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2017-18 U N I V E R S A L A M E R I C A N S C H O O L FACULT Y-STAFF POLICY AND PROCEDURES MANUAL


O1.

GENERAL INFORMATION

The Universal American School--Dubai reflects the diversity of the community it serves. Students from more than 70 countries bring into the school many languages, cultures, and educational expectations. This handbook is intended to inform faculty and staff about how our school operates.


SCHOOL ADDRESS / COMMUNICATIONS: Mailing Address:

P.O. Box 79133, Dubai,UAE

Telephone Numbers:

+971 232 5222

Fax:

+971 232 5545

E-Mail:

reception@uasdubai.ae

Web address:

www.uasdubai.ae

School Office Hours: Administrators’ Offices: 7:30 am – 4:00 pm Sunday –Thursday

EXECUTIVE SCHOOL ADMINISTRATION-CAIRO Superintendent/Chairman……………

Mr. Walid Abushakra

Deputy Superintendent………………

Mr. Wahib Girgis

ESOL-DUBAI ADMINISTRATION AT UAS ESOL Regional Director………………

Mr. Bassam Abushakra

ESOL Assistant and Advisor to the Chairman…….…...

Mr. Tammam Abushakra

ESOL Chief Information Officer……

Mr. Joseph Nettikaden

ESOL Chief Financial Officer…………

Mr. Abdul Nasser

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School Director Mr. Andrew Torris atorris@uasdubai.ae

High School Principal Mr. OB Sealey osealey@uasdubai.ae

PYP Coordinator Larisa Sharifi lsharifi@uasdubai.ae

Executive Assistant to Director Mrs. Kinda Taj-Eldin ktajeldin@uasdubai.e

High School Assistant Principal Mr. Kyle Coppes kcoppes@uasdubai.ae

IB Coordinator Tracey Cummins tcummins@uasdubai.ae

Elementary Principal Mr. David Dorn ddorn@uasdubai.ae

Personal Assistant (High School Office) Mrs. Rasha Kanan rkanan@uasdubai.ae

Business Manager Mr. Ayman Khouzam akhouzam@uasdubai.ae

Elementary Assistant Principal Amanda DeCardy adecardy@uasdubai.ae

PK-12 Curriculum Coordinator Ms. Lisa Gibson lgibson@uasdubai.ae

Secretary/Administrative Assistant Mrs. Lamya Kamal lkamal@uasdubai.ae

Personal Assistant (Elementary Office) Ms. Hana Abdul Malak hmalek@uasdubai.ae

PK-12 Technology Coordinator Mr. Michael Gilliland mgilliland@uasdubai.ae

Assistant Business Manager Mr. Ayman Hamouda ahamouda@uasdubai.ae

Middle School Principal Mr. Patrick Hould phould@uasdubai.ae

PK-12 Head of Arabic Mahmoud Ali mali@uasduabai.ae

Admissions Officer Mrs. Candace Frazier-Klein registrar@uasdubai.ae

Middle School Assistant Principal Ms. Beverly Kempley bkempley@uasdubai.ae

PK-12 Head of Islamic Studies Ayman Fayez afayez@uasdubai.ae

KHDA Liaison/Associate Registrar Mrs. Hania Kabbara khdaliaison@uasdubai.ae

Personal Assistant (Middle School) Suzanne Makarem smakarem@uasdubai.ae

Early Childhood Coordinator Crystal Hanna channa@uasdubai.ae

Attendance Secretary Mrs. Lisa Scott attendance@uasdubai.ae 3


Receptionist Mrs. Hala Damaj-Chaar reception@uasdubai.ae

Financial Controller Mr. Venkat Seeni Naicker vsnaicker@uasdubai.ae

Security Mr. Vijay Chandra-Jyothi security@uasdubai.ae

Administrative Assistant for Substitute Services Taheen Ara Khan tkhan@uasdubai.ae

Senior Accountant Mr. Jose Devassy jdevassy@uasdubai.ae

School Doctor Dr. Amna Butt abutt@uasdubai.ae

Accountant Mr. Jabbar Thalayillath accounts@uasdubai.ae

School Nurse Ms. Hera Caresusa clinic@uasdubai.ae

Cashier Mr. Nizar Khan accounts@uasdubai.ae

School Nurse Ms. Tihanny Bayanin clinic@uasdubai.ae

Transportation Coordinator Mr. Louie Garcia transport@uasdubai.ae

School Assistant Nurse Mrs. Lilibeth Ruzgal clinic@uasdubai.ae

Store and Uniform Keeper Mr. Don dela Cruz store@uasdubai.ae

Housing Supervisor Mr. Khaled Mahmoud housing@uasdubai.ae

IT Manager Mr Mobeen Anwar mmobeen@uasdubai.ae IT Network Engineer Mr. Raffik Basha helpdesk@uasdubai.ae IT Application Developer Mr. Mohamed Salman helpdesk@uasdubai.ae IT Support Engineer Mr. Alex Munsayac helpdesk@uasdubai.ae IT Helpdesk Mr. Lance Justin Garcia helpdesk@uasdubai.ae

Reprographic Operator Mr. Joseph De Guzman copycenter@uasdubai.ae Reprographic Operator Mr. Ronnie Legaspi rnlegaspi@uasdubai.ae 4


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WELCOME! WELCOME TO THE UNIVERSAL AMERICAN SCHOOL IN DUBAI (UAS)

Dear Faculty, This handbook contains the bits and pieces of the operations of the Universal American School. As I am sure you are well aware, UAS is one of nine ESOL Education schools. The ESOL Education schools have developed a reputation for insisting on high standards for both instruction and learning. It is our charge to provide “a challenging, inquiry-based American and International education that empowers students to be caring individuals, critical thinkers, and responsible global citizens”. Our mission—to which we should take heed—is our goal and charge each day. This school began in 2005 by offering this education model for students and families in Dubai, and as the school has grown so has the list of opportunities for further refinement, continued development, and appropriate expansion. That all being said,

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nothing can be done without the collaboration and combined effort of the adults who lead in this school. I strongly believe that the key factors for success in schools are engagement, relationships, collaboration, hope, and trust that must be nurtured. The factors are essential for learning and high performance of all those who work at UAS. It is the connection of the individuals to each other and to the organization that will make the difference. Thus I ask each of you to consider these factors in your work and look to engage and collaborate while building important professional relationships that will lead to hope and trust. I want to repeat what has probably been written in every opening letter in faculty handbooks around the globe—please read this handbook carefully. This handbook is meant to provide you with guidance so that your work as a professional educator is highly excellent and targeted toward the mission, philosophy and beliefs of our organization. Its purpose is to ensure that all procedures and expectations beyond your teaching role are clear, realistic and supportive of the scope of your instructional duties.  It is to guide your work and help you stay focused on the wellbeing and success of our students. There is no doubt that there will be some updates throughout the year to this handbook as policy is developed or changed.  An electronic version of this handbook will be distributed in the days to come and will be accessible through the school’s portal and shared drive.   Sincerely,

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O3.

UAS MISSION UAS provides a challenging, inquiry-based American and international education that empowers students to be caring individuals, critical thinkers, and responsible global citizens.


UAS PHILOSOPHY Universal American School provides an American and international program of instruction and co-curricular activities that aims to develop the full potential of all students. The curriculum for Pre-K to 6th grade is the International Baccalaureate Primary Years Programme (PYP). A conceptually-based curriculum in grades 7 to 10 prepares students for entry into the International Baccalaureate Diploma Programme (IBDP) in grades 11 and 12. Teaching and learning is dedicated to high standards of academic achievement, active inquiry, and the development of leadership, service, and creativity. The school actively promotes life-long learning, respect for diversity, and opportunities for intercultural learning.

UAS BELIEF STATEMENTS We believe the Universal American School community should: •

Challenge themselves academically, artistically and athletically

Think and act critically, creatively and independently

Communicate proficiently in English and at least one other language

Be internationally-minded leaders who participate in local and international projects that better humanity and contribute to a sustainable and peaceful world

Conduct themselves in a principled manner

Enjoy positive self-esteem and a healthy lifestyle 8


The Universal American School is a member school of the Council of International Schools (CIS). As a member school we hold ourself accountable to the CIS code of ethics for schools.

COUNCIL OF INTERNATIONAL SCHOOL CODE OF ETHICS FOR SCHOOLS INTEGRITY OF THE SCHOOL • A school should meticulously carry out the promises and contracts made with any person, school, organization, or the general public • A school should carefully avoid misleading or ambiguous statements about its work, situation or status • A school should respect normally accepted conventions regarding confidentiality

RECRUITMENT PRACTICES • The right of a person to visit and to consider employment in a school other than that in which they are currently employed without notifying the current employer should be respected • The right of a school to hold preliminary discussions about possible employment with a faculty member/school leader employed in another school without notifying such other school should also be respected The following guidelines represent a consensus of what constitutes ethical practice in the way a school conducts its affairs, both within its organisation and in dealings with other member schools. If it is drawn to the attention of CIS that the guidelines have been breached, CIS could take investigative action.

• Contracts with faculty members/school leader should include a clause in which prospective employees certify that they are legally able to sign the contract and are not bound by any other employment contract • No schools should attempt to influence a person to break a contract already signed with another school

EMPLOYMENT PRACTICES • The performance of professional personnel should be subject to regular evaluation, formal or informal, by the head of the school or their designated representatives

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• The performance of the head of the school should be subject to regular evaluation, formal, or informal, by the Board, a designated committee of the Board, or the owner of the school • Each school should have an established procedure for dealing with claims by a faculty member/school leader of unjust treatment or violation of their individual rights • In any instance in which a school has taken the decision to dismiss a faculty member/ school leader or not to renew their contract, the faculty member/school leader should be given a fair period of notice and the reasons for the school's decision. If the faculty member/school leader requests it, a hearing should be provided in accordance with established school policy • All faculty members/school leader staff shall be employed under written contracts, which provide for adequate salaries, fringe benefits, and working conditions

TRANSFER AND ENROLLMENT OF STUDENTS • The right of a student and their parents to visit and consider schools other than that which the student is presently attending is recognized, as is the right of such other schools to hold preliminary discussions about possible admission without notifying the school of current attendance. However, a school should not itself knowingly initiate an attempt to enroll a student currently enrolled elsewhere. • When a student is transferring from one member school to another, and the first school notifies the receiving school that some financial obligation due to the former remains outstanding, the receiving school should delay admission of the student until a satisfactory arrangement to settle the account has been worked out • A school's most important consideration in enrolling a new student should be the welfare of that student. Financial aid or any other advantage not regularly accorded to all students should not be offered in such a way as to influence the enrolment decision improperly

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O4.

ADMISSIONS


ADMISSIONS GUIDING PRINCIPLES

Universal American School (UAS) is an IB World School with a rigorous academic program with English as the language of instruction and offerings in a wide range of activities linked to the instructional program and to school values, in sports, and in an after-school activities program (ASA). Admissions decisions are guided by the school’s mission, philosophy, and beliefs in which the central aim is to develop students who are “caring individuals, critical thinkers, and responsible world citizens”. Consequently, the school will consider

applicants on the basis of their ability to succeed in the school’s programs and to actively contribute to the quality of school life. Furthermore, the school subscribes to the International Baccalaureate standards and values as reflected in the Learner Profile. In all decisions a student’s social, emotional, and educational needs and potential are at the centre of the admissions assessment process. Admissions decisions follow clearly established procedures involving staff members in admissions, in the academic 12


administration, and counselling and teacher specialists. In the review process the Director’s decision is final regarding all applications for admissions. UAS admits students of any race, colour, or national and ethnic background to all the rights, privileges, programs and activities accorded to or made available to students at the school. The enrolment or reenrolment of students requiring English-language (ELL) and Learning Support (LSC) may be limited in line with program and staffing policies as well as defined academic requirements.

The UAS Admissions Office is committed to clarity, consistency, and timely communication and stands ready to assist families in every aspect of the admissions process, in line with stated principles and procedures.

Under certain conditions UAS may offer provisional or conditional acceptances, or make reenrolment conditional, in cases where the school determines that the prospect of a student’s success is greatly improved if a specified set of conditions are met (most often tutoring, special assessments, or other interventions). Families must commit to these conditions at the time of enrolment and continued enrolment is contingent on the parents’ and students’ to meet and maintain these conditions over a specified period of time. A wait-list status is offered in cases where grade levels or particular classes/ subjects are at maximum capacity. Enrolment decisions from the wait-list are based on both academic promise and the date applications are received. UAS may refuse admission to the school based on insufficient records, dismissal from a previous school or significant behaviour issues inconsistent with UAS values, or insufficient evidence of the family’s ability to provide the necessary support for the applicant to succeed.

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UAS ADMISSIONS PROCESS

STUDENTS COMPLETE: •

Word, letter, color, and shape recognition test, gross and fine motor skills assessment, and communication test (Early Childhood Students)

Math skills and math concepts test (Elementary Students)

English test MAC II

Math test (Secondary Students)

Reading, writing, comprehension, and vocabulary test (Elementary Students)

MAP entrance tests (Math, Reading and Language)

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RESULTS AND TESTS ARE ADDED TO THE APPLICATION PORTFOLIO •

Guidance Counselor or Teacher conducts a preliminary interview to discuss learning, social and emotional needs. This is also an opportunity to evaluate the candidate’s proficiency in English and ability to follow conversation to determine the level of language support if needed. If the counselor is not available, the admission officer may conduct a brief interview, and request follow-up assessment if needed. If required, an applicant may come in for further evaluation by our ELL (English Language Learners) department or learning support department (LSC) Portfolio is reviewed and preliminary recommendations are made to the Principal or Assistant Principal

PORTFOLIO OF INFORMATION IS REVIEWED BY THE PRINCIPAL OR ASSISTANT PRINCIPAL INCLUDING: • • • •

Admission tests Previous reports and transcripts References as received or requested by UAS Notes provided by Counselor, Teacher, and Registrar

RESULTS OF ADMISSION TESTS ARE REVIEWED BY THE PRINCIPAL OR ASSISTANT PRINCIPAL TO DETERMINE: 1. 2. 3. 4.

Language skills and potential to learn in a PYP/IB classroom environment Levels of support required to support the student (Eligibility for placement into appropriate courses, based on interest and ability (Secondary) (Potential for success in the range of subjects offered

RECOMMENDATION MADE BY ELEMENTARY OR SECONDARY PRINCIPAL INCLUDING JUSTIFICATION TO ACCEPT OR DECLINE APPLICATION For declined applications, the portfolio of information is reviewed by the Director. Recommendation is made including justification to either accept or decline

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Admitted students and families are informed of the school’s decision after the successful completion of the review process, the acceptance of any provisional or conditional stipulations, and the payment of enrolment deposits or other payments required by the school.

For declined applications, the decision may also be reviewed by ESOL management.Admissions - Student Ages UAS follows strict age guidelines for admissions placement. An applicant that is significantly younger or older may be denied admission. Verification of the applicant’s age must be confirmed by either a passport copy or birth certificate copy. Age (years)! 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17

Grade Pre-KG KG 1 KG 2 Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9 Grade 10 Grade 11 Grade 12 (*)

The minimum age of 3 years-old for pre-KG applicants must be reached by September 15th of the school year. Applicants to KG1-Grade 12 must meet minimum age by December 31st of the school year. (*) Students looking to enter grade 12 cannot be considered for admissions at UAS. UAS does not accept new students in grade 12.

ADMISSIONS- APPLYING TO UAS 16


UAS accepts students who wish to be successful in a rigorous College Preparatory Curriculum that includes the IB Diploma and IB Certificate programs in grades 11 and 12. Students applying for admissions are considered on an individual basis. Admissions will be finalized after an evaluation of previous school records and completion of school admissions procedures, which includes, as needed a personal interview with the appropriate administrator.

Students must pass the UAS entrance examination which includes a mathematics and language component. The entrance exam results, Standardized test scores (if applicable) and previous academic and behavioral records are used to determine acceptance and in some cases course placement. Any students whose mother-tongue language is not English may be evaluated by the English Department as a Language Learner (ELL) prior to placement into school courses. No ELL classes are available to students in grades 11 and 12 without the express written permission of the administration. IB Diploma candidates must demonstrate sufficient English language proficiency to take English at the A1 level. Apart from ELL, the administration reserves the right to offer modified programs for students with special needs. All students admitted to UAS must live with their parent(s) or an authorized legal adult guardian. Any student found to be living alone, without parental / authorized guardian supervision will be asked to leave the school.

ADMISSIONS- REQUIRED DOCUMENTS New students seeking enrollment must submit the following documents to the admissions office: To apply, please provide the following documents before testing (COPIES ONLY) 1. Completed Application Form signed by the parent or legal guardian 2.

Official transcripts for the last three years, including the current academic year, for candidates applying to enter grades 2-11. All records must be (translated) into English

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Applicants for Pre KG-grade 1 must submit progress reports and report cards from previous school/nursery.

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Pre KG-KG II candidates are invited to come to school with their parents for an interview.

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Grades 1-12 applicants must take an entrance examination in Mathematics and English. Students applying from abroad who have taken American standardized tests must submit their scores which may be used in lieu of the placement test pending the Admissions Committee final review.

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A non-refundable Testing Fee of 150 AED is payable prior to or on the day of the assessment test. If the applicant is admitted and decides to enroll in UAS, the 150 AED Testing Fee will be credited towards the Admissions Fee, making the balance payable 3850 AED.

7.

Valid passport copy of applicant

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Birth Certificate copy of applicant - must be (translated) into English or Arabic

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6 Passport size pictures of the applicant

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Valid passport copy of both parents

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Copy of Emirates ID of the applicant

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Copy of residency visa for applicant and both parents. If accepted, documents required immediately to complete student’s file:

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Letter of good conduct from previous school (Grade 6 onwards)

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Immunization records and completed UAS health forms

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Completed UAS transportation form for those who require bus service with established routes

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Non-refundable Admissions fee 4000 AED per student 18


NOTE: Once ALL documents have been submitted to the admissions office, UAS will confirm a student’s start date. If the student file is incomplete, a student cannot start. Extensions can be granted for residency visas. Please contact the Admissions Office for more details.

17. ORIGINAL Transfer Certificate (TC) from previous school stamped by the relevant authorities listed below. This is a requirement by the Ministry of Education in UAE to allow students to complete the official registration process at UAS. The transfer certificate requirements are as follows: (i)Previous school located in Dubai - transfer will take place school to school via KHDA portal. -15 AED (ii)Previous school located in another Emirate of the UAE - School stamp and signature (TC must be in Arabic) - Ministry of Education of the Emirate (iii)Previous school located outside the UAE School stamp and signature The Ministry of Education of that country Ministry of Foreign Affairs of that country UAE embassy pertaining to the country where the school is located Ministry and Foreign affairs in Dubai

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To enter the UAS campus, ID cards and vehicle decals are obligatory. Documents required by the Business Manager are: - ID parent/guardian or nanny/driver - Passport copy or driver’s license - 1 passport size photo (driver + nanny)

Vehicle decal - Car registration copy (each car) 19


ADMISSIONS- FEES AND WAITLISTING Once students are accepted, the admissions fee must be paid to confirm enrollment at UAS. When a student satisfies the admission requirements, but there is no space available, the student is placed on a waiting list in chronological order according to date of registration/fee payment. Priority in the admission of wait-listed students is given to students with siblings in the school before the chronology of listing is considered.

ADMISSION OF STUDENTS WITH LEARNING DIFFICULTIES (LD) The Learning Support Program at Universal American School in Dubai (UAS) consists of two elementary (pre-KG– grade 6) learning support teachers, and two secondary (grade 7-12) learning support teachers.

SERVICES/ RESOURCES/ SUPPORT AVAILABLE UAS has limited resources to meet the needs of students with special learning needs. Being located in the UAE limits the accessibility and availability of private professionals, agencies, and organizations necessary to support the severely learning disabled child. Furthermore, the school curriculum is not designed to accommodate individuals with multiple or severe learning disabilities.

