FACULTY

HANDBOOK
2014/2015
Updated10/30/201411:39AM

Table of Contents
SCHOOL PROFILE.........................................................................................................................................4
MISSION..........................................................................................................................................................5
BELIEFS..........................................................................................................................................................5
PROFILE OF THE GRADUATES..................................................................................................................5
PARENT-SCHOOL PROTOCOL...................................................................................................................7
CHARTER OF STUDENTS RIGHTS AND RESPONSIBILITIES................................................................9
CODE OF ETHICS.........................................................................................................................................10
DRESS CODE.................................................................................................................................................12
FACULTY SCHOOL YEAR...........................................................................................................................13
1.
CONTRACTUAL BENEFITS...............................................................................................................13
A. GUIDELINES........................................................................................................................................13
B. INTERNATIONAL TEACHER HIRED OVERSEAS......................................................................................14
C. REGIONAL TEACHERS.........................................................................................................................16
D. PROFESSIONAL DEVELOPMENT (PD)...................................................................................................17
General...............................................................................................................................................................17
NearEastSouthAsiaCouncilofOverseasSchools(NESA).................................................................................17
InternationalBaccalaureateTrainingProtocol..................................................................................................17
GraduateStudiesTuitionGrants........................................................................................................................18
2.
CONTRACT RENEWAL......................................................................................................................19
A. RENEWAL PROCESS.............................................................................................................................19
B. CONSEQUENCES FOR BREACH OF CONTRACT......................................................................................20
3.
ATTENDANCE.....................................................................................................................................20
A. RECORDING.........................................................................................................................................20
B. ABSENCE CATEGORIES........................................................................................................................21
C. CALCULATION OF DEDUCTIONS...........................................................................................................22
D. NO ABSENCE BONUS............................................................................................................................22
4.
LESSON PLANS AND SUBSTITUTE TEACHERS.............................................................................23
A. PLANNED ABSENCE.............................................................................................................................23
B. UNPLANNED ABSENCE.........................................................................................................................23
5.
TEACHER GROUND DUTIES............................................................................................................24
6.
HOUSING OVERSEAS HIRED INTERNATIONAL TEACHERS.....................................................24
A. OBLIGATIONS OF THE SCHOOL............................................................................................................24
B. OBLIGATIONS OF TEACHERS...............................................................................................................25
C. APARTMENT ASSIGNMENT...................................................................................................................25
D. INTERNAL MOVING GUIDELINES.........................................................................................................25
E. CO-HABITATION.................................................................................................................................26
F. EMERGENCY INFORMATION................................................................................................................26
7.
FACULTY ADVISORY COUNCIL......................................................................................................27
8.
TEACHER ASSESSMENT...................................................................................................................28
9.
FACILITIES.........................................................................................................................................52
10. AFTER SCHOOL AND WHOLE SCHOOL COMMITMENTS..........................................................52
A. TEACHER OBLIGATION........................................................................................................................52
B. WHOLE SCHOOL EVENTS....................................................................................................................52
11. COMPLIANCE WITH KUWAIT CUSTOMS......................................................................................52
A. RELIGION............................................................................................................................................52
B. POLITICS.............................................................................................................................................53
C. KUWAIT CUSTOMS, VALUES AND TRADITIONS.....................................................................................54
D. CENSORSHIP REGULATIONS AND PROCEDURES....................................................................................54
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12. ACADEMIC PROGRAMME................................................................................................................56
13. ASSESSMENT AND REPORTING......................................................................................................56
A. ASSESSMENT AND REPORTING IN THE PRIMARY YEARS PROGRAMME..................................................56
B. ASSESSMENT IN THE MIDDLE YEARS PROGRAMME..............................................................................57
C. DIPLOMA PROGRAMME.......................................................................................................................57
D. EXAMINATIONS...................................................................................................................................58
14. HOMEWORK.......................................................................................................................................58
A. TEACHERS RESPONSIBILITY...............................................................................................................58
15. COMMUNICATION BY TEACHERS.................................................................................................58
A. WRITTEN CORRESPONDENCE TO ALL STUDENTS OF ANY CLASS..........................................................58
B. CORRESPONDENCE TO PARENT OF INDIVIDUAL STUDENT....................................................................58
C. GUIDELINES FOR USE OF SCHOOL EMAIL............................................................................................58
D. GUIDELINES FOR INTERNET USE IN THE CLASSROOM..........................................................................59
16. STUDENT ATTENDANCE...................................................................................................................59
17. GATE POLICY.....................................................................................................................................59
18. MANAGEMENT OF STUDENT BEHAVIOR.....................................................................................60
A. CATEGORIES OF STUDENT BEHAVIOR..................................................................................................60
19. FORMS.................................................................................................................................................61
20. OBTAINING INSTRUCTIONAL MATERIALS..................................................................................61
21. STUDENT SUPPORT SERVICES........................................................................................................61
A. COUNSELING.......................................................................................................................................61
B. COUNSELING SERVICES.......................................................................................................................62
C. COLLEGE COUNSELING IN HIGH SCHOOL............................................................................................62
22. PRIVATE TUTORING.........................................................................................................................62
23. HEALTH SERVICES............................................................................................................................63
A. ACCIDENT REPORTING........................................................................................................................63
B. MEDICATION.......................................................................................................................................63
C. GENERAL ILLNESS...............................................................................................................................63
D. SCREENINGS........................................................................................................................................64
E. VACCINATIONS....................................................................................................................................64
24. K-12 LIBRARY.....................................................................................................................................64
25. EXTRACURRICULAR ACTIVITIES..................................................................................................66
26. APPENDIX............................................................................................................................................66
MINISTRY PENALTIES (AS OUTLINED AND WRITTEN BY THE MINISTRY)..................................................66

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School Profile
The American International School of Kuwait (AIS) is a private independent day school serving
students from pre-kindergarten through grade twelve. It is an International Baccalaureate
Organization (IBO) World School that is fully authorized for the Primary Years (PYP), Middle
Years (MYP) and Diploma (DP) Programmes.
The school is modeled on the three divisions typical of American schooling: Elementary, Middle
and High School. It is accredited to award American High School Certification by the Middle
States Association of Colleges and Schools and it is a member of the Association for the
Advancement of International Education (AAIE) and International School Services (ISS).
The school has grown steadily since it opened in 1991 and currently has a student population of
1900+. English is the language of instruction although roughly sixty percent of the students are
Kuwaiti. Another twenty percent are Arabic first-language speakers from elsewhere in the
Middle East. The remaining twenty percent are from North and South America, the United
Kingdom, Northern and Central Europe, Turkey, India, Pakistan, Korea and elsewhere.
The ethnic diversity of the Middle East layered with the complexity of an otherwise international
student body provides a stimulating and endlessly fascinating environment in which we live the
IB Learner Profile in order to reach the Profile of the Graduates. Students of all nationalities
study Arabic either as a first or foreign language. This satisfies a government requirement as well
as contributing to additive bilingualism which is a critical part of our mission. Muslim students
are also required to study religion.
Soccer is without doubt the favorite sport, but AIS students take part in a wide range of athletic
and cultural activities through the Near East Schools Activities Conference (NESAC) of which
AIS is a full member. There is also a very active Model United Nations (MUN) and our students
travel annually to The Hague.
The school seeks qualified, experienced teachers with academic degrees from North American
Universities who are licensed or certified in the United States or Canada by virtue of formal
teacher training. The 180 teachers speak English as a first language with the exception of Arabic,
Islamic Studies and foreign language teachers. In hiring, preference is given to American
teachers, then to Canadians. In keeping with its international mission, nevertheless, the school
does hire some English first language teachers from other countries if they have accredited,
internationally recognized degrees and licenses.
Teachers at AIS are heavily involved in curriculum development and implementation. The
school is using Rubicon-Atlas, the online curriculum engine, to organize and store its curriculum.
Teachers, under the direction of the Curriculum Coordinator, and with the support of the Heads
of Department and the IB Programme Coordinators, use this tool regularly to store and retrieve
curriculum.
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Mission
AIS Kuwait inspires students to become critical thinkers and contributing world citizens through
rigor and balance in a nurturing educational environment.
Beliefs
AIS Kuwait is an IB World school that offers American and International Baccalaureate
curricula. Our community believes that:
education has the power to make the world a better place.
individuals are able to achieve personal excellence and balance in all aspects of their
lives.
intellectual, social, emotional, physical and spiritual development are important facets of
education.
families and communities play an integral role in a child's development.
everyone has rights and responsibilities and that we are all accountable for our actions.
respectful and responsible behavior is essential for cooperation and collaboration.
interaction with individuals of different backgrounds fosters an appreciation for diversity.
others with different ways of thinking can also be right.
critical thinkers are inspired by the joy of learning.
Profile of the Graduates
In preparation for adulthood, graduates of AIS Kuwait will be:
Thinkers
They take initiative to organize ideas and apply thinking skills independently, critically and
creatively to recognize and approach complex problems, concepts, ideas and issues that have
significance to local and global systems. In doing so, they acquire in-depth knowledge and
understanding that transfers across a broad and balanced range of disciplines.
Knowledgeable
They explore concepts, ideas and issues that have significance to local and global systems. In
doing so, they acquire in-depth knowledge and understanding that transfers across a broad and
balanced range of disciplines.
Inquirers
They develop their natural curiosity. They acquire the skills necessary to engage in inquiry and
research, and show independence in learning. They actively enjoy learning and this love of
learning will be sustained throughout their lives, resulting in continued growth and
development.

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Principled
They act with integrity and honesty, with a strong sense of fairness, justice and respect for the
dignity of the individual, groups and communities. They take responsibility for their own actions
and the consequences that accompany them. They are positive people who value a strong work
ethic, self-reliance and volunteerism. They are not only 'takers', but also 'makers'.
Open-Minded
They are flexible and adaptable members of a global community, understanding and appreciating
their own cultures and personal histories, as well as sensitively respecting the perspectives,
values and traditions of others who are different from them. They are accustomed to seeking and
evaluating a range of points of view, and are willing to grow from the experience.
Balanced
They are motivated and manage time appropriately to maintain healthy and productive lives.
They are realistic and understand the importance of intellectual and emotional balance to achieve
personal well-being for themselves and others
Caring
They show empathy, compassion and respect towards the needs and feelings of others. They
have a personal commitment to service in the community, and to stewardship of the natural
environment, acting passionately and diplomatically to make a positive difference to the lives of
others.
Communicators
They understand and express ideas and information confidently and creatively in more than one
language and in a variety of modes of communication. They are confident and proficient in the
use of modern communication technologies, understanding the importance of the appropriate use
of technology in maintaining positive interpersonal relationships. They demonstrate active
listening skills and work effectively and willingly in collaboration with others.
Reflective
They give thoughtful consideration of their own learning and experience in order to use, teach
and build upon it. They are able to evaluate and understand their strengths and limitations, as
well as the impact of their actions, so that they can set goals which are supportive of their
learning and personal development. They self-advocate reasonably and develop confidence by
celebrating successes.
Risk-takers
They approach unfamiliar situations and uncertainty with courage and forethought, and have the
persistence and adaptability to explore new roles, ideas and strategies. They are agents of
positive change - brave and articulate in defending their beliefs and taking action.

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Parent-School Protocol
Guiding Principles
AIS is committed to creating an educational culture that is based on mutual respect and
understanding.
Parents are the childs first teacher, therefore AIS considers parents to be integral in their childs
social, emotional and academic development.
Parents need regular, specific and encouraging information about their childs academic
progress.
Parental involvement in whole school and divisional improvement plans and accreditation
protocols is encouraged.
The language of communication with parents will be English with verbal translation services
provided upon request.
Parent Responsibilities
Parents will be expected to show an active interest in their childs education and to support
school policies, procedures and programs.
Parents will understand appropriate contact protocols with the school or division.
Parents will understand the procedures related to voicing a concern about programs, placements
or specific teachers.
Appointments to meet with any staff member during school hours are expected and will be set by
appropriate secretarial staff at each division.
Parents will act and speak respectfully and in a manner that seeks resolution for issues or
disputes.
Parents will seek answers or a resolution by first communicating with the teacher, then the
principal, superintendent and/or owner in this order.
School Responsibilities
The school website will provide school information including calendars and important notices
for parents and community.
Teachers will provide frequent and regular feedback regarding each childs progress in school.
This communication will include: Parent-Teacher conferences, progress reports, telephone,
email and on-line resources.
Teachers and staff will be provided an atmosphere that is respectful, welcoming and encouraging
of parental involvement.
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Principals will seek effective ways to develop strong parental involvement in their divisions and
to contribute to the schools continuous improvement plans.
Annual surveys of parents regarding educational programs and school policies will provide
administrators with information to guide subsequent decisions and implementation.
Staff will be provided training in cultural sensitivity and given effective strategies in dealing with
multi-ethnic and multi-national parent populations.
The school will provide to parents various opportunities to learn about programs, initiatives, and
strategies that support student learning.
Divisional administrators will publish annually a document for parents and students outlining
academic expectations, behavior objectives and all other school policies and procedures that
guide the day-to-day operation of each division.

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CHARTER OF STUDENTS RIGHTS AND RESPONSIBILITIES

I have the right to learn. It is my responsibility to appreciate learning for its own sake, to be
responsible for my own learning, and to do nothing that would impede the learning of others.
I have the right to a school environment that is conducive to learning. It is my responsibility
to treat school property with care, to dress and act appropriately, and to assist in making the
school a clean, healthy and orderly place.
I have the right to be treated fairly and to be evaluated fairly by my teachers. It is my
responsibility to do my own work, to avoid all forms of plagiarism, and to do nothing that would
give me unfair advantage on a quiz, test, examination, or assignment.
I have the right to privacy. It is my responsibility to respect the privacy of others.
I have the right to feel that I belong to the school community. It is my responsibility to be
accepting of others, to share knowledge by learning collaboratively when it is appropriate, and to
do my fair share in group work situations.
I have the right to my personal possessions. It is my responsibility to treat the personal
belongings of others with respect.
I have the right to be respected as an individual and to be treated courteously by everyone.
It is my responsibility to be courteous and to treat everyone else respectfully regardless of age,
gender, rank, or the job that they do.
I have the right to feel secure at school and to feel good about myself. It is my responsibility
to behave in ways that enhance the self-esteem of others.
I have the right to be heard and to express my point of view. It is my responsibility to listen
to others, to hear their opinions courteously, to express my opinions in a civil manner, and to
inform my own point of view through learning.
I have the right to be proud of my cultural heritage regardless of my ethnicity, language,
religion or nationality. It is my responsibility to be respectful of, and to learn about, the cultural
heritage of others.

