American International School Lusaka
Inspiring Excellence  Encouraging Compassion  Creating Leaders
AISL Faculty
Handbook
2014-15
Faculty Handbook Table of Contents
Welcome
pg. 5
Introduction
pg. 6-11
AISL Strategic Map
pg. 12-13
Guiding Statements
AISL Profile
Professional Culture
School Structure
Governance
Overview
AISL Strategic Map 2011-20
Curriculum
pg. 14-16
Differentiating Instruction
pg. 17-18
Assessment
pg. 19-23
Student Services
pg. 24-27
Faculty Guidelines/Expectations A-Z
pg 28-33
AISL Curriculum and Assessment
Overview
What Beliefs Guide Our Curriculum Work
Using Your Curriculum
Monitoring the Curriculum
AISL Curriculum Review Cycle
Curriculum Review Strategy
Overview
Assessment Categories
Assessment Types
Standardized Tests
Reporting on Student Progress and Performance
Report Writing Guidelines
Introduction
Core Beliefs
Program Overviews- Counseling, EAL, Enrichment, SEN, University/Career Advising
Student/Child Support Teams: Monitoring Students and Program Delivery
Referral Process
Absences
Alcohol and Tobacco
Attendance
Care of Personal Effects
Child Abuse Reporting
Confidentiality
Dress Code
Duty
Extra Curricular Program
Homework/Home Learning
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Language Usage
Maintenance
Private Tuition
Substitute Teaching
Trips
Information Technology
pg 34-36
Overview
Staff Laptop/iPad Agreement
Who do I go to and for what?
Community and School Communication
pg 37-46
Facilities and Educational Resources
pg 47-51
Security and Emergency Response Procedures
pg 52-59
Home-to-School Communication Guidelines
School-to-Home Communication Guidelines
School Management System- Power School
Internal Communication
Who Do I Go To For What
Faculty Advisory Council (FAC)
Best Practices in School Communication
Facilities Usage Guidelines
Buses
Care of Personal Effects
Classroom Maintenance
Health Office
Library
Mail
Ordering and Supplies
Photocopying
Printing
Recycling and the Green Team
Selecting and Using Educational Resources
Telephone Calls
Security Overview
Guest Procedures
Reporting an Emergency
Emergency Communication
Classroom Lockdown
Safe Haven Evacuation and Lockdown
Building Evacuation
Bus Accident/Fire
Death/Suicide/Life Threatening Situation in School Community
Accident on Field Trip
Emergency Medical Care
Faculty Appraisal
Purposes of Appraisal
Defining Faculty Performance Standards
Performance Indicators
Faculty Appraisal Track System
Support/Improvement Plan
Procedures
Track 1 and 2 SMART Goal Form
AISL Faculty Handbook 2014-15
pg 60-83
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Track 2 SMART Goal Self-Assessment
Track 1 AISL Teacher Self Assessment
Track 1 AISL Teacher Summative Evaluation
Track 3 Support/Improvement Plan
Peer Observation Protocols
Standards/Performance Indicators- Counselors, Librarian, Coordinators
Professional Growth and Development
pg. 84-87
Introduction
Characteristics of Professional Development at AISL
Professional Development Opportunities
Internal Professional Development
External Professional Development
IB Workshops
AISA Conference
Other Workshops / Conferences / Graduate Work
On-Line Professional Development
AISL Professional Development Committee
Application Process
Time and Travel
Departing Teachers
Faculty Contracts/Benefits
pg. 88-100
AISL Faculty Professional Code of Ethics and Conduct
pg. 101-111
Appendix- Quick Reference
pg. 112-121
Employment Contract
Employment Contract Renewal
Termination of Employment
Staff Complaints and Grievances
Summary of Local Hire Benefits
Summary of Overseas Hire Benefits
Shared Leadership/Stipends
Leave and Absences Policies
Transportation Allowance
Localization- The 8-Year Rule
AISL Housing Allocation Process
AISL Housing Contract 2014-15
Introduction
Code of Ethics
Code of Conduct
Disciplinary Procedures
Grievance Procedures
AISL Faculty/Staff List 2014-15
AISL Academic Calendar 2013-14
Quick Reference: To Whom Should I Communicate For…
Primary School Map
Secondary School Map
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Welcome Letter
Inspiring Excellence, Encouraging Compassion, Creating Leaders
Dear Colleagues,
Greetings and welcome to the 2014-15 school year.
The AISL Faculty Handbook has been revised and re-written to more accurately reflect current
school practices and procedures. More specifically the handbook provides critical information,
guidelines, and expectations related to the following areas- Curriculum, Assessment, Student
Services, General Guidelines/Expectations, Information Technology, School and Community
Communications, Facilities and Educational, Resources, Security/Emergency Response
Procedures, Faculty Appraisal, Professional Growth and Development, Faculty Benefits, and
Faculty Code of Ethics and Conduct.
Please take the time to familiarize yourself with the contents of this handbook and use it as a resource
during the course of the year. All faculty members will receive a hard copy and pdf copy of the
handbook. Also, please feel free to share your suggestions for improvement with Jeff, Russ, and/or me.
The days and years ahead living in Lusaka, Zambia and being a part of the AISL community hold
remarkable possibilities. I hope you have a rewarding school year.
Sincerely yours,
Thomas J. Pado
Director
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Introduction
AISL’s Guiding Statements
AISL Vision
Inspiring Excellence; Encouraging Compassion; Creating Leaders
AISL Mission
The American International School of Lusaka is a diverse community that embraces Zambian and
global perspectives to inspire students to achieve academic excellence and become successful,
life-long learners and leaders who are confident, compassionate, well rounded, responsible
world citizens.
AISL Objectives (as stated in the AISL Articles of Association)
The AISL objectives are as follows:
1. Provide the best quality internationally recognized programs for students.
2. Help students better understand and appreciate the culture, environment, and people of
Zambia.
3. Use the international nature of the school to help all students learn to value human
diversity.
4. Create a community of parents, teachers and students in order to nurture all students to
become responsible, compassionate and productive citizens of the world.
AISL Core Values: The three R’s of AISL
We respect ourselves.
 We strive for excellence.
 We are responsible for our own actions and personal belongings.
 We are prepared.
 We follow school dress code.
We respect others.
 We appreciate diversity and human dignity.
 We respect everyone's right to learn.
 We appreciate that our choice of language and actions affect others.
 We treat others as we would like to be treated.
 We promote a positive school atmosphere.
 We cooperate with all members of the school community as they carry out their
responsibilities.
We respect our school and environment.
 We move safely around the school.
 We take care of school property.
 We keep our school clean.
 We reduce, reuse, and recycle.
 We follow school rules.
 We are positive ambassadors of the school.
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AISL Profile
Founded in 1986, the American International School of Lusaka (AISL) is an independent coeducational day school that welcomes children from 2 to 18 years of age. With a student body of
approximately 550 students, the school is fully accredited internationally by the Middle States
Association of Colleges and Schools (US) and the Council of International Schools (UK). The
school attracts students from a wide range of nationalities, including approximately 35%
European, 24% North and South American, 33% African, and 8% Australasian. The international
nature at AISL is reflected in the school's curriculum and programs. AISL is one of a handful of
schools in Africa authorized to deliver all three of the International Baccalaureate (IB) programs:
the Primary Years Program (PYP), the Middle Years Program (MYP), and the International
Baccalaureate Diploma.
The Primary School offers the IB Primary Years Programme (PYP) to students from Playschool to
Grade 5. Within the Primary School is a purpose-built Early Learning Center that serves children
from the ages of 2-5. The PYP is an inquiry-based program that focuses on the whole child as an
inquirer both inside and outside of the classroom. The IB Middle Years Program is designed for
students in Gr. 6-10 and provides a framework of learning, which encourages students to become
creative, critical, and reflective thinkers. Students in Grades 11-12 experience an academically
challenging and balanced educational program that prepares students for success in higher
education and beyond. AISL students who complete program requirements have an opportunity
to earn an American High School Diploma and the International Baccalaureate Diploma, a
prestigious two-year pre-university program recognized by colleges in over 100 countries
worldwide.
AISL demonstrates a commitment to develop the whole child by offering a robust after-school
activities program to students in both the primary school and secondary school. Students choose
from a range of activities in the following areas: arts (music, visual and performing arts), sport,
information technology, and community and service
What Makes AISL Special?
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The United States Embassy established AISL in 1986.
AISL is truly an international school serving 550+ students, age 3-19, representing more
than 40 nationalities.
The AISL faculty is made up of 17 nationalities and is deeply committed to helping
students become responsible world citizens.
AISL is accredited by two school accreditation organizations- The Council of
International Schools (CIS) and The Middle States Association of Colleges and Schools
(MSA).
AISL is an IB World School and is authorized to administer the Primary Years
Programme (Pre-School to Grade 5), the Middle Years Programme (Grades 6-10) and the
IB Diploma Programme (Grades 11 and 12).
AISL students have an opportunity to earn a US High School Diploma and an
International Baccalaureate Diploma.
AISL is the first school in Africa to implement a one-to-one iPad Program in the
Secondary School (Gr. 6-12).
AISL offers a robust Student Services Program that includes programming in Special
Educational Needs, English as an Additional Language (EAL), Counseling, and a
Differentiating Instructional Resource Program.
AISL offers a comprehensive school guidance/counseling program that consists
social/emotional counseling, personal and social education, and college/university
counseling.
AISL focuses on supporting the development of the whole child and offers a robust
extracurricular program consisting of sport, visual and performing arts and community
service.
AISL has a strong tradition of establishing mutually beneficial partnerships with
Zambian schools and social service organizations in an effort to make a positive
difference in the local community.
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AISL has a robust professional development budget that supports visiting presenters
and workshop leaders, the hosting of IB workshops, on-line coursework, attendance at
conferences that support school wide priorities, and attendance at IB PYP, IB MYP, and
IB DP workshops.
AISL is a leading member of the Association of International Schools in Africa (AISA). This
organization provides AISL faculty members with quality professional development
opportunities while promoting connections among schools located in Zambia and sub-saharan
Africa.
Professional Culture
At AISL, we strive to develop a professional culture that is committed to learning (students and
adults) and continuous improvement. More specifically, we strive to create a professional culture
grounded in the following practices and habits:
 Shared vision and values that lead to a collective commitment of school staff, which is
expressed in day-to-day practices
 Solutions actively sought, openness to new ideas
 Working teams cooperate to achieve common goals
 Encouragement of experimentation as an opportunity to learn
 Questioning of the status quo, leading to an ongoing quest for improvement and
professional learning
 Continuous improvement based on evaluation of outcomes rather than on the intentions
expressed
 Reflection in order to study the impact of actions taken.
Norms of Collaboration
Below are a draft of norms of collaboration that are intended to guide our behaviors and actions
as professional educators.
Go to the source with the intention of resolving misunderstanding and conflict.
Recognize that conflict and misunderstandings are natural and can result in growth and
improvement. If conflict or misunderstandings occur, then go to the source with understanding
and resolution in mind. Avoid gossip, rumors, and backbiting.
