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Board Policy Manual


THE CANADIAN INTERNATIONAL SCHOOL BOARD POLICY MANUAL WAS ADOPTED BY THE BOARD OF DIRECTORS ON 30TH APRIL 2015.

MR. RAMANI SASTRI

MR. SHANKAR SASTRI

MS. SHWETA SASTRI


TABLE OF CONTENTS 1.

THE SCHOOL AND ITS GOALS 1.01 BYLAWS OF ASSOCIATION 1.02 SCHOOL LEGAL STATUS 1.03 SCHOOL OWNERSHIP AND TAX STATUS 1.04 SCHOOL ORGANIZATION 1.05 HEAD OF SCHOOL’S RECRUITMENT AND SELECTION 1.06 HEAD OF SCHOOL’S CONTRACT AND BENEFITS 1.07 HEAD OF SCHOOL’S POWERS AND DUTIES 1.08 HEAD OF SCHOOL’S LONG-RANGE GOALS AND ANNUAL WORK OBJECTIVES 1.09 HEAD OF SCHOOL’S EVALUATION 1.10 TERMINATION OF HEAD OF SCHOOL’S EMPLOYMENT 1.11 SCHOOL MANAGEMENT PRACTICES 1.12 STRATEGIC PLANNING 1.13 STATEMENT OF MISSION 1.14 STATEMENT OF VISION 1.15 SCHOOL PLANNING PARAMETERS 1.16 SCHOOL YEAR 1.17 SCHOOL DAY 1.18 SCHOOL CALENDAR 1.19 SCHOOL ENROLLMENT CAPACITY

2.

BOARD OF DIRECTORS 2.01 SCHOOL BOARD AND BY-LAWS 2.02 POWERS AND DUTIES OF THE BOARD OF DIRECTORS 2.03 BOARD MEMBER RESPONSIBILITIES 2.04 BOARD-HEAD OF SCHOOL RELATIONSHIP 2.05 REGULAR AND SPECIAL BOARD MEETINGS 2.06 EXECUTIVE SESSIONS 2.07 BOARD POLICY MANUAL 2.08 BOARD POLICY DEVELOPMENT 2.09 BOARD MEMBER AUTHORITY AND LIABILITY

3.

FINANCIAL MANAGEMENT 3.01 ANNUAL OPERATING BUDGET 3.02 SYSTEM OF ACCOUNTS 3.03 FISCAL YEAR AND FINANCIAL ACCOUNTABILITY


3.04 BUDGET OVERRIDES 3.05 DEPOSITORY OF FUNDS AND SCHOOL INVESTMENTS PROGRAM 3.06 AUTHORIZED SIGNATURES AND DISBURSEMENT OF FUNDS 3.07 TUITION AND FEES 3.08 TUITION/FEE WAIVERS 3.09 FINANCIAL AUDIT 3.10 PURCHASING AUTHORITY 3.11 APPROVAL OF PAYROLLS AND BILLS 3.12 PETTY CASH ACCOUNTS 3.13 DISPOSAL OF SCHOOL PROPERTY 3.14 SCHOOL CLOSURE SETTLEMENT OF ACCOUNTS

4. OPERATIONS 4.01 BUSINESS PRACTICES 4.02 FACILITIES EVALUATION AND PLANNING 4.03 EMERGENCY EXPENDITURES 4.04 FACULTY HOUSING 4.05 SAFETY AND SECURITY PLANNING 4.06 SECURITY AND KEY CONTROL 4.07 EMERGENCY PLANS AND DRILLS 4.08 LOCK DOWN POLICY 4.09 BOMB THREATS 4.10 EMERGENCY SCHOOL CLOSINGS 4.11 PAYMENT FOR GOODS AND SERVICES 4.12 PROCUREMENT OF SUPPLIES AND MATERIALS 4.13 CONTRACT BIDDING AND AWARDS 4.14 SCHOOL ASSIGNED VEHICLES 4.15 BUS TRANSPORTATION PROGRAM 4.16 SCHOOL FOOD SERVICES

5. PERSONNEL 5.01 STANDARDS OF PROFESSIONAL CONDUCT 5.02 TERMS AND CONDITIONS OF EMPLOYMENT 5.03 JOB CLASSIFICATIONS 5.04 STAFF INVOLVEMENT IN DECISION MAKING 5.05 FACULTY AND STAFF POSITIONS AND QUALIFICATIONS 5.06 FACULTY AND STAFF JOB DESCRIPTIONS 5.07 TEMPORARY AND SUBSTITUTE EMPLOYMENT 5.08 FACULTY AND STAFF RECRUITMENT AND SELECTION 5.09 PERSONNEL RECORDS


5.10 CERTIFICATION 5.11 FACULTY AND STAFF COMPENSATION AND CONTRACTS 5.12 CONTRACT RENEWAL FOR PROFESSIONAL STAFF 5.13 FACULTY AND STAFF FRINGE BENEFITS 5.14 FACULTY AND STAFF LOCAL TRANSPORTATION 5.15 ASSIGNMENTS AND TRANSFERS 5.16 EXTRA DUTY ASSIGNMENTS 5.17 TIME SCHEDULES AND WORK LOAD 5.18 PERFORMANCE EVALUATIONS 5.19 LEAVES AND ABSENCES 5.20 SICK LEAVE 5.21 PERSONAL LEAVE AND LEAVE WITHOUT PAY 5.22 STAFF GRIEVANCES 5.23 FACULTY AND STAFF RESIGNATIONS 5.24 TERMINATION OF EMPLOYMENT FOR CAUSE 5.25 TERMINATION FOR REASONS OF HEALTH 5.26 REDUCTION IN WORK FORCE 5.27 VACATIONS AND HOLIDAYS 5.28 TUTORING FOR PAY 5.29 TEACHING STAFF - PROFESSIONAL DEVELOPMENT POLICY

6.

CURRICULAM AND INSTRUCTION 6.01 EDUCATION AND LEARNING PHILOSOPHY 6.02 CURRICULUM BELIEFS AND DESIGN 6.04 ORGANIZATION FOR INSTRUCTION 6.04 STUDENT ENROLLMENT 6.05 ADMISSIONS POLICY 6.06 PLACEMENT OF STUDENTS 6.07 CURRICULUM DEVELOPMENT AND EVALUATION 6.08 INSTRUCTIONAL ASSISTANCE PROGRAM 6.09 INSTRUCTIONAL METHODS AND TECHNIQUES 6.10 SELECTION OF INSTRUCTIONAL MATERIALS 6.11 TEXTBOOK SELECTION AND ADOPTION 6.12 STUDENT HOMEWORK 6.13 STUDENT PROGRESS REPORTS 6.14 GRADING PHILOSOPHY 6.15 CLASS SIZE 6.16 COUNSELING AND GUIDANCE PROGRAM 6.17 PROMOTION AND RETENTION OF STUDENTS 6.18 STUDENT RECORDS


6.19 ENGLISH-AS-A-SECOND-LANGUAGE PROGRAM 6.20 INSTRUCTIONAL TECHNOLOGY PROGRAM 6.21 HUMAN RELATIONS PRACTICES 6.22 COMMUNITY SERVICE CURRICULUM PROGRAM 6.23 ADDITIONAL LANGUAGES 6.24 PHYSICAL EDUCATION AND HEALTH/WELLNESS 6.25 EXTRA CURRICULAR ACTIVITIES 6.26 SCHOOL INTRAMURAL ACTIVITY PROGRAM 6.27 FIELD TRIPS AND EXCURSIONS 6.28 CLASS INTERRUPTIONS

7. STUDENTS 7.01 FAIR AND RESPONSIBLE EDUCATIONAL OPPORTUNITIES 7.02 STUDENT PRIVILEGES AND RESPONSIBILITIES 7.03 STUDENT ABSENCES 7.04 STUDENT CONDUCT 7.05 STUDENT DRESS CODE 7.06 ALCOHOL AND DRUG USE 7.07 STUDENT COMPLAINTS AND GRIEVANCES 7.08 STUDENT DISCIPLINE 7.09 STUDENT SUPERVISION AND DISMISSAL PRECAUTIONS 7.10 ACCIDENTS AND ILLNESS 7.11 STUDENT DRIVING 7.13 STUDENT ACTIVITY FUNDS AND FUND RAISING 7.14 PERFORMANCES AND EXHIBITIONS 7.15 STUDENT GIFTS AND SOLICITATIONS

8.

COMMUNITY RELATIONS 8.01 COMMUNICATIONS AND COMMUNITY RELATIONS 8.02 SCHOOL ORIENTATION 8.03 SCHOOL PUBLICITY 8.04 VENDOR ADVERTISEMENT 8.05 SCHOOL DOCUMENTS, RECORDS, SURVEYS AND QUESTIONNAIRES 8.06 PARENTS’ INVOLVEMENT 8.07 PARENT COMPLAINTS AND COMMENTS 8.08 VISITORS TO THE SCHOOL

9.

ACCREDITATION AND PROFESSIONAL MEMBERSHIPS 9.01 RELATIONS WITH ACCREDITING AGENCIES 9.02 SCHOOL MEMBERSHIP TO PROFESSIONAL ORGANIZATIONS


THE SCHOOL AND ITS GOALS


1.01 BYLAWS OF ASSOCIATION Bylaw I. Purpose and Scope In accordance with the Memorandum and Articles of Association of the School, The Board of Directors, hereinafter referred to as the Board, hereby adopts the following Bylaws for the regulation of the School. These Bylaws are intended to further the objectives as stated in the Memorandum of Association. These Bylaws shall apply to all members of the Board and employees of the School.

Bylaw II. Duties of the Board of Directors Section I (Duties) The duties of the Board in discharging their responsibility shall be, but are not limited to, the following: A. (Meetings) The Board of Directors shall hold Board meetings at least monthly, and at such other times as are required for timely transaction of the necessary business. B.

(Executive Sessions) Discussions and actions among Board members on personnel matters and matters concerning individual students may be conducted in private session at the request of any Board member or the individual concerned, or, in the case of students, the parents concerned.

C. (Policies) The Board shall establish policies governing the operation of the School. D.

(Tuition and Fees) The Board shall establish tuition rates and other fees.

E.

(Employee Salaries) The Board shall establish rates for salaried personnel employed at the School.

F.

(Program Review) The Board shall review the program developed by the Head of School for each year. This document shall comprise a brief description of the proposed activities for the year including the number (estimated) of students to be accommodated, staff to be engaged, and any other major activities planned.

G.

(Head of School’s Appointment) The Board shall engage a Head of School who shall be responsible to the Board for the operation of the School. Unless specifically withheld by the Board, responsibility delegated to the Head of School shall include the following: 1. Recruitment of Faculty and Staff. Recruitment and recommendation for employment of all School employees. 2. Faculty and Staff Supervision. Direction and supervision of the teaching staff and other School employees.

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3. Schedules and Curriculum. Educational schedules and curricula. 4. Student Discipline. Control, discipline, and suspension of students. Expulsion of a student shall be determined by the Board. 5. Information. Brochures, preparation, publication, and distribution of informational brochures. 6. Board Assistance. Special assistance to the Board by timely preparation of preliminary drafts of programs and other assistance as the Board directs. 7. Other Responsibilities. All other functions necessary to the efficient operation of the School.

Bylaw III. Policy Manual Section I (Purpose) In addition to the Memorandum, Articles of Association and Bylaws, the Board of Directors has prepared policies which shall govern the business of the School and establish direction for the management of the School’s day-to-day operations. These policies are updated regularly as the need arises. Section II (Implementing Regulations) The Head of School shall be responsible for the preparation of internal regulation which provides more specific guidance for the implementation of Board Policy. Section III (Policy Consistency) The Board Policy Manual, including subsequent revisions, shall be consistent with the School’s Memorandum, Articles of Association and Bylaws.

Bylaw IV. Financial Matters Section I (Custody and Disbursement of Funds) Collection of tuition shall be made in the name of the School, and all moneys received shall be deposited in banks selected by the Board. Section II (Investments) Investments shall be decided by the Board. Section III (Investment Transactions) Transactions connected therewith shall be made in the name of the School, and documents executed in connection with the sale and transfer thereof shall be authenticated by the members of the Board.

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Section IV (Board Member Liability) No member of the Board shall be held personally liable for any bills or obligations of the School, past or present, except for the payment of his own bills. Section V (Payment of Tuition and Fees) All members of the School are responsible for the prompt payment of such tuition and fees as are prescribed by the Board of Directors in order to meet the regular obligations of the School as incurred in fulfilling the objects of the School. Section VI (Tuition Payment Schedule) Tuition payments shall be made on a term basis, prior to the beginning of classes, in order to regularize the budgeting, purchasing, and hiring procedures and policies of the Board and the Administration. Last dates for payment will be announced on a yearly basis. Section VII (School Year) The school year shall be from the third week of August through end of June. Section VIII (Other Activities) Further, the Board shall engage in: 1. Long Range Planning. Analyze and interpret the School’s long-range financial needs; 2. Business Arrangements. For the School, devise and supervise the business arrangements of the School, including the system of the financial accounting and the purchase of supplies and equipment; 3. Employee Income Taxes. Oversee the calculation and payment of the income tax allowances for teachers; 4. Disposal of School Property. Approve all sales and disposal of books, equipment, and supplies; 5. Approval of Petty Cash Fund. Amount to be maintained in the petty cash fund; 6. Monthly Financial Statements. Maintain a file of monthly financial statements presented by the Chief Accountant; 7. Physical Property Inventory. Ensure the maintenance of detailed lists of physical property of a permanent nature, showing quantities, description and value;

Bylaw V. Amendments Section I (Procedure) Amendments of these Bylaws shall be accomplished by the same procedure as described for the Memorandum and Articles of Association.

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Bylaw VI. Non-Discrimination Policy It shall be the policy of the School to admit students to the School and to hire persons based on specified criteria. No person, who is otherwise eligible, shall be denied admission to, or employment at, the Canadian International School on the basis of race, color, sex, religion, national or ethnic origin, or age. Nor shall race, color, sex, religion, national or ethnic origin, or age affect in any way the treatment, evaluation or any other consideration of the students and staff of the school.

1.02 SCHOOL LEGAL STATUS The name of the School shall be the Canadian International School also referred to as “the School” throughout this manual. The School was incorporated on 2nd July 2003 by the Registrar of Companies, Bangalore, Karnataka, India. Certificate No. U80211KA2003PTC032185, issued under the Companies Act 1956. The control and management of the School rests with the Board of Directors for the purpose of providing a prekindergarten through grade 12 school. The School shall have an English-speaking faculty, and instruction shall be carried out in English, with the exception of those courses designed to teach other languages. This Board governs the School in accordance with applicable local law, with the Memorandum and Articles of Association, Bylaws and with its own adopted policies. The Board selects and appoints a Head of School, to whom it delegates the implementation of its policies and the administration of the School.

1.03 SCHOOL OWNERSHIP AND TAX STATUS “Ownership” of the School rests with the Board of Directors. For the purpose of taxation, the Canadian International School is a Private Limited Company.

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1.04 SCHOOL ORGANIZATION The administration’s role is to implement the policies established by the Board of Directors and ensure the achievement of the purposes of the School. Since one fundamental aim of the School is to prepare its members for democratic living, the School should reflect democratic principles in its own organization and procedures. The successful operation of the School is a shared responsibility, with group planning and group decision-making serving to reinforce individual responsibility. The principles upon which the structure is based are:

A.

The Board of Directors shall establish the general policies governing the operation of the School.

B.

The Head of School has the dual responsibility of making recommendations to the Board of Directors and implementing the Board’s policy decisions.

C.

The Head of School also has the responsibility of recommending effective means of implementing policy, and coordinating school-wide procedures for expediting and evaluating learning.

D.

The teachers have the responsibility to adapt the content, to determine the instructional techniques, to organize learning experiences to the needs of students, and to evaluate student progress.

Lines of Responsibility Each employee of the School through the line of organization is responsible to the Head of School and ultimately to the Board of Directors. From students, responsibility flows simply and clearly through teachers to the Head of School. The following principles apply: A.

Whenever possible, each member of the staff shall be responsible to only one supervisor for any one function.

B.

Each member of the staff shall be told to whom s/he is responsible and for what functions.

C.

All personnel shall first refer matters requiring administrative action to the administrator in charge of the immediate area in which the problem exists. Administrators will normally refer such matters to the next higher authority when necessary.

Line and Staff Relationships Within the administrative organizational structure, the relationships may be identified as line (authority) or staff (coordination). These lines are shown graphically for the School in the organization charts devised by the Head of School and approved by the Board.

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1.05 HEAD OF SCHOOL’S RECRUITMENT AND SELECTION The Board of Directors is responsible for the recruitment and selection of the Head of School. The School requires a Head of School who has a history of successful management performance, has a proven record to substantiate a commitment to standards of professional excellence and personal integrity, and who will be adaptable and resourceful in the (country) environment. In addition, s/he must possess the following qualifications. A.

Have an advanced professional degree (doctoral degree preferred), with a current principal’s certificate; extensive management and teaching experience in an American/Canadian/UK-based curriculum program.

B.

Experienc as a School principal; knowledge of school financial management and automated office operations, curriculum planning, instruction, and staff development; able to provide direction to the management team in all areas.

C.

Experience in strategic planning, decision making and crisis management; target oriented and organized.

D.

Experience in identifying resources, recruiting staff and personnel evaluations.

E.

Strong oral and written communication skills.

F.

Willingness to foster positive relationships with the faculty, the administration, the board and the community; a team worker; able to inspire confidence in peers and subordinates and to generate trust.

G.

Experienced and eager to understand other cultures. Capable of working closely with the business, host government, and diplomatic communities. Resourceful, able to meet new challenges, and adaptable.

H.

Physically fit as certified by a medical authority.

1.06 HEAD OF SCHOOL’S CONTRACT AND BENEFITS The Head of School’s responsibilities, authority, terms of appointment and salary shall follow current Board policy with the Head of School’s contract containing the following provisions: A.

Scope of Work/Statement of Duties

B.

Period of Service

C. Compensation

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D. Leave E. Benefits F.

Medical benefits

H.

Conflicts of Interest and Outside Employment

I.

Evaluation Procedure

J.

Renewal/termination of Employment Contract

The Board reserves the right to add or delete benefits to the Head of School’s contract as it deems appropriate.

Contract Renewal There shall be no obligation on the part of the Board or the Head of School to renew this contract beyond the specified termination date cited in the contract. The Head of School’s initial term of employment shall be for a three-year period, commencing on the 1st of August, and terminating end of July, unless further extended or sooner terminated as hereinafter provided. No later than September 1st of the year of contract expiry, the Board shall meet to consider extending the term of the Head of School’s employment for an additional period. Following this meeting, and within fifteen (15) days, the Board will formally notify the Head of School of its intention to either: (1) extend or renew the existing contract for a two year or multiple year term; or (2) terminate its relationship at the end of the current contract. If the Board decides to extend the contract, it shall so notify the Head of School and both parties shall initiate discussions to determine the terms and conditions of the renewed or extended contract. Such discussions shall be completed and an agreement executed by 30th September of the year of contract expiry. Any extension or renewal of the term of the Head of School’s employment shall be in the form of an amendment to the agreement and shall be upon the same terms and conditions as herein set forth unless otherwise agreed to in writing by both parties. It shall not be considered that the Board and the Head of School have entered into a new agreement, unless this is stated in writing signed by both parties.

1.07 HEAD OF SCHOOL’S POWERS AND DUTIES The administration of the school system in all of its aspects shall be delegated to a Head of School, who shall carry out his/her administrative functions in accordance with the policies adopted by the Board of Directors. The Head of School reports directly to the Board of Directors. S/He shall attend all meetings of the Board (except

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meetings pertaining to his/her own performance, from which s/he may be excused by the Board), and shall be responsible for implementing all Board decisions. Contracted terms for the Head of School shall include the following specific list of duties and responsibilities: A.

The Board acknowledges that the Head of School, consistent with relevant law and Board policy, shall have the specific authority, right and responsibility to: 1. Organize the administrative and supervisory staff, including instructional and non-instructional personnel, in a manner which, in the Head of School’s judgment, best serves the School; 2. Elect, assign, transfer, and terminate the employment of instructional personnel, except where a conflict of interest may arise. 3. Supervise and direct teachers and all other persons employed in the instructional activities of the School; 4. Implement the overall educational policies and objectives of the School; 5. Implement the educational program and curriculum of the School;

B.

The Board may, from time to time, prescribe additional duties and responsibilities for the Head of School, provided, however, that 1. The Board shall only with the Head of School’s prior knowledge, adopt any policy which impairs the duties and authority specified and 2. All additional duties and responsibilities prescribed by the Board shall be consistent with those normally associated with the position of Head of School of a school.

C.

With respect to their relationships to one another and the determination of their respective powers and duties, the Board and Head of School are both subject to the Articles and Bylaws of the School.

D.

The Head of School shall devote his/her full time, skill, labor and attention to the discharge of his/her duties.

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1.08 HEAD OF SCHOOL’S LONG-RANGE AND ANNUAL WORK OBJECTIVES

GOALS

The Head of School shall present for approval his/her long-range goals and annual work objectives to the Board. Every attempt shall be made by the Head of School to have his/her goals and work objectives consistent with the general Board Goals, principles of sound management practices and the overall purposes of the school. Whereas the Board would expect these goals and work objectives to stretch the Head of School’s time commitment, performance evaluation will not be solely based on his/her statements.

1.09 HEAD OF SCHOOL’S EVALUATION The Board will ultimately decide the way it plans to conduct the evaluation. The Board shall devote at least a portion of one Board meeting no later than May in each year of the Head of School’s employment to evaluate his/her performance and his/her working relationships. The Board shall reduce that evaluation to writing. The Head of School shall be provided with a copy of the written evaluation and a discussion my follow at the next Board meeting. The performance evaluation shall be kept confidential by the Board members. The Board shall also devote at least a portion of one meeting, no later than the month of January in each year of the Head of School’s employment by the Board, to a general discussion with respect to the Head of School’s performance and his/her working relationship with the Board. The evaluation shall include recommendations as to areas of improvement. The Head of School shall have the right to make a written response to the evaluation. This response shall also be placed in the Head of School’s personal file with the evaluation.

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1.10 TERMINATION EMPLOYMENT

OF

HEAD

OF

SCHOOL’S

The Board of Directors reserves the right to terminate the employment of the Head of School when in its judgment this action is necessary. The obligation of the Board in this instance will be to compensate the Head of School as per the termination clause in his/her contract. A Head of School’s contract may be terminated by the Board for professional reasons by giving thirty days written notice. Termination for professional reasons shall include, but shall not be limited to, lack of professional qualification, ability or application. Compensation and other benefits agreed upon under the terms of his/her contract will cease upon the effective date of termination for cause/misconduct unless otherwise agreed in writing by the Board and the Head of School. In case of misconduct on the part of the Head of School, the Board may terminate his/her contract without advance notice. Misconduct is defined as any action, either while engaged in professional duties or outside of normal duty hours, which would reflect unfavorably on the School or the International Community in the city. Any dispute will be resolved in accordance with established policies of the Board. The decision of the Board shall be final. The Head of School may terminate his/her contract by giving thirty days notice in writing of his/her intent to resign. Upon acceptance of the resignation by the Board, all contractual obligations shall cease as of that date. If, for any reason, the Head of School is unable to complete his/her contract, the Board may appoint an interim Head of School.

1.11 SCHOOL MANAGEMENT PRACTICES The Board holds the Head of School responsible for the exercise of sound management practices. These practices included, but are not limited to, the following: A.

Attract the best staff; motivate them; develop them; retain them.

B.

Build, review, update and protect curriculum excellence.

C.

Foster open communications with all of the School’s constituencies.

D.

Stay in close contact with the School’s surrounding environment; anticipate change; and plan strategically.

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1.12 STRATEGIC PLANNING The Board will hold the Head of School responsible for implementing the strategic plan approved by the Advisory Council and for keeping the Board advised as to implementation progress. The Head of School may have internal facilitators who shall be available to guide implementation and/or facilitate annual updates. The Head of School is also responsible for maintaining the process and discipline of the strategic planning model approved by the Board.

1.13 STATEMENT OF MISSION The Board will maintain and revise as necessary, the School’s “Statement of Mission”. This statement should be highly visible and distributed throughout the School community. The “Statement of Mission” shall identify why the School exists and is a broad statement of purpose. The following is the School’s “Statement of Mission” as approved by the Board: “CIS is a culturally-rich mosaic serving each student by providing a world-class international education, nurturing potential, developing life-long skills, and preparing students for an ever-changing global community.” The Board of Directors approved the current Mission Statement in February 2009. The approved Mission Statement will be reviewed annually to establish its continued relevance for the CIS community.