Prior to admission to UAS, each individual’s records, past performance, and transcripts are reviewed. If the applicant has documentation, or if we have reason to believe that a learning disability exists , they are referred to the Learning Support Teacher for further evaluation and review. If indicated, the individual may be requested to participate in cognitive or achievement testing to determine current achievement levels. The results of the testing are returned to the administration for review before the final decision is made regarding placement. The overriding question is, “Provided with available modification and/or accommodation, can the applicant successfully meet the educational challenges of the UAS academic programs?” Additional consideration is given for the grade level for which the student with learning differences has applied. The earlier a learning difficulty is identified, the greater the likelihood of remediation, and the necessary acquisition of appropriate skills and strategies. Secondary level expectations become greater, content becomes more specialized, demand on prior learning is greater, and the need to apply skills independently increases. The role of the Learning Support program becomes classroom support, tutorial, consultative, and the ability for the child to access specific accommodations which are available through the regular class curriculum. The Learning Support Program does not provide an alternative course replacement. Students must be able to achieve within the mainstream regular course program with limited accommodation/ modification. Students requiring learning support in the IB program will need to submit a separate application to the IB at the beginning of their 20


Grade 11 year to request the necessary accommodations/ modifications. These applications are not always approved by the IB. Significant documentation regarding the diagnosis of the learning issue, past treatment, and previous educational accommodation will need to be provided by the family and school in support of this application. Learning support services vary according to the educational needs of the student, but will not exceed 25% or more than 2 instructional periods per day of the student’s academic program. The goal of the Learning Support Program is for the student to be successful in the mainstream classroom program with accommodations made for their individual academic needs.

The Learning Support teacher will then identify the student’s academic needs and report the to the UAS administration for consideration prior to admission.

ELEMENTARY AND SECONDARY ENGLISH LANGUAGE LEARNERS (ELL)

provide copy(ies) of most recent psycho-educational assessment data, reports, recommendations

have average or above average intelligence as determined by an appropriate intelligence test.

require Learning Support services for no more than 25% of their academic program

All students in grades KG2 –10 who are not yet proficient in English are enrolled in the English Language Learner Program. The goal of the ELL Program is to fully integrate the non-native English speaking students into the social and academic routines of their English speaking peers. ELL students find success more quickly by integrating language with content-rich instruction. The ELL teachers work with the classroom teachers to ensure that the individual language and academic needs of each student are met. Students receive primarily “pull-out” direct instruction, and occasionally “push-in” support within the regular classroom, or a combination of both. When students are fully immersed in the regular classroom, it is within a language-rich environment that is planned and supported by both the classroom and ELL teachers. Students continue to develop English language proficiency by using English in a variety of social and academic settings.

agree to cognitive and/or achievement testing initially, and intermittently, to identify needs and evaluate progress

WITHDRAWING STUDENTS

For a child with learning difficulties to be considered for admission the applicant and/or parents must:

participate in a personal interview if requested

Every student who withdraws from school during the school year must complete a clearance form before school records and transcripts can be released. This form is obtained from the elementary and Secondary Principals’ offices. Students are required to secure signatures from all their teachers, the librarian, the 21


accounts department, the Principal’s office and finally the admissions office. This is to ensure that all fees have been paid, all books returned and all other school obligations settled (this also includes returning the parent/nanny/driver badge(s) as well as the car decals. The process should be completed before the last day of school (if in the middle of the school year) or before finals (if at the end of the school year). To obtain transcripts or transfer letters, all requests must be communicated to UAS at least one week in advance. Failure to complete the withdrawal process will result in UAS withholding these documents.

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O5. ACADEMICS

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PROMOTION TO THE NEXT GRADE LEVEL ELEMENTARY In grades Pre-K-6, promotion to the next grade level is contingent upon the student meeting grade level expectations in literacy and numeracy and demonstrating social skills and behavior consistent with enabling all students in the class to be successful. For ELL and Learning Support students the specialist teachers, counselors and the Principal will review the academic work, attitude and behavior of the students to determine whether or not promotion to the next grade level can be made with a prediction of further success in learning, especially in the context of English language proficiency, numeracy and socialization skills. SECONDARY In grade 7/8 students who earn a 1or 2 in three or more subjects, or subject groups^, will be asked to repeat a grade. Of particular concern are the core subjects but it is expected that all grade 7/8 students are capable of achieving a grade of 3 or better in all subjects. Standardized test scores, the reports of ELL and Learning Support teachers and Counselors will be taken into consideration by the Principal when determining the promotion of students. A student on academic and/or behavioral probation must fulfill the requirements of the documented probationary terms to be promoted to the next grade level. GRADES 9/10

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Students in grades 9/10 are expected to demonstrate that they are on track for success in grades 11/12 by achieving grades of 3 or better in all subjects. A student who earns grades of 1 or 2 in three or more subjects, or subject groups, will not be promoted to the next grade level. A student who earns a “1/2” in English must take and pass an approved summer course*, equal to a semester of grade 9 or 10 English, in order to be promoted to the next grade level. A student on academic and/or behavioral probation must fulfill the requirements of the documented probationary terms to be promoted to the next grade level.** GRADES 11/12 A student in grade 11 with three or more grades of 1 or 2 in core courses will not be promoted to grade 12. A student in grade 11 who earns a “1/2” in English will need to take and pass an approved summer course, equal to a semester of grade 11 English in order to be promoted to grade 12.*

Any grade 11 or 12 student on academic and/or behavioral probation must fulfill the requirements of the documented probationary terms to be promoted to the next grade level. Subject groups: A subject group is defined by faculty area eg “The Sciences” or “The Arts”, or groups of subjects from which students select. Core courses: Grade 11/12 IB Groups 1-6 and TOK * A list of summer courses can be provided upon request. A certificate of completion must be provided to UAS. NOTE: In grades 9-12 the ELL / Learning Support specialist and Counselors confer with the Principal in determining the promotion of students who require support in their learning. Promotion is assured when students demonstrate the English language proficiency, attitude, behavior and commitment needed to be successful learners.

A student in grade 12 with three or more grades of 1 or 2 in core courses must repeat grade 12.

A student in grade 12 who earns a “1/2” in English must take and pass a summer course*, equal to a semester of grade 12 English in order to earn the English credit needed to receive the UAS High School Diploma.

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GRADUATION REQUIREMENTS

English

4.0 credits

The UAS high school diploma is awarded to students who have met all graduation requirements, including eight semesters of study beyond the eighth grade and minimum of 23 units of credit. It is recommended that students earn 26 or more credits if they intend to enroll in a college or university after high school graduation.

Mathematics: Must complete second- year Algebra

3.0 credits

Social Sciences: History, Economics, Business, Geography

3.0 credits

Science: Biology, Chemistry, Physics, Integrated Science

3.0 credits

Physical and Health Education

0.5 credits

Language: Arabic, AFL, French, Spanish, ESS

2.0 credits

Creative Arts: Visual Arts, Music, Performing Arts, Drama, Computer Studies

1.0 credits

Electives – any additional course

6.5 credits

Minimum Academic Credits required for Graduation

23.0 credits

One unit of credit is awarded for the successful completion of a course that meets nine times per 10-day cycle, forty or more minutes per period, for a full school year; or for successful completion of a course that meets nine times per 10-day cycle, eighty minutes or more per period, for one semester. Half or quarter credits may be earned for successful completion of courses that meet fewer than nine times per 10-day cycle or for shorter instructional periods. Prescribed credit in the following areas is required. Elective credit is awarded for courses completed in addition to these prescribed minimums. For example, a second credit in Computer Studies or a third credit of Language will count toward the electives total. Students may schedule an appointment with the high school counselor to review academic credits as they plan for future courses in preparation for graduation and college admission. Students in grades 11 & 12 are expected to undertake all 6 hexagon courses throughout their enrollment at UAS as well as the Theory of Knowledge course as part of their elective credits. A grade 12 student who enrolls at UAS for his/her second year must complete and pass 6 units of credit to qualify for the awarding of a UAS High School Diploma.

NOTE: IN GRADES 7-12 STUDENTS ARE EXPECTED TO BE INVOLVED IN ATHLETICS ACTIVITIES, AND CREATIVITY, ACTION AND SERVICE (CAS) WORK OUTSIDE OF CLASSTIME. 26


O6. STUDENT BEHAVIOR UAS MISSION: UAS provides a challenging, inquiry-based American and international education that empowers students to be caring individuals, critical thinkers and responsible global citizens.


OUR DISCIPLINE PROCEDURES AIM TO: •

Recognize and promote responsible and positive behavior

Provide a consistent approach to managing inappropriate behavior by applying fair and logical consequences

Encourage students to take responsibility for their own behavior by teaching and promoting problem solving, conflict management skills and the IB learner profile

Encourage students to learn reflect on their own behavior

Promote the IB learner profile attributes in order to encourage students to have a positive influence in our community by being: - Inquirers - Thinkers - Communicators - Risk-Takers - Knowledgeable - Principled - Caring - Open-Minded - Well-Balanced - Reflective

STUDENT BEHAVIOR Every student at UAS has the right to a quality education. Each teacher has the responsibility to teach and each student has the right and the responsibility to learn. No student has the right to interfere with this process. Each teacher has classroom rules to ensure the best possible educational environment. Respect, common sense, reasonableness, and courtesy are the foundation for the educational relationship between student and teacher. In an effort to provide a uniform and clear process for handling disciplinary situations which conforms to acceptable standards and meets due process guidelines, UAS will adhere to all policies and procedures outlined on pages elsewhere in this Handbook, under the heading Discipline Regulations and Procedures. Any student, who conducts himself/herself in a way that is detrimental to the orderly operation of the school, a school-sponsored activity, or any other aspect of the educational process, shall be subject to disciplinary action.

SCHOOL DRESS CODE Elementary School The UAS student uniform consists of navy blue trousers or full length skirts (elementary students may also wear UAS shorts) and a white shirt or navy blue sweatshirt with the UAS logo. The physical education uniform consists of blue UAS shorts and a white shirt. For elementary students, the P.E. uniform may be worn all day on the days on which students attend physical education (boys and girls are segregated for PE beginning in fifth grade). T-shirts worn under the school shirt must be plain white. Shoes should be good quality

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for recess play (e.g. not sandals). All uniforms are school issued and need to be purchased from the school uniform shop.

Must wear appropriate covered footwear in neutral colors such as black, white, brown or navy blue or grey). Sandals are not permitted, no flip flops, high heels, or shoes/boots above the ankle will be allowed

Must keep jewelry to a minimum, especially during Physical Education classes. No large hoop style earrings that could cause a distraction or injury. No large necklaces

Secondary School The UAS uniform helps to create a non-distracting atmosphere, and allows students to focus their energy and abilities on their studies. All uniform items must be purchased at UAS. Except for shoes, items not purchased at UAS will not be considered to be school uniform. After-school activities are part of the school day, therefore the chool dress code is in effect.

May wear Sheilas (scarves) in solid colors of navy, white, or black only (Arab dress). No other scarves are acceptable.

May wear hats outside the building

Must change into the P.E. uniform during PE classes and back into regular school uniform afterwards. A small gym bag for gym clothes is suggested

Students:

May not wear-on “free dress days” or special days- clothing that is revealing, exceedingly tight, too short or containing inappropriate language or pictures. Pajamas are not allowed.

All clothing, shoes, accessories, hairstyles, etc should not be disruptive to the learning environment. If there is a concern, the final decision will be made by the appropriate Principal. On days of freedress, students may not wear clothing that is revealing, exceedingly tight, too short, or containing inappropriate language or pictures.

Must come to school in appropriate school uniform.

PE uniform is to be worn for PE classes only!

Must wear the UAS polo-style shirt with navy blue pants or full length skirts (floor length to mid-calf only)

May not change out of school uniform before leaving school at the end of the day

May opt to wear a plain white T-shirt under the uniform shirt. Shirt may be untucked in with no undergarments showing. Plain solid black or navy belts are permissible, no sequined, jewel studded or brightly colored belts will be allowed. No tight fitting clothing will be allowed

May not wear any item of clothing that symbolizes a political, social or ideological cause / event without the prior approval of the Principal and / or Director. UAS is a non-sectarian apolitical school by design and in keeping with the school’s mission statement.

May opt to wear only a UAS jacket or sweatshirt over the school uniform shirt

Students who are found to be out of uniform will be required to remain in the school office until the uniform shortcoming is rectified. 29


Parents will be contacted and the student will serve either a lunch or afterschool detention.

STUDENT ATHLETES SPORTS DAY ATTIRE: • Girls: UAS school pants/skirts (skirts ankle to mid-calf only). White blouse tucked in one undone button at top only. Dress shoes. • Boys: School pants. White long sleeve, button-up shirt tucked in. Blue Tie- tied appropriately. Dress shoes. The UAS administration and faculty appreciates the effort made by all in abiding by the school dress. We wish to say thank you to those students who are consistently in correct uniform as they are setting a good example to all students attending UAS.

DISCIPLINE REGULATIONS AND PROCEDURES In order to develop and maintain a positive educational setting that is conducive to student learning, discipline standards at UAS are designed to balance discretionary authority and the need to provide students with positive behavioral alternatives.

Teachers will do their best to address and resolve problems which come to their attention. The Director and Principals together have the responsibility to make the final decision in relation to consequences for severe inappropriate behavior. Teachers and staff members will follow the following rubric to guide their classroom management. Level 1: Managed within the classroom by the individual teacher, positive and negative behavior communicated as needed Level 2: Managed by the teacher in conjunction with appropriate Principal, referral form created, parents are contacted, possible CST/ counselor meeting, appropriate teachers informed Level 3: Managed by the appropriate Principal, referral form used, clear consequences given, parents involved, student enrollment at risk Level 4: Managed by administration, parents involved, referral form used, student enrollment at high risk

The behavior modification procedures of our school will be educational in nature, and are designed to ensure all students enjoy learning in an environment free from distraction and intimidation. Disciplinary procedures are designed to foster good behavior rather than react to inappropriate behavior. Disciplinary procedures involve consideration for individual circumstances within the context of respect for the safety and well-being of the entire school community; 30


SCHOOL RULES •

Students must adhere to the dress code of UAS. Students are expected to be in correct UAS uniform each school day and while attending school activities held outside school hours. If not in school uniform students will be sent home.

Students are expected to be on time for school in the morning and for all classes during the school day.

A written excuse must be provided by the parent for any student absence.

English is to be spoken in all UAS classes except Arabic, and other modern language classes.

Students are expected to take care of all school books and property. They may be fined for damaged or lost texts and library books.

staff is expected at all times. Offensive or disrespectful language will not be tolerated. •

Students may not leave the school during the day for any reason without the express written permission of an administrator. Students must present a note from the parents when asking to leave school at their parents’ request.

Upon dismissal, students are to go home immediately by bus or car unless involved in a school-sponsored extracurricular activity, studying in the library, or working with a teacher.

Students wearing the school uniform on and off campus, must uphold and respect the school code of conduct as well as school values.

Unacceptable Behavior (level 3 / 4 behaviors): The following behaviors may result in immediate severe penalty including suspension or expulsion and may be reported to legal authorities.

Secondary School students may not have food or drinks, except for water, in the school buildings. Eating is allowed only in designated areas at designated times.

Gum chewing is not allowed on school premises.

Ingestion or possession of illegal or controlled substances are strictly forbidden. This includes possession or use, in or around UAS or UAS-sponsored events and school trips. Offenders will be suspended and possibly expeled.

• •

Fighting of any kind is not allowed in or around UAS or at any UAS sponsored events. UAS does not allow “play” fighting. Infractions may result in suspension or expulsion.

Mutual courtesy and respect between students as well as absolute respect for UAS teachers, security personnel and

• •

Truancy: absence from school or class for any period of time without prior permission or reasonable cause; Habitual tardiness to class and/or late arrival to school; Habitual lack of having proper learning materials, including PE gear; Horseplay/play fighting, or negative aggressive physical behavior; Violation of classroom, cafeteria, library, gymnasium, laboratory playing field or pool rules;

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• • • • • •

• • • • •

• •

Any behavior that harms our safe and respectful school community; Not using the Student Planner that is issued to all UAS students as a form of communication with parents. Academic Dishonesty (Refer to the separate section of the Handbook) Ingestion or possession of illegal or controlled substances including related objects Possession of weapons, or a facsimile, or the use of any object as a weapon; Physical assault, bullying, harassment of any kind (verbal including cyber harassment, physical, sexual, electronic messaging etc.) Repeated defiance or insubordination \ involving adult supervisors Theft or vandalism and willful destruction of school or other UAS stakeholder property; Continued disruption of instruction; Lewdness, sexual behavior or reference to possession or display of pornography; Unauthorized use of the school computer system;(see the Information and Communications Technology Code of Conduct) Disruption that threatens the orderly operation of the school; Refusing to obey the instruction of security personnel, teachers’ aides, secretaries, etc.

SCHOOL BUS BEHAVIOR CODE The following is a list of bus rules and regulations. If these regulations are not followed, the bus monitor will report students to the appropriate administrator. Parents will be notified of the offending behavior and students will be suspended from riding the bus; at first, temporarily, and if necessary, permanently. Buses leave 15 minutes after dismissal. Once the first bus to leave is in motion students may not board any of the remaining buses. Students who breach this important safety code will be suspended from the bus for one week. A second offense will result in the student not being able to ride the UAS bus for the remainder of the semester. If the bus driver is distracted by student’s behavior, he cannot pay strict attention to his driving. This poses a safety problem for all students on the bus. All bus rules apply on field trips as well as daily transportation. 1. 2. 3. 4.

Students must adhere to the direction of the bus monitor. Students are to use the established pick-up points only. Students are required to stay in their seats and use seat belts Students are to refrain from protruding their head, hands, and other objects out of the window. 5. Converse in a quiet voice. 6. Only water may be consumed on the bus. 7. Any potential dangerous objects that need to be brought to school for a project (i.e. glass, knives, swords, etc.) are to be given to the bus monitor

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8. Riders are permitted to get off the bus only at their assigned stops unless they have a note from their parents. These notes need to be pre-approved by the transportation coordinator. 9. Buses will not wait at the designed stops in the morning for tardy students. 10. Buses will not move unless all students are seated. 11. Students will be suspended from the bus for any aggressive or abusive behavior. 12. Students, who attempt to stop the bus while it is in motion, will be suspended from the bus, and will be considered for permanent removal from the use of the bus service. 13. When a bus is delayed from leaving the school because of a student being late: The student will ride home, the bus supervisor will refer them to the principal (the next day), and they will be suspended from the bus. 14. Students will be suspended from the bus for conduct that is unacceptable. 15. Student conduct that places other bus riders at risk will be considered as grounds for expulsion from school.

SMOKING POLICY Smoking is forbidden in any part of the school building or school grounds at any time by any individual. This includes students, staff, parents or visitors.

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INAPPROPRIATE BEHAVIORS

CONSEQUENCES (To support behavioral change)

LEVEL 1 – low level, infrequent behaviors that interrupt teaching and learning and are dealt with in-class • Off task • Not finishing work • Non compliance • Incomplete homework • Inappropriate moving around the school • Using inappropriate language • Chewing Gum • Littering • Spitting • Bringing inappropriate items to school • Unsafe play

LEVEL 1 – Appropriate response by teacher • Clear Directions • Rule Reminder • Loss of privileges (recess or lunch detention) • Logical Consequences (eg. Drop litter, pick up garbage for 5 minutes during free time) • Time Away/ Time Out – student moves to a place away from group or in another classroom • Behavior reflection

LEVEL 2 - Repeated behaviors that disrupt teaching and learning or are repeated level 1 behavior and require outside assistance • Non Compliance • Defiance • Disrespect • Verbal Abuse – First offense • Swearing • Bullying • Truancy • Inappropriate use of computers • Dishonesty with staff

LEVEL 2 – Appropriate response by teacher with Administration assistance as needed

LEVEL 3 - Persistent documented breaking of rules, repeated level 2 behavior and required administrative support (Theft, Vandalism - including Grafitti moved to Level 4 category) • Sexual Harassment • Racism • Bullying • Fighting • Truancy • Inappropriate use of computers • Academic dishonesty or cheating • Consistent classroom disruptions

LEVEL 3 – Administrative action, to include teacher, counselors and parents • Student referral form filed • Family Conference • Individual Behavior Plan/Contract • In-school suspension • Out of school Suspension • Counseling – CST referral • After school detention • Enrolment at risk

LEVEL 4 – Repeated level 3 behaviors, Physical Violence, Dangerous or Illegal Behaviors. Examples: • Extreme physical violence and or repeated acts of physical violence • Possession or use of controlled substances • Smoking, possessing consuming or selling illegal substances while under the schools jurisdiction • Possession or consumption of tobacco or alcohol • Possessing dangerous items or weapons while under the school’s jurisdiction • Bringing to school or accessing pornographic material • Computer hacking, trashing or interfering in any way with another person’s work • Repeated theft and or vandalism of school property • Repeated bullying and or harassment of others • Excessive unexcused truancies

LEVEL 4 – Administrative actions may include any or all of the following: teacher, counselors, parents and

• • • • • • • •

• • • • • •

Loss of Privileges Behavior reflection Parent notified Sent to office or partner classroom In-class contract Student referral form filed CST/Counseling recommended After school or lunch detention

Contact with authorities if required Family Conference with administration, including the director Individual Behavior Plan/Contract Out of School Suspension Counseling – professional recommendations Enrolment at high risk

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O7.

