Staff-Information-20.. - Australian International School Bangkok

Transcription

AUSTRALIAN INTERNATIONAL SCHOOL
AND
EARLY CHILDHOOD CENTRE
BANGKOK
Staff Information
2011 – 2012
Name:_______________________
Phone numbers
Soi 20:
T: 02 663 5495-7, 02 260 4575
F: 02 2581450
E: [email protected]
Ram Inthra:
Greg:
Helen:
Karen:
T / F: 02 5094276
Director
M: 081 751 0133 [available 24 hours]
H: 022 543591
Coordinator, Teaching and Learning
M: 0841 328673
Coordinator, Early Childhood Education
M: 081 341 6014
K Kob:
K Malini:
K Nat:
Kevin:
AISB Group Development Manager
M: 081 633 8881
Business Manager, Soi 20
M: 081 924 3094
Business Manager, Ram Inthra
M: 081 905 3757
AISB Group IT Coordinator
M: 087 373 5010
School Website
www.australian-isb.com
Teachers’ Portal – website
The school website has a portal for teachers and for parents these can be accessed as
follows :
Username: teacher
Password: aisbpw
Parents’ Portal
Username: parent
Password: parentpwd
AISB Staff Information 2011 - 2012
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Soi 20
Internal Phone Numbers:
Office
11 or 13
K Kob
18
K Malini
18
Accounts
16
Staff Room
14
Kitchen
22
Helen
15
Jackie
23
James
24
Kevin
21
Karen
TBA
Emergency Numbers
Thong Lo Police
02 390 2240-1
Klong Toey Fire Station
02 2582093 - 4
Samitivej Hospital
02 381 6807
Bumrungrad International Hospital
02 253 0250
Metro Electricity Authority
1130
Suppression Division, Detective Investigation 1195
Emergency Call Centre
191
Tourist Police
1155
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Contents
Welcome
5
Introduction
6
Mission statement
6-7
 Philosophy
 Purpose
 Values
Teaching and Learning Framework
7
Accountability for Teaching and Learning
9
Information Technology Network
10
Management Structure
11
Staff Support Program
12
Security
13
Emergency Procedures
14
Actions: Serious Civil Emergency
15
Dress Code
17
Money Matters – Classroom Supplies
18
Student Management
19
Duty of Care
20
Student Sickness, Accident, and First Aid
20 - 21
Alphabetical Listing of policies and procedures
21 - 30
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WELCOME
W
elcome to the AISB group of schools. I trust that you will settle in to the school
smoothly and comfortably. I do not expect that you will learn everything about the
school in a week or two – please don’t expect that of yourself either.
All schools have their own unique culture, and as you come to learn about the culture of this
school, you will soon feel a part of it. During the settling in period you will have many questions,
please don’t be afraid to ask someone for assistance.
The profession of teaching is a demanding one.
Teaching in an international setting brings different challenges from those faced when teaching
at home. You have to adjust to a new culture, understand a different language, different food,
local social customs, and local expectations of foreigners and of teachers.
Teaching expatriate children has its own unique pressures.
Parents on overseas postings may be anxious about their child’s adjustment to an international
school, security issues, and so on. However, teaching in an international setting can also be very
rewarding and professionally satisfying.
I hope you find that to be the case here at AISB.
On behalf of the Board, and all of our staff may I say welcome once again; I look forward to
working with each of you as part of our team.
With best wishes
Greg Cairnduff
Director
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INTRODUCTION
The purpose of this handbook is to support new staff and provide information relating to the
organisation and operation of the Australian International School of Bangkok. This document
sets out procedures for many situations, but of course it does not cover all of the eventualities
which may crop up in a school day, week, month or year.
Our teaching staff are experienced and highly trained professionals who will make the most
responsible, reasonable and professional decisions for any situation in their role as a teacher.
The Handbook is divided in to two broad sections – the first section is about school
organisation and the second is more about policies, expectations and operational details. It is
important to these expectations in mind in your daily work at the school.
Comments or suggestions leading to school improvement are always valued and appreciated.
THE SCHOOL’S MISSION
Our mission is to provide a supportive, child -centred learning environment, where
children of all nationalities discover the joy of learning, and obtain a firm foundation for
fulfillment and success in their future education.
W
SCHOOL PHILOSOPHY
e believe children are creative, competent and rich in potential.
At AISB, children are encouraged to explore their environment through play
experiences, expressing themselves through writing, construction, creative arts, as
well as cognitive and manipulative activities.
We believe all children are individual and unique; therefore, much of the teachers’
programming has a focus on the interests of the children.
We recognize the value of all developmental areas in children’s’ learning; including language,
cognitive, physical social and emotional development.
We believe that by providing a balance of structured and self-selected activities within a flexible,
yet stable routine, the children will feel safe and relaxed.
This secure environment increases children’s’ confidence levels and creates a positive selfimage which in turn optimizes their ability to gain knowledge and skills.
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PURPOSE
Our purpose is to create a school that is happy and safe, where each student is able to learn to
the best of their ability.
VALUES
We value:
 Respect for one another, demonstrated through:
 tolerance and respect for one another’s differences
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And
consideration of others’ needs, feelings and points of view
Learning - we recognise that it has many forms and is life long
Success – allowing each person to have opportunities achieve success
Extending students - through high expectations to get the best possible results
Risk taking and having a go - because that is how we make real progress
Open and honest communication among all members of the school community
T
THE TEACHING AND LEARNING FRAMEWORK
he core business of the school is student achievement.