Review Procedure:During the first term of each year a survey shall be prepared for student, staff and parental responses. The survey shall be completed on-line by all interested parties and shall focus on CIS Philosophy and Objectives and review the Mission statement. The survey results shall be collated and shared with the CIS community.

1.14 STATEMENT OF VISION An international educational experience expands intellectual and social horizons. It enables, encourages and empowers students of multicultural backgrounds to discover and develop their intellectual, physical and creative

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potential. It inculcates high self-esteem and nurtures respect for themselves and others, while developing a sense of self-discipline, motivating the students to offer their personal best at all times. Vision Statement: “To accomplish the school’s mission, enhance and build upon its good reputation, and benefit fully from an outstanding physical environment, CIS shall ensure that its educational programs, the quality of learning and teaching, service provision and community involvement meet the needs and standards of its primary clients.”

1.15 SCHOOL PLANNING PARAMETERS The Board recognizes that guidelines for operation must exist in order for the School to discipline itself to accomplish its mission. “Parameters” serve as boundaries to keep the School from making erroneous and/or extraneous decisions or plans. The following “Parameters” have been approved by the Board. They are: A.

No new program or service will be accepted unless: 1. It is consistent with the School’s strategic plan; 2. Benefits clearly justify costs; 3. It includes provisions for staff development and program evaluation; and 4. It has sufficient funds for effective implementation.

B.

No program or service will be retained unless: 1. Benefits continue to justify costs; 2. It continues to make an optimal contribution to achieving the mission.

C.

Insist on high standard performance by all staff members at all times.

D.

Any behavior which diminishes the dignity or self-worth of any individual or group will not be tolerated.

E.

Demonstrate commitment to the implementation of the Board approved Strategic Plan.

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1.16 SCHOOL YEAR The Canadian International School is in session for a minimum of 180 instructional days each School year, scheduled over a period usually beginning by the third week of August and ending the third week of June. Instructional days, holidays and staff work days are scheduled in accordance with the School calendar adopted each year by the Board.

1.17 SCHOOL DAY The length of a regular School day shall be determined by the Board. As a general guideline, the School day should be long enough to allow reasonable time to implement the full instructional program at all grade levels.

1.18 SCHOOL CALENDAR Each year the Head of School shall prepare and submit to the Board a School calendar listing the days of required attendance for staff and students for the following year. The schedule of School holidays shall be appropriate, insofar as possible, for both Western and Indian custom, and shall ensure that the numbers of staff work days and student instructional days are in accordance with legal and contractual requirements. A preliminary presentation of the proposed calendar will be made preceding the school year. The Board of Directors will adopt the school calendar. Changes in an adopted calendar must be Board-approved except for emergency circumstances as defined by policy.

1.19 SCHOOL ENROLLMENT CAPACITY The Board of Directors recognizes the need for sufficient space to ensure that the high standard instructional program being offered is not impaired by over-crowded conditions. Based on the present building space, the Board has determined that optimal enrollment capacity shall be 700 students. Maximum capacity shall be 800 students unless buildings are further expanded in which case the maximum number can be revised upward.

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BOARD OF DIRECTORS


2.01 SCHOOL BOARD AND BY-LAWS The School Board of Directors (referred to in practice and throughout this manual as the “Board”) will formulate a set of Bylaws to provide an orderly basis of operation under which the School may function to meet the educational requirements of the children attending the School. Bylaws must be consistent with the School’s Articles of Association and exist to offer guidance and direction to the Board of Directors. The Board shall engage a Head of School who shall be responsible to the Board for the operation of the School with responsibility consistent with those stated in Bylaws.

2.02 POWERS AND DUTIES OF THE BOARD OF DIRECTORS The Board of Directors is ultimately responsible for all School concerns. Board powers and duties include: A.

Policy Making: The Board shall establish policies governing the operation of the School. Final decisions on policy cannot be delegated. Evaluation of the execution and effect of policy is an ongoing Board process. Implementation of policy, however, is delegated to the Head of School.

B.

Appointment of Head of School: The Board is responsible to recruit, to hire, to terminate the employment, to direct and to evaluate the performance of the Head of School.

C.

Strategic Planning, Goal Setting and Appraisal: The Board is responsible for obtaining, from the administration and other sources, reliable information on which to make the best possible decisions about the scope and nature of School programs. The Board will establish and monitor annual, short term and long term goals and plans.

D.

Ensuring Financial Security for the School: The Board is responsible for approval and adoption of the annual expenditure budget, the decision to raise or lower tuition fees, investment decisions, and decisions that secure revenue to support the budget, including money needed for capital replacement and emergency contingency.

E.

Staffing and Appraisal: The Board delegates the tasks of recruiting, hiring, evaluating, promoting, and disciplining staff to the Head of School. The Board is responsible for reviewing and establishing policy governing staff salaries, terms and conditions of employment, fringe benefits, leave policies and staff development. However, implementation of these policies is delegated to the Head of School.

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F.

School Facilities and Capital Equipment: Facility needs and the purchase and replacement of major capital equipment items shall support and enhance the educational program.

G.

Curriculum and Instruction: In consultation with the Head of School, the Board shall set general goals and adopt policies upon which instructional programs will be based. The Board retains the power to accept, modify, or reject the Head of School’s recommendations on the scope and nature of educational offerings.

H. Students: The Board shall set policies which guide actions of the administration and other school staff with regards to students. I.

Public Relations: The Board must ensure that there are adequate and effective means of keeping Community informed and for keeping itself informed about Community concerns.

J.

Adjudication and Investigation: If required, the Board will hear appeals from parents, staff members, or students on questions that involve Board policy implementation. The Board may also conduct investigations or hearings on Board policy implementation issues and School operations.

K.

Other Board Activities: Other Board activities include, but are not necessarily limited to, approving the annual school calendar, retaining legal counsel, approving the school auditors, recognizing interorganizational relationships and maintaining an updated Board policy manual.

2.03 BOARD MEMBER RESPONSIBILITIES Each Board member has the duty: A.

To assume an active role in carrying out the responsibilities of the Board as stated by the Articles, Bylaws, and policies of the Board;

B.

To devote time, thought, and study to the duties and responsibilities of a Board member so as to render effective and creditable service;

C.

To attend all meetings of the Board to the maximum extent possible

D.

To support Board decisions, to support the collegial character of the Board, and to recognize that the Board operates as a unit;

E.

To remember at all times that no member has legal authority outside the meetings of the Board, except as specifically granted by the Board, the Articles and/or Bylaws;

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F.

To understand and to evaluate the educational program of the School and to plan for the business of School operation;

G.

To establish the policies by which the School is to be governed, and to recognize that the management of the educational program shall be the responsibility of the Head of School and his/her staff;

H.

To maintain the confidentiality of privileged information, and to refer complaints, requests, or criticisms directly to the Head of School;

I.

To welcome and encourage active cooperation by parents, teachers and all organizations concerned with the welfare of the School.

2.04 BOARD-HEAD OF SCHOOL RELATIONSHIP The Board of Directors believes that the formulation of policies is one of the most important function of a School Board, and that the execution of policies is the function of the Head of School. Such delegation provides freedom for the Head of School to manage the School within the Board’s policies, and frees the Board to devote its time to policy making and evaluation. The Board believes that open lines of communication are vitally important in a successful Board-Head of School relationship and that the students of the School are best served by an atmosphere of harmony based upon mutual trust and a clear understanding of policy making and administrative roles.

Board members, will: A.

Strive to provide adequate policy support and safeguards for the Head of School and other staff members so that they can discharge their educational functions on a thoroughly professional basis.

B.

Give the Head of School administrative authority for discharging all professional duties, and hold the Head of School responsible for results.

C.

Hold the Head of School responsible for the operation of the internal machinery designed to serve the School program, and for keeping the Board informed about School operations and issues.

D.

Refer all complaints to the Head of School for investigation and action, and refer personal criticism of any employee directly to the Head of School. The Board will become involved in resolving such matters only after all efforts to resolve them administratively have failed.

Board Policy

29


The Head of School is expected to A.

To place before the Board all relevant facts, information, and reports necessary to keep the Board informed about situations at hand.

B.

Maintain open communication with the Board in matters of employment, dismissal, or non-renewal of faculty contracts.

It is a practice of the Board to devote all or part of one meeting, at least annually, to the discussion of the overall relationship between the Board of Directors and the Head of School.

2.05 REGULAR AND SPECIAL BOARD MEETINGS The Board of Directors shall meet once each month and at other times upon the call of the Managing Director. The Managing Director will preside over Board meetings. Meetings will be conducted in accordance with parliamentary procedures unless otherwise decided by the Managing Director. Special Board meetings may be called at any time by the Managing Director. The call of the meeting shall indicate the subject(s) proposed for discussion. Notice of a Special Board Meeting including the agenda to be discussed shall be given at least three (3) days before the date set for the meeting. In emergencies, a Special Meeting may be called on shorter notice; if, in the judgment of the Managing Director, the circumstances warrant it.

2.06 EXECUTIVE SESSIONS The Board of Directors may during any regular or special meeting, hold an Executive (closed) Session to discuss sensitive matters the disclosure of which would not be in the interests of individuals concerned or of the School as a whole. Executive Sessions are generally permitted for the following reasons: A.

To discuss dismissal of an employee or student;

B.

To discuss employee compensation issues;

C.

To evaluate the Head of School’s performance.

D.

To discuss other sensitive issues.

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Only those specifically invited by the Managing Director shall be present at Executive Sessions. The Head of School shall not be in attendance during discussions of the Head of School’s contract or evaluation, and at other times when the Board might ask the Head of School to leave the session. Members of the Board and other persons present during Executive Sessions shall be bound to keep all matters discussed in Executive Session confidential.

2.07 BOARD POLICY MANUAL In addition to these Articles of Association and Bylaws, the Board of Directors has prepared policies which shall govern the business of the School and establish direction for the management of the School’s day-to-day operations. These policies are updated regularly as the need arises. The Board Policy Manual, including subsequent revisions, shall be consistent with the Articles of Association and Bylaws.

2.08 BOARD POLICY DEVELOPMENT The basis for the Board of Directors’ authority to establish policy is provided by the School’s Articles of Association, which assigned responsibility for the control and management of the School to the Board, and by the Bylaws of Association, which specifically assign responsibility for the adoption of policies to the Board of Directors. Policies adopted by the Board are not intended to contradict either the guidelines established by the Government of India, the Articles and Bylaws of the School or employee contracts. If conflict does arise, the Articles and Bylaws shall take precedence over a Board-adopted policy statement. The Board reserves the right to periodically review administrative implementing regulations to ensure they are consistent with the intent of policies adopted by the Board.

A. Policy Proposals Policies may be submitted in writing for Board consideration by a Board member or the Head of School. It shall be the Executive Director who determines when it is appropriate for the new or revised policy to be brought forward for discussion at a regular monthly Board meeting.

Board Policy

31


B. Policy Adoption Policies may be approved, rescinded, amended or revised by Board members. Policies are effective upon their approval or date set for implementation. Approval of each policy shall be noted and copies will be distributed for inclusion in the Board Policy Manual.

C. Board Policy Manual All policies, adopted by the Board, shall be collected in a Board Policy Manual. The official copy of the approved policy manual shall be maintained by the Board, whose duty it shall be to ensure that the Policy Manual is kept up-to-date and that copies of new or revised policies are distributed to all holders of the Policy Manual. Copies of the Manual will be given to each Head of School and also made available for information to all students, staff members and parents, at convenient locations.

D. The Absence of Policy Generally, all policies of the Board shall be formalized and made part of the Policy Manual. However, it is recognized that in the absence of such a written policy, previous decisions by the Board will be perceived as policy based on precedent. In order to prevent confusion about Board intentions, it should be made clear whether (1) a particular decision is rendered with the intention to set precedent or to change the existing policy; or (2) a particular decision is to be seen as a single case, NOT intended to set a precedent or to change existing policy. If action must be taken and the Board has provided no guide in the Policy Manual or by precedent, the Head of School shall have the power to act. However, it shall be the duty of the Head of School to report such actions to the Board and to advise the Board that a policy statement might be needed.

2.09 BOARD MEMBER AUTHORITY AND LIABILITY The Board of Directors is the governing body of the School. As such, the School Board exercises authority as a collective group and only through action at a duly convened, official meeting. Any written communication from a Board member, or any individual or group acting on behalf of the Board, to the staff, parents, ministries or other organizations, shall require prior Board approval.

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FINANCIAL MANAGEMENT


3.01 ANNUAL OPERATING BUDGET The Board of Directors shall adopt the school budget. The annual budget should be adequate to cover annual operating costs and to allow for additions and alterations as dictated by the projected needs of the School. In preparing the budget, the Board shall study the school program in its relation to present and future needs. The fiscal year of the School shall begin April 1 and end March 31 of the following year as per assessment year norms in India. The budgeted revenues to expenditures may be balanced, may be in surplus, or may be in deficit, but the intent of the Board is to adopt a budget that maintains cash reserves at a reasonable level. The budget shall be considered a controlled spending plan for the ensuing financial year. Within the approved budget, the Executive Director is authorized to make expenditures and commitments in accordance with the policies and plans approved by the Board. The same procedure shall be followed with respect to the expenditures provided for by special Board action which were not contemplated in the original budget for the year. The Board requires a monthly fiscal statement showing the month’s financial transactions, and showing the status of each budget item. Each month the Board will review the distribution of funds among line items, and transfers requested by the administration.

3.02 SYSTEM OF ACCOUNTS The Canadian International School follows the Mercantile Method of Accounting. Significant Accounting policies in use are: 1.

Accounting Convention: Accounts are maintained on accrual basis under historical cost convention as a going concern and comply with mandatory Accounting Standards and Statements issued by The Institute of Chartered Accountants of India to the extent applicable to the Company.

2.

Revenue Recognition: Revenue from application and registration fees are recognized on receipt basis. Tuition and other related fees from students are recognized over the period of the semester.

3.

Fixed Assets: Fixed Assets are stated at cost of acquisition less accumulated depreciation. Cost of acquisition is inclusive of freight, duties, taxes and others incidental expenses up to the date of installation.

Board Policy

35


4. Depreciation: Depreciation is provided on written down value method at the rates specified in the Companies Act 1956. 5.

Taxes on Income: Provision for current tax is determined as per taxable income computed in accordance with provisions of Income tax Act 1961.

6.

Foreign Currency Transactions: The transactions in foreign currency are recorded at the original rates of exchange prevailing at the time of transaction.

7. TDS: Taxes are deducted at source from contractors, rentals, professional charges and salaries and remitted to the Income Tax Department within stipulated time. Books of Account Maintained: Cash Book, Bank Book, General Ledger, Fee Ledger and Journal Register. Payments exceeding Rs. 20,000/- are paid by crossed cheque only.

3.03 FISCAL YEAR AND FINANCIAL ACCOUNTABILITY The fiscal year of the Canadian International School shall be April 1 to March 31 as per assessment year norms in India. Accounting books will be closed on March 31 with a summary report prepared for the Board of Directors no later than the June regular monthly meeting. Board appointed financial auditors will begin their review as soon as possible following the close of the fiscal year. It is the responsibility of the Directors to ensure that all funds of the School are controlled and accounted for in accordance with generally accepted accounting principles. The Directors shall establish, or cause to be established, a system of accounts to be maintained by a qualified accountant under the supervision of the Board of Directors. The Board of Directors shall receive and review a monthly financial statement showing the current financial status of the school. All financial statements will be prepared in accordance with generally accepted accounting principles and will be presented in a way to clearly present the financial position of the School. The Board of Directors authorizes the establishment of checking accounts, interest-bearing accounts, and petty cash funds, to be managed to the School’s best advantage by the Managing Director.

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3.04 BUDGET OVERRIDES The Board of Directors recognizes that, when preparing an annual operating budget several months in advance of implementation, there will be occasions when expenditures will exceed line-item allocations. With each occurrence, the Board expects the Business Manager or the Executive Director to report such occurrences, in a timely manner, to the Managing Director.

3.05 DEPOSITORY OF FUNDS INVESTMENTS PROGRAM

AND

SCHOOL

All funds received by the School shall be deposited in checking accounts or interest bearing deposits in banks designated by the Board of Directors. It is not the board’s intention to put the School’s deposits or investments at risk in an effort to maximize the returns from interest. The security and emergency availability of these assets shall be carefully considered, along with high quality service in determining the bank of primary deposit. The Board of Directors considers an investment program a critical ingredient of sound fiscal management. The Board authorizes an investment program where the primary objective is to provide safety and liquidity of capital and thereafter to obtain appropriate yield to supplement other revenues for the support of the School’s educational program. The investment program will be administered in a way that will ensure: A.

The continuous process of temporary investing of fund balances and moneys available for investment purposes, through the use of quotations, to obtain a reasonable yield commensurate with safety and liquidity of capital on all investments.

B.

The maintenance of a cash flow analysis that will provide data to assist proper planning and decisionmaking regarding amount, duration, and type of investments.

C.

The assurance that all School investments will be in compliance with the regulations and laws of the country in which the investments are made.

Regarding delegation of authority, the Board authorizes the Managing Director and the Executive Director to manage all activities associated with the investment program in such a manner as to accomplish the objectives of this policy. His/her responsibilities will also include annual June review and assessment of the School’s investment program along with recommendations.

Board Policy

37


The Executive Director is further authorized to execute, in the Board’s name, any and all documents relating to the School’s investment program in a timely manner and to confer with reputable consultants regarding investment decisions when necessary.

3.06 AUTHORIZED SIGNATURES AND DISBURSEMENT OF FUNDS The Board of Directors, according to accepted accounting conventions, expects that all disbursements will be allocated to the proper account in an approved budget. Budget revisions, budget overrides and transfers of funds must be approved by the Board.

3.07 TUITION AND FEES School fee structure: tuition and other related fees will be reviewed annually by the Board of Directors. School fee structure is subject to change. However, it is the practice of the Board to give appropriate advance notice of changes, and to publish prospective fee structure for parent information. All parents are responsible for prompt payment of school fees as prescribed by the Board of Directors, in order to meet the regular obligations of the School. A.

Billing: All fee invoices will be issued in accordance with the fee payment schedule, much in advance, before classes begin.

B. Payment: Fee payments are due on or before the designated days in August, November and February according to the fee payment schedule. At the option of the parents, school will accept payment for the whole year in advance at a discount of 5%. 1. All registration and fees other than tuition must be paid in full prior to the time of attendance. 2. Board of Directors and the Principal may develop procedures to collect tuition in ways which meet the intent of this policy. C.

Late Payment: A finance fee of Rs.500 per day will be charged on all outstanding balances after stated due dates in August, November and February.

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D. Non-Payment: Until all financial obligations towards the school are fulfilled, student records / certificates / reports will not be released. E.

Partial Payment / Rebates: 1. In the case of a student’s late entry: if a student joins after the commencement of the tuition period, tuition fees will be pro-rated and applied from the date of joining 2. Early withdrawal: there will be no refunds on tuition or other fees 3. Withdrawal from Boarding: If a parent decides to withdraw his child from the boarding facility during the course of the semester, boarding fees will not be refunded. 4. Expulsion: If a student is expelled from the school, there will be no refunds on tuition or other fees.

F.

If a family seeks admission for more than 2 children from the same family, 3rd sibling will get a 20% discount on tuition fees, 4th sibling will get 30% discount on tuition fees and 5th and subsequent siblings will get 40% discount on tuition fees due. The number of children enrolled in the school by the family will be reviewed at the beginning of each year and discounts will be applicable only on number of children continuing on school rolls.

3.08 TUITION/FEE WAIVERS Full time faculty are exempt from the payment of School tuition fee for their first authorized School age dependent. Rules for exemptions for additional authorized dependent children are listed in ‘Insert 20’ along with details of all other fees payable for and subsidies extended to a teacher’s dependent child/children. A married couple, each of whom serves as faculty in a full time role, may be exempt from payment of tuition fee for their first two authorized School age dependents. Rules for exemptions for additional authorized dependent children are listed in ‘Insert 20’ along with details of all other fees payable for and subsidies extended to a teacher’s dependent child/children. A married couple, one who serves as full time faculty and the other who serves as part time faculty, will be exempt from the payment of School tuition fee for their first authorized School age dependent. Second authorized school age dependent’s tuition fees will be pro-rated to the percentage of part time role served by the parent. Rules for exemptions for additional authorized dependent children are listed in ‘Insert 20’ along with details of all other fees payable for and subsidies extended to a teacher’s dependent child/children.

Board Policy

39


3.09 FINANCIAL AUDIT The Board of Directors shall commission an annual financial audit performed on all School accounts. The audit shall be completed by a qualified independent accounting firm, registered in India. The audit firm should provide an opinion on the internal controls of all operations with special emphasis on any area specifically requested. The audit and review will be performed under the standards set by the Institute of Chartered Accountants of India. The approved auditors shall conduct the audit twice yearly. Both the draft and final audit reports and accompanying management letter shall be reviewed by the Board. Any recommendations included in the audit, shall have a School management response appended.

3.10 PURCHASING AUTHORITY The Board is authorized to purchase and supervise the purchasing of all goods, materials, supplies and services approved in the Annual Operating Budget as appropriate. Purchasing will be done on a competitive basis among vendors, with the objective of obtaining the best quality at the lowest possible price consistent with the timely needs of the School. All capital equipment purchases in excess of a unit price of Rs. 4,00,000, will normally, at the time of budget adoption, be presented individually as major expenditure proposals. Board approval of the budget for such proposals will authorize these with purchases. When possible, at least three (3) price quotations shall be obtained prior to the actual purchase of capital items.

3.11 APPROVAL OF PAYROLLS AND BILLS Disbursements of any kind for the School shall be made by the Board, in accordance with Board policy. All payroll and invoice disbursements shall be made from either a checking account or a petty cash account. These accounts will be kept at an optimum level consistent with meeting the expected monthly disbursements. Petty cash disbursements may be made by the person responsible for the particular petty cash fund, against proper documentation and receipts.

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All requests for the expenditure of funds, not available in petty cash accounts shall be submitted to the Board. No funds may be issued without approved supporting documents. Upon payment, all supporting documents will be canceled and stamped “paid” or otherwise indicated to avoid duplication of payment.

3.12 PETTY CASH ACCOUNTS The Board of Directors recognizes the need to maintain School petty cash accounts for local purchasing and/or local services. Petty cash funds may therefore be established by the Board. Expenditures against these funds must be accurately itemized, supported by receipts and charged to the appropriate budget accounts. The total of each petty cash bill shall not exceed Rs. 5000. Any employee accepting petty cash is individually responsible for the entire amount of the fund in legitimate receipts. The money may be spent only for the intended use of the fund, and may be recalled for full settlement at any time.

3.13 DISPOSAL OF SCHOOL PROPERTY All school property that is not destroyed through use will eventually be disposed of by sale, gift, or abandonment, in a manner to the School’s best advantage as determined by the Board. Items having resale value will be sold in public sale or auctioned. The proposed sale of any item(s) that has a potential unit value in excess of Rs. 40,000 shall first be reviewed by the Board. Items deemed to have no resale value, or of insufficient value to justify the time and cost involved in selling them, may be disposed of for junk value, offered to charitable agencies, or simply disposed of at the discretion of the Board. No textbook which is a current adoption or currently being issued to students is to be sold or donated. Books that are not usable, and for which no sale or donation market can be found, may be disposed of with the approval of Board. Money from the sale of school property and books will be recorded as capital income.

Board Policy

41


3.14 SCHOOL CLOSURE SETTLEMENT OF ACCOUNTS In the event of the dissolution of the School, all remaining assets of the School, following liquidation of its debts and other obligations, will be disposed of in a manner consistent with the procedures outlined in the Articles of Association. If the School is at any time dissolved including the operations of the School, either with or without judicial proceedings, the assets remaining after payment of its legal debts and obligations shall be sold or otherwise disposed of and the proceeds used to refund security deposits made by School parents, providing that sufficient funds are available to reimburse all parents equally.

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OPERATIONS


4.01 BUSINESS PRACTICES Whereas the Board of Directors recognizes that the School’s reason for existence is to provide high quality curriculum and instruction, it further recognizes the need to implement sound business practices in all aspects of the School’s operations. Within the framework of Board policy and implementing regulations, the Board expects that all business decisions shall be conducted in an atmosphere of respect and in accordance with the checks and balances that are conventions in proper accounting operations and financial accounting.