INFORMATION TECHNOLOGY UAS Information Technology department provides services across a broad range of computing and communications technologies that support learning, teaching, research, and administration. The goal of the IT department is to provide exceptional customer service to UAS faculty, staff and students through providing information technology solutions that exceeds their expectations.


NEW FACULTY ORIENTATION All new faculty are encouraged to contact HelpDesk to schedule a new faculty orientation which is a roughly one-hour session during which a member of the IT staff can meet with you to ensure you have the necessary accounts and permissions to effectively work within the UAS environment. These orientations can be scheduled during the work week during business hours and occurs in the faculty members office. To request a new faculty orientation, please contact the HelpDesk (HelpDesk@uasdubai.ae) (+971-4-232-5222 ext. 2220) and sign up.

IT HELPDESK Universal American School IT Helpdesk is the single, central point of contact for requesting IT services and support, or to ask computing questions. The helpdesk can be reached through email (HelpDesk@uasdubai.ae) or via phone (+971-4-232-5222 ext 2220). It is staffed 7:30 a.m. to 4:30 p.m. Sunday through Thursday. The IT department also maintains a helpdesk website via the school’s SharePoint site at http://uasd-sharepoint/it. This Intranet site lists answers to frequently asked computing questions as well as offers tools for resolving common computing issues.

NETWORK / PORTAL / EMAIL ACCOUNT All students, faculty, and staff (with the exception of drivers and certain bus helpers) are provided with their own school network, portal, and email account.

ACTIVE DIRECTORY ACCOUNT Microsoft Windows Active Directory is networking technology used by UAS. Active Directory (AD) provides the system of directories and accounts that allow faculty, staff, and students to save files, print, and perform a variety of functions on the school’s network. You will be provided with an AD account for access to all UAS office and lab computers and also for access to UAS specific applications (i.e. Synergetic Student Management System, Portal, etc.).

UAS SHAREPOINT UAS SharePoint is the school’s Intranet site. It can be accessed via the web at http://uassharepoint.uasdubai.ae/ or internally from the school’s network at http://sharepoint.uasdubai.ae//. SharePoint is the school’s content and document management Intranet site in providing faculty and staff pertinent information and resources.

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UAS NETWORK USAGE AND SECURITY GUIDELINES All users of UAS Network will be responsible for abiding by these guidelines. Failure to abide by these guidelines may result in loss of one’s account. General

1.

The password used to access the network and email are to be changed periodically every 45 days. This password is case-sensitive, must be a minimum of 7 characters and can’t be the same password used prior.

2.

The network account user must NOT give out her/his password to anyone for any reason.

3.

In the event of leaving the computer unattended, you are responsible to either lock or logout of the computer by holding down <CTRL> + <ALT> + <DEL> and selecting the appropriate option.

4.

All portable devices (laptops, iPads, headphones, etc.) must be securely locked and not left unattended. UAS IT is not responsible for missing hardware and will charge the department for lost/missing items.

Storage

Each network account user will be given access to separate network drives for file storage. The following explains the various drives. Anyone in need of additional storage space should email HelpDesk@uasdubai.ae.

•H Drive – The H drive is your private HOME directory to which only the individual user of the account can read and write files. Every teacher, administration, and students have their own private home drive. •G Drive –The G drive is a DEPARTMENT drive that is structured to allow teachers and administration to share data within their department or amongst other departments (ELEMENTARY SHARE or SECONDARY SHARE). You may be part of either Elementary, Secondary or Administration. Students do not have access to this drive. These directories can only be seen by members of the individual departments. It is not uncommon for users affiliated with multiple offices to be able to use one or more department directories. If you are seeking to access a particular department folder that you may not have rights to, please contact the department head and IT. •S Drive –The S drive is a Public SHARE drive. It is a common area accessible by Elementary, Secondary, and Administration. Students do not have access to this drive. This directory is a quick exchange area of data between departments. Therefore, anything you put in this directory can be deleted by another faculty or staff member. Recommended to place your shared documents into the appropriate G drive department directories. This directory is deleted annually prior to start of a new school year. •R Drive – The R Drive is a shared drive for teachers and students. Here students can share data amongst other students (STUDENT SHARE). They can also find a range of information 38


such as classroom assignments. Assignment submission folders are also located here where assignments can be dragged into their respective DROP folders. •P Drive – The P Drive is a shared PHOTO drive for faculty and staff. It is used to store and share photos. Students do not have access to this drive. • V Drive – The V Drive is a shared VIDEO drive for faculty and staff. It is used to store and share videos. Students do not have access to this drive.

Warning: If you save work to the local harddrive (C:\) of the computer that you are using, you will not be able to access your data from any other computers in the department. In addition, any data saved on the C: Drive risks data loss in the event of hardware failure or inadvertently deleting files as the local C: drive is not backed up. UAS will not be responsible for personal data saved on the local drive. Data must be saved to one of the network drives mentioned above. Warning: Data saved to these locations on the local harddrive (C:) are NOT backed up to the network: •Desktop •Internet Favorites •My Documents. •My Music

•My Videos

WIRELESS ACCESS POINTS The UAS wireless network is available on all floors of the Main building, Gym, and the MultiPurpose Hall (MPH). The wireless network conforms to the 802.11a/b/g/n standards, also known as Wi-Fi which operates at a speed comparable to an Ethernet connection. You must have a valid username and password to use the UAS wireless network. For instructions on setting up a laptop, mobile device, tablet, etc. to connect to the wireless network at UAS, see the instructions posted on SharePoint under the IT tab.

PRINTING Each network account user will be given access to departmental network printers. Toner and maintenance of network printers are handled by the IT department. Individual departments are provided with personal office printers. Highspeed network printers are located on each of the floors in the Main Building and the MPH. Large volume printing is to be sent to the High-speed printers. Color printing is available in the Computer Labs and the Ground Floor Copy Center. Approval is required from the principal. Purchase and Installation of Hardware or Software The IT department must initiate all procurements of hardware and software in accordance with UAS IT requirement process.

•My Pictures 39


Request for hardware/software must be coordinated with ICT and approved by the Principals and Business Office.

• Respect the privacy of others (passwords, files, folders etc)

Requests for storage media (CD’s, DVD’s, etc) can be obtained from the school store.

• Behave ethically

Personal Laptop Support Many faculty and staff members will bring in their own devices (iPad, laptop, tablet, etc.) to use in school. Being a non-UAS device, it will be at the discretion of the IT staff to provide technical support; which should not interfere with the technician’s job responsibilities. Providing support on non-UAS devices will be at the risk of the faculty and staff. The IT department will not be held responsible for damage/loss that may incur.

• Respect the work of others • Observe copyright and intellectual property rights • Cite all sources • Respect and protect the integrity of the UAS institution at all times • Students SHOULD NOT: • Disclose personal information such as name, telephone, address or e-mail without permission • Reveal or access classmate’s account, password, or other personal information • Access Chat rooms or Messaging sites without permission

INFORMATION & COMMUNICATIONS TECHNOLOGY (ICT)

• Use another student’s or faculty member’s account or access someone’s folder/files without permission

Code of Conduct

• Disrupt the network or Internet

The computer, communications, and other technology systems are the property of the school. This Code of Conduct is meant to promote responsible use of these facilities while protecting students and staff from potential risks. Students and staff are encouraged to:

• Distribute material in such a manner that causes congestion of the network, Internet, or printers

• Use ICT resources for the purpose of learning

• Access inappropriate or non-educational related web sites

• Demonstrate a responsible attitude to limited resources like paper and network/Internet bandwidth

• Employ the school’s ICT resources for personal commercial or political purposes

• Display, save or distribute offensive messages or images • Damage computers or other equipment

• Download software, music, games, etc… for non-instructional purposes • Install software on school computers

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Violations will result in a loss of privileges as well as other disciplinary action deemed appropriate by the school administration.

SOCIAL MEDIA BEST PRACTICES POLICY WHAT IS SOCIAL MEDIA?

Social media is defined as any form of online publication or presence that allows end users to engage in multidirectional conversations in or around the content on the website. A large percentage of Internet traffic is centered on the use of social media. Social media includes: Facebook, MySpace, Ning, Twitter, Second Life, YouTube, blogs, wikis, social bookmarking, document sharing and email.

WHAT IS THE PURPOSE OF THESE BEST PRACTICES?

Businesses are beginning to understand the importance of providing employees with a clear understanding about how they should be appropriately using social media. Schools have been late to develop such understandings for their staff and students.

BEST PRACTICES BE TRANSPARENT

How you represent yourself online is an extension of yourself. Do not misrepresent yourself by using someone else's identity

or misrepresenting your identity. Be honest about who you are, where you work and what you do.

ALWAYS A SCHOOL EMPLOYEE

The lines between public and private, personal and professional are blurred in the digital world. Even when you have a disclaimer or use a different user name, you will always be considered to be a school employee. Whether it is clearly communicated or not, you will be identified as working for and sometimes representing the school in what you do and say online. Always write in the first person and make it clear that you are speaking for yourself and not on behalf of the school.

SOCIAL MEDIA FOR EDUCATIONAL PURPOSES

a) The school is developing an official presence on various social media sites. As such, employees may not engage in official educational activities through their personal social media accounts without the express approval of the Director. For example, an employee, on their own, for the School on their personal blog. b) Personal and Professional Online Accounts i)

All UAS employees who use social media for instructional purposes should create separate accounts from their personal social media activities.

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(1) Example: Mr. T is a science teacher. He wants to use twitter to share the work of his students with other science classrooms. He has a personal twitter account @MrTscienceguy which he uses to connect with other people and family members. @MrTscienceguy is his personal account. He creates a new account called @UASMrTscientist to use as his twitter account for school.

USE A DISCLAIMER

Include a disclaimer on your social media site which says something like this: “The opinions and positions expressed on this site are my own and do not necessarily reflect my school school’s positions, strategies, or opinions.” Please note: This standard disclaimer does not exempt employees from their responsibilities as explained in these guidelines. If asked by media to comment on a school related issue, refer them to the correct department or person in the school or when in doubt, to the principal or superintendent.

SCHOOL VALUES

Represent the school values. Express ideas and opinions in a respectful manner. All communications should be done in good taste. Build trust and responsibility in your relationships.  Do not denigrate or insult others including students, staff, administrators, parents, or other schools.  Don't use ethnic slurs, innuendos, obscenity or any other inappropriate content.  Even though you are of legal age, consider carefully what you post

through comments and photos. There are school schools who have taken disciplinary action on staff that made posts relative to alcohol and sexual activities.

BUILD COMMUNITY/POSITIVELY REPRESENT SCHOOL

Represent the school and the students and parents you serve in the best light. Respect the privacy and the feelings of others. Under no circumstance should offensive comments be made about students or colleagues (including administrators) nor the school in general. Negative comments about people may amount to cyber-bullying and could be deemed a disciplinary offence. Your posts and comments should help build and support the school community. Do not comment on nor forward unsupported information, e.g. rumors. You are responsible for what you post, be certain it is accurate and supports your organization. If you are about to publish something that makes you hesitate, wait a day, review the guidelines, and talk to a colleague or supervisor. Once posted you can’t take it back.

SHARE YOUR EXPERTISE

Write what you know and be accurate. Add value to the discussion. Post something useful. Provide worthwhile information and perspective. A school’s most valuable asset is its staff represented by its people and what you publish may reflect on the school. Speak in the first person with your own voice and perspective.

RESPECT AND RESPONSIBLE 42


Employees, parents, and students reflect a diverse set of customs, values and points of view. Be respectful for the opinions of others in your posts or comments. You are responsible for the content you post. Consider the words used to tag content in a social bookmarking site. Consider the avatar you select. Do your tags, descriptions, and your image portray you in a professional manner?

OWN AND CORRECT MISTAKES

If you make a mistake, admit the mistake and correct it quickly. Clearly state if you’ve corrected a previous post. Even though damage may be done, it is best to admit your mistake and correct it. Apologize if appropriate.

CONFIDENTIAL INFORMATION

Online postings and conversations are not private. Do not share confidential information whether it is internal school discussions or specific information about students or other staff. What you post will be seen by others and will be online for a long time. It can be forwarded or shared in just a few clicks. Do not write about colleague or student without their permission.

SCHOOL LOGOS

Do not use any school logo or image without permission.

POSTING PHOTOS OR MOVIES WITHOUT PERMISSION

Do not post photos or movies of fellow employees without their permission. Do not use photos or movies taken at school

without permission. Do not post photos or movies that contain student without parent consent.

RESPONDING TO NEGATIVE COMMENTS AND CRITICISM

How you respond to a negative comments or criticism will say more about you and your character than what you post. If you delete a negative post, it discourages open communications. When publicly criticized or receiving a negative comment, first, stay cool and don’t reply in haste. Express your view in a clear, logical way. Don’t get personal and if you made a mistake, admit it and move ahead. It is not uncommon for a negative response to be answered by some other person, who supports your view. When in doubt, it’s best to ignore a comment and not give it credibility by acknowledging it with a response publicly; perhaps a face-to-face meeting would be more appropriate.

RESPONSE AND POST REGULARLY

Post regularly. Don’t post to your blog and then not post for three weeks. Readers won’t have a reason to follow you if they can’t expect new content regularly. Respond to other’s posts. Answer questions; thank people even if it’s just a few words. Make it a two way conversation.

SPELL CHECK AND ABBREVIATIONS

Blog and wiki posts should be well written. What you post will be online for the world to read. Follow writing conventions including proper grammar, capitalization, and punctuation.  Be cautious about using common abbreviations. While your circle of friends may understand what you are saying, you may have 43


readers from across the world who won’t understand. When in doubt, define the abbreviation at least once in a post or include a definitions page on your site.

COPYRIGHT AND FAIR USE

Please respect copyright and fair use guidelines. Share what others have said by linking to the source and using embedded content.  Be sure to cite your source when quoting. When using a hyperlink confirm that link goes where it should and that the content is appropriate. It is recommended that all online content be licensed under a Creative Commons Attribution NonCommercial Share Alike 3.0 United States License (http:// creativecommons.org/licenses/by-nc-sa/3.0/).

PERSONAL INFORMATION

Be careful about sharing too much personal information. People often share information such as their pet name, their parents and children’s names, where they grew up, and more. Hackers to guess passwords, have used this information. If you share that you will be out of town, a criminal may use this to target your home for a burglary. There was a 17 year old girl who posted to her social network site that her parents were going to be away for the weekend and she’d be home alone; image if one of her online friends share this information with someone who had bad intentions. Be smart and don’t share too much about yourself online.

VIDEO

YouTube is becoming an increasingly popular place to share personally created movies. You are responsible for all you do, say, and post online including video. Anything you post online should represent you in a professional manner as others will see you as connected to the school. It disrupts learning to have days of conversation about a teacher created YouTube video with questionable content.

STAFF-STUDENT RELATIONS POLICY

Universal American School requires all employees to observe high standards of ethics in the conduct of their duties and responsibilities. As employees and representatives of Universal American School we must practice honesty and integrity in fulfilling our responsibilities in addition to complying with all applicable laws and regulations. Universal American School employees are prohibited from establishing personal relationships with students that are unprofessional and thereby inappropriate. Examples of unprofessional relationships include, but are not limited to: employees fraternizing or communicating with students as if employees and students were peers such as writing personal letters or e-mails; "texting" students; calling students on cell phones or allowing students to make personal calls to them unrelated to homework or class work; sending inappropriate pictures to students; discussing or revealing to students personal matters about their private lives or inviting students to do the same (other than professional counseling by

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a school counselor); and engaging inappropriate dialogue, whether in person, by phone, via the Internet, or in writing. Universal American School employees who post information on any social networking websites such as Facebook or similar web sites that include inappropriate personal information such as, but not limited to: provocative photographs, explicit messages, use of alcohol, drugs or anything students are prohibited from doing must understand that if students, parents or other employees obtain access to such information, their case will be investigated by school and if warranted will be disciplined up to and including termination, depending upon the severity of the offense.

HANDLING OF REPORTED VIOLATIONS

EMAIL

Universal American School requires through acceptable use polices, that all electronic or any other communications by employees to students or parents at any time, from any email system shall be expected to be professional, acceptable in content to any reasonable person, and limited to information that is school-related or is acceptable to both student and parent. Email between employees and students and parents shall be done though the school provided email application. Email must conform to school email policies. This SOCIAL MEDIA BEST PRACTICES AND POLICY has been found through the Creative Commons search process and began as document created by written by Andy Mann from Calhoun Intermediate School School in Michigan, USA.

The Director or designees reserve the right to conduct Internet searches to determine if employees have posted inappropriate materials on-line. If inappropriate use of computers and web sites is discovered, the Directorâ&#x20AC;&#x2122;s designees will download the offensive material and promptly bring that misconduct to the attention of the Esol Education Regional Director and the Esol Education board, and appropriate law authorities as appropriate.

The supervisor or administrator will acknowledge receipt of the reported suspected violation within five business days. All reports will be promptly investigated and appropriate corrective action will be taken if warranted by the investigation.

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UNIVERSAL AMERICAN SCHOOL EMAIL BEST PRACTICES POLICY 1.

There is an expectation that email will be regularly read and responded to during school working hours.

2.

Emails from community members and more importantly parents should be read and responded to within 24 hours excluding holidays and weekends.

3.

4.

Supervisors and colleagues should be afforded a response (when requested or required) with appropriate professional courtesy. Email responsibilities during holidays will be: • Weekly checks of email. • Short holidays (e.g. long weekends) will be considered the same as weekend, and thus no email checks will be required.

During holidays all employees will set one of the following auto-reply messages: 1. "I am away on holiday from __ to___           during this time I will be checking email on a limited basis"

5.

The school has no expectation that email will be read or answered Thursdays from 3:30 PM till Sunday at 7:30 AM. Internal emergency messages will be transmitted via the divisional and/or school-wide telephone trees. Holidays email use is the same but would guided by closing and opening of school (i.e. October, Winter/New Year, Eid and Government holidays, Spring Vacation).

In order to convey a professional image and deliver good service please adhere to the following guidelines: WRITING EMAILS: -Write well-structured emails and use short, descriptive subjects. -Universal American School’s email style is informal. This means that sentences can be short and to the point. You can start your e-mail with ‘Hi’, or ‘Dear’, and the name of the person. Messages can be ended with ‘Best Regards’. The use of Internet abbreviations and characters such as smileys however, is not encouraged. • -Signatures should include your name, job title and school name along with the official Universal American School disclaimer. • -Use the spell checker before you send out an email. • Do not send unnecessary attachments. Compress attachments larger than 200K before sending them.

OR

• Emails to the Internet should be smaller than 1.5 MB.

2. "I am away on holiday from __ to___                          during this time I will not have email access."

• Do not write emails in capitals.

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• Do not use cc: or bcc: fields unless the cc: or bcc: recipient is aware that you will be copying a mail to him/her and knows what action, if any, to take. • If you forward mails, state clearly what action you expect the recipient to take. • Only send emails of which the content could be displayed on a public notice board. If they cannot be displayed publicly in their current state, consider rephrasing the email or using other means of communication. • Only mark emails as “important” or “high priority” if they really are important. • Avoid sending messages to “All Mail” unless really necessary. If unsure, consult with your supervisor.

TAKE ANOTHER LOOK BEFORE YOU SEND A MESSAGE One strategy to avoid misinterpretations is to allow every message at least some minutes of rest after you have finished it but before you press the "Send" button. Reread and reconsider the whole message when you return to it, possibly from the recipient's perspective. Do Not Default to "Reply All" if… • You have been a Bcc: recipient in the original message or the Bcc: field should only be used to distribute emails while keeping the recipients' addresses confidential or to copy somebody internally, as proof, when delivering an email to the outside, for example. If you reply to all as a Bcc: recipient, you reveal yourself as a recipient. • Your message says "Thanks!" or "Me too!".