As individual professionals, we always work towards carrying out this core
business to the best of our ability.
We use data to inform our decisions, and targeted professional development to assist in the
achievement of the curriculum goals.
Our curriculum is published as The Teaching and Learning Framework.
This is provided to all teachers in a separate document. It was developed in 2010/2011 and is a
‘work in progress’ that will be continually modified in the light of emerging experience and
school growth. It is a resource that provides direction, ideas and support for all AISB teaching
staff.
The collaborative process used in the development of the framework ensures that it builds on
current experience.
The Framework has been informed by curriculum outlines and syllabuses published at National
and State levels in Australia, particularly the curriculum of the State of New South Wales, and
the Australian National Curriculum. It draws on the principles of Teaching for Understanding
developed by the Project Zero team at the Harvard University Graduate School of Education, and
on concepts similar to those used by the International Baccalaureate Organization.
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The ideas in the book - Thinking for Understanding, written by Tasmanian education consultant
and former primary principal, Melvin Freestone, have been used as a key resource in bringing
the elements of the curriculum together.
The academic focus of the school is on literacy, numeracy and the creative arts of music and
visual art. Our curriculum is always embedded in the local and international context, with
adjustments made to take account of our location, and the nationality of our students.
Teachers incorporate both an inquiry approach to their programming (physical/social/
emotional/language/and cognitive) and direct teaching around the six Key Learning Areas
(KLA’s) used in Australian schools.
The KLA’s are: English, Mathematics, Science and Technology, Creative Arts, Human Society and
its Environment (HSIE), and Personal Development, Health and Physical Education (PDHPE).
Nursery and Kindergarten 1 children work toward age appropriate outcomes based on the
Australian Early Years Framework.
Children in Kindergarten 2 work toward many of the outcomes of Early Stage 1 from the NSW
Department of Education Syllabus documents.
Years 1, 2 and 3 work in accordance with the New South Wales Education Department syllabus
requirements. In the school year 2011 – 12, our Year 3 class will participate in the Australian
National Assessment Program in Literacy and Numeracy [NAPLAN].
SPECIALIST CLASSES
Specialist teachers conduct classes in Music, Art, Drama, Physical Education [including
swimming] and Thai Language and Culture. In addition, our curriculum is enriched with a
Perceptual Motor Program from N to K2, in-class computers, swimming and library sessions.
MUSIC
Through singing, dancing, and playing instruments the children demonstrate
awareness of musical concepts such a beat and rhythm. They respond to music
with movement, explore different sounds and identify music features.
ART
Children have the opportunity to express themselves through their art making.
They explore different colours, textures, tools, techniques and artists.
Through their sensory experiences they manipulate, discover and explore
various art mediums.
Thai Language and Culture
Children learn basic Thai vocabulary through songs, rhymes and picture cues.
They develop an awareness of the culture through stories, interaction and
festival celebrations.
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Information Technology
AISB encourages children to focus on using computers to extend their
learning across the curriculum.
The Perceptual Motor Program (P.M.P)
The Perceptual Motor Program is a movement based program that develops foundation motor
skills which are pre-requisite for effective classroom learning. For example, a child learning to
catch a ball is practicing the eye movement actions necessary for reading. In fact all
communication skills, reading, writing, speaking and gesturing are essentially motor based
activities. By focusing on these foundational motor skills we are helping the child’s intellectual
development. Students follow the PMP curriculum from Nursery to Year 1. Special training will
be held for teachers not familiar with PMP.
ACCOUNTABILITY FOR TEACHING AND LEARNING
Program Planning
Teachers take an individual approach to planning, while remaining within the curriculum
framework. Individual focus activities are planned for each child to help improve, reinforce and
further develop their range of skills and learning abilities.
From K1 to Year 2, six Inquiries are conducted each year.
The Inquiries are planned by each of the Syndicates, each Inquiry lasting about 4-5 weeks
Long Term Plans:
Syndicates develop agreed long term plans, covering a whole term. The plans are based on the
curriculum for each year level.
Long Term Plans are published on the class section of the school computer system [known as
Sycamore]. These plans must be posted on the system before the first day of term.
Long Term Plans must also be placed in a prominent location in the classroom.
Weekly Plans
Within the Inquiries, weekly plans covering Understanding Goals, Enabling Capabilities, and
Specific Understandings are to be submitted to the Coordinator of Teaching and Learning [for
the Primary section], and for Nursery and K1, to the Coordinator of the ECE section, each
Thursday and also posted to the class page of Sycamore by Thursday.
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CO - CURRICULAR ACTIVITIES
After School Activities
The curriculum is enriched through a wide variety of co- curricular activities. These are offered
through an After School Activities Program and a Summer School program. Among the activities
are ballet, Thai language, various sports, and creative arts extension programs. Teachers usually
teach two programs per week.
Summer Program
A four week summer program is conducted in June and July each year. The program operates
across the age groups from Nursery through to Year 3. This enjoyable yet informative program
may include nature studies, dance and movement, Kindermusik, arts and crafts and Sports.
Teachers participate in this program as part of their contractual obligations, taking part in at
least one summer school in a two year contract.