Presume positive intentions.
Trust. Presume the positive intentions and the good will of others.
Share your ideas, data, perceptions, and modify if necessary.
Share relevant facts, ideas, opinions, and perceptions and be willing to modify or
withdraw your own if colleagues present new and relevant information.
Pay attention to self and others.
Balance your own participation and create opportunities for others to contribute and
respond. Be conscious of your own needs and the needs of others.
Promote a spirit of inquiry.
Seek to understand decisions, data, explanations, ideas, anecdotes, and generalizations
by asking questions and listening.
Honor your commitments.
Honor your commitments to students, colleagues, parents, and the school and, when you are not
able to, communicate with those who are affected.
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AISL Faculty Handbook 2014-15
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AISL Governance
A seven-member Board of Directors governs AISL. The US Ambassador to Zambia appoints two
of the Board members, and one of the appointed Board members will also serve as the
Chairperson of the Board. The five remaining members are elected by the AISL Parent
Association, which is composed of parents and legal guardians of students who are enrolled at
AISL. Of these members, two must be affiliated with the US Government, and the other three are
elected from the general parent community. Board members serve for two years and are eligible
for re-election.
The overall role of the AISL Board of Directors is to oversee the strategic direction of the school.
More specifically, the Board hires the Director to implement the strategic plan and to oversee the
day-to-day operations of the school. The Board also provides fiduciary oversight by approving an
annual budget and setting school fees. The Board establishes broad school policy in accordance
with the school vision, mission, and core values. Most of the work of the Board is accomplished
by Board committees, which also include parents/guardians who do not serve on the Board.
The AISL Board of Directors holds Open Meetings five times during the course of the year. An
Annual General Meeting (AGM) is held in September while an Election General Meeting (EGM) is
held in early June. Meeting dates and agenda are communicated through the weekly school
newsletter (Leopard’s Tale) and are posted on the website.
The AISL Board membership is as follows:
US Government
Appointed
US Government
Affiliation
General Parent Community
Mr. Steven Marmar- Chair
Ms. Laurie Fuller
Ms. Joan Green
Ms. Diane Weiss-Young
Mr. Grant Henderson
Mr. Sipho Phiri
Ms. Tanya Zebroff
You may direct enquiries to the AISL Board of Directors through the school office or e-mail at
ais@aislusaka.org
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AISL Strategic MAP
Overview
A 21st century education of the highest standard should allow students to acquire the academic
knowledge, skills, and attitudes necessary to succeed in an increasingly complex and rapidly
changing world. At AISL, we have made a commitment not only to keep up with change, but to
anticipate it through an inquiry-based approach to learning.
The AISL Strategic MAP reflects our commitment to realizing our vision, mission, and our core
values by articulating seven functional areas that are critical to student learning and to the
effective operation of our school. These areas are:
 Academics
 Infrastructure
 Finance
 Development
 Extramural
 Community
 Governance
These seven critical functional areas contain 11 Strategic Goals that are broad statements of what
the school strives to achieve. Accompanying the goals are observable and/or measurable Specific
Results that are designed to support the Strategic Goals. The status or degree of implementation
is reported for each Specific Result.
AISL has a rolling three-year strategic plan that is aligned with the Strategic Map. AISL’s ThreeYear Strategic Plan is posted on the website under the About Us section on a page entitled
Strategic Plan.
AISL Strategic Map 2011-2020
AISL Vision
Inspiring Excellence; Encouraging Compassion; Creating Leaders
Strategic Areas
Academic
Infrastructure
Finance
Development
Strategic Goals
The American International School of Lusaka will:
1. provide a well balanced, inquiry based 21st century curriculum that
challenges every student to reach his/her full potential (creative,
academic, personal).
2. prepare students for their future studies and careers by offering a
“transferable curriculum” and by facilitating opportunities to enter
into competitive colleges and universities around the world.
The American International School of Lusaka will:
3. develop and improve safe and secure facilities, while practicing
environmental stewardship, to maximize the benefits of a world
class international education for every student.
4. utilize current information and communications technologies and
ensure that it is integrated appropriately, creatively and responsibly
in curriculum and school operations.
The American International School of Lusaka will:
5. engage in sound fiscal planning and management to ensure financial
sustainability and the continued development of an excellent
educational program and supporting infrastructure.
The American International School of Lusaka will:
6. develop, implement, and monitor communication and marketing
strategies to ensure that AISL stakeholders and other interested
parties are well informed about the school and community.
7. attract, develop, retain, and evaluate the highest quality
administration, faculty and staff.
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Extramural
Community
Governance
The American International School of Lusaka will:
8. offer a broad spectrum of extramural activities that will foster
student participation in and an appreciation for community and
service, the arts, sport, and a healthy and well-balanced lifestyle.
The American International School of Lusaka will:
9. provide curricular and extramural opportunities that maximize the
benefits of living in Zambia and in a global community.
10. develop mutually beneficial partnerships with Zambian institutions,
social service organizations and the local community.
The American International School of Lusaka will:
11. maintain school governance structures and practices that reflect a
strong relationship with the US Embassy and the broad interests of
Association members.
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AISL Curriculum
Overview
AISL administrators, coordinators, and faculty leaders are available to assist you with
implementation of the curriculum. At AISL, the 'Curriculum' serves two major functions:
 It is the ‘roadmap’, providing careful guidance on translating the ECA mission and vision
into practice
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It is also the 'contract' that the school makes with each parent and student. It clearly
describes what specific learning students will do in each grade level.
The elements that define curriculum at the American International School of Lusaka are:
The written curriculum or “What do we want to learn?”
The learning outcomes, concepts, skills,
attitudes and actions we have identified in the school’s written curriculum.
The taught curriculum or “How best will we learn?”
The teaching and learning strategies that
best support the types of learning identified in the written curriculum.
The learned curriculum or “How will we know what we have learned?
What Beliefs Guide our Curriculum Work?
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A well-conceived curriculum is an essential feature of an effective international school.
The curriculum should translate the school mission into day-to-day practice.
The curriculum should encapsulate 'big ideas' and provide teachers both guidelines and
inspiration for their daily work.
Using Your Curriculum
Each faculty is provided with a curriculum. In most cases, you will also receive a written
curriculum document for your courses. The expectation is that you will use this document to
guide your teaching.
 Review the document with your principal and coordinator/department chair. It should
guide your work in the classroom.
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Particularly review the standards portion of each unit to ensure you have a clear idea of
what the expectations are.
Prepare major summative assessments before you begin each unit. Begin with the end in
mind.
Provide students with copies of unit plans, major assessment criteria and exemplars of
work.
Put into effect all department and/or grade level essential agreements.
Utilize the subject and/or grade level criteria and rubrics.
Record any suggested revisions to the unit in the "reflections" section of the unit plan.
To suggest major changes to your curriculum, begin by speaking to your head of
department or coordinator. There is a process for making major changes which does
require the approval of your principal.
Monitoring the Curriculum
Meeting high standards of learning requires vigilance and accountability. To this end, AISL has
implemented a monitoring system designed to collect evidence of how we are progressing with
our curriculum. As a classroom teacher, your role in this process will be:
 Collaborate with colleagues on setting benchmarks through sharing and analyzing "work
samples”, in department or team meetings.
 Periodically provide work samples and major assessments as requested by the IB
Coordinator and/or the Principal.
AISL Curriculum Review Cycle
The purpose of conducting a mathematics curriculum review is to assess the strengths of the
program, identify weaknesses and challenges, make recommendations, and take actions based on
recommendations to ensure the continuous improvement of teaching and learning.
Year
2014-15
2015-16
2016-17
2017-18
Review/
Recommend
Language A
Language B
Exhibition, Personal
Project, Extended
Essay
Humanities / TOK
PE/PSE
Library/Media
Mathematics
Technology
Student ServicesEAL, Counseling,
SEN, Enrichment
Creative Arts
Sciences
Community and
Service
Implement
Creative Arts
Sciences
Community and
Service
Language A
Language B
Exhibition,
Personal Project,
Extended Essay
Humanities / TOK
PE/PSE
Library/Media
Evaluate
Mathematics
Technology
Student ServicesEAL, Counseling,
SEN, Enrichment
Creative Arts
Sciences
Community and
Service
Humanities / TOK
PE/PSE
Library/Media
Language A
Language B
Exhibition,
Personal Project,
Extended Essay
Humanities / TOK
PE/PSE
Library/Media
Mathematics
Technology
Student ServicesEAL, Counseling,
SEN, Enrichment
Creative Arts
Sciences
Community and
Service
Language A
Language B
PYP Exhibition,
Personal Project,
Extended Essay
Important Note: The Technology Committee reviews technology integration (into the
curriculum and school operations) annually.
AISL Faculty Handbook 2014-15
Mathematics
Student ServicesEAL, Counseling,
SEN, Enrichment
Implement
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Curriculum Review Strategy
Curriculum Review Committees are established annually to conduct a comprehensive review of
the areas identified in the Curriculum Review Cycle. Committees collect, review, and analyze data
and feedback on specific areas . More specifically committees
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Reviewing a variety of references and resources to develop an understanding of best
practice in the particular area.
Reviewing the AISL’s subject curriculum (alignment with standards)
Conduct a staffing and resources audit
Surveys of students, teachers, and parents,
Reviewing and analyzing student achievement data
Conversations and discussions with teachers, parents, administrators
The outcome of the review will be a report addressing the following questions:
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Where are we? Identify strengths and weaknesses / challenges.
What do we wish to achieve? (outcomes)
How do we get there? (actions/recommendations)
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Differentiated Instruction
What is differentiated Instruction?
Differentiated instruction is a philosophy more than a set of strategies. Differentiation means
tailoring instruction to meet individual needs. Whether teachers differentiate content, process,
products, or the learning environment, the use of ongoing assessment and flexible grouping
makes this a successful approach to instruction.
At its most basic level, differentiation consists of the efforts of teachers to respond to variance
among learners in the classroom. Whenever a teacher reaches out to an individual or small group
to vary his or her teaching in order to create the best learning experience possible, that teacher is
differentiating instruction. (Carol Ann Tomlinson)
Teachers can differentiate at least four classroom elements based on student readiness, interest,
or learning profile:
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Content – what the student needs or wants to learn or how the student will get access to
the information;
Process – activities in which the student engages in order to make sense of or master the
content;
Products – culminating projects that ask the student to rehearse, apply, and extend what
he or she has learned in a unit; and
Learning environment– the way the classroom works and feels.
Please note that effective differentiation is not:
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a one size fits all approach
giving bright students more work and struggling students less work
devising 20 different lesson plans for 20 different students
dumbing down the curriculum
a formulaic approach to instruction
In order to differentiate instruction, AISL teachers:
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Know their students- this includes languages, nationality, culture, interests, learning
preferences, prior knowledge, background information
Know the curriculum- teachers need to know the essential concepts, knowledge and
skills students need to learn. They also need to be clear about why the students need to
know these.
Develop a range of effective strategies- strategies should be research based and
chosen explicitly to meet the need of the students you know.