REPLYING TO EMAILS: Emails should be answered in a timely manner.

• Make thanking everybody via a group mail the exception, though. Do send personal emails expressing your gratitude instead.

Delete any email messages that you do not need to have a copy of, and set your email client to automatically empty your ‘deleted items’ on closing.

KEEP EMAILS SHORT Long emails can look intimidating, and a long sequence of long paragraphs, possibly including long run-on sentences that do not seem to stop but do not seem to go anywhere either — sentences filled with extraneous words that add little to the meaning but serve to confuse with multifaceted and sometimes conflicting possible interpretations —, can make the recipient read less than if the message had been only, uh, about 3 sentences — three witty, concise and precise sentences — long.

EMAIL SIGNATURE ALL school employees should use the following as their email signature: Name Title Universal American School of Dubai- www.uasdubai.ae PO Box 79133    Dubai    UAE Tel +9714 2325222

Personal emails can be flowery and long-winded. For clarity, fewer and simpler words are still better.

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USE BULLET POINTS If you do have much to write:

•If your email comprises multiple topics, consider breaking it into multiple messages.

• Break your message into bullet points.

•Summarize the message — why you are writing and what you want to be different after the recipient has read your email — instead of describing it.

• Begin each point with a concise summary or the action you want taken. • Make sure important information is not hidden in your message's or any bullet point's meat. • One Action per Message • Do not lump together anything you need or want to tell a recipient into one message.

•If you invite somebody to a conference, use "Invitation: Email Efficiency Conference, Bangalore Aug 14-16" instead of a plain "Email Efficiency Conference". •Be precise. •Include detail that allows the recipient to identify what you are talking about quickly and unambiguously.

In particular: • Start a new message for each major action you request from the recipient.

•If your message requires the recipient's action, say so; preferably with the first word. •Leave out unnecessary words.

This makes it easier for the recipient to get their email handled and the necessary actions done. By setting a precedent, chances are they'll adopt the same method for messages to you — and you'll have an easier time ticking off emails, too.

•If the action associated with your message includes a date or deadline, do include it in the email subject.

USE STRONG SUBJECT LINES A subject like the headline above can irresistibly pull readers into opening your message and reading its every hypnotic word. Often, it will not — and what if you don't have anything to sell? Your email's subject line is, next to your name, the first thing the recipient sees. It is important.

CLEAN UP EMAILS BEFORE FORWARDING THEM Forwarding emails is a great way of sharing ideas. Good ideas will hopefully be shared a lot.

To compose the perfect email subject: •Give the message's bottom line.

•Email subjects need to be concise. Skip articles, adjectives and adverbs.

If you are at the end of such a sharing chain, you'll quickly see why cleaning up emails before forwarding them is essential: messages that have been forwarded multiple times often contain '>' and other 48


quotation characters in all the wrong places, lines are broken in even worse places, and email addresses of people you don't want to know are everywhere. Cleaning up such a mess can be cumbersome, but keeping an email clean that you forward initially is easy. •First, make sure you're sharing the email, not the addresses in it by removing all addresses from the forwarded message. •Of course, there are exceptions. In particular, when the list of who participated in a discussion is an important part of the information you are forwarding, it makes no sense to remove the addresses. •Then, clean up the message itself if it contains unnecessary '>' characters or messed up line breaks. Email cleanup utilities can do this nasty work for you. •Place any comments you have after or (preferably) before the forwarded message, but try to avoid mixing forwarded text and comments. ANOTHER CLEAN FORWARDING OPTION: ATTACHING EMAILS Alternatively, forwarding emails as attachments is an easy and clean way to share them. Do you like it when others think of you and share profitable ideas or news that are really new to you and relevant to boot?

A great way to put yourself in the former group of "others" rather than the latter is to think, before forwarding, how the recipient — or recipients — will profit from what you share or why they will care. Then, write it down in the forward. The recipient will get much more out of your message: •They learn quickly what the forwarded message or link is about. •They can tell whether it interests them. •They see you care about them (including their interests and their time). With others' interests in mind, chances are you'll find much to share that improves your contacts' lives instead of burdening them — and enriches your relationship, too. EXPLAIN WHY YOU THINK WHAT YOU FORWARD WILL INTEREST THE RECIPIENT To heighten the chances your forwards are welcome: •Spell out, at the top, why you think the recipient will find interesting what you share. •Be concise. •Remove superfluous information (and characters or formatting such as indentation) from the original message. For example, sharing the link to a discussion of room height and why it has varied in time, you could introduce the URL with:

Do you like it when others think of you and share every joke and obscure links with no hint at what you might find following it — or how it relates to you, them or your relationship?

•You mentioned renovating an old apartment recently, and how your architect made the high ceilings look cozier. I've come across this

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interesting discussion of historical room heights and their many causes. Hope you'll enjoy! DO LET PEOPLE KNOW THEIR MAIL HAS BEEN RECEIVED Sometimes, emails get lost or fall prey to overeager spam filtering.

Not only would it mean little when she shouted, it is also more difficult to understand somebody who shouts. Similarly, text in upper case is significantly more difficult to read than lower and mixed case text. USE LOWER CASE ONLY If you type in all caps because you find it faster and more convenient, consider using lower case only. You will annoy some people, of course, but all in all all lower case seems more widely accepted than all caps.

•If it is not obvious to the sender that you have gotten their message (because you move forward a project in which they are also involved, for example), •do send a quick note back, possibly involving an informal thankyou, to acknowledge receipt even if no reply is necessary otherwise. Even if you do plan to reply later, an email acknowledging receipt and letting the sender know when you will get back to them can be welcome.

When in Doubt, End Emails with "Thanks"

PUNCTUATION MATTERS So, together with avoiding too much slang in your emails try to follow the rules of punctuation to both your and the reader's benefit and understanding.

When you can't decide what to write and have no idea what's appropriate, end your message with a simple "thanks" that is never out of place. AVOID “ME TOO” MESSAGES We’ve seen it many a time already: the ubiquitous "me too" message. It quotes some opinion that has been posted to a mailing list, only to support it with the mere words: "Me too!!" You too, have you seen it?

NO PUNCTUATION MARK REDUPLICATION There is also a proper place for every form of art, however — and professional emails are usually not the right place for many exclamation or question marks. Strive for very few exclamation marks, and don't reduplicate other punctuation marks, even if they are in their proper place.

There's really little new information and no contribution to the discussion, but a lot of annoyance in them.

WRITING IN ALL CAPS IS LIKE SHOUTING This is why you should use all caps sparingly. It is a strong effect, and it should remain one.

You should only support another message when you also have something new to contribute to the discussion.

IMAGINE SOMEONE SHOUTING ALL THE TIME!

Reference: Adapted from “Email Etiquette: 26 Rules to Follow” http://email.about.com/od/emailnetiquette/tp/core_netiquette.htm 


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O8. STUDENT ACTIVITIES


AFTER SCHOOL ACTIVITIES An activities program is developed and supervised by the Principals and is the responsibility of a designated coordinator. Teachers are expected, as part of the contract, to participate in and supervise programs. Class attendance is mandatory for the entire school day before a student may attend an extracurricular activity. Participation in extracurricular activities is an additional responsibility that should not conflict with the student’s primary academic responsibilities. Students who are on academic or behavioral probation will NOT be permitted to participate in after school activity during their probationary period. Students who have been assigned After School Detention, In-House Suspension, or Out-of-School Suspension may not participate during the affected period.

ATHLETICS Student-athletes are required to meet the following criteria in order to participate and travel with their respective teams: •

Demonstrate regular attendance and punctuality at school

Fulfill all classroom work requirements and meet teacher expectations

Minimum G.P.A of 2.0 (no course grades below “2”)

Maintain high standards of behavior

1. A student that fails to meet any of the above criteria will be suspended from the athletic program until all academic obligations set forth by the teacher(s)/coach/AD are met within a designated timeframe not exceeding two weeks. If a student fails to meet the academic expectations they will be suspended from the athletic program for one full year. 2. If a student is on academic/behavioral probation they will be removed from the athletic program for a designated time frame determined by the school administration and Athletic Director. Before a student-athlete is reinstated for full participation on their team they will need to meet with their teacher(s), administrator, and Athletic Director in order to determine eligibility. Coaches must read the guidelines given by the Athletic Driector. Coaches must seek approval for any team uniform changes/ proposals.

FUND-RAISING ACTIVITIES All activities involving fund-raising by student groups must have the authorization of the Director/Principal. No individual student or student group may represent UAS without prior school authorization. The school’s name may not be used to advertise groups or activities without the Director’s expressed consent.

STUDENT COUNCIL The Student Council is organized in two councils: One High School and one Elementary School. All activities are subject to final approval of the Principal, or his/her designee.

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The UAS student councils are composed of representatives from grades 1-6 and 7-12. The student councils are organized in the fall with scheduled meetings held during the school year. The purpose of the

Link with organizers of International Day

Support and help organization of National Day events

Celebrate our UAS communities’ National Days

Student Councils is to develop student leadership, acquire and apply democratic decision-making principles with procedures, and provide service to the school, faculty and student body.

Actively promote mother tongue within UAS

Support and be a member of the Environmental Club

ELEMENTARY STUDENT COUNCIL A student council for the elementary school was established in 06/07, and continues to provide opportunities for students to exercise leadership in the elementary school.

SECONDARY STUDENT COUNCIL The UAS Secondary School Student Council is comprised of an executive team and student representatives from grades 7-12. The elections and interviews for the executive team are held at the end of the school year with scheduled meetings regularly held in the following year. Bylaws and other self-governing regulations shall be developed by the student council.

Student Welfare ✴

Support student community

Offer a forum for student concerns

Build positivity and support network through the school year groups (Pep rally)

Building links between different niches within our school

Organize and execute a school wide initiative to ensure that UAS is conducive to a positive and environmentally sustainable environment.

Representatives from each grade will focus on one the following portfolios: •

Community support ✴

Organize emergency relief efforts

Plan school based activities that strengthen the UAS community (Spirit Days)

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O9. SCHOOL


AUDIO VISUAL EQUIPMENT Audio-Visual equipment other than that already in classrooms, may be requested from the libraries. Please ensure the equipment is returned to the library in working condition. UAS honors international copyright laws and according to policy, will purchase, maintain, catalog and circulate only books and audio/visual materials that have been produced and distributed in accordance with copyright laws.

OFF CAMPUS USE OF SCHOOL EQUIPMENT When it is deemed essential for staff to take school equipment off campus for a school sponsored activity or professional use, the staff member must attend to the following: •

obtain written approval from the Supervising Principal or Director

undertake to repair any loss or damage

SCHOOL BUILDINGS, GROUNDS AND EQUIPMENT INCLUDING FACULTY HOUSING

ensure that no other person uses the equipment

ensure the timely return of the equipment to the school

All persons using the school buildings, grounds and equipments are expected to do so giving due attention to safe practice and the security of valuable items.

BANKING

Any damage caused during or noticed before the use of facilities and equipment must be reported to one of the school administrators.

All staff members should have a local bank account for salary transfer. Emirates Bank provides special services & promotions to UAS Employees such as credit card, car loans, personal loans, etc.

The Business Manager and / or his designee is responsible for the proper use and care of all school property.

Emirates Bank representatives will visit the school during the orientation and answer your questions also will collect accounts application and proceed with them. You will need to visit the bank one time only to collect your check book, ATM & credit card (if you applied). Please provide the accounts department with your new bank account details as soon as it is established to ensure the electronic salary transfer.

For matters requiring urgent attention please contact the Business Manager on extension 2113.

Your salary can be transferred to another local bank if you wish to have your account with another Bank.

Anyone who willfully damages school facilities or equipment will be responsible for the cost of repairs and in the case of student vandalism may be asked to leave the school.

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COPY MACHINES Staff has access to copy machines on all floors of the buildings. Student’s access to copy machines is restricted to supervised use under the direction of teaching staff. Teachers may request the photocopying of instructional materials by the following procedures: 1.

2.

One to twenty-five copies from the copy machine. Photocopy machines are located in the library, and in the Director’s office Production of 25 or more copies must be done by the CopyCenter (ground and second floors)

SAVING PAPER Teachers are encouraged to do their part in trying to save paper. We should all do our part in trying to save the world’s forests. Please think of all the trees we destroy each year with our “hand-outs” to students. We encourage you to be as accurate as possible with the number of copies ordered.

FOOD SERVICES/CAFETERIA

ELEMENTARY SCHOOL GUIDANCE The developmental needs of students in Pre-K to grade 6 are met by the services of two fully qualified School Counselors. The School Counselors are an integral system support for the school-familycommunity relationship that aims to meet the personal/social, academic, and developmental needs of children. They do this through collaboration, and consultation with parents, teachers, administrators, and community specialists. Typical issues addressed include, but are not limited to: socialization, attention disorders, behavior issues, transitional issues in a new environment, parenting and developmental concerns, and academic testing.

SECONDARY COUNSELING The Counseling Team provides many services for our Grades 7 through 12 students, these include: •

Assisting seniors through the college application process as well as holding College Night for seniors then juniors (meeting that involves sharing detailed information regarding the university application processes)

Providing documentation for all students such as preparing transcripts and recommendation letters

Running Credit Checks for potential graduates

Fine Foods currently provide food services at UAS. Any suggestions you may have for improving food services at UAS, should be addressed to the Business Manager at UAS- Mr. Ayman Khouzam.

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COLLEGE GUIDANCE

Coordinating all standardized testing

Implementing a Peer Mentorship Program

Motivating students through Counselor’s Corner

Assisting with SAT, TOEFL, ACT & IELTS applications

Tracking student progress through daily and weekly trackers

Providing individual and group counseling for students and staff

Meeting parents on a regular basis as well as holding parent support and information meetings

Opportunities are provided for students to meet with College/ University admissions personnel during the academic year.

Organizing multiple college fairs for the students of UAS and meeting with college/university representatives

Providing a College Fair/Career Day for students

Graduating students and grade 11 students are encouraged to visit Colleges/Universities abroad during the Fall and Winter recess times.

Resourcing the Child Study Team

Defining a specific focus on the progress of our Grade 7 and Grade 8 students

Transition activities from Gr. 6 to Gr. 7

Generating and administering Course Selection information

Meet with Principal to advise/update

Student-Teacher support and intervention

Providing support and advice regarding study habits, time management, conflict resolution, making good choices

The College Guidance Counselor will work closely with all 12th grade students and parents to ensure they are well informed about College/University Admissions processes. Students in grades 10-11 will be given guidance about how to prepare the transcripts and personal profiles including letters of recommendation necessary for gaining admission to Colleges/ Universities of choice.

ESOL school graduates have been admitted to many prestigious and reputable Colleges and Universities over time. It is expected that UAS graduates will follow in this tradition.

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HEALTH SERVICES

PURCHASING PROCEDURES

The first aid station located on the first floor is staffed by a full-time doctor, a registered nurse and a qualified assistant. The first aid station is open for students who may need health services from 7:45am to 4:30 pm. Students going to the clinic during class time must have a pass from the teacher whose class they are missing. An admission slip signed by the doctor must be submitted to the teacher when a student returns to the classroom. If the doctor determines that the student is too ill to continue with classes, parents will be notified and requested to take the student home. The nurse records the details of every student referral. Secondary School students wishing to sign out for medical reasons must first see the doctor to verify that this is necessary.

1.For local purchases:

Students may be referred by the school staff for vision testing, personal hygiene, or other problems related to health.

TRANSPORTATION UAS offers an orderly, efficient and safe method of bus transportation for those parents wishing to use this service. Within certain restrictions, bus services are provided door to door. Transportation service is a privilege, not a right. Students must adhere to all UAS bus rider rules to maintain the privilege of using this service. (See bus Rules, Page 29)

(a)All staff must complete the purchase requisition form and submit to the Principal’s office for approval. 2.Overseas purchases: (a).During academic year – rush order forms must be completed. (b)Annual purchase – a training will be conducted before the process of annual purchases in December.

TEXTBOOKS As teachers prepare textbooks for distribution, they must record the number and condition of the book with the student’s name. Those students at the end of the year or at the time of withdrawal with damaged or lost books will be required to pay for the cost of replacement or repair. At the end of each year, teachers should inform the business office about students who have not taken care of these financial obligations.

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10.

CHILD PROTECTION THE U.A.E. IS A PARTICIPATORY SIGNATORY TO THE UNITED NATIONS’ CONVENTION ON “THE RIGHTS OF THE CHILD”. UAS supports the rights of children and encourages all suspicions of child abuse to be reported immediately to a member of the aministration.


PROTECTING CHILDREN- UAS STUDENT-SAFE POLICY PURPOSE The purpose of this policy is to establish and maintain child-safe environments for all students at UAS. Child abuse and neglect are of growing concern in schools throughout the world. Child abuse and neglect are violations of a child's human rights and are obstacles to the child's education as well as to their physical and emotional development. Schools fill a special institutional role in society as protectors of children. Schools need to ensure that all children in their care are afforded a safe and secure environment in which to grow and develop. Educators, having the opportunity to observe and interact with children over time, are in a unique position to identify children who need help and protection. As such, educators have a professional and ethical obligation to identify children who are in need of help and protection and to take steps to insure that the child and family avail themselves of the services needed to remedy any situation that constitutes child abuse or neglect.

POLICY STATEMENT Child abuse and neglect are concerns throughout the world. Child abuse and neglect are violations of a childâ&#x20AC;&#x2122;s human rights and are obstacles to the childâ&#x20AC;&#x2122;s education as well as to their physical, emotional, and spiritual development. The Universal American School endorses the UN Convention on the Rights of the Child, of which our host country, the United Arab Emirates (UAE) is a signatory.

Schools fill a special institutional role in society as protectors of children. Schools need to insure that all children in their care are afforded a safe and secure environment in which to grow and develop, both at school and away. Educators, having the opportunity to observe and interact with children over time, are in a unique position to identify children who are in need of help and protection. As such, educators have a professional and ethical obligation to identify children who are in need of help and protection, and to take steps to insure that the child and family avail themselves of the services needed to remedy any situation that constitutes child abuse or neglect.Reporting and follow up of all suspected incidents of child abuse or neglect will proceed in accordance with administrative regulations respective to this policy. Furthermore, cases of suspected child abuse or neglect may be reported to the appropriate employer, to the respective consulate in UAE, to the appropriate child protection agency in the home country, and/or to local authorities in accordance with the UAE child rights law. The Universal American School seeks to be a safe haven for students who may be experiencing abuse or neglect in any aspect of their lives. As such, The Universal American School will distribute this policy annually to all parents and applicants, will communicate this policy annually to students, will provide training for all staff, will make every effort to implement hiring practices to insure the safety of children, and will review the policy annually for compliance and effectiveness. In the case of a staff member reported as an alleged offender, the Universal American School will conduct a full investigation following a carefully designed course of due process, keeping the safety of the child at the highest priority. 60


PROTECTING CHILDREN UAS STUDENT-SAFE POLICY PURPOSE The purpose of this policy is to establish and maintain child-safe environments for all students at UAS. Child abuse and neglect are of growing concern in schools throughout the world. Child abuse and neglect are violations of a child's human rights and are obstacles to the child's education as well as to their physical and emotional development. Schools fill a special institutional role in society as protectors of children. Schools need to ensure that all children in their care are afforded a safe and secure environment in which to grow and develop. Educators,having the opportunity to observe and interact with children over time, are in a unique position to identify children who need help and protection. As such, educators have a professional and ethical obligation to identify children who are in need of help and protection and to take steps to insure that the child and family avail themselves of the services needed to remedy any situation that constitutes child abuse or neglect. CHILD PROTECTION REPORTING PROCEDURE All staff employed at Universal American School of Dubai must report suspected incidences of child abuse or neglect whenever the staff member has reasonable cause to believe that a child has suffered or is at risk of suffering abuse or neglect. Reporting and follow up of all suspected incidences of child abuse or neglect will proceed in accordance with administrative regulations respective to this policy (refer to the following Flow Chart).