AISB INTERNATIONAL STUDY CENTRE
The International Study Centre is a new initiative of the AISB group of schools. Based at the
Paradise Park Centre, but also operating from Soi 20 and Ram Inthra. The Centre offers a range
of programs which complement and extend the students’ learning opportunities in literacy,
numeracy and other academic areas.
If teachers wish to offer programs for the International Study Centre, please discuss with the
Director.
INFORMATION TECHNOLOGY NETWORK
The school management structure is supported by an Information Technology network. We use
the Sycamore Leaf School Management System, a state of the art cloud based school
administration system. The system is also linked to the school website.
All teaching, paraprofessional and administration staff are connected to this network.
The network is managed by an IT Manager and there is a contracted hardware support
company which does major maintenance.
Information Technology Acceptable Use Policy
All staff that use the school IT
equipment must sign the
school’s Acceptable Use Policy.
Staff Email address: All staff
are allocated an AISB email
address which will looks like
this: [email protected]
To access email, go to http://mail.australian-isb.com
The school website teachers’ portal:
The teachers’ portal can be entered as follows:
Username: teacher
Password: aisbpw
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School Web Site www.australian-isb.com
The school web site is linked to the Sycamore administration system, but it does not replicate
the management system.
The IT Manager is the web administrator. He keeps the site current so that it is a highly relevant
tool for school public relations as well as parent and staff information.
MANAGEMENT STRUCTURE
AISB – Organisational Chart
DIRECTOR
Greg Cairnduff
Functional Units
HR, Business
Management,
Marketing
Teaching
&
Learning
Business
Manager:
Coordinator:
Mrs Malini
Chalwa
Ms Helen
McPherson,
whole school
Senior Admin
Officer: Tik
Admin Officer:
Rose
MS Karen Jones
ECE
Teaching and
TA staff
IT: Kevin
Coordinator
Finance
Thai Staff
School
Development,
New Projects
Chief
Financial
Officer:
Assistant
Operations
Manager
AISB Group
Development
Manager:
K Lak
K Sai
K Kob
Accountants:
Aoy
Tiu
Nannies
Maids
Drivers
Cooks
New Projects:
Building
Program
Equipment
acquisition
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T
STAFF SUPPORT PROGRAM
he profession of teaching is a demanding one. Schools large and small are busy,
complex places. Regardless of where they are teaching, teachers need reserves of
resilience, and a support network of colleagues, family and friends to debrief after a
busy day or a hard week.
The teachers’ employer is a part of the support network. The employer is able to
provide empathetic and practical support when teachers need it.
International setting:
Those who teach in an international setting, face new challenges that are different from the
challenges faced when teaching in their home country. Among these are the challenges of
adjusting to a new culture, including a different language, food, social customs and social
expectations of teachers.
Teaching expatriate children also has its own set of unique pressures, as parents on overseas
postings may be anxious about their child’s adjustment to an international school, security
issues and so on.
Teachers at AISB are not immune from any of these demands. With this in mind, the school has a
systematic staff support plan.
The Staff Support Program
There are three broad areas covered by the program.
1 Pre arrival preparation
2 Settling in, orientation and mentoring
3 Ongoing practical supports
1 Pre Arrival
Newly appointed teachers have many questions about their new school and their new location.
Although it is very difficult prepare a person for the realities of the culture shock that comes
with landing in a new country, it is possible to provide useful practical information.
New appointees are eager to know about their living conditions, the cost of living and the
medical and emergency support available to them.
Much of this information is provided on the school website.
The school website has a portal for teachers which is accessed as follows:
Username: teacher
Password: aisbpwd
2 Settling in, orientation and mentoring
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New teachers arriving from overseas will arrive at least a week before starting work
They will be met at the airport by school transport and the Director.
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A three day orientation program covering a wide range of school based topics, is held in
the week prior to the first week of the school year
The first few days and weeks are critical:
o Meet all staff, provided with buddy teacher and if new graduate, with a mentor
teacher.
o Orientation to school operations – staff handbook, codes and protocols, but there
is an emphasis on –“ask if unsure of anything” - rather than being expected to
know all contents of the handbook.
o Introduction to syndicate, curriculum, planning and so on
o Provision of student information
Ongoing support – meet regularly with the Director
3 Practical support
This is provided for all teachers in an ongoing way.
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Personal support – the Director and other members of the school management team are
available to talk with any staff member before and after school and at weekends, if
necessary. The Director is available to staff by phone 24 hours a day.
Medical – the school provides medical insurance for all teachers
o the school has a service agreement with Bangkok Nursing Hospital [Convent
Road, Silom] this entitles teachers to a BNH registration card and provides:
 a 10% discount on medication and 20% on hospital rooms
 spouse and children entitled to same discount
 teachers may take a tour of the facilities of BNH
 staff will need to complete a registration form and provide copy of
passport front page
 not compulsory to join this scheme
During the orientation program, representatives of our insurance brokers, Lawton Asia
will sign staff up the staff medical scheme and discuss the benefits available.
Personal and medical leave – 7 days per year for teaching staff.
How personal leave is defined by AISB:
Personal leave is intended for use to attend to urgent personal
matters that cannot be attended to at another time. It is not intended
to be additional holiday leave.
Other unseen needs for personal leave must be by request to the
Director.
SECURITY
All schools are aware of the need for the security of their community, especially the security of
the students. In recent years serious incidents have occurred in schools in different parts of the
world.