4.02 FACILITIES EVALUATION AND PLANNING It is the policy of the Board of Directors to establish School facilities that offer the best possible learning environment within financial and site limitations. The School will maintain its buildings and grounds to ensure that the physical plant is clean, safe, attractive and functional for instruction and learning. The Facilities Manager is responsible to the Board for the management and maintenance of all School property. The Board shall ensure that adequate funds are budgeted annually for these purposes. The Board of Directors will support the maintenance and development of school technology programs. In planning new construction and alterations, the Executive Director, assisted by staff, will assess needs and develop educational specifications for the use of such facilities. Relevant requirements of the local government will be observed in planning such facilities. The Facilities Manager will bring all project plans for all construction and major alterations to the Board with background information, cost estimates, recommendations, and line budget information. If the Board agrees to action, the following guidelines will be followed: Projects estimated to cost between

Projects estimated to cost more than

Rs. 50,000 – Rs. 4,00,000

Complete

justification

and

required

Board

approval. Educational specifications, architectural drawings

Rs. 4,00,000

drawn and completed prior to Board approval to proceed.

Board Policy

45


4.03 EMERGENCY EXPENDITURES The Board of Directors recognizes that emergencies will occur which may require the need for non-budgeted expenditures. When such need occurs, the Board expects to be advised as quickly as possible of the circumstances, the need, the solution being pursued and the level of anticipated extra expenditure.

4.04 FACULTY HOUSING It is the policy of the Board to provide furnished housing for its overseas recruited faculty. The Executive Director shall be authorized to enter into long-term contracts for faculty housing that is of size and condition normally acceptable to expatriates living in the local community. All housing shall be furnished in accordance with implementing regulations extending from this policy. Normal care and maintenance of the grounds and furnishings, except for major appliances, owned by the School, shall be the responsibility of the employee. Any damages beyond normal wear and tear shall be charged to the employee’s school account. Overseas hired faculty who choose to find their own accommodation will be reimbursed up to a specified limit per month towards rent on presentation of the rent receipt.

4.05 SAFETY AND SECURITY PLANNING The Board’s intent is always to have contingency safety and security plans thoroughly discussed and current. The following principles shall guide any security discussions: A.

The safety and security of students is foremost in planning as would be that of the faculty and staff.

B.

Care must be taken to accurately inform but not to unnecessarily alarm students/parents and staff. Seek to establish the right balance while recognizing that not all the “what if” questions can be answered.

C.

Security communication must be clear, concise, and when appropriate, continuous.

D.

Security assignments must be clearly understood by everyone. The Head of School, with input from the Facilities Manager, will decide what security planning information shall be communicated and/or distributed to whom.

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E.

Extreme emergency planning will take into account that the School will remain open, close temporarily or close permanently.

F.

The following shall be the emergency priority order for decisions related to implementing security procedures: 1. Ensuring safety and security of students first, then faculty and staff. 2. Communicating the security situation with parents /companies /organizations regarding transportation. 3. Making the decision whether or not the School will be immediately closed, short or long term. 4. Determining the need for a Force Majeure evacuation of overseas contracted employees. 5. Determining staffing if the School is to remain open during the emergency interim. 6. Securing School and personal property during School closure.

G.

Security meetings, during an emergency, will be attended by the Facilities Manager and his team, and called when deemed necessary by the Head of School or the designated person in his/her absence. The following agenda will guide discussions. 1. Share and discuss new information 2. Re-assess the “climate” (faculty/community) 3. Distribute new information (decide on wider distribution) 4. Follow up and/or assign planning activity in reference to new or updated procedures.

H.

All School procedures for safety and security shall be distributed to the appropriate offices.

I.

The School’s emergency safety and security plan shall be reviewed by the Head of School and the Facilities Manager on an annual basis and updated where appropriate.

4.06 SECURITY AND KEY CONTROL The School’s buildings and grounds are important assets, and security control is essential, therefore, policy and regulations must guard against trespass by unauthorized persons and/or damage or losses caused by carelessness, vandalism or theft. In the interest of protecting School property, the Head of School is responsible for establishing regulations that will:

Board Policy

47


A.

Ensure the lock security of School property, and ensure the proper screening of outside visitors without losing the open nature of the campus;

B.

Ensure a consciousness of all members of the School community - students, parents, staff - toward maintaining the security of the campus;

C.

Seek to ensure that security problems be resolved at the lowest level possible. The Head of School should notify the Board as soon as possible after any incident in which local police authorities are involved;

D.

Seek to employ trained security personnel who have specific instructions on how to handle security control incidents;

E.

Ensure that keys are only in the hands of responsible persons whose duties require that they have access to School buildings or to certain rooms, desks, files or storage places. Record all key assignments. The Facilities Manager will maintain an updated list of key assignments.

F.

Regulations will include a control plan for issuing of keys, making duplicate keys and the replacement of locks after theft and/or other security violations.

With respect to the personal security of students, staff and visitors, the Facilities Manager is charged with effectively ensuring the security of those in the buildings as well as of students on their way to and from School on buses. It will be the policy of the Board to discuss specific security details and to keep careful control of access to security information.

4.07 EMERGENCY PLANS AND DRILLS The Pincipal or his/her designate shall prepare appropriate emergency plans and thoroughly instruct students, teachers and other employees about expected behavior and responsibilities during drills or actual emergencies. A copy of all emergency plans and drill plans shall be filed with the Head of School and in appropriate offices. The Head of School is charged with the responsibility of scheduling building evacuation drills to prepare staff and students to respond appropriately when emergencies arise. The first drill of the School year will be held as soon as practical after opening. After each drill, the Board shall be informed in writing concerning the nature and success of the drill. Regulations drafted for this policy shall include clear procedures for fire, bomb alert, terrorist alert and such other emergencies that might be encountered in the community.

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4.08 LOCK DOWN POLICY This is the procedure to follow when there is a dangerous, life-threatening situation on the school premises. This could be but is not inclusive of; an intruder, an out of control student who is a threat to the safety of our students, staff, or himself/herself; someone who has a gun or weapon, or perhaps a hazardous chemical leak outside a building or in a Lab. The policy shall contain two parts, a Level One Lockdown and a Level Two Lockdown. A Level One Lockdown is one where the entire campus is on lockdown (intruder, person with weapon, etc) whereas a Level Two Lockdown is area-specific and may be due to a specific chemical leak in a Lab, monkeys on campus, etc.

Level One Lockdown: The Lock Down alarm is shall be sounded and the following measures are expected to be taken: 

On hearing the signal, teachers will check the corridor for passing students and instruct any students in the hall to go into the closest classroom whether it is their classroom or not, then close and lock their classroom doors (teachers will not search for missing students)

Instruct the students to move to a position within the room that puts them out of view of the windows

Close all windows

Close all curtains

Turn off the lights, fans and air conditioners

Keep students silent

Wait for further instructions

Ignore further fire alarms, bells, door knocks, shouting or PA messages other than the “All Clear” notice by the Crisis Intervention Team (CIT). The teacher should, under no circumstances, open the doors unless this lockdown is lifted by a member of the CIT.

Do not leave the room until you receive the ‘All Clear’ via telephone or from a known Administrator at the door.

When the danger has passed, the administration will issue further instructions by word of mouth. Teachers should be prepared to evacuate their students to the outside assembly point (the Field), as directed, if necessary.

Board Policy

49


Level Two Lockdown: A Level Two Lockdown is a lockdown that does not affect the entire school, yet is a clear threat or danger to at least part of the school. Instances that might warrant a Level Two Lockdown might include a hazardous chemical spill in a specific location on campus, monkeys breaching the walls or other similar ‘contained dangers’. In the event of a Level Two Lockdown, the CIT, or members thereof, will go door to door in the affected area and announce that a lockdown is occurring and for the conditions of the lockdown to be in place until staff are told to the contrary. Teachers and Assistants are then required to keep all students in the classroom until the ‘All Clear’ is sounded by a CIT member. In a Level Two Lockdown, teachers are instructed to keep all students within the classroom with the doors locked and windows closed and secured. Students may go about their regular classroom activities within the class, but may not leave the class, nor may others outside enter the class. Members of the CIT will determine if students are in their designated class or not. If not, they will be responsible for gathering them from the washroom or hallway and leading them to a safe area until the immediate danger subsides. This information is passed to the classroom teachers. If classes are not present in the affected area, such as when they might be at PE or Swimming, they will be informed of the Level Two Lockdown and kept away from the ‘danger’ area, under supervision, until the ‘All Clear’ is given.

The Crisis Intervention Team The Crisis Intervention Team is the group of administrators that takes the lead in a crisis situation. Teachers may be on the Crisis Intervention Committee, but the team that goes into action in an emergency situation needs to be from the non-teaching ranks. During an emergency on campus, such as a lockdown, the school’s Crisis Intervention Team has specific roles. In the event of a lockdown, the following measures are expected to be taken: 

Sound the alarm with the specific, distinctive siren (Level One) or announce the danger (Level Two), use bullhorns if possible. These will be located in the following places: HOS’ office; Secretary desk; ES Principal’s office; MS/HS Principal’s office, K-12 VP – Academic’s Office

Crisis Intervention Team and/or the security staff should notify Board of Directors and local law enforcement authorities

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Crisis Intervention Team and/or the security staff should sweep the building, including bathrooms and other unsupervised areas for missing students. Any teachers who need to be contacted (because of red cards on the door) should be contacted via the classroom telephone.

4.09 BOMB THREATS The Board of Directors and the Head of School acknowledge their responsibility to always ensure the safety of the students. At the same time, they wish to deal firmly with any threats against the School, and to discourage unwarranted disruptions which poses a danger whether or not the threat is real or a prank. The Head of School and Facilities Manager are responsible for the establishment of regulations to be followed in cases of threat. These regulations should aim first at protecting the students and faculty in the School; second at finding the bomb device allegedly placed in the School; and third, identifying the person or persons responsible for making the threat. All members of the staff, especially the office and switchboard staff likely to be the first recipients of threatening calls; will be instructed on a regular basis in bomb threat procedure. Distribution of these procedures will be at the discretion of the Head of School and/or Facilities Manager.

4.10 EMERGENCY SCHOOL CLOSINGS The Head of School is empowered to close the School for one day, delay the opening time of School, dismiss School early, hold students in School past dismissal time, or declare a “minimum day” if adverse weather conditions, or emergency safety considerations make it necessary. In an extreme emergency, or a Force Majeure situation, the Board of Directors may close the School for whatever reason or period of time deemed necessary if the safety and security of students, faculty or staff is held in jeopardy. Board action in such circumstances shall first take into consideration the recommendation of the Head of School. That recommendation will be guided by the following: A.

Security information from military organizations.

B.

Information from local government security officials.

Board Policy

51


When a Force Majeure or other long term emergency situation closes the School either temporarily or permanently, faculty/staff and parents shall be advised. Every attempt will be made to secure personnel to protect School properties and housing properties. During a Force Majeure situation the Board will retain the option to continue the School’s operation on a limited basis, with qualified staff who volunteer to remain in the local community. The Board will make every attempt to clearly state whether or not the Force Majeure closing is temporary or permanent. Employee contract terms and/or Board policy shall be applicable whether the Force Majeure situation is temporary or permanent.

4.11 PAYMENT FOR GOODS AND SERVICES The Board of Directors expects an accounting of all payments for School goods and services. Unless otherwise authorized by the Board, payments for goods and services will normally follow receipt of invoice and the completion of the service or delivery of the goods. The process for payment shall include the preparation of a requisition and a purchase order if required and a signed receipt for goods or services rendered or the completion of an approved request for a check with full explanation and receipts attached.

4.12 PROCUREMENT OF SUPPLIES AND MATERIALS The Board of Directors expects that consistent accounting procedures be implemented for the procurement of School supplies and materials. Such procedures must include proper documentation, supervisor signature approval, and accurate account assignment. Adequate inventory in central stores should be maintained so as not to disrupt either the instructional program or operations if overseas procurement is delayed.

4.13 CONTRACT BIDDING AND AWARDS The Board recognizes that this policy has been written to contain most of the implementing regulations necessary to carry out the intent of the policy.

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A.

Faculty Housing Contracts: The Executive Director is responsible for negotiating and executing all staff housing contracts.

B.

Original Service or Project Contracts: The Executive Director may award contracts within the Board approved budget up to a maximum of Rs.4,00,000 per contract. Contracts that exceed Rs.4,00,000 must be presented for approval by the Board.

The Executive Director, along with his/her recommendation, submits the proposal to the Board at least 30 days prior to when the Board would be expected to give final approval to any proposed contract. The Board will then instruct the Executive Director whether or not to proceed. All original service or project contracts require a standard bidding procedure.

C.

Standard Bidding Procedure 1. The Facilities Manager shall prepare and/or revise exact contract specifications.

The tender

document must be complete in detail and clearly understood by the bidder. If deemed necessary, a pre-qualification procedure can be used prior to completion of the tender document. 2. A list of qualified companies is prepared based on past school experience and/or community business reputation. Bids, where possible, will be sought from a minimum of three companies. 3. The Facilities Manager shall carefully evaluate each bid against the original specifications. Delivery times, subcontracting, acceptability of specification substitutes, and payment schedules shall be taken into account. The Facilities Manager will give his bid recommendation to the Executive Director. 4. The Facilities Manager must show justification if other than the lowest bid is being recommended. He shall assist the Board by answering specific questions about the bid recommendation. Board action will then approve or disapprove the recommended ranked order list of qualified bids. D.

Continuing Service Contracts 1. Upon the recommendation of the Facilities Manager, the Board may waive the requirement to bid a continuing service contract. 2. If a service contract is not renewed, the bidding procedures outlined above shall be followed.

4.14 SCHOOL ASSIGNED VEHICLES Within contract terms approved by the Board of Directors, the Head of School and the two Principals shall be provided a School-owned or a School-leased vehicle. Fuel is at the expense of the respective administrator. A

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driver may be hired at extra cost to the administrator. The School shall pay for all insurance costs and vehicle maintenance. The administrator shall operate the vehicle safely and responsibly and report immediately any suspected need for special maintenance or repair. The administrator shall make the vehicle available when scheduled by the school for regular servicing. Vehicles so assigned may be used for official and recreational purposes both within and in the general region of the School. Under no circumstance shall a School vehicle be taken out of the country. The administrator must leave the vehicle assigned to him on the school campus while he/she is traveling either within the country or overseas. This is to ensure the safety of the vehicle and to avoid misuse of the vehicle by the administrator’s driver. The School will maintain a designated vehicle with a driver on campus at all times for use by students in the boarding. The security gate must record the destination and return time of the vehicle as well as the names of the students using the vehicle. This vehicle will be used only for the following purposes:1.

Pick-up and drop-off of students from/to the airport

2.

Emergency visits to the hospital

4.15 BUS TRANSPORTATION PROGRAM The Board of Directors is committed to providing safe and secure bus transportation to students, faculty and staff attending the School. The Board shall determine in January each year, whether or not fees for bus transportation will be assessed. The amount payable for bus transport from the August term will be announced along with the new fee schedule each year. All bus transport vehicles must be operated by qualified, trained drivers who report to the Facilities Manager. All buses shall have a conductor on board who will take attendance on the morning as well as the evening trip. The School does not seek to provide door-to-door student or faculty transport. Transportation routing shall make every attempt to conveniently service general family housing locations.

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4.16 SCHOOL FOOD SERVICES The School Food Services program shall be an independent cost center with revenue from sales balanced against expenditures, including, so far as possible, those required to build a reserve for the replacement of capital equipment. The Board expects that students and faculty shall be provided nutritious food and drink, consistent with accepted standards of health and nutrition, at an approved cost. Under no circumstances shall the program be managed on a for-profit basis. High standards of cleanliness must be maintained for both food preparation and service. All employees in the cafeteria shall have an annual physical exam with appropriate tests on semi annual or as needed basis. Any member of the Board may make monthly unscheduled inspections of the cafeteria and food preparation areas to ensure a clean environment. Separate cooking utensils will be maintained for vegetarian and non-vegetarian food items.

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PERSONNEL


5.01 STANDARDS OF PROFESSIONAL CONDUCT Professional level employees shall be committed to conduct which recognizes the basic principle that the employee is responsible for providing professional leadership in the School. This responsibility requires the employee to maintain standards of exemplary professional and personal conduct, and commitment to the following standards: A.

Makes the well-being of the students the fundamental criterion for all decision-making and actions.

B.

Communicates with students on a personal basis, and helps them in whatever way possible.

C.

Supports the principle of due process, and protects the rights of individuals.

D.

Contributes to a climate in which learning can be enjoyable and stimulating.

E.

Promotes positive public relations with the parents and in the community.

F.

Is an active team member.

G.

Supports School policies and regulations and promotes good discipline.

H.

Attends meetings and accepts extra responsibility as the position demands.

I.

Understands and supports the philosophy and spirit of the School.

J.

Fulfills professional responsibilities with honesty and integrity.

K.

Avoids using his/her position for personal gain.

L.

Honors all contracts until fulfillment or release, in the interest of the school.

M.

Seeks personal and professional growth.

N.

Demonstrates and promotes care and respect for people and property.

The personnel procedures contained in the School’s policy manual should be strictly observed, and all staff members are expected to know the School’s policies and to uphold them. The Board of Directors considers a general spirit of goodwill and cooperation of prime importance; all of its policies will be developed, disseminated and interpreted in such a spirit. Each employee is expected to conduct him/herself, both on and off the job, in a manner that reflects credit on the employee and on the School.

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5.02 TERMS AND CONDITIONS OF EMPLOYMENT The terms and conditions of employment for all faculty and professional staff, including those recruited outside the country, shall be detailed in written contracts for periods of fixed duration. Within the limits defined in Board Policy the School shall accept, for employment, persons with disabilities, provided that the School’s resources can reasonably accommodate such disabilities. Except as otherwise stipulated in a written contract, all faculty/staff shall be subject to the provisions of the Board Policy Manual, terms stipulated in employee contracts, and the regulations established by the administration. The salary and benefit provisions for School employees shall receive periodic review by the Head of School and the Board. The Board may, whenever it deems appropriate, adopt, modify or revoke policies covering salaries, salary step increments, allowances, leave, travel, housing, medical, and death benefits and any other similar matter, by making corresponding amendments to the relevant provisions of the employee’s contract; provided that no such amendment shall affect the terms and conditions of employment of any staff member during the period of validity of the existing contract without the staff member’s written consent. For this purpose, the provisions of the Board Policy Manual in effect at the time of signature of the contract shall be deemed to remain in effect until the end of the period stipulated in the contract. Normally employment contracts shall not be extended but shall be fully rewritten as new contracts, separate and independent and governed by the provisions of the Board Policy Manual in effect at the time of signature of such extension or renewal.

5.03 JOB CLASSIFICATIONS The following job classifications shall exist:A.

Management and Administration: The Administrative staff consists of those occupying positions such as Directors, Head of School, Principals, Vice-Principals, and any other positions as may be placed in this category from time to time by the Board.

B.

Professional Staff: The academic staff consists of teachers, counselors, school psychologist, school nurses and other certified specialists.

C.

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Management and Administration Support Staff: This includes selected assignments that require


the services of highly trained clerical personnel such as confidential secretaries, librarians and library assistants. D.

Professional Support Staff: The academic support staff consists of instructional aides and others not named above who assist in the instructional program.

E.

Support Services Staff: The support personnel consists of non-academic staff employed in duties other than regular classroom instruction.

5.04 STAFF INVOLVEMENT IN DECISION MAKING All employees of the School including teachers, Principals, Head of School, administrators, and support staff, are encouraged to contribute their ideas for the betterment of the School. Employees are encouraged to speak to their immediate supervisor or the Principals or the Head of School about matters of academic, personal or organizational concern. All senior administration will maintain an open door policy to this effect.

5.05 FACULTY AND STAFF POSITIONS AND QUALIFICATIONS All staff positions are initially created by the Board of Directors upon the recommendation of the Head of School. Only the Board may abolish a position once it has been created. The selection of persons to fill established positions will be the responsibility of the Head of School in consultation with appropriate administrative staff. The Board of Directors shall appoint personnel only upon the recommendation of the Head of School, who shall set procedures for the actual selection of staff within the budget limits established annually by the Board. The School will employ without discrimination the most suitable applicant for each position. All professional staff must hold or be eligible to hold a valid teaching or administrative certificate for the level of the existing vacancy. Any exception must be approved by the Head of School. All applicants shall be required to submit valid evidence of their qualifications and experience when they submit their applications for employment. All applicants must be fully proficient in the English language, both written and spoken.

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5.06 FACULTY AND STAFF JOB DESCRIPTIONS The Board recognizes that faculty and staff perform at higher standards when there is a clear understanding of work expectations. Therefore, the Head of School is required to provide all employees, through their immediate supervisor, current job descriptions at the outset of their employment. Such job descriptions shall include job goal, specific job responsibilities, who will conduct the annual performance evaluation and the terms of the employee’s work day and work year. Copies of all job descriptions shall be kept with the Head of School, and reviewed or updated by the immediate supervisor or the Head of School prior to any new employment offer.

5.07 TEMPORARY AND SUBSTITUTE EMPLOYMENT The Head of School is authorized to recruit and select temporary employees to fill specific needs within the school system. Temporary employment must be for a specific length of time. The Head of School is authorized to employ substitute teachers to provide coverage when regular staff members are absent from work. Temporary help will not normally be hired to cover support staff absences. If such coverage is deemed necessary by the employee’s immediate supervisor, advance written approval of the Board is required.

5.08 FACULTY AND STAFF RECRUITMENT AND SELECTION The Board of Directors is committed to the recruitment and selection of experienced and qualified faculty and staff who will carry out the School’s demanding, high quality instructional program. The Board of Directors shall hire the Head of School. The Head of School has responsibility for the recruitment and appointment of all other faculty and staff, within the budget limits established annually by the Board of Directors and subject to the ongoing review of the Board. Updated job descriptions are required prior to any new employment consideration. Recommendations for employment of all faculty and professional staff will be guided by the following criteria:

62


A.

Availability of a Board-authorized position;

B.

Education and training;

C.

Certification (where applicable);

D. References; E.

Evaluations/recommendations of the Head of School or immediate supervisor;

F.

Professional competence;

G.

Professional attitude;

H.

Commitment to personal growth and staff development;

I.

Enthusiasm for learning;

J. Compatibility/personality; K.

Proficiency in written and spoken English.

The Canadian International School is an equal opportunity employer. It is the intention of the Board of Directors to recruit the best qualified people for all positions, based on the highest standard of preparation and successful experience. In recruiting and selecting overseas contracted personnel, the Head of School will take into consideration visa and foreign resident status and anticipated length of stay in the host country. It shall not be the policy of the Board of Directors to have any new recruited overseas contracted faculty displace an experienced, certified and successful performing locally contracted faculty or staff member. Further, positions, which would normally be classified as “support services staff” or “secretary,” shall not be reclassified to accommodate a spouse assignment with overseas contracted salary or benefits. Upon arrival in the host country, non-assigned, certified and qualified teaching spouses will not be eligible for overseas salary or benefits if, at a later date, they are contracted for either a part-time or full-time teaching position. If employed by the School under such circumstances, spouses of overseas recruited faculty shall be assigned locally contracted salary and benefits based on experience and certification. With regard to returning contracted couples, the Board expects that both professionals will successfully complete the term of their contract. If either member of the teacher/administrator contracted team is unable to fulfill the terms of the contract, for whatever reasons, then the Board, upon recommendation of the Head of School, has the option to continue or terminate the School’s obligation to keep the remaining spouse under contract. If this circumstance occurs prior to the couple reporting for initial employment on the date specified in the contract,

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then both contracts shall be declared null and void. The provisions of this policy shall be stipulated in the initial contracts of each new hire.

5.09 PERSONNEL RECORDS Academic and academic support staff shall be required to provide the School certified copies of all documents required to establish qualifications for a position and for placement on the salary schedule, including transcripts, professional certification, records of work experience and pay slips from previous employer. Falsification of statements or documents is grounds for immediate termination without benefits. The Administration Office will maintain a file of all records pertaining to the employment of each employee. This file will be the only official personnel file maintained at the School. Personnel files shall be confidential. Access will normally be limited to the Head of School and the BOD. Access by any other must be authorized by the Head of School. With the exception of pre-employment references and similar documents, personnel files will be open to inspection by the employee, but only in the Head of School’s Office. Copies of records verifying degrees, certificates and credits claimed for salary placement (grade cards or transcripts) shall be submitted to the Head of School. Staff will be informed if their records are incomplete.

