCHOOL IMPROVEMENT PLAN (2015-16) Pillar 1 : Mission, vision, values Living the mission and vision and values in order that increase/promote awareness in our community. Pillar 2: High expecta�ons for teaching and learning Implement a comprehensive observation cycle each year based on the Charlotte Danielson teaching framework in which teachers participate in annual professional goal setting, two formal observations, (one planned and one drop in) and an end of year evaluation. The Academic Leadership Team, will identify three, school- wide Smart goals each year to focus all ini�a�ves for school improvement, and communicate these goals to the faculty during the Staff Orientation in the Fall and evaluate their success of using a survey each Spring.
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Pillar 3: Safe and posi�ve teaching and learning environment By November 15 of every school year, principals will identify teachers who are struggling as per their first cycle of formal lesson observations, and create a support and improvement plan which will be reviewed no later than January 15th. By December 1 of every school year, principals will identify master teachers and support them to share their expertise with other faculty during monthly faculty meetings or designated professional development days. Encourage a “positive growth mindset” throughout the entire school by reading and studying a selected text annually and following up with appropriate professional development and adding 10 professional books every year to our library. Communicate student behavior and learning expectations regularly. Before the start of each year, the Academic Leadership team will review and revise all Student Handbooks. Offer two opportunities a year for all of staff to gather for staff “bonding” and community building. Organize two, full PD sessions a semester for all Academic staff based on the annual smart goals determined each year by the Academic Leadership team. Pillar 4: Leadership and Organiza�onal Structures Principals, in consultation with the HR manager, will review all job descriptions for all employees , including any new added this year, and make appropriate revisions by 1 July 2016 and add into the staff handbook which will be distributed at the beginning of the 2016 -Academic year. After all job descriptions have been clarified and confirmed by principals, a review of the organiza�onal chart will be made and a proposal created by the Head of School for structure will be given to the Ask Leadership Team to approve by 1 September. The director will collaborate with principals to design an evaluation system for their work by the end of the 2016-17 school year based on the review of their job description within the approved organizational chart to be implemented in the 2017-18 school year. During the annual cycle of supervision, each employee will have the opportunity to give feedback and obtain feedback about their job description from their supervisor at the beginning of each year during their “Goal Setting Conference” and at the end of the year in the “End of Year Evaluation.” The current job description will added to their personnel beginning 1 Oct. 2017. The HR manager, in collaboration with the Head of school, will review the “New Faculty Orientation” plan/Orientation Check List annually in the spring (May 1) to make any adjustments.
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CURRICULUM GOALS 2017 Curriculum Ar�cula�on & Documenta�on: By January 2017, 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. Analysis & Response to Data: Throughout the 2017-18 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. Student Ac�ve Engagement & Access to Learning For at least three units in the 2017-18 school year, the teacher’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 impacton student learning, citing assessment data as evidence. Integra�on of Technology in Teaching and Learning By June 2019, teachers will have documented in unit plans the foundation for integration of technology in their classroom by citing resources to .. .
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AdvancED Improvement Priori�es (Must be addressed within 2 years)
Design and implement a plan to use data from multiple measures of student learning to improve curriculum, instruction and assessments. 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. Provide training to all staff members on the evaluation, interpretation and use of external and internal student performance data. 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.
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ACADEMIC LEADERSHIP TEAM The Academic Leadership team meets most Tuesdays after school from 15:00 -16:00. The primary objective of this team is to guide theimplementation of curriculum improvements school wide. Members of the team include one representative teacher/leader from each division and all principals.
STUDENT SERVICES TEAM The student services team meets once a week to identify and discuss students who need extra support. The team on main campus is comprised of the following: Head of School/High School Principal, Upper School Assistant Principal, Dean of Students, Counselor, Guidance Counselor, Learning Specialist, and Middle School Key teacher. The Elementary Principal will join as often as possible. 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 referralfor support.
NEW BUILDING COMMITTEE This committee will be tasked with the objective of preparing the list of needs for the interior of the new ASK building in Shkabaj.
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.
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 thatthere 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.
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ASK TEACHER JOB DESCRIPTION
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 maximumlearning 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 collaborationand 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. Student Assessment and Evalua�on 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. Communica�on 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.