In the International School situation, security awareness is always high on the school’s agenda.
As many parents are expatriates, they may not have a deep understanding of the social,
economic and political situation in the host country, nor do they always understand the media
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of the host nation, because they do not always have access to accurate information, they are
usually very sensitive about matters of security at school.
AISB takes the security of all in its community of parents, staff and students, both local and
expatriate, very seriously.
There are systems in place to ensure security for all. These consist of policies and procedures in
case of emergency [see below Fire and Other Serious Emergency and references to medical lists,
First Aid, Nut Free policy and so on].
The practical measures include:
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Security cameras providing 24 hour surveillance.
Guard on the only unlocked entry gate during all school hours
Locked back gate
Compulsory entry/ exit identity card for all who collect and drop off students
Visitor badges and ID registration
Staff ID badges
Regular evacuation drills
A comprehensive and efficient communication system
o capacity to send of multiple [500] SMS messages to the school community
o Web based information – such as warnings and actions being taken
Use of certified transport operators for school trips
EMERGENCY PROCEDURES – FIRE EVACUATION
Fire Evacuation for Teaching Areas [Applies to Classroom Staff and Students]
[There is a Thai language copy for Thai staff]
When the fire alarm sounds:
1 All children stop working
2 Put on shoes, line up ready to go outside, do not bring bags
3 Teacher checks - all children in the line
4 TA -checks toilets and shuts doors, turns off air conditioner and other electrical
appliances
5 Teacher leads children, walking to the Assembly Point, nanny in middle of the line, TA at
rear
6 At the Assembly Point, line up in with own syndicate [Assembly point – playground]
7 Report numbers and absentees to Fire Warden [K Kob]
8 Wait quietly in line for all clear.
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ACTIONS TO BE TAKEN IF THERE IS A SERIOUS CIVIL
EMERGENCY WHICH AFFECTS THE SCHOOL
Where there is sufficient prior notice of imminent danger or concern about a civil emergency
which may cause transport routes to be unsafe or inaccessible for students, parents and staff,
the school will be closed.
This decision will be made by the Director, based on advice from the School Board, security
authorities, embassy sources, and colleagues.
The school will not be closed if there is no credible advice to do so, or no evidence of the
circumstances mentioned above.
Closing the school during the day - while school is in session:
If the school is to close during school hours, a member of the admin staff will come to tell you
in your class room – all non-teaching staff will be informed by K Kob. Reasons will be given as
to why the school will close. If possible all staff, or sections of the staff, may be called together
to be given more information.
After this notification, the following procedures will operate:
1. Parents will be informed by SMS and a group email will follow advising that
school is closing. Parents who bring children by car will be asked to collect
children at the school gate. They will be requested to park in the restaurant
car park at the top of the Soi, to reduce traffic congestion near the school.
They will then walk to the school to collect the children.
2. Teachers, TA s and Nannies hold the children in their own classrooms and
check all are present until requested to bring the children to the pick point.
3. As far as possible, school vans will depart with their normal passengers.
4. Rest of children remain in room with staff until parents come to the class
room to collect them.
5 All staff remain on campus until all students are released safely, unless they have
to leave for exceptional family reasons. In this case, alternative supervision
arrangements will be made for that staff member’s supervisory duties.
School Lock Down:
In such an extreme case that leaving school would put students’ or staff safety in jeopardy; the
decision will be taken by the Director to “lock down” the school.
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Children will be kept in their homerooms and parents will be notified by SMS and email
of the situation.
Students will be kept at school until it is possible for them to be collected by a
responsible adult.
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Staff will not leave until children are all picked up, but where there are circumstances of
staff having to leave for urgent family reasons arrangements will be made for
alternative supervision of any remaining children.
Meals will be prepared by the school kitchen and eaten in classrooms.
Situation during out of school hours, such as at night:
If the emergency situation is fluid and uncertain, any sudden developments out of school
hours will be monitored.
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Messages will be sent to staff by individual SMS followed by an email. Parents will be
contacted by group SMS and then email.
Messages by SMS will also be sent to Thai staff in Thai language.
Teaching staff, TAs, and Admin staff are asked to send this response to the message –
“Got it”, either by SMS or email to the Director. Thai staff responds to K Kob.
Civil Unrest: Keeping up to date:
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Each morning, check television and/or radio to try and stay abreast of what is
happening.
Thai language news bulletins will be monitored by K Kob and K Malini who will keep
the Director informed.
The staff will be informed by SMS
If there is a situation and you have concern for your own safety travelling to school,
please use your discretion to remain at home. Llet Malini know you will not be coming
to school.
THE BACK GATE – UNLOCKING PROCEDURES
The gate at the back of the Year 1 / N 2 block in the courtyard beyond the Nursery classes is
always kept locked.
If there is ever a need a need to evacuate the school though this gate, the key is accessible to the
staff.

It is in on a hook in the Nursery 1 Possums storage cupboard. All staff will be shown
exactly where the key is kept.
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DRESS CODE FOR TEACHERS, TEACHER ASSISTANTS AND
ADMINISTRATION STAFF
A
sian culture places a great importance on a neat and clean appearance. Modesty is highly
valued, and in the Asian cultural context, teachers are given a very high degree of respect.