5.10 CERTIFICATION The Board recognizes the importance of updated certification for all professional personnel. Employment priority will be given to those who have certification. A prospective teacher must be certified and must also have recent job experience. Two of the last five years should be in the area and at the level required by the position. An exception may be made if there are no certified and experienced teachers available when the following guidelines will be followed: A.

Non-certified teachers must show evidence of continued study for the purpose of certification. Teachers who do not demonstrate continued progress toward certification during each year with the School may be considered ineligible for rehire the next year.

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B.

Non-certified teachers will be evaluated every three months for a period of not less than twenty minutes for each evaluation. The observation will be followed by a post conference in which the evaluator/teacher discusses the session. In the event of substandard performance, the Principal will assist the teacher in planning, methodology and classroom management.

C.

Any person without verified degrees or certification on file with the School shall be placed on the salary schedule at the lowest level of qualifications filed, until the proper documentation is presented. Once degrees and/or certification are on file, salary placement will be adjusted.

5.11 FACULTY AND STAFF COMPENSATION AND CONTRACTS The Board of Directors supports a School compensation package that will attract and retain outstanding teachers and administrators. The Board further recognizes that compensation alone will not accomplish this intent. There are other factors such as working conditions that might also be of equal importance. The following establishes the Board’s policy for compensation and contract conditions: A.

Job Classification: Each job description will be classified in one of the following categories: administrative, faculty, and classified or non-specified. Employee salaries will be based on the classification of their assigned job descriptions and Board policy.

B.

Term of Employment: Overseas and locally recruited faculty and staff shall be issued a contract for an initial term of two years.

C. Contracts: The Board has the final authority to approve the terms of employee contracts. The Head of School is authorized to discuss employment contracts with job applicants within Board approved budget and staff allocation guidelines. Employee contracts must be approved and signed by the Head of School. Signing by the applicant constitutes acceptance of all employment terms as stated in the contract. Neither the contract nor its terms and conditions may be altered during the period the contract is in effect without the mutual written agreement of the contract signatories. Changes in an employee’s contract will be effected by the signing of a new contract or amendment to the existing contract. Changes in policies or procedures will not affect an existing contract, but will go into effect upon signing a new contract. Within a budget year, an employee will be contracted to work with a total contractual salary. Employees will be paid a monthly installment as salary.

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The School will issue returning employees contracts only following completion of the annual written performance evaluation and the written recommendation of continued employment by the employee’s supervisor. The evaluation and recommendation for continued employment will be completed by January 15. A contract offer becomes null and void if not signed and returned within ten (10) days following the date of issue.

D. Compensation: The Board of Directors with the advice and assistance of the Head of School will develop methods for determining salaries that provide competitive compensation to attract and retain superior faculty and staff.

Faculty and staff shall be paid in accordance with their placement on the overseas contracted or locally contracted faculty salary schedule as approved by the Board of Directors. Placement on a faculty salary schedule is determined by the following factors: 1. Educational preparation, based upon verification and filing of earned degrees and certification. 2. Experience credit, granted on the basis of each year of properly verified relevant experience.

Administrative employees shall be paid in accordance with their placement on the administrative salary schedule as approved by the Board.

E.

Contract Renewals: Faculty and staff continuity is essential for program quality both in the classroom and in administrative operations. Employees are expected to work for the full term of their employment contract, but neither the employee nor the School is obligated to renew a contract beyond the dates specified.

5.12 CONTRACT RENEWAL FOR PROFESSIONAL STAFF All staff contracts are written for a specific period and terminate upon the date specified. To encourage staffing continuity, all initial contracts for overseas and locally recruited teachers shall be for a period of two School years. The School is not obligated to renew a contract nor is an employee obligated to accept an offer of contract renewal. Contracts to rehire staff may be issued only after completion of written staff performance evaluations. By January, the Head of School will inform in writing those overseas-hired teachers who will not be offered a new contract for the next year. The Administration will also ask all staff to indicate their intentions by 15 December as to whether they: A.

66

Definitely plan to return to the School next year;


B.

Definitely do not plan to return to the School next year;

C.

Possibly plan to return to the School next year.

The offer of a renewed contract by the School shall expire if not signed and returned to the Administration Office within ten (10) days of the date of offer. If the offer is not returned within ten (10) days, or if the employee declines the offer, the current contract shall expire at the end of the period specified in such contract. When a contract is not renewed, the staff member may submit, within 30 days, a written request to the Head of School for a meeting to discuss the decision by the School not to renew the employee’s contract. The Head of School’s decisions regarding the renewal or non-renewal of any contract shall be reported to the Board in the next personnel update. The employee’s contract shall be governed by the provisions in the Board Policy Manual in effect on the date the teacher signs the contract. The employee acknowledges by signing the contract that these provisions have been read and understood. Amendments to the provisions adopted by the Board may be applied with the written consent of both parties to the contract.

5.13 FACULTY AND STAFF FRINGE BENEFITS The Board of Directors recognizes the need, within the constraints of budget, to maintain a competitive list of faculty and staff fringe benefits that will ensure the continuity of staff and thus continuity of instruction and School operations. Further, the Board accepts that such benefits cannot be applied equally to both overseas contracted and locally contracted employees. The following are a list of benefits with terms and application detailed in regulations prepared by the Head of School and approved by the Board. A.

Fringe Benefits for locally contracted academic faculty are as follows: 1. Group medical insurance for the employee, spouse and two school aged dependent children. All in-patient hospitalization expenses in case of any accidents/illness covered by the policy for hospitalization more than 24 hours. 2. Provident Fund as opted by the employee. 3. Professional staff development as deemed necessary by the Head of School / Board. 4. Special PD Allowance per annum 5. I-pad Facility

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6. Transport to and from School via School bus 7. Leave encashment for sick and personal leave allotted, not utilized by the employee 8. Tuition for authorized dependent children as per existing Board policies B.

For overseas recruited faculty and staff the following fringe benefits are included in the employees’ contract: 1. Maintained furnished housing with utilities paid by the School. Utility use is monitored to insure appropriate use. Telephone, electricity, water and internet costs are not included as a utility. 2. Initial one way economy airfare up to amount approved by the Board for employee and authorized dependents. Return airfare, every year, for the employee up to the budget sanctioned by the Board, for the following years and one way economy airfare to go back home at the end of employment. 3. Cost of shipment of personal effects within budget limits established by the Board. 4. Group medical insurance for the employee, spouse and two school aged dependent children. All in-patient hospitalization expenses in case of any accidents/illness covered by the policy for hospitalization more than 24 hours. Global mediclaim at the option of the employee, as per existing Board policy, can be arranged. 5. Leave encashment for sick and personal leave allotted, not utilized by the employee 6. Tuition for authorized dependent children as per existing Board policies 7. Professional staff development as deemed necessary by the Head of School / Board. 8. Reimbursement for the actual cost paid to the embassy for procuring employment visa 9. Overseas Travel insurance for the employee, spouse and two school aged dependent children 10. Outpatient health cover 11. Resigning Bonus for signing additional one/two year contract 12. Tax free salary from the third year of employment 13. Transport facility to and from School via school bus 14. I-pad facility 15. Settling in allowance at the time of arrival 16. Provident fund Contribution

C.

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Board Amendment of Fringe Benefits: The Board of Directors shall retain their right to review and amend


fringe benefits with the understanding that no benefit shall be altered during the term specified in the employee’s contract, without written agreement by the employee, nor shall any amended benefit, for overseas recruited faculty, alter return to point-of-origin travel or shipping of personal effects provisions in effect at the time the employee’s initial contract was signed with the School.

5.14 FACULTY AND STAFF LOCAL TRANSPORTATION Transportation to and from the School and for all official school activities shall be provided to all hired academic and academic support staff along designated bus routes in general region where the School is located either as part of the regular school transportation schedule or a satellite bus service. Any exceptions shall be at the Head of School’s discretion or his/her designate.

5.15 ASSIGNMENTS AND TRANSFERS The Head of School has responsibility for assigning and deploying staff within the School system. After a new employee has been hired for a particular position, the appropriate supervisor will provide the employee with all the necessary orientation and job details. The Head of School is authorized to re-assign employees upon recommendation from the immediate supervisor in accordance with the needs of the School, the employee’s qualifications, and the preference of the employee in order of his/her seniority with the School, all other considerations being equal.

5.16 EXTRA DUTY ASSIGNMENTS Faculty is expected to fulfill duties beyond their assigned classroom teaching that normally belong to their profession. Those duties may include, among others, yard supervision, bus loading supervision, counseling, parent conferences, curriculum and staff development meetings, study hall supervision, extracurricular activities, boarding duties and such other duties as may be designated by the Head of School. Such tasks are considered part of an employee’s routine assignment, and do not constitute assignments that carry special stipends or extra pay.

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5.17 TIME SCHEDULES AND WORK LOAD The Board of Directors upon the recommendation of the Head of School will establish the length of the work day for all employees. This may be done by contract or by separately-approved schedules. The length of the work year and the work day may vary for different categories of employees. The Head of School shall regulate staff work schedules in accordance with employees’ contracts and the requirements of each position. The following provisions are supported by the Board: A.

Work Year: Staff members shall work the designated number of duty days per year as specified in their individual contracts. The number of duty days specified for each job description will be established by the Head of School and approved by the Board. The calendar will specify the authorized School holidays for the year. No employee will be allowed to substitute any of the authorized holidays as part of the total duty day obligation specified in his/her contract.

B.

Work Day: The normal work day, unless otherwise designated by the Head of School, shall be in accordance with the terms of the employee’s classification, contract, and/or as set forth in regulations.

5.18 PERFORMANCE EVALUATIONS The Board of Directors expects that all faculty and staff will pursue goals that lead to higher standards of professional performance. Criteria for performance standards and procedures shall be clearly stated and communicated. On-going evaluation, whether by self or others, provides opportunity for important feedback. The focus is on improvement. Every attempt shall be made to carry out the process in a positive, supportive spirit aimed at challenging each staff member to work toward the highest possible level of performance. The process of completing an annual formal evaluation, for all faculty and staff, shall be the responsibility of the Head of School within guidelines and regulations approved by the Board. Evaluation procedures including observations and completion of the evaluation form will be applied in a consistent manner. Performance evaluation procedures shall be established within the following guidelines: A.

Evaluation Format: An evaluation instrument shall be developed by the Head of School that provides opportunity for written comments about general performance, specific areas where performance excelled, areas of needed performance improvement and opportunity for the faculty or staff member to respond to

70


the formal evaluation. It shall be placed in the employee’s personnel file. B.

Immediate Supervisor: The immediate supervisor will be able to contribute to the performance evaluation using a variety of information sources including actual performance observations.

C.

Implementing Regulations: Regulations must state procedures for implementing and communicating the annual performance evaluation process.

D.

Performance Expectations: Each faculty and staff member shall be presented documents that clearly outline performance expectations.

E.

Written Evaluation: A written evaluation shall be completed and discussed at least annually for all staff members. At any time, the Head of School may request that further formal evaluations take place. All completed annual evaluations of professional staff shall be signed by the Head of School.

F.

Performance Improvement: A remedial process shall be available that enables the immediate supervisor/ Head of School to offer counsel for the improvement of unsatisfactory performance.

G.

Confidentiality: Written performance evaluations shall be considered confidential. Procedures shall ensure respect for the privacy of the individual.

H.

Contract Renewal: The offer of an employment contract for the following year will not be finalized until completion of an annual performance evaluation process.

5.19 LEAVES AND ABSENCES Leaves and absences to help staff members take care of their health and important family or other personal emergencies, encourage them to improve professionally, and permit them to meet necessary personal and professional obligations will be granted in accordance with policies pertaining to specific types of leaves and in accordance with each employee’s contract with the School. When an exceptional circumstance arises which is not covered by the School’s leave policies, the Head of School may consider granting a special leave on an individual emergency basis only. The circumstances of such special permission will be reported to the Board of Directors.

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5.20 SICK LEAVE The Board of Directors supports employee sick leave as an important benefit in the compensation package. The School’s sick leave benefits shall have the following features: A.

All full-time employees shall be entitled to sick leave accruable at a rate based on the number of work days in their contract

B.

Sick leave may not be accumulated.

C.

Full compensation shall be paid for any absence required for School-related injuries, which occurred while performing assigned duties, but such leave shall not extend past one hundred (100) calendar days or beyond the completion of the current School year. If the disability, caused by the on-the-job injury, continues beyond 180 calendar days, the Board may, upon the recommendation of the Head of School, terminate the employee’s contract or employment agreement. Absence due to on-the-job injury shall not be deducted from accruable sick leave allowance.

D.

There shall be opportunity for any employee to apply for a leave of absence without pay if s/he is seriously incapacitated by illness. Immediate employment reinstatement cannot be guaranteed under such circumstances.

E.

Credit for sick leave need not be accrued prior to taking such leave and may be taken at any time during the School year, but sick leave anticipated beyond the current School year may not be used.

F.

All sick leave should be supported by consultation bills and certificates. The School reserves the right to request verification of illness by a School appointed medical specialist.

5.21 PERSONAL LEAVE AND LEAVE WITHOUT PAY The Board strongly discourages staff from taking personal leave or requesting leave without pay, but recognizes that in extraordinary circumstances leave without pay may be justified. Unpaid leave is not to be considered an entitlement, and if such leave is taken, staff leave records may be subject to review under the current or any future contract. A.

Personal Leave for Business Purposes: Each employee, who has been contracted for one-half or more of the duty days that would normally be assigned to his/her position for a full annual contract, may be

72


allowed up to three days personal leave per contract year, not to immediately precede or immediately follow holidays and not to be taken at the beginning or end of any school year.

The intent of the personal leave day is to permit an employee to attend to pressing personal matters which might make it necessary for the employee to be absent from work. This leave is meant for personal emergencies and not for use as a day of rest or a personal holiday. The three days of personal leave may not be taken in conjunction with leave without pay. Unused personal leave is not accruable.

The maximum number of paid personal leave days shall not exceed three (3) days per year. Personal leave is to be requested in writing in advance. The Head of School or immediate supervisor at his/her discretion will act on requests and will report such absences to the Business Office.

B.

Leave Without Pay: Leave without pay must be approved by the Head of School upon the recommendation of the immediate supervisor. Leave without pay in excess of ten consecutive days per contract year will be brought to the attention of the Board.

C.

Extended Leave Without Pay: Leave without pay may be granted to extend a bereavement leave if circumstances justify such action. Leave without pay may also be granted to extend leaves for reasons of long-term illness or disability after sick leave benefits are exhausted; however, such leave periods are granted on an individual and exceptional basis only, up to a number of days approved by the Head of School, after which the School has the option to recommend cancellation of the employee’s contract.

D.

Leave Without Authorization: If an employee takes any type of leave without prior authorization, the circumstances will be reviewed by the Head of School and a report will be made to the Board if termination of employment is recommended.

5.22 STAFF GRIEVANCES The Board of Directors recognizes that effective personnel management requires a procedure that provides for a prompt, impartial, and fair hearing for any employee with a grievance. For any grievance, the goal shall be to reach an effective solution that respects the needs of each party. This shall be accomplished at the lowest possible level of administration and within a short, yet reasonable, time period. Proceedings will be kept as informal as possible, and confidentiality will be observed at all times. A grievance shall be defined as a claim by one or more employees that there has been a violation, misinterpretation or misapplication of a provision in a contract agreement, a Board policy, or any regulation supporting Board policy.

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5.23 FACULTY AND STAFF RESIGNATIONS Faculty and staff are directed to give notice to resign a position at the School as per the respective clause in their contract. However, the Head of School is authorized to accept other resignations when it is determined that such notice was not possible or practical. All contract terms, under such circumstances, shall be settled on a daily rate basis without penalty.

5.24 TERMINATION OF EMPLOYMENT FOR CAUSE The Board of Directors may, upon the written recommendation of the Head of School, terminate an employee’s contract, within the dates specified, when good and sufficient cause for termination exists. “Good and Sufficient Cause” may include any of the following: A.

Falsification of documents

B.

Refusal or inability to provide credentials

C.

Incompetence or sub-standard performance

D.

Disruptive attitude

E.

Involvement with drugs

F.

Visa termination by the Indian Government

G.

Excessive absences; not necessarily associated with prolonged illness or earned sick leave

H.

Immorality or any serious violation of normal standards of conduct and decency as determined by the Board

I.

Refusal, or failure, to carry out assignments given by the employee’s immediate supervisor or the Head of School

J.

Evidence of outside employment which constitutes a conflict of interest

K.

Failure to comply with School policies or the terms of the employee’s contract

L.

Action by the Employee that has major negative impact on the School’s finances

M.

Actions of willful deceit with intent to defraud;

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N.

Gross misconduct by any dependent of School-sponsored overseas contracted staff while that dependent either resides or visits India; conduct that might have detrimental impact on the School, its reputation in the community and/or its ability to conduct business.

When misconduct is determined, an employee’s contract is subject to immediate termination. Thirty (30) days written notice may be given at the Board’s discretion. Settlement shall be within the stated terms of the Employee’s contract. In the case of either immediate termination or termination with thirty (30) days notice, the Employee’s right to due process shall be protected; viz.: A.

The right to know the reasons for his/her termination;

B.

The right to discuss these reasons with the supervisor;

C.

The right to request a hearing before the Board of Directors;

In any recommended action to the Board, the Head of School has the burden of proof to show proper cause for termination including all documentation of performance review and/or specific reasons why the termination action is being recommended. The Board’s decision shall be final.

5.25 TERMINATION FOR REASONS OF HEALTH Upon the recommendation of the Head of School, the Board may terminate an employee’s contract due to numerous recurring and/or separate illnesses, long term disabling illness or off the job accidents, should the employee be absent or unable to perform any or all of his/her duties for 10% or more of the school year in excess of sick leave. Should an employee be unable to perform his/her job responsibilities for a period beyond 180 calendar days, because of an injury while performing assigned school duties (e.g., traffic supervision, classroom instruction, afterschool activities, etc.), the Board may, upon the Head of School’s recommendation, terminate the employee’s contract. The employee will then be eligible for normal end-of-contract benefits, excluding salary.

5.26 REDUCTION IN WORK FORCE Should it become necessary to reduce faculty and staff within the contracted period because of decreased

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enrollment, insufficient funds, or a reduction in the School program, the Head of School shall submit to the Board of Directors a proposal for reduction in force. Such a proposal will be based on the School’s needs, with due consideration given to staff members’ certifications, experience, overall qualifications, performance evaluations, and seniority. The Board’s decision on the proposal shall be final. Any professional or support staff employee who is terminated because of reduction in force shall be given notice in accordance with his/her contract, and shall be entitled to termination benefits as described therein or elsewhere in policy.

5.27 VACATIONS AND HOLIDAYS The adopted School calendar is the framework for determining staff vacation and holiday schedules. All employees must have vacation schedules approved by the Head of School. Vacation may be taken only at the School’s convenience. The School will not normally approve vacation while school is in session or when the employee’s services are required.

5.28 TUTORING FOR PAY Professional ethics and responsibility require that teachers make themselves available during the School day for student conferences and extra help outside the regular class periods for the subjects taught. No reimbursement may be accepted for such extra help. However, in some cases teachers may recommend to parents, through the Principal or Head of School, that a student receives academic tutorial help outside school hours. Permitting, arranging and paying for such tutorial assistance will be the responsibilities of the parents. For obvious reasons, it is considered unethical for a teacher to tutor one of his/her own regular students for pay. It is the policy of the Board not to permit a teacher to serve as a paid tutor for his/her own students. Any tutoring of students for pay will be (1) done outside regular school hours; (2) off School premises and without the use of school materials or equipment; and (3) arranged entirely between the parents and tutor(s) involved.

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5.29 TEACHING STAFF - PROFESSIONAL DEVELOPMENT POLICY Professional development should provide opportunities for ‘knowledge sharing’ based in real situations. Teachers are encouraged to: 

share what they know

discuss what they want to learn

connect new concepts and strategies to their own unique contexts

choose their own learning goals to continuously improve and grow

apply their learning to strengthen their students’ experiences at CIS

Systems will be in place allowing: 

blocks of time for teachers to work and learn collaboratively

strategies for team planning, sharing, learning and evaluating

cross-role participation (teachers, teaching assistants, coordinators, administrators, parents, librarians, learning support and counsellors)

committee meetings to approve PD expenditures and allocations

effective planning, approval, and facilitation of useful PD opportunities

the whole school to engage in the practice of life-long learning

Continued Professional Development at CIS 

All teachers will be asked to complete a Continuing Professional Development Log and Goal Setting Form each school year. These may be used to help the PD committee make PD decisions, and more importantly will encourage continual growth in all staff.

This may included training, planning, and/or peer-to-peer observations.

CIS leadership will encourage and sustain the CIS staff as a reflective community and provide the necessary resources to enable life-long learning.

When teachers attend a PD workshop or conference, a reflection form will be completed upon return.

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Department meetings are avenues for professional growth and notes of all meetings will be kept as a record of this collaboration and reflection.

The PD Committee will: 

be responsible for keeping a record of teachers sent on training. Information will be regularly updated and used for informed decision making.

approve all PD requests prior to a current CIS teacher registering with a course / workshop, while the Head of School will approve PD for new hires.

work to establish professional development that benefits the whole school.

work to achieve a balance of professional development for the whole staff, for specific needs, and for the improvement of teaching and learning at CIS.

make a presentation on the achievements of the PD Committee and seek feedback on future orientations once per year.

consult and pass all approved PD requests to the Head of School for final approval and allocation of resources.

continue to improve and review this policy to create a clear and adaptable policy.

aim to use all PD funds in the academic year, as the budget leftovers do not roll into for next year.

help to plan PD days to engage all members of CIS staff.

complete surveys after PD days, and accept and encourage teacher suggestions for PD ideas.

create a distributive workload for all committee members to keep all involved.

be involved in facilitating workshops, leading discussions, and troubleshooting during PD events.

encourage CIS teachers to observe and learn from each other, by visiting each other’s classrooms and by sharing best practices

PD Decision Guidelines at CIS: 1.

All PD requests must be completed with an estimated budget and on the correct and complete request form.

2.

PD funds are not meant for higher education qualifications like Masters, or Ph.D, but one may request to use their personal days (3 per year as per the contract) to work on such courses.

3.

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PD funds will be used to plan four full day in house PD workshops per year.


4.

PD funds are meant for short courses – workshops aimed at equipping teachers with ready to use additional skills.

5.

PD funds may be allocated for support training in topics that relate to their area of teaching and learning (ESL, Special Education....etc..).

6.

All registration fees, flights, transport, and visas (if needed) will be arranged and paid for by CIS.

7.

Local transport will be included in the budget and paid for by CIS. Local transport and food costs up to 1000 INR/day. For tax purposes, provide receipts for everything you possible can. Out of country travel and food costs will be reimbursed up to USD 50 per day with receipts.

8.

The cost of PD will be considered when approving PD requests.

9.

Relevance to current teaching position will be considered when approving PD requests.

10.

Recent PD allocations will be considered, especially for non-local PD, when approving PD requests.

11.

All quality local PD will be considered a high value, low cost opportunity and will be encouraged.

12.

Level 1 training for IB/IGCSE will be allocated as online courses, if available. From level 2 training, teachers will have the opportunity to apply for online or face-to-face workshops.

13.

If a PD request form budget varies largely with the actual cost of the training, then PD training may be reevaluated and even declined after previous approval.

14.

PD requests to attend workshops and/or conferences outside of India will be approved only if similar training does not occur in India.

15.

Teachers may apply for PD before their contract with CIS begins. The PD committee and HOS may approve, but payment for the PD will occur only when the teacher’s arrives to work at CIS.

16.

The academic year of workshop attendance will be the budgeted year for PD fund use, or the year in which a teacher arrives (if the PD occurs before arrival at CIS).

17.

All teachers and teacher support staff may apply for PD training.

18.

If a teacher is attending a workshop (registration and travel paid by self), they may apply for leave. The PD Committee will work to approve all reasonable requests for this as it costs CIS nothing. Max 3 days per year.

19.

Teachers offering workshops at other Educational institutions or working on Educational Committees will be granted professional leave (release time), as this promotes growth and benefits the community. Max. of 3 days/ year and then 3 more of personal leave as well.

20.