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Professional Development Participates in all professional development opp ortunities offered by ASK and pursues knowledge of current best practice in the field of teaching. Completes any necessary documentation about training. Expectaďż˝ons for Teachers Follows the policies developed by the school. 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 Supportâ€?. Provides information updates on student progress in PowerSchool. 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 educationalambassador 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. Maintaining Work Hours 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 andremain 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 legitimate and necessary reasons and with the prior expressed permission or consent of the supervising principal.
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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. Dress Code Teachers are expected to dress professionally. No jeans, short-short skirts, leggings showing above midthigh, 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. Behavior Classroom behavior by teachers should be an example of teaching by example. Proper language, gestures, emotional control, and mannerisms should be a role model for students. Staff Ethics and Conduct Please remember that the welfare of the child is the first concern of the school. It is theresponsibility 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.
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. Lesson Plans – Subs�tute 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.
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● 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. Contact HR if you need a substitute. If all possible, please contact her by 8:00 p.m. if a substitute is required in the next day. On the day of absence for illness, please contact her by 7:00 am.
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 availablefor 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 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 a�end 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.
Master Calendar of Events and Student Assignments
A master calendar of events is posted outside the Student Services Office on Main Campus. ALL CLASSROOM and SCHOOL EVENTS, MEETINGS, etc. should be recorded on the master calendar. To record on the calendar, contact the Upper School Coordinator with the event title, date, and group involved. Approvals for events must be completed prior to submissionfor the calendar. Also, on this calendar, each teacher needs to record project due dates, quizzes, and tests. It is a school policy that no student should have two major assignments due in one day. If you see a conflict on the calendar, you will need to reschedule.
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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 additional 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 isdamaged 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. Please note: Teachers must take responsibility for the inventory of course textbooks.
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 Informa�on Every teacher should post a classroom schedule in their room by the second week of school.
Duplica�ng 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 bulletinboard / 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.
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.
Communica�on– Parents
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
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information. All assignments should be posted onthe 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 Newsle�er (Elementary Protocol) - Each teacher is expected to develop and send home a newsle�er 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 eachmonth. Please send a copy to the principaleach 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. Confiden�ality - 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 school 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:
Gr.
Gr.
Gr.
Gr.
1-2
3-4
5-6
7-8
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
Collection of materials and resources
✓
✓
✓
✓
✓
Completing classroom assignments
✓
✓
✓
✓
✓
✓
✓
✓
✓
Choice reading Practice of reading, writing and/or math skills
Kdgn
✓
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 expecta�ons.
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✓ ✓ ✓
● 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 .
Upper School Daily Schedule 2017 - 2018 Time
High School
Middle School
7:45-9:05
PERIOD 1
PERIOD 1
9:05-9:25
BREAK
BREAK
9:25-10:45
PERIOD 2
PERIOD 2
10:50-12:10
HS LUNCH/CLUBS/HR
PERIOD 3
1st Lunch:10:50 -11:27 Clubs/HR:11:32 -12:10
Clubs/HR:10:50 -11:27 2ndLunch:11:32 -12:10
12:15-13:35
PERIOD 3
MS LUNCH/CLUBS/HR Clubs/HR:12:15 -12:52 Lunch:12:57-13:35
13:40-15:00
PERIOD 4
PERIOD 4
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THE ASK APPROACH TO STUDENT DISCIPLINE
“I’ve come to a frightening conclusion that I am the decisive element in the classroom. It’s my personal approach that creates the climate. It’s my daily mood that makes the weather. As a teacher, I possess a tremendous power to make a child’s life miserable or joyous. I can be a tool of torture or an instrument of inspiration. I can humiliate or heal. In all situations, it is my response that decides whether a crisis will be escalated or de-escalated and a child humanized or dehumanized.” Haim G. Ginott 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 ontests and receive abysmal scores. As an effective teacher, you seek to understand why these students aren’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, andrefer 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 apatheticand disrespectful, and are clearly breaking class rules. What should a teacher do in this scenario? 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 infractionand 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 ri ritating 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 infl uence in the classroom, or disengaging from any further opportunities for learning and becoming a disruptive nuisance.