In the west, the way a teacher gets respect is quite different. In the western culture [in Australia,
any way] a teacher has to earn the respect of their students and parents. Respect is not handed
to a person just because they are a teacher. Respect is granted only when a teacher
demonstrates in practical ways that they care about their students.
In the Thai situation, as in other parts of Asia, teachers are expected to behave and dress in
particular ways. The community has a view of how a teacher should look when in school and
even out of school.
People from a western culture do not have the same expectations – in the west, judgments
about a teacher’s professional quality are made on the basis of their teaching performance,
rather than the way they dress, or simply because they are a teacher.
In International schools therefore, teachers dress more formally and conservatively than in
some western school systems.
The Board of AISB is quite clear in its requirements that teachers adhere to the school dress
code.
T
he Board of the School requires all staff to conform with this code, based on the cultural
expectations of teachers in Thailand.
The Board is of the view that more formally dressed teachers convey an enhanced view
of their professionalism.
The requirement in relation to the school dress code is designed to demonstrate respect for the
varying expectations shown by the 16 different nationalities represented in the school.
This dress code requirement is clearly stated in all teachers’ contracts as follows:
Clause f) We recognise that Thailand has a tropical climate with temperatures often being high.
In accordance with the expectations of Thai society and parents of our students, teachers are required to wear
clothing in that is in keeping with the school dress code.
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Clothing should at all times demonstrate the high standards of the teaching profession.
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Clothing should not be revealing.
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No denims - jeans, shirts, skirts are to be worn at school at any time including sports days and other
whole school events [weekends excepted]
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No see-through or strappy clothes are to be worn during working hours
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Body decoration such tattoos should not be visible while on duty or at any time on the school
campus
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The same requirements apply to body piercing jewelry or ornaments, except pierced ears and one
set of earrings.
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What Does the Dress Code Mean for Teachers and Teacher Assistants?
It could mean:
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You have to dress more formally than you do in schools in your own country.
At school, you may be dressed more formally than when out of school.
You may have to remove some body piercing adornments when you are at school.
You may have to wear items of clothing that cover tattoos at all times while in school.
Specifics for males
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At school, you are expected to wear conservative clothes such as slacks, a business shirt
[short sleeves, ok] and leather shoes.
It is expected that most of the time, you will wear and a tie.
Sandals, sandshoes, shorts and tee shirts, are a not appropriate for normal school days.
Specifics for women
o
o
o
Skirts must come down to at least just below your knees.
Shirts cannot be low cut, you will need to wear longer shirts to make sure your mid-riff
is covered, and tops should have sleeves.
Tank tops are not to be worn during school time or at official school functions.
For All
o
o
o
Shorts may be worn on special days such as sports day, but must come down to below
the knees.
Open toed shoes are ok for females, but not “flip flop” slip ons..
The school polo shirt may be worn on normal school days by male and female teachers
non-school polos may be worn at any time be female teachers and occasionally [say once
per week] by males.
MONEY MATTERS, MATERIALS, ORDERING AND LIMITATIONS
Staff members follow these procedures in relation to expenditure and ordering of supplies:
Petty cash: up to a 300 baht limit may be used periodically to purchase small items that are
required for classroom use. For reimbursement, teachers must have a receipt and give this to
the cashier who will arrange reimbursement as soon as possible.
Purchase Orders: for expenditure greater than 300 baht, a purchase order is required – this is
to be approved by the Director. Once the purchase is made the purchase order and receipt must
be given to the cashier.
Please do not purchase supplies without a purchase order. If there is a request for
reimbursement without a purchase order there will be no reimbursement.
Classroom Supplies: We are attempting to make our first steps towards self-managing
classrooms. All classes will be given classroom supplies at the start of the school year. These
supplies are for an 8 week period, no other supplies are available until after the mid - term
break.
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This is an attempt to give teachers the opportunity to manage their own supplies. We will need
to monitor how this goes in term 1.
The stock room will be open for an hour each day 1300 – 1400 for TAs to collect nonstandard
stock that is held there.
Class Cooking – ordering ingredients:
If you do class cooking activities, in order to get the best possible price, ingredients must be
ordered through the office.
As purchases are made on Saturday, please provide the Cashier [Sai] with the list of required
ingredients no later than Thursday of the week prior to the cooking class. This procedure also
applies to Afternoon Activities cooking classes.
Photography:
There is no limit to the number of photographs taken of children in your class, but there is a
limit of a total of 200 photographs to be printed per class in one year. That is an average of more
than 10 photographs per year per child.
All photographs for printing are to be sent to the office so that the school’s preferred supplier
will do the printing at a low cost. Please do not have photographs printed for your class or for
the school outside these supplier requirements.
There is no limit of the number of photographs which may be taken, only a limit on the printing.
Laser Printer: Photographs should not be printed on the laser printer in the staffroom as
these prints cost more than twice the price of the school’s photographic print provider.
STUDENT MANAGEMENT
In managing students, all classroom staff use these student management protocols:
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We never raise our voice to children
We use the concept of “thinking time” rather than “time out”
We are very careful about the words we use when managing the behavior of these young
children
We base our student correction around the following questions which we always ask children
when they need correction:
In relation to what they are doing, ask the child:



Is it safe?
Is it fair?
Does it show respect?
These three questions should be prominently displayed in all class rooms. Depending on the
age group, teachers will need to explain the meanings of the key words.