All teachers benefitting from PD will be responsible for re-paying PD training costs, if the teacher leaves

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CIS before 1 year plus the year in which the PD was attended. This will be calculated using a per diem rate. This will occur from the date of attendance at the PD event. 21.

When a teacher leaves, and he or she contributes payment back to CIS, then these funds should be refunded to the PD committee for use in the next academic year on top of the budget. If a teacher leaves midyear, then the PD committee should be reimbursed for the same year, at the time that the monies are collected from the leaving staff member.

22.

Teachers in their final year of contract seeking external PD, will be requested to pay for their PD upfront. Should they sign a new contract with CIS, this PD amount will be reimbursed in the new academic year from the new academic year’s budget.

23.

Teachers in their final year of contract may seek approval of the Head of School for Essential PD. Essential PD is classified as PD deemed essential by the school (HOS) and required by the school, due to reasons that may include but not be limited to: documented changes in curriculum/delivery of curriculum, syllabus or teachable subject of the teacher. If/when the teacher who has been on Essential PD declares that he/ she is not returning to CIS for the following year, the PD will be deducted in installments up to the end of contract for that teacher. If however, the teacher does not declare his/her intentions not to return to CIS for the following year and leaves without paying back the installments, this PD amount will be deducted from the following year’s overall PD budget. Essentially, this teacher will be doing a disservice to his/her colleagues by taking away monies that could have been used for another’s PD the following year.

Teacher guidelines when attending professional development workshops 

Teachers will act professionally and represent CIS to the best of their abilities.

Hotel costs will be minimised so early flights to go and late flights to return will likely be booked.

If return occurs in the night or early morning, the teacher may return to school the next day. This will be decided with common sense in mind.

Teachers will leave detailed lesson plans in their absence.

Teachers will complete a reflection upon their return, and share their learning with their subject team, section of CIS, or with the whole school as appropriate. All teachers can expect to lead a “passing on the learning” session.

At the end of a school year, teachers will complete the PD Log which documents all on campus and off campus PD attended by the teacher.

At the beginning of a school year, teachers will complete a Professional Growth (Goal Setting) plan to outline their personal growth plans for the year.

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CURRICULAM AND INSTRUCTION


6.01 EDUCATION AND LEARNING PHILOSOPHY The Board of Directors believes that education in an international school learning environment is the means by which every individual can: A.

Cultivate respect for a variety of cultures

B.

Benefit from a world class international education

C.

Develop life-long learning skills through nurturing potential

D.

Prepare for a changing global community

The reaffirmation of these beliefs is emphasized in the School’s Statement of Mission which states that “CIS is a culturally-rich mosaic serving each student by providing a world-class international education, nurturing potential, developing life-long skills and preparing students for an ever-changing global community.”

Vision At the Canadian International School we provide a learning program that: … culturally-rich mosaic

… world class international education

Is rich, holistic, international and academically rigorous

Draws on both global and local perspectives

Provides access to internationally recognized academic programs

Recognizes and celebrates the interdependence of people around the world

… nurturing potential … developing life-long skills 

Increasingly supports students in the development of leadership and the taking of responsibility

Fosters student ownership in their learning

… preparing students for an ever-changing global community 

Develops confidence, self esteem, and skills of critical thinking, creative thinking, communication, cooperation and conflict resolution

Helps our students meet the challenges they will confront now and in the future

Develops a continuing love for learning

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Values At the Canadian International School we value: 

Life-Long Learning

The Whole Child

Our safe, supportive learning community of students, teachers and parents

Our multi-dimensional supportive, creative, intellection, social, physical and emotional learning environment

Our commitment to a socially responsible and sustainable future

Our strong moral and ethical foundation

A student at CIS will: 

Be a lifelong learner

Be tolerant of other of cultures

Be a responsible citizen anywhere in the world

Have strong self esteem and self reliance

Be of strong moral/ethical character

Along with the School’s “Mission,” the School’s “Education and Learning Philosophy” shall be clear in the minds of parents, teachers and students. The Board believes that this clear vision, common to all parties involved in the education of students, provides the opportunities for quality learning and teaching.

6.02 CURRICULUM BELIEFS AND DESIGN The Board believes that curriculum is an expression of results we desire to see students achieve from their schooling. Curriculum becomes the blueprint in building and developing an educated person. The Board expects that the School’s leadership and faculty be able to conceive or envision what constitutes an educated person and fulfill that vision, with what they want students to do or be able to know. The Board expects that the curriculum standards, driven by the School’s “Statement of Mission,” will provide this vision.

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The School’s curriculum shall be designed so that it is consistent with the “Mission and Vision,” for this is the School’s purpose for existing and the Board’s strong conviction to what they believe about people and education. The curriculum shall also be guided by overarching curriculum beliefs approved by the Board. The curriculum shall also include measurable achievement standards for each content area and by level which delineates what each student will know and be able to do. The Board expects the Superintendent or his/her designee to define a program to measure student achievement of the standards set at each grade level. It is the Board’s expectations that the administrators, teachers and parents support the delivery of the curriculum by providing adequate facilities and resources, effective scheduling of classes, highly qualified teachers, superior classroom teaching methods and techniques, reliable and valid assessment practices, positive encouragement and support from teachers, parents and family. The Board supports the following “Curriculum Beliefs” that shall be the foundation used for the School’s curriculum design. A.

The curriculum shall be a plan for student learning versus a plan for teaching.

B.

The curriculum shall be designed to distinguish between a curriculum framework and curriculum activities.

C.

The curriculum shall contain high performance standards for students.

D.

The curriculum shall be user friendly and widely communicated to teachers, parents and students.

E.

The curriculum shall target, where appropriate, integrated grade level achievement standards.

F.

The curriculum content areas and grade level achievement standards shall be assessable.

G.

The curriculum achievement standards shall be sensitive to age appropriateness, child readiness and the stages of human growth and development.

6.04 ORGANIZATION FOR INSTRUCTION For instructional purposes, the School shall be organized into 1) Kindergarten with Pre-K, Junior K and Senior K; 2) Elementary School for Grades 1-5; 3) Middle School for Grades 6-8 and 3) High School for Grades 9-12. These four instructional units will then be divided into two management divisions: Elementary School (Pre K to grade 5) and Secondary School (grade 6-12). Each management division shall have a Principal and other specialty staff required to implement program services to students, teachers and parents; service that is consistent with the School’s “Statement of Mission” and its “Education and Learning Philosophy.”

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6.04 STUDENT ENROLLMENT The School provides an enriched curriculum taught in the English language for eligible students of all nationalities. The Board of Directors authorizes the Head of School to establish decision procedures for enrollment that include the involvement of counselors and principals. The Board would expect the Head of School to finalize enrollment decisions and to hear any enrollment appeals. The Board would not normally seek to involve itself in reviewing enrollment decisions. The Board, however shall reserve the right to request information from the Head of School when enrollment denial is appealed to the Board. School enrollment procedures shall be guided by the following authorization that the Board has given to the Head of School: A.

To prepare and implement regulations that ensure a high standard of education within the capacity of the School facilities and teaching resources.

B.

To establish procedures to determine eligibility to enter the School program based on criteria set forth below. Criteria for enrollment eligibility include age, previous schooling, English language proficiency, learning achievement, available program for special learning needs, parents’ and/or organizations’ capacity to pay registration and school fees.

C.

To admit students on specified criteria. No student, who is otherwise eligible (as stated in this policy), shall be denied admission to, the School on the basis of race, color, sex, religion, national or ethnic origin.. Nor shall race, color, sex, religion, national or ethnic origin affect in any way the treatment, evaluation or any other consideration of the students of the School.

D.

Additionally, the admission policy approved by the Board and updated from time to time shall guide student enrollment.

E.

To enforce age requirements for School enrollment:

All parents and/or companies must demonstrate their capability of paying all required registration and school tuition fees. All payments must be current according to published payment procedures. The Board of Directors shall be kept advised of actual school enrollment, forecasted new enrollment, and the implementation of regulations that would, if circumstances dictate, increase or limit enrollment.

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6.05 ADMISSIONS POLICY The Canadian International School (CIS) is an independent, inclusive, coeducational, day/boarding school. CIS welcomes students of all backgrounds for whom it is able to provide a quality international education within the resources of the school, and who identify with the school’s mission and core values. - CIS requires that prospective students demonstrate sufficient command of English to learn successfully (see notes on English Language Support). - Admission is accepted according to availability of space. - CIS reserves the right to establish a prioritised waiting list when necessary. - Any initial placement is tentative, and the school may either advise a change of Grade level or section after the child’s abilities have been assessed or, in certain circumstances, may withdraw the placement (admission). CIS has a rolling admissions policy and welcomes applications from students who meet the eligibility requirements as outlined below. In addition to academic requirements, students must reside with a parent or legal guardian, be able to pay the required fees, and meet the chronological age requirements as outlined in this policy.

General Admissions Decisions Are Based On: 

Review of all application materials by the Admissions Director and Principals

Academic record and recommendation(s) from previous school

Admission testing (Grades: 1 -12)

Interview, school visit

School readiness, behavioral maturity, and motivation

Demonstrated talent, interest and experience in activities that enhance the class and school

Additionally, for admission into the Student residence: 

Acceptance by CIS of the verified local guardian

In the case of weekly boarders, acceptance by CIS of the verified local guardian

Completed guardianship form, photograph and passport copy and any other required documents

Continued enrolment is contingent upon: 

Receipt of complete admissions package

Accurate, up-to-date contact information of parents/guardians

Reference form from previous school

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Satisfactory conduct and academic performance

Current assessments by 1st week of December

ESL assessment

Student placement

Timely payment of all fees

Entrance Examinations & Interviews 

Early Years Applicants: Pre K, JK, and SK

There is no general entrance examination. After initial review of application documents, qualified applicants may be invited to CIS to assess for readiness.

Applicants to Elementary School: Grades 1 – 5

Subject specific entry-level examinations and an interview are required for all applicants Grades 1 – 5.

Grades 1 – 2 (Math and English)

Grades 3 – 5 (Math and English) If on campus; applicants will take the Measure of Academic Progress (MAP) assessment electronically with a writing sample. If applying internationally each applicant will be sent (electronically) a Math and English assessment with a writing sample prompt.

Applicants requiring English as a Second Language (ESL) will be administered a written and listening assessment for placement at the correct ESL Level.

Applicants to Secondary School: Grade 6 – 12: Subject specific entry level examination and an interview: For grade 7 to 10 (Math and English); For ESL (Placement); For IB Diploma Programme (Math, English, and one Science: Physics/Chemistry/Biology)

Interviews will be held for all grades as deemed necessary by CIS, and students for IGCSE and IB Diploma will meet with the appropriate coordinator.

Class Size The recommended enrolment guideline is as follows: 

Pre-Kindergarten - 14 students per class

Junior/Senior Kindergarten - 20 students per class

Elementary - 24 students per class

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Middle School - 24 students per class

IGCSE - 24 students per class

IB Diploma - 24 students per class

English Language Support The medium of instruction at all grade levels is English. All applicants to Grade 1 and above for whom English is not the primary language at home will be assessed to determine placement in the CIS English as a Second Language (ESL) program. English language support (EAL) program will continue until such time as deemed necessary to achieve full integration into the mainstream Language Arts Program. Only fully mainstreamed students will be admitted to the IB Diploma Programme.

Learning Support CIS is able to offer places at each grade level to a limited number of students with mild learning difficulties. For these students appropriate programs of assistance are developed and provided through liaison with the classroom teacher/s, the Learning Support Teacher, CIS Administration and other professionals as needed. Admission is granted on the authorisation of Sectional Principal. CIS does not provide a separate program for children with mild learning difficulties. The focus at CIS is to differentiate instruction, introduce accommodations to and modify curriculum according to individual needs to provide all students with the benefit of learning in a socially appropriate environment. Accordingly, the student’s ability to access the regular classroom and the availability of resources are taken into consideration as part of the admissions process. CIS adheres to the school admissions policy of placing students by chronological age and educational background, so the ability to integrate and function with a group of similarly aged students is an important factor. CIS is able to accept some students with mild physical disabilities, consideration of which will be made on an individual basis and dependant upon the school’s ability to provide the individual support that addresses the student’s needs.

Discontinuation of Enrolment A positive, collaborative working relationship between the school and a student’s parents/guardians is essential to the fulfilment of the School’s Mission. Accordingly, the school does not tolerate behaviour that is detrimental to the safety, integrity, or dignity of any individual or group. Therefore the school reserves the right to discontinue enrolment if it concludes that the actions of a student/parent/guardian make such a relationship impossible or otherwise seriously interfere with the CIS’s accomplishment of its educational purposes.

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Withdrawal Procedure 

Withdrawal notice is to be received by 1st December, for students leaving at the end of Term 1

Withdrawal notice is to be received by received by 1st April, for students leaving at the end of Term

One month in advance at all other times of the year.

Failure to meet these deadlines means that the school will retain the security deposit. Withdrawal notice is not confirmed until the Admissions Department has received a written withdrawal request and an acknowledgement of receipt has been received by the Parent via CIS Withdrawal Procedure Form.

IBDP ADMISSIONS POLICY The IB Diploma Programme is a two-year (Grades 11 – 12, or ages 16 – 19) international curriculum that allows students to fulfill the requirements for university entrance of their National or State education systems. Internationally mobile students are able to transfer into the IB Diploma Progamme from other IB World schools (at Grade 11 only), as well as from other school systems.

Entry Requirements Existing CIS Students and Students coming from IGCSE schools S Students who have completed Grade 10 at CIS, will have completed 8 - 10 IGCSE courses. All will have had a minimum of 2 Sciences, an Additional Language, Math, English, an Arts subject, and a Humanities. In order to ensure access to an IB Diploma Standard Level course, a student must have gained at least an end of year ‘C’ in English, Math, or Science. In order to ensure access to an IB Diploma Higher Level course in English, Math or Science, a student must have studied the subject in Grade 10 IGCSE and gained at least an ‘A’ in the final Term. Students are encouraged to continue in the same Humanities and Additional Language through IGCSE and into IB, although this is not a requirement. Students who choose to change their Additional Language will study the language at Ab initio. Ab initio candidates must have approval of the IB Coordinator, and those who have previously studied the language may not be eligible for the Ab initio. ICT students are required to take a JAVA (40hr) programming course if they choose to study Computer Science (SL and HL) in IB. The certificate of completion is necessary. If/when IGCSE grades are reported, a student has scored less than E, the student is encouraged to choose an IB subject choice that reflects the students’ strengths. If a student has not achieved the recommended requirements, he/she may still be accepted as a full IB Diploma Programme student at CIS. Term review of progress may lead to the student switching to IB Courses with a view to

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graduating with the CIS Diploma. Students may be encouraged to review and work over the summer to improve. All decisions are reached in consultation with parents, teachers, the IB Coordinator, and the student.

External Students Students’ latest reports are carefully reviewed to assess strengths and weaknesses and to guide a realistic course selection. A credit check is done to ensure that students have a sufficient number of credits at the time of joining CIS, so that they are set on course to fulfil the requirements of the CIS Diploma by the end of Grade 12. External applicants are assessed individually through placement tests. It is recommended that students score a minimum of 75% in order to access an IB Diploma Higher Level Course in Math, English or Science. In order to have access to instruction and to the course materials, it is a pre- requisite that a student has competent English skills – speaking, listening, reading and writing. If a student does not have sufficient English skills, then CIS may require that that he/she takes a summer English Language course before enrolling in the IB Programme in Grade 11. In any case, it is recommended that an external student score a minimum of 40% on the English Placement Test. ICT students are required to take a JAVA (40hr) programming course if they choose to study Computer Science (SL and HL) in IB. The certificate of completion is necessary. If a student has not achieved the recommended requirements, he/ she may still be accepted as a full IB Diploma Programme student at CIS. Term review of progress may lead to the student switching to IB Courses with a view to graduating with the CIS Diploma. Students may be encouraged to review and work over the summer to improve. All decisions are reached in consultation with parents, teachers, the IB Coordinator, and the student.

Course Selection As well as considering their personal strengths in individual subjects, when making course selections, students are expected to take into account their future education and career plans. In collaboration with the Guidance Counsellor (University), students and parents become familiar with the specific requirements of the universities in the countries to which they intend to apply. Different universities in different countries have different entrance requirements. It is very important that students are aware that specific subjects or combinations of subjects could be required (or excluded) by the country or university of their choice. Information about universities around the world is available from the CIS Guidance Counsellor (University)

6.06 PLACEMENT OF STUDENTS It is the policy of the Board of Directors to have grade placement of students made by the Principal on the basis of Board policies. Grade placement is based on a number of factors, including the age of the student, previous

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school records, and the student’s abilities and needs. The Principal/Head of School’s decision is final in all matters of grade placement. Students seeking enrollment in grades one through twelve should have in their possession transfer records from previous schools verifying the grade levels they have successfully completed. It is the practice of the School to observe each newly enrolled and placed student closely for at least three weeks to determine whether s/he has been appropriately placed. If a teacher feels the grade or class placement is not appropriate, the teacher may request that the Principal review the case for possible reassignment. The Principal may change an initial grade placement if deemed necessary. Such change will take into consideration recommendations from the assigned teacher and staff directly involved with the student’s education.

6.07 CURRICULUM DEVELOPMENT AND EVALUATION The Board recognizes that curriculum updating is an ongoing process. The Board holds the Head of School responsible to set forth procedures that will ensure that the School’s curriculum remains consistent with the School’s Statement of Mission and the Board approved Strategic Plan. “Curriculum Change” is defined as a departure from the present course of study with the intent updating, reducing or expanding the curriculum. Also included in the category of “Curriculum Change” is the addition of a new course of study in the curriculum. All “Curriculum Change” must receive prior approval from the Head of School or his/her designee. A high standard, quality curriculum is generally not the invention of one expert working in isolation; it is the result of a collaborative process. Teachers and their supporters - teacher trainers, in-service trainers, counselors and coordinators play an essential role in this process. The Board encourages and supports the professional staff in its efforts to investigate new curricular ideas, develop and improve programs and evaluate results. All teachers have performance responsibilities to contribute to the on-going improvement of the School program by giving their time beyond regular classroom duties in the development of curriculum. The curriculum is evaluated by how closely what is written in the curriculum is tied to what is taught and learned, and, how closely both of those factors align with what is being tested. The closer these components of the curriculum are together, the better the School’s curriculum. The Board believes that a quality curriculum also is usable and widely distributed and communicated to parents.

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The Board expects that curriculum documentation clearly state what students are to learn and how that learning will be assessed.

6.08 INSTRUCTIONAL ASSISTANCE PROGRAM The Board recognizes that there are non-teaching duties assigned to a teacher which may take away actual instructional time from students. Therefore, within the constraints of the annual operating budget, the Board endorses the use of salaried teaching assistants.

6.09 INSTRUCTIONAL METHODS AND TECHNIQUES Students have varying learning styles and needs, therefore, the Board expects teachers to use a wide variety of proven instructional methods and techniques. Teachers, in partnership with parents, shall offer maximum effort to motivate and encourage students to reach their highest learning potential at any age or grade level. The staff professional development will provide teachers with increased competence in the use of appropriate instructional methods and techniques.

6.10 SELECTION OF INSTRUCTIONAL MATERIALS The Board shall provide, within budget constraints, instructional materials that support the implementation of a high standard, enriched curriculum. Teachers and students shall be supplied with up-to-date, educationally valid materials. A wide range of media, from print to technology, will be used. Materials should serve the needs and interests of a multi-ethnic student enrollment and shall be sensitive to the cultural diversity and environment of the School. The coordinators, in collaboration with the instructional staff, will recommend appropriate instructional materials for the Head of School’s approval.

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The basic factors in selecting library materials shall be the curriculum, the reading interests and backgrounds of the students using the library, and the desire to provide a collection of outstanding literary works and reference materials. Final selection must be within annual budget limitations as set by the Board and is the responsibility of the Head of School.

6.11 TEXTBOOK SELECTION AND ADOPTION The Board shall approve appropriate budget support to meet instructional requirements. The Head of School shall be held responsible to ensure that the process of textbook review and selection shall be coordinated throughout the School’s instructional program. Teachers are expected to supplement the textbooks by using a wide variety of resources, media and technology. Textbooks for the core curriculum will be reviewed and selected in accordance with a rotating annual schedule or textbook adoption cycle. The adoption procedure shall be a review process involving the Dean of Studies, and teachers. Consensus decision shall always be sought while keeping in mind the School’s “Statement of Mission” and proper articulation of the School’s curricular and instructional process.

6.12 STUDENT HOMEWORK The Board of Directors endorses the concept of homework, recognizing that the development of self-directed and self-motivated students should be the general intent of homework assignments. With additional study outside the classroom, students can be assisted in developing initiative, responsibility and self-reliance. Homework is one of the many ways to involve students in independent study and the use of out-of-school resources. It is intended to be rigorous as opposed to “make work”. It is also a way to assist the student in developing his/ her ability to apply what has been learned. It provides the maturing student an additional opportunity to develop positive attitudes and reinforce achievement necessary for continuing education. Teachers shall assign students an amount of homework commensurate with the student’s age and grade level. Written homework guidelines as stated in the school’s ‘Homework Policy’ shall apply. Homework allows the

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teacher to closely monitor student progress and study habits with the reinforcement of work done in class. A distinction is made between homework and the completion at home of incomplete classroom assignments. The teacher shall provide students with timely feedback on the quality of homework submitted by the student. The Board expects that parents will support their child’s homework responsibilities. If parents have concerns regarding the amount or type of homework assigned, they are encouraged to consult with the teacher.

6.13 STUDENT PROGRESS REPORTS The Board, recognizing that progress is the foundation of education, believes the School has an obligation to provide periodic assessments of academic and personal performance. Such progress reports must be based upon full information accurately and honestly reported with the proper maintenance of confidentiality. Therefore, all reporting of student progress, whether by formal report card, informal note or conference, will be for the purpose of giving parents those items of information which may be used to help the student. Parents should have access to information which indicates the student’s areas of strength and areas where improvement is needed. Information will be in a format useful to parents to help promote and maintain acceptable levels of achievement and to foster desirable patterns of student behavior. Grades shall be based upon achievement. However, many factors other than achievement alone enter into a child’s overall performance. Therefore, the grading format shall allow for additional comments and/or coding to reflect such factors. The grading system for students in programs, such as ESL, resource and special services may differ from that used in regular classes. Head of School and coordinators shall assure that all teachers clearly understand the School’s assessment policy and adopted guidelines for implementation. The Head of School shall establish a grade reporting format that is appropriate for all grade levels. The adopted grade reporting format shall be periodically reviewed with recommended changes approved by the Head of School.

6.14 GRADING PHILOSOPHY The Board of Directors expects that the School’s student grading philosophy to be consistent in application and provide a measure as to what extent the student has attained pre-determined learner outcomes. The Board recognizes that student grades must also serve the purpose of encouraging student performance without sacrificing the School’s standard of instruction.

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1. Rationale

Canadian International School, as outlined in its mission statement, believes that students must be supported in reaching their full potential to become contributing members of an ever-changing global community in part through quality assessment, evaluation and reporting practices. The school administration is responsible for the development, implementation, operation and supervision of quality assessment, evaluation and reporting practices. The principal, coordinators and teachers are required to effectively assess all students.

2. Policy

The Canadian International School Board shall ensure that effective assessment, evaluation and reporting practices are utilized to improve student achievement, guide instructional practice, determine the quality of student work, and provide regular communication to students, guardians and parents with respect to the achievement of the curriculum. Assessment policy of the school is available on request.

3. Procedures 3.1 Assessment

Assessment is the process of gathering information that accurately reflects how well a student is achieving curriculum expectations throughout the term and school year. Information can be gathered using formal methods (such as tests, projects, or culminating tasks) and informal methods (such as observation, discussion or checklists). Assessment provides valuable information to guide students toward improvement. Assessment also provides information to guide teachers’ instructional approaches and the overall effectiveness of programs and classroom practices.

3.2 Evaluation

Evaluation is the process of making a professional judgment about the quality of student work on the basis of established criteria and then assigning a symbol/value to represent that quality.

3.3 Reporting

Reporting is the process through which teachers formally communicate student achievement levels using the established report card.

This report card, Grade Report will be issued at the end of each of the 3 thirteen-week- terms. A student must attend Canadian International School for a minimum of six weeks before a Grade Report will be issued.

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6.15 CLASS SIZE The Board of Directors recognizes the need to maintain a student-teacher ratio that offers maximum opportunities for instruction and learning within the constraints of the annual operating budget. Board approved limits to class sizes are as follows:Pre K: 14 students JK and SK: 20 students Grades 1 to 10: 24 students Grades 11 and 12: 24 students per subject option It shall be understood that ratios are guidelines and not fixed requirements.