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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 “get it”. 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 mis behavior, it is important to consider the needs of each constituent group. Here are a few: Teachers’ needs include:
Students’ 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
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
Parents’ needs include:
Administrators’ needs include:
Children who feel content and appreciated Regular, meaningful information and feedback from the school Fair treatment for their children
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. Effec�ve 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. T hey strive to develop strong, positive relationships with their students,and they develop powerful, engaging lessons that challengeand interest them. They constantly monitor behavior, and recognize and reward positive behavior while correcting misbehavior subtly, calmly and quickly. 2. Effec�ve discipline is instruc�onal. 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 obligatedto re-teach the child how to behave appropriately.
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3. Effec�ve discipline expects accountability. Students who make mistakes need the opportunity to understand and take ownership of their role ina 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. Effec�ve discipline provides opportuni�es for repara�on. Students need to respond to aproblem 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 33
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 developmentallyappropriate 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?
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ASK 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, explicit teaching of expectations, and providing meaningful and timely feedback for appropriate and inappropriate behavior. Students and all community members are expect ed 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 ASKcommunity from having his or her rights infringed upon by others; 2. To help a student make responsible decisions about behavior which may affect the student’s own life and/or the rights of others; 3. To aid in the effective operation of the ASK community and the school’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 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 student´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.
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EXAMPLES OF INAPPROPRIATE/UNACCEPTABLE BEHAVIOR Minor Offenses - Examples
POSSIBLE RANGE OF DISCIPLINARY CONSEQUENCES 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 Exces sive arguing
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.
Teacher - assigned consequences may include: Student Reflection Form Brief removal from class Change of seat
Student/teacher conference Lunch detention Removal of privileges
Additionally, administrators may assign the following consequences: After school detention Short -term in- or out-of-school suspension (up to 5 days)
Serious Offenses – Examples
Serious Offenses - Consequences
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 Leaving class without teacher permission; “skipping” class or school Use of abusive, obscene, or profane language or gestures Possession of inappropriate printed mate rial 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 en dangerment 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 school -sponsored activities Repetition of minor offenses
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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. Serious offenses are cumulative on a yearly basis. An accumulation of serious offenses may result in the student not being invited back for the following school year.
Any other improper conduct of students which, in the judgment of the school administration, was serious Grave Offenses – Examples
Grave Offenses - Consequences Grave offenses result in student suspension as the minimum consequence and are cumulative for the duration of the GWA career.
Using, p ossessing, 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 cam pus 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. Participating in a serious act of vandalism of school property or the willful destruction of belongings of a school staff member or classmate 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
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 Anti-harassment contract Behavior Pro bation contract Notification of legal authorities (if warranted)
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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 whitecopy. Give the yellow copy to the student at the end of class and the last pink copy to eitherJetmir, 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. *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 deten�on, a�er school deten�on, or any service to your classroom or the ASK community.
HOW TO SEND A STUDENT TO 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 witha 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 councilor or principal). 3. In the situation of a "Grave" Behavior issue, please call Jeta, Jetmir, or Shpresa and request assistance from an available principal.
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ASK 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 (post- assessment). 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 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. Effec�ve assessment should:
● provide evidence of attainment and achievement. ● take into consideration a learner’s potential andability. ● provide feedback to learner. ● motivate the learner.
The aim of assessment is to help students to learn and teachers to teach.
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Principles of Assessment ● 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. Effec�ve as sessments allow the students to ● Have criteria that are known and understood in advance ● Analyze their learning and understand what needs to beimproved ● 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 stu dent who really understands can ● Interpret ● Apply ● See in perspective ● Demonstrate empathy and reveal self-knowledge.
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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 UNDERSTANDINGS
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.
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Teacher Evalua�on The purpose of teacher evaluation is to improveinstruction. 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.