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CODE OF ETHICS
Teacher to Profession
The teacher shall maintain the dignity and integrity of the profession.
The teacher shall honor learning by addressing (attacking, ameliorating) ignorance, superstition,
bigotry and intolerance in all its forms including racism and sexism.
The teacher shall maintain his/her efficacy by study, by travel, or by other means which will
keep her/him abreast of the trends in education.
The teacher shall safeguard information acquired about members of the school community in the
course of employment, unless disclosure serves a compelling professional purpose.
The teacher will seek fair remuneration for services rendered and act in such a way as to
maintain the economic security of the profession.
Teacher to Teacher
The teacher shall use the established protocol for professional communication in dealing with
colleagues: teacher to teacher, teacher to immediate supervisor (principal), teacher to
superintendent, teacher to director.
The teacher shall make reasonable effort to communicate with and understand a staff that comes
from diverse cultures.
The teacher shall not sexually harass another teacher and shall endeavor to become and stay
informed of issues pertaining to gender in the learning environment. [Sexual harassment shall
mean any unsolicited and unwanted sexual comments, suggestions or physical contacts directed
to a specific teacher which that teacher finds objectionable or offensive and which causes the
teacher discomfort on the job.] The accused teacher must be made aware that the behavior or the
attention is unwelcome prior to action being taken.
The teacher shall not libel, slander or defame in any way another teacher and shall refrain from
commentary on another teachers professional performance or private life. In a situation where
the teacher feels that the professional conduct of a colleague is injurious to the profession, the
teacher is bound to discuss the matter in confidence through the regular protocol for professional
communication.
The teacher shall endeavor to contribute to a collegial and collaborative working environment
with his/her peers.
Teachers in leadership roles who are parents should excuse themselves in situations where there
is a conflict of interest or where there could be a perceived conflict of interest.
Teacher to Employer: The American International School (AIS)
The teacher shall adhere to the conditions of the employment contract until the contract is
completed, has been terminated by mutual consent, or is otherwise legally terminated.
The teacher shall render professional service to the employer to the best of her/his ability.
The teacher shall be diligent and consistent in upholding and implementing the policies of the
Board of AIS.
The teacher, as the professional educator, shall be aware of the need for continual school
improvement and assist the employer in the school improvement process.
The teacher shall comply with the provisions in the American International School Teachers
Manual that deal with personal conduct.
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The teacher shall support and reflect the schools mission statement and beliefs as created by the
members of the AIS community.
Teacher to Student
The teacher shall encourage each student to reach the highest level of individual development.
The teacher shall judge students on the basis of their own behavior and will not judge or
comment upon individual students on the basis of group behavior.
The teacher shall endeavor to protect the health, safety and emotional well-being of students.
The teacher shall treat all information concerning students with professional confidentiality and
will only communicate information regarding a student to colleagues on a need to know basis.
The teacher shall respect the rights of all students while being sensitive to cultural diversity.
The teacher shall serve the needs of students by designing the most appropriate learning
experiences for them within the specified curriculum.
The teacher shall not use her/his professional relationship with students for personal advantage
nor shall she/he abuse her/his position of trust and authority.
Teacher to Parent
The teacher shall make reasonable efforts to communicate with parents any information which
should be revealed in the interest of the student.
The teacher shall endeavor to understand and respect the varied cultures and diverse
backgrounds from which parents engage the school.
The teacher shall assure parents that concerns or complaints regarding the classroom can be
made without in any way compromising the teaching or evaluation of the student.
The teacher shall keep the trust under which confidential information is exchanged.
The teacher shall value and encourage communication and input from parents.
Teachers of a colleagues child should not openly refer to the childs family status in the
classroom.
Teachers of a colleagues child should follow the regular channels of schoolhome
communication.
Teaching Couples
In situations where one member of a teaching couple plays a leadership role, every effort shall be
made to avoid conflicts of interest, or favoritism or the appearance of favoritism.
If a teacher is in a position to influence a decision regarding a promotion or the allocation of a
benefit that could fall to his or her spouse, he or she shall recuse him or herself from the decision
making process.
Teachers, having seen that processes are open and fair, shall accept that while no person should
benefit professionally by virtue of his or her marital arrangement, neither should they be
penalized by being denied promotion or benefit.
Teaching couples should avoid situations that could create conflict of interest or the appearance
of conflict of interest when dealing with students taught by their partner or spouse.
Staff Members Who Have Children Attending AIS
The teacher-parent relationship should follow regular procedures.
The parent should maintain a professional relationship when dealing with student or classroom
issues.
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The parent should use regular channels and timelines to exchange information.
The teacher should not openly refer to the position held by the students parents in the classroom.
The parent should not short circuit the homeschool communication process by taking
advantage of the proximity at work.
Parents who are employees should be professionally circumspect when discussing their
colleagues in front of their children.
Parents in leadership roles should recuse themselves when there is a potential conflict of interest.
Parents who are employees shall not seek nor be given special favor with regards to their
children.
Living in School Provided Housing
The teacher shall make every effort to respect the personal and private space of others.
The teacher shall conduct her/his private life so that no dishonor may befall his/her professional
neighbors.
The teacher shall conduct his/her private life in a manner that gives respect to the local
community.
The teacher shall respect the need for communal security as it pertains to an international school.
The teacher shall be sensitive to the peculiar stresses and emotional needs of colleagues living at
close quarters while far from home and in an unfamiliar culture.
Teachers shall be mindful that ventilation systems recycle air within apartment buildings and
that, therefore, all apartments are smoke free.
Teachers will attend to pets so that odors and allergenic residues are not circulated through
apartment ventilation.
Gifts
It is common practice in Arab cultures to give small gifts in appreciation of a teachers hard
work. While gifts of an appreciative nature may be accepted as per individual teacher preference,
staff members are urged to use caution. Gifts that are given with the possible intention of altering
a teachers judgment or actions concerning a student are not to be accepted under any
circumstances. Gifts over 15 KD should be graciously declined.
Smoke-free Campus
AIS is a smoke-free campus. In order to provide a positive role model for students, staff and
teachers should not be seen smoking by students.

DRESS CODE
Teachers are expected to dress in a professional manner commensurate with their status as
educators and guests in a Muslim country. These standards of appropriate dress are to be
considered whenever a teacher is present at school or performing in a capacity related to the
school.
These standards apply:
Clothing should be relaxed in fit.
Shoulders, midriffs and knees should be covered at all times.
Shirts or blouses should not be low cut.
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Tattoos should not be visible.

Dress must remain professional even on non-standard student contact days.
Mens shirts must have a collar.
Mens hair length may not exceed the top of the collar.
Pierced jewelry should not be visible with the exception of tasteful earrings for women.
Hair, including facial hair, should be neat and well-groomed.
Teachers should dress formally for scheduled parent evenings/conferences.

FACULTY SCHOOL YEAR

New teachers are expected to report five (5) working days earlier for orientation. Teachers with
leadership responsibility, coordinators, counselors, Heads of Department are expected to report
two (2) working days prior to the first reporting day for teachers.

Administrators/Office Staff
New Teachers
Leadership
All Teachers
Students

Approximate # of working
days
195 days
190 days
187 days
185 days
180 days

The normal work week will run from Sunday through Thursday; however, some school events
will require attendance on the weekends.
The usual work day is 7:00 a.m. to 3:30 p.m.; the contractual work day is 7:15 a.m. to 3:00 p.m.
Teachers should be available in their classrooms to assist students or meet with colleagues until
3:00 p.m. Teachers are expected to attend all scheduled meetings which will normally end by
4:00 p.m. Every teacher is required to sponsor, teach, or coach students for a minimum of one
extracurricular hour per week, each semester.
Staff must consult with their principal if they need to leave school during working hours. Staff
must notify the appropriate secretary when leaving the campus during the work day.

1. CONTRACTUAL BENEFITS
A.Guidelines

Benefits are separate from salary and cannot be converted to money to augment
salary.
Benefits cannot be duplicated.
An overseas hired teacher who has a spouse who does not teach at AIS will have an
addendum to their contract to specify benefits in an equitable manner so as to avoid
double dipping, duplicate coverage, or unfair advantage or disadvantage. A statement
from the spouses employer may be required.
Teachers are in two contract categories: Regional and International. Benefits vary
depending on the contract group.
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Regional Teachers are subdivided into those authorized to teach Arabic and those
authorized to teach Islamic Studies.
International teachers are subdivided into those hired overseas and those hired locally.
This does not pertain to the place of hire. It pertains rather to the reason the teacher is
in Kuwait. If the teachers primary reason for being in Kuwait is to seek teaching
employment then they are an Overseas Hire.
i. If the International Teachers primary reason for being in Kuwait is not to seek a
teaching position, then they are treated as a local hire. If, for example, the teacher
is a Kuwaiti citizen or is married to a Kuwaiti citizen, or if they have long
standing familial roots in Kuwait, then they are considered locally hired.
ii. Locally hired international teachers receive all of the benefits of overseas hires
except flight, housing, relocation and baggage allowances, and signing/resigning
bonuses.
iii. Single International teachers hired overseas who become married while employed
by the school will have their contract status reviewed and benefits may change as
a result.

B. International Teacher Hired Overseas

Schedule of Benefits
Amount in
Kuwaiti Dinars
(KWD)

Benefit

Notes

Baggage Allowance for initial

trip to Kuwait

Receipts required
1Kuwait Dinar = US $3.50 in
2014

Baggage Allowance for final

departure from Kuwait

Receipts required

Relocation Allowance
No Absence Bonus
Car Loan
Annual return economy flight to
point of origin
Housing
Furnishings
Medical Insurance

Within one week of

submission of receipts on
arrival
Upon final departure

For equipping apartment

Paid on first day of work
Full bonus for perfect
Paid in June
attendance, diminishes with
absences
Interest free car loan
1000 (one time)
Available at the end of
available within initial
the 60 day probationary
contract
period
For employee and one accompanying dependent child. Airline selected by school.
Point of origin is international airport closest to permanent residence. E-tickets
issued to teacher by schools travel agent
Individual apartment within walking distance of school. School pays rent, pays
utilities, and provides maintenance
Basic: Major appliances, table and chairs, sofa and chairs, bed/s, wardrobe/s,
dresser/s provided by school
For employee and one accompanying dependent child. Provided by major
international provider. Worldwide coverage, excluding elective treatment in the
USA.

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200 + 75 for
accompanying
dependent child
200 + 75 for
accompanying
dependent child
300
160 (annually)

Payable

Life Insurance
Sickness
Personal
Emergency

Annual Paid
Leave

Recruiting
Tuition for AIS Kuwait
Kuwaiti Residency
Office Assistance
Personal
IB Training
Professional
Development

Graduate
studies
PEAK
Conference
NESA
Conference

Taxation

One years salary in case of death of employee as per insurance policy

Fifteen days with full pay, then diminishing scale as per Kuwait labor law up to
45th working day of absence.
Three days annually with two week notice as approved by the Superintendent
Five days for emergencies such as bereavement as approved by the
Superintendent
Two additional personal days in final year to attend recruiting fair to seek job
For one accompanying dependent child
Reimbursement of required and receipted costs for obtaining visa, medical and
police clearance, authentication of documents, and other routine expenses for
obtaining residency.
Employees are transported, accompanied and assisted as they obtain official
residency or other documents such as a drivers license from government agencies
200 KWD annually for pre-approved activities. Cannot be carried forward.
Fully paid if selected by school (fees, flights, hotels if off-site or fees if online)
Up to fifteen (15) scholarships awarded annually to selected teachers. One-half of
tuition (up to 240 KD) for pre-approved graduate level courses. Selection criteria
published in Faculty Handbook.
Professional Educators Association of Kuwait annual conference fee paid by
school. Presenters compete to advance to NESA conference.
Five teachers funded annually to present at Near East South Asia Council of
Overseas Schools. (Conference fee, flight and hotel)
Kuwait is tax free. Americans have tax free residency as per IRS Publication 54.
Canadians should explore non-resident status with their tax advisor.

Retention Bonuses
Description
Amount
Initial Two Year Signing
US $1500
Renewed Two Year Commitment (Years 31200 KD
4)
Additional Two Year Commitment (Years 5- 1500 KD
6)
Further Two Year Commitments (Years 7-8 1800 KD
and beyond)

Years 25
Year 6 +

Payable
September of 2nd Year of Contract
September of 4th Year of Contract
September of 6th Year of Contract
September of 2nd year of each two
year renewal

End of Service Award

Final monthly salary x 15/26 x number of Amount 1
years served

Final monthly salary x number of years

beyond 5
TOTAL END OF SERVICE AWARD

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Amount 2
Amount 1 + 2

C.Regional Teachers
Benefit

Notes

No Absence Bonus
Car Loan
Sickness
Annual Paid
Leave

Personal
Emergency

Recruiting
Tuition for AIS Kuwait
Kuwait Residency
Office Assistance
Personal
IB Training
Professional
Development

Graduate
studies
PEAK
Conference
NESA
Conference

Taxation

Years 25
Year 6 +

Schedule of Benefits
Amount in
Kuwaiti Dinars
(KWD)

Full bonus for perfect

160 (annually)
Paid in June
attendance, diminishes with
absences
Interest free car loan
1000 (one time)
Available at the end of
available within initial
the 60 day probationary
contract
period
Fifteen days with full pay, then diminishing scale as per Kuwait labor law up to
45th working day of absence.
Three days annually with two week notice as approved by the Superintendent
Five days for emergencies such as bereavement as approved by the
Superintendent
Two additional personal days in final year to attend recruiting fair to seek job
50% discount for up to two children
Reimbursement of visa, embassy, medical costs, and other routine fees incurred
to obtain Kuwait residency (receipt required).
Employees are provided office assistance when dealing with government
agencies.
200 KWD annually for pre-approved activities. Cannot be carried forward.
Fully paid if selected by school (fees, flights, hotels if off-site or fees if online)
Up to fifteen (15) scholarships awarded annually to selected teachers. One-half
of tuition (up to 240 KD) for pre-approved graduate level courses. Selection
criteria published in Faculty Handbook.
Professional Educators Association of Kuwait annual conference fee paid by
school. Presenters compete to advance to NESA conference
Five teachers funded annually to present at Near East South Asia Council of
Overseas Schools. (Conference fee, flight and hotel)
Kuwait is tax free

End of Service Award

Final monthly salary x 15/26 x number of Amount 1
years served

Final monthly salary x number of years

beyond 5
TOTAL END OF SERVICE AWARD

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Payable

Amount 2
Amount 1 + 2

D. Professional Development (PD)

General

PD activities will be coordinated by the Curriculum and Programme Coordinators in

concert with the Principals and Superintendent.
The PD fiscal year is from September 1st through August 31st.
Reimbursements will not be given for activities in the teachers final semester at AIS.
For this purpose, January 31st will be the cut-off date for the completion of an activity
in order for it to be funded by the school.
The annual 200 KD professional development allowance must have prior approval
and will be paid after successful completion of the activity and upon the provision of
receipts.