6.16 COUNSELING AND GUIDANCE PROGRAM The Board of Directors believes that providing effective counseling and guidance services are essential to the School program. Such services should be available to all students and parents. Teachers shall also be willing to initiate opportunities to assist students and parents with information and general counsel about classroom achievement and performance behavior. The entire professional staff shall see it as their responsibility to remain sensitive to the unique cultural characteristics of a diverse student enrollment. Further, it shall be the intent of the Board, within the financial constraints of available resources, to provide qualified experienced counseling personnel for the School. An effective counseling and guidance program meets the developmental, emotional, social and academic requirements of students, and guides students, parents and teachers with personal, family, social, educational and career decision, problems and concerns. The program format used can be individual, group or classroom counseling. Teachers and counselors must be committed to the principle of confidentiality in their dealings with students. Mutual trust between a student and his/her teacher and counselor must be regarded with great seriousness in all instances of conferring, counseling, guiding or advising between school staff and students. If a conflict arises between the principle of confidentiality and the best interests of the student, or indeed the School itself, members of the professional and counseling staff are encouraged to seek confidential advice from the Head of School before taking any action.

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6.17 PROMOTION AND RETENTION OF STUDENTS Promotion Policy (Grades 6 – 8) CIS rarely requires that a student repeat in Grades 6 - 8. Some students are English language learners and they may repeat a year, so that they can move with confidence onto more difficult concepts in a new language. Those, scoring less than 50% in more than 2 subjects, are required to attend a meeting with the administration and the parents/guardian. The result may be an agreement for improvement, a repeated grade, or a tutoring expectation. These decisions are made individually to suit the learner with the recommendations of teachers. Promotion Policy (Grades 9 – 10) The IGCSE program is a 2-year course. Students completing Grade 9 require academic success to meet the requirements of an IGCSE program. The following criteria are considered essential, to continue the IGCSE program from Grade 9 to Grade 10: 

Students must attain a minimum grade of ‘E’(40%) in eight subjects. ESL students must attain a minimum grade of ‘E’ (40%) in at least 6 subjects

Students must pass Mathematics and English with a grade E or above. (There are no exceptions).

Students not attaining the minimum grade of ‘E’ will be advised to repeat Grade 9, as recommended by the IGCSE Coordinator and approved by the Head of School. A maximum of two re-sit examinations may be sat by a Grade 9 student hoping to move to Grade 10.

NOTE: Any subject not passed may not be taken in the IB Program. ESL students who have entered CIS in the Term 3 of Grade 8 or Grade 9 and achieve a pass in the third term assessment in Grade 9, but have failed a subject based on their final grade (3 term aggregate), will be assessed on their ability to progress Grade 10 by the appropriate coordinators and subject teacher. If a student shows a progression of results and a commitment to learning, the Term 3 result will be deemed the final grade rather than the aggregate result. When making decisions regarding promotion and course completion, parental approval in writing must be received. Final decisions on all promotions are approved by the Head of School. Promotion Policy IB1 to IB2 IB Diploma Students must: 

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achieve a minimum total of 28 points in their 6 subjects with 14 points from their HL subjects. This does


not take into account the matrix points. (TOK / Extended Essay). 

be diligent in accumulating the minimum recommended number of hours as set in the CAS journal.

research sufficiently and be prepared for their Extended Essay (EE). (A focused research question, a list of quality resources, and evidence of regular meetings with their supervisor, and a detailed outline must be submitted before the June 5th.)

Rationale A student needs a minimum of 24 points in 6 subjects in the final examinations, to have a chance to obtain a Diploma at the end of year 2. Therefore CIS requires that students achieve the minimum results: Term 1: 24 points overall, with at least 12 points in HL subjects Term 2: 26 points overall, with at least 13 points in HL subjects Term 3: 28 points overall, with at least 14 points in HL subjects Any non-achieving students at these terms’ ends will be discussed at the grade level meeting. Parents of students deemed ‘at risk’, will be contacted at the start of Terms 2 and 3, to discuss support for improvement. A grade award meeting at the end of Term 3 will be held to decide upon the promotion to IB year 2. Students who do not meet the above 3 requirements will be asked to repeat IB1 or register for some IB Diploma Courses and the CIS diploma instead of the full IB diploma. The IB Coordinator then meets with student and parents to discuss recommendations. The priority is on providing students with a challenging path to success. This is a sensitive and very individual process.

6.18 STUDENT RECORDS Student records that include grade reports, test scores, teacher comments and other related information shall be kept confidential and used only when the occasion is deemed necessary to help the student and/or parent with placement, references and/or relocation. The following provisions shall guide the administration in establishing a system for keeping student records on file: A.

Basic Requirements: Parents are required to provide previous school records immediately upon registering for enrollment. All School records are to be kept in a secure place. Upon departure, the School will keep student records on file for five years, after which time, the files will be destroyed. Computer files will be kept indefinitely.

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B.

Access by Faculty and Staff: Through the School counselor or Principal, faculty members and appointed staff will have access to student records. Such access generally does not extend beyond those of students assigned to the teacher. Under all circumstances, student record information is considered confidential and privileged.

C.

Access by Parents to Their Child’s School Records: Parents wanting access to their child’s school records shall make such request through the counselor, the registrar or the Principal. Every attempt shall be made to assist parents in the correct interpretation of the child’s records.

D.

Release of Student Records: Parents shall have a sealed copy of their child’s records upon departure from the School. No school records or related information will be provided by the School to anyone other than the legal parent, guardian, their representative, or to the relocation school requesting such information. Under no circumstances will records be released until all school financial obligations have been cleared.

6.19 ENGLISH-AS-A-SECOND-LANGUAGE PROGRAM Canadian International School (CIS), as outlined in its mission statement, is a culturally-rich mosaic, serving each student by providing a world-class international education. As a community of international learners, languages are a means by which we can nurture each and every student’s full potential and develop life-long skills, which will prepare students for an ever-changing global society. At CIS, we are all teachers of language, and it is the responsibility of every member of the school community to assist and support language learning and language development to the fullest; within the curriculum, resources, activities and the whole School. Many students that attend CIS are English as an Additional Language learners. Many are multi-lingual.

Policy Statement Language is instrumental in communication and cognitive growth. It is the tool by which we develop meaning, understanding and awareness of ourselves, our culture and the universe. Through additional language acquisition, CIS promotes the opportunity for students to become stronger communicators in a multicultural society, and to develop their international mindedness and empathy towards other cultures. English is the primary language of instruction at CIS, through inquiry-based learning and a wide range of international resources. The languages of all subject areas are recognized and highly valued, and support is given for ESL students to develop language skills in Mathematics, Sciences, Social Sciences and the Arts.

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In order to prepare students for this world of multiculturalism and globalization, CIS values the importance of learning additional languages. At present, English, French, German, Spanish, Dutch, and Hindi are offered to students. CIS also recognizes the importance of maintaining mother tongue development, which benefits an individual’s emotional well-being and enhances academic success in the acquisition of other languages.

Mainstream English English is the medium of instruction at CIS and students are expected to study English as a subject through to Grade 12. CIS sets high standards for English proficiency. In Grades preK-5 the outcomes and expectations are based on the Ontario Provincial Curricula with empathizes on Cambridge Primary curriculum in the upper elementary as students prepare for middle school. In grades 6-8 the outcomes and expectations are based on the Cambridge Secondary 1 Program. The emphasis is on becoming proficient in reading, writing, oral communication and media literacy. In Grades 9 – 10, the outcomes and expectations are based on the IGCSE curriculum (English Language and English Literature) at core and extended levels, and in Grades 11 – 12 the International Baccalaureate (IB) curriculum (Group1 Studies in Language and Literature and Group 2 Language Acquisition) at standard and higher levels. CIS students study English as a first language and one additional language from Grade 4 onward, the exception being ESL students. ESL students attend English as an Additional Language (EAL), which supports their mainstream subject and builds confidence in their English skills. ESL students from Grade 1 onward have EAL classes to support their core subjects. English as a Second Language (ESL), English as an Additional Language (EAL) and In-class support The students at CIS come from a wide variety of linguistic backgrounds, and for many English is not their first language. Some of these students join CIS with a high level of proficiency in the English Language, and others are still in the process of developing the level of proficiency required for academic success in all mainstream subjects. ESL classes are designed to assist students, in an encouraging and congenial atmosphere, to develop the skills necessary to communicate proficiently in order to enter mainstream English. All applicants who do not have English as their first language, or who have studied in an English medium school and do not show proficiency in the language, are assessed by an English language specialist upon entry. This determines their level of English proficiency for appropriate placement in an ESL program. Students are considered ready to enter mainstream English on successful completion at the appropriate level. A minimum score of 85% in the Term End assessment is an expectation for possible consideration to the mainstream language class. However,

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it also depends on the readiness of the student for coping with the mainstream curriculum, which is assessed by the ESL teachers in collaboration with the ESL Coordinator, Dean of Studies and the respective Principal. At CIS, the additional language programs are divided into two specific learning opportunities. ESL courses develop all four language skills with a great emphasis on successful communication. These courses draw on the best methods and practices from Ontario, Cambridge and International Baccalaureate English B Programs. This is examined at the end of each term, based on Cambridge ESL criterion. Both coursework and summative grades contribute to the report card grades. This is a credit course. EAL courses/in-class support focuses specifically on the language and skills required to access mainstream subject areas - History, Geography, Science and English Literature. A further objective is to ensure that students have some of the language skills required for entry into mainstream English. This is a non-examination subject. Formative assessment is done by the EAL teachers for the course work. This course is credit earning and is reported as a coursework grade only on the report cards. In Grades 2 - 10, we stream our ESL learners into three categories: 1)

Students who are withdrawn for part of the timetable so they can have direct language instruction during regularly scheduled English classes. These students are also supported in some mainstream classes by specialist ESL staff.

2)

Students who are not withdrawn from mainstream classes, but are supported in class by an ESL specialist.

3)

Students who have a high level of language, but who still benefit from ESL informed mainstream teaching.

Levels are decided after the student has taken an initial entrance assessment test, and then is reviewed every term after a further assessment test. Assessment is based on Ontario (Canadian curriculum) and Cambridge (UK) levels and expectations. Students exit category a), only after gaining the appropriate level for mainstream entry (85%). In Grades 9 - 10, ESL students study IGCSE ESL English and not First Language English and English Literature. Students placed in IGCSE ESL classes will not be mainstreamed after the end of the first term of Grade 9 study has begun. These students are also supported in other mainstream classes by ESL specialists, and ESL informed mainstream teaching. In Grades 11 – 12, students achieving a B or above on IGCSE ESL may enter Group 1 Studies in Language and Literature - English. Students who do not reach at least a B grade in their IGCSE ESL examinations will be recommended for Group 2 Language Acquisition - English B. Students identified as requiring extra ESL support will be offered additional in- class assistance by our specialist ESL staff. Students taking Group 2 Language Acquisition - English B are encouraged to study their Mother Tongue Language for their Group 1 Studies in

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Language and Literature requirement, allowing them to successfully complete the IB Diploma. This is a self-study course offered at Standard Level only.

Assessment for Learning in ESL and EAL Students join the ESL Program upon entry to CIS. At Admissions, students are tested and these results place a student in ESL or in the Mainstream. ESL occurs during Literacy classes for 12 classes/cycle in the Elementary school and for 6 classes/cycle in the Secondary school. ESL curricula follows Cambridge ESL standards. Students are assessed for prior knowledge, then placed in the ESL classroom in consultation with the Principal, ESL coordinator, and with students family. ESL students have an ESL designation that appears on their report and on all class lists. The designation informs teachers, administration, and various support staff that the student is ESL and may need differentiation. Student that are deemed ESL also study EAL for their Additional Language. This occurs for 3 classes/cycle in Grades 3-10, and for 2 classes/cycle in SK-2. In EAL, core subject learning is supported and Maths, Science, and Social Studies topics are the focus of study. The EAL classes are individualized for the students’ needs. The ESL Coordinator oversees the entire K - 12 ESL program, providing resources, communicating with parents, informing other administration about the ESL program, and makes the final decision at the end of term about student readiness for the mainstream. The ESL department meets regularly (once/cycle) to discuss learning and teaching. Students may move to mainstream at the beginning of each term if they achieve the pass rate of 85% at the term end examinations. In practice, MS students do not move into mainstream at Term 1, as language levels drop over summer vacation, so often students begin the year in ESL with goals to move at end of Term 1. Assessment includes elements of reading, writing, speaking, and listening. Success is all areas is mandatory. When an Elementary student is ready to move to mainstream English class, the ESL teachers perform a DRA (Development Reading Assessment), as this is a tool used in our Elementary English mainstream classes. The ESL/EAL teachers meeting with the student and their family to explain the transition and to answer any questions. The Reading level of the student is also passed onto the mainstream English teacher. This information informs the teachers and help the Mainstream transition. After a student moves to the mainstream, there is ESL support provided to the teacher and to the student. At Grade level, students moving to English Mainstream achieve a Lexile Reading Score of: Grade 2

Cambridge Young Learner Starters

CEFR: < A1

Lexile: BR - 200

Grade 3-4

Cambridge Young Learners Movers

CEFR: A1

Lexile: 200 - 400

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Grade 5

Cambridge Young Learners Flyers

CEFR: A2

Lexile: 400 - 600

Grade 6-8

Cambridge Young Learners KET

CEFR: A2

Lexile: 400 - 600

Cambridge Young Learners PET

CEFR: B1

Lexile: 600 - 800

Grades 6 - 8 complete the syllabi of KET and PET before being assessed to move to mainstream English. A lexile Score of 800 is approximately a beginning of Grade 6 reading level. All students in Grades 3 - 8 sit MAP (Measures of Academic Progress Tests) twice per year. ESL students score poorly at the beginning of their learning at CIS, but make quick strides and allows parents, teachers, and administration to have another tool for assessing readiness for the mainstream. At the end of Grade 8, students sit Cambridge Secondary 1 Checkpoint examinations. All students sit the same examination that is a formal assessment graded off campus. These exams occur for English (ESL and English), Maths, and Science. The ESL Cambridge Secondary 1 examination begins in spring 2015.

Transition from EAL to Additional Languages The decision for students to move from EAL to Additional Language is taken when the EAL teacher informs the Coordinator that a particular EAL student has achieved maximum learning in the EAL course and is ready for an additional language. The Coordinator thereafter consults the student, core subject teachers, and parents to refer the case to the Dean of Studies who makes the necessary administrative changes to the studentâ&#x20AC;&#x2122;s profile. This decision is subjective, as each childâ&#x20AC;&#x2122;s readiness and confidence in their courses other that English must be strong. This usually happens after completion of Term 1, and after a student has already left the ESL classroom to move to mainstream English. ESL class size are smaller, learning support needs are often identified in this environment. Upon, documentation and IEP designations, learning support teachers support subjects other than English, and upon readiness these students move to the Mainstream just as any other students. ESL teachers support IEP differentiation during literacy classes. Additional support is provided to ESL students by our parent community. Each year, approximately 5 - 7 parents volunteer on a semi-regular basis meet with ESL student in a one to one environment to practice reading and speaking skills. This is a confidence builder for our students and our parents enjoy seeing the gains in those they help. At the beginning of each term, all mainstream teachers meet and collaborate with the ESL teachers to modify the assessments for learning of the Math, Science, and Social Studies subjects for the ESL students. Monthly, teachers of all core subjects meet the EAL teachers to discuss and share unit plans and relevant resources

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so that the EAL sessions can be executed to help build skills that will aid the ESL student’s success in their core subjects. The EAL teachers prepare lessons that support core subject learning, keeping an individualized record of teaching and learning and minutes of the meetings held with core subject teachers. Upon successful completion of the ESL assessment, students move to Mainstream English. Most often these students remains in EAL to support this transition. This change requires a period of adjustment. With the main goal of helping the newly mainstreamed ESL students maintain their level of success and self-esteem, the following guidelines aid this process. The newly mainstreamed ESL students will continue to be designated as ESL students for one additional term in all subjects. This gives these students a transition period of one term to get accustomed to the mainstream curriculum. Their report cards will continue to show them as ESL students, even though they are mainstreamed. ESL students may not be assessed on the same parameters as the mainstream students. Differentiation of the assessment and grading practices in all subjects occurs and gradually the ESL student merges with the mainstream English student having less and less differentiation of teaching and learning.

Role of the ESL Coordinator The ESL Coordinator: 

meets during the Teacher Orientation Week at the beginning of each academic year and shares information about the ESL program and teacher expectations at CIS.

provides support to the newly appointed mainstream teachers who need help in dealing with ESL and EAL students.

provides support to the ESL and EAL students adapt to new teachers and help build positive communications between them.

organises departmental meetings to discuss ESL/EAL issues.

oversees the acquisition of resources for the department.

represents the department in the School Leadership Team for important discussions and decision making.

communicates information about student progress with the parents, be it mainstreaming or other academic issues.

oversees students’ and parents’ orientation prior to students joining the mainstream English classes, informing them of the expectations and challenges of the mainstream classes.

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liaises with the Registrar and Student officer regarding changes in the profile of students from ESL to EAL or EAL to Additional Languages.

Additional Languages The study of additional languages gives the students at CIS the opportunity to appreciate and better understand today’s pluralistic world. Students at CIS are expected to take one additional language, the exception being the ESL students who are withdrawn from Additional Language classes for additional English (EAL) in Grades 4 - 10. Additional language instruction plays an important role in education at CIS. Learning an additional language helps students to enhance their awareness of learning styles, strategies and study skills. In Grades 4 to 12, mainstream students study two languages (English and 1 other): 

Their strongest language, usually their mother-tongue language

An additional language, at an appropriate level

Additional Languages offered at CIS 

French - Beginner, Higher, and Mother Tongue (Mother Tongue has an additional cost) - Grades K - 12

German (Mother Tongue students only- additional cost) - Grades SK - 6

Spanish - Grade 4 - 12, and Mother Tongue (additional cost) – SK - 6

Hindi - Grades SK - 12, with a focus on Hindi B learning in the Secondary School (6 - 12)

Hindi is the host country’s official language. There are many opportunities to learn Hindi at CIS. In grades SK-3, the program focuses primarily on communication skills, culture and traditions. Classes are designed to allow the students to sample some of the flavors of Indian culture in a fun and creative learning environment. Hindi B is available at IGCSE level and in the Diploma Program. Research stresses the importance of strong conceptual foundations in the mother tongue, which then in turn assist second or additional language acquisition. CIS strongly advises that students whose first language is NOT English make every effort to continue studying their mother tongue. In the IB Diploma Program, for students whose Mother Tongue is not English, there is an option to study their Mother Tongue independently. In IB, students studying English B may study a self taught Mother Tongue language (group one only) in order to qualify for the Diploma. They may also prepare independently for a Mother Tongue language exam at IGCSE level. In the past, students have studied Korean, Japanese, Dutch, Norwegian and German.

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Mother Tongue Languages Grades 1 - 3 Students will have one Hindi or English as an Additional Language. Mother Tongue Language classes may be taught during this time- see Additional Language Policy. Grades 4 and 5 Students and their parents will choose Hindi, French, English as an Additional Language (EAL) or Spanish as their additional language of study and will take this for 3 classes per 6 day cycle. Mother Tongue Languages may be taught during some or all of this time. Grades 6 - 8 In Middle School, CIS are offers 3 classes per cycle of an Additional Language. In grade 6,7 and 8, Spanish, Lower French, Upper French, Hindi, or English as an Additional Language will be the choices available. Mother Tongue languages may be taught during this time - Additional Languages Policy. The grading and reporting of Mother Tongue is completed by the Mother Tongue teacher and is independent of the CIS reporting system. The CIS report card will not report on this subject. The Mother Tongue Teacher would have to work 2-3 days of a 6-day cycle. The schedule is being created with this scheduling as a priority. Students new to CIS and learning English will be encouraged to spend one year in English as an Additional Language before beginning their Mother Tongue Language. If a child and/or parent is interested in having their child study a Mother Tongue Language not listed above, special permission may be arranged. This would be an individual request and the decision would be made based on availability of self-study curriculum and behavior (and perhaps) age of the student. Special Requests may be made through the Dean of Studies. For more information on Mother Tongue languages, please see the additional languages policy. Definitions of terms as used in this document: ď&#x201A;&#x;

Mother Tongue/First Language - The first language a person has learnt and communicates in, at native speaker competence. The language used at home and beyond the classroom in a sustained and fluent manner

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Studies in Language and Literature - The group 1 language studied in the IB Diploma program. This is English at CIS.

Language of Instruction - The language in which the majority of subjects are taught. This is English at CIS.

Multilingualism Knowledge of two or more languages, one of which is used comprehensively together with additional languages that have been studied

Additional Language - A language other than mother tongue A course of study in a language other than English (LOTE) A course of study in English as an Additional Language (EAL), where English is not the mother tongue

English as a Second Language (ESL) - A course of study in English, where English is not the mother tongue, in an English speaking community At CIS, ESL instruction refers to the acquisition of the language element of English (vocabulary, grammar etc.)

English as an Additional Language (EAL). - At CIS, EAL instruction refers to the acquisition of additional language skills (the language needed for other subject areas, literature, skills needed to understand mainstream English etc.)

International Mindedness - Intercultural awareness and understanding through embracing diversity and taking action on a local, national and global context.

6.20 INSTRUCTIONAL TECHNOLOGY PROGRAM The Board is committed to support a School-wide instructional technology program. Such a program shall include: A.

Specialist instruction in a lab or tech suite.

B.

Assisted instruction in the classroom by the teacher using technology to aid the teaching and learning process.

C.

In-service training for faculty and staff.

All teachers are obligated to gain the skills needed to make technology an integral component of the instructional program.

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6.21 HUMAN RELATIONS PRACTICES The Board of Directors supports the existence of a climate within the School that enhances the dignity and worth of each individual. This includes insistence on human relations and practices that promote understanding, trust, acceptance, and respect between people from different races, religions, and ethnic backgrounds. The Board further believes that the diversity of the School’s enrollment enriches the individual and is an unique learning opportunity for students and faculty. The Board therefore supports human relations practices that: A.

Promote respect throughout the School community along with the understanding and acceptance that all human beings are unique and therefore different;

B.

Promote an enriched curriculum that uses text materials, library and other instructional mediums which reflect diversity of ethnicity, multiple cultures and multiple races; curriculum and instruction which is also representative and sensitive to all elements of the School’s diverse community.

C.

Promote activities and celebrations which highlight the enrollment’s rich diversity and encourages an appreciation for all cultures;

D.

Promote appropriate modeling behavior for faculty, staff and student toward the School’s diverse community, as well as a School commitment to correct attitudes that are contrary to the Board’s expectations for exemplary human relations practices.

6.22 COMMUNITY SERVICE CURRICULUM PROGRAM The Board of Directors is committed to a School-wide program that each student becomes a responsible citizen in a global community. The objective of such a mission is to have all of our students choose to demonstrate social responsibility through active involvement in serving the community. The Head of School in conjunction with the Dean of studies and CAS coordinator is responsible to see that the School will develop programs to encourage and facilitate participation by all students in meaningful and appropriate community service.