Teacher Observa�ons and Evalua�on The evaluation process will include the following: SMART GOAL Conference at the beginning of the year At least two formal classroom observations Pre-conference before each formal observation Post-conference after each formal observation Informal walk through(s) On-going observations and records of involvement End of Year Summative Evaluation
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Criteria for SMART Goals
CRITERIA FOR SMART GOALS
S. SpeciďŹ c
Clearly SMART Goal is designed with clarity and a stretch toward high expectations of staff and students
Sincere Commitment Goal is designed with a sincere commitment but lacks clarity in the message
Weak Construc�on Goal is weak or broad and constructed with suggested intent that lacks clarity
Ambiguity about who the focus is on; Language in the goal could be more The outcome is clear; intensity of Uncertain as what the simplistic so that focus is clear focus is on students focus is or who will be impacted M. Measurable The components used to Little or no indication Measurable with an assessment measure the goal are Measurement/assessment process of what should be process or tool; You can count it or see it clearly stated or the could be subjective; Concrete counted or viewed outcome can be seen when evidence when the goal is completed. complete A. Achievable Goal is set too Do you, as a counselor, have the Heartfelt desire is apparent but high/low or is necessaryexperience/training to Using resources and staff additional resources or training may unrealistic for said achieve it? Does your school have the with counselor be needed to meet goal; may need to purpose; not resources and team members expertise goal is attainable review steps needed before obtainable for this needed? this goal can be attained particular counselor at this particular school R. Results -oriented Are not connected to Student centered and Aligned with district and school goals school or district aligned with overall Gives some indication of school goals; serve no school/district goals and mission but lacks clear end result purpose to the overall objectives school mission T. Timed A specific date has been set by which Dates create a finite The goal has a span of time which to achieve the amount of time for No specific time or may imply some periodic Goal. By when should this be the goal to be time is mentioned checkpoints; but more clarity would accomplished? Are there periodic obtained; Increments are vaguely be useful checkpoints (benchmarks, deadlines, exact or other dates to consider)? Focus is clearly to improve service/learning for students; the outcome is definite
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PROFESSIONAL GROWTH PLAN
2017-18
Name :_________________________________
Department: _________________________
Due Date:__________
Please set two or three professional goals for this year. Goals should follow the “SMART” ModelXX (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 outcome / objective):
Measurement criteria (how will you assess growth / achievement?):
Plan (steps / activities / timeline / other support people):
Mid-year progress:
End -of -year evaluation:
Goal #2 (specific outcome / objective:
Measurement criteria (how will you assess growth / achievement?):
Plan (steps / activities / timeline / other support people):
Mid -year progress:
End -of-year evaluation:
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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 ensurin g there are multiple formative assessments as well as authentic performance summative assessments for all major units of study.
Professional Growth Opportuni�es – 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 rubric
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SUMMATIVE PERFORMANCE EVALUATION - CLASSROOM TEACHER PROFESSIONAL EDUCATORS’ PRACTICES RUBRIC DOMAIN 1: PLANNING AND PREPARATION Element
LEVEL OF PERFORMANCE
2 – DEVELOPING
1 – BEGINNING
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
Knowledge of characteristics of age group Knowledge of students’ skills and knowledge Knowledge of students’ interests and cultural heritage
Teacher displays minimal knowledge of developmental characteristics of 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 exceptions to general patterns.
Teacher displays knowledge of typical developmental characteristics of age group, exceptions to the patterns, and the extent to which 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 knowledge 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.
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 methods of assessment.
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.
Selecting Instructional Goals
Value
Clarity
Designing Coherent Instruction
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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.
The proposed approach contains no clear criteria or standards.
Assessment criteria and standards have been developed, but they are either not clear or have not been clearly communicated to students.
Assessing Student Learning
Criteria and standards
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 Element
LEVEL OF PERFORMANCE 1 – BEGINNING
2 – DEVELOPING
3 – APPLYING
4 – INNOVATING
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
Teacher-student interactions are generally appropriate but may reflect occasional inconsistencies, favoritism, or disregard for students’ cultures. Students
Teacher-student interactions are friendly and demonstrate general warmth, caring, and respect. Such interactions are appropriate to developmental and cultural norms.
exhibit disrespect for teacher.
exhibit only minimal respect for teacher.
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 Teacher or students convey a negative attitude toward the content, suggesting that the content is not important or is mandated by others.
Teacher communicates importance of the work but with little conviction and only minimal apparent buy-in by the students.
Teacher communicates genuine enthusiasm for the subject, and students demonstrate consistent commitment to its value.
Students demonstrate through their active participation, curiosity, and attention to detail that they value the content’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.