Near East South Asia Council of Overseas Schools (NESA)

The school is a member of NESA. Its Professional Development Advisory
Committee (PDAC) shapes NESAs PD program and its conferences. AIS is a
regular contributor to and participant in those activities. NESA has reorganized its
approach to PD and we are currently adjusting our own procedures to synchronize.
The new procedures will be outlined in Superintendents Notes in the near future.
International Baccalaureate Training Protocol
There is an annual budget for IB training for each programme. Programme
coordinators who do not spend the annual allotment can carry the unspent amount
forward to the next school year.
The IB Coordinator informs staff of training opportunities. For more information,
please see www.ibo.org.
Teachers interested in receiving IB training are to express their interest in writing to
the appropriate Head of Department (MS/HS) or to one of the PYP Coordinators.
The Head of Department (MS/HS) or PYP Coordinators will prioritize names of
interested teachers according to the criteria stated below and submit a list of names to
the appropriate IB Coordinator.
The IB Coordinator and divisional principal(s) will meet to identify areas of greatest
need within the respective programme.
The IB Coordinator will determine the budgetary parameters for their own
programme for the current school year and compare with the current needs of their
programme.
The IB Coordinators and divisional principal(s) will select teachers to attend off-site
IB training based on the criteria below.
IB Coordinators will submit their training proposal and budget plan to the
Superintendent for approval. No commitment will be made to any individual without
the final approval of the Superintendent.
IB Coordinators will be mindful of that section of the Code of Ethics dealing with
teaching couples and recuse themselves from the process when required.
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Selected teachers will be notified and given the opportunity to accept the offer of
training as outlined by the school. All teachers will then be notified of their training
status for the year. Teachers who are not selected for training are encouraged to
undertake IB training of their own accord and may use the 200KD annual
Professional Development allowance to offset the actual cost.
Teachers selected to attend training will meet with the appropriate IB Coordinator to
sign the International Baccalaureate Training Agreement. The agreement will then
be signed by the Superintendent and filed.
Teachers attend training and report back to the IB coordinator, provide a copy of the
certificate and also share their knowledge with the staff.
The IB Coordinators and divisional principal will use these selection criteria:
i. Is holding a curriculum or leadership role in the school.
ii. Is in a department that requires additional support/knowledge of the programme.
(MYP)
iii. Is in a grade level that requires additional support/knowledge of the programme.
(PYP/MYP)
iv. Is teaching a course that requires additional support/knowledge of the programme.
(DP)
v.
Has a solid understanding of the fundamentals of the programme and has
demonstrated a commitment to applying that understanding to his/her teaching.
vi. Has demonstrated an initiative to further his/her knowledge of the programme
(e.g., independent reading, use of resources in the school and online, networking
with colleagues and online in forums, actively searches for answers, etc.)
vii. Has a positive attitude towards the programme and towards the school. A positive
influence on the whole staff is evident.
Graduate Studies Tuition Grants
Guidelines
The budget year for Graduate Studies Tuition Grants runs from September 1st
through August 31st. (The dates for the first semester are September 1-January 31.)
Grant is 50% of the tuition of one course up to a maximum of 240 KD per course.
Evidence of successful completion of the course and receipts for expenditures must
be provided for reimbursement.
Grants for this, as for other PD allowances, are not given during a teachers final
semester at AIS.
The criteria on which applications will be ranked are:
i. Congruence with the schools mission and beliefs.
ii. Relationship with the Strategic Goals for School Improvement.
iii. Relationship to the teachers present and/or future assignment.
iv. Applicants commitment to the future of AIS.
v. Applicants length of service.
vi. Other factors supporting the application brought forward in writing by the
applicant.

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2. CONTRACT RENEWAL
A. Renewal Process

Due to the nature and timing of recruiting for overseas positions, the process of
contract renewal takes place early in the academic year. This process has four aims:
i. To retain staff;
ii. To enable fair and open competitions for vacated leadership posts as well as
internal reassignment of teaching positions;
iii. To enable teachers who have decided to leave to be competitive as they seek
positions elsewhere; and
iv. To recruit excellent replacement staff.

Teachers who are in the final year of their contract, and who have made the decision
to move on in the subsequent year, can tender their resignation at any point. In order
to expedite this process, and to assist colleagues in their own planning, the following
deadlines apply:
i. Persons receiving responsibility pay (Assistant Principals, Heads of Department,
IB Coordinators, Athletics/Activities Directors, librarians, guidance counselors,
literacy coaches) who are at the end of their contract and who the school seeks to
renew shall receive a Letter of Commitment in the first school week in November.
This letter must be returned to the Superintendent by the last school day of the
second week of November.

NOTE: There is a hiatus between the resignation date of those receiving responsibility pay and
regular teachers to enable vacated leadership roles to be advertised and possibly filled internally.
ii.

Teachers who are at the end of their contract and who the school seeks to renew
shall receive a Letter of Commitment on the third Thursday in November. This
letter shall be returned to the Superintendent at the end of the first school week in
December.

Once a teacher or administrator has resigned, the school may at its discretion fill the
vacated position. There is, nevertheless, a period of grace in which a teacher or
person vacating a leadership role can change his or her mind and rescind the
resignation. The employee has until the second Thursday in January to reconsider
and, if at that time the school has not filled the position, the employee can resume his
or her contract without consequence. Teachers who resign later than the end of the
first week of December will be considered to have resigned in an untimely manner.

NOTE: AIS has a long record of fair treatment of employees who, for compelling reasons of
health or compassion, were unable to complete their contract.

A teacher living in school housing who is leaving Kuwait will have 200 KD withheld
from the last pay until his/her apartment checkout has been cleared. The 200 KD will
then be paid in cash. Teachers who have any trace of smoking in their apartments
will forfeit the 200 KD.
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B. Consequences for Breach of Contract

Resigning in an untimely manner:

i. Forfeiture of return airfare and baggage allowance
ii. A penalty of 800 KD (the rough equivalent of the agency fee paid for recruiting a
new teacher plus his/her relocation allowance).
Failure to complete contract by leaving part way through a school year:
i. Forfeiture of return airfare and baggage allowance
ii. A penalty of 1000 KD (the rough equivalent of the average total expense for
recruiting a replacement teacher.)
Not returning to complete a contract
i. Forfeiture of accumulated indemnity;
ii. Notification of breach to the licensing authority for the teacher;
iii. Notification of breach to international recruiting agencies;
iv. Notification of breach to AAIE through Head Net.
Resigning after year one of a renewed two-year commitment.

Teachers sign an initial two-year contract that becomes a rolling one-year contract thereafter.
Teachers who have served two, four or six years, nevertheless, are offered an incentive bonus for
committing to an additional two-year contract. This escalating bonus, payable in September of
the second year of the contract, is forfeited if the teacher does not honor the second year of the
renewed contract. However, if the teacher resigns in year one of the renewed contract in a timely
manner, there will be no further consequence.

3. ATTENDANCE
A. Recording

Attendance is recorded and categorized daily by divisional office secretaries. Staff

reporting across divisions will have their attendance recorded at the main office
reception.
Teachers who are away from school to fulfill requirements set down by the school are
not considered to be absent. For example, activities required for obtaining residency,
supervision of traveling teams and the supervision of field trips, and time missed for
school initiated professional development, are not considered as absences.
In the case of absences, the staff member must call his/her principal or designate by
6:30 am. Whenever possible, however, the principal/designate should be informed the
day or evening prior to the absence.
Partial days of absence will be recorded as follows:
1 hour
day
2 hours
day
3 hours
day
4 hours or more 1 day
A full days pay is 1/180 of the annual salary.

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B. Absence Categories

Sickness: The school policy for absence due to sickness follows Ministry guidelines
(see Ministry of Education Penalties, no.14). Deductions are made according to the
following schedule:
Absences
Up to 15 days
15 to 25 days
26 to 35 days
36 to 45 days
More than 45 days

Deduction (per day of absence)

None
day
day
day
Full day

A doctors note may be required.

Bereavement Leave: Paid Bereavement Leave of five (5) days per year for death in
the immediate family (identified as parent, sibling, child).

Personal Leave:
i. Leave may be taken for pressing personal business which cannot normally be
conducted outside school time.
ii. A maximum of three personal days may be taken in any one academic year.
iii. Personal days are not cumulative year to year.
iv. Approval must be obtained five days ahead of time from the Superintendent.
v.
Personal days may not be taken immediately before or after a school vacation or
holiday.
vi. Personal days may not be taken after April 30th.
vii. Personal days are generally approved for single day absences.
viii. A parent unable to attend school because of a childs illness may use that day for
a personal day up to a maximum of three days annually.

Recruiting Days: During a teachers or an administrators final year at the school, up

to two (2) additional personal days may be granted by the Superintendent for the
purpose of attending a recruiting fair. The five (5) days will be granted under the
following conditions.
i. The teacher/administrator has not used personal leave for other purposes that year
ii. The teacher/administrator has resigned his/her position at the school.
iii. The teacher/administrator is attending a Recruiting Fair to interview for a
position. Teachers/Administrators who have secured a position cannot take
personal days merely to travel to sign a contract.
iv. Notice must be given ten (10) school days in advance.
v.
In the event that a teacher/administrator uses the five personal days option, but
then returns to AIS the following year, only three days may be taken for this
purpose in a subsequent year.
vi. Personal days for recruiting for teaching positions cannot be taken until after the
winter break.
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vii.
viii.

Traveling to a country to recruit informally is not an acceptable use of a personal

day.
Administrators who have been invited to a school to interview before a board may
use recruiting days to do so.

Unpaid Leave: Further unpaid leave could be granted only with approval of the
Superintendent.
i. In case of an emergency school evacuation, the school will transport the overseas
hire Employee to a safe haven designated by the school. This may be the Point of
Origin of the teacher determined by the school. Salary and housing will be paid
for a period not exceeding 28 days. The overseas hire is considered a full-time
employee of the school while drawing full pay at the designated safe haven and
will be assigned to related tasks.
ii. Force majeure in French or vis major in Latin is a legal concept. It refers to a
circumstance arising from an act of God, a superior force or a higher
power". It is also known as cas fortuity, a chance misfortune or unavoidable
accident. It is an extraordinary event or circumstance beyond the reasonable
control of the parties to a contract, such as a war, riot, crime, or an act of
God such as hurricane, flood, earthquake, volcanic eruption, etc. It includes risks
beyond the reasonable control of a party that are not incurred as a result
of negligence

Unexcused Absence: An unexcused absence is any day of absence which does not
fall into one of the above categories. Days missed immediately before or after a
holiday are considered unexcused. A penalty of three full days pay, plus a full days
pay for each day of absence, will be assessed for any unexcused period of absence.
The absence policy applies for absences due to delays experienced when returning to
the country. The onus is on teachers to make travel arrangements that will ensure
their timely return from trips outside the country.

C. Calculation of Deductions

Deductions for any absences in excess of the limits indicated above are taken from
the final salary settlement. To calculate the deduction the following formula is used:
The yearly salary/180 = the daily rate of pay.
Example: 9000 yearly salary 180 = 50 = daily rate of pay

D. No Absence Bonus

Teachers will receive a 160 KD bonus if they have not been absent for any reason.
Teachers attending approved school initiated activities off-campus, such as sporting
events, conferences, IB Training, etc., are counted as being present at school.
20 KD will be deducted from the no absence bonus for each day of absence.

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Days
Absent
0
1/4
1/2
3/4
1
2
3
4
5
6
7

Bonus
160
155
150
145
140
120
100
080
060
040
020

This bonus will be prorated for employees beginning late after the start of the school
year.

4. LESSON PLANS AND SUBSTITUTE TEACHERS

A. Planned Absence

Leave a detailed list of instructions from warm up to dismissal bell. Please include an
extra activity should your class finish early. Leave all materials, handouts, etc.
labeled by block.
Check to make sure that all necessary items are in subfolder. This includes the
teacher information sheet, blank substitute comment forms, seating charts, extra class
lists, attendance sheets, hall pass, nurse passes, blank paper and referral slips.
Leave everything in the center of the top of your desk.
Discuss your expectations for good behavior with your classes.

B. Unplanned Absence
Generic lesson plans, attendance information and instructions for substitutes should be left with
the principal, team leader and/or department head as designated by each division.
Teachers from time to time may be required to substitute for a colleague during their own release
time. They will be renumerated 7 KD per class period/hour for doing so.

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5. TEACHER GROUND DUTIES

Teachers are on duty at all times, from the moment they enter the grounds in the morning until
departure at the end of the day. In particular, there are three crucial times during the day when
supervision of students outside the building is required:
Morning 7:15 am - 7:40 am
Lunch periods
Dismissal 2:30 pm - 2:45 pm
A faculty duty schedule will be distributed in each division. If for some reason a teacher is
unable to meet a duty assignment, the teacher must arrange with a colleague to take the duty.
Assigned duties notwithstanding, high school and middle school teachers are asked to be visible
in the hallways or in the doorway to their classrooms during passing periods.

6. HOUSING OVERSEAS HIRED INTERNATIONAL

TEACHERS
A. Obligations of the School

The school reserves the right to decide final placement.

Housing will be included in the package of benefits and will not be considered as part
of salary for purposes of indemnity.
Housing will be maintained and utilities will be paid by the school. Apartments will
be basically furnished.
Housing, whenever possible, will be provided in proximity to the school so as to
optimize the teacher work day, foster a sense of community and develop a
neighborhood feel for families with children.
Housing, whenever possible, will be allocated based on need according to the
following standard:
Single Teacher/No dependents

1 bedroom

Single Teacher/1 dependent

2 bedrooms

Teaching Couple/No dependents

2 bedrooms

Teaching Couple/1 dependent

2 bedrooms

Teaching Couple/2 or more dependents

3 bedrooms

All reassignments will continue to be based upon contractual obligation by the school
as outlined.
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Each apartment will be refreshed when it is vacated by departing staff. Routine wear
and tear will be fixed and the apartment painted white.

B. Obligations of Teachers

Teachers will observe the code of ethics for living in school housing.
An International Teacher with a non-teaching spouse who requests a two-bedroom
apartment will pay the difference between rents.
Teachers will keep their apartment clean and in good order. Furniture or appliances
are not to be moved from one apartment to another by the occupants. The estimated
cost of remediation in apartments which, in the opinion of the school, show excessive
wear and tear or abuse, or where painting has been done that requires more than the
routine repainting, will be deducted from the final settlement of teachers.
A damage deposit of 200 KD will be withheld from each departing employees salary
until his/her apartment is inspected.
Smoking is strictly prohibited within all apartment buildings. Occupants will forfeit
the 200 KD damage deposit if the residual effects of smoking linger in the apartment
or its furnishings.
Pet owners will pay a non-refundable 100 KD fee for each pet housed in their
apartment.
Home maintenance requests can be submitted to our Maintenance Manager, Mr.
Salim, by submitting a task request to maintenance.manager@ais-kuwait.org).
Emergency jobs should be requested by contacting Mr. Salim directly.
General concerns regarding apartments can be brought to the FAC for discussion with
the Superintendent.

C. Apartment Assignment

When size, design or layouts of apartments vary the administration reserves the right
to designate certain apartments appropriate for particular categories of occupancy.
Each building will designate a representative to liaise with administration.
If faculty members wish to be assigned a different (school provided) apartment for
the following year they should advise the Superintendent before March 1st.
Where there is more than one request for a particular apartment, the priority will be
based on length of service at AIS unless, in the view of the school, there is
compelling reason otherwise.
All reassignments for the following year will be made by the last school day in April.

D. Internal Moving Guidelines

Teachers who have resigned, and whose apartments have been reassigned to
colleagues already on staff, should arrange for the new occupant to visit their
apartment at a mutually convenience time in May.
Teachers who have resigned must vacate their apartment within one week after the
final work day for staff. Those seeking to extend their occupancy beyond that week
must seek permission to do so from the Superintendent.