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MANDATORY REPORTING It is obligatory for faculty, staff, and administrators to report incidents of physical or psychological violence, aggression, harassment, and physical or sexual abuse immediately or within the next school day, to a school counselor who, in turn, shall inform the principal. The principal shall inform the director. Students are encouraged to report incidents for which they themselves or others may be the victims. Reporting by students may be verbal or in writing and shared with any school employee, who, in turn, shall communicate this information to a school counselor. The counselor shall gather information and provide written documentation including the date, person or persons involved, and any additional relevant information. If there is reasonable cause to believe child abuse has occurred, the counselor will report to the Principal who shall follow the steps noted in these guidelines, documenting all aspects of the investigation and resulting actions. Such actions include, but are not limited to, one or more of the following: • Conference with students involved • Parent notification • Meeting with parents • Meeting with others pertinent to the case, including the alleged perpetrator(s) • Contacting school nurse • Psychological assessment • Mandatory counseling sessions • Referral to the Child Protection Team • Reporting to child protection services • Legal action and prosecution by the authorities • Suspension or termination of employment (if a school employee) 


GUIDELINES FOR RESPONDING TO A CHILD’S DISCLOSURE •

• •

• • •

• • •

Do not let a child swear you to secrecy before telling you something. You may need to report, which the child will view as breaking your trust with them. If a child asks to speak with you, try to find a neutral setting where you can have quiet and few interruptions. Do not lead the child in telling. Just listen, letting him/her explain in his/her own words. Don’t pressure for a great amount of detail. Respond calmly and matter-of-factly. Even if the story that the child tells you is difficult to hear, it is important not to register disgust or alarm. Do not make judgmental or disparaging comments about the abuser - it is often someone the child loves or with whom he/she is close. Do not make promises to the child that things will get better. Do not confront the abuser. If the child does not want to go home, this should be considered an emergency. Report and handle immediately by contacting your school-based Support Team or the Communitybased Multidisciplinary Team. Do not take the child home with you! Respect the child’s confidence. Share with the Child Protection Team, but limit information from and with other staff. Explain to the child that you must tell someone else to get help. Try to let the child know that someone else also will need to talk with him/her and explain 
 why Empower the student by as much as possible allowing the child a part in the process. 62


FACULTY AND STAFF CHILD PROTECTION EXPECTATIONS Universal American School is committed to the safety and protection of children. This Code of Conduct applies to all faculty, staff, employees, volunteers and students who represent the school and who interact with children or young people in both a direct and/or unsupervised capacity. The public and private conduct of faculty, staff, employees, students, and volunteers acting on behalf of [name of school] can inspire and motivate those with whom they interact, or can cause great harm if inappropriate. We must, at all times, be aware of the responsibilities that accompany our work. We should be aware of our own and other personsâ&#x20AC;&#x2122; vulnerability, especially when working alone with children and youth, and be particularly aware that we are responsible for maintaining physical, emotional, and sexual boundaries in such interactions. We must avoid any covert or overt sexual behaviors with those for whom we have responsibility. This includes seductive speech or gestures as well as physical contact that exploits, abuses, or harasses. We are to provide safe environments for children and youth at all [name of school] campuses, schools, and institutions. We must show prudent discretion before touching another person, especially children and youth, and be aware of how physical touch will be perceived or received, and whether it would be an appropriate expression of greeting, care, concern, or celebration. [Name of school] personnel and volunteers are prohibited at all times from physically disciplining a child.

Physical contact with children can be misconstrued both by the recipient and by those who observe it, and should occur only when completely nonsexual and otherwise appropriate, and never in private. One- on-one meetings with a child or young person are best held in a public area; in a room where the interaction can be (or is being) observed; or in a room with the door left open, and another staff member or supervisor is notified about the meeting. We must intervene when there is evidence of, or there is reasonable cause to suspect, that children are being abused in any way. Suspected abuse or neglect must be reported to the appropriate school and civil authorities as described in the Child Protection Policy of the school. Faculty, staff, employees, and volunteers should refrain from the illegal possession and/or illegal use of drugs and/or alcohol at all times, and from the use of tobacco products, alcohol and/or drugs when working with children. Adults should never buy alcohol, drugs, cigarettes, videos, or reading material that is inappropriate and give it to young people. Staff members and volunteers should not accept gifts from, or give gifts to children without the knowledge of their parents or guardians. Communication with children is governed by the key safety concept of transparency. The following steps will reduce the risk of private or otherwise inappropriate communication between [name of school] parents, administration, teachers, personnel, volunteers, and minors: â&#x20AC;˘ Communication between [name of school] (including volunteers) and minors that is outside the role of the professional or volunteer relationship (teacher, coach, host, etc.) is prohibited.

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• Where possible, email exchanges between a minor and a person acting on behalf of the school are to be made using a school email address. • Electronic communication that takes place over a school network or platform may be subject to periodic monitoring. • Faculty, staff, and volunteers who use any form of online communications including social media (Facebook, Twitter, etc.) and text messaging to communicate with minors may only do so for activities involving school business.

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PROCEDURES: PREVENTING CHILD ABUSE AND RESPONDING TO INCIDENTS OF CHILD ABUSE Schools should focus most of their energy on implementing policies and procedures that prevent incidents of child abuse from occurring; however, schools must also have clear procedures in place for reporting and responding to suspected, observed or disclosed incidents of child abuse.

FOCUS ON PREVENTION 1.

Child Protection Policy and Procedures are distributed annually to parents and staff.

2.

School provides parents, staff and students with a common definition of child abuse (physical, neglect, sexual and emotional).

3.

Vertical curriculum written and taught to students annually that includes strategies to recognize inappropriate behaviors, respond assertively and to report incidents to school personnel and/or family members

4.

Staff Code of Conduct to give clear expectations and boundaries

5.

Student-on-student violence policy, including bullying, is publicized and implemented

6.

School leadership designs and implements procedures to ensure the safe recruitment and selection of staff

STAFF AND PARENT RESPONSIBILITY TO BE PREPARED

The policy and procedures should contain a clearly delineated reporting system that addresses the roles and responsibilities of staff, administration, parents and other adults who have access to the school campus. For example, administration is responsible for distributing the Child Protection Policy and Procedures to staff, parents and other school community members. Faculty and staff must receive regular training on how to recognize and respond to breaches of the Child Protection Policy, and the school principals must hold teachers accountable for teaching the Child Protection Curriculum. Additionally, the school administration may want to require parents to annually acknowledge the receipt and understanding of the expectations outlined in the Child Protection Policy and Procedures.

PREPARE FOR DISCLOSURES

Teaching students about child protection and making yourself a part of their support system invites them to come to you with a problem. School personnel must understand and know how to respond appropriately, knowing that it is often very difficult for children to disclose abuse. Students often cannot tell about a touching problem because of the fear of: Memory. Children often cope with their abuse by pushing it so far back in their minds that they “forget.” To remember means to feel hurt again. Loss of Love. Children often worry that their parents or friends won’t love them once they know about their abuse because now they are “dirty.” This is often because children will take responsibility for their abuse. Children also often fear the separation of their family because of the telling. Offenders work hard to reinforce these feelings in order to keep the child silent. 65


Shame & Guilt. Children either know or can sense that what happened, especially a sexual experiences with an adult are wrong. By telling someone and acknowledging that this happened, they fear the shame of the abuse. They fear they will get into trouble for telling. Older children will experience more of a sense of guilt than younger children, especially in sexual abuse. Blame. Children fear that they will be blamed for what happened and in the case of sexual abuse that they somehow wanted it. Adults tend to be believed over the child and offenders often state that the child “asked” for the sexual touch or other abuse. Harm. Offenders often maintain control over their victims by threatening harm to them or their families if they tell. Children are then burdened with the inappropriate responsibility for keeping their families safe.

ALLEGATION AVOIDANCE POLICY •

Avoid situations in which you are alone with a child. This includes not transporting youngsters alone in your car. When it is necessary to speak privately with a child, find a space out of earshot, but within sight of others for your conference.

The privacy of children in situations such as toileting, showering and changing clothes should be respected. When it is necessary to supervise children in these situations, at least two adults should be present and intrude only to the extent that the health and safety of the children require. Adult volunteers should preserve their own privacy in these situations also.

Avoid touching areas that are normally covered by swimming suits; breasts, buttocks, and groin. When hugging is appropriate, hug from the side over the shoulders, not from the front.

Sexual jokes, comments of a sexual nature, kissing, sensual massages or sexual gestures are not appropriate behavior for an adult staff member or volunteer.

When volunteering to supervise overnight activities, adults will not share sleeping quarters with children other than their own.

Revealing personal information about one’s sex life by an adult volunteer or staff member is never appropriate.

Do not use corporal punishment in any form

It is the adult’s responsibility to set and respect boundaries. When a child attempts to involve an adult in inappropriate behavior, the adult must reject the overture.

Understanding these fears of disclosure will help in your appropriate response. PLEASE NOTE: TEACHERS ARE NOT INVESTIGATORS. YOUR ROLE IS TO LISTEN AND RESPOND TO DISCLOSURES IN ORDER TO DETERMINE THE NEXT STEP FOR STUDENTS TO GET THE HELP THEY NEED. WHEN APPROPRIATE, A REQUEST FOR AN INVESTIGATION MUST BE COMPLETED.

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EMPLOYEE SCREENING The first and most effective means of preventing child abuse is screening out potential abusers before they come to the school. All personnel, staff, teachers, volunteers, and other members of the community whose potential employment or volunteer service involves direct contact with, and/or the potential for unmonitored access to children (including any individuals who regularly provide transportation to children) will be given thorough reference and background checks. The school Director along with school principals and the school’s business manager are responsible for initiating and evaluating the applicants for positions that require background checks. The background check includes: • A written application and a “statement of suitability” requiring a signature stating that the applicant knows of no reason or prior circumstance that would preclude him/her from working safely with minor children • A personal interview • Credential check depending on position being sought • Reference checks • Sex offender registry check in some Western countries • A statement that all background screening accomplished by or on behalf of the organization will comply with relevant privacy laws. UAS reserves the right to conduct background screening and make this explicitly clear to employees and volunteers, at any time after employment or volunteer service has begun – and will do so periodically. This policy serves notice to all employees that any misrepresentations, falsifications, or material omissions in the

information provided to the school during the application, interview and hiring process, whenever discovered, may result in disqualification from, or termination of employment or volunteer service with UAS. If a check indicates that the applicant has an adult criminal record it must be reviewed by the school and placed into one of the following three categories: 1. Permanent Disqualification: permanently disqualified from working with children because of the particular criminal offense 2. Presumptive Disqualification: before a determination can be made the school can review additional information and consider: • The relevance of the criminal offense to the nature of the employment or volunteer service being sought; • The nature of the work to be performed; • The seriousness and specific circumstances of the offense; • The age of the candidate at the time of the offense; • The number of offenses; • The length of time since the offense occurred; • Whether the applicant has pending charges; • Any relevant evidence of rehabilitation or lack thereof; • Any other relevant information, including information submitted by the candidate or requested by the hiring authority. 3. Discretionary Disqualification: infraction is minor enough that hiring decision can be left to the discretion of the school.

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ANNUAL PARENTAL NOTIFICATION

A r t i c l e 3 4 - S e x u a l e x p l o i t a t i o n
 The State shall protect children from sexual exploitation and abuse, including prostitution and involvement in pornography.

Annually the director will send an email message to all parents and post information on the school’s website providing notification of the school’s child protection policy. See sample below:

By enrolling your child at UAS, you agree to work in partnership with the school and abide by the policies adopted by the administration. All of us at UAS want you to know that we genuinely value our partnership with you in providing for the safety and care of your children. It is for this reason that UAS has endorsed a Child Protection Policy that defines the standards by which all UAS students should be treated with respect and dignity at all times.

Dear Parents, I am writing to inform you of a matter that is of sincere personal interest to me and is one that I hope is of utmost importance to all of you. I would like you to know that the Universal American School in Dubai has adopted a Child Protection Policy to guide our staff and families in matters related to the health, safety and care of children in attendance at our school. In fact, I am required by this policy to send this letter to parents at the beginning of each school year. Thus with this letter not only am I fulfilling my assigned duties; I also have the opportunity to write to you about this important aspect of our school’s program. The Universal American School in Dubai Child Protection Policy is based on international law and on the United Nations Convention on the Rights of the Child of which the UAE is a signatory. These two key articles from the U.N Conventional on the Rights of the Child are important and we wish to draw your attention to them: Article 19 - Protection from abuse and neglect 
 The State shall protect the child from all forms of maltreatment by parents or others responsible for the care of the child and establish appropriate social programs for the prevention of abuse and the treatment of victims.

As part of our overall educational programs and specific to our shared responsibility to educate children and to ensure a safe environment in which all children can learn and grow UAS will: •

Provide age appropriate lessons for all grade levels to help students understand personal safety, needs and rights.

Provide parent materials and information sessions to help you better understand our programs and policy.

Annually train faculty and staff to recognize and report issues of abuse and neglect.

Let’s work together at home and school to ensure that our children are safe and are knowledgeable about their rights and responsibilities to themselves and to each other so they can grow and learn free of fear in a safe and supportive environment. I thank you for your support of our efforts and invite you to contact your school counselor or principal regarding any specific questions you may have in this regard. Sincerely, Director, UAS

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GUIDELINES FOR CHILDREN WITH MEDICAL EMERGENCIES: If a child has a life-threatening or serious emergency, emergency MEDICAL CONDITIONS Students must have a “Permission to Give Medications” form on file with the nurse in order for medications to be given. All over the counter stocked medicines have the prior written approval of the school physician as well as the Department of Health for Dubai. Any medicine sent to school by a parent to be given to a student during school hours needs to be accompanied by a completed medication form available in the school clinic. The medication and written note should be taken to the health clinic to be recorded and stored.

action appropriate for the well being of the injured student is initiated. The school nurse or designated administrative staff will notify the person listed in the school records as the emergency contact. In extreme emergencies, an ambulance will be called and the student will be transported to the nearest hospital.

NO student will be taken home or sent home unless a parent, or someone designated by the parent(s), is at home to accept the responsibility for the student.

First Aid Treatment: • Parents will be notified in the following situations: • Severe Abdominal Pain • Nausea, vomiting and diarrhea, if persistent • Temperature of 37.0 C or more • Any problem about which there is serious concern

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11.

PROFESSIONAL EXPECTATIONS AND GUIDELINES


TEACHER RIGHTS AND RESPONSIBILITIES The effectiveness of the educational program is determined by the degree to which the teacher discerns and ministers to the needs, interests and abilities of the students. Esol Education considers the teacher the key personality contributing to the success of the students in the School. Only a mentally, physically, socially and emotionally healthy and mature individual can function with maximum effectiveness. Teachers must consider teaching their primary job, to which, their allegiance and energy are due. The continued growth and progress of the school depends on the wholehearted zeal of the staff, both teaching and non-teaching members, in working together. Teachers are encouraged to participate in community activities, so long as they do not accept community responsibilities that interfere with their regular schoolwork. As members of a profession, teachers should realize there might be occasions, beyond the normal school day, when their services will be needed for various educational activities. They will be expected, therefore, to participate when called upon in such meetings, staff development activities as curriculum improvement, study programs, school community projects and extracurricular activities. In addition, the administration and each individual teacher will ensure that students are supervised at all times. Teachers are also expected to fulfill their obligations according to the instructions issued by the Head of School. Since the Head of School is the recognized professional leader of the School, it is with him/her that teachers should discuss their organizational, administrative and instructional problems. Teachers should likewise encourage parents/guardians to discuss with them matters pertaining to the individual classroom

situation prior to conferring with the Head of School. It is the desire of Esol Education that all matters be discussed and problems solved by those immediately concerned and are taken to higher authority only when adequate satisfaction cannot be obtained otherwise. All personnel have a legal obligation to keep complete and accurate records along with reports and to submit them promptly when due. As teaching professionals, our goal is to provide students with positive, meaningful learning experiences. The following description describes the attributes and responsibilities of all teacher professionals at Esol Education. It should be used as a guide for self-evaluation and reflection on one’s teaching and other professional activities.

TEACHER INSTRUCTION • • • • • • • • • •

Demonstrates deep knowledge of subject matter. Utilizes a variety of teaching strategies. Uses media other than textbooks to enhance the presentations. Maintains high expectations for student performance. Provides learning opportunities that are challenging to students. Responds to student ideas and opinions positively. Shows flexibility to student needs. Transmits personal knowledge of subject matter into meaningful relevant experiences for the learner. Presents subject materials and ideas at the instructional level of the class. Incorporates problem-solving techniques in instruction. 71


• • • • •

Employs instructional techniques effectively. Checks for understanding. Provides corrective feedback. Provides time for individualized help. Brings lesson to a conclusion.

PLANNING AND ORGANIZING • • •

• • •

Maintains a seating chart and refers to students by name. Has clear, complete lesson plans. Maintains grade books that are neat, easily understood by evaluator, and reflect adequate grades to assess student performance. Prepares supplemental materials prior to class. Keeps all groups and individuals on assigned tasks. Demonstrates flexibility in planning, organization, and implementing instructional activities.

Classroom Materials and Tests: o Prepares materials that are neat and legible. o Prepares materials that display correct grammar and spelling. o Uses appropriate test material. o Shows relationship of test to course of study objectives. o Uses both objective and essay tests.

• • • •

• • •

SECURING STUDENT PARTICIPATION • • • • • • • •

QUESTIONS/COMMUNICATIONS •

Presents questions that encourage answers that involve a variety of responses at different levels of learning including recall, comprehension, and application level of questions.

Allows appropriate wait time. Presents questions that prompt evaluative thinking. Gives explanations that are clear and concise, and are geared to the students' level of understanding. Demonstrates communication skills that include proper grammar, varying voice projection, and the use of nonverbal reinforcement. Uses introductory techniques that help students recall previous lesson and stimulate their interest in the lesson. Introduces vocabulary and difficult concepts prior to assigning a new lesson. Uses follow-up and summarizing techniques to reinforce the objective of the lesson.

Positively reinforces student responses. Encourages students to ask as well as answer questions. Encourages students to present information independently. Encourages students to work in small groups in problem solving. Encourages students to be aware of assignments and be involved in the lesson. Displays enthusiasm and interest for the student. Uses a variety of motivating techniques and demonstrates an enthusiasm for the subject. Communicates assignments, directions, and concepts clearly. Involves all members of the class.

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CLASSROOM ATMOSPHERE AND MANAGEMENT

Maintains an academic atmosphere that is conducive to learning. • Demonstrates a good rapport between students and teacher. • Shows evidence of teacher control of classroom activity. • Displays a consistent level of expectation of student behavior. • Treats all students fairly and consistently. • Displays the ability to work with students of different learning styles. • Displays student work. • Keeps a physical environment that is inviting, clean, and free of clutter. • Insists that students respect books, furniture, school and personal property. • Promotes students' tolerance of one another and encourages respect for their individual differences. • Exhibits effective use of bulletin boards and classroom displays. • Posts classroom and school rules, and explains appropriate consequences. Interpersonal Relationships • Assists other staff members by assuming a proportionate share of non-classroom duties. • Assists in cooperative staff planning for effective programming in the building. • Cooperates in the sharing of equipment, supplies, facilities, etc.

• • •

Works cooperatively with other school personnel. Deals courteously with others involved in school affairs. Maintains positive relations with students and staff members. • Supports school regulations and policies. Professional Practices • Maintains the confidentiality of student records. • Shows evidence of professional growth. • Attends faculty and department meetings, and school functions. • Serves on school committees. • Keeps current in knowledge of subject matter and educational research. • Utilizes school support staff when appropriate to meet the needs of students. • Accepts suggestions for improvement. • Handles responsibility of communicating schedule changes, field trips, etc., to appropriate staff. • Provides adequate/appropriate materials for substitute teachers. • Maintains proper records, including attendance and grade books. • Self-evaluates lessons and teaching techniques. • Exhibits a willingness to participate in school activities. • Communicates professionally with colleagues concerning mutual students. • Communicates goals and expectations to parents. • Communicates concerns regarding students with parents when necessary. • Arrives on time and leaves appropriate to job assignments.