Management of instructional groups
Students not working with the teacher are not productively engaged in learning.
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.
Management of transitions
Much time is lost during 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 instructional time is lost
Systems for performing noninstructional duties are fairly efficient, resulting in little loss of instructional time.
Efficient systems for performing noninstructional duties are in place, resulting in minimal loss of instructional time.
Systems for performing noninstructional duties are well established, with students assuming considerable responsibility for efficient operation.
No standards of conduct appear to have been established, or students are confused as to what the standards are.
Standards of conduct appear to have been established for most situations, and most students seem to understand them.
Standards of conduct are clear to all students.
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
Teacher is generally aware of student behavior but may miss the activities
Teacher is alert to student behavior at all times.
Monitoring by teacher is subtle and preventive. Students monitor their own and their peers’ behavior, correcting
Importance of the content
Expectations for learning and achievement
Managing Classroom Procedures
Performance of in performing non-instructional duties. non-instructional duties
Managing Student Behavior Expectations
Monitoring of student
47
behavior
students are doing.
of some students.
Response to student misbehavior
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.
The classroom is unsafe, or the furniture arrangement is not suited to the 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, but with limited effectiveness.
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.
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.
one another respectfully. 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 students’ needs, or student behavior is entirely appropriate.
Organizing Physical Space Safety and arrangement of furniture Accessibility to learning and use of physical resources
DOMAIN 3: INSTRUCTION Element
LEVEL OF PERFORMANCE 2 – DEVELOPING
1 – BEGINNING
3 - APPLYING
4 - INNOVATING
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 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, with teacher mediating all questions and answers.
Teacher makes some attempt to engage students a true discussion, with uneven results.
Classroom interaction represents true discussion, with teacher stepping to the side when appropriate.
Students assume considerable responsibility for the success of the discussion, initiating topics and making unsolicited contributions.
Only a few students participate in discussions.
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.
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 engage the students mentally.
Instructional materials and resources are partially suitable to the instructional goals, or students’ level of mental engagement is moderate.
Instructional materials and resources are suitable to the instructional goals and engage the students mentally.
Instructional materials and resources are suitable to the instructional goals and engage the students mentally. Students initiate the choice, adaptation, or creation of materials to enhance their own purposes.
Structure and pacing
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.
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.
Quality of questions
Discussion techniques Student participation
Engaging Students in Learning Activities and assignments
Grouping of students
Instructional materials and resources
Providing Feedback to Students
48
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 learning, the teacher either gives up or blames the student or the environment for the student’s lack of success.
Teacher accepts responsibility for the success of all students but has only a limited repertoire of instructional strategies to use.
Teacher persists in seeking approaches for students who have difficulty learning, possessing a moderate repertoire of strategies.
Teacher persists in seeking 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 Element
LEVEL OF PERFORMANCE 1 – BEGINNING
2 – DEVELOPING
3 – APPLYING
4 – INNOVATING
Reflecting on Teaching
Accuracy
Use in future
teaching
Teacher does not know if lesson are effective or achieved their goals, or profoundly misjudges the success of lessons.
Teacher has a generally accurate impression of lessons’ effectiveness and the extent to which instructional goals were met.
Teacher makes an accurate assessment of lessons’ effectiveness and the extent to which they achieve goals; can cite general references to support the judgment.
Teacher makes a thoughtful and accurate assessment of lessons’ effectiveness and the extent to which they achieve goals, 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
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.
about how a lesson may be improved.
Maintaining Accurate Records Teacher’s system for maintaining information on student completion of assignments 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 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 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.
Teacher provides little information about the instructional program to parents.
Teacher occasionally participates in the school’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.
Individual students
Teacher provides minimal information to parents and does not respond or responds insensitively to parents concerns about students.
Teacher adheres to the school’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.
Relationships with colleagues
Teacher’s relationships with colleagues are negative or selfserving.
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
Student completion of assignments Student progress in learning
Communicating with Parents Instructional program
Contributing to the School
Service to the school
49
Growing and Developing Professionally Enhancement of content knowledge and pedagogical skill Service to the profession
Teacher engages in no professional development activities to enhance knowledge or skill.
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 makes no effort to share knowledge with others or to assume professional responsibilities.
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.