Page 19
Whole School Rules
The following whole school rules always apply:
1.
2.
3.
4.
5.
6.
Move and play safely
Care for yourself, others and all property
Resolve problems calmly, sensibly and fairly
Respect others through your speech and manner
Work as well as you can and allow others to do the same
No hat- No play {teachers model this requirement by wearing a hat while on duty}
THE DUTY OF CARE
The teachers’ Duty of Care requires a high professional standard of care and service and a
constant realization that teachers carry legal responsibility for the safety of the children in their
care.
Broadly interpreted, this means that teachers’ professional work and conduct in the workplace
are always consistent with the goals of the school and the professional standards of their home
country’s teacher registration and licensing system.
The basic duty of care of the teaching profession is to ensure the safety of students at all times.
In practical terms, this means teachers:



never leave their class unattended;
arrive at their duty stations on time [or let someone know if they are going to be late].
when supervising children, they move around and always have a “defensive duty”
approach to dangerous or accident prone situations.
STUDENT SICKNESS, ACCIDENTS AND FIRST AID
School Nurse
In 2011-12 we are pleased to have our first appointment of a school nurse, Ms Rini Elizabeth.
Rini will be helping develop protocols for the interface between her role in student health and
well-being and that of the teaching staff.
She is also the TA for Year 3.
Medical Room
The nurse is located in the medical room which is adjacent to the Year 3 classroom. Procedures
for the use of this room will be determined in the first three weeks of term 1
Page 20
First Aid
The appointment of the nurse does not mean that teachers are not expected to administer first
aid. Many teachers hold Australian First Aid certificates.
Each class room is equipped with two first aid kits – a small basic waist worn kit for wearing
when outside on duty, also a classroom first aid box.
It is the TAs responsibility to keep the First Aid kit properly stocked.
The electronic thermometer is used by the nurse and is kept in the medical room.
Mandatory “send home” temperature
When a child’s temperature reaches 36.5 degrees a call is made to parents to inform them that
as watch is being kept on the temperature. The nurse will make this call.
If the temperature reaches 38.6, the child must be picked up and taken home.
MEDICAL VACCINATIONS
Parents of children who have not been vaccinated or suffer from a chronic illness, need to be
contacted if an infectious disease breaks out in the school. Please notify the Nurse as soon as
you are aware of possible cases of infectious diseases involving children in your class.
Notify the Nurse if you suspect a child has an untreated medical condition.
Accidents
 A Parent Notification letter is completed for all student injuries and sent home with the
child.
 Parents are always contacted in case of head, teeth, eye, or serious injury. If teachers
have any concerns, parents are always contacted .The nurse must be notified of any
head wounds or incidents requiring doctors/dentist/hospital visits
Sick children are not to be sent to the office – the medical protocols will cover the procedures
for what is to be done when a child is sick.
ALPHABETICAL LISTING OF POLICIES
ABSENCES
Staff absences
Teachers who will be absent due to illness or emergency inform the Business Manager
[Malini]no later than 07:00, to ensure the greatest possibility of obtaining a replacement
teacher.
Advance notification of all other absences is appreciated.
Page 21
On occasions when a replacement teacher cannot be found, or when required by budget
constraints, the class of an absent teacher may be divided between other classes, or students
may join another class of the same level.
 Please ensure that an up to date copy of your emergency teacher information sheet is
located in the office.
 To assist replacement staff, please ensure your work program is completed and the time
table and roll can be easily located by your TA.
For illnesses over 3 consecutive days, a medical certificate is required.
Non-Teaching staff please inform the Business Manager as soon as possible regarding your
absence.
Leave Forms
Please complete a leave form in advance, if you know you will be away, or immediately on
return if you have an unexpected absence. Forms are available on the Sycamore system.
Emergency Lessons
Teachers prepare and place two emergency lessons in the folder in the staff room, this is to be
done by the end of week 2 of term.
Student absences
Teachers enter student absences on the attendance section of their class page on Sycamore each
day. For K2 and above, lateness is also recorded [the system uses the word “tardy”].
Teachers follow up absences of more than two days with a phone call or email.
ASSEMBLIES
Syndicate Assemblies are held each week and whole school assemblies are conducted in the
Maida Moss Hall each term and on special occasions.
ASSESSMENT & REPORTING
In the first two months of Term 1 2011, the Coordinator of Teaching and Learning will lead
a review of assessment and reporting policies which may lead to some changes of what is
stated below.
Information evenings are held early in the year.
Parent/Teacher interviews are held at the end of terms one and two.
Informal interviews can be scheduled at any time that suits both parties.
Page 22
Portfolios are sent home at the end of each term. They show parents how their child is
performing across a range of curriculum areas. Teachers provide details on the nature of the
work presented and where there are areas of concern. Parents and students are encouraged to
write feedback into the Portfolios.
If there are concerns about a child’s progress, these are discussed with appropriate school
personnel and parents, as early as possible. Where there are areas of concern, Individual
Learning Plans and Behaviour Management Plans are established for each child.
Staff will receive assistance with assessment and reporting techniques and procedures both at
team and whole staff levels.
BOOK CLUB
The Scholastic Book Club is conducted during the year. Student order forms are sent to each
class for distribution. The advised closing date for orders is always clearly marked. Orders are
collected from the classrooms and taken to the office.