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Teachers leaving an apartment that is being re-occupied by a colleague should, to the

greatest extent possible, accommodate the maintenance staff as they refresh the
apartment.

E. Co-Habitation

In accordance with Kuwaiti customs and law, faculty members of the opposite sex
may only share an apartment when married.
Actions that violate contractual obligations, involving gross misconduct and/or
violation of Kuwait laws may result in the withdrawal of the schools housing
obligations, disciplinary action and/or termination of contract.

F. Emergency Information

What to do in the case of serious injury or acute illness.

Remain calm!
Have crucial numbers in your cell phone and also have them posted in a permanent
position in your home.
Closest neighbor _________________________________
Ambulance Service
In order to communicate effectively make the distress call to the School
Nurse: Najla at 9445-8977
If unavailable call Dr. Badri Al Rayes at 6633-3888
Mubarak Hospital is the triage center for our area.
Know your location so that you can give directions to the emergency responder.
Building 1:
Building 2:
Building 3:
Building 4:
Building 5:
Building 7:
Building 8:

Maidan Hawally, Block 11, Hamoud Al Nasser St., Bldg. #7

Maidan Hawally, Block 11, Hamoud Al Nasser St., Bldg. #27
Maidan Hawally, Block 11, Hamoud Al Nasser St., Bldg. #28
Maidan Hawally, Block 11, Rabeaa St., Bldg. #24 (4593)
East Hawally, Block 4, Haroon Al Rasheed St., Bldg. #5
Maidan Hawally, Block 11, Jaber Bin Hayan Street
Maidan Hawally, Block 11, Wasel Bin Aata St., Bldg. #45T

What to do in the case of minor injury or routine illness.

There are a variety of excellent medical facilities. Newcomers to the country would
be well served at the International Clinic (1 886 677) or New Mowasat Hospital
(2572 6666).

What to do in the case of fire. All emergency services are reached by dialing 112.
Speak clearly and slowly when giving the location. Alert neighbors and evacuate to a
safe location.
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7. FACULTY ADVISORY COUNCIL

The Faculty Advisory Council (FAC) is a group of faculty members elected by their peers to
represent their interests at AIS. They are not an action body but can recommend course(s) of
action to the Superintendent on matters of contract or living and working conditions.
Composition
Two teacher representatives will be elected from each school division. If no bilingual
Arabic/English teacher is thus elected, then another election will be held through
which teachers of Arabic and Islamic Studies will elect a bilingual teacher to
represent the Arabic speaking staff.
One non-teaching member of the professional support staff will be elected by
members of that staff.
Election Process
A general call of interest will be made during the first week back at school.
Interested candidates present their name to their divisional principal.
Teachers can nominate colleagues by giving the name to the divisional principal.
Divisional staff will vote for two FAC representatives by secret ballot.
Elections will take place at the beginning of September.
FAC members names are published in the Superintendents Notes as well as the
Divisional Newsletters/Announcements.
A FAC members term is for the school year (September to June).
Role of the FAC
The FAC will advocate to the Superintendent for staff members on issues pertaining
to:
i. Contracts (National/International, salary and benefits)
ii. Housing
iii. Work Environment (classrooms, school facilities, etc.)

The FAC may, in cooperation with the Superintendent, approve and undertake factfinding missions (e.g., surveys on healthcare) to be able to provide informed advice.
The FAC will communicate information between teachers and the Superintendent and
vice versa.

Meetings
FAC will meet at least once monthly at agreed times. At the initial meeting all
meeting dates will be set.
A Chairperson will be selected by the FAC.
The Chairperson will prepare an agenda and circulate it electronically prior to each
meeting. The agenda will be posted in the Info Folder.
FAC members should ask staff to approach them with their concerns before the
meetings to be able to add items to the agenda. This can be done through
announcements, divisional meetings, face-to-face communication, etc.
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If there is an occasion where there are no issues to discuss, the FAC meeting can be
cancelled with due notice from the Chairperson.
In the absence of the Superintendent, meetings can be held with the Senior
Administrator in charge.
Information from the FAC meetings will be communicated back to staff in a timely
manner either through Superintendents Notes or other forms of communication by
the FAC representatives (divisional meetings, emails, face-to-face, etc.).
Emergency meetings can be called by the Superintendent or at the discretion of the
Chairperson.
Action notes will be taken and posted in the appropriate folder on the network.
Incomplete actions will be advanced to the appropriate future agenda.

8. TEACHER ASSESSMENT
Teachers are highly trained professionals who are bound by moral and ethical obligation and,
therefore, American International School recognizes the value of an effective teacher assessment.
It is committed to supporting each individual teachers pursuit of excellence in and out of the
classroom. The process includes both formative and summative feedback. Formative feedback
comes from peers and curriculum support people such as Curriculum/Programme Coordinators,
HoDs, teacher coaches and librarians. Summative feedback comes from the Principal and/or
Assistant Principal.
This process aims to foster the following attributes among the teaching staff:
Planning and Preparation
Demonstrates knowledge of content and pedagogy
Develops appropriate and coherent instruction
Employs a variety of instructional strategies to augment achievement
Demonstrates knowledge of students
Classroom Climate
Manages a classroom effectively with a variety of techniques
Develops effective and positive rapport with students
Encourages constructive social interaction and active engagement
Deals fairly, consistently and sensitively with misbehavior
Organizes furniture and materials effectively for successful learning
Instruction
Communicates clearly and employs appropriate instructional pacing
Demonstrates enthusiasm for content area
Specifies instructional objectives
Makes effective transitions between instructional activities
Engages students in inquiry and incorporates higher level thinking skills
Enables students to engage in inquiry
Fosters higher level thinking
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Consciously provokes critical thinking

Optimizes the use of classroom instructional time

Professional Work Habits

Conducts both formative and summative assessments
Maintains accurate records of student progress
Works collaboratively with colleagues
Interacts appropriately with school administrators, faculty, and staff
Adheres to relevant deadlines
Contributes positively to the school community
Uses curricular tools such as Rubicon-Atlas and AdminPlus effectively
Pursues ongoing professional development and connects it to the curricular mission
of the school

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AssessmentPartI
Newlyhired,provisionalanduncertifiedteachersareevaluatedtodeterminebasiccompetence.Thechecklistof
basicperformancestandardsiscompletedbythedivisionalprincipal/assistantprincipal.Theadministratorthen
determinesiftheteacherwillbeplacedontheAssistedTrackorSelfDirectedTrack.AttheconclusionoftheSelf
Directedtrack,teacherswhoarejudgedascompetentwillbesubjecttotheassessmentprocesseverythirdyearof
servicetoAIS.Ifwarranted,thedivisionalprincipalcanplaceateacherontheassistedtrackorrequestan
assessmentatanypoint.

AssistedTrack

ORSelfDirectedTrack

Unsatisfactoryassessmentsresultintransfertothe
assistedtrack.Thisstreamincludesbiweekly
meetingswiththeAssistantPrincipal,Headof
Department,TeamLeaderorCoordinatorsand
possiblycolleaguestoestablishaplanofassistanceto
correctdeficiencies.Thegoalofthistrackisto
supportnewand/orstrugglingteacherstomoveonto
theSelfDirectedTrack.Oncesignificant
improvementsareevidentteacherswillreceivea
secondassessment(AssessmentII).

Thistrackencouragesprofessionalgrowththrough
goalsetting.Thisprocessinvolvestheteacher,Head
ofDepartment,TeamLeaderorCoordinatorsand
colleaguesincooperativediscussionsandplanning
thatfostercollegialinteractionforthe
accomplishmentofgoals.

AssessmentPartII

(AdministrativeAssessmentrepeated)

ReviewofProfessionalGoals

Evidencethatprofessionalgoalshavebeenattainedis
providedbytheteacherandreviewedtogetherwith
HeadofDepartment,TeamLeaderorCoordinators.If
theteachercontinuestomeetorexceedexpectationsin
allareas,theassessmentprocessiscomplete.If
significantareasofgrowthareidentified,theteacherwill
bereferredtotheappropriateadministratorforfurther
review.

Theteacherisreevaluatedtodeterminebasic
competence.Iftheteachermeetsaminimum
standard,he/shewillbedirectedtotheSelfDirected
track.Ifhe/shedoesnotmeetaminimumstandard,
his/heremploymentstatusand/orcontractrenewal
willbeexaminedbytheadministrativecouncil.

SelfDirectedTrack
Thistrackencouragesprofessionalgrowththroughgoalsetting.Theprocessinvolvestheteacher,Headof
Department,TeamLeaderorCoordinatorsandcolleaguesincooperativediscussionsandplanningthatfoster
collegialinteractionfortheaccomplishmentofgoals.Teachersshouldupdatetheirprofessionalgoalsyearly
(curricular,instructionalandcommunity).

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StepOne:AssessmentI
Newlyhired,provisionalanduncertifiedteachersaswellasthoseteacherswhovoluntarilyparticipate
willbeassessedbyhis/herdivisionaladministratorpriortothelastweekofNovember.Theassessment
willincludeapreconference,observation,andpostconference.UponcompletionofAssessmentI,the
teacherwillbeassignedtooneoftwotracks:SelfDirectedorAssistedTrack.

StepTwo:SelfDirectedTrackProfessionalGoals
TeachersontheSelfDirectedTrackwillberequiredtosetprofessionalgoals(instructional,curricular
andcommunity)andassessthem.Goalsshouldreflecttheareasof:
PlanningandPreparation
ClassroomClimate
Instruction
ProfessionalWorkHabits
Andthenshouldbe:
InstructionalGoal
CurricularGoal
CommunityGoal

Teacherselfassessmentmayincludelessonplans,unitsofwork,studentwork,picturesornarratives.

ProfessionalGoalswillbereviewedbyHeadsofDepartment,TeamLeadersorCoordinatorsduring
meetingswithindividualteachers.

StepThree:SelfDirectedTrackPeerObservation
TheselfassessmentshouldincludeTWOcompletedpeerobservations(seeprotocolforpeer
observations)priortoApril1st.ApeerobservationconsistsofanapproximateTHIRTYminuteclassroom
visitfromacolleaguewhowillberequiredtosimplyobserveyourlesson.Theobserver,usingthe
protocolforpeerobservationswillrecordwhatispresentedintheapplicableareasasoutlinedinthe
protocol.Wheneverpossible,oneoftheobservationsshouldbecompletedbyanindividualina
leadershiprole(HeadofDepartment,TeamLeader,orCoordinator).

StepFour:AssessmentofProgresstowardProfessionalGoals
IntheSpring,teachersontheselfdirectedtrackwhoaredueforassessmentwillmeetwithasupervisor
(HeadofDepartment,TeamLeader,orCoordinator)todiscussandsharetheirprofessionalgoals.The
teachersfinalAssessment(PartII)willbecompletedbasedontheevidencepresented.Teacherswillbe
recommendedforeithercompletionoftheprocessorfurtherreviewbythedivisionaladministrator.
Copiesofthisassessmentwillbeincludedintheteacherspersonnelfile.

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StepOne:AssessmentPartI
Newlyhired,provisionalanduncertifiedteachersaswellasthoseteacherswhovoluntarilyparticipate
willbeassessedbyhis/herdivisionaladministratorpriortothelastweekofNovember.Theassessment
willincludeapreconference,observation,andpostconference.UponcompletionoftheAssessment
PartI,theteacherwillbeassignedtooneoftwotracks:SelfDirectedorAssistedTrack.

StepTwo:AssistedTrack
Thepurposeistoprovideassistancetotheteachersothattheymaycorrectanydeficienciesthatneed
tobeaddressed.Itincludes:
BiweeklymeetingswiththeHeadofDepartment,TeamLeaderorCoordinatorstoprovide
supportandguidanceaswellastoreviewinstructionalgoalsforimprovementandtoestablisha
planofassistancetocorrectdeficiencies.
Biweeklymeetingswithamentor/experiencedteachertoprovideopportunitiesforteachersto
observeoneanotherandtodiscusstheirobservationsaswellasenactsolidclassroompractices.

TheoverallgoalofthistrackistosupporttheteachertomoveontotheSelfDirectedTrack.Theteacher
willbesubjecttoasecondassessmentbyanadministrator.Oncetheteacherhasdemonstrated
positivegrowthanddevelopment,theteacherwilljointheSelfDirectedTrack.

AssistedTrackPostAssessmentTimeline

Week1PlanningMeeting:
TeachermeetswiththeAssistantPrincipal,HeadofDepartment,TeamLeaderorCoordinatorto
establishaplanforimprovementbasedonthedeficienciesidentifiedintheoriginalassessment
aswellasatimelineforcompletion(timelinemusttakeplacewithintheschoolyear).

Week2MentorMeeting:
Aplanforimprovementisestablishedandsupportmaterialsarereviewedbytheteacher.
Theteacherispartneredwithanexperiencedteacher/mentorwithwhomtoworkwithdirectly.

Week3PeerObservation#1:
Theteacherobserveshis/hermentorteachingacompletelesson.Timeshouldalsobedevoted
topreandpostconferencetodiscusstheteachersobservationofthelesson.

Week4LeadershipObservation#1:
The Assistant Principal, Head of Department, Team Leader or Coordinator observes the
teachersclassandconductsapostconference.
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Week5PeerObservation#2:
The experienced teacher/mentor observes the teacher conducting a complete lesson. Time
shouldalsobedevotedtopreandpostconferencetodiscusstheexperiencedteacher/mentor
observationofthelesson.

Week6ReviewofPlanforImprovement:
The Assistant Principal, Head of Department, Team Leader or Coordinator will, in conjunction
withtheteacher,reviewprogresstowardstheplanforimprovement.

Week7PeerObservation#3:
Theteacherobserveshis/hermentorteachingacompletelesson.Timeshouldalsobedevoted
topreandpostconferencetodiscusstheteachersobservationofthelesson.

Week8LeadershipObservation#2
The Assistant Principal, Head of Department, Team Leader or Coordinator observes the
teachersclassandconductsapostconference.

Week9PeerObservation#4:
The experienced teacher/mentor observes the teacher conducting a complete lesson. Time
shouldalsobedevotedtopreandpostconferencetodiscusstheexperiencedteacher/mentor
observationofthelesson.

Week10AssessmentPartII:
The teacher is reevaluated by the Divisional Principal to determine basic competence. If the
teachermeetsaminimumstandard,he/shewillbedirectedtotheSelfDirectedTrack.Ifhe/she
doesnotmeetaminimumstandard,his/heremploymentstatusand/orcontractrenewalwillbe
examinedbytheAdministrativeCouncil.

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Name:_________________________________

CurrentPosition:_____________________

Department/GradeLevel:_____________________

Division:

ES

MS

HS

EE = Exceeding Expectations ME = Meeting Expectations AG = Area for Growth

Planning and Preparation

EE

ME

AG

Demonstrates knowledge of content and pedagogy.

Develops appropriate and coherent instruction.
Employs a variety of instructional strategies to augment achievement.
Demonstrates knowledge of students.
Other:
Comments:

Classroom Climate

EE

ME

AG

Manages a classroom effectively with a variety of techniques.

Develops effective and positive rapport with students.
Encourages constructive social interaction and active engagement.
Deals fairly, consistently and sensitively with misbehavior.
Organizes furniture and materials effectively for successful learning.
Other:
Comments:

Instruction

EE

ME

AG

Communicates clearly and employs appropriate instructional pacing.