Teacher is not alert to students’ academic, social or emotional needs.
Teacher’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 illserved.
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.
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.
Showing Professionalism Service to students
Advocacy
Decision making
DOMAIN 5: MISSION AND PHILOSOPHY Element
LEVEL OF PERFORMANCE
1 – BEGINNING
2 – DEVELOPING
3 – APPLYING
4 – INNOVATING
Advocacy, Role Modeling and Tolerance Advocates for the mission of 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
Carries out the mission of the school in a personal manner
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.
Supports the school-adopted programs and activities
Overtly criticizes school-adopted programs; fails to implement schooladopted programs; actively and aggressively incites others to go against school-wide programs;
Often criticizes school-adopted programs; lacks consistency in the implementation of school-adopted programs; often Incites others to go against school-wide programs;
Almost always supports schooladopted programs by implementing them to their fullest, supporting them publicly, and striving to ensure their success.
Fully supports all school-adopted programs by implementing them to their fullest, supporting them publicly, and striving to ensure their success.
Differentiates instruction to meet the needs of the diverse population
Fails to differentiate in the areas of planning, instruction, assessment, and feedback; overtly refuses to differentiate; expects all 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.
Demonstrates tolerance in order to allow all children to meet their full potential
Lacks tolerance of student differences; will only accept students with certain learning styles and/or potentials; openly prefers 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.
Dedicated to student growth
Fails to see student growth as an important priority in their teaching.
Rarely places student growth as an important priority in their teaching.
Purpose and Relationships
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Almost always places student growth as the top priority in the teaching and learning cycle.
Always places student growth as the top priority in the teaching and learning cycle; Is committed and invested in student growth.
Develops positive relationships with students
Develops positive relationships with colleagues
Develops positive and constructive relationship with principals
Develops positive relationships with parents
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 students’ 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 students’ academic and personal needs; almost always incorporates student interest into lessons; almost always involves students in their learning.
Listens to students and uses both oneto-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 students’ 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 rarely a team player.
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 they have problems; Is almost always a team player.
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 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 principal’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.
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SUMMATIVE PERFORMANCE EVALUATION CLASSROOM TEACHER Name: _____________________________________
Date: _______________
Posi�on: : _________________________________________ DOMAIN 1: PLANNING AND PREPARATION Demonstra�ng Knowledge of Content and Pedagogy Knowledge of content
1 – BEGINNING 2 – DEVELOPING 3 – APPLYING 1 2 3 4 4 – INNOVATING
☐
☐
☐
☐
☐
☐
☐
☐
☐
☐
☐
☐
☐
Knowledge of prerequisite relationships
☐
☐
☐
Demonstra�ng Knowledge of Students Knowledge of characteristics of age group
☐
Knowledge of students’ skills and knowledge Knowledge of students’ interests and cultural heritage
☐
☐
☐
Selec�ng Instruc�onal Goals Value
☐
☐
☐
☐
☐
☐
☐
☐
☐
☐
☐
☐
☐
Clarity
☐
☐
☐
Designing Coherent Instruc�on Learning activities
☐
Instructional materials and resources Lesson and unit structure
☐
☐
☐
Assessing Student Learning ☐
Criteria and standards
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☐
☐
☐
DOMAIN 2: CLASSROOM ENVIRONMENT Crea�ng a Culture of Respect and Rapport Teacher interaction with students
1
2
3
4
☐
☐
☐
☐
☐
☐
☐
☐
☐
☐
☐
☐
☐
☐
☐
☐
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
☐
☐
☐
☐
1
2
3
4
☐
☐
☐
☐
☐
☐
☐
☐
☐
☐
☐
☐
☐
☐
☐
☐
DOMAIN 3: INSTRUCTION Communica�ng Clearly and Accurately Directions and procedures Using Ques�oning 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
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☐ ☐
☐ ☐
☐ ☐
Quality
☐
☐
☐
☐
☐
☐
☐
☐
1
2
3
4
☐
☐
☐
☐
☐
☐
☐
☐
☐
☐
☐
☐
☐
☐
☐
☐
☐
☐ ☐
☐
☐
☐
☐
☐
☐
☐
☐
☐
☐
☐
☐
Demonstra�ng Responsiveness Response to students
☐
Persistence
☐
☐
☐
DOMAIN 4: PROFESSIONAL RESPONSIBILITIES Reflec�ng on Teaching Accuracy
☐
Use in future teaching
☐
☐
☐
Maintaining Accurate Records Student completion of assignments
☐
Student progress in learning
☐
☐
☐
Communica�ng with Parents Instructional program
☐
Individual students
☐
☐
☐
Contribu�ng 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
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1
2
3
☐
☐
☐
☐
☐
☐
4 ☐ ☐