CALENDAR
Whole school events are recorded on the planner in the staffroom. When planning events, staff
include the updates on the planner. Coming events are listed on the white board in the staff
room.
The Director’s approval is required for all school events.
CASUAL RELIEF TEACHERS (CRT)
The administration staff, with the Director, endeavour to match CRTs with classes. Criteria for
selecting teachers substitute teachers include:




Academic qualifications
Experience
Previous history/relationship with the school
Proximity to the school
The Director and Administration Manager make all decisions regarding the suitability of CRTs
Refer Absences - staff
CHILDREN LEAVING SCHOOL
Children who are required to leave school early, need to have written approval of their parents.
This approval is forwarded to the office. At the requested time of departure, an office staff
member will come to the class to collect the child concerned and take them to the office.
CLEANING
Page 23
The functional cleanliness of the school depends on teacher and pupil thoughtfulness as well as
the performance of the school cleaners. Concerns related to the cleanliness of the school are
directed to the Assistant Operations Manager.
The children are encouraged to take pride in the appearance of their school and to keep
classrooms, corridors, and playground and assembly areas neat and tidy.
Chairs are placed on tables at the end of the day and all papers, pencils etc are removed from
the floor
Clocking on and off:
As part of the school’s Human Resource Management, staff are required to clock on and off each
day. Please do not have other staff do this for you.
The time clock is located in the back office.
COMMUNICATION – Staff
 Face to face is the best form of communication and we try to use that wherever possible.
 We do have to resort to electronic communication as well – please make sure that the




office has your mobile phone number.
Make sure your Sycamore system is turned on in the morning on each school day, and
that you check your email when you are free as important Pass a Note and emails may
be issued during the day.
The whiteboard and notice board in the staffroom provides additional daily information
and new information that may occur during the day to assist with staff -communication.
Helen takes care of the weekly events on the staff notice board
Please speak to Greg if you are having trouble either gaining or passing on information.
COMMUNICATION – Parents
 Parents may request information about their child from the teacher at any time.
 Communications with parents are always be professional and courteous; student
records are written in a professional and objective style
Director’s Approval – Communication:
o
All communication sent to parents or external bodies needs to be approved by
the Director. Emails to parents about class related matters should be ccd to the
Coordinator of Teaching and Learning [Helen]
Parent Newsletters:
o
A fortnightly school newsletter is posted to the school website every second
Friday. Staff members are encouraged to send items to the Director for inclusion.
Teachers are asked to provide class reports for every second newsletter and
articles of educational interest to parents.
Page 24
CONFIDENTIALITY
Teachers always maintain confidentiality and never discuss confidential matters with other staff
members in the presence of students or parents, always ensuring the staffroom or office doors
are closed if they hold a confidential discussion. Teachers never discuss another child’s
progress, or speak negatively about the school, staff, parents or students with other parents or
community members.
CORRESPONDENCE – Hard copy
All outward correspondence should be typed accurately on school letterhead and be endorsed
by the Director.
CROSS AGE ACTIVITIES
Cross age activities are undertaken as special whole school events e.g. Readathon, Australia
Day, Sports Day.
Individual teachers may also organise cross age activities such as buddy system activities. These
activities assist with creating a harmonious playground environment.
CUMULATIVE RECORDS
A record of each child’s progress is kept in the form of a student file from the time the child
arrives at school until the child exits.
DISPLAYS
Displays in the school and community acknowledge the achievements of our students and
encourage a sense of self-worth. Teacher displays are encouraged. Teachers should ensure all
children have work displayed several times during the term, encouraging accuracy and neatness
whenever possible.
ENERGY CONSERVATION
Lighting, heating and air conditioning are expensive costs for any organisation. Teachers model
conservation behaviour by ensuring:
 Lights and appliances, including computers are turned off in vacant rooms and at the
end of the day.
 Doors and windows are closed when heaters or air conditioners are operating.
 Paper and other consumable resources are not “wasted”.
 They are familiar with the operation of reverse cycle air conditioners and set them to
operate at maximum efficiency.
The monthly energy costs will be published so we can all make an effort to be conscious of these
costs.
ENROLMENTS
Page 25
In an international school, enrolments occur throughout the year. Enrolments are overseen by
the Business Manager. Teachers assist by ensuring new families are welcomed into the school
and are briefed on school routines and expectations.
EQUIPMENT
Please report any lost or damaged equipment to the Assistant Operations Manager [Sai]– it is
important that this notification is in writing.
EXCURSIONS
All excursions, camps and in-school performances are approved by the Director. Where a cost is
involved, the Business Manager participates in the planning process to ensure the event is
financially viable.
When organizing excursions and visits, the excursion policy documents are completed by the
teacher in charge
FURNITURE
Please inform [in writing] the Assistant Operations Manager if additional furniture or repairs
are required.
GROUNDS
The children are encouraged to take pride in their environment and assist in the development
and maintenance of attractive, useful and pleasant school grounds.
Teachers should immediately notify the Assistant Operations Manager in relation to hazard or
maintenance issues.
HOURS - Teaching staff and Teacher Assistants
All members of staff are expected to be at school by 08.00 and remain until 15:00 on all school
days, on Thursdays to remain at school until 15:30 for staff meeting.
The Director may schedule meetings after school for disseminating information, professional
development and/or curriculum review and development.