Demonstrates enthusiasm for content/teaching.
Specifics instructional objectives.
Makes effective transitions between instructional activities.
Engages students and incorporates higher level thinking skills.
Maximizes classroom instructional time.
Other:
Comments:

Professional Work Habits

EE

ME

AG

Conducts both formative and summative assessments.

Maintains accurate records of student progress.
Works collaboratively with colleagues.
Interacts appropriately with school administrators, faculty, and staff.
Adheres to relevant deadlines.
Other:
Comments:

_________________________________________
Teacher Signature

_____________________________________
Date

_________________________________________
Administrator Signature

_____________________________________
Date
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Commendations:

Recommendations:

Teacher Comments:

Assisted Track

Self-Directed Track

Follow-up: ___________________________________________________________________

Signing below indicates only that the teacher has had an opportunity to confer with the evaluator regarding
its contents and does not necessarily imply concurrence. The employee may wish to include a written
statement in the space provided.

_________________________________________
Teacher Signature

_____________________________________
Date

_________________________________________
Administrator Signature

_____________________________________
Date

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Planning and Preparation

Theamountandorganization of the lessoncontentareappropriateforthestudentsbasedontheirabilitiesandthe
complexityanddifficultyofthematerial.Theteacher:

Organizesthecontentintoblocksorstepssuitablefortheabilitiesofthestudentsandthecomplexityanddifficultyofthe
material(e.g.,smallbitsofinformationforlowabilitystudentsorfordifficultmaterial)
Ensuresthatlearnershavenecessaryskillsandinformationbeforemovingontomoredifficultcontent
Interspersespracticeopportunitiesinlessonsinvolvingdifficultcontent
Providesmoderatelydifficulttasksthatarewithinreachofmoststudents
Variesthedifficultylevelofactivitiesandquestionstoprovideforstudentsuccess
Continuesteacherguidedpracticeuntilmoststudentsarecapableofmasteringthecontent
Usesessentialquestionstocommunicateexpectedlearning
Usespreassessmentstodeterminestudentsreadinessand/orpriorknowledgethroughactivatingstrategies&/orother
informalassessments
Usesacceleration/previewstrategiestobuildconnectionstonewcontent
Usesdifferentiatedinstruction/assignments
Usesdistributedpracticeandsummarizing

Instructionappropriateforallstudentsthatreflectsanunderstandingofrelevantcontentandisbasedon
continuousandappropriateassessment.Theteacher:

Planslessonsthatreflectanunderstandingofstudentsdevelopmentalcharacteristicsandneeds
Adapts lessons to address students varied backgrounds, skills, interests, and learning needs, including the needs of
Englishlanguagelearners
Useseffectiveapproachestoaddressvariedstudentlearningneedsandpreferences,includingmakinguseofspontaneous
activitiesorobservationstopromotelearning
Plansinstructionthatmotivatesstudentstowanttolearnandachieve
Acknowledgesandrespectsculturaldifferencesamongstudentswhenplanninginstruction
Exhibitsappropriateknowledgeofasubjecttopromotestudentlearning
Demonstrates awareness of common student misconceptions or likely sources of student error in relation to particular
content
Plansinstructionthatreflectsanunderstandingofimportantprerequisiterelationships
Plansinstructionthatmakesconnectionswithinthedisciplineandacrossdisciplines
Usesavarietyofpedagogicaltechniquestoconveyinformationandteachskillsincludinghandsonexplorationandguided
discussion
Developsinstructionalgoalsandobjectivesthatareclear,relevant,meaningfulandageappropriate
Developsinstructionalgoalsandobjectivesthatareabletobeassessed
Develops instructional goals and objectives that reflect students age, developmental level, prior skills and knowledge,
background,andinterests
Developsinstructionalgoalsandobjectivesthatreflectdifferenttypesofstudentlearningandskill,includinglearningto
cooperatewithothersand/orunderstandingcauseandeffectrelationships
Usesvarioustypesofmaterialsandotherresourcestoaidinpreparingandimplementinginstruction
Usestechnologicaltoolstopromotelearningandexpandinstructionaloptions
Uses resources available outside the school (e.g., museums, businesses, community members) to enhance students
learningopportunities
Usesavarietyofassessmentmethods,includingtechnology,thatareappropriateforevaluatingstudentachievementof
instructionalgoalsandobjectives
Communicatesassessmentcriteriaandstandardstostudents
Designsassessments,whereappropriate,thatreflectrealworldapplicationsofknowledgeandunderstanding
Promotesstudentsuseofselfmonitoringandselfassessment
Analyzesassessmentresultstoaidindeterminingstudentsstrengthsandneeds
Usesassessmentresultstohelpplaninstructionforgroupsofstudentsorindividuals

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ClassroomClimate
Instructionalengagementispromotedthroughstimulatingpresentations,activeparticipation,ortechniqueswhich
promoteovertorcovertinvolvement.Theteacher:

Gains attention of all students before beginning instruction

Observes students for initial engagement after making assignments
Stimulates interest in the topic by providing vivid or novel examples or by varying presentation and activities
Varies the types of responses generated
Divides opportunities for student participation without excessive or prolonged interactions with individuals
Stimulates covert involvement of students with techniques such as:
9 directing students to think of an example
9 asking students to recall an experience
9 asking students to prepare to respond
9 providing a stimulus for students to be attentive during student interactions or presentations
Creates an expectation of being called on by eliciting responses from volunteers and non-volunteers and by asking questions
before calling upon specific students
Promotes relevant thinking by pausing after questions to allow students to formulate responses or to form mental images
Promotes relevant thinking by pausing after students responses or contributions to allow for extensions of student ideas
Raises student level of concern by using techniques such as emphasizing the importance of an instructional task, calling on
non-volunteers, or using physical proximity
Generates overt responses with techniques such as:
9 asking students to respond on scratch paper
9 having students take notes
9 directing students to tell another student
9 asking students to respond as a group
9 asking for signal responses
9 involving students in discussion, skits, simulations, hands-on experiences, and cooperative group learning
experiences

Thephysicalsettingallowsthestudentstoobservethefocusofinstruction,toworkwithoutdisruption,toobtain
materialsandtomoveabouteasily.Italsoallowstheteachertomonitorthestudentsandtomoveamongthem.
Theteacher:

Plans the instructional environment so that students can be seen and monitored
Arranges materials in an orderly and readily accessible manner
Arranges the environment for necessary group or independent work, movement, or other lesson activity
Maintains a functional arrangement of furniture and materials around high traffic areas such as pencil sharpener,
bookshelves, or materials center
Establishes efficient patterns for student movement in the classroom

Appropriate behavior is maintained through techniques such as monitoring the behavior of the entire class,
establishing clear and consistent expectations, and providing positive feedback when appropriate. The teacher:

Facilitates classroom monitoring with techniques such as having students clear their desks of unnecessary materials, having
groups begin seatwork together, and not allowing students to congregate around the teacher while waiting for assistance
Observes the entire class and scans the class frequently
Divides attention among students without prolonged interactions with individuals
Establishes and maintains rules and procedures which describe expectations regarding behavior
Provides positive feedback on behavior when appropriate

Appropriate behavior is maintained by providing appropriate feedback or interventions when students are offtask or disruptive. The teacher:

Detects inappropriate behavior early and intervenes when it is likely to cause further disruption
Uses low profile interventions such as proximity control, eye contact, signals, and stating a rule or mentioning a students
name to redirect him/her
Prompts student, if necessary, to make sure that appropriate behavior begins after redirection
Provides feedback only to students causing the problem to avoid interrupting all students for minor problems
Deals with disruptions appropriately (e.g., making a calm reasonable request of students to comply with rules or procedures,
avoiding arguments or power struggles, using appropriate consequences or counseling, and referring students to a resource
person)

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Instruction
Content is explained,discussed,orreviewedinanappropriatesequencethroughtechniquessuchasusing
definitions,examples,demonstrations,andmodelingorthroughteacherguidedgroupactivities.Theteacher:

Usesdefinitionstoexplaintermsthatareunfamiliartostudents
Providesinitialexamplesthatareclearandappropriatetothelearning
Providessimpleexamplesfirstandthenmovestomorecomplexanddifficultexamples
Usesaidsthatsupportinstruction
Providesdemonstrationstoshowthestepsofaprocess
Presentscontentinalogicalsequencesuchasmovingfromeasytodifficultorfromconcretetoabstract
Modelslearningbydescribingthoughtprocessesassociatedwiththephysicaldemonstration
Modelshigherlevelthinkingbyverbalizingtheprocessesofapplication,analysis,synthesis,andevaluation
Directsdiscussionsandotherinteractivelearningactivitiesbyaskingfocusedquestionsandmaintainingthefocuson
thelearning
Conductsreviewswhicharestimulatingandpurposeful
Conductsteacherguidedgrouppracticeonnewinformationorskills
UsesEssentialQuestion/stomaintainfocusonlearningobjective/s
Facilitatesdiscussionsthatinvolvestudenttostudentinteractionratherthanpredominantlyteachertostudent
Conductsdistributedpracticeandsummarizing/review
Engagesstudentsincollaborativeactivities
Usesaidsthatsupportinstructionsuchasgraphicorganizersandmnemonicdevices

Student-focused activities provide appropriate opportunities for students to practice or extend previous content
or to generate new content. The teacher:

Provides activities that require students to think through or manipulate content in order to internalize concepts and
processes
Uses materials that support instruction
Provides an opportunity for students to process content through activities such as skits, simulation, and hands-on
experiences
Structures activities which involve learners in developing the content
Provides periodic review/summarizing and distributed practice on key objectives
Structures cooperative group learning activities in which students facilitate each others achievements through activities
such as helping, sharing, and tutoring
Provides student-focused activities in which most students maintain a high success rate
Provides assistance to individual students or small groups
Differentiates activities to address the various readiness levels, learning styles, and interests of diverse learners
Uses instructional strategies such as tiered lessons, learning centers, task cards, and work stations that support
differentiation
Uses graphic organizers to support instruction
Uses activities that engage students in discovery learning
Engages students in activities that promote critical thinking skills/processes
Assesses student learning through authentic assessment tasks and scoring rubrics

Initial activity focuses students attention on lesson objectives and the learning context. The teacher:

Communicates learning objectives to students

Provides a context for objectives with techniques such as:
9 presenting an overview or outline of how content fits together
9 reviewing previous related work
9 describing the purpose, rationale, or relevance of what is to be learned
Captures student attention through active involvement
Communicates high expectations to students
Uses essential questions to communicate expected learning
Uses acceleration/preview strategies to build connections to new content and to stimulate interest in content
Uses activating strategies to activate prior knowledge and to stimulate interest in content

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ProfessionalWorkHabits

InteractingandCommunicatingwithFamilies.Theteacher:
Knows and understands the importance of families involvement in their childrens education and
appropriatewaysforworkingandcommunicatingeffectivelywithfamiliesinvariedcontexts
Interactsappropriatelywithfamiliesthathavediversecharacteristics,backgrounds,andneeds
Appliesproceduresforconductingeffectiveparentteacherconferences
Communicates with families on a regular basis to share information about students progress and
respondappropriatelytofamiliesconcerns
Engagesfamiliesintheirchildrenseducationandinvariousaspectsoftheinstructionalprogram

InteractingwithOtherEducatorsandContributingtotheSchool.Theteacher:
Knows and understands types of interactions among professionals in a school (e.g., vertical teaming,
horizontalteaming,teamteaching,mentoring)andthesignificanceoftheseinteractions
Knows and understands appropriate ways for working and communicating effectively with other
professionalsinvariededucationalcontexts
Knows and understands the roles and responsibilities of specialists and other professionals (e.g.,
departmentchairperson,principal,curriculumcoordinator,literacyspecialist,etc.)
Knowsandunderstandsthevariouswaysinwhichteachersmaycontributetotheirschool
Knowsandunderstandsthevalueofparticipatinginschoolactivities
Maintainssupportiveandcooperativerelationshipswithcolleagues
Engagesincollaborativedecisionmakingandproblemsolvingwithothereducatorstosupportstudents
learningandwellbeing
Worksproductivelywithsupervisorsandmentorstoaddressissuesandenhanceprofessionalskillsand
knowledge
Communicateseffectivelyandappropriatelywithothereducatorsinvariedcontexts
Collaboratesprofessionallywithothermembersoftheschoolcommunitytoachieveschooleducational
goals
Participatesindecisionmaking,problemsolving,andsharingideasandexpertise
Assumes professional responsibilities and duties outside the classroom, as appropriate (e.g., serve on
committees,volunteertoparticipateineventsandprojects)

ContinuingProfessionalDevelopment.Theteacher:
Knows and understands the importance of participating in professional development activities to
enhancecontentknowledgeandpedagogicalskill
Knowsandunderstandstheimportanceofdocumentingselfassessments
Knowsandunderstandscharacteristics,goals,andproceduresassociatedwithteacherassessment
Knows and understands the importance of using reflection and ongoing selfassessment to enhance
teachingeffectiveness
Participates in various types of professional development opportunities (e.g.,conferences, workshops,
workwithmentorsandothersupportsystems)
Enhances content and pedagogical knowledge through a variety of activities (e.g., reading journals,
joiningprofessionalassociations,attendingconferences,engagingincoursework)
Uses evidence of selfassessment (e.g., portfolio) to identify strengths, challenges, and potential
problems;improveteachingperformance;andachieveinstructionalgoals
Usesappropriateresourcesandsupportsystemsinsideandoutsidetheschooltoaddressprofessional
developmentneeds

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(Adapted from Leading the Learning: A Field Guide for Supervisors, Coaches & Mentors by Paula Rutherford, 2003)

What do I need to do to keep developing professionally?

How could I grow professionally to meet the needs of my students?

How could I engage in learning within my school setting?

How will I identify goals that are critical to my professional growth and to student learning?

How can I further school goals?

In what areas do I feel most competent or least competent?

In what areas do my students excel?

In what areas do my students struggle?

What can I do differently that will affect those areas in which my students struggle?
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AIS Professional Goal Setting

Goals are S.M.A.R.T.
SIP Objectives and AIS initiatives are part of the goal-setting process.
AIS staff use evidence to demonstrate progress.
Identified coaches assist in the identification and realization of the goal.
Divisional administrators monitor goals with AIS staff periodically as part of the AIS assessment process.
Please bring evidence to the reflection meetings to demonstrate your development and growth towards
achieving your goal.
TEACHER:

DIVISION:

ASSESSOR:

GOAL (BE SPECIFIC, REALISTIC, AND TANGIBLE)

MEASURABLE INDICATORS OF SUCCESS (HOW

ATTAINABLE ACTION STEPS (HOW WILL I PROGRESS

WILL I KNOW MY GOAL HAS BEEN ACHIEVED)

TOWARDS MY GOALS?)

CONNECTION TO AIS GUIDING DOCUMENTS (MISSION/BELIEFS/PROFILE OF THE GRADUATES)

EVIDENCE (WHAT EVIDENCE WILL I COLLECT TO

SUPPORT (WHO WILL ASSIST ME IN ACHIEVING MY GOAL?