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 Rela�onships 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 ____________________________ ☐ Not attempted ☐ Partially met ☐ Fully met Goal #2 ____________________________ ☐ Not attempted ☐ Partially met ☐ Fully met
Comments: __________________________________________________________________________________________________ __________________________________________________________________________________________________ ________________________________________________________________________________________________ I have discussed this evaluation with my supervisor. ____________________________________ Teacher Signature
Date
___________________________________ Supervisor Signature
Date
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ASK TEACHER AWARDS Beginning 2017 Co-Curricular Activities- Awarded to a teacher who's willing involvement with students in school events and co-curricular program has provided positive experiences for students at a variety of levels and has strengthened the quality of community life for all. To be selected by the Administration with advice from the Student Services Staff. Faculty Peer Recognition Award -Each year, members of the faculty may nominate their peer to receive a “Peer Recognition Award.” In general, such a nomination should be based on the commonly accepted standards of excellence in teaching, taking into account subject mastery, classroom proficiency, innovation, commitment to his or her own professional growth, and collegial spirit. However, a nomination may also be made for a specific reason. Award for Innovative Teaching -The Award for Innovative Teaching recognizes a teacher who has made a creative and unique contribution to the ASK school program by developing and implementing new programs, instructional methods, or strategies that have enhanced student learning significantly. Service Award-Awarded to a member of the faculty whose work has exhibited the highest standards of care for the wellbeing and development of students. To be selected by the Administration with advice from the Counseling Department. The Head of School’s Award- Recognizes a teacher who has demonstrated exemplary commitment to teaching, as reflected by the teacher’s enthusiastic par ticipation in professional development, and commitment to a rigorous evaluation process, and who develops excellent pedagogical practices that nurture superior achievement in students.
Emergency Drills Teachers must be familiar with emergency evacua�on procedures: All emergency procedures should be posted by the classroom door. Teachers should instruct their classes in the proper procedure for emergency drills. It is important to review the procedure throughout the school year. Teachers will normally be alerted when we are planning a test. At the beginning of the year you will be instructed to place all of your class lists in the emergency plan that is hanging from your classroom door.
Fire Alarm - Teachers should lead their students from the building when the fire alarm sounds. Take the plan that is in plastic and hanging near your classroom door and proceed in an orderly fashion to the designated area. Once there, teachers should take roll and keep the class together, pending further instructions. Should a child be missing, do not re-enter the building. Notify office personnel, located outside.
This is the procedure that is posted in the packed at the teacher’s door on Main Campus:
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FIRE Smoke is just as dangerous as fire. Most fire deaths are due to smoke inhalation.
Ac�vate Fire Alarm Anyone who sees or smells a fire should go and press the school bell system “red button”. This is located behind the desk to the left of the theatre door. If the bell is not working, please inform someone immediately in Student Services. Student Services will inform the Head of School . Additionally, the receptionist will run through the building blowing a whistle and shouting “there is a fire, please exit safely”. Teachers will announce to students in their room “There is a fire and we need to leave the building quickly and quietly. Building “Sweep”- Check assigned locations where students may not hear alarm. High School Coordinator checks HS and MS bathrooms by circling hallway near the IT lab. Counselor checks MS hallway (E classrooms) and exits out the front door. Head of school checks the cafeteria and takes any students out the back door of the cafeteria. The librarian and Guidance Counselor ch eck the library area, AAC and stairs to the B classrooms. Operations Deputy checks the entire school and reports on a walkie talkie when “everything is clear.” The Receptionist checks the Theatre Evacuate –teachers walk students to the following areas:
1. Newborn Statue (High School Coordinator) 2. “ Red Hall” Plateau (Dean of Students/HOD of English) 3. Parking lot behind the school (Head of School/Counselor) -Teachers take their planning book with class rosters, classroom first aid kit, and fire blanket on the way out of the classroom. Teachers make sure all windows are closed and the door is shut before they exit the classroom. -If primary route is blocked or dangerous, use secondary exit. - If trapped by fire, implement “Shelter -in-Place” procedures. -Once outside, students line up behind homeroom teachers in designated lines at a safe distance from building and emergency. -Teachers take student attendance.