Use effective assessment- choose from a range of formative and summative
assessments to inform your instruction and the student’s learning.
Six Strategies that AISL Teachers Use to Differentiate Instruction
AISL teachers are committed to using the following strategies to differentiate instruction
regardless of subject matter or grade level.
1. Flexible Grouping: Students collaborate in pairs and small groups whose membership
changes as needed. Learning in groups enables students to be challenged appropriately based on
their interest and ability and to observe and learn from one another.
2. Choice: Teachers offer students choice in the tasks and projects they complete, which are
aligned with learning goals. By negotiating with students, teachers can create motivating
assignments that meet students’ diverse needs and varied interests.
3. Ongoing, Formative Assessment: Teachers continually assess to identify students’ strengths
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and areas of need so they can meet students where they are and help them move forward
4. Scaffolding: When teachers scaffold instruction, they typically break up a learning experience,
concept, or skill into discrete parts, and then give students the assistance they need to learn each
part based on their ability and learning needs.
5. Independent Work: Students work independently on different tasks and projects suited to
their interests and abilities in order to achieve learning goals.
6. Pre-Assessment: Teachers design and administer pre-assessments to determine a student’s
knowledge, understanding and skill prior to the unit of study. Teachers use the results of these
assessments to tailor instruction to meet student needs and prevent covering material that
students already know.
Other Instructional Strategies
Below is a link to resources utilized by AISL faculty that
provide a wide variety of instructional strategies that support differentiation and student
engagement in the classroom. Most of these strategies can be adjusted to meet the developmental
needs of students.
http://www.aislusaka.org/page.cfm?p=620
Final Comment
Differentiation is not easy; it is complicated and time consuming. A teacher is
able to differentiate instruction more effectively when s/he works with colleagues to brainstorm,
plan, implement, review and reflect. Consequently, AISL teachers are deeply committed to
collaborating with colleagues who teach in their department, grade level, team, etc.
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Assessment
Introduction
Assessment is the gathering and analyzing of information about student progress and
performance and program effectiveness. It identifies what students know, understand, can do
and feel at different stages in the learning process. Assessment is integral and crucial to the
curriculum and to all teaching and learning. It is the means by which we analyze student learning
and the effectiveness of planning, teaching and learning.
At AISL, effective assessment:
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improves and encourages student learning by providing effective feedback on the
learning process and outcomes;
informs planning and teaching;
is a tool to collect evidence of student understanding, knowledge and skills;
is a continuous, on-going process;
is directly related to learning outcomes/curriculum standards;
has clear criteria that are known and understood in advance;
involves frequent opportunities for students to be assessed in authentic contexts;
is rigorous and relevant;
engages students in the reflection of their learning;
is differentiated by learning needs, for example level of English, cultural background and
learning style;
provides opportunity for peer feedback and self-reflection.
AISL is committed to the process of assessment in order to
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enhance the learning of the students;
monitor the progress of individual student learning and achievement;
determine the effectiveness of teaching;
inform curriculum review;
help evaluate suitability of programs and courses;
monitor teacher performance (one of many inputs);
inform others of student progress and performance, including students, teachers,
parents, other schools, and colleges/universities.
Assessment Types
Teachers at AISL use a wide variety of assessments to regularly check for understanding, monitor
learning, adjust teaching and evaluate learning. Teachers use different types of assessment on a
daily basis to support student learning.
At AISL we define formative and summative assessment in the following ways:
Formative assessments are on-going assessments, observations, summaries and reviews that
inform teacher instruction and provide students feedback on a daily basis. Teachers at AISJ use
formative assessment as the predominant form of assessment in classrooms. Formative
assessments are used in every lesson for teachers and students to gauge their understanding of
the concepts, skills and knowledge. Formative assessments are NOT graded. Formative
assessments may include:
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Oral and written summaries, reviews, exit cards, etc
Practice responses to IB style questions
Observations and quick checks (thumbs up, etc)
Student and peer assessments
Pre-assessments
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Feedback from teachers on formative assessments may be oral or written and should be richly
descriptive, with commendation on success and suggestions for improvements.
Teachers keep anecdotal notes on formative assessments which is used to inform planning for
units and differentiation of instruction.
Summative assessments are graded assessments given at the completion of a unit of study.
Summative assessments are used to determine grades for reporting and feedback to parents.
Summative assessments only assess concepts, skills and knowledge which has been explicitly
covered in a unit of work. Summative assessments may include:
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Performance tasks
Exams (internal and external)
IBDP internal and external assignments
Unit tests
Descriptive feedback on summative assessments is still a valuable aspect of the learning. Time
should be set aside after the completion of summative assessments for review and reflection.
Teachers keep formal records on summative assessments which are used to inform planning for
units and differentiation of instruction.
Pre-assessment is used at the beginning of learning to gauge what students already understand,
know and can do, they are also designed to uncover misconceptions about the subject
matter. Teachers complete pre-assessments for each unit to identify areas for focus in the
teaching plan. Pre-assessments are NOT graded, they are used to inform the teaching.
Diagnostic assessments are used to identify students’ strengths and weaknesses. Teachers
administer and use diagnostic assessments to monitor individual student progress and
performance and to inform planning. and include tools such as Measure of Academic Progress
(MAP)
AISL uses the following types of assessment in order to collect information about student
learning and understanding.
External Assessments
Tools designed outside of AISL to collect
evidence on how our students perform in
relation to students by grade level/program.
Common Assessments
Tasks designed by a group of teachers
administered to all students at a grade level.
Examples: Writing Prompt, Semester Exams
Examples: Measure of Academic Progress, IB
Exams, Scholastic Achievement Tests
Unit Assessments
Teacher designed tasks administered at the
end of a unit of study to assess student
achievement against criteria.
On-Going Assessments
Teacher designed strategies for collecting
evidence of learning and understanding to
inform instruction.
Examples: Tests, Products, Performances,
Exhibitions, Rubrics
Examples: Student Observation, Homework,
Running Records
Standardized Tests
Standardized tests are designed to give a common measure of students' performance. Because
large numbers of students take the same test, they give educators a common yardstick or
``standard'' of measure. AISL uses standardized tests results to:
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acquire a picture or snapshot of the skills and abilities of an individual student or a
group of students;
inform curriculum and instruction;
evaluate the effectiveness of programs;
measure how well our students perform in relation to students who attend “other like
schools” or other students around the world.
AISL administers the following standardized assessments:
Primary School
Secondary School
 Fountas & Pinnell Reading Assessment
 ACER On-line Placement (Admissions)
Instrument
 ACER On-line Placement (Admissions)
Instrument (Gr. 4-5)
 Measure of Academic Progress- Reading,
Mathematics, Language Usage (Gr. 6-10)
 Measure of Academic ProgressReading, Mathematics, Language
 IB Diploma Subject Specific Exams (Gr.
Usage (Gr. 2-5)
12)
 College/University Admissions: American
College Testing (ACT); Scholastic
Achievement Test (SAT I and II); The Test
of English as a Foreign Language (TOEFL)
Reporting on Student Progress and Performance
The AISL Reporting System reflects our approach to assessment. The reporting system is
designed to provide
 regular and substantive reporting on Academic Achievement and Effort;
 a teacher’s judgment of each student’s performance based upon the collection and
evaluation of sound evidence of learning and understanding;
 an understanding of a student’s areas of strength and areas to improve;
 opportunities for parents to conference with teachers about their child’s progress and
performance.
AISL uses the following tools/strategies to report on student progress and performance.
 Quarterly Progress Reports
 Unit summaries (Primary School only)
 Semester Summative Reports
 Student-Involved Parent Conferences
 Student-Led Conferences (Primary School only)
 Managebac (Secondary School only)
 Parent-Teacher Communication
Report Writing Guidelines
The following information is designed to assist teachers as they prepare formal student reports
that are sent home to parents at the end of each semester. Reporting is a means of giving
feedback from assessment. It describes the progress of children’s learning, identifies areas for
growth, and contributes to the consolidation of the entire school community.
Basic Guidelines for Report Writing
1. The Report is a formal document.
2. The Report should be written in the third person.
3. The written tense of the Report should be consistent.
4. The Report is intended to communicate the student’s program, progress (strengths and
areas for improvement/areas to develop), as well as plans the staff has for the student’s
continued development. Suggestions should include issues to address at school and/or
at home.
Intended Audience - parents, future schools, future teachers, and the student.
AISL Faculty Handbook 2014-15
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Comments - should include strengths, areas for improvement and suggestions; should be as
specific as possible (avoid vague statements like should try harder, pay more attention,
concentrate harder, etc.)
Sections of the school should make and attempt to use appropriate IB terminology.
Writing Process
1. First Draft of the Report Written by the Teacher
2. Review of Work by the Teacher and/or a colleague
3. Administrative Review of the Reports
4. Printing of the Report by the school office
5. Final Revisions of the Reports by Teacher / Advisor.
6. Final Printing of corrected Reports and distribution of the reports.
Progress Reports
A written Progress Report for each secondary student is sent to parents at the end of the first
semester and school year. The primary purpose for the report is to inform parents about their
child’s progress in each subject at AISL. The report also serves as the school’s formal academic
record for each student, which is forwarded to the student’s next school. Below are progress
report writing guidelines.
Substantiation
Please ensure that you can substantiate all grades given with records and examples of student
work.
Importance
Written comments are the most important part of the report. Carefully prepared and proofread
comments are an excellent way to convey information about the individual child, and in our
school goals we state that we will “provide for individual needs” of our children.
Content
Focus on the individual. The quality of a comment is more important than its length. However, it
is important that parents receive specific information about the child’s performance in the
written comment. Please limit yourself to one sentence regarding course content. Do emphasize:
(a) the dominant strength of the student in this area (b) the important needs for improvement,
and (c) constructive suggestions on how students can address their own needs and/or any plans
which involve the parent and teacher.
Style
Please keep comments specific, objective, and constructive in language and tone. Please avoid
educational jargon. If you must use an educational term, then define it.
Proofreading
Please do three things:
1) Always use the “spell check” on the computer.
2) Then proofread for those errors that a spell check will not identify.
3) Time will be allocated at a Tuesday meeting for you and your proofreading partner to
proofread reports.
“No Surprises”
If a child is likely to receive a comment that he or she is performing unsatisfactorily, then parents
should have been notified at the mid-point of the semester to allow time for the parents, child,
and teacher to work on the problem. This applies to comments on academic work and behavior.
If you anticipate a problem in this respect, please see the Director or the relevant principal.
When to Not Write a Comment
Some parents perceive reports as formal documents that will “trail” and “label” their children for
their entire school careers. (For older students that can be true to some extent.) There are some
AISL Faculty Handbook 2014-15
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matters that are so sensitive or personal that they are best discussed in private conference with
the parents. Please see your Principal or Director if you would like more guidance on this matter.
Being comprehensive, honest, fair and credible
The report card should paint a clear picture of the student’s profile within the context of
standards. Reports must analyze all available assessment results in order to present a
comprehensive and accurate intellectual profile of students’ strengths and weaknesses.