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6.23 ADDITIONAL LANGUAGES Students in PK, JK, and SK will be introduced to Hindi Language and Culture once per six-day cycle. This is the second year that we are offering this subject at these grades. Students enjoy this exploration into host country studies. In Grades 1, 2, & 3 of the Elementary School, students study our host country language, Hindi, or English as an Additional Language (EAL). EAL in Grades 1 - 3 strengthens the English Immersion Program that many of our students are a part of. Global awareness is “everyday” at CIS. These language classes occur twice per six-day cycle with a strong emphasis on culture. Students that attend English as a Second Language (ESL) during the regular English classes are required to attend English as an Additional Language (EAL). The selection process for EAL is done in consultation with admissions, the classroom teachers, and parents. In Grades 4 and 5, students choose an additional language of either; Hindi, French, Spanish, or EAL. At this time, language learning is strengthened, with each child attending his/her additional language for three classes per cycle. ESL (English as a Second Language) students attend EAL (English as an Additional Language) classes during these additional language slots from Grade 2 - 10. EAL supports students new to learning in an English-speaking environment. Students remain in EAL even after being mainstreamed to ESL, as the EAL environment supports the learning that occurs in the mainstream classroom. Eventually, students leave the EAL classroom to select another additional language. This usually occurs at the beginning of the student’s second school year at CIS, but is decided in consultation with classroom teachers, EAL teachers, and the student’s parents. Additionally, Mother Tongue German, French, and Spanish are taught independently and optionally during Language slots in Grades SK - 8. These classes are scheduled in the spring of each year, after parents are polled about their interest in Mother Tongue Language study, if interest in these offerings exists. This offering carries an additional fee, and extra arrangements are organized by the school. These classes are held at school, but taught and assessed independently. These teachers create their classes in spring for the following year so that their parttime timetable can be created. Mother Tongue Language classes are held twice per cycle. The classes occur during the Additional Languages portion of the timetable. Students in grade 4 - 8 studying a Mother Tongue Language will have 1 (Grade 4 and 5) or 2 (Grade 6 - 8) self-study classes arranged with supervision in the library. These students must be mature enough to work in a self-study environment. Consistent in language choices is important at CIS. Students continue into Middle School with French, Hindi, EAL, or Spanish as additional languages in Grade 6, 7 & 8. French is an official language of Canada and is supported at two levels in Grades 6 - 10. French as an Additional Language is taught at a lower and a higher version at

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these grades. As students often join our school without earlier study in our additional languages, the lower French course is a great beginning choice for them. Students are automatically enrolled in the same Additional Language class for the next school year, and only after a meeting between student, parent, and language teachers and perhaps a member of the school administrative team will students move to another additional language. Students join CIS at all different grade levels and with many different language backgrounds. Students joining CIS at the beginning of a school year are encouraged to pick the language that most interests them. CIS will encourage them to study the same additional language as they had in their previous school, but we realize this is not always possible. Additional Language classes at CIS do differentiate to support varying levels of ability and experiences. Students who join mid-year into the secondary grades, who have not studied French, Hindi, or Spanish previously will join our lower French programme as it is designed to help students make gains quickly and to accommodate beginning language learners. Hindi in Middle School and beyond will be aimed at Hindi B learner, those with Hindi experience, Hindi in their home, or outside connections to Hindi. Hindi is grade 6,7, and 8 is not an option for a first time Hindi learner. Four additional languages are offered in the IGCSE programme of Grades 9 and 10 - French as a Second Language, Spanish as a Second Language, Hindi as a Second Language, and English as a Additional Language. Independent study of IGCSE German, Dutch, and Korean regularly occurs, and earning an IGCSE in a studentsâ&#x20AC;&#x2122; mother tongue language is encouraged. Generally, independent mother tongue study occurs outside of regular classes. Students taking English as a Second Language (ESL) during English classes must also attend EAL (English as an Additional Language) in Grades 6 - 10. Students who move from ESL to the mainstream usually remain in EAL for a longer period, as this time is used to develop skills needed for mainstream success. EAL earns CIS credits towards graduation, but it is not assessed externally and is not an IGCSE course. CIS encourages all students to continue with one additional language throughout their schooling. Students of IGCSE, move into Language B in the same language. Ab Initio subjects are available to those who have not had any previous language development in French or Spanish. Students with previous language instruction in French or Spanish are not eligible for Ab Initio. This is an academic honesty requirement of the IBO and a policy that CIS supports and has always adhered too. Mother Tongue speakers in French and Spanish or those who have studied these languages in their Additional Languages during secondary school are not eligible for Ab Initio French or Spanish. CIS students are prepared in IGCSE to move into Language B of the same language. Students without a background in Spanish or French may take Ab Initio language or Hindi B. Grades 11 and 12 do not have an EAL option.

The IB requires students to develop a strong additional language. All students in this programme will

study French B or Ab Initio, Spanish B or Ab Initio, or Hindi B with CIS. These are offered at the Standard level with 4 classes per cycle, with some students of exceptional ability being accepted as Higher Level (HL) students in Language B courses. HL Language B students will study their Language B for 6 classes per cycle. Ab Initio doesnâ&#x20AC;&#x2122;t have a HL option. Some students may choose to self-study their mother tongue. Many language courses

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are also available online. The IB guidelines are followed in allowing students this opportunity. Admissions strictly checks past records and in conjunction with the IB Coordinator appropriate Additional Language selections are made at the beginning of Grade 11. Students are discouraged from changing and moving between IB additional languages.

6.24 PHYSICAL EDUCATION AND HEALTH/WELLNESS The Board believes that student participation in physical education and health/wellness programs allows students the opportunity to learn about lifetime fitness and to become skilled in recreational activities that promote a healthy lifestyle. The physical education and health/wellness programs will allow students to: A.

Learn how to participate in lifetime activities.

B.

Learn motor skills

C.

Learn personal physical fitness skills.

D.

Learn how to interact within the social world.

E.

Develop lifetime health habits and interests.

Therefore, all students shall participate in a physical education and health wellness activity as scheduled in the regular classroom program. However, those students who have valid medical reasons for not participating may be exempted by the Head of School.

6.25 EXTRA CURRICULAR ACTIVITIES The Board of Directors recognizes that student lifelong learning opportunities are associated with a well-supervised extra curricular activities program. The Board would expect such a program to include a wide variety of activities that assist students in developing their leadership skills, cooperation skills, organization skills, reasoning skills and sport skills. A list of activities shall be published in the School bulletins. Following the termination of an activity, the supervisor shall be expected to prepare or update procedural notes that will assist future supervisors in maintaining continuity and high standards of such activities.

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6.26 SCHOOL INTRAMURAL ACTIVITY PROGRAM Providing an opportunity for students to participate in activities at a competitive level is fundamental within a high standard enriched curriculum program. Therefore, the Board supports the scheduling of a wide range of intramural activities either within the School day or as part of after-school activities program. The Board expects that all such activity will be fully supervised and promoted by qualified personnel.

6.27 FIELD TRIPS AND EXCURSIONS The Board of Directors recognizes the value of out-of-classroom educational experiences and supports them within the confines of the society and the limitations of adequate transportation options. Teachers will keep students informed of cultural, historical or career exploration opportunities. Adequate time will be reserved within the curriculum for relevant field trips or excursions organized by the School. These trips must enhance or strengthen particular curriculum objectives. Consideration will be given to security, safety and the educational value of off-campus trips. A parental authorization form and liability waiver must be on file with the Principals prior to student participation.

6.28 CLASS INTERRUPTIONS Although parentsâ&#x20AC;&#x2122; interest and involvement is encouraged, it must be understood that class interruptions can be disruptive and must be kept to a minimum. The appropriateness of all classroom visits is determined by the teacher or the Principals. Prior approval must be obtained as a courtesy to the children and the teacher.

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STUDENTS


7.01 FAIR AND RESPONSIBLE EDUCATIONAL OPPORTUNITIES The Board of Directors shall uphold the principle of equal opportunity. Every child enrolled in the School, regardless of sex, race, creed, color, national origin, academic ability, cultural or economic background shall be given maximum opportunity for educational development. The School shall provide an educational environment that stimulates and encourages each child’s intellectual curiosity and enterprise; and that fosters in each child a sense of self-worth and responsibility for his/her own work and progress. The School will treat all students equally in allowing them access to courses of study, career guidance, preparation and qualifying examinations for further study, athletics and extra-curricular activities.

Staff development

opportunities will support this approach to gender issues and expectations.

7.02 STUDENT PRIVILEGES AND RESPONSIBILITIES The Board of Directors believes that students have rights that should be recognized and respected. The Board also believes that every right carries with it certain responsibilities, and expects that students should be mature enough to assume them. Among these rights and responsibilities are the following: A.

The right to a quality education, and the responsibility to put forth a sincere effort to learn;

B.

The right to equal educational opportunity and freedom from discrimination, and the responsibility not to discriminate against others;

C.

The right to a safe and orderly school environment and the responsibility to observe School rules essential for allowing others to learn.

D.

The right to procedural due process in cases of suspension, expulsion, and other disciplinary matters, and the responsibility to be fair and honest in exercising this right;

E.

The right to privacy of School records, and the responsibility to be worthy of the trust and confidence of teachers, administrators and parents.

It is the Board’s belief that as part of the educational process, students should be made aware of their rights and responsibilities. Because students have a right to know the standards of behavior expected of them, the School’s handbooks will be made available to students and their parents.

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7.03 STUDENT ABSENCES Students are expected to attend classes regularly and to be on time for class activities. Parents are urged to cooperate with the School in keeping absence and tardiness to an absolute minimum. Excessive student absences could lower performance achievement and performance grades.

7.04 STUDENT CONDUCT Students will conduct themselves at all times in a manner which will bring credit upon themselves and the School. All students will be informed of the administration’s regulations regarding student conduct. In general, common-sense standards of respect, courtesy and behavior apply. However, specific attention should be paid to the sensitivities of Indian culture. Ignorance of a specific school rule is no excuse for inappropriate behavior.

7.05 STUDENT DRESS CODE All Students shall adhere to the School’s Uniform Code. Details regarding the School Uniform shall be disseminated each year to the parents and students. The Board directs the Head of School to establish and implement regulations that will enable faculty and the administration to enforce the School Uniform with consistency and firmness. The Board recognizes that there might be some students willing to repeatedly test the intent of this policy. Those students need to know that the Board is prepared to act on any recommendation by the Head of School for termination of enrollment. School is a student’s place of business. Therefore, on “dress up” or “dress down” days, students are expected to follow good taste in their dress and grooming. It is also important to keep in mind the customs and traditions in India. Clothing worn to School should be comfortable and modest and should not disrupt the learning process.

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7.06 ALCOHOL AND DRUG USE The Board of Directors recognizes the established developmental, physical, emotional and educational risks associated with student alcohol and drug use. The penalties for alcohol and drug use will be severe. Therefore, it is imperative that the Board supports policy and procedure that send a clear unmistakable message to both students and parents -- alcohol and drug use will not be tolerated --. That message shall be communicated to the entire School community. The Board further directs the Head of School to establish and maintain a school-wide instructional program that provides salient information about the health and legal consequences of alcohol and drug use in any environment. No student shall possess, use, transmit, or attempt to possess, use or transmit, or be under the influence of any of the following substances on School premises or off School premises at a School-sponsored, or School-related activity, function, or event: A.

Any controlled substance or dangerous drug as defined by either United States or local law, including but not limited to marijuana, any narcotic drug, hallucinogen, stimulant, depressant, amphetamine, or barbiturate;

B.

Any pharmaceutical without knowledge and permission of parents;

C.

Any abusive glue, aerosol, or any other chemical substance for inhalation.

D.

Any intoxicant, or mood-changing, mind-altering, or behavior altering drugs;

E.

Any alcohol or alcoholic beverage.

The possession, use or transmittal of paraphernalia related to these prohibited substances is also prohibited under this policy. The possession, transmittal, sale or attempted sale of what is represented to be any of the above-listed substances is also prohibited under this policy. “Use” by definition is when a student has voluntarily introduced, by any means, into his or her body a prohibited substance recently enough that it is detectable by the student’s physical appearance, actions, breath, speech or chemical analysis. “Under the influence” is defined as not having the normal use of mental or physical faculties due to the use of a drug. However, the student need not be legally (by local or United States laws) intoxicated. Students who violate this policy will be immediately suspended from classes while due process is commenced on discontinuation of the student’s enrollment.

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This policy highlights the school’s zero tolerance zones. The Board directs the Head of School to ensure that the enforcement of this policy is both active and consistent.

7.07 STUDENT COMPLAINTS AND GRIEVANCES Part of the School’s learning intent is to teach democratic principles that include giving all students access to an orderly process to express their concerns. The Board supports this intent and strongly encourages students to use the communication channels of their elected representatives, classroom teachers, counselors, vice principals, principals, or Head of School, as they attempt to seek answers to probing questions and/or resolve individual or group conflicts. For the discussion and consideration of a grievance, any student or group of students may request a meeting with the Vice Principal. One faculty member of the student’s choice may be present at such meetings. If the student receives no satisfaction in his/her meeting with the Vice Principal, then an appeal may be made to the Principal and then the Head of School, whose decision shall be final.

7.08 STUDENT DISCIPLINE The Board recognizes the “partnership” parents have with the School in providing assistance for modifying negative student behavior.

Elementary Student Discipline Policy CIS Elementary understands that the school should develop standards of conduct and that each member of the school staff is responsible for supervision of the conduct of students in the school. Elementary Administration will support its students and teachers in the maintenance of proper order and discipline. All members of the school community must be made aware of what is expected of them in this regard, and of the possible consequences for breaches of school community policy and school regulations. In administering discipline, staff are to treat pupils with dignity and respect which is considerate of their circumstances.

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Student Conduct, Expectations and Rules General Expectations of Student Conduct 1.

Students shall be responsible and accountable for their behavior and conduct: a) while involved in school-sponsored or related activities; b) while on school property; c) during any recess or lunch periods on or off school property; and d) while traveling to and from school.

2.

CIS Elementary requires that all students: a) be diligent in pursuing their studies; b) attend school regularly and punctually; c) cooperate fully with everyone authorized by CIS Administration to provide education programs and other services; d) comply with the rules of the school; e) account to their teachers for their conduct, are to be held accountable for their behavior; and f)

3.

respect the rights of others.

CIS Elementary Policy on Student Conduct establishes standards for appropriate behavior and the context for school rules and codes of conduct that students are to observe.

4.

Within the classroom the teacher is expected to establish and maintain disciplinary procedures within the classroom. Such measures must at all times be: a) reasonable, bearing in mind how severe the behavior was, and the nature of the child; b) capable of being enforced; and c) administered impartially and consistently.

A sincere effort shall be made by all teachers to control and/or eliminate behavior by any student that is detrimental to the studentsâ&#x20AC;&#x2122; welfare or tone of the school.

5.

Within the School:

CIS Administration is responsible for formulating and operating the school discipline policy, with the cooperation of staff. Repeated breaches of reasonable standards of conduct shall be referred to the Sectional Administrator. Each case will be fully investigated and the Sectional Administrator, in consultation with the

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referring teacher, shall take such action as is deemed necessary. At any point, the Sectional Administrator may refer to the Head of School for assistance. Parents will be consulted when their child poses a serious discipline problem or when CIS Administration deems it necessary. 6.

Suspension and/or Expulsion of Students

CIS Elementary takes the view that suspension of students should only be used after other avenues to resolve the difficulty have been explored or if the given act is of such a nature that a suspension is immediately warranted

Acts of vandalism or purposeful damage may require that the student make financial restitution to CIS.

Disciplinary Procedures Classroom discipline strategies and techniques vary from room to room. Teachers may operate their classroom with a ‘points system’, they may use names on the board and a ‘three strike’ system, or they may have a ‘timeout’ policy. It depends on the classroom. It all begins, though, with a reminder to a student that his or her behavior is inappropriate and that reminder must be followed up on with a warning at some point. The teacher is to use all that is in his/her arsenal to work out the issue in class, including disregard of homework assignments. Step One (warning) is not to be implemented until regular in-class disciplinary and corrective measures appear to not be having the desired effect of negating the improper behavior or conduct. Sometimes the Teacher feels that he/she needs to remove a student from the class, temporarily, and that is acceptable. This usually occurs when the student is awaiting a ‘talk’ from the Teacher in a more private setting than in front of other students in the classroom. Passing this information on to the Administrator and/or Counselor is an option, but not the expectation. - Step One - Students given a reminder by the teacher that their behavior/action is inappropriate. Student is told that further indiscretions will be dealt with more sternly, beginning with contact to the home. Report in SIMS/SLG. - Step Two - Students are reminded that their behavior/action is, again, inappropriate and that they have been reminded of this in the past. The teacher contacts home to touch base with parent/guardian, to let them know what has been occurring, and what has been done to that point to rectify the situation, and explains that a further incident will result in action being taken. Report in SIMS/SLG. The teacher may also involve the ESL Coordinator if the student concerns are thought to be related, in some way, to a lack of understanding of the expectations placed upon them, based on their situation as an ESL/EAL learner. At all times, the CIS Counselor may be consulted and be brought into the situation for support and guidance with the individual student. The point to remember is that after a teacher feels that he/she has exhausted all avenues of disciplining a child within the classroom the teacher may move to the next level in as far as discipline is concerned. This starts with parent contact. The goal here is to

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work together with the home to ensure that; (a) matters from the classroom have been reported to parent/guardian; (b) parent/guardian has been made aware of the previous warning (Step One); (c) parent/guardian is aware about the rules and procedures in the classroom. It is important at all times for the communication lines to be kept open between teacher and home. When a student becomes a problem, whether it be for behavioral reasons or academic indifference, parents must be informed. - Step Three - Student calls home, from the Office, in the presence of a CIS Administrator, and tells Parent/ Guardian that they have breached the policy regarding school student behavioral expectations three times and they are now at the stage where if there is another infringement, they will be disciplined. Send to Office and Report in SIMS/SLG. Administrator to also Report in SIMS/SLG. The student is taken or sent to the Office. The matter is reported to the Administrator. This is done through a Discipline Form that is given to the Sectional Administrator. The Discipline Form states the particulars of the infraction and what strategies were taken prior to the Discipline Form being sent. The student and Administrator speak to the parent/guardian about the incident and Administration relates potential future consequences if repeated digressions occur. It is important to note that when a student is sent to the Administration, ample documentation in provided in order for the Administrator to do his/her job with confidence, knowing that due diligence has been done on the part of the teacher. - Step Four - The Student calls home and states the consequence (likely consequence will be a suspension or that the parent must come in and meet administration with respect to their child’s behavior). Send to Office and Report in SIMS/SLG. Administrator to also Report in SIMS/SLG. The Sectional Administrator, in consultation with any or all of the parties mentioned above, shall decide on a course of action (if any) for the student and discuss the matter with the teacher. Further action by the Sectional Administrator including the option to suspend the student from class is possible. Possible reasons for suspension may include; an act of student violence, open defiance of authority, refusal to follow the rules of the class as laid-out by the teacher (including disregard for homework assignments), bullying or threatening or manipulative behavior on the part of a student, among others. If a student is suspended from class or from school, the Sectional Administrator shall immediately report in writing, all the circumstances of the suspension to the pupil’s parents, regardless of any oral communications that may have taken place. It is important to note that after a student serves his or her suspension (or alternate Step Four disciplinary action), that they return to class, not so much ‘with a clean slate’, but neither with another suspension hanging over his/her head, should any further digression occur. Obviously, this depends on the reason for the initial suspension, but it is generally the idea that students are given the opportunity to learn from their errors and not be forever tied to them. Additionally, there may occasions where the Teacher deems it necessary to remove a particular student from the classroom setting for a period, to ensure that learning for the others remains on track.

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This is acceptable and if this is the case, please call or SMS the Administrator, or send a student down to the office to gather an Administrator or Secretary. That Administrator will bring the student to the office in an attempt to calm the him/her down, and the Administrator will decide upon any â&#x20AC;&#x2DC;next stepsâ&#x20AC;&#x2122;, whether those are reporting in SIMS/SLG, bringing in the Counselor, calling the parent or simply returning the student to class after some time.

Student Harassment and Bullying CIS is committed to providing a safe and caring learning environment in which all individuals are treated with respect and dignity. It is the intention of the school to prevent and discourage harassment among students. For the purposes of this policy, harassment is synonymous with the terms intimidation, bullying, taunting, and teasing.

Regulations: 1.

Harassment includes behavior, which may be verbal, physical, deliberate, unsolicited, or unwelcome; it may be one incident or a series of incidents. Harassment may include: a) verbal abuse or threats; b) derogatory remarks, jokes, innuendoes, or taunts about a personâ&#x20AC;&#x2122;s body, age, gender, ethnic or national origin, socio-economic status, or religion; c) displaying of offensive or derogatory pictures; d) inappropriate jokes which cause awkwardness or embarrassment; e) inappropriate gestures; f)

intimidation to participate in unethical activity or to participate in activities which contravene school policy;

g) unwelcome physical contact; and/or h) coercing or influencing third parties to harass others. 2.

CIS shall have the following measures in place to prevent harassment, which shall include: a) policy and regulation on harassment and bullying to be regularly communicated to students, parents, and staff; and b) access to counseling support where available.

3.

The behavior need not be intentional in order to be considered harassment; it is sufficient that the offender knows, or as appropriate for age and grade, ought to reasonably know, that the behavior is offensive and unwelcome.

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4.

Any student who willingly makes a false claim of harassment or intentionally provokes harassment shall be subject to appropriate disciplinary action.

Disciplinary Procedures (Bullying) Bullying is not tolerated in any form at the Canadian International School. If students are caught bullying, the following consequences apply: - Step One - Student is reminded of the indiscretion by the Staff member who comes across the behavior and receives explanation of what the behavior truly is (bullying). Report to Advisor Teacher. First Offense: The Staff Member alerts the Advisory Teacher who then reports the incident on SIMS/SLG. Advisory Teacher may take disciplinary action, notify the parent/guardian, have the student notify the parent/guardian, or alert additional Administration and/or Counselor (depending on severity of the bullying reported) about the issue. - Step Two – Student is reminded of the indiscretion by the Staff member who comes across the behavior and receives explanation of what the behavior truly is (bullying). Report to Advisory Teacher. Second Offense: The Staff Member alerts the Advisory Teacher who then reports the incident on SIMS/SLG. Student is reminded of the behavior, has it explained that this is not the first incident of the type of behavior. Advisory Teacher contacts the parents about the incident and reports in SIMS/SLG. Advisory Teacher may alert additional Administration and/or Counselor (depending on severity of the bullying reported). - Step Three - Student is reminded of the indiscretion by the Staff member who comes across the behavior and receives explanation of what the behavior truly is (bullying). Report to Advisory Teacher. Third Offense: Due to this being a third offence, the Student is sent to the Sectional Administrator and calls parents home to explain their poor choice/behavior. The Teacher and Sectional Administrator report in SIMS/SLG. The Sectional Administrator reiterates to parents the student’s poor choice/behavior. A meeting may be scheduled with any of (Teacher, parent/ guardian, student, Sectional Administrator) where the next level of consequence will be discussed. - Step Four - Student is reminded of the indiscretion by the Staff member who comes across the behavior and receives explanation of what the behavior truly is (bullying). Report to Advisory Teacher. Due to this being a fourth offence, the Student is sent to the Sectional Administrator and calls parent/guardian to explain their poor choice/ behavior. The student explains that this is the fourth indiscretion, and that after the third, he/she had called and said the next time, serious measures would be taken. The Sectional Administrator then informs parent/guardian of consequences (serious measures). The Teacher and Sectional Administrator report in SIMS/SLG. As always, the Vice Principal – Academic, Principal, Head of School has the option to suspend a violating student with in-school or out-of-school suspension.

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Disciplinary Procedures (Suspensions) Level One: An in-school suspension of no longer than one day. A second in-school suspension will lead to an out-of-school suspension. Level Two: An out-of-school suspension may be from one to three days. Expulsion – Students not deemed fit for continued enrollment by reason of extraordinary misbehavior, including a single misbehavior episode, may be expelled at the sole discretion of the CIS Head of School and Executive Director of the Board Depending on individual circumstances, consequence for offensive behavior range from warning to expulsion. Expelled students will not be eligible for readmission.

Appeals: Students and parent/guardians have certain due process and other rights to have student discipline and other corrective action reviewed. The Sectional Administrator will investigate discipline issues, contact parents with relevant discoveries when appropriate and administer appropriate discipline if required, which may include detention, in-school suspension, or further actions. If parents are dissatisfied with these results they are encouraged to discuss them with the Sectional Administrator. If, after speaking with the Sectional Administrator, parents are still concerned about decisions and/or disciplinary consequences they may contact the Head of School. The Head of School’s decisions will be final. Disciplinary authority shall be exercised with fairness and every effort shall be made by Administrators and faculty members to resolve problems through effective utilization of school resources in cooperation with the student and his/her parent/guardian.

Offences Not Following Four-Step System Disciplinary issues of a relatively minor nature are almost always dealt with in the first instance by the classroom Teacher/Teacher on duty. There is very often a satisfactory resolution at this stage. From time to time, however, more serious issues occur and the Four-Step Discipline Policy comes into play. In very rare circumstances, the severity of the indiscretion negates the usual Four-Step Discipline Policy and serious measures may be taken regardless of student’s prior standing. These may include but not be limited to the following:

Fighting Any physical altercation with another, or promoting or encouraging an altercation between others. At CIS, this offence may be administered with the following consequences, at the discretion of the Vice Principal - Academic, Principal, Head of School. First offense: Suspension (1-3 days) Second offense: Suspension or Expulsion (4 or more days) Third offense: Expulsion

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Uttering of Threats Communicating to another with the intent to cause them harm. At CIS, this offence may be administered with the following consequences, at the discretion of the Vice Principal - Academic, Principal, Head of School. First offense: Suspension (1-3 days) Second offense: Suspension or Expulsion (4 or more days) Third offense: Expulsion

Middle School and High School Student Discipline Policy CIS Secondary understands that the school should develop standards of conduct and that each member of the school staff is responsible for supervision of the conduct of students in the school. Secondary Administration will support its students and teachers in the maintenance of proper order and discipline. All members of the school community must be made aware of what is expected of them in this regard, and of the possible consequences for breaches of school community policy and school regulations. In administering discipline, staff is to treat pupils with dignity and respect which is considerate of their circumstances.