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CLASSROOM DISCIPLINE Looks upon discipline as a means of developing student self-control and realize that it is therefore an essential part of every good learning situation. Classroom discipline is essentially the teacher's responsibility and only cases of a serious emergency are to be referred immediately to the office. The teacher is expected to have tried several approaches to solve routine discipline problems prior to referring the student to the office. At a very minimum, parent contact, isolation, and a detention with the teacher must have been tried. Good teachers recognize their responsibility as members of the school staff and exert their influence for developing self-control with all students in all parts of the school, as opportunities present themselves to do so. Generally speaking, an important part of your job as a teacher is to handle discipline problems effectively. When you need advice for handling a group or an individual, consult a fellow teacher, your department chairperson, a guidance counselor, or a Leadership Team member. The following are some principles leading to successful classroom discipline and control. • Be prepared for class. Ten seconds of idle time can develop into 10 minutes of problems. • Make your assignments reasonable and clear. • Be a good and neat dresser and be friendly. • Be prepared for the unexpected. • Keep rules to a minimum, basic rules are needed, but many rules have no real purpose. • Be consistent every day. • It is never appropriate to punish a whole class for the actions of a few.

Never say anything to a student in front of a class that you would not say in the presence of your Head of School. • Never humiliate a student in front of others. • Students have plenty of friends. Don't be a "friend" be a teacher. • Don't be afraid to apologize. • Use the telephone. Let the parents work with you. • Never argue with a student in front of the class. • Be enthusiastic, it's contagious. • Do not scream. Increasing sound volume does nothing but make noise. • Know your students' hobbies, interests, problems, friends, etc.; show a sincere interest in these things. • Keep Leadership Team members informed when dealing with problem students.

UAS FACULTY ABSENCE/LEAVE POLICY It is vitally important students’ learning is not interrupted when their usual class teacher is absent. In order to ensure normal routines are carried out, expectations maintained and learning continuous; arrangements and access to planning and work set for absent faculty is part of the custom and practice within UAS. The Director maintains the right of deciding whether an employee’s absence is considered an unauthorized absence. Such an absence is one not approved beforehand by the Director, and for which no explanation was provided that meets the Director’s approval. Unauthorized absences will be considered as unpaid days. 74


School sponsored trips or activities, as well as school-sanctioned professional development and training, are not considered sick/ absence days. For the purpose of calculating the annual noabsence bonus, all days of sick leave, unpaid leave, absent days (including a personal business day), and long-term disability days are included. School times for teachers are from 7:30-3:30pm Monday through Thursday, Sunday 7:30-4:30 pm (if a faculty meeting is scheduled). No teacher is allowed to leave the school earlier unless permission has been given by the Principal or Deputy Principal. If permission is not granted this may be considered as professional misconduct. STAFF LEAVING CAMPUS Staff leaving campus during working hours must sign out and back in at the reception desk. Staff needing to be off campus for more than 60 minutes must obtain approval from their respective Principal. As a courtesy, please also notify your school division office staff.

SICK LEAVE Professional Staff members shall be paid for up to 7 sick leave/ absence days per year. For sick leave in excess of 7 days per year, the teacher’s daily pay, which is based on 22 working days per month, shall be withheld. If the staff member is suffering from a long-term disability, which is a physical disability that prevents the staff member from working for a period of 90 days or longer, than he/she will receive 75% of his/her salary for a period of up to four months, provided the staff member presents medical documentation confirming the nature and term of the disability.

A doctor’s note must be provided for absences longer than 2 days or when a sick day is attached to a weekend or vacation period. Should a staff member not be able to complete a full day of work, it will be the Principal’s/Director’s discretion whether a half day or full day of absence is recorded. Once permission is given by the Principal for the teacher to leave, teachers should inform their respective CL’s or TL. If a teacher leaves before the end of the day they must sign out in the School book at reception with their name and time of departure. Doctor/dentist/personal appointments All doctor’s, dental and personal appointments are to be made outside of school hours where possible, unless it is an emergency.

PERSONAL DAY Administrators, full-time teachers and other full-time professional staff are authorized one paid personal day each year. This personal day is available to use for emergencies such as embassy business, court appearances, etc. Personnel wishing to use the paid personal day shall give a written request to his/her supervisor at least three days in advance, and the request must detail the reason for the day to be taken. The Director or Supervisor shall approve the request. The day may not be attached to a school holiday or vacation without prior approval from the Director, and they do not accumulate from year to year. This day is not included in the 7 days of paid sick leave to which each employee is entitled. Only teachers who are leaving UAS that year may request a personal day in June.

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ANNUAL LEAVE

JOB SEARCH LEAVE

Teaching staff shall receive annual leave of sixty (60) days of full pay. Administration and Support Staff shall receive annual leave of forty-five (45) days of full pay, with actual leave to be taken as 10 days during winter break and 35 days during the summer, and should resume duty no later than August 15.

This policy is applicable only to those foreign hire teachers recruited outside the UAE. Leave days with or without pay for the purpose of searching for new employment situations are granted in the following manner: •

BEREAVEMENT LEAVE In the event of the death of an immediate family member, defined as a mother, father, sister, brother, son, daughter, or spouse, the school will allow the teacher an absence of up to five working days. The teacher may apply for a loan from the School to cover the cost of travel to and from the site of services.

• •

Can only be granted to an individual once during employment at UAS. First year of employment: No days granted. Second year of employment: Teachers may apply for up to one day with full pay for the purpose of job searching. An additional two days may be requested for which salary will be reduced by 50% on prorated daily pay only if the teacher finds a UAS colleague who is willing to cover their classes at no cost to UAS. (Pro-rated daily pay is based on 174 days) Third and subsequent years of employment: Teachers may apply for up to three days with full pay for the purpose of job searching. Principal’s approval of substitutes is required.

MATERNITY LEAVE The school shall provide maternity leave with full pay for a period of fifty days for full-time classroom teachers; ten days before the birth and forty days after. Only absence during the academic year shall be paid leave. The teacher may return to work before the fifty days have expired if she has a letter from her doctor stating good health. Upon return to full time work, every effort will be made to assign the teacher to her former class. Maternity leave is provided for full-time teachers who have completed no less than one year of service at 76


the school. Failing the completion of the said service period, the maternity leave shall be on a half-salary basis. Once an employee resigns, there will be no benefits entitlement (maternity leave, job search leave, bereavement leave, etc.) after the last day of employment. For other leave types see the ESOL Policy manual. (ShareWithEveryone:\HR\ESOL Policy Manual)

FACULTY MEETINGS/OTHER DUTIES Department, school or whole faculty meetings are scheduled on Sunday afternoons and may last until 4:30 pm. Teachers should keep this day free from after school appointments or other conflicts. All faculty and staff members at UAS are considered on duty at all times. In addition there are four times during the day when scheduled supervision of students outside the building is required: before school, during recess, during lunch, and after school. It is expected that teachers will be supervising student movement in the corridors between classes. Teacher preparation periods start with the beginning of the class, as opposed to the end of the preceding class. Teachers will be assigned duty for specific days or weeks. Coverage of your duty is your responsibility. Students are to be supervised by teachers at all times during the school day to avoid accidents and other problems.

GIFTS It is common practice in Arabic cultures to give small gifts in appreciation of a teacher’s hard work. While gifts of an appreciative and modest nature may be accepted, staff members are urged to use caution. Gifts that are given with the possible intention of altering a teacher’s judgment or actions concerning a student are not to be accepted under any circumstances. Gifts of substantial value (greater than AED 250) should be reported to the administration.

DOMESTIC SERVICE POLICY All foreign hire teachers who employ domestic help should provide the business office with a copy of the person’s identity papers, phone number, if any, and residence address. Discretion should be used when given apartment key to domestic helpers or to other individuals. Before employing a domestic helper the teacher is encouraged to do a background check. It is the teacher’s responsibility to pay the domestic helper any national social security benefits that may be required by UAE law.

END-OF-SERVICE BONUS PAYMENT The end-of-service bonus payment at UAS is paid in accordance with UAE law. An English version of UAE Labor Law can be found on the Ministry of Labor’s website at www.mol.gov.ae . Article 132 of the Labor Law addresses severance pay.

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As per UAE law, for each of the first five years of service, an employee is entitled to 21 calendar days of base salary as severance pay, and 30 calendar days of base salary for each additional year of service. The end-of-service bonus payment is calculated as follows:

For all other teachers, full June and July salaries are paid in the week before school closes for the summer. Teachers who join UAS after the academic year has started will receive summer pay prorated to their working period (calculated as six days per month based on a ten-month academic year).

(Annual Base Salary of Employee) ÷ 12 = ___ ÷ 30 = ___ x 21 x (Number of Years Worked, up to 5 years) Plus (Annual Base Salary of Employee) ÷ 12 = ___ ÷ 30 = ___ x 30 x (Number of Additional Years Worked beyond 5 years)

ANNUAL AIRFARE TO HOME OF RECORD

For example: A teacher who resigns after working at UAS for two years and whose last annual base salary was AED 138,600 will receive the following end-of-service bonus payment: AED 138,600 ÷ 12 ÷ 30 x 21 x 2 = AED 16,170 The end-of-service gratuity is calculated based on the most recent base salary. Days of absence from work without pay are not included in computing the period of service. The law states that employees need to complete at least one full year of employment to qualify. If an employee under a limited period contract resigns before the end of the contract period, he/she shall not be entitled to end of service gratuity unless the period of his continuous service exceeds five years.

Teachers shall be entitled to annual economy class travel to his/her home of record. For teacher’s summer travel, UAS obtains quotes from 2 travel agencies and 2 websites for travel from Dubai to your home of record. These quotes are compared and a reputable airline with a layover of no more than 5 hours is found.  The teacher is then asked whether he/she would like UAS to book the ticket or to give him/her the cash equivalent of that ticket. Teachers who resign before their two-year contract expires forfeit home leave airfare, shipping allowance and any other accrued benefits. Please refer to contract stipulations.

SUMMER PAY If a teacher works a full academic year, they shall be entitled to paid summer vacation. For first year returnees, June and half of July salaries are paid in the week before school closes for the summer, and the remaining half of July is paid with August salary in August. 78


CHANGES TO AIRPORT/ADDRESS OF HOME OF RECORD Requests to change the “Address of Record” or “Nearest Airport to Home of Record” listed on the employment contract must be submitted in writing to the Director for approval, and must be accompanied by documentation showing proof of change. Changes submitted at any time other than contract issuance, and which are approved by the Director, will go into effect for the following contract year’s summer travel.

HOUSING FOR OVERSEAS HIRE TEACHERS 1. Furnished housing is provided for overseas-hired personnel. Single teachers may have to share apartments. 2. Single teachers who do not wish to share school-leased apartments may be assigned an apartment alone. In this case, the teachers must pay a premium on the rental fees as stipulated in the lease agreement. 3. A list of furnishings that are provided for the apartments is maintained in the business office. 4. The maintenance of UAS-leased housing is the responsibility of the school. In order to have repairs executed and to face emergency situations, an apartment key will be kept in a secure place at the school’s central offices. 5. Teachers must complete a work order for all work to be done in UAS-leased apartments and turn it in at the ESOL office. 6. Teachers who are assigned to school-leased apartments are required to keep the apartments for one school year. If the

teacher does not wish to use a school-leased apartment, he/she must inform the school in writing before May 1st that he/she intends to rent an apartment for the next school year. 7. New overseas-hired and returning teachers may also elect to find their own apartments. 8. In situation (7) above, the rental allowance stipulated in the contract is given upon presentation of the lease agreement. In case the rent is below the allowance provided by the school, the teacher will receive the amount indicated in the lease agreement. 9. UAS does not provide furnishings or maintenance for the privately-rented apartments. Teachers are advised to rent their apartments near the school established routes to be certain they can use school busing to and from the school 10.Contracts for non-school leased apartments must be reviewed by the school's business office prior to signing. 11.School rentals end June 30. If a teacher decides to leave the school-leased apartment during the academic year, he/she will not be entitled to any housing allowance for the remaining period. 12.Second-year, overseas hire teachers will have the opportunity of selecting another school-leased apartment of their own choosing with the approval of the administration. 13.Once a teacher has elected to move out of the school-leased apartments, he/she may not return to living in school apartments except at the beginning of the new school year. Requests for returning to school apartments should be submitted to the Bus Manager once the communication is circulated

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ARRIVAL/DEPARTURE OF FACULTY AND STAFF Teachers are expected to be in the school building at least twenty minutes before the school day begins for students (i.e. teachers arrive at 7:30 am). Teachers must not leave the school prior to 3:30 pm. They may be required to stay until 4:30 pm on Sundays. However, buses normally depart at 4:00 pm and 5:00 pm Sunday through Thursday. Before school and after school duty lists are distributed during the semester and may require different hours for teachers during those particular times. Teachers who need to leave school briefly during school hours should receive authorization from their supervising Principal and sign out and back in again at the Reception Desk so that all staff may be accounted for in an emergency evacuation. Support staff hours are from 7:30 am to 4:00pm daily. Any staff member requesting a day off for reasons other than illness must obtain the Director’s approval. Please note that no ‘personal days’ will be granted unless there are exceptional circumstances.

PUBLICATIONS All publications representing UAS in any way must be cleared by the Director before printing and publishing. This includes all forms of electronic/digital media.

PARENT COMMUNICATION When communicating with parents please focus only on the academic and personal development of the students in your care. Communications about matters of policy and procedures promotion and retention are in the domain of the Principals and Director.

KEEPING PERSONAL ITEMS SECURE Because of the number of people that come in and out of the building, staff members need to be diligent in protecting personal property. Personal items should be in a locked class or filing cabinet when the staff member leaves their room or office. If you have a class or filing cabinet that does not lock please contact your Principal.

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TUTORING In accordance with Esol Education policy and as stated in the employment contracts, teachers are required to attend one after school meeting, be available one afternoon for free tutoring and participate in one after school activity per week.

TUTORING GUIDELINES:

Private tutoring must not interfere with these obligations. There are also strict UAE work visa regulations which must be adhered to. Teachers must not engage in excessive tutoring that would be perceived as a ‘business’ or ‘employment’ beyond that of the school’s signed contract..

• NO TUTORING at lunch time.

UAS teachers may tutor our students under the following conditions:

• No money should be exchanged between the teacher and parent. Parents must submit payment to the school business office and that payment will be paid to the teacher at the monthy pay period.

1.

2. 3.

Only when approved by the Principal and Director and this must be done before tutoring begins.

• The tutoring should occur at school, not at home of child. • Tutoring can only occur after 4:15 PM.

• A tutoring form must be filled out and submitted to the Principal for each student tutored BEFORE tutoring begins. • The rate of reimbursement is not to exceed 200 dhs per hour.

• The tutoring is to be done on a “one-on-one” basis, i.e. one student, alone with the teacher.

Only in severe cases When the request is initiated by the parent

• A teacher may not tutor his/her own student, unless prior approval is given by the Director.

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TEACHER CODE OF ETHICS & OUTSTANDING TEACHER JOB DESCRIPTION

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EDUCATIONAL COMMITMENT AND TEACHER CODE OF ETHICS

members of the Esol Education community to promote improved learning experiences. Esol Education teachers, parents and administrators work together as a functional team to improve educational excellence within the school community.

Educational Commitment Esol Education administrators and teachers are committed to the highest standards of the teaching profession and mutually support each other in meeting the needs of the students and school community. We value open communications and consistency by all

Professional Appearance All Esol Education professional staff members will maintain a high level of professional appearance. Men are encouraged to wear ties 82


and are required to wear a buttoned shirt or a polo shirt with slacks. No jeans of any color, t-shirts, or similar apparel are permitted. Women are expected to dress appropriately in dresses, skirts, dress pants, blouses, and dress shirts. No jeans of any color, revealing or tight-fitting garments, or t-shirts are permitted.

Teacher Code of Ethics The primary responsibility of a teacher is to those whom they teach. In meeting those responsibilities to the learner. The teacher will: • Teach in a manner that respects the dignity and rights of all persons without prejudices; •

Recognize that each learner is a unique individual and what is required for their learning may vary;

Base their professional practice on continuous professional learning;

Not divulge information about a student received in confidence or in the course of professional duties;

Not intentionally expose students to embarrassment or disparagement.

Teachers recognize that they work in collaboration with the parents of their students. They also understand professional decisions must be weighted towards what is judged to be in the best interest of their students. Teachers will strive to: • Make every effort to encourage parents to involve themselves actively in the education and welfare of their children;

Recognize the right of a parent to be consulted about any matter that concerns the future development of their child;

Establish open, honest and respectful relationships with parents of their students.

Teachers are vested by the public with trust and responsibility, together with the expectation that they will help prepare students for becoming a contributing member of society. To this end teachers will: • Teach and model those positive values that are widely accepted in society and encourage learners to apply them and appreciate their significance; •

Actively support policies that promote equality of opportunity for all.

Teachers have voluntarily accepted to become a member of Esol Education and as such will meet the conditions of the contract to which they agreed. Teachers will: • Fulfill all contractual obligations to Esol Education unless released by mutual consent; •

Respect the staff, fellow teachers and leadership of Esol Education and strive to be a positive and successful team member of our schools;

Act in the community in a manner that enhances the prestige of the teaching profession and reflects positively on Esol Education Schools and its staff.

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Teachers shall exert effort to maintain Esol Education professional standards and promote a climate that encourages the exercise of professional judgment and trust among colleagues. Teachers shall: • Recognize the obligation to improve his/her effectiveness as a teacher in every way; •

Respond unselfishly to colleagues seeking professional assistance;

Respect the professional standing of his/her colleagues and maintain the highest standards of professional courtesy with them; •

• •

the date of his/her receipt of the written response from the school administrator. The Head of School shall provide a written response to the Professional Staff member within five school days of his/her receipt of the staff member’s written appeal. If the staff member believes that the Head of School has not addressed the situation adequately, the staff member may appeal further in writing to the Esol Education Senior Executive Board within five days of his/her receipt of the written response from the Head of School. After investigating all the facts and circumstances relevant to the staff member’s grievance, the Esol Education Senior Executive Board will provide a written response to the staff member. The decision of the Esol Education Senior Executive Board will be final and binding upon all parties.

Teachers will not undermine the confidence of students with their colleagues; Respect proper channels to raise concerns or questions regarding school policies or procedures Act in a manner, which maintains the honor and dignity of the profession

STAFF COMPLAINTS AND GRIEVANCES Staff members of Esol Education Schools affected by decisions or treatment they regard as unfair have a right to appeal. In such cases, the staff member should appeal the decision or treatment in writing to the appropriate school administrator, who shall provide a written response within five school days from the date of his/her receipt of the staff member’s written appeal. If the staff member believes that the administrator has not addressed the situation adequately, the staff member may appeal further in writing to the Head of School within five school days from

OUTSTANDING TEACHER JOB DESCRIPTION 84


QUALIFICATIONS: 1. College degree with a teaching emphasis or completion of a recognized teacher preparation program. 2. Teacher certification and teaching experience in Grades PREK-12. 3. Commitment to becoming an â&#x20AC;&#x153;Outstanding Performing Teacherâ&#x20AC;?. REPORTS TO: Principal INTERFACES WITH: Students, colleagues, parents, support staff and administration personnel JOB GOAL: To demonstrate competencies, attitudes and aspirations in accordance with outstanding teaching performance attributes as defined in each of the following domains: 1) Learning Environment; 2) Planning and Preparation; 3) Instruction and Learning; 4) Assessment; and, 5) Professional Behaviors.