AISL Faculty Handbook 2014-15
23
Student Services
Introduction
The American International School of Lusaka (AISL) serves all children who participate and
experience success in educational programs on offer, given the resources available. AISL Student
Services consists of the following:
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A comprehensive school guidance program that includes counseling, personal and social
education, and university advising.
Special Educational Needs (SEN) programming that includes services to support
students with mild learning difficulties.
English as an Additional Language (EAL) programming includes instruction and support
to help students develop their basic interpersonal communication skills and academic
English language skills.
A Differentiated Instruction Resource Program designed to support teachers in meeting
the diverse academic needs (Literacy and Mathematics) in their classrooms.
A School Nurse that provides health services including the diagnosis and treatment of
minor injuries and ailments.
AISL supports the implementation of an inclusion model; consequently, services are
aligned as much as possible within the student’s general classroom environment.
Core Beliefs
The work to support students at AISL is based upon the following principles:
1.
2.
3.
4.
5.
6.
7.
8.
9.
We are committed to know our students as individuals.
Student health and wellness (physical and emotional) is fundamental to learning. .
We respect confidentiality.
We work as a team in order to meet the needs of our students.
Parents are partners.
We collaborate with external specialists and agencies.
Diversity is strength.
We value the importance of mother tongue.
We develop students’ understanding of their own learning profile, and promote their
ability to self-advocate.
10. Students learn best in a safe and non-threatening classroom and campus environment.
11. We differentiate instruction in order to provide all students access to the curriculum.
Program Overviews
Counseling
The overall aim of the School Counseling Program at AISL is to promote and enhance the
development of the whole student. The program blends the American School Counselor
Association’s (ASCA) National Model, (which is comprehensive in scope, preventative in design,
developmental in nature) and the International Model for School Counseling Programs (which
adds the necessary requirement for working with an international and Third Culture Kid
population). There is a significant focus on the pastoral care component of counseling. The school
counseling program supports the vision of AISL by promoting and enhancing the learning
process for all students through the integration of counseling standards within the domains:
academic, career, and personal/social development. The emphasis is for all students to realize
academic, personal, social, and emotional success during their time at AISL.
The counseling department aims to foster healthy self- esteem and self-awareness, as well as a
sense of responsibility to self and others. The goal is that as a result of education at AISL,
students will not only have a firm foundation in knowledge and theory, but they will also have
learned the importance of being active lifelong learners and respectful, compassionate citizens of
the world.
AISL Faculty Handbook 2014-15
24
The AISL School Counseling Program is:
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Designed to ensure that every student benefits from the program
An integral part of the educational program and is implemented by qualified school
counselors
Comprehensive in scope, preventive in design, developmental in nature, and focuses on
personal/social, academic and career development
Conducted in collaboration with teachers, administrators, parents/guardians, and other
support service professionals in order to meet student needs.
Engaged in on-going evaluation to assess effectiveness and meet the needs of the
students
Sensitive to the unique needs of an international, transient population
Currently there are three school counselors on staff at AISL; one elementary school counselor,
one counselor serving grade 6 - 8 students, and one counselor working with grade 9 – 12
students.
Please see the AISL Counseling Program Guide for more information.
English as an Additional Language (EAL)
English is the language of instruction at AIS Lusaka, so developing competence in the English
language is crucial to students’ success in all sections of the school. The English as an Additional
Language (EAL) program is designed to address the needs of students from non-English speaking
backgrounds who are still in the process of developing interpersonal and academic English
language skills. The goal of the program is to equip students with the English language skills
necessary so they can operate independently within the general classroom at a level that reflects
their age and ability.
EAL students receive support and specialized instruction in English language acquisition from
qualified EAL staff on a regular basis. They may also receive differentiated support within their
grade level and subject area classes from their teachers, including EAL staff. This service model is
consistent in both the Primary and Secondary Schools.
Please see the AISL EAL Program Guide for more information.
Differentiated Instruction Resource Program
The aim of the Differentiated Instructional Resource Program (Kindergarten to Grade 8) is to
support teachers in the implementation of the process to approach teaching and learning for
students of differing abilities in the same class. The objective is to maximize each student's
growth and individual success by meeting each student where he or she is rather than expecting
students to modify themselves for the curriculum. (Hall, 2002)
Teachers’ efforts must be to challenge and support each individual student’s learning. Teachers
engage individuals and small groups using a variety of teaching strategies creating learning
experiences that meet each child’s needs.
Teachers differentiate four classroom elements based on student readiness, interest, and
learning profile:
Content: information that each student needs or wants to learn and how the student will get
access to that information;
Process: activities in which each student engages in order to make sense of, master or expand
the content;
Products: culminating projects that ask the student to rehearse, apply, and extend what he or
she has learned in a unit, and
Learning environment: the feel and dynamics of the classroom.
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25
Please see Differentiated Instruction Resource Program Guide posted on the AISL website for
more information about the program.
Special Educational Needs
AISL is committed to admitting and serving students who are able to access and participate in the
educational programs that are offered (Primary Years Programme, Middle Years Programme,
and IB Diploma/Certificate Programme). AISL is able to provide appropriate Special Educational
Needs support to students who are achieving at approximately 1-2 years below grade level with
mild academic, physical, and/or social-emotional needs.
Guidelines for support are as follows:
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Support is available to learners with a formally diagnosed learning disability or who are
in the process of undergoing an Educational-Psychological Assessment.
Learners are eligible for accommodations that have been recommended in an
Educational-Psychological Evaluation and documented in an Individual Education Plan
and that fall within the capacity of the SEN department..
Learners receive support in the context of the regular education classroom
Depending on needs, some learners receive pull-out support in small groups outside of
the regular education classroom.
If a teacher and/or parent feel that a learner may benefit from additional support, the learner
should be referred to the Special Educational Needs (SEN) department.
Please see the SEN Program Guide for more information.
University/Career Guidance
AISL provides students with a university and career guidance program. In Grade 10, students
attend a retreat and are interviewed and advised by the High School Counselor and the IB
Diploma Coordinator on choosing the appropriate IB or High School program and subjects for
Grades 11 and 12. The counselor meets with all students and their parents to guide them through
the university application process or to explore other post-secondary opportunities. Meetings
generally begin to take place from Grade 10 onwards. Some university information is presented
in a group format during evening presentations, PSE classes, and university representative visits.
More specifically, AISL provides the following univeristy preparation and career guidance
support:
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Grade 11 and 12 program and course selection (with the IB DP Coordinator)
Introduction to international university admissions processes
Parent information sessions concerning international university admissions processes
and transitioning to university
Career assessment
SAT/ACT preparation
Personality & strengths inventories
University exploration
Finding a “best match” for each student
Scholarship search
Coordinating university admission representative visits to AISL campus
Essay writing
Personal statement writing
Curriculum Vitae (Resumé) and Letter of Intent writing
Assistance with obtaining letters of recommendation
One-on-one parent meetings to discuss the application process
One-on-one student meetings throughout the exploration and application process
Transcript requests for university applications
Assistance with financial aid applications
Mailing or uploading application materials at specified times
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College test requirement advice
Student study visa advice
Transition to university activities and information
Assistance with GAP year decisions
Most students apply to universities in the US, UK, Canada or Europe; however, the AISL
Counselor can assist with advising and preparing applications to college/university programs all
over the world.
Student/Child Support Teams: Monitoring Students and Program
Delivery
Each school assembles Student/Child Support Teams (Administrator, Counselor, SEN
Coordinator) to oversee the delivery of services and monitor student case loads. Teams meet
regularly in order to review and monitor the progress and needs of individual students and to
determine appropriate, available services and interventions to best support individual students.
SST responsibilities vary in each school but generally include:
•
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Advice on admission and class placement for students with learning and/or English
language needs or for students who are highly capable and motivated.
Recommendations for entry or exit in support services programs.
Oversight on Individual Education Plan (IEP) process.
Observation and assessment of students.
Referral for formal assessment- EAL, Enrichment, SEN, Counseling.
Interventions to support students academically and socially and emotionally
Classroom teaching strategies.
Referral Process
Teachers, parents, and students may make referrals to Student Services. Referral concerns
include: academic achievement, academic progress, social/emotional or behavioral concerns.
Examples of academic areas of concern are requested from the referring teacher as well as
information about the relative strengths and weaknesses of each student. In addition, classroom
teachers are asked to provide examples of strategies that have been used to support the student
in class. Once Student Services receives the referral, the referral case is discussed at the next
Student Services meeting. A plan of action is decided upon and communicated to all relevant
parties. Initial action may take the form of data collection, observation, informal academic
screening, parent meetings, strategies to use in the classroom or a short-term intervention.
Please see the referral contact person below.
Referral
Primary
Learning Difficulties
Donna Chuula
Social/Emotional
Jenn Caldwell
Differentiation Resource
(challenge and re-enforcement)
English Language Learning
University/Career Guidance
AISL Faculty Handbook 2014-15
Elaine McClure (Literacy),
Iole Pizzolla (Math)
Chye De Ryckel (Math)
Susan Williams
Secondary
Donna Chuula
Driekie Smith (Gr. 6-8)
Julie Baldry (Gr. 9-12)
Fred Brems (Literacy/Math)
Donna Chuula
Julie Baldry
27
Faculty Guidelines- A-Z
Absences
Requests for leave must be submitted in writing on the appropriate form to the Principal. The
criteria for paid and unpaid leave are outlined in the Board Policy Manual. The Director grants
final approval for leave requested.
Alcohol and Tobacco
AISL is a non-smoking, alcohol, and chemical free campus for all students, parents, faculty and
staff during the school day and when school sponsored events take place.
Attendance/Working Hours
Full-time teaching staff are ordinarily expected to be on campus throughout the school day even
when they have no class to teach. If you need to leave the campus for any reason please make
sure that you let your Principal know and sign out from the primary or secondary office (there is
a sign in and out book there). Please make sure that you sign back in when you return as well.
This assists us in case of emergencies
If you are ill and are not able to come to work, please contact your Principal by 6:30 at the latest
on the morning.
All full-time faculty are expected to begin work at 7.15 on Monday thru Friday and remain on
campus until 15.15. On Friday, faculty may leave campus at 13.30.
Part-time faculty and the Principal will come to an agreement about expected working hours on
campus.
Care of Personal Effects
The School will not be responsible for providing reimbursement in the event of loss or theft of
personal items from classrooms, other work areas, or anywhere on campus. We will try to
provide lockable space, wherever possible. Let the appropriate principal know if there is a
personal item that you are using in the instructional program that you feel the school should
provide.
Child Abuse Reporting
The School does not tolerate child abuse. Written procedures are in place for reporting and
handling suspected or confirmed child abuse cases in accordance with Zambian law. (Please see
AISL Crisis Response Plan for further detail.) AISL Staff are obligated to alert the Director of
suspected or know child abuse among School students.
Confidentiality
As teachers of children, we often have information about students that is of a sensitive nature.
Each division has guidelines on what to do in various situations. If you receive information that
affects the well being of a student or faculty member, please see a counselor or an administrator.