57
Admin, R5,R6,R7 Primary Exit is the door near HR to the “Red Hall Plateau”; Secondary Exit is the High School Entrance to the “Newborn Sculpture Theatre, Student Services, R1,R2,R3,R4- Primary Exit is the High School Entrance to the Newborn
Sculpture. Secondary Exit is the HR door to the “Red Hall Plateau”
Cafeteria-Primary Exit is the back door in the cafeteria tothe back parking lot. Secondary Exit is the Elementary School Entrance to the “Newborn Sculpture”. B1,B2,B3,B4,B5, B6-Primary Exit is “The Secret Door” which leads to the “Red Hall Plateau”. Secondary Exit
is High School Entrance to the “Newborn Sculpture”
Library-Primary Exit is the High School Entrance to the “Newborn Sculpture”. Secondary Exit is AAC Window
at the back of the room tothe back parking lot.
E1,E2,E3,E4,E5,E6,E7,E8- Primary Exit is the Elementary Entrance to the back parking lot. Secondary Exit is through the cafeteria back door to the back parking lot. The Third Exit is the High School Entrance to the Newborn Sculpture.
POST EVACUATION - Dean of Students calls 112 to report fire or other emergency - Teachers and staff r eport missing, extra or injured students to principals - Confirm address of school- Enver Zymberi, No 5/6 - Provide exact location of smoke or fire - Advise location of injured persons - Provide names of any missing persons - Determine if students need to be transported to an evacuation site - Notify parents or legal guardians of student reunification and release - Signal “all clear” when safe to re-enter school buildin g
58
Event Planning Sheet
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(kind/quan�ty) ________________________
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
59
Field Trip Planning Sheet 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 class’s absence will be informed.
Class Attending: What do you plan to visit? Where is located? When do you plan to make the visit? What and whose transportation will be used? Have you submitted a “Ticket” to request Transportation ? What date did you submit it? 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 classroom activity) STEPS TO FOLLOW Notify the Principal proposed plans (2 weeksprior to trip) Notify teachers of time and number of students to be excused Arrange proper coverage of your classes Obtain parents’ permission forms Arrange Transportation (through the ticketing systeml) Provide Student Services with a copy of this form Take the first aid box with you Take along cell phones with you
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Leave Request Form Kërkesë për ditë pushimi
Please check here: Ju lutem plotëso më poshtë:
Name and Surname: Emri dhe mbiemri:_________________________________________________
Personal Day Ditë Personale Professional Day Ditë Profesionale
Date(s) Requested:
Other
Data(t) e kërkuar(a) :______________________________
Të tjera
Reason for Request: Arsyeja e kërkesës :____________________________________________________________ Date Submi�ed to HR: Data e kërkesës tek Burimet Njerëzore :_______________________ Signature: Nënshkrimi :____________________________ Approved : Miratuar: Yes/Po No/Jo
Head of School/Principal: Krye i shkollës/Drejtori:_______________________
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Items in the Digital Appendix Counselor: Counselor Referral Form Counselor Interventions Recommendation Summative Evaluation Form Work Habits and Behavior Evaluation Student Services: Addand Drop Courses After School Support Referral Form ASK Certificate Request Form Auditorium Seating Bus Reservation Contract for After School Support Contract for Success Computer Lab agreement End of the Year awards Field Trip Permission Form Field Trip Proposal Form Lunch Privileges New Student Orientation Checklist Orientation Checklist Student Checkout form Student Request for Missing School Student Success Plan for Credit Retrieval Uniforms Teacher Forms: Auditorium Seating Elementary Schedule for Teachers Emergency Phone Numbers Students at Risk Form Teacher Awards Team Conference Preparation Form Teacher Observation Form Upper School Schedule for Teacher
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