DEMONSTRATE MY PROGRESS?)

WILL THEY ASSIST ME? WHO IS MY COACH?)

TEACHER REFLECTION (FEBRUARY)

ASSESSORS COMMENTS

TEACHER REFLECTION (MAY)

ASSESSORS COMMENTS

(MAY)

TEACHER:

DATE:

ASSESSOR:

DATE:

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(FEBRUARY)

HOW

pecificAspecificgoalhasamuchgreaterchanceofbeingaccomplishedthanageneral
goal.Tosetaspecificgoalyoumustanswerthesix"W"questions:

Who:
Identifytheindividualsinvolved.
What:
Identifywhatistobeaccomplished.
Where:
Identifyalocation.
When:
Establishatimeframe.
Which:Identifyrequirementsandconstraints.
Why:
Choosespecificreasonsorbenefitsofaccomplishingthegoal.

EXAMPLE:Ageneralgoalwouldbe,"Getinshape."Butamorespecificgoalwouldsay,"Joina
healthclubandattendaerobicsclasses3daysaweekforonehoureachday."

easurableEstablishconcretecriteriaformeasuringprogresstowardthe

attainmentofeachgoalyouset.Whenyoumeasureyourprogress,youstayon
track,reachyourtargetdates,andexperiencetheexhilarationofachievementthat
spursyouontocontinuedeffortrequiredtoreachyourgoal.

Todetermineifyourgoalismeasurable,askquestionssuchas......Howmuch?How
many?HowwillIknowwhenitisaccomplished?

ttainableWhenyouidentifygoalsthataremostimportanttoyou,youbeginto

A
A

figureoutwaysyoucanmakethemcometrue.Youdeveloptheattitudes,abilities,
skills,andfinancialcapacitytoreachthem.Youbeginseeingpreviouslyoverlooked
opportunitiestobringyourselfclosertotheachievementofyourgoals.

Youcanattainmostanygoalyousetwhenyouplanyourstepswiselyandestablisha
timeframethatallowsyoutocarryoutthosesteps.Goalsthatmayhaveseemedfarawayand
outofreacheventuallymovecloserandbecomeattainable,notbecauseyourgoalsshrink,but
becauseyougrowandexpandtomatchthem.Whenyoulistyourgoalsyoubuildyourself
image.Youseeyourselfasworthyofthesegoals,anddevelopthetraitsandpersonalitythat
allowyoutopossessthem.
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R
R

ealisticToberealistic,agoalmustrepresentanobjectivetowardwhichyouarebothwilling

andabletowork.Agoalcanbebothhighandrealistic;youaretheonlyonewhocandecidejust
howhighyourgoalshouldbe.Butbesurethateverygoalrepresentssubstantialprogress.A
highgoalisfrequentlyeasiertoreachthanalowonebecausealowgoalexertslow
motivationalforce.Someofthehardestjobsyoueveraccomplishedactuallyseemeasysimplybecause
theywerealaboroflove.

Yourgoalisprobablyrealisticifyoutrulybelievethatitcanbeaccomplished.Additionalwaystoknowif
yourgoalisrealisticistodetermineifyouhaveaccomplishedanythingsimilarinthepastoraskyourself
whatconditionswouldhavetoexisttoaccomplishthisgoal.

angibleAgoalistangiblewhenyoucanexperienceitwithoneofthesenses,thatis,taste,

touch,smell,sightorhearing.Whenyourgoalistangible,orwhenyoutieatangiblegoaltoan
intangiblegoal,youhaveabetterchanceofmakingitspecificandmeasurableandthus
attainable.

Intangiblegoalsareyourgoalsfortheinternalchangesrequiredtoreachmoretangiblegoals.Theyare
thepersonalitycharacteristicsandthebehaviorpatternsyoumustdeveloptopavethewaytosuccess
inyourcareerorforreachingsomeotherlongtermgoal.Sinceintangiblegoalsarevitalforimproving
youreffectiveness,givecloseattentiontotangiblewaysformeasuringthem.

Takenfrom:FromPaulJ.Meyer'sAttitudeIsEverything,http://www.topachievement.com/smart.html

Successcanbemeasuredindifferentwaysbutonethingiscertain,we
arenogoodtoourselves,ourfamilies,ourfriends,ourstudents,or
ourcolleaguesifwedonttakecareofourselves.

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GeneralDescriptionofGoal:

SpecificdescriptionofgoalusingS.M.A.R.T.criteria:

S
M
A
R
T

Planforachievement:

DateforCompletion:

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GeneralDescriptionofGoal:

SpecificdescriptionofgoalusingS.M.A.R.T.criteria:

S
M
A
R
T

Planforachievement:

DateforCompletion:
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GeneralDescriptionofGoal:

SpecificdescriptionofgoalusingS.M.A.R.T.criteria:

S
M
A
R
T

Planforachievement:

DateforCompletion:

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Takenfromhttp://www.annenberginstitute.org/images/class_obs.pdf.November22,2006.

Inthisprotocol,pairsofobservers,likementorsandtheirprotgs,spendtimeinclassrooms
examiningthecurriculumasenacted.Theprotocolcanbeusedatalllevelsofthesystem,
fromprimarygradesthroughlatehighschool.

OverviewoftheProtocol

Theobservationprotocoladdressesasetofkeyquestionsaboutthecurriculumasitis
experiencedbystudentsintheirclassrooms:

To what extent is the activity in classrooms focused on

learning(asopposedtomanagement,discipline,etc.)?
To what extent are the daily experiences of students
aligned to the expectations laid out in the standards in
specific subjectmatter areas (mathematics, reading,
socialstudies,etc.)?
What strategies do current classroom teachers have for
individualizingthecurriculum,giventherangeoflearners
forwhomtheyareresponsible?

Theseobservationsprovideindicationsofcurrentpracticeorreliablesamplesofpracticesin
classrooms.

Ineithercase,thepurposeoftheobservationsistoraisequestionsaboutcurrentpracticeand
theconditionsunderwhichitoccurs.

Ineachclassroom,observerscodetheactivitiesoftwostudentsandtheteacherattwominute
intervalsfortwentyminutes.Studentsarecodedfor
engagement;teachersarecodedforuseofinstructionaltime.
Theactivityineachtwominutesegmentisratedonafivepoint
scale(04);theratingcriteriaarepresentedintheCoding
SchemeforStudentandTeacherObservations.

Additionalobservationsforsupport/managementactivitiesin
eachclassroomarealsocodedonacomplementaryfivepoint
scale.Thedefinitionsoftheseratingcriteriaarepresentedon
thefollowingpages,alongwithasamplecodingsheet.
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PartICriteriaforCodingLearningActivities(Lcode)
StudentObservation:
TeacherObservation:

Observercodesstudentengagement
at2minuteintervalsfor20minutes

Observercodesteachersuseofinstructional
time
at2minuteintervalsfor20minutes

StudentDirectedInquiry/AcademicRigor
Studentinfers,solvesproblems
Studentanalyzes,synthesizes;studentforgesaconnection
toanotherlessonorcontentarea
Studentmakesauthenticconnectionsindependently
Studentapplieshighlevelsofthinkingandunderstanding
Studentraisesquestions/discussesrigorouscontentwith
teacher/peer
StudentEngagedinLearning
Studentchecksunderstandingofassignmentorexpectations
Studentworksactivelyonassignedtask,followsdirections
asgiven
Studentperformsmanipulationofappropriatematerials
consistentwiththeassignment
Studentreadsassignedtext,answersquestionsfrom
text/teacher;demonstratesbasiclevelofunderstanding
Studentrespondsaspartofagrouporindividuallyto
teacherpromptsthatrequirebasiccomprehensionofthe
assignedortaughtcontentbutlittleextensionorinnovation

StudentOnTask
Studentpracticestaskorroutinealreadymodeledorhighly
familiar
Studentdoesoralsummary/reviewwork
Studentwritesnotesasteacherdirects(copiesfromboard,
overhead,etc.)
Studentreadstextasteacherdirects;listenstoteacher
reading

Studentnotengagedinnewlearning
Studentopensbookasdirected,organizesmaterials
Studentlistensasteachergivesfamiliardirectiveshowto
lineup,howtobehavegoingtolunch
Studentmovesdesk,getsinline
Studentisnoncompliant/disengaged
Studentnotdoingworkasassigned
Studentnotfollowingteacherdirectives
Studenthasfinishedworkandhasnootherassignmentto
do

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Teacherfacilitatesauthentic,studentdirected
learning
Teacherbridgescontenttorealworld
Teacherprovidessubjectmatterinaholisticcontext
Teachergivesresponsibilityoflearningtostudents
Teacherdevelopsideasinasystematicway
Teacherdifferentiatesinstructiontochallengeall
students
Teacherengagesstudentsinthelearning
process
Thereisevidenceofcollectivesharingofideas(ex.
Teacherasksaquestionandstudentinterchangetakes
place)
Teacherarticulatessubjectmatterinacoherent,
focusedmanner,thoughnotstudentdirected
Teachermakesaspecificattempttohelpstudentssee
therelevanceofthework
Teacherchecksforcollectiveunderstandingofnew
concept
Teacherallowstimeforstudentstograspandask
questionsaboutnewmaterial
Teacherreferstopreviouslessonstobridgenew
material
Teachergroupsstudentsappropriatelytotask
Teacherkeepsstudentsontask
(Skillsaddressedarelowerorder,roteinnature)
Teacherdirectssmallgroupworkordiscussionona
familiartopic
Teacherdirectswholegroupworkordiscussionona
familiartopic
Teacherassignsindividualreviewandpractice
(reviewingandcorrectinghomework,fillintheblank,
etc.)
Teacherpromptsstudentstorecite/recallpreviously
learnedknowledge
Teacherreadstostudents
Teacherorallyreviewsmaterial
Teachermanagesclassroomnoacademic
content
Teacherrearrangesfurniture
Teachertellsstudentstogetbooks,copyhomework
Teacherfocusesonnegativebehavior
Noexplicitlyassignedactivity;studentssettlingdown
Discipline(wholegroup)negativeepisodethat
absorbsinstructionaltime

PartIICriteriaforCodingSupport/Management

Theoccurrencesandtypesofstudentteacherinteraction(S/MCode)duringthetwenty
minuteobservationsessionsarecoded.
Academic,Social&Behavioral
Support/Management

Teacher/StudentAcademic&SocialInteractions

ASI

ASG

Teacher calls on student to answer

question/gotoboard,etc.
Teacher comments on student/class
workingorthinking
Teacherchecksstudent'sindividualwork
Teacher corrects student's individual
work
Teacher refers to specific academic
expectations for student/class; e.g.,
"This algebra work on slopes will
prepareyouforhighschool."

Mutual respect is evident through

studentteacherinterchange
Teacher exhibits tolerance of differing
pointsofview
Teacher acknowledges and appreciates
diversity
Teacherencouragesstudentsroutinely
High expectations are evidenced by
teacher
presentation/discussion/feedback

SSI

SSG

Teacher encourages socially: e.g., "It's

greattoseeyouinclassontime!"
Teacher encourages student/class
generally about school work: "You're
smart!"

Teacher models socially acceptable

interaction

BSI

Teacherpromptsstudent/classtofollow
rules
Teacher prompts student/class to do
assignedwork,payattention,etc.
Teacheracknowledgesstudentbyname
Teacher prompts student/class to work
ontask

Key:
ASI
ASG
SSI
SSG
BSI

=
=
=
=
=

AcademicSupportIndividual
AcademicSupportGroup
SocialSupportIndividual
SocialSupportGroup
BehavioralSupportIndividual

=
=
=
=
=

Teacherinteractionwithindividualstudent
Teacherinteractionwithgroup
Teacherinteractionwithindividualstudent
Teacherinteractionwithgroup/wholeclass
Teacherinteractionwithindividualstudent
49

Updated:10/30/201411:44AM

CodingSheetforStudentandTeacherObservations
Classroomobserversuseacodingsheettorecordstudent,teacher,andclassroomactivitiesattwominute
intervalsovertwentyminutes:
Key:
LCode =

ClassOne:

Student1
Time

10

12

14

16

18

20

PartILearningActivity

PartIISupport/Management

Student2
LCode

S/MCode

ClassTwo:

Student1
Time

10

12

14

16

18

20

S/MCode=

Time

10

12

14

16

18

20

Teacher
LCode

S/MCode

LCode

S/MCode

Student2
LCode

S/MCode

Time

10

12

14

16

18

20

LCode

S/MCode

LCode

S/MCode

Teacher

50
Updated:10/30/201411:44AM

Time

10

12

14

16

18

20

Time

10

12

14

16

18

20

CriteriaforCodingClassroomLearningEnvironment
Wholeclass(CCode)observationsforlearningenvironmentarecategorizedintofourareas.Eachitem
isratedonafivepointscale
0=Noevidence
1=Minimalevidence
2=Partialbutinconclusiveevidence
3=Partialevidencebutpromising
4=Consistentevidence

Content

ARigorofCurriculum

Teacherusesrubricstoevaluatework
Teacherrequiresresponsesinaccurate/completesentences
Workrequireshighorderthinkingskills
Teacherprovidesacceleration/enrichment
Teacherdiscussiondemonstratesdeepknowledgeofsubject

BVaried/differentiatedInstruction

Lessonconnectscontentandrealworld
Lessonprovidesreading/writingacrossthecurriculum
Lessonemploysavarietyofinstructionalstrategies
Teacherprovidesindividualizedinstruction
Teacherusesgroupworkandresponsibilitieseffectively
Lessonusesmanipulatives/technology
Teacherusesavarietyofgroupingstrategies

COngoinginformalassessmentofstudentwork/behavior

Teacherchecksforunderstanding/reteaches
Teachermonitorsstudentprogressfrequently
Teacherprovidesclosuretolesson
Rubricsaredisplayed/shared
Teacheractivatespriorstudentknowledge
Lessonprovidesopportunityforindependentpractice

DPositiveclimateforlearning

CCode

High expectations for students are evident from teacher language,

encouragement

Routinesareestablishedandfollowed

Teachercreatesaliteratelearningenvironment

Classroomenvironmentreflects/supportsinstruction

Teachermanagesclassroombehavioreffectively

Teachercreatesaninvitingworkatmosphere

Completedby:________________________________ Date:_______________________________
51

9. FACILITIES
DR. KAMIL AL RAYES AUDITORIUM
All events must be booked through the Activities Director.

10. AFTER SCHOOL and WHOLE SCHOOL

COMMITMENTS
A. Teacher Obligation
All teachers are required to spend one additional non-paid hour per week to plan, attend or
supervise extra-curricular activities or events. Divisional principals will work with teachers to
ensure that this obligation is fulfilled and that the time commitment is met.

B. Whole School Events

Whole school activities are held which require teacher attendance and may occur outside normal
school hours:
Back to School Night
Sports Day (assistance required from all teachers in the relevant division)
International Festival (all staff are required to participate in the festivities)
Parent Conferences
Graduation (High School staff are required to participate wearing regalia)

11. COMPLIANCE WITH KUWAIT CUSTOMS

Kuwait Censorship Regulations (as per Private Schools Administration of Kuwait Ministrys
Censorship Department)
The following regulations must be strictly followed.