Dress
Members of our faculty are expected to dress in a professional and appropriate manner.
The aims of this expectation are as follows:
 To project a strong, positive, and professional image to students, parents, and the
community.
 To communicate that AISL is a serious and dedicated work place for students and staff.
 To honor the diversity in our community by showing consideration and sensitivity for
cultural and/or religious beliefs and values.
AISL Faculty Handbook 2014-15
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To model what it means to dress appropriately in a school environment for our students
which will enhance our ability to enforce the AISL Student Dress Code.
Required Attire
Smart and professional attire is the norm. For women, this includes dresses, skirts, blouses,
sweaters, slacks, or culottes. For men, this includes shirts with collars and slacks.
Examples of Inappropriate Attire
Workout clothes, tights, short shorts, safari pants, sundresses, spaghetti straps, mini-skirts (any
skirt more than 10 cm. (4 inches) above the knees), T-shirts, and beach type sandals distract
from the professional image of the staff and the desired standard of dress. Unusual, fad-like or
provocative styles are also considered inappropriate.
Exceptions
Appropriate exceptions will be made for PE, art, and theater staff and for individuals when
conducting special activities that call for more informal attire. If you have a question regarding
the appropriateness of attire, please speak with your principal.
Duty
AISL strives to create a respectful learning environment on campus beyond the four walls of the
classroom that supports the 3 R’s. Collectively as professionals, we are all responsible for
developing and maintaining a respectful learning environment. Periodically, some of our
students may “push the boundaries” and require intervention in the form of help and guidance
about the types of behaviors that support a respectful learning community.
All AISL teachers are assigned duty. Duty expectations are as follows:
 Show up to your assigned area on time and remain in your assigned area until the end of
the duty.
 Establish a presence and circulate among students in your duty area.
 Ensure that students pick up after themselves and ask them to pick up if they forget.
 Confront students who are using inappropriate language or an excessively loud voice
when speaking.
 Intervene when you observe PDA, bullying, or exclusion.
 Refer a student(s) to the appropriate principal if you feel that your intervention has not
been effective (e.g. student is not responsive or is disrespectful toward you.)
Extra-Curricular Program
AISL offers a robust after school extra-curricular program consisting of Creative Activities,
Action/Sport and Community and Service. The school expects students to participate in the extra
curricular program.
Full time members of the AISL faculty are expected to lead or co-lead an extra-curricular activity
that requires a minimum commitment of one hour per week (on average) after school during the
course of the year.
Homework/Home Learning
Homework is a form of assessment and can be used to collect evidence of student learning and
understanding and to inform instruction. Upper Primary and Secondary School faculty assign
homework to help students develop their work habits and to collect evidence of student learning
and understanding.
What is homework/home learning?
Homework/ home learning is defined as any task or preparation to be completed outside of class,
specifically at home. As with all schoolwork, but specifically with homework, the interaction
among the teacher-student-parent is essential for successful completion of the tasks. Yet, the
final responsibility for completing the homework rests with the student.
The purpose of homework is
 to reinforce concepts introduced in class;
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to establish study habits;
to participate in research activities;
to enrich the instructional topic;
to supplement and complement daily classroom activity;
to help the student become more self-reliant.
Homework assignments include:
Practice:
exercises to follow classroom instruction
Preview:
assignments to prepare for subsequent lessons
Extension:
assignments to transfer new skills or concepts to new situations
Creative:
activities to integrate many skills toward the production of a response or
product
Teachers will use the following guidelines when assigning homework.
 The homework / home learning assigned will have purpose as stated above.
 Time will be provided in class to clarify the homework assignment.
 Long-term assignments will have established checkpoints.
 Homework assignments and expectations will recognize individual student differences,
abilities, achievement levels and needs.
 Homework is not restricted to written assignments. Students may be asked to read
leisurely and/or study and review notes and text.
School Specific Homework / Home Learning Guidelines
Teachers are expected to adhere to school-specific homework / home learning guidelines.
Language Usage
English is the language of instruction and is used exclusively in all classes except in
modern language classrooms. We recognize the native language variations among our students
and do not mandate the language be used in non-class time.
While AISL, as an American International school, practices and uses American spelling and
general American grammar conventions in all its documentation, it also recognizes the variations
in spelling and grammar that occur in different English-speaking countries. Consequently, AISL
does not mandate a particular use of English language on classroom assignments.
Faculty should be relatively flexible and understanding with regard to spelling and grammar
differences and should encourage students to maintain, or at least be aware of, their “native”
language consistently.
Maintenance
Facility maintenance is a challenge in Zambia due to limitations in resources. Faculty requiring
maintenance work should complete a Maintenance Request Form posted on our One Stop
Shopping Wiki. If you wish to submit a maintenance request (campus or school housing), please
access the wiki and complete the form. When completing the form, be sure to location/object that
requires attention and what you expect in terms of outcome.
Below is the link to the One Stop Shopping Wiki:
http://wiki2.aislusaka.org/wiki/projects/aislformswikionestopshopping/AISL_Forms_Wiki_One
_Stop_Shopping.html
If a job is not completed in a timely manner and there has not been follow-up communication
from the maintenance staff, then please follow-up with James Biggs or Martina van Vlaanderen.
AISL Faculty Handbook 2014-15
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Parking
In order to have access on campus, parents and staff with cars need to get a security sticker from
the Main Office. This sticker is to be displayed on the windshield on the lower right hand corner.
Cars without the security stickers will not be allowed to enter the premises. Teachers and staff
may park in the following designated areas- Lower primary lot adjacent to the tennis courts, the
lower Secondary lot next to the PAC, or in the upper Secondary lot next to the secondary gym. All
other parking spaces/areas are reserved for pick up/drop off of students.
Private Tuition
Private tutoring is defined as the one-on-one or the small group teaching between a
teacher/tutor and students for pay.
AISL provides considerable support to students. Consequently, AISL does not recommend
outside tutoring for a student unless the student has utilized all of the resources available on
campus during school and after school.
However, a classroom teacher, a Learning Specialist (EAL/SEN Teacher), and/or a Principal may
recommend outside tutoring to a student and his/her family if circumstances warrant. Parents
may feel that their child would benefit from private tutoring as well.
Below are general AISL tutoring guidelines:
1. The Student Services Coordinator and Counselors maintain a database of available
tutors in the AISL community. Upon request, the Coordinator may recommend a
tutor to a parent.
2. The parent is responsible for the interviewing the tutor for suitability and for
negotiating times and compensation with the tutor.
3. The parent and tutor must seek permission from the Principal if the tutoring
sessions are conducted on campus.
4. The tutor is encouraged to communicate with the parent and with the student’s
teachers in order to monitor the performance and progress of the student.
Below are tutoring guidelines that apply specifically to AISL teachers.
1. AISL teachers are permitted to tutor students for compensation but not permitted to
tutor their own students for compensation.
2. AISL teachers who tutor for compensation are responsible for any tax liabilities.
3. AISL teachers are not permitted to tutor students for compensation during the
school day or when extra-help is offered free of charge. Consequently, AISL teachers
may not schedule tutoring sessions on campus until 4:00 PM.
4. AISL teachers are not permitted to use consumable school supplies for private
tuition, nor are they permitted to use specialized facilities with already limited
timetables (e.g. swimming pools etc.).
Please note that available tutors in Lusaka are limited.
Substitute Teaching
In the event of an absence, teachers are expected to leave clear lesson plans for substitute
teachers. Please see expectations below:
Expectations:
All teachers are expected to leave lesson plans for substitute teachers. This includes emergency
lesson plans that can be used by a substitute teacher in the event of an unplanned absence. Below
are some guidelines.
Setting Work:
 Write clear, step-by-step instructions in a lesson plan format.
 If it is helpful, include information about what the students did last lesson.
 Be explicit about what is expected by the end of the lesson; indicate what the students
should do if they do not finish
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Be clear about any homework expectations, when HW is due.
Give clear information if you require work to be collected; where it should be left etc.
If the students are working on a project please outline the nature of the work expected of
them.
Remember that a non-specialist will most likely be covering for you, please set work that
is easy to understand and follow for a non-specialist. Do not expect a cover teacher to
‘teach’ new content/do practical lab work/introduce new vocabulary etc.
If you set a quiz or test, please provide the cover teacher with the answers.
Be sure to preview all resources, particularly video, to ensure appropriateness.
Logistics:
 Send the school secretary electronic copies of all your lessons plans and worksheets
(ahead of time if the absence is planned, ASAP if unplanned due to illness etc).
 If you are not able to send lesson plans, please let the secretary know the location of
your emergency plans.
 Include your name, the teaching location and the specific class on the plans. If you have
booked an IT lab/library/AV theatre please indicate if the students are aware or if they
need to be met at the classroom first.
 Include a class list/register for each class that will be covered.
 Arrange all photocopying in advance and leave any required materials, clearly labeled in
your teaching space.
Unplanned absence:
If you need to be absent at short notice due to illness or a personal circumstance:
 Contact your principal by phone as soon as you know you will be absent. The earlier this
information is provided the lower the cover impact will be on colleagues. This is
especially important if cover is needed for period 1.
 If a Student Services teacher normally supports a class and can cover, please let the
Principal know.
If a teacher is needed to do a cover:
 The principal will try to email with as much notice as possible so you can prepare
and plan.
A Final Note:
Few suitable cover (substitute) teachers are to be found in Lusaka. On occasion, faculty members
may be required to cover for absent colleagues. The principal arranges substitute teaching and
the principal makes every attempt to assign cover equitably by considering teaching loads.
Trips
School-sponsored trips are organized by teachers or coordinators and are designed to
 enhance the teaching that takes place in the classroom
 foster social bonds between students.
 provide students with an opportunity to engage in a meaningful experience and
represent AISL (Athletics, MUN, GIN, etc.)
Day Trips
When organizing a day trip, a teacher/coordinator must get permission from the principal. Once
permission is obtained, the teacher must complete the following:
 Organize transport with Ms. Faith.
 Arrange for adult chaperones to support at least a 10:1 student/teacher ratio.
 Inform class teachers of students participating at least one week in advance.
 Send a letter/email to parents detailing trip location, date(s), educational objectives, and
itinerary (times).
 Ensure that you have student health forms including emergency contact information for
each student.
 Acquire parent permission
AISL Faculty Handbook 2014-15
32
Overnight Trips
When organizing an overnight trip, a teacher/coordinator must get permission from the
principal. Once permission is obtained, the teacher/coordinator must complete the following:
 Organize ground transport with Ms. Faith.
 Arrange for adult chaperones to support at least a 10:1 student/teacher ratio.
 Organize air transport with a travel agent (if necessary)
 Inform other class teachers of students participating at least two weeks in advance.
 Coordinate logistics with sponsoring school or vendor.
 Develop a risk assessment and management plan (emergency contacts, student health
forms, first-aid, etc.)
 Coordinate the collection and dispensation of student medication.
 Send a letter/email to parents detailing trip location, date(s), educational objectives, and
itinerary (times).