Staff meetings are conducted on Thursday afternoons from 1430 to 1530. Staff meetings are
held in the library.
Syndicate meetings are held weekly at times agreed by syndicate members.
TA meetings are held fortnightly at 0740.
INTERNET
Page 26
All teachers comply with the provisions of the Acceptable Use Policy.
LOST PROPERTY
Lost and found items are placed in the container at the front office.
LUNCH
Lunch is provided by the school. The menu is decided by the Catering Coordinator. Students
who do not have the school lunch, provide their own. Teachers eat with the students and focus
on encouraging the children to eat quietly and use acceptable table manners.
LUNCH ORGANISATION
All children eat lunch in the dining room. Lunch eating times vary, depending on the age of the
students.
MOBILE PHONES
Teachers and TAs
In normal circumstances, teachers and TAs do not use personal mobile phones during class time
or when on duty.
PARENT/TEACHER INTERVIEWS
Parent Teacher interviews are conducted at the end of the term after portfolios and reports are
sent home. As well as any other time parents or teachers feel an interview is necessary. Such
appointments are always held outside class time.
Confidentiality and professional courtesy is always maintained during interviews.
Teachers never discuss another child or member of staff with a parent. If a parent is
unhappy about school organisation or other matters, refer parents to the Director.
PERSONNEL DETAILS
Staff are requested to complete Staff Information details at the beginning of each school year
and notify the office immediately if there are changes to:- name, address, telephone number,
banking details etc. This ensures payroll and leave functions controlled by the school are
administered effectively.
PHOTOCOPYING
The photocopier is located in the staff work room. Classes must use their own paper for copying.
Inform the Assistant Operations Manager if there is a problem with the photocopier or other
equipment. All classes receive an allocation of photo copy paper which should last half the term.
If you run out of copy paper you have to borrow for other members of you syndicate.
Page 27
A re-cycling box is located by the photocopier for non-confidential photocopied rejects. We
can then reuse this for photocopying if it is kept flat.
PUBLIC RELATIONS - SCHOOL IMAGE
Image is an important aspect of the school’s organisation. AISB endeavours to enhance student
learning outcomes by promoting and increasing recognition of the school’s achievements and
has a desire to further develop a positive school image within the local community.
Staff members are encouraged to positively promote the school whenever they have the
opportunity to do so, the Director makes statements to the media on behalf of the school.
Building and maintaining the school image is a team effort. The professional demeanor of the
staff and the active implementation of the school’s systems and protocols contributes to the
image of the school.
All complaints about the school should be referred to the Director
ROOMS – SECURITY/TIDINESS/DISPLAYS
Teachers always keep the teaching areas and staff room orderly and tidy.
Displays of children’s work should are changed frequently, as this ensures all children have
some of their work displayed several times during the term.
Staff lock all windows at the end of each day and equipment stored in a secure place.
SCHOOL PHOTOGRAPHS
Individual, class, staff and whole school photographs are taken once per year.
Individual staff photos will be used for display photos.
Students are encouraged to be in full school uniform on the day of photographs.
SMOKING
AISB is a non-smoking area and teachers who smoke are requested to refrain from
smoking on or near to school campus at any time.
SPECIALIST CLASSES
Specialist classes conducted at AISB include computing, art, music and drama.
Students arriving and leaving specialist classes are always supervised and the TA stays with the
class during the specialist session.
Page 28
SPECIAL NEEDS
Staff may refer children with special needs to the Director.
Staff will be provided with a confidential list of students who have medical, social, physical,
educational, and family special needs. For alterations and updates to this list please see the
Director.
SUNSMART
AISB is a Sun smart School and encourages Sun Smart practices. Staff and students are required
to wear a hat when outside. Teachers always ensure students playing in the sun without a hat
are asked stay under the big tree.
The rule is: “No hat - No play.”
Staff also wear a hat when outside on duty as this models what we require of the children.
SWIMMING
Weekly swimming classes are conducted in the school’s pool and in a larger pool in an adjacent
condominium block. Teachers are responsible for the supervision and behaviour of students to
and from the pool, around the pool and in the pool. Teachers of young students are expected to
be in the water and to have an adult watching from the pool deck.
SCHOOL TELEPHONE/FAX
Telephone 02 663 5495-7, 02 260 4575
Fax 02 2581450
TRANSFERS – Students
In - An admission form is completed at the office and enrolment procedure conducted.
Relevant details will be given to class teachers when child arrives at school and previous
records have been obtained.
Teachers ensure the induction of new students is smooth and as stress free as possible. Ensure
a buddy system operates and the child is aware of, and comfortable with, school routines and
procedures.
Out- Inform the Business Manager as soon as a transfer out is known.
UNIFORM
The wearing of the approved uniform is compulsory for K2 students and upwards. Staff
encourage students to wear their uniform with pride and to wear it every day.
WET WEATHER ROUTINE
Students do not go outside to play when the weather is inclement. But the outdoor gym
may be used for games in wet weather.
Page 29
Children remain inside doing quiet and constructive activities, with movement around the
school kept to a minimum. Children may visit other classes nearby.
In the event of weather turning bad during a recess break the decision to bring children
inside is made by the teachers on yard duty.
FINALLY
Enjoy every day as a teacher or TA !!!
Page 30

Staff-Information-20.. - Australian International School Bangkok

Transcription

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