Student Conduct, Expectations and Rules The following conduct rules apply to students while they are in school, on the bus, on school grounds, at school-sponsored events, or in other circumstances that have a real and substantial relationship to the lawful maintenance and operation of the school. Any students who violate the rules in this policy, depending upon the individual circumstances involved, is subject to discipline, suspension, or expulsion. Students may also be subject to expulsion for violations of these rules or for any other situation whereby the student’s presence poses an immediate or continuing danger to the student, other students or school personnel, or an immediate and continuing threat of substantial disruption of the educational process. Unless otherwise specified, violations of these rules are cumulative throughout the student’s secondary school years. In addition, the school reserves the right to discontinue a student’s enrollment based on student disciplinary history, for either an individual occurrence or multiple infractions.

General Expectations of Student Conduct 1.

The school’s student conduct rules and discipline procedures must be interpreted to insure an optimum learning atmosphere in the classroom. An optimum learning atmosphere is a climate in which each student has the maximum opportunity to learn and the conduct of students that interferes with that climate is kept at an absolute minimum as determined by the classroom Teacher.

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2.

Students must comply with rules established for the governing of schools.

3.

Students must pursue their course of study and make reasonable progress.

4.

Students must respect the authority of Teachers and the school’s authority to impose disciplinary action.

5.

Teachers must hold students strictly accountable for disorderly or antisocial conduct while under the Teacher’s supervision, and make recommendations for the suspension of a student for a just cause.

6.

Students who damage property at school or while under school jurisdiction may be suspended and/or disciplined accordingly. The student, parent/ guardian shall be liable for any and all damages.

7.

Teachers may temporarily exclude students from the classroom instructional or activity area for disrupting the educational process in violation of the school’s disciplinary standards.

8.

Students shall be disciplined for bullying, intimidation or harassment on the basis of race, national origin, gender, age, religion, marital status, sexual orientation, disability or other traits.

Disciplinary Procedures Classroom management strategies and techniques vary from room to room. The Teacher is to use all that is in his/her arsenal to work out the issue in class, including disregard for homework assignments and class tardies. Step One is not to be implemented until regular in-class disciplinary and corrective measures appear to not be having the desired effect of negating the improper behavior or conduct. Any disciplinary procedure begins with a reminder to the student that his or her behavior is inappropriate and that reminder must be followed up on with a warning at some point. Sometimes the Teacher feels that he/she needs to remove a student from the class, temporarily, and that is acceptable. This usually occurs when the student is awaiting a ‘talk’ from the Teacher in a more private setting than in front of other students in the classroom. Passing this information on to the Administrator and/or Counselor is an option, but not the expectation. - Step One - Student given a reminder by the Teacher that his/her behavior/action is inappropriate. Student is told that further indiscretions will be dealt with more sternly, beginning with contact home. Report in SIMS/SLG. - Step Two - Student is reminded that his/her behavior/action, again, is inappropriate and that they have been reminded of this in the past. The Teacher contacts home to touch base with parent/guardian, to let them know what has been occurring, and explains that a further incident will result in action being taken by CIS Administration. If parent/guardian contact is by e-mail, cc respective Administrator/s. Report in SIMS/SLG. As a second step, Teacher contacts parent/guardian, explains the issues to date, and seeks assistance from the

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parent in correcting the behavior. The Teacher may also involve the ESL Coordinator if the student concerns are thought to be related, in some manner, to a lack of understanding of the expectations placed upon them, based on their situation as an ESL/EAL learner. At all times, the CIS Counselor may be consulted and be brought into the situation for support and guidance with the individual student. The goal here is to work together with the home to ensure that; (a) matters from the classroom have been reported to parent/guardian; (b) parent/guardian has been made aware of the previous warning (Step One); (c) parent/guardian is aware about the rules and procedures in the classroom. - Step Three - Student calls home, from the Office, in the presence of a CIS Administrator, and tells parent/ guardian that they have breached the policy regarding school student behavioral expectations three times and they are now at the stage where if there is another infringement, they will be subject to further discipline, which may include suspension. Send to Office and Report in SIMS/SLG. Administrator to also Report in SIMS/SLG. The student is taken or sent to the Office. The matter is reported to the Administrator. This is done through a Discipline Form that is given to the Sectional Administrator, or sent by e-mail. The Discipline Form/e-mail states the particulars of the infraction and what strategies were taken prior to the Discipline Form being sent. The student and Administrator speak to the parent/guardian about the incident and Administration relates potential future consequences if repeated digressions occur. It is important to note that when a student is sent to the Administration, ample documentation in provided in order for the Administrator to do his/her job with confidence, knowing that due diligence has been done on the part of the Teacher. - Step Four - The Student calls home and states the consequence (likely consequence will be a suspension or that the parent must come in and meet administration with respect to their child’s behavior). Send to Office and Report in SIMS/SLG. Administrator to also Report in SIMS/SLG. The Sectional Administrator, in consultation with any or all of the parties mentioned above, shall decide on a course of action (if any) for the student and discuss the matter with the Teacher. Further action by the Sectional Administrator including the option to suspend the student from school is possible. Possible reasons for suspension may include; an act of student violence, open defiance of authority, refusal to follow the rules of the class as laid-out by the Teacher (including disregard for homework assignments), bullying or threatening or manipulative behavior on the part of a student, among others. If a student is suspended from class or from school, the Sectional Administrator shall immediately report in writing, all the circumstances of the suspension to the pupil’s parents, regardless of any oral communications that may have taken place. It is important to note that after a student serves his or her suspension (or alternate Step Four disciplinary action), that they return to class, not so much ‘with a clean slate’, but neither with another suspension hanging over his/her head, should any further digression occur. Obviously, this depends on the reason for the initial suspension, but it is generally the idea that students are given

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the opportunity to learn from their errors and not be forever tied to them. Additionally, there may occasions where the Teacher deems it necessary to remove a particular student from the classroom setting for a period, to ensure that learning for the others remains on track. This is acceptable and if this is the case, please call or SMS the Administrator, or send a student down to the office to gather an Administrator or Secretary. That Administrator will bring the student to the office in an attempt to calm him/her down, and the Administrator will decide upon any â&#x20AC;&#x2DC;next stepsâ&#x20AC;&#x2122;, whether those are reporting in SIMS/SLG, bringing in the Counselor, calling the parent or simply returning the student to class after some time.

Student Harassment and Bullying CIS is committed to providing a safe and caring learning environment in which all individuals are treated with respect and dignity. It is the intention of the school to prevent and discourage harassment among students. For the purposes of this policy, harassment is synonymous with the terms intimidation, bullying, taunting, and teasing. Regulations: 1.

Harassment includes behavior, which may be verbal, physical, deliberate, unsolicited, or unwelcome; it may be one incident or a series of incidents. Harassment may include: a) verbal abuse or threats; b) derogatory remarks, jokes, innuendoes, or taunts about a personâ&#x20AC;&#x2122;s body, age, gender, ethnic or national origin, socio-economic status, or religion; c) displaying of offensive or derogatory pictures; d) inappropriate jokes which cause awkwardness or embarrassment; e) inappropriate gestures; f)

intimidation to participate in unethical activity or to participate in activities which contravene school policy;

g) unwelcome physical contact; and/or h) coercing or influencing third parties to harass others. 2.

CIS shall have the following measures in place to prevent harassment, which shall include: a) policy and regulation on harassment and bullying to be regularly communicated to students, parents, and staff; and b) access to counseling support where available.

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3. The behavior need not be intentional in order to be considered harassment; it is sufficient that the offender knows, or as appropriate for age and grade, ought to reasonably know, that the behavior is offensive and unwelcome. 4. Any student who willingly makes a false claim of harassment or intentionally provokes harassment shall be subject to appropriate disciplinary action.

Disciplinary Procedures (Bullying) Bullying is not tolerated in any form at the Canadian International School. If students are caught bullying, the following consequences apply: - Step One - Student is reminded of the indiscretion by the Staff member who comes across the behavior and receives explanation of what the behavior truly is (bullying). Report to Advisory Teacher. First Offense: The Staff Member alerts the Advisory Teacher who then reports the incident on SIMS/SLG. Advisory Teacher may take disciplinary action, notify the parent/guardian, have the student notify the parent/guardian, or alert additional Administration and/or Counselor (depending on severity of the bullying reported) about the issue. - Step Two â&#x20AC;&#x201C; Student is reminded of the indiscretion by the Staff member who comes across the behavior and receives explanation of what the behavior truly is (bullying). Report to Advisory Teacher. Second Offense: The Staff Member alerts the Advisory Teacher who then reports the incident on SIMS/SLG. Student is reminded of the behavior, has it explained that this is not the first incident of the type of behavior. Advisory Teacher contacts the parents about the incident and reports in SIMS/SLG. Advisory Teacher may alert additional Administration and/or Counselor (depending on severity of the bullying reported). - Step Three - Student is reminded of the indiscretion by the Staff member who comes across the behavior and receives explanation of what the behavior truly is (bullying). Report to Advisory Teacher. Third Offense: Due to this being a third offence, the Student is sent to the Sectional Administrator and calls parents home to explain their poor choice/behavior. The Advisory Teacher and Sectional Administrator report in SIMS/SLG. The Sectional Administrator reiterates to parents the studentâ&#x20AC;&#x2122;s poor choice/behavior. A meeting may be scheduled with any of (Advisory Teacher, parent/guardian, student, Sectional Administrator) where the next level of consequence will be discussed. Student calls home, from the Office, in the presence of a CIS Administrator, and tells Parent/Guardian that they have breached the policy regarding school student behavioral expectations three times and they are now at the stage where if there is another infringement, they will be subject to further discipline, which may include suspension.

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- Step Four - Student is reminded of the indiscretion by the Staff member who comes across the behavior and receives explanation of what the behavior truly is (bullying). Report to Advisory Teacher. Due to this being a fourth offence, the Student is sent to the Sectional Administrator and calls parent/guardian to explain their poor choice/behavior. The student explains that this is the fourth indiscretion, and that after the third, he/she had called and said the next time, serious measures would be taken. The Sectional Administrator then informs parent/guardian of consequences (serious measures). The Advisory Teacher and Sectional Administrator report in SIMS/SLG. As always, the Vice Principal – Academic, Principal, Head of School has the option to suspend a violating student with in-school or out-of-school suspension.

Disciplinary Procedures (Suspensions) Level One: An in-school suspension of no longer than one day. A second in-school suspension will lead to an out-of-school suspension. Level Two: An out-of-school suspension may be from one to three days. Expulsion – Students not deemed fit for continued enrollment by reason of extraordinary misbehavior, including a single misbehavior episode, may be expelled at the sole discretion of the CIS Head of School and Executive Director of the Board Depending on individual circumstances, consequence for offensive behavior range from warning to expulsion. Expelled students will not be eligible for readmission. Appeals: Students and parent/guardians have certain due process and other rights to have student discipline and other corrective action reviewed. The Sectional Administrator will investigate discipline issues, contact parents with relevant discoveries when appropriate and administer appropriate discipline if required, which may include detention, in-school suspension, or further actions. If parents are dissatisfied with these results they are encouraged to discuss them with the Sectional Administrator. If, after speaking with the Sectional Administrator, parents are still concerned about decisions and/or disciplinary consequences they may contact the Head of School. The Head of School and Executive Director’s decisions will be final. Disciplinary authority shall be exercised with fairness and every effort shall be made by Administrators and faculty members to resolve problems through effective utilization of school resources in cooperation with the student and his/her parent/guardian. Offences Not Following Four-Step System Disciplinary issues of a relatively minor nature are almost always dealt with in the first instance by the classroom Teacher/Teacher on duty. There is very often a satisfactory resolution at this stage. From time to time, however,

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more serious issues occur and the Four-Step Discipline Policy comes into play. In very rare circumstances, the severity of the indiscretion negates the usual Four-Step Discipline Policy and serious measures may be taken regardless of studentâ&#x20AC;&#x2122;s prior standing. These may include but not be limited to the following: Fighting Any physical altercation with another, or promoting or encouraging an altercation between others. At CIS, this offence may be administered with the following consequences, at the discretion of the Vice Principal - Academic, Principal, Head of School. First offense: Suspension (1-3 days) Second offense: Suspension or Expulsion (4 or more days) Third offense: Expulsion Uttering of Threats Communicating to another with the intent to cause them harm. At CIS, this offence may be administered with the following consequences, at the discretion of the Vice Principal - Academic, Principal, Head of School. First offense: Suspension (1-3 days) Second offense: Suspension or Expulsion (4 or more days) Third offense: Expulsion Alcohol, Drugs, and Illegal Substances Bringing or consuming alcohol, tobacco in any form, or illicit substances on the school campus by students is forbidden will result in immediate expulsion. This policy will apply to all other school related functions and school sponsored trips.

7.09 STUDENT SUPERVISION PRECAUTIONS

AND

DISMISSAL

The School is responsible for the safety and adequate supervision of students while they are on school property during normal school hours or engaged in school-sponsored activities at other times. If any student must leave school for any reason, precautions must be taken that s/he is dismissed only for specific reasons and to an authorized person. The following is in keeping with this policy:

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A.

A student will be released from School early only on the basis of a validated telephone call, and/or a written note from the responsible parent or guardian.

B.

No unauthorized person will be allowed to contact a student while s/he is under School supervision, unless it is absolutely necessary as determined by the Head of School.

C.

No student will be released to persons unknown to the School (that is, persons not listed on School records as being responsible, either as parents or guardians) without specific, written permission.

All student activities sponsored by the School or held on School premises shall have a definite beginning and ending time. Such time shall be made known to the parents and participants. If these precautions seem unnecessarily formal, and may, in fact, at times cause some inconvenience to parents or guardians, it must be remembered that the safety and security of the students is the first concern.

7.10 ACCIDENTS AND ILLNESS In cases of sudden illness or accident, appropriate action will be taken to assure that the child receives the necessary immediate medical care. Every attempt will be made to contact parents or guardians. If parents cannot be located, then the Head of School or other designate will assume whatever responsibility is necessary, including transport to local medical facilities. A School nurse shall be on duty to provide routine treatment and first aid.

7.11 STUDENT DRIVING The laws in India forbid driving for any person less than 18 years of age. Therefore, it is the policy of the Board, regardless of student age or whether the student has a valid driverâ&#x20AC;&#x2122;s license issued in India or from another country, not to allow student driving to and from School classes or to and from after school activities and events held at the School or conducted by the School.

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7.12

STUDENT ORGANIZATIONS AND CLUBS

The Board of Directors supports the concept that student organizations and clubs provide opportunities for leadership and development of interests. Student councils are authorized when under the direction and supervision of the Head of School or his/her designate. Only School clubs that have been authorized by the Head of School and have School-approved sponsors will be allowed. â&#x20AC;&#x153;Secret societiesâ&#x20AC;? will not be permitted. Students involved in such organizations will place their continued School enrollment in jeopardy.

7.13 STUDENT ACTIVITY FUNDS AND FUND RAISING The Head of School and Business Manager shall monitor student funds, including sources, accounting, expenditures and provisions for safekeeping of funds. The designated faculty sponsor of each student organization will be responsible for either maintaining the accounts of student funds or for supervising the accounts of the organization. Student organizations will be required to obtain approval for establishing funds from the Head of School. Student organization accounts will be informally audited annually by the administration, and unused funds will be carried over from year to year. Should the organization disband, membership at the time will determine the allocation of remaining funds. As a general statement, no student funds shall be used to sponsor activities that benefit only select members of the organization, but may be used for the collective or equal benefit of the organization or its members.

7.14 PERFORMANCES AND EXHIBITIONS Teachers and students may, with prior approval of the Head of School, present performances and exhibitions to which students and the public are invited. When such performances and exhibitions are planned, the Board would expect that the following guidelines would be followed: A.

Performances and exhibitions should derive from the instructional program and be free from any reference or innuendo that might be interpreted as offensive of the Indian government or Indian culture.

B.

Appropriate fees as approved by the Head of School may be charged for attendance at designated performances to offset costs or raise funds for student activities.

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C.

Students must have prior authorization from the Head of School before they can be released from classes to participate in any performance or exhibition.

D.

Performances and/or rehearsals and exhibitions should, when possible, be scheduled at times that will not interfere with normal student transportation.

7.15 STUDENT GIFTS AND SOLICITATIONS Any student, class of students, or student organization may offer a gift of an item or money for a specific or general purpose to the School, or may finance a project appropriate to the functions of the School. Any student, class of students, or student organization wishing to make an appropriate gift to the School will notify the Head of School of such intent. The Head of School is authorized to accept or reject such gifts as is deemed appropriate. Gifts accepted on behalf of the School will be acknowledged by the Head of School. The Head of School will notify the Board of Directors upon receipt of a student gift to the School. Students and parents are discouraged from routine presentation of gifts to employees of the School. When a student wishes to present a gift to a staff member, the gift should not be elaborate or expensive. Simple remembrances expressing affection or gratitude will not be regarded as violations of this policy.

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COMMUNITY RELATIONS


8.01 COMMUNICATIONS RELATIONS

AND

COMMUNITY

The School considers itself a cohesive factor in the life of the international community. The Board of Directors endorses a policy of active, open communication between the School, the parents, and the general community, and will seek ways to contribute as well as make use of community talent and resources. Further, the Board and the administration believe that parents are entitled to be well informed about the School, about the ways their sons and daughters are being educated, and about the way the School is governed and operated. The Board would expect that School communications, and thus positive community relations, would take the following forms: A.

Communications to Parents and the Community: The Executive Director will be the official spokesperson for the Board. The Principal shall be the official spokesperson for the educational and personnel aspects of the School.

In matters pertaining only to a particular School division or program, the Principal may delegate this function to the staff member in charge of that division or program. However, because overall responsibility for communications remains the Principalâ&#x20AC;&#x2122;s, staff members must keep the Principal informed.

B.

Communications from Parents and the Community: The School always welcomes discussions, questions and constructive suggestions with the premise that it can benefit the School. All school administrators will maintain open door policies to facilitate open communication and resolution of problems/concerns. Appointments for conferences can be made through the School office secretaries. Every attempt should be made for parents to clarify issues and concerns at the appropriate level.

C.

Relations with the Community-at-Large: It is the policy of the Board and the administration to develop the best possible relations between the School and the community. All faculty and staff of the School are expected to act in a manner that will bring credit upon the individual and the School. Effective community relations are everyoneâ&#x20AC;&#x2122;s responsibility.

8.02 SCHOOL ORIENTATION The Board recognizes the importance of appropriate, early and continuing orientation to the School, the community and the host nation for all members of the greater school community, as a place to live, study, and build social

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relationships. Successful transition can be enhanced through an early orientation program which will ultimately create the basis for greater success in all endeavors while in the Host Country. The Board shall support planned orientation efforts, either generally or specifically that are directed toward all the various elements of the School.

8.03 SCHOOL PUBLICITY It is the Board’s desire that the School maintain a low profile within the community. Faculty and staff shall grant interviews to news media only with prior approval of the Executive Director. When any representative of the media or journalist requests an interview with or information or comment from any faculty or staff member, the recipient of such request shall immediately refer the inquiry to the Head of School for approval from the Executive Director. In addition, parents and students are requested to consult with the Head of School prior to responding to inquiries from the media concerning the School.

8.04 VENDOR ADVERTISEMENT The Board expects that an effort shall be made to protect the integrity of the School’s instructional time. Therefore, all requests from business vendors, seeking to promote their companies/wares to the School’s faculty or students will be denied. Further, student and faculty/staff lists, rosters and/or directories are not to be used for commercial purposes or furnished for such purposes. Exceptions to this policy are understood when authorized School faculty, staff and/or students initiate requests for advertisement for its sponsored activities. Vendor posters and other advertising materials will be posted only at the discretion and approval of the Head of School or his/her designate, at designated locations only.

8.05 SCHOOL DOCUMENTS, RECORDS, SURVEYS AND QUESTIONNAIRES The Board authorizes the Head of School to establish procedures which will ensure the proper privacy of information and/or the protection of the School’s integrity. Some documents and records kept by the School need

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to be confidential to respect the privacy of the individuals involved. Student and personnel records and financial accounts are not open to public inspection. Parents and teachers may access a childâ&#x20AC;&#x2122;s records through the Head of School or his/her designate. The Head of School, Principals, counselors and teachers will seek to answer questions from parents and the public regarding student or school matters, without violating the confidentiality of closed records. The Board Policy Manual, including regulations and exhibits, all handbooks, significant historical information and other materials are matters of interest to the Community. They are kept on file in the office of the Head of School, where they will be available for inspection by members of the Community. Copies will also be available at other appropriate locations at the School. No survey or questionnaire soliciting information from or about students, staff, parents, or School programs shall be distributed without the prior written approval of the Head of School.

8.06 PARENTSâ&#x20AC;&#x2122; INVOLVEMENT The involvement of parents is fundamental to the existence of the School. Continued active parent participation is essential if the School is to sustain the high level of excellence that our students deserve; for that reason, parents are encouraged to express ideas, concerns and suggestions about the School to the Head of School, the Principals, the staff, to existing advisory bodies, and to the Board. The Board wishes to encourage individual parents who have special interests, training, experience, or skills to contribute their talents to the School; from time to time, such persons may be asked to serve as resources or advisors to the School. The advice of parents will be carefully considered by the Board of Directors. However, in its decisions the Board is duty-bound to be consistent with existing Board policy.

8.07 PARENT COMPLAINTS AND COMMENTS Constructive comments about the School, its programs, and its employees are welcome when motivated by a sincere desire to improve the quality of the School or to help the School do its work more effectively. The School

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administration, the School staff, and the Board of Directors will listen attentively to parents who have a concern or complaint about the Schoolâ&#x20AC;&#x2122;s program or its staff and will seek to respond in a spirit of openness. In general, it is the Boardâ&#x20AC;&#x2122;s belief that complaints are best resolved at the level where they arise: between parent and teacher or student and teacher, at the classroom level. Should a parent feel that the problem has not been properly resolved, s/he may request a meeting with the Head of School, the Principal or the Vice Principal. The Head of School may, at his discretion, refer a particular concern to the Board of Directors whose decision in the matter shall be final. The Board would consider anonymous complaints as inappropriate.

8.08 VISITORS TO THE SCHOOL Parents are welcome to visit the School at any time. However, unscheduled visits to classrooms may be distracting to teachers and students, therefore parents are requested to make arrangements beforehand when possible. Any person visiting any part of the School or the School grounds must make his/her presence known to the appropriate school office. This is done to ensure that the administration knows at all times who is on school premises, and that these persons have legitimate business at the School. Outside students, educators or interested observers will be granted visiting privileges only with prior permission of the Head of Schoolor his/her designate.

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ACCREDITATION AND PROFESSIONAL MEMBERSHIPS


9.01 RELATIONS WITH ACCREDITING AGENCIES The Board of Directors supports the need to have the School’s program reviewed by a recognized accrediting agency. The Board reserves the right to choose which accrediting organization it feels would best serve the needs of the School to maintain the highest level of educational standards. It is also important for recognition by other schools for transfer purposes and acceptance at colleges and universities. The School will always seek the highest status of membership with the chosen accrediting organization. The School will carry out periodic self-study evaluation programs and will request accreditation visits from outside committees assigned by the Board approved accrediting agency in order for the School to maintain its accreditation. Staff members may periodically be selected to serve on accreditation teams for candidate schools.

9.02 SCHOOL MEMBERSHIP TO PROFESSIONAL ORGANIZATIONS The Board of Directors recognizes the need for the School to retain active membership and subscription to a variety of appropriate professional organizations. Such organizations must have clearly defined resource and/ or activities that can lend support to the School’s pursuit for high academic standards, enriched curriculum and a quality instructional program. Budgeted money in support of the School’s participation in professional organizations shall be ensured annually.

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Board Policy 14 May 2015  
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