 Acquire parent permission
Please note that Clinton Keet is responsible for coordinating Athletics Trips while Elna Van
Rensburg is responsible for coordinating the AISL Field Study Program Gr. 4-10. Please see the
AISL Athletics Handbook and/or the AISL Trips Handbook for more details about trip planning,
expectations, and risk assessment / management.
Unless otherwise stipulated, school social standards and rules will apply and are expected on all
school trips. Failure to abide by these rules will results in disciplinary consequences that may
include not being permitted to participate in future trips.
AISL Faculty Handbook 2014-15
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Information and Technology
Overview
AISL views information technology as a powerful tool to support and enrich teaching and
learning. We believe technology should be woven seamlessly into a student's education,
enhancing curriculum across disciplines and grade levels.
The future demands that:




learners understand that technology brings about rapid change, including moral and
ethical considerations.
learners are flexible, adaptable, and effective in using tools that generate and respond
to change.
efficient use of technology to gather, process, evaluate, and present information is an
essential skill for all.
students are well prepared for the technology related demands found in higher
education and in the workplace.
AISL believes that the key to successfully teaching and learning information technology skills is
the total integration into relevant and meaningful curricular contexts. AISL teachers do not
supplant the teaching of other academic areas to "do technology" but instead use technology to
better teach the other academic areas.
AISL has long been an Apple School and has developed a world class IT infrastructure. We have a
solid network built on a fiber optic backbone, with campus wide WiFi access. Our classrooms are
all equipped with at least one iMac workstation and multimedia setup. We have two traditional
IT Labs and a mobile lab as well as a fully fledged 1:1 iPad program in the Secondary School and
extensive use of class set iPads in the Primary School. l. The School equips all teachers with an
iPad (with 3G/4G capability) and a MacBook Air.
AISL’s IT staff are deeply committed to developing and improving the infrastructure to support
technology integration and learning. Talented IT teachers led by a coach help teachers and
students to further integrate technology into their daily lives to support and enhance learning.
Digital learning is upon us; consequently, the teaching and learning landscape has changed. AISL
is committed to being at the forefront of digital learning in the sub-Saharan African region.
Staff Laptop/iPad Agreement
The American International School of Lusaka issues each faculty member with an Apple Macbook
Air and an iPad in order to enhance, enrich, and facilitate teaching and administrative duties as
well as school communications. The School’s laptops/iPads are to be used as a productivity tool
for school-related business, curriculum enhancement, research, and communications. Staff
members may use the School’s laptops for limited personal purposes subject to this policy, the
School’s Acceptable Use Policy, and the School’s Tech Support
policies. Staff members also shall exercise appropriate professional judgment and common sense
when using the School’s laptop computers.
The School shall purchase and maintain staff laptops and iPads over a four (4) or three (3) year
period (3 in the case of iPads and 4 in the case of MacBooks), after which time the laptop/iPad
will become the property of the staff member assigned to it. After this time it will also be
removed from the School’s inventory list.
Should the staff member decide to leave the school after a period of one (1) year, the laptop/iPad
shall be given back to the school and reassigned to another staff member.
Should the staff member decide to leave the school after a period of two (2) years, they will be
given the option to purchase the laptop/iPad from the school at a depreciated value.
AISL Faculty Handbook 2014-15
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As a condition of their use of the School’s laptop computers, staff members must comply with and
agree to all of the following:
Prior to being issued one of the School’s laptop computers/iPads, staff members will sign the
Acceptable Use Policy Form and agree to all outlined policies.
Staff members should NOT attempt to install software or hardware or change the system
configuration including network settings without prior consultation with AISL Tech Support.
Staff members are expected to protect school laptops and iPads from damage and theft. The
Laptop/iPad remains school property for the duration of the program lifespan and is subject to
the schools insurance policy.
Each staff member is monetarily responsible for any hardware or software damage caused
through negligence as deemed through the School’s administration.
Please note:
1. Policy applies to all school equipment during on-campus operation, for further details of
the policy please enquire at the Business Office.
2. In the event of hardware failure during the first year, a warranty claim will be processed,
during which time the staff member may be without the laptop.
Staff members will provide access to any laptop computer, iPad, equipment, and/or accessories
they have been assigned upon the School’s request.
Staff members agree that the laptop and iPad must be updated on a regular basis. ICT staff from
the school will advise on the routines and schedule of this operation.
Should any faults occur, Staff members agree to notify the school’s ICT staff as soon as possible so
that they may undertake any necessary repairs.
Under no circumstances should the user, or any one other than AISL ICT staff, attempt to fix
suspected hardware, or any other faults.
Staff members understand that the school will not accept responsibility for offering technical
support relating to home Internet connectivity.
The School will not offer any obligatory support on the laptop/iPad after the program lifespan
period has elapsed.
General Laptop/iPad Usage Etiquette:
If you have important data on the laptop, such as grades, tests or exams, you must back it up on
your network folder as a safety precaution against hard drive failure. The seconds that it takes to
create a backup are well worth the frustration if/when the computer hard disk fails.
Since the laptop’s keyboard and touch pad are permanently attached to the rest of the system,
make sure that your hands are clean before using them. Because hand lotion is a major
contributing factor to dirt and dust, please make sure your hands are free from lotion before
using the computer. It is costly to change a laptop keyboard and/or touchpad touch pad that has
been damaged by excessive dirt. The same expectations apply to the iPad touch screen.
Do not place drinks or food in close proximity to your laptop and iPad.
Extreme temperatures or sudden changes in temperature can damage a laptop and iPad. You
should NOT leave a laptop and iPad in an unattended vehicle.
When using the laptop, keep it on a flat, solid surface so that air can circulate through it. For
AISL Faculty Handbook 2014-15
35
example, using the laptop while it is directly on a bed can cause damage due to overheating.
ALWAYS keep your laptop plugged into the supplied surge protector when it is plugged in or
charging.
All faculty members will be required to sign a Teacher Participation Agreement before the
School issues a school owned laptop and iPad.
Who do I go to and for what?
What
IT Strategic Direction
Infra-structure/network issues
Google Apps
Level 1 support
Who
Michael Mee
How
Email
Meeting
iChat
Primary School general support- devices, audiovisual set-up, printing, etc.
School Website Content Management System
WiFi or network connectivity issues
Google Apps
Level 1 support
Edwin Kamangala
Email
Meeting
Drop in
iChat
iPad related issues (connectivity, functionality,
damages
iTunes Account Issues
App Requests
Apple TV issues
Google Apps
Level 1 support
Tatenda Sasa
Email
Meeting
Drop in
iChat
Secondary School general support- devices,
audio-visual set-up, printing, etc.
Infrastructure and Network issues
Server based systems issues (library, wikis,
PowerSchool, Safari Montage etc)
General support with regards to Mac or iPad
problems, printing, projection, audiovisual and
network.
WiFi or network connectivity issues
Google Apps
Level 1 support
Dixon Mvula
Email
Meeting
Drop in
iChat
Power School / Managebac Issues
-Grade book
-Reporting
-Attendance
-Scheduling administration
Francois de Ryckel
Mache Adonis
Laverne Hinze
Email
Meeting
Note: Level 1 support is considered to be basic troubleshooting.
AISL Faculty Handbook 2014-15
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School and Community Communication
Home-to-School Communication Guidelines
The research overwhelmingly demonstrates that a strong partnership between school and home
is positively related to student achievement. A strong partnership benefits students in other
ways, apart from student achievement, that include attitude towards school, self-concept,
motivation, time spent on homework, and expectations of one’s future.
Communication is the foundation of an effective partnership. The following set of guidelines is
based on the understanding that whenever there is a need to communicate- to ask a question, to
raise an issue, to express a concern- the solution is first to be sought at its source. In any situation
of concern it is best to go to the person directly involved in order to ensure that you:





gain first-hand information;
acquire a complete understanding of the situation;
communicate important information;
achieve a timely response;
support the concept of open communication to maintain optimal support for your child’s
learning and well-being.
Below are some guidelines that are designed to support sound home-to-school communication.
Method of Contact
The most effective method of contacting a teacher, a counselor, a program coordinator, an office
assistant and/or an administrator is through email at:
First initial of first name and last name@aislusaka.org (e.g. Tom Pado’s AISL email address is
tpado@aisluska.org)
You may reach administrators and most program coordinators through the school switchboard
at 260 509/10.
AISL Office Staff- Absent, Lateness, Early Dismissal
Parents are expected to notify the school if their child is absent, late to school, or needs to be
dismissed early. Parents may contact the school via email or through the AISL switchboard at
260 509/10.
Primary School: Email or call the class teacher. You may also call or email Primary Assistant
Laverne Hinze (lhinze@aislusaka.org)
Secondary School: Email or call Secondary Assistant Maché Adonis (madonis@aislusaka.org) or
Sonia Old (sold@aislusaka.org)
Please note that your child will need a gate pass issued by the Primary or Secondary office in
order to leave campus during the school day.
Class/Subject Teachers
Parents are encouraged to contact the class / subject teacher directly if they have a question or
concern about their child’s experience in a particular class. Listed below are some issues that
parents might address with a class / subject teacher(s).
 subject or class information
 class supplies and requirements
 assessment and reporting
 homework
 curriculum information
 project or research requirements
 student progress and performance
 teaching or classroom incidents
 field trips relating to that particular subject and/or grade level
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37
 communication
Counselors
Parents may contact their child’s counselor if they feel that their child would benefit from
coaching, counseling and/or social and emotional support.
The AISL Counselors are as follows:
ELC-Gr 5: Jenn Caldwell
Grades 6-8: Driekie Smith
Grades 9-12: Julie Baldry
Parents may contact Julie Baldry to acquire information related to careers and university
guidance counseling.
Student Services- SEN, EAL, Differentiated Instruction Resource Program
Parents may contact, Donna Chuula, Student Services Coordinator, to acquire information about
student services programming, resources, and academic support.
Program Coordination
Parents may contact one of the following coordinators if they have any questions or concerns
about educational programming, curriculum, resources, and/or program coordination.
ELC Coordinator (Play School, Pre-School, Pre-Kindergarten): Leslie Jeffery
IB PYP Coordinator (K-Gr 5): Chye de Ryckel
IB MYP Coordinator (Grades 6-10): Kathleen Bowin
IB Diploma Coordinator (Grades 11-12): Penny Keet
Primary After School Activities Coordinator: Bupe Mulenga
Secondary Athletics/Afterschool Activities Coordinator: Clinton Keet
Secondary Library: Kelly Kraft
Primary Library: Terry Maguire
Administration- Principals / Assistant Principals
If more information is required or if a situation is not resolved with a teacher, counselor, or
program coordinator, parents are encouraged to contact the relevant Principal / Assistant
Principal (ELC-Gr. 5: Jeff Williams; Gr. 6-8 Kathleen Bowin; Gr. 9-12: Russ Menard) with the
knowledge of the teacher concerned.