A. Religion

52

It is not permitted to expose students to topics, references or textbooks that embody

criticism or misconceptions about the Islamic Religion.
Reference books about religion in general, Islam in particular, should not be used
unless they are approved by the administration.
Avoid discussions of a sectarian nature and comparisons of the various religious
beliefs.
Specifically avoid the following:
o Images or drawings of God, Messengers, Prophets, Angels and
Companions of the Messenger (Prophet Mohammed, peace be upon him).
Teachers may talk about Christmas and Baby Jesus, but pictures are not
allowed.
o Texts that distort the Messenger (Prophet Mohammed, peace be upon
him), his wives, traditions and family.

o Offending the Prophet Mohammeds Companions, Muslim scholars,

theologians and Islamic laws and legislators.
o Alleging that the Prophet Mohammad is the founder of Islam.
o Alleging that the Prophet Mohammad is the author of the Quran (the
religious book of Islam).
o Claiming that the revelations to Mohammad were visions or dreams.
o Claiming that the journey of the Ascension of the Prophet Mohammad is a
vision or a dream.
o Claiming that Islam was spread by force.
o Calling the Quran the teachings of Mohammad.
o Referring to the Prophet Mohammads immigration to Medina as a flight
or escape.
o Calling Muslims Mohammedans.
o Allegations that Muslims mistreated Christians and Jews.
o Claiming that the Muslims mistreatment of the Christians led to the
Crusades.
o Depicting Muslims as terrorists or aggressive people. This also includes
Muslims owning slaves or participating in the slave trade.
o Disrespecting Islamic worship shrines.
o Playing music or making improper comments during the call to prayer.
o Distorting the Holy Quran and coining false chapters of the Quran. This
includes physically handling the Quran without proper etiquette.
o Adopting a missionary style when talking about religions.
o Exaggerating differences among heterodox and orthodox (Sunna and
Shiah) which may lead to unrest among Muslims.
o Discussing information about witchcraft, reincarnation, or transmigration
of souls in a way that contradicts the Islamic laws.
o Teaching Darwins theory other than as one of the theories of evolution. It
must be stated that Muslims do not agree with this theory. Any link
between man and ape MAY NOT be suggested or illustrated.
o Any discussion about Jinn.

B. Politics

Books and references that express any appreciation or sympathy towards Israel
should not be used.
i. The word Israel should be struck out from all resources and replaced by the
word Palestine.
ii. Resources on the Arab-Israeli conflict should not be used unless approved by the
Ministry.
iii. Avoid concentrating on exterminating the Jews during the Nazi era while
neglecting the pillage and torture inflicted upon other countries and people.

53

Written or verbal criticism of the policies, values and traditions of the State of Kuwait
and its sovereignty or attacking the GCC and Arab States. This includes the
following:
i. Texts that undermine Kuwait relations with brethren Arab and Foreign countries.

ii.
iii.
iv.
v.
vi.

vii.

Texts sympathizing with Iraqi allegations concerning Kuwait.

Falsifying and misinterpreting subjective accounts about Islamic and Arab
countries, leaders and regimes.
Distorting Arab and Muslim history.
Identifying the Arabian Gulf as the Persian Gulf. The phrase Persian Gulf must
be changed to read Arabian Gulf.
Claiming that Tinb Al-Khubra, Tinb Al-Soghra and Abu Moses islands are parts
of the Iranian territory.
Claiming that Iran has sovereignty over the Kingdom of Bahrain.

Resources on the Middle East must be examined by the Ministry before use.

C. Kuwait Customs, Values and Traditions

It is forbidden to teach or talk about sex, even in educational books and novels. This
includes the following:
i. Pornography or any illustrations or representations of nudity or immodesty.
Pictures of people naked or wearing bathing suits should be amended.
ii. Discussion, either verbal or printed of intimate sexual relations between people
such as intercourse, except in the context of human reproduction for science or
health topics. This should be discussed only in the framework or marital relations.
This should NOT include pre-marital, extra-marital, homosexual or other sexual
orientation.
iii. Talking about the evils of alcohol (and other illicit drugs) is recommended.
However, avoid promoting the use of and manufacture of liquor or other illicit
drugs (which includes tobacco).
iv. Avoid mentioning pork and pork products as something edible and references to
this should be amended.
v. Avoid glorifying illegal acts and crimes in a way that makes them appealing.
vi. Avoid resources which create confusion, agitation or divide the local society.

D. Censorship Regulations and Procedures

All school resources must adhere to Kuwait Censorship Regulations as outlined by the Ministry
of Private Education. For details please refer to the guide Kuwait Censorship Regulations for
Private Schools.
(Note: Standards for K-12 private school in Kuwait are much stricter that they are for public
bookstores and private homes. Books may be available in Kuwait but not allowed in a school.
Parents may allow their children to read books that may not be allowed for use in the school).
The Textbook Librarian and Ministry Liaison for Approving Classroom and Library Resources
are responsible for keeping primary records of materials and resources that progress through the
censorship process. These records will be maintained in the Destiny Textbook Manager
Database.
Library resources may NOT be used as required classroom resources. Library and classroom
resources fall under separate censorship approval.
54

Classroom Resources
The Textbook Librarian will work with the HoD or Grade Level Leader to get
approval for all classroom resources (textbooks, novels, packets, handouts and A/V
materials) and performances (plays and concerts).
All materials must be stamped approved/amended in order to be used in the
classroom or for school activities.
It is the responsibility of each teacher, with the assistance of the Textbook
Librarian, HoD, and/or Grade Level Leader, to ensure compliance.
All amendments will be applied to all resources before distribution to the student.
These amendments are randomly checked during regular visits by the Private
Education Administration inspectors.
A Banned Materials List will be updated and distributed by the Textbook Librarian
to HoD, Grade Level Leader and/or Coordinator.
Banned Materials are NOT allowed to be used in the classroom.
Library Resources
The Acquisitions Officer Librarian will send an updated list of library materials
received to the Ministry of Private Education Censorship Department for review.
Library resources will be checked against the Kuwait Censorship guidelines and
Banned Materials List and any amendment made before they are allowed to
circulate.
Resources will be placed in t he appropriate collection based on content and interest
level.
Resources deemed inappropriate will be banned and the Ministry informed.
Resources will be checked first by the Librarians and any questionable materials will
be reviewed by the School Censorship Committee.
ALL multimedia (video, audio, CD and DVD, etc.) materials used by the school
MUST be cataloged as part of the Library Media Center Collections. The
Textbook Librarian will submit these items to the Ministry for approval and any notes
will be updated in the Destiny Library Manager Database.
School Censorship Committee
The school must establish and document the regular meetings of its School Censorship
Committee.
A list of the committee members will be sent to the Censorship Department in the
Private Education Administration in the beginning of each semester.
The schools censorship committee is responsible for censoring Library resources
only (excluding multimedia).
General Guidelines
If a teacher finds a library or classroom resource that does not conform to censorship
regulations, the teacher will inform the Librarian, or the HoD/Grade Level Leader, who will then
forward the material to the Principal or School Censorship Committee. [Article 17 of the Public
Administration for Private Education].
55

(Note: If a teacher intentionally or unintentionally allows the students to read any material or use
any A/V material that violates the criteria of the Ministry, the teacher could be held responsible.
Repercussions could be anything from a mild warning to deportation. Students should not be
allowed to persuade teachers to violate Ministry guidelines.)

12. ACADEMIC PROGRAMME

The school offers all three IB Programmes: PYP (K-5), MYP (6-10) and DP (11-12). The ideas
that link these programmes vertically are stated in the IB Learner Profile.
Details of each programme are available at www.ibo.org and, once teachers have joined the staff,
they will be provided access to the IBO Online Curriculum Center (OCC) so that they can look
at the programmes in greater depth.
The curriculum through which these programmes are delivered is stored on Rubicon-Atlas, the
online curriculum center used by thousands of schools worldwide. The Curriculum Coordinator
manages this database and its renewal. Teachers are required to store all units of study there.
The PYP, MYP and DP Coordinators working with subject department heads, assist teachers as
they store and retrieve data under the guidance of the Curriculum Coordinator.
In addition to the IB Programmes, students who are Muslim take Islamic Studies which is
divided into three cycles: Elementary (K-4), Intermediate (5-8) and Secondary (9-12).
The Islamic Studies Programme, Grades 1-12 emphasizes:
The development of a deep and unshaken faith in Almighty God, his prophet and the Holy
Quran.
The development of thinking as a Moslem, maturely and open-mindedly.
The cultural aspects of Islam as a faith and a way of life.
Religious values conducive to good conduct and behavior between human beings and society in
general.
The great stories of the prophets from Adam to Mohammed as presented in the Holy Quran.
Knowledge of the great religious men and women of faith to serve as role models for students.

13. ASSESSMENT AND REPORTING

The procedures outlined below are guided and bound by the Assessment of Student Learning
Policy in The Policies of American International School of Kuwait.

A. Assessment and Reporting in the Primary Years Programme

The PYP provides the opportunity for learners to construct meaning, principally through
structured inquiry, and emphasizes the connections between subject-specific knowledge and
transdisciplinary skills and themes, through the Programme of Inquiry. The transdisciplinary
themes that structure this programme are Who We Are, Where We Are in Place and Time, How
We Express Ourselves, How the World Works, How We Organize Ourselves and Sharing the
Planet. They provide a focus for student inquiry, while literacy and numeracy provide tools for

56

inquiry. Therefore, feedback should be given on student progress and performance in each of
these areas.
Additionally, feedback should be provided on the attributes listed in the PYP Learner Profile.
This profile serves to increase the students awareness of, and sensitivity to, the experiences of
others beyond the local and national community, thereby promoting an understanding that there
is a commonality of human experience.
The following methods of assessment have been selected in order to provide a range of
approaches and, therefore, to provide a balanced view of the child: observations; performance
assessments (e.g.,. audio, video, and narrative records); process-focused assessments (e.g.,
checklists, inventories, and narrative descriptions); selected responses (e.g., tests and quizzes);
open-ended tasks (e.g.,. a brief written answer, a drawing, a diagram or a solution); and
portfolios (these are collections of students work that are designed to demonstrate successes,
growth, higher order thinking, creativity and reflection). The assessment strategies may be put
into practice using the following assessment tools: rubrics; benchmarks/exemplars; checklists;
anecdotal records; and continuums. Supplemental information regarding assessment can be
found in PYP Assessment Handbook, 2001.

B. Assessment in the Middle Years Programme

MYP Supplemental information regarding assessment can be found in the following
publications:
IBO MYP Subject Guides, International Baccalaureate Organization, (various years)
Middle Years Programme: Implementation and Development of the Programme,
International Baccalaureate Organization, 2000
Middle Years Programme Coordinators Handbook, IBO, 2005-2006
A Teachers Guide to MYP Reporting at AIS
Middle Years Programme: A guide for Students and Parents

C. Diploma Programme
Details specific to the Diploma Programme as to the procedure, protocols and routines for
assessment for the Diploma Programme will be outlined by the Diploma Programme Coordinator
through the Diploma Programme Teacher Handbook. Further information is available in:
Online Curriculum Center. International Baccalaureate Organization,
present. http://occ.ibo.org/ibis/occ/guest/home.cfm
IBO Subject Guides, International Baccalaureate Organization, 1993-present
Section F: Assessment. Handbook of Procedures for the Diploma Programme, International
Baccalaureate Organization, 2015.
Section G: Examinations. Handbook of Procedures for the Diploma Programme, International
Baccalaureate Organization, 2015.
Subject Specific Section: Groups 1-6. Handbook of Procedures for the Diploma Programme,
International Baccalaureate Organization, 2015.

57

D. Examinations
The procedures for examinations are outlined in the Examination: Student Code of Conduct
published in the High School Student Handbook.

14. HOMEWORK
A. Teachers Responsibility

Homework is a formative piece of work to improve the learning process.

Homework should be clearly explained near the end of the class.
Homework should challenge the student to go beyond the acquisition of knowledge as
defined by Blooms Taxonomy.
Homework may never be given as a punishment
Homework given over any designated holiday should not impinge unduly into family
time.
Homework should be systematically checked by the teacher so as to provide
meaningful feedback to the student.
Failure to complete homework or homework of consistently low quality must be
reported to the parent.

* Please refer to each divisional teacher/student handbook for further information.

15. COMMUNICATION BY TEACHERS

A. Written Correspondence to all Students of Any Class

Written correspondence that is distributed to an entire class must be approved by the

principal.
Written correspondence that is distributed to an entire school must be approved by the
Superintendent and/or the Director.
Written correspondence may at times require an Arabic translation.
Staff must make regular contact with parents.

B. Correspondence to Parent of Individual Student

Staff is encouraged to keep regular contact with parents through telephone calls,
emails, personal letters and Progress Reports.
A record of the contacts should be kept on file by each teacher.
Progress Reports can be sent home at any time throughout the year.
Staff must have contacted parents in written form, telephone, or online two weeks
prior to issuing a failing term mark, and should document the date, time and outcome
of the discussion.

C. Guidelines for Use of School Email

58

Users have no reasonable expectation of privacy when using this medium.

In the writing of emails, as in all other matters, teachers and administrators are bound
by the Code of Ethics.
School email addresses are strictly for professional use.

When emailing a group of recipients, protect the privacy of personal addresses by

using the blind copy function (bcc).
Sensitive or highly confidential information should not be shared in the body of an
email or in the subject bar. Comments of an evaluative nature regarding students or
teachers should be made using the standard procedures established for reporting and
assessment.
In-house email traffic should be minimized to encourage face-to-face communication.
Never use email to avoid face-to-face confrontation. Email communication should not
replace frank and thoughtful discussion of difficult issues. Say nothing in email that
you would not say directly to the recipient.
Emails should be responded to only when necessary and not as a matter of course.
For example, there is no need to thank someone for completing a requested task or for
answering a question.

D. Guidelines for Internet Use in the Classroom

Teachers will use the Internet or WORLD WIDE WEB and other mass
communication devices with students for the sole purpose of supporting student
learning objectives.
Teachers will monitor student use of the Internet while they are at school.
Internet content used to support learning objectives is to be culturally sensitive and
age appropriate.
All electronically stored and delivered student resources are to be previewed prior to
use in the classroom and are to come from school purchased resources whenever
possible.
Teachers are to only display videos, not the entire contents of a web page, to their
student audience.
Teachers must keep their professional use of the internet separate from their personal
use when engaged with students.
Teachers should never use their personal versions of Facebook or other social or
gaming pages while engaged with students.
Teachers should not invite students to their personal social networking sites; nor
should they join a student social networking site.

16. STUDENT ATTENDANCE

All teachers are responsible for keeping accurate records of student attendance. Please consult
divisional procedures.

17. GATE POLICY

The American International School is a gated campus. Once students arrive at school they must
remain on campus until the end of the school day.
All gates will be open to student traffic from 7:00 to 7:40 am. After 7:40 am students must enter
through the front gate. From 2:30 3:00 pm all gates except the front gate are open for student
traffic. Students cannot remain at school after 3:00 pm unless they are supervised.
59

Visitors must enter through the front gate and obtain a security pass. Adolescents not registered
in AIS may not come on campus during the school day.