I.Learning Environment An outstanding learning environment will ensure; I-A Students are highly motivated and engaged (student engagement) I-B A climate of respect, order, learning and risk taking is created (respectful, confident) I-C Learning occurs in a safe, caring and encouraging environment (safe, caring)

I-D The teacher is a positive role model and exudes a passion for teaching (role modeling) I-E The learning environment is stimulating and interactive (active learning) I-F Inter-cultural awareness is embraced and practiced daily (celebrating difference) II.Planning and Preparation Outstanding planning and preparation will ensure; II-A Technology and other resources and are used effectively to engage and extend learning (tools for learning) II-B Clear learning objectives are evident and understood by students (purposeful) II-C The teacher exhibits content and knowledge mastery of relevant subjects and curriculum (deep knowledge) II-D Planned activities articulate cross curricula links and differentiated instruction (integrated, personalized) II-E Planning and development of the written curriculum on atlas Rubicon (purposeful, deep knowledge) III. Instruction and Learning Outstanding instruction and learning will take place when;

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III-A Independent and collaborative deep learning is occurring (individual, group, embedded) III-B Students are participatory learners, developing a love of learning (student passion) III-C Expectations and quality of work is high and contributes to student achievement (excellence) III-D A holistic, differentiated approach ensures the needs of all are being met (individualized, multi-dimensional) III-E Teacher questioning invokes critical and analytical thinking (excellent questioning) III-F Learning is purposeful and linked to real life applications (application, practical) III-G Sessions are well paced, structured, and arouse studentâ&#x20AC;&#x2122;s intellectual curiosity (momentum, inquiry)

IV-A Diverse assessment approaches are used to inform pedagogical practice (assessment for learning) IV-B Data is used wisely and strategically to monitor student attainment and progress (data links to practice) IV-C Students are knowledgeable and skilled at reflective, analytical self-assessment (reflective learners and selfassessors) IV-D Individual student feedback is timely and informs learning (feedback links to learning) IV-E Accurately records student assessment results in school management system (synergetic) V. Professional Behaviors Outstanding teachers; V-A Works collaboratively with colleagues (collaborative)

III-H Instruction is informed by an understanding of the learning process, student abilities and prior knowledge (constructivism, adaptability) III-I effectively uses the school learning management system (portal) to support student learning beyond the classroom. (practical, adaptability, excellence) IV. Assessment Assessment is outstanding when;

V-B Act as a resource to colleagues and willingly share expertise (open, giving) V-C Acknowledge and celebrate the success of others (team player) V-D Contribute positively to school life and ethos (attitude exemplifies school ethos) 86


V-E Engage proactively and positively with others (constructive relationships) V-F Commit to professional growth and development (continuous learner) V-G Seek opportunities to engage meaningfully with the broader school community (beyond the classroom) V-H Value the importance of studentâ&#x20AC;&#x2122;s mother tongue (respects centrality of mother tongue) V-I Communicates effectively with parents with regards pupil achievement and well-being (meaningful reporting to parents) V-J Meets all contractual obligations ___________________________________ *Sources: John Hattie (University of Auckland and ACER) )2003, 2009, 2014) UK Department for Education Teachers Standards (June 2013) Existing UAS and DIS Teacher Job Descriptions DSIB Inspection Handbook 2013

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TEACHER PERFORMANCE APPRAISAL POLICY

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TEACHER PERFORMANCE ASSESSMENT EDUCATIONAL SERVICES OVERSEAS LIMITED

POLICY STATEMENT: TEACHER PERFORMANCE ASSESSMENT Statement of Policy: ESOL teachers shall participate in an annual process of performance assessment.

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PURPOSES OF THE POLICY: This Teacher Performance Assessment policy will: •

Improve the learning experiences of every student in ESOL schools.

Guide the professional growth of teachers in the context of improving teaching and learning.

Promote professional collaboration amongst ESOL teachers and schools.

REQUIREMENTS OF THE POLICY: 1. Teachers in each ESOL school shall be grouped according to the following criteria: • •

Teachers who will develop an annual professional growth plan (all teachers). Teachers who will both develop an annual professional growth plan and participate in a process of formal assessment of their teaching.

TEACHER PERFORMANCE ASSESSMENT

2. Teachers who will participate in the formal performance assessment process will be: •

Teachers who are new to the ESOL school at which they are employed • ESOL teachers who were not formally assessed in the previous year • Teachers who, in the judgment of the school’s administration, would benefit from participating in a formal evaluation process. 3. Teachers who are new to ESOL schools shall participate in a formal assessment by the middle of November of their first year as an ESOL teacher. If there is a need for a second assessment process, it shall be completed by the middle of December of the first year. Copies of the final assessment report(s) will be kept on file in both the office of the school and in the central ESOL office. 4. Teachers who have been employed at their current school for more than one year and who are scheduled to participate in a formal performance assessment shall be assessed by the end of January. 5. Teachers may request to participate in the formal performance assessment process at any time upon application to their Principal/ Director. 6. At a minimum, all ESOL teachers shall undergo a formal assessment process every two years. 7. The process of teacher performance assessment used in each school shall be modeled on the process outlined in the Appendixes attached to this policy statement. Teachers shall have opportunities to collaborate and to comment throughout the Teacher Performance Assessment process. 89


ANNUAL PROFESSIONAL GROWTH PLANS 8. All ESOL teachers will prepare an Annual Professional Growth Plan in collaboration with the administration of their schools. Each teacher will have a plan developed and co-signed by a school administrator by September 30 of each year. The plan should both reflect support for the overall aims or objectives that the school has developed for the year and address the challenges posed by the teacher’s current assignment. This Professional Growth Plan will facilitate the writing of an annual statement which indicates: • • •

however develop an annual Professional Growth Plan as described in item 8.

TEACHERS WHO DO NOT PERFORM UP TO EXPECTATIONS 10. Teachers who show evidence of not performing up to the expected level shall be subject to a formal assessment to be completed by the end of October. A second assessment, if required, shall be completed by December 15. Copies of the final assessment report(s) will be kept on file in both the office of the school and in the central ESOL office.

the objectives of the professional growth plan the degree to which those objectives were achieved the impact that the professional growth program has or will have upon the teacher’s professional practice.

The teacher and a school administrator will collaborate on the writing of that report. A copy of the report will be kept at the school; a second copy will be forwarded to the ESOL Human Resources office. Growth plans may require a month, semester or full academic year to complete; reports should be completed and filed whenever the professional growth plan has been completed. (See Appendix 2 for Annual Professional Growth Plan, planning and reporting forms.) 9. Teachers who underwent a successful performance assessment in their previous year (at their current school) shall not be required to participate in a clinical assessment in the following year. They will

TEACHER PERFORMANCE APPRAISAL There are 10 steps in the Model ESOL Teacher Performance Appraisal process: On a school-wide basis, the following steps are undertaken: 90


1. The administration will advise teachers in writing in September of each year that all teachers will be participating in: •

the Teacher Performance Assessment process in the school year if they are teachers who are new to the school or if they were not participants in the formal assessment process in the previous year • the development of an Annual Professional Growth Plan. 2 .The administration will discuss the Teacher Performance Assessment process and the Annual Professional Growth Plan with all teachers at a faculty meeting early in the school year. 3. The administration in each school will establish timelines by which all first year teachers (new to ESOL in the current year) will have their teaching performance formally appraised for the first time. These timelines will be guided by ESOL policy requirements and teachers’ terms and conditions of employment. 4. The administration in each school will establish timelines by which all other teachers to be formally appraised teachers will have been in fact appraised.

if any, teacher self-assessment is part of the overall process would be clarified.) 3. The administrator will observe the teacher on the date, at the time and for the class(es) agreed upon in the pre-observation meeting/ conference. 4. There will be a follow-up meeting of the administrator and the teacher to review and clarify the observations and the understandings reached during the pre-observation meeting and to discuss any items or topics that were not observed due to the nature of the lesson. 5. The administrator will issue a final report, based on the template provided, within 15 school days of the observation. 6. The administrator will ensure that a copy of the signed final report is provided to the teacher, filed in the school and forwarded to the ESOL Human Resources office.

With each teacher for whom a formal assessment must be scheduled, the Teacher Performance Appraisal process will follow these steps: 1. The administrator will advise the teacher in writing that the TPA process will begin with a pre-observation meeting that will be held on/in a specified date, time and place. 2. The administrator and the teacher meet for a pre-observation conference – see the model form attached for guidelines for those meetings. (Note: it would be at this meeting that the extent to which, 91


12.

RULES OF CONDUCT IN DUBAI


This guide aims at setting the standards for social ethics and mutual respect that shall be followed by all of Dubai's citizens, residents and visitors in respect of the Emirate's culture, religion and habits.

TRADITIONAL: Dubai's culture is rooted in Arabic and Islamic tradition Dubai is built on foundations that are rich in history and tradition. Dubai is a forward looking society that is equally bound to its culture and heritage. Its religion is Islam, the timeless values of which lie at the heart of Dubai's living heritage, providing strength and inspiration that touch all aspects of everyday life. Dubai holds the family as the most important institution in society and the cornerstone of societal life. Dubai is a city that is proud and rich in its tradition, with its remarkable combination of the traditional values of the East, in terms of modesty, and the technologies of the West, in terms of development. Dubai is keen on protecting and promoting its traditions as conveyed by Islam, as well as its Arab identity and culture. This makes Dubai a traditional and socially conservative yet progressive, open and tolerant city.

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Dubai has always been renowned for its tolerant outlook Dubai has built a reputation for being open to new ideas and ways of doing things. This has enabled Dubai to become a global center for innovation, tourism and business.

TOLERANT:. Living and working in an environment of open-mindedness and tolerance has encouraged many to have the confidence to discover their true calling in life, knowing that they will be supported and nurtured in their endeavors. This has enriched life in Dubai, just as Dubai's spirit of freedom has enriched the lives of so many individuals. From a business point of view, the reason why so many international companies have chosen to invest in Dubai is again Dubai's pragmatic, open attitude. Thousands of companies have flourished in the Emirate's free zones and commercial centers operating to global standards of governance and efficiency. In line with Islam's tradition of tolerance and openness, freedom of faith and practice is a reality in Dubai. This has allowed other belief systems to flourish in Dubai, a demonstration of Dubai's respect for diversity.

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Dubai is a city with style and charisma Dubai has successfully fused sophistication with charm. It has redefined the meaning of luxury with its stunning hotels, awardwinning restaurants and its position as an international shopping destination.

SOPHISTICATED: Dubai is a city with style and charisma Dubai has successfully fused sophistication with charm. It has redefined the meaning of luxury with its stunning hotels, award-winning restaurants and its position as an international shopping destination. Dubai provides an open environment where talented professionals can build their careers and entrepreneurs can create exciting opportunities on the back of world-class infrastructure and continuous governmentled innovation. Tourists and residents alike can experience the finest service, state-of-the-art technology and exquisite luxury. Dubai has also brought the meaning of sophistication to life by attracting worldwide media attention and high society, in addition to an ever-expanding list of sophisticated and stylish cultural, social, economic and sports events.

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Dubai has an aura of vitality and a get-up-and-go spirit.

ENERGETIC: Visitors are struck by the ingrained optimism and spirit of adventure and innovation that permeates through all layers of the community. To a holidaymaker, a business traveler or a resident, Dubai is a place where there is always something exciting to see and do. This energy gives people from around the world the opportunity to make their ambitions a reality. Many artists, entrepreneurs and engineers come to Dubai to seek inspiration and new ways of looking at things. They are also attracted by Dubai's unique entrepreneurial spirit. Since the days of the pearl diving industry, Dubai has been a place of successful trade. Traders have therefore learnt to be skilful and shrewd, to anticipate global changes and use them to their local advantage. This can-do spirit is an important driving force that filters through the 'open for business' culture.

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Dubai aims to bring together the best in people

EMBRACING: Dubai's success is based on the vision and commitment of its leadership, the generosity and aspirations of its people and the contribution of many people from different parts of the world, many of whom have chosen to make Dubai their permanent home. This creates a blend of many cultures that coexist peacefully. With over 150 nationalities, Dubai is a rich melting pot that provides opportunities for people to meet, discuss ideas, innovate and forge new business relationships. Dubai's streets and shopping malls are alive with numerous languages, customs and cultures. Dubai also brings together tradition and modernity, as the past, present and future live harmoniously together, each drawing strength from the other. As such, Dubai is an international symbol of how different cultures can achieve mutual enrichment through sharing their ideas and experiences. Therefore respect for one another's values and cultures is intrinsic to Dubai's residents who assimilate courteously into the community by adopting a spirit of tolerance.

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Dubai's doors are open to everyone

GENEROUS: Dubai's doors are open to everyone Hospitality is central to the soul of Arabian culture and is deep rooted in Arabia's history. In the past, desert travellers yearned for areas inhabited by Arabs, because the Arabs' hospitality meant that the travellers could eat and stay with their hosts for as long as they chose to. Hospitality in the desert started as a custom, and has now grown into a social grace. Dubai has always looked outwards towards the wider world. It has welcomed traders and visitors with tolerance and compassion. In tum, it has adopted an approach to foreign affairs that is compatible with its own identity.

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Dubai has always lqoked towards the future

VISIONARY: Dubai has always played a pioneering role in encouraging its people to excel in an environment where the impossible is possible. The wisdom and perseverance of Dubai's leadership and people have transformed what was once a small fishing community into a worldclass commercial capital at the heart of the Arabian Gulf. An early example of Dubai's visionary heritage can be drawn in the1950s from the late Sheikh Rashid bin Saeed Al Maktoum. He recognized then that Dubai's future was firmly linked to trade from overseas and that careful development of its ports would be central to its long-term success. Today, evidence of this vision can be seen in every aspect of the Emirate's development, from embracing the latest technology, to multibillion dollar investments in infrastructure, government services and security.

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Dignity is a cornerstone of Dubaiâ&#x20AC;&#x2122;s culture

PROUD: Based on the philosophy of respecting oneself before expecting others to respect you, Dubai has always encouraged its residents to behave in a humble and courteous manner. Therefore, in every part of life, whether it is the clothes people wear, the way they talk or their general behavior in public, self-respect is vital. As the Gulf region and Dubai are borne out of a tribal society, the behavior of one's friends and companions can also reflect on the way a person's dignity and self-respect are seen by others. It is therefore equally important to treat others outside this circle in a way that honors their sense of dignity and respect. Speaking calmly and courteously to others, behaving in a serious and controlled manner in public places, and always honoring your word, are important examples of demonstrating this respect for others. It is entrenched in Arabian tradition, passed down from generation to generation, that every human being must be treated with dignity. Dubai's culture and laws are all designed to ensure that the dignity and self-respect of everyone are upheld to the highest standards, regardless of where people come from.

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SOCIAL ETHICS

1. SOCIAL ETHICS: .Dubai is characterized by the interaction of a large number of cultures and nationalities. However, the culture, customs and traditions of the United Arab Emirates and its people shall be respected by adopting courtesy and moderation and avoiding all types of improper behavior in the Emirate.

1.1.THE SYMBOLS OF THE STATE:

It is the duty of every citizen, resident and visitor to show respect for the symbols of the United Arab Emirates' rulers, flag and national emblem. The abuse of any of those symbols is a crime punishable by law.

1.2. DECENCY:

An official business or business casual dress code shall be adopted by all visitors of Dubai's official government buildings as well as business buildings and office towers. Access to Dubai's official and business buildings may be denied if dress code is considered inappropriate. In all other public places such as streets, shopping malls and restaurants, shorts and skirts shall be of appropriate length. Moreover, clothing shall not indecently expose parts of the body, be transparent, or display obscene or offensive pictures and slogans.

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1.3. BEACHES:

Beachgoers - men and women - shall wear conservative swimwear that is acceptable to Dubai's culture. Swimwear shall not be worn outside the beach, as decent dress is the rule in the rest of the city. Nudity is strictly forbidden in every part of the city and is liable to be punished by imprisonment or deportation.

1.6. PUBLIC FACILITIES:

Public facilities (i.e. public parks, benches, bus stops, etc.) shall be kept in good conditions. Concerned authorities must be informed of any damages.

1.4. PUBLIC DISPLAYS OF AFFECTION: Displays of affection among couples - whether married or not - in public places does not fit the local customs and culture. Holding hands for a married couple is tolerated but kissing and petting are considered an offence to public decency.

Public displays of affection, as well as sexual harassment or randomly addressing women in public places is liable to be punished by imprisonment or deportation.

1.5. DANCING AND MUSIC:

Loud music and dancing are forbidden in public places like parks, beaches or residential areas and must be restricted to licensed venues only.

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SUBSTANCE ABUSE

2. SUBSTANCE ABUSE: The consumption of alcohol as well as any other drug or psychotropic substance is strictly prohibited in-Islam and is punishable by law. Due to the large diversity of cultures and nationalities present in Dubai, alcohol consumption is closely regulated.

2.1. DRUGS: Holding, consuming, buying or selling any kind of drug - in any quantity - as well as being tested positive to any drug by the authorities in the UAE is considered a crime.

Alcohol consumption shall be confined to designated areas (i.e. licensed restaurants and venues that serve alcohol to their clients). Being caught under the effect of alcohol outside these places (even in light doses) can lead to a fine or incarceration.

2.3. DRIVING AND ALCOHOL: The UAE has adopted a zero-tolerance policy in terms of driving under the effect of alcohol. Being caught driving with even the smallest dose of alcohol can lead to a fine, incarceration or deportation.

2.2. ALCOHOL CONSUMPTION:

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2.4. PURCHASING ALCOHOL: Buying and selling alcohol is controlled by very strict laws. Alcohol is exclusively sold by specialized licensed stores. It can only be bought by holders of an alcohol-purchasing license (this license is only attainable by non-Muslims). Buyers shall respect the local culture by carrying their alcohol in paper bags such that it cannot be seen.

2.5. SMOKING: Smoking is not allowed in government facilities, offices, malls and shops. Smoking outside designated areas is subject to fine.

2.6. PRESCRIPTIONS FOR SOME MEDICINES: Some medicines containing psychotropic substances are forbidden in the UAE. Their holders must carry a prescription from a UAElicensed medical doctor. Visitors shall verify that their medicines are allowed in the UAE before entering the country.

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RESPECT FOR RELIGION

6. RESPECT FOR RELIGION: In line with Islam's great tradition of tolerance and openness, religious values are widely respected in the UAE. Therefore, committing blasphemy or sacrilege against any religion is considered deeply offensive. Islam being the official religion of the UAE, some simple rules shall be followed in order to show respect and avoid misunderstandings.

6.1. PRAYER TIME:

Muslims pray five times a day. Each prayer is announced from the mosques by a call to prayer. When the call to prayer is heard, music shall be turned off in all public places and cars, and Muslims shall be allowed to perform their prayer duty.

6.2. RAMADAN:

During the month of Ramadan, Muslims fast from dawn to sunset. Throughout this month, eating, drinking or smoking in public spaces during daylight is considered a public offence and is punishable by law.

6.3. RELIGIOUS ACTIVITIES AND CELEBRATIONS: Any type of religious activity - Islamic or not - is forbidden without a license from the competent authorities.

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DRIVING SAFETY

3. DRIVING SAFELY: Traffic on Dubai roads is increasingly becoming a major issue for commuters. Following simple security and courtesy rules can make the roads safer and more user-friendly:AII road users shall demonstrate respect and consideration for one another.

3.1. SPEEDING: Speed limits are clearly signposted and must be respected in order to ensure the general safety of all road users. Car racing is extremely dangerous and shall be avoided. Driving below speed on fast lane is also dangerous.

3.2. TAILGATING AND LANE DISCIPLINE: Driving fast behind other cars and flashing headlights at them as well as jumping from lane to lane and overtaking are dangerous practices that can lead to fines.

3.3. SAFETY BELT: Drivers and passengers must wear their safety belt. Not buckling up is subject to fine. Children shall be seated in the backseat.

Most of Dubai roads are monitored by radars and fines are high.

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3.4. MOBILE PHONE:

3.8. PEDESTRIANS:

The use of a mobile phone whilst driving is illegal. Phones must be turned off before starting the car or unless a hands-free kit or headset is available.

Drivers shall stop for pedestrians and respect their rights at pedestrian crossings. On the other hand, pedestrians must use the designated zebra crossings when crossing the road.

3.5. POLICE, FIRE TRUCKS AND AMBULANCES:

3.9. BICYCLES AND MOTORBIKES:

When sirens are heard, drivers shall give way as soon as possible.

Motorbike drivers shall carry a special driving license, wear their helmet and remain on car routes. They shall avoid speeding and reckless driving.

3.6. ACCIDENTS:

Cycling is considered a healthy and green way to circulate. Nevertheless, for their own safety, cyclists must commit to cycling paths. Not committing to cycling paths is subject to fine.

Drivers may not stop or reduce speed to look at a traffic accident out of curiosity, which can lead to traffic obstruction. In case of involvement in a light accident, drivers shall clear the way to avoid danger and traffic obstruction.

3.10. WEATHER CONDITIONS:

3.7. PARKING:

Drives should be aware of the occurrence of abnormal weather conditions such as thick fogs and sand storms and avoid high speeds

Drivers shall park their cars considerately in designated areas only and must avoid parking on special needs parking spaces.

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MUTUAL RESPECT

4. MUTUAL RESPECT: Personal fredoms in Dubai are guaranteed to all. However, freedom stops when it endangers people's lives, health, security or liberty. Moreover, the exercise of these freedoms shall be governed by the laws of the UAE.