In addition to the above, you may wish to consult the Principal directly on matters related to:
 timetable or rooming issues
 broad issues involving the school – (e.g. school culture, homework guidelines, etc.)
 school culture, communication, and information related to the operation of the school
 school communication
 discipline
 curriculum and program coordination
 reporting on student performance
 school trips
 school facility
 issues related directly to the work of the particular Principal
Administration- Business Manager
If parents have questions related to accounts and finances – school fee issues, payments, refunds
etc, they may contact the Business Manager, Ms. Shirley Mee via email or the AISL switchboard.
Administration- Director
If more information is required or the concern remains unresolved, parents may wish to contact
the Director, Tom Pado via email or the AISL switchboard, with the knowledge of the Principal or
Business Manager.
In addition to the above, parents may wish to consult the Director directly on matters related to:
 community / school communication and relations
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38

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


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security
whole-school issues
implementation of policy
school communications
strategic planning
financial policy and oversight
long-term planning, including development of facilities and the school environment
Board
If more information is required or the concern remains unresolved, parents may wish to contact
the Board of Directors via email at ais@lusaka.org with the knowledge of the Director.
In addition to the above, parents may wish to consult the Board directly on matters related to:
 AISL Board Policy
 Role of the AISL Board of Directors
 AISL strategic direction and planning- finances, facility, programming
School-to-Home Communication
Research conducted and compiled by the National Association of School Psychologists indicates
that effective, responsive, well-planned school to home communication has the following results
in schools:
 Improved test scores
 Improved grades
 More positive student attitudes
 Less high risk behavior
 Enhanced relationships between school and community
 Increased parental support for school's initiatives and programs
 Improved parental opinion of and regard for the school
Consequently, AISL is committed to communicating with parents in the following ways:
AISL Website
The AISL website is designed to be a portal that provides access to tools and information that are
important to the AISL community. Through the website, users can access information related to
admissions, educational programmes, curriculum, extra-curricular activities, important events,
etc. Users can also access tools that the school uses such as Google Apps (gmail, google calendars,
googlesites) and PowerSchool. Please note that all Google Calendar events (Whole School/
Community, Primary External, Secondary External) are posted on the front page of the website,
and the Sport Calendar is posted on the Sport page of the website. Through a news manager and
PDF, the Leopards Tale is posted as well.
The Leopards Tale
AISL publishes a weekly newsletter called the Leopards Tale on Thursday afternoons. The
Leopards Tale is sent to parent email account and is posted via PDF and posted in the news
manager on the AISL website at www.aislusaka.org.
School Calendars
Important dates for school events are posted on the Whole School/Community Calendar,
Primary Calendar, the Secondary Calendar, and the Sport Calendar, which is also posted on
the AISL Website We also post dates for important school events over a two-week time period on
the front page of the pdf version of the Leopards Tale.
Email and SMS
AISL will email families if there is a need to communicate important information and events. AISL
will send out a SMS blast when important, time-sensitive information needs to be communicated
to parents.
Parent Coffees and Workshops
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39
The primary and secondary schools hold parent workshops and coffees on a variety of topics
which include: Introductions to the PYP, MYP, and IB Diploma, College/University Application
Process, Mathematics, Literacy, Transitions, Technology. Dates and times for such events are
posted on the school calendar and advertised in the Leopards Tale. Please note that the date,
time, location, and purpose of all parent coffees and workshops should be posted in the Leopards
Tale.
Open Board Meetings
The AISL Board holds five meetings open to the public during the course of the year consisting of
an Annual General Meeting (AGM) in September and an Election General Meeting in June (EGM).
The agenda of Open Board Meetings typically consists of the following: academic presentations,
budget discussions, and budget approval for the following year. All faculty, staff, and members of
the AISL Parent Association are welcome to attend.
Reporting on Student Performance
The primary and secondary schools report on student performance and progress on a regular
basis (e.g. written reports, parent conferences, Managebac, etc.). Both schools post a reporting
schedule on their respective school calendars and communicate reporting instructions and
guidelines via email and/or the Leopards Tale. Principals will communicate reporting dates and
expectations.
Student-Specific Communication
Apart from reporting on individual student progress and performance (school reports, parent
conferences, etc.), parents can expect communication from the school (teacher, counselor,
administrator, nurse, etc.) about their son/daughter under the following circumstances:
Teacher
 Significant improvement or an achievement academically and/or behaviorally
 Significant decline academically and/or behaviorally
 Student not meeting academic and/or behavioral expectations
 Observed playground/campus behavior that compromises student safety and/or the
learning environment
 Student injury
Coordinators (IB, Athletic/Activities, SEN)
 Formal referral made by a teacher that may result in a change in courses and/or
educational program.
 Change in courses and/or educational program (e.g. SEN entry/exit)
 Placement in an after school activity
 School trips (ISAZ, ISSEA, MUN, etc.)
Counselor
 Referral (self, teacher, student) that would require additional parent or professional
intervention.
 College/university planning
Note: A counselor is obligated to keep student matters confidential if requested by the student
unless the matter may result in the student endangering him/herself or others.
Nurse
 Frequent/habitual visits with symptoms that are very minor or not observable.
 Referral made by a teacher
 Student injury
 Symptoms which compromise public health or require further medical intervention
Administrator (Assistant Principal / Principal /Director)
 Formal referral made by a teacher/counselor related to behavior and/or academic
performance
 Issues involving systematic bullying and/or physical violence
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 Issues involving disciplinary consequences
School Management Systems: Power School and Managebac
Power School and Managebac are a fully browser-based applications that provide schools with a
comprehensive database structure for students, families, and staff. This system enables schools
to systematically store and provide access to important data and to streamline essential
administrative tasks. AISL will uses PowerSchool to support the following operations.
 Admissions (PowerSchool)
 Schedule Administration (PowerSchool)
 Attendance (Managebac)
 Assessment and Reporting (Managebac)
 Health Management (PowerSchool)
AISL teachers will receive log-in and password information and will be required to use these
systems to perform certain functions related to attendance, assessment and reporting,
communication with parents, and discipline. Secondary School teachers are required to post
student assessment data using the grade book function of Power School. The Secondary
Principal will communicate expectations related to frequency of and timelines for postings.
Internal Communication
Effective internal communication (within school) is critical to collaboration, a partnership with
families, and our collective ability to meet the academic and social/emotional needs of our
students and their families. Below are some tools that we use to support internal
communication.
Gmail
AISL uses Gmail as the primary communication tool. Each faculty member will receive a Gmail
account that is a free web-based mail service with a powerful search engine. The search engine
makes locating messages so easy that you will never need to shuffle mail in your inbox. Within
Gmail there is a label tool to organize your email and a filtering tool to sort your incoming email.
Faculty members can access their Gmail account through the AISL website or at the following
address: webmail.aislusaka.org
Faculty members are expected to check their AISL Gmail accounts at least twice per day.
Google Calendars
Google Calendar is a tool that we use to schedule, post, and share important events with our
school community. Currently, we have six major calendars that are critical to our school. They
are:
Calendar
Purpose
Access
Audience
*Whole
School
*Secondary
External
Secondary
Internal
To publicize whole school
and community events
To publicize secondary
school specific events
To publicize important
events for just secondary
school faculty (e.g. meeting
schedules, reporting
deadlines, etc.)
To publicize primary school
specific events
To publicize important
events for just secondary
school faculty (e.g. meeting
schedules, reporting
All faculty
All parents and
faculty
All parents and
faculty
Secondary
faculty
*Primary
External
Primary
Internal
AISL Faculty Handbook 2014-15
All faculty
Secondary
Faculty
only
All faculty
Primary
Faculty
only
All parents and
faculty
Secondary
Faculty,
Principals
Person(s)
Responsible
Shantall, Tom
Maché, Sonia,
Kathleen, Russ
Maché, Sonia,
Kathleen, Russ
Laverne, Chye,
Jeff
Laverne, Chye,
Jeff
41
*Sport
Calendar
deadlines, etc.)
To publicize all AISL
sporting events
All faculty
All parents and
faculty
Sonia, Clinton
*Published on the AISL website
Google Docs
Google Docs is a free web-based word processor, spread sheet, presentation, form, and data
service that allows users to create and edit documents on-line while collaborating in real time
with other users. AISL uses google docs to improve efficiency and enhance collaboration. Some
examples of application include: creating and sharing meeting agendas and minutes, facilitating
invitations to large group gatherings, group editing of communications and documents, etc.
Who Do I Go To For What
Primary School
What
PYP Curricular Questions
Who
Chye de Ryckel
How
Email
Meeting
Email
Meeting
Early Learning Center Coordination
Elaine McClure
Iole Pizzola
Chye de Ryckel
Leslie Jeffery
Literacy Programming Coordination
Susan Williams
Mathematics Program Coordination
Jo Bicknell
Lower Primary Coordinator (K-2)
Vinu Kanda
Email
Meeting
Email
Meeting
Email
Meeting
Email
Meeting
Email
Meeting
Submit a referral
Email
Meeting
Submit a referral
Email
Meeting
Submit a referral
Email
Meeting
Differentiation- Support and Challenge/
Extension
Upper Primary Coordinator (Gr. 3-5)
SEN Questions/Issues
Donna Chuula
Deb Marth
EAL Questions/Issues
Donna Chuula
Susan Williams
Social-Emotional Questions/Issues
Jenn Caldwell
IT/iPad Curriculum Support
Dana Schwarzkopf
(Integration into the
curriculum)
Unresolved questions/issues relate to the above
Student discipline
School priorities
Educational resources/ supplies
Facility use
Teacher Supervision
Professional development
Leave
Schedules- student, teacher, meetings, duty, etc.
Jeff Williams or Chye de
Ryckel
AISL Faculty Handbook 2014-15
Email
Meeting
Email
Meeting
42
Secondary
What
MYP (Gr. 6-10) Curricular Questions/
Issues
Who
Kathleen Bowin
How
Email
Meeting
Penny Keet
Email
Meeting
Department Curriculum / Program
Development
Head of Department
Julie Chilton- Creative Arts
Penny Keet-English
Ken Hoffman- Humanities
Francois de Ryckel-Mathematics
Mikel Lataburu- Modern
Languages
Clinton Keet- PE
Bob Stewart- Sciences
Email
Meeting
SEN Questions/Issues
Donna Chuula
Darren Stewart
Erin Grimshaw
Email
Meeting
Submit a referral
EAL Questions/Issues
Donna Chuula
Social/Emotional Questions/ Issues
Drieke Smith (Gr. 6-8)
Julie Baldry (Gr. 9-12)
Differentiation Questions/Issues (Gr.
6-8)
Fred Brems
Email
Meeting
Submit a referral
Email
Meeting
Submit a referral
Email
Meeting
IT/iPad Coach
Tony Potts
Email
Meeting
PowerSchool / Managebac- Grade
Book/Reporting
Francois de Ryckel
Email
Meeting
Unresolved questions/issues relate to
the above
Student discipline
School priorities
Timetable/rooming issues
Broad issues involving the school (e.g.
professional culture, homework
guidelines, etc.)