18. MANAGEMENT OF STUDENT BEHAVIOR

The schools approach to student behavior develops self-disciplined individuals who are
responsible for their actions. Discipline, be it at the piano keyboard, on the basketball court, or
in the mathematics classroom refers to skills and attitudes that empower students. It is not
something that is meted out, it is something that is learned through experience and habitualized.
The goal of behavior management, therefore, is self-discipline.
Students are nurtured to take risks, seek limits, challenge assumptions, ask tough questions and
to understand that every action has a consequence. To that end, behavior is broken into four
categories.

A. Categories of Student Behavior

This policy outlines four categories of student behavior, each of which should result in
consequences. The most important category deserving of consequence is appropriate behavior.
This type of behavior should receive the vast majority of our attention. Most of the
consequences meted out by teachers or earned by students should be those pertaining to
appropriate behavior. This includes, for example, everything from a word of praise through to
scholastic progress reports, sports awards, academic distinctions, and the selection of a class
valedictorian.
The second category of behavior defined under policy is misbehavior. It is the responsibility of
the teacher, in collaboration with the student and his/her parents, to deal with misbehavior.
Misbehavior refers to routine infractions of rules such as: chewing gum, being inattentive,
failing to obey classroom rules as established and interpreted by the teacher, dress code
violations, littering, roughhousing, teasing or bothering other students, dress violations,
boisterous behavior and other actions which are not conducive to teaching and learning.
Misbehavior is to be dealt with individually. Collective or group consequences are not
allowed.
The third category of behavior is grave misconduct. Grave misconduct refers to acts of noncompliance such as persistent misbehavior, defiant, argumentative, or oppositional
behavior toward teachers, or administrators or grave infractions of rules. A more
detailed list of these grave infractions is available in The Policies of American International
School of Kuwait. It includes behaviors such as fighting, using profane or vulgar language, theft,
etc. It is the responsibility of the school administration to deal with grave misconduct once it has
been reported by teachers.
The fourth category of behavior referred to under policy is academic malpractice. Academic
Malpractice, as defined by the IBO, is any behavior that results in a student gaining an unfair
advantage in one or more components of his or her evaluation. Malpractice includes: copying,
plagiarism, seeking or gaining an unfair advantage, and collusion to seek to gain or to give an
60

unfair advantage. It is the responsibility of the school to proactively encourage academic honesty
and to detect and correct academic malpractice. Teaching correct academic practice in an age
appropriate manner is an inherent part of each IB Programme: PYP, MYP and DP.

19. FORMS
To facilitate school functions of a repetitive or systematic nature, a number of forms have been
developed and are available in your divisional office. Some tasks/requests are managed through
Outlook or by email.
Photocopy Request
Supply Request
Field Trip Request
Field Trip Student Permission
Referral (computerized form to MS AP)
Counselor referral
Incident Report
Progress Update Report (MS/HS)
(electronic)
Grade Change
Maintenance:
Apartment/School/Computer (through
Outlook)

Reservation of the Dr. Kamil Al Rayes Theatre

(email Activities Director)
Personal Leave
Professional Development Pre-Approval
Reimbursement (triplicate form book)
International Baccalaureate Training Agreement
Maternity Care Reimbursement (see Business
Office)

20. OBTAINING INSTRUCTIONAL MATERIALS

The school has a store of basic resources which can be accessed through your
Divisional Secretary.
Locally purchased instructional items can be purchased with pre-approval from the
principals.
An overseas order is prepared annually by the divisional principals. Teachers can
have input in this process through their immediate supervisor.
Textbook e-learning materials are purchased after vetting by the school leadership
team. Suggestions should be given to your immediate supervisor.

21. STUDENT SUPPORT SERVICES

A. Counseling
Counseling services are provided by professionally trained counselors, two in elementary school,
and one in middle school. There are two counselors in high school for personal guidance and
college applications. High School counseling services include academic career counseling,
testing, and personal counseling services. Appointments or referrals may be made in person or
by calling the respective counselors office.

61

B. Counseling Services
Typical problems for which students, parents and teachers seek help include: ineffective study
skills and habits, or difficulty in adjusting to the school environment. Many individuals also seek
assistance with interpersonal skills, family problems, as well as problems of a personal nature.
The counseling process encourages students to solve problems with the ultimate aim of helping
them reach maximum personal development. Every effort is made to assist each individual in
self assessment and in accepting responsibility for their decision and action.
Limited diagnostic testing is available, initiated by teacher or parent request to identify learning
problems.

C. College Counseling in High School

The high school counseling office provides college services in the following areas:
Occupational information for use in selecting career objectives.
A library of current college catalogs for the use in selecting a college for further
education.
Assistance and services providing transcripts, admissions data requirements etc.

22. PRIVATE TUTORING

There is a great demand for personal tutors in Kuwait. This practice is widespread, but The
Ministry of Private Education disallows tutoring. The American International School of Kuwait
assumes no responsibility for any staff member working outside their work visa, including
tutoring, away from the school premises. Teachers may offer courses after hours that are not
offered in the regular school day e.g. piano lessons or SAT preparedness, but they cannot offer
tutorials for pay at school.
Thus, to literally comply with the Ministry of Private Education a teacher would not tutor.
Regardless of your decision in that regard, your professional ethics binds you to the following
protocol. It will be rigorously implemented.

62

All teachers are required to provide student support after school. Please make
yourself available to students on a regular basis and inform students and parents of
your availability.
Teachers are not allowed to offer tutoring sessions for pay at school.
Students cannot visit the home of a teacher under any circumstance.
Teachers cannot tutor their own students under any circumstance.
Teachers cannot tutor students if they play a role in the assessment of the student (i.e.,
a grade ten mathematics teacher should not tutor a grade ten student for whom they
are preparing an examination).
Teachers must not let tutoring impinge on their regular work so as to ensure that they
come to school well rested and well prepared.
Teachers should have academic expertise in the subject they are tutoring.
Teachers should not teach students of their spouse.

Teachers are bound by ethical standards in this matter. If in doubt please seek counsel from your
divisional principal.

23. HEALTH SERVICES

A. Accident Reporting
All accidents, except those of a very minor nature, must be reported to the school doctor/nurse or
administrator to ensure proper treatment and to highlight potential dangers. Following referral of
the student(s) to clinic for treatment, an accident report must be completed by the first staff
member that witnessed or was made aware of the accident. Accident reports are available
from the clinic and should be returned there when completed.
In case of injury or illness a student should report to the clinic at the time the injury or illness
occurs.
Except in cases of emergency, all students are required to have a pass from their teacher. They
should not be allowed in the clinic when it is unattended due to the presence of medicines in the
room. Instead, they should report to the school secretary. Should the clinic personnel be absent,
a note on the door of the clinic will indicate the whereabouts of the medical personnel.
Should there be an emergency of any kind, DO NOT move the student. The clinic has a first aidbox and stretcher available for any accidents that may occur. Should there be any student in your
class with a health problem, i.e. diabetes, asthma or allergies, you will be informed and advised
on what steps to take concerning their illness(es).

B. Medication
Students are not to carry any medication on their person. All medicines are to be maintained in
the Health Office. The student must have a note from the parents stating when and why they are
taking the medication. Medications brought to school by the student must be left in the Health
Office with instructions on dosages and time to be given.

C. General Illness
A sick student in your class may appear sullen or withdrawn and may not participate in class
activities. A child with a high temperature may not complain but may appear very flushed or
pale. His/her eyes may appear watery. The complaining of a headache can be one of the signs of
fever. Note that in this climate it is not unusual for students to develop an elevated temperature
following lunch and recess periods. Please allow them to sit in a cool area of the classroom for a
few minutes before sending them to the clinic as they generally make a quick recovery. Please do
not hesitate to send a student to the clinic if you are in any way concerned about them. Please
send a note to the clinic describing the concern.
If a student wishes to go home (or phone their parents) because they feel sick, send them to the
clinic first so a record of their illness is on record and their ailments are kept up to date in the
medical file.

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Students returning from any absence must bring a note from their parents or a doctor and report
to the clinic before going to class. Students returning after an infectious illness (mumps,
chickenpox) should not be allowed to class without a doctors note stating they are free from
infection.

D. Screenings
Health screening for all students commences in October. This is a slow process and generally
consumes the majority of the school year.
If there is a student in your class who shows signs of visual or hearing impairment, send him/her
to the clinic so that the necessary referrals can be made.
October: Head lice check for all students in Elementary (grades K-4)
March: Tetanus boosters will be given to all students in grade 12.

E. Vaccinations
KG students will be vaccinated with triple vaccine and polio boosters. The clinic may need help
from the class assistant on the day of the vaccinations.
The TB team will visit the school from the Ministry of Health to administer skin tests to the
students in grades 7 and 11. Three days later the team will return to determine the results and
give B.C.G. to each student that requires it.
Rubella (German measles) vaccine will be given to all girls in grade 7 and any other high school
student who may need it.
Vaccinations may be delayed for numerous reasons, i.e. if vaccine is unavailable from the
Ministry, or because students do not return their permission forms. Your support would be
appreciated in encouraging your class to return any forms promptly. Students may be called to
see the ministry doctor without prior notice.

24. K-12 LIBRARY

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Library usage, and the skills and attitudes it develops, is central to the International
Baccalaureate mission.
The librarys aim is to be an inviting, inclusive center of inquiry that helps students
develop attitudes and skills that will make them regular library users throughout their
lives.
The library is a place to learn research skills, do research using various media, to
study, to read and write for work or pleasure and to enjoy contemplative and
intellectual pursuits.
Students will work in a relaxed yet purposeful environment in an atmosphere that is
conducive to learning.
The librarians prime responsibility is to facilitate inquiry and to aid learning. The
library staff in cooperation with teachers are the persons charged with the
management of student behavior in the library.

Teachers will emphasize with students the behaviors necessary to make their library
visits pleasant and productive. Teachers are responsible for the management of the
behavior of students they accompany to the library.
The aim of the library staff is to encourage optimum participation of students, parents
and staff.
Students are encouraged to use the library during any unscheduled time, or before or
after school, providing they behave in alignment with the schools code of conduct.
Acceptable use of the library during unscheduled time will be determined by the
library staff.
Students referred on their own to the library by their teacher require a library pass.
PK-Grade 1 students are required to be accompanied by a Teacher or Assistant during
all library visits.
Grade 2 students may be referred to the library on a library pass during unscheduled
times if they teacher has contacted a librarian prior to the event.
Grades 3-5 may visit the library during their breaks if they have a teacher issued pass.
Middle and High School teachers have dedicated library passes for student use.
Teachers may schedule class time for research or instruction. This may be done by
using the K-12 Library Reservation Form available online.
The librarians will decide priority of use and scheduled classes will take precedence
over unscheduled group or individual activity.
The library has an Online Public Access Catalog (OPAC) and a research databases
that are accessible on and off campus.
To further the AIS literacy goals and encourage reading and comprehension, the
librarians administer Accelerated Reader quizzes during working hours.
The library is open Sunday through Thursday from 7:15 a.m.-3:00 p.m.
Teachers will check out library resources with the library personnel during operating
hours, and are responsible for resources checked-out in their name. Teachers will
receive notices from the library staff concerning overdue items.
Divisional offices will be notified at the end of each school year and
departmental/grade level budgets will be held accountable for lost/damaged materials.
Teachers are expected to use photocopiers in their divisional offices. However, large
print jobs such as class sets/unit tests should be handled through the Copy Room.
The library printer is primarily for student use and they will be given first access.
Library patrons are responsible for materials checked out on their library account. All
overdue resources must be returned and any fees for damaged or lost resources must
be paid. Fees are as follow:

i.
ii.
iii.
iv.
v.

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Soft cover 5KD

Hardcover 20 KD
Reference 30KD
A/V materials- 20KD
Damaged resources From 5KD to 30KD depending on extent of damage.
Replacement copies may be accepted in place of the damaged/lost book fee if
they are an exact copy of the material.

NOTE: Library resources may not be used as classroom teaching resources. Library and
classroom resources fall under separate censorship approval as required by the Ministry of
Private Education. See: Compliance With Kuwait Customs, Censorship Regulations and
Procedures in this handbook.

25. EXTRACURRICULAR ACTIVITIES

There are a wide variety of extra-curricular activities available to AIS students. Information on
Athletic programs is available through the Athletic Director. Information on activities in the
Fine Arts or those of an academic nature is available through the Activities Director.
There are also after-school and weekend clubs and camps that students can join for a fee.
Teachers are hired to supervise these clubs and suggestions that suit your skill set are welcomed.
See the Clubs and Sports Camps Organizer for further information.

26. APPENDIX
MINISTRY PENALTIES (as outlined and written by the ministry)
CONSOLIDATED LIST OF PENALTIES:
The following is a translation of the consolidated list of penalties issued by the Kuwaiti Ministry
of Education (Oct. 13, 1980). A consolidated list of penalties for the teaching and
administrative staff in private schools as stated by law, Act No. 38 (1964) in connection to
employment in the private sector (State of Kuwait and other Statutes and Bills enacting it).
VIOLATION
Tardiness without prior permission or
valid reason.
Absence without valid excuse
Leaving school within working hours
without permission.
Getting to classroom after the bell has
rung.
Leaving the classroom before the bell has
run.
Correcting homework during class hours.

PENALTY
1st Penalty

2nd Penalty

Notice

Notice

3rd Penalty
Written warning

Notice
Notice

Notice
Notice

Written warning
Written warning

Notice

Notice

Written warning

Notice

Notice

Written warning

Notice

Notice

Written warning

1st Penalty
Notice

2nd Penalty
Written warning

3rd Penalty
Termination

Notice

Written warning

Termination

ACADEMIC PROCEDURES
Failure to plan lessons in the lesson plan
book.
Failure to carry out administrative
instructions, especially those related to:
supervision, substitute teaching, regular
staff meetings and weekly duties,
extracurricular activities

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Failure to carry out instructions and orders

issued by employer or Ministry of
Education and other governmental orders
issued by the ministries concerned

Notice

Written warning

Termination

1st Penalty
Notice
Written
warning
Termination
without
warning. No
severance
benefits.
Written
warning
Notice

2nd Penalty
Written warning

3rd Penalty

Written warning

Notice

Written warning

Written warning

Notice

Written warning

Written warning

ETHICAL BEHAVIOR
Smoking or eating in the classroom.
Hostility, picking fights with students or
fellow teachers.
Hostility towards superiors or employers,
verbally or physically.

Physical punishment of students.

Improper jesting with students or
colleagues.
Violation of instructions related to
healthcare and general cleanliness of the
school
Feigning illness not certified by official
medical authorities.
Disclosing school secrets or marring its
reputation in any way.

Notice

NOTE: The absence penalty is executed in addition to pay deduction based upon basic salary and
number of days. Where a warning is the penalty for a particular violation, the violator must sign
the warning. If he refuses to do so, two of his colleagues will be asked to sign.
Only one penalty shall not be executed for a violation if more than 15 days have passed
since the date it took place or since pay day. If two violations are three months apart, the
second one is considered as if it were the first. Except in cases that call for immediate
termination, a violator will be terminated when three written warnings are directed to him
within a period of three months.

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