Islam does not differentiate between nationalities and races. Therefore, respect for cultural differences and equal treatment of people regardless of their origins is the base of the community of Dubai where security and peace prevail.

4.1. INSULTS:

Swearing, profanities, insults and all kinds of vulgar language are strictly forbidden in Dubai and are legally reprehensible in case of complaint. All kinds of aggressive or offensive gestures are considered a public offense and are subjected to fines or imprisonment.

4.2. QUEUING: Queuing patiently for one's turn to be served rather than pushing in ahead of others is common courtesy. Queues must be respected patiently and not jumped over. Priority shall be given to the elderly, people with special needs and pregnant women.

4.3. LOUDNESS:

Basic rules of courtesy impose on people to respect public places' calm and quietness by avoiding loud conversations or answering their phones where it might disturb others, e.g. in movie theaters, conference rooms, quiet shops and restaurants, hospitals, etc.

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4.4. RUMORS:

Spreading false news, statements or rumors and malicious propaganda that disturb public security and harm public interest are serious crimes punishable by law.

4.5. PHOTOGRAPHY: Photos of people - and especially photos of women and families - in public places shall not be taken without their permission. Taking photos of people is a sensitive issue in Dubai's local culture.

4.6. BEGGING AND STREET VENDORS: Begging is forbidden in all parts of Dubai. Selling any kind of goods or services without a license from the competent authorities is illegal.

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ENVIRONMENT

5. ENVIRONMENT: In the global context of climate change, it is everybody's duty to try their best to protect environment; reducing waste and saving resources.

5.1. RESOURCE CONSUMPTION: Considering the desert surrounding cities in the UAE and the lack of natural fresh water sources it is crucial to conserve water and avoid abusing this precious resource. It is also crucial to save energy by avoiding keeping air conditioning or other electrical appliances on when not in use.

5.2. REDUCING WASTE: Whenever possible, waste should be reduced through recycling. Green behaviour and the use of recycled products is encouraged.

5.3. RESPECT FOR NATURE: Preservation of the marine environment: All practices that threaten the marine environment or the safety of marine life through any type of pollution are prohibited. Fishing is only allowed with a license from the competent authorities. Preservation of the desert environment: Hunting all kinds of wild animals or birds or threatening wildlife and biodiversity is prohibited. Camping in the desert is only allowed with a license from the competent authorities. Throwing waste and causing pollution to the desert or marine environments is subject to fine. 110


5.4. PET MANAGEMENT: Pet owners are responsible for fixing any damage caused by their animals. They are also responsible for cleaning up any remnants their animals leave on the pavements or any other public place. Dogs are forbidden in parks and beaches; they must remain on leash in public places.

5.5. LITTERING AND SPITTING: Spitting in public and littering waste or cigarette butts in public areas are considered an offense and are subjected to fines.

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OFFENSEAND ANDPENALTY PENALTYTABLE: TABLE: OFFENSE OFFENSE

PENALTY

Public display of affection

Warning or fine (in case of severe breach can lead to jail and/or deportation)

Alcohol consumption outside designated areas

Fine or jail

Buying alcohol without a license

Fine or jail

Drive under the effect of alcohol or any other drug

Fine, jail and/or ¡ deportation-car confiscation

Drug consumption or possession

Fine, jail and deportation

Lack of respect for other religions customs and symbols

Fine or jail

Vulgar language

Fine or jail

Littering and spitting

Warning or fine

Pet fouling public areas

Warning or fine

Damaging public facilities

Fine

Respect for environment

Warning or Fine

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EMERGENCY PROCEDURES


EMERGENCY ACTION BRIEFS Reporting an Emergency: During office hours call the Receptionist extension 2000 Outside of Office Hours: From a land line phone: at UAS Police: 9-999# Fire: 9-997# Ambulance: 9-998#

From a mobile Phone: Police: 999# Fire: 997# Ambulance: 998#

STUDENTS AND STAFF MUST NOT USE MOBILE PHONES DURING EMERGENCY PROCEDURES, UNLESS THEY ARE MAKING AN APPROVED EMERGENCY CALL!

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FIRE DISCOVERY If you discover a fire •! •

DO NOT assume that someone else has sounded the alarm or called the fire department. DO NOT look for the cause of the fire. Only the fire brigade should look for the fire-particularly where this involves opening doors when a fire is suspected to be behind them. If there is smoke in the area you are in then you have already found the fire and it is already time to SOUND THE ALARM and CALL THE RECEPTIONIST EXTENSION 2000 to let him/her know the location of the fire.

IF TRAPPED IN A ROOM... Keep calm until firefighters reach you from the hallway or window. Their first duty upon arriving at a fire is to search for persons trapped in the burning building. • • • •

Place cloth material around/ under the door to prevent smoke from entering. Close as many doors as possible between you and the fire. DO NOT open or break windows unless necessary to escape (outside smoke may be drawn in). Be prepared to signal your location through a window using a sign for help!

IF CAUGHT IN SMOKE... • • •

Drop to your hands and knees and crawl to escape Hold your breath as much as possible Breath through a filter (blouse, shirt, jacket, etc.) and breathe through your nose

ADVANCING THROUGH FLAMES... If forced to advance through flame: • Hold your breath • Move quickly • Cover head and hair • Keep head down • Keep eyes closed as much as possible

OUTSIDE OF SCHOOL OPERATING HOURS CALL Landline: Ambulance: 9-998# Mobile Ambulance: 998#

Hospital: AMERICAN HOSPITAL: 04-309-6777 RASHID HOSPITAL: 04-337-1111 CANADIAN HOSPITAL: 04-707-2222

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FIRE FIGHTING • Only attempt to fight small containable fires that occur in your immediate vicinity. Most fire extinguishers are of the type ABC, which means they can be used for most different types of fire. However, there are some fires that cannot be fought with an ABC extinguisher. Make yourself familiar with the type of extinguisher mounted in your area and any special considerations that have to be taken into account when dealing with a fire. Memorize the acronym for using an extinguisher: “PASS”. It stands for “pull, aim, squeeze, and sweep”. • • • •

Pull the pin from the handle. Aim the nozzle low, while keeping the extinguisher upright. Squeeze the handle. The substance will be released. Sweep the extinguisher from side to side until the fire is out.

WHEN NOT TO FIGHT A FIRE… • If the fire could block your only exit! • If the fire is spreading too quickly! • If the type or size of the extinguisher is wrong! • If the fire is too large! If you don’t know how to use your fire extinguisher !

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MEDICAL EMERGENCY In a medical emergency it is important to differentiate between a conscious and an unconscious person. A person who is unconscious needs immediate life saving first aid and professional help. •If the person is conscious ask what happened and what the problem is. •Inform the NURSE EXTENSION 2300 if it is during school operating hours. •Stay calm and avoid escalating the situation with inaccurate reports. Rescue services require precise and objective information to ensure the community emergency operations centre dispatches the right level of care. MEDICAL EMERGENCY • Can the person talk? •When NO go to UNRESPONSIVE PERSON •Call NURSE EXTENSION 2300 •Make sure that the emergency services are directed to your location •DO NOT leave the person alone unless it is absolutely necessary

FIRST AID TIPS •Always leave a person in the position they find most comfortable •Control bleeding by applying direct pressure to a wound •If you suspect back or neck injury do not move the patient •Keep patient warm

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INTRUDER Visitors entering the campus via the main entrance will be issued with an ID card. • An intruder is anyone who does not have a valid UAS ID card. • All intruders should be reported to security, extension 2002. • Suspicious activity must be reported to security (extension 2002). Examples of suspicious activity could be: •Visitors not wearing an ID card. •Visitors who are not accompanied by a member of staff and are filming or taking photographs. •Visitors inside buildings without escort. •Visitors who seem to be observing activity campus.

If you perceive a threat on campus, initiate a lockdown immediately by calling the Receptionist Extension 2000 and stating: “Lockdown, Lockdown, Lockdown” State the reason for your concern to whoever answers.

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UNAUTHORIZED PERSON: If the person seems non-threatening ask politely if they have ID. If they do not: •Direct them to security. •Look quickly to see if they are going in that direction. •If the person does not go to security do not approach them again. •Call Security extension 2002 to tell them that there is either : 1.An unauthorized person, who is coming to them.or, 2.an unauthorized person, who has not followed your instruction. If you are unsure of what to do call Security extension 2002 and tell them where you last saw the person. Suspicious activity: Any member of staff who notices suspicious activity should report this to Security extension 2002. Students: Students who encounter an intruder or think that they have noticed something suspicious should report this immediately to a teacher or other member of staff. Students should not approach an intruder or investigate anything they may find suspicious.

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MISSING STUDENT 1. Obtain a detailed description of the child.

•Name •Age •Hair color •Eye color •Approx. weight and height

2. Quickly search the immediate area, if child is not found within 2 minutes proceed to step three. 3. Inform the appropriate school office. 4. The school office will contact the Principal, security ext. 2002 and the Director ext. 2100 5. Director to decide on subsequent action to be taken, in consultation with the Principal and Head of Security.

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GAS LEAK • • • • • • •

• •

If possible turn off supply Open windows and doors DO NOT TURN ON LIGHTS DO NOT USE ELECTRICAL APPLIANCES DO NOT EVACUATE UNLESS TOLD TO (a static spark from shoe contact on a carpet may ignite the gas) Choose a phone AWAY!!! from the danger and alert the Business Manager extension 2111 or delegate someone to do so State that you suspect a “GAS LEAK” ✴ Describe where you have smelled the gas by providing a room number ✴ Your name Keep people away from the area by enlisting assistance from colleagues Await further instructions

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SUSPICIOUS PACKAGE Suspicious Packages could be delivered to the school. A screening process is in place to ensure packages received at school are expected. You know what kind of mail and packages you usually get. Look for things that are out of the ordinary. The following might help in identifying a suspicious package. •Mailed from a foreign country. •Fictitious or no return address. •Strange odor. •Protruding wires. •Excessive postage. •Misspelled words. •Addressed to a business title only (i.e. President). •Rigid or bulky. •Badly typed or written. •Special endorsement. •Lopsided or uneven. •Oily stains, discoloration or crystallization on wrapping. •Has noises coming from it. •Is leaking. The contents of a letter or package may cause concern if: •You see powder or a liquid, •It contains a threatening note, or •It contains an object that you did not expect to receive or cannot identify.

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SUSPICIOUS PACKAGE ON CAMPUS It is possible that a bomb or dangerous package has been deposited on campus. Students should be encouraged not to leave bags lying about and staff should not leave packages in hallways or areas that are easily accessible by visitors or intruders. If you notice something unusual this should be reported. If you notice a suspicious package on campus: •Keep the area clear. •Report it immediately to the Security extension 2002. If you are worried about a package or letter you have received: •DO NOT open the letter or package. •Leave the letter or package where it is. •Get everyone out of the room and close the door. •Call the security extension 2002. •Warn other parties and keep the area clear. If you have opened a suspicious package: •Leave the package where it is. •Remove any clothing that has powder or liquid on it and leave it in the room. •Get everyone out of the room and close the door. •Wash your hands or shower with soap and water. •Call the security extension 2002. •Warn other parties and keep the area clear.

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BOMB THREAT Bomb threats can be delivered in person, via telephone, via email, via letter. •Any person receiving a bomb threat should take it seriously. •Carry out any instructions given to you in the threat. •Inform the security immediately, extension 2002; and the Director 2100. If you receive a threat via telephone (most likely delivery method) •Take the caller very seriously and be professional and polite. •Concentrate on writing down what is said to you. •Try to find out: What will cause the bomb to go off? When the bomb will go off? Where the bomb is located? •Note any background noises, the voice tone, possible age of the caller and gender. Note the telephone number if you are using a display telephone. If you receive a threat via email: •Try to print it. •Do not forward it to other persons apart from the Director or Principal. If you received a threat in person: •Do as the person says. •Try to inform security (2002) and the director (2100) as soon as possible, •Await further instructions.

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EVACUATION The signal to evacuate is the alarm siren. When you hear the continuous sound: •Leave the building promptly and silently. •Shut doors behind you where you can. •When leaving a room: -Switch off electrical appliances. -Turn off gas supply. -Close all windows. -Close all doors. -Observe any specific instructions about isolating equipment or services. Use the nearest escape route. If you are not sure, look at the escape route diagrams on the walls near each door. •If you find smoke blocking your route then go a different way. •DO NOT use the lifts. •DO NOT block the exit. •Once you are out of the building go to the assembly point. •Always move away from the building and keep the entrance clear for the fire brigade. DO NOT go back into the building until you are specifically told to do so. Silencing of the alarms is not a signal to re-enter the building. Your students/ Visitors: •Visitors are the responsibility of their hosts. •Instruct the students and visitors on which exit to use. •Whenever possible ensure that disabled people who may have difficulties are accompanied. They should be directed to the horizontal routes out of the building.

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HELPING OTHERS THAT YOU MAY ENCOUNTER: •DO escort any visitors, members of the public etc. who are not already accompanied by a member of staff out of the building. •DO assist any disabled persons who require assistance. If there are disabled or injured people or others who cannot leave the building then: •TELL the floor wardens EXACTLY where they are.(which floor/stairwell or room number, not the name of the person lab/office as that is not on their building plans.)

EXTRA REQUIREMENTS FOR DISABLED PERSONS: It is the intention of the Universal American School that every permanently disabled person should have their own personal emergency evacuation plan. Any person requiring a plan should consult the Facilities Manager ext.-2111. All plans will specify the additional requirements for safe egress from the building.

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• •

EVACUATION

Upon hearing the siren immediately evacuate the building in silence. Use the nearest emergency exit.

WHEN LEAVING A ROOM:

Switch off lights In science labs turn off gas supply Close all windows if possible Close all doors (DO NOT LOCK) Go to the assembly area DO NOT take bags or objects with you Maintain silence

DO NOT use your mobile phone.

TEACHERS PLEASE DISPLAY IN ALL CLASSROOMS 127


UAS Lockdown Procedures Follow the instruction below for lockdown in a room: 1.A lockdown will be called by the director or a principal announcing “THIS IS A LOCKDOWN. LOCKDOWN. LOCKDOWN” 2.When the situation is under control the Director will make a decision either to EVACUATE or to go to ALERT status before returning to normal procedures. 3.The director or a principal will give the “ALL CLEAR. PLEASE RESUME CLASSES” when the drill is completed. Outdoors The general procedures for outdoors are to stay low, seek a hiding place and then decide if to stay or to escape Classes that are outdoors Instruct your students to stay low and seek shelter, if you are caught in the open (sport field) instruct students to lie down. Scan the area for danger and if it is safe to do so gather your students and move away from the campus. If you and your students are in danger tell your students to run for shelter.

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Recess and lunch time HIDE OR ESCAPE FROM THE IMMEDIATE THREAT Lockdown In A Room Immediate actions: 1. Tell students to take cover. 2. Turn lights off. 3. Bring in students from the immediate area in the corridor. 4. Lock the door. 5. Close the windows and blinds. When the lockdown is called over the intercom system all building occupants not in a room should enter the nearest available room. If all doors are locked go to a SAFE ROOM. They are located in room number 3300 AND 300! Subsequent Actions: â&#x20AC;˘! Make sure students are concealed in a safe region in the room. â&#x20AC;˘! Attend to any injured person you may have in your room. If you are able to call the nurse at extension 2300 if you have injured persons on your room. 129


•! Make a hand-written attendance list of students currently in the room and note students who are missing. •! Check email for information. •! Remain calm and await further instructions. •! DO NOT make a call unless it is absolutely necessary. •! DO NOT allow anyone to leave. •! DO NOT allow anyone to enter your room.

If the police would like to enter your room, they will place an official card under the door stating that the Police are outside and need to gain entry.

STUDENTS MUST NOT USE MOBILE PHONES DURING A LOCKDOWN. DO NOT OBEY THE FIRE ALARM DURING A LOCKDOWN. Students must follow teachers’ instructions and must maintain silence!

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CAMPUS EVACUATION PLAN In the event of an emergency that necessitates the evacuation of the

SECONDARY• •

UAS Campus the following procedure will be followed.

DELAYED EVACUATION OF THE UAS CAMPUS• •

The alarm will be sounded All students, staff, visitors, contractors and others on campus report to the assembly area and attendance is taken • Once all persons on campus are accounted for security personnel will go to the elementary school assembly area to assist teaching staff and teacher aides with the class by class evacuation of the campus • The Head of security and one additional security guard will remain with the secondary division • The route to be followed for the evacuation will be as follows

ELEMENTARY• •

Exit at gate #1 Walk to the campus evacuation assembly point by following the pavement pathways directly opposite gate #2 to the left (SEE ATTACHED PLAN) Elementary students are to walk on the left side of the pathway

Exit at gate # 2 Walk to the campus evacuation assembly point by taking the roadway that runs through the Al Badia residence, exiting on the pathway by building #3 When the secondary and the elementary lines converge, the secondary students need to walk on the right hand side of the pathway, remaining in a single file line supervised by the class teacher Secondary teachers not assigned to classes at the time of the evacuation are to assist colleagues and students as needed

EVACUATION ASSEMBLY POINT•

Elementary students are to assemble in the same order as for the UAS emergency drill at the end of the car park furthest from UAS Secondary students are to assemble in the same order as for the UAS assembly point at the end of the car park closest to UAS Guests, contractors and others are to assemble between the two school divisions to be accounted for, by security staff and designated personnel

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RELEASE OF STUDENTS-(NOT TAKING SCHOOL BUSES) • Should it be deemed necessary for students to be collected from the evacuation assembly point, parents will be sent an SMS message as follows:• The UAS Campus has been evacuated All students are accounted for and safe. Buses will take students home within the hour. Please arrange to collect your child from the Campus evacuation assembly point if your child does not travel by bus

WATER• In the event of a campus evacuation the business manager will arrange to have bottled water brought to the collection point for staff and students •

TRANSPORTATION•

NOTE-

• In the parents’ handbook the notes about campus evacuation will include a campus and environmental plan showing the collection point and how it should be accessed to collect students not travelling by school bus

All students who take UAS buses home each day will be collected by the buses at the campus evacuation assembly point and returned home AFTER a SMS message has been sent advising parents of the early dismissal. Elementary school parents must be contacted before children are sent home by bus. Ayman Khouzam, Louie Garcia and the Business Manager’s team will assist in ensuring all students are safely loaded on the right buses and accounted for

COLLECTION OF STUDENTS BY PARENTS•

• •

For the release of elementary students parents will need to identify who they are, which homeroom their child is in, and report to the grade level teachers to sign out their child Security personnel will maintain orderly traffic flow Administrative /support staff will assist the school division secretaries to identify parents and direct them to the homeroom/grade level teachers

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Alert The command to go to “ALERT” status will be via the PA system. ! All students should proceed to their timetabled class at that time or next class if the Alert sounds at recess or lunchtime. ! Teachers go to their timetabled class at that time or next class if the Alert sounds at recess or lunchtime. ! School Principals, building and evacuation officers meet at the Directors office. !

IMMEDIATE EVACUATION OF THE UAS CAMPUS If it is deemed necessary to clear the UAS campus immediately the alarm will not sound. The public address system will be used to advise all staff, students and others on site to move quickly and silently to the evacuation assembly point using gates one and two. Use the gate closest to where you exit the building. Follow all of the procedures previously described to arrive quickly and safely at the campus evacuation assembly point. Assemble as described above. If necessary students/staff will be bused to DIS for covered assembly and subsequent dispersal.

P.E. classes Secondary School" dress quickly before returning to the gymnasium to remain with the teachers. Elementary School " grade level teachers go to gymnasium and assist P.E. staff to aid JS students in dressing. Remain in the gymnasium with your teachers.

ALERT-P.A. Announcement ! Stop all activities ! Go to timetabled or next class if the Alert sounds during recess or lunch. ! Take attendance. ! Be vigilant. ! Listen for further instructions. ! Monitor email. ! Be ready to LOCKDOWN or EVACUATE. ! The ALERT will be terminated by PA announcement from the Director or a Principal. “ALL CLEARRESUME REGULAR CLASSES”

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UAS Faculty Staff Policy & Procedures Handbook 1718  
UAS Faculty Staff Policy & Procedures Handbook 1718  
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