School communication
Reporting on student progress and
performance
Educational resources/ supplies
School trips
Facility use
Russ Menard (Gr. 9-12)
Kathleen Bowin (Gr. 6-8)
Email
Meeting
IB (Gr. 11-12) Curricular
Questions/Issues
Gr. 11-12 Student discipline
Teacher supervision
Other responsibilities that will
communicated to Secondary faculty
AISL Faculty Handbook 2014-15
43
Teacher supervision
Professional development
Leave
Schedules- student, teacher, duty,
meetings, etc.
Whole School
What
Health
First Aid
Medical Kits
Who
Jennifer Anunsacion
How
Email
Meeting
Maintenance- Gardening, Set-Up, General
Campus Maintenance
James Biggs
Wiki
(maintenance)
Meeting
Operations- Security, Cleaning, Housing
Maintenance, General Campus Maintenance
Martina van
Vlaanderen
Transport (bus)
Procurement
Student admissions
External communications
Faith Dube
Wiki
(maintenance)
Meeting
Email
Meeting
Email
Meeting
Salaries
Contractual Issues
Benefits- Insurance, etc.
Professional Development
Flight Entitlement
Sonja Swart
Email
Meeting
Budget
Loans
Procurement
Reimbursement
Shirley Mee
Email
Meeting
Unresolved issues related to the above
Community / school communication and
relations
Whole-school priorities/issues
Board Policy (incl. implementation)
School communications
Appraisal
Strategic planning/direction
Financial policy and oversight
AISL housing allocation
Long-term planning, including development of
facilities and the school environment
Tom Pado
Email
Meeting
Jane van Vlaanderen
Important Notes:
1.
2.
3.
IT support communication guidelines related to hardware, software, and network can be
found under the IT section.
Please complete a maintenance wiki for all maintenance requests- school and housing.
Follow up with email if you do not hear back or the problem is not solved within a
reasonable and/or an agreed upon timeline.
While email is an excellent tool to share information and communicate perspectives and
AISL Faculty Handbook 2014-15
44
points of view, it is not an effective tool to ensure shared understandings. If conflict or
misunderstanding arises, please schedule a meeting and address the matter in person.
Faculty Advisory Council
The Director will convene a Faculty Advisory Council (FAC) at the beginning of each academic
year. The overall purpose of the FAC is to facilitate communication between the Board Directors,
Administration, and Faculty. The objectives of the Faculty Advisory Council are as follows:
 To provide a forum to engage in dialogue about professional and contractual matters,
school calendar, and working environment.
 To provide an open channel of communication between the Director, the AISL Board of
Directors, and faculty.
 To promote a positive, student-centered professional culture grounded in trust and
respect.
 To provide input on school policy development and implementation and on school-wide
priorities.
 To promote the status and further the professional interests of faculty.
 To liaise with the Social Committee to organize faculty and school-wide celebrations
Membership
The membership of the Faculty Advisory Council is as follows:
-One Local Hire Primary School Teacher
-One Overseas Hire Primary School Teacher
-One Local Hire Secondary School Teacher
-One Overseas Hire Secondary School Teacher
-The Director
Elections
 The Primary Local Faculty will elect one local hire representative.
 The Primary Overseas Faculty will elect one overseas hire representative.
 The Secondary Local Faculty will elect one local hire representative.
 The Secondary Overseas Faculty will elect one overseas hire representative.
 Faculty members who wish to serve as a representative should self-nominate and
formally identify their hiring status: local or overseas.
 Elections will be annual and should conclude by September 1st.
 Elections should be by secret ballot (if the election is contested).
 A majority for a vote shall simply be a majority of those in attendance.
Meeting Design
 The Faculty Advisory Council will meet a minimum of one time per month.
 The Faculty Advisory Committee may meet more frequently is issues arise (calendar,
salary and benefits, etc.)
 The Director will publish an agenda at least 24 hours before the meeting.
 Minuting the meetings will be rotated among Faculty Advisory Council Members.
 Meeting minutes will be published for Primary and Secondary Faculties.
Best Practices in School Communication
1.
Students and parents should make the Classroom teacher (Primary School) and the
subject teacher or advisor (Secondary School) their first point of contact unless they
wish to consult with the counselor on a personal matter.
2.
AISL faculty and administration will make every effort to respond to an email or return a
phone call within 48 hours after receiving a message.
3.
Faculty and parents are expected to make maximum use of resources such as the
Student-Parent Handbook, the Faculty Handbook, the Leopards Tale, Parent
Conferences, parent informational meetings, the AISL website and parent portal, and
coffee mornings in order to be well informed on school matters.
AISL Faculty Handbook 2014-15
45
4.
We encourage open dialogue between parents and teachers. We ask parents to email
and/or schedule meetings with their children's teachers to enhance open
communication.
5.
If using email, please address the person you wish a response/action from in the "To"
section; if people are listed in the "cc" section, then it means that the email is for their
information and no action/response on their part is expected.
6.
Email is a useful tool to share and exchange information but often not very effective in
developing shared understandings, addressing misunderstandings, and/or resolving
conflict. Please schedule face-to-face meetings or arrange a phone call in order to
develop mutual understandings or to address/resolve misunderstandings and
conflict. “Go to the source” with resolution and understanding in mind.
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Facilities and Resources
Facilities Usage Guidelines
The school facilities are used to support the instructional and co-curricular program of the
school. The primary users of the facilities are the students.
All requests for the use of facilities shall be submitted to the designee who shall use the following
criteria in granting requests:
1. Instructional and co-curricular student program.
2. After school student program.
3. AISL faculty use.
4. AISL parent use.
5. AISL parents and other community members on an event basis.
6. Community group where no participants are AISL members, on an exceptional basis (as
long as it does not compromise student instructional and curricular programming.
Specific guidelines are as follows:
 In general, facilities will be made available to AISL Community and non-AISL Community
groups on an event basis, not on a long-term, recurring basis.
 The user employs AISL maintenance staff and security members and pays them
according to the AISL pay schedule for such functions as cleaning. This cost will be
incorporated into a user fee.
 The user assumes full responsibility for damage to AISL property or material.
 A facilities usage agreement is signed, which includes a waiver of liability and security.
 School equipment and supplies may not be utilized without the express consent of the
administration in the ‘usage agreement’.
 Permission for use of facilities may be revoked with minimum three days notice should
the administration determine the facility is not going to be properly utilized or there is
an immediate, unforeseen school need.
 No school facilities will be available when school is officially closed for holiday periods.
Contacts for Shared Facilities
Primary Library
Secondary Library
Library Media/Meeting Room
Protea Conference Room
Performance Arts Center
Primary Classrooms
Primary Computer Lab
Secondary Classrooms
Secondary Computer Lab
Terry Maguire
Kelly Kraft
Kelly Kraft
Shantall Adonis
Geofrey Sizala and Jeff Redman
Jeff Williams
Dana Schwarzkopf
Russ Menard
Tony Potts
Please note that faculty must complete a wiki to reserve and use the following facilities- Library,
Media Lab, and Performing Arts Center.
Buses
The daily bus service is contracted directly by the parents and facilitated by the school. When
students are registering for the school year, they also sign up for bus service. AISL provides a bus
service for field trips, sport competitions, etc. Should you need bus service for a field trip, ask
please see Bus Coordinator Faith Dube in the Main office to check on availability and make a
booking. It would be helpful to provide Faith with two weeks notice.
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Care of Personal Effects
AISL is not responsible for providing reimbursement in the event of loss or theft of personal
items from classrooms, other work areas, or anywhere on campus. We will try to provide
lockable space, wherever possible. Please lock up your classroom and secure your valuables
when you leave your classroom during the school day and after school.
Classroom Maintenance
The school has custodial and maintenance staff on duty during school hours. The cleaning staff is
outsourced (Nemchem) while the custodial staff is employed by AISL. Both are under the direct
supervision of James Biggs (Maintenance Manager) Martina van Vlaanderen (Operations /
Security Manager).
AISL will make every effort to improve the general appearance of the campus through the
efficient use of the custodial and maintenance staff. Faculty can assist by:
 Teaching good citizenship, respect for property and school equipment, rules of good
conduct, personal responsibility, etc.
 Maintaining neat classrooms
 Properly supervising students both inside and outside their classrooms
 Initiating classroom repair requests when classrooms need maintenance work
Faculty should not:
 Paint or mark furniture and equipment without approval
 Paint windows or apply adhesive papers, decals, etc.
 Make unauthorized classroom modifications
 Remove fixtures, handles, furniture, etc.
 Paint classrooms without written approval of their principal
Below please find the link to the “One Stop Shopping Wiki”.
http://wiki2.aislusaka.org/wiki/projects/aislformswikionestopshopping/AISL_Forms_Wiki_One
_Stop_Shopping.html
Health Office
The Health Office is located in a space formerly used for reprographics, and Jennifer Anunsacion
serves as a full time nurse. The office is open to students as well as staff. Each school has
guidelines regarding the use of the health office by students.
Library
Functioning as the information hub of the school and serving the entire AISL community, the
Early Learning, Primary, and Secondary libraries, along with a media and meeting room.
Although the libraries share the same space, each library serves a distinct population focusing on
encouraging reading, promoting information literacy, and providing a contemporary collection
(currently at 24,000+) of print, electronic, and online sources.
The library has a series of computer stations that support the databases listed below. These
databases may be accessed via the Cat’s Den on AISL Wiki 1.










ALUKA
BrainPop (ESL, Espanol, and Junior)
EasyBib
EOLSS (Encyclopedia of Life Support Systems)
JSTOR
Our Little Earth
Project Muse
Safari Montage
Salem Literature Online
Stanford Encyclopedia of Philosophy
Teaching Books
AISL Faculty Handbook 2014-15
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

TumbleBooks
Turnitin
If you require assistance, the Library team includes:
Kelly Kraft, Secondary Librarian; Terry
Maguire, Primary School Librarian; Miyanda Majele, Library Assistant
The library is open until from 7:15 -16:00 Monday - Thursday and until 14:30 on Fridays.
Mail
AISL provides a limited mail service. You may mail stamped flat mail (US only) through the
school. Stamps can be purchased at the US Commissary. The school will collect mail on the last
Wednesday of each month.
All faculty may arrange to have flat mail and small parcels delivered to the school at the following
address:
Your Name
American International School of Lusaka
PO Bo 320176
Lusaka 10101
Zambia
AISL delivers in-coming mail to faculty members on a weekly basis.
Ordering and Supplies
AISL provides faculty with the resources necessary to create a productive and engaging learning
environment for students and to deliver the curriculum. If a teacher feels there are certain
materials that are lacking s/he should speak with their divisional principal. The ordering
schedule is designed so that overseas orders arrive before the beginning of the next school year.
In emergency situations, orders can be expedited.
Overseas Purchases
The bulk of our orders are placed with companies in the United States. The deadline to submit
overseas orders for the next school year will be at the beginning of December. An ordering
schedule will be put together and shared with faculty by the end of October. Each
principal is responsible for their own instructional budget and will oversee the ordering process
at their respective school.
Teachers are expected to complete electronic order forms for all items ordered and submit them
to the principal for approval at an assigned due date. Teachers should be clear about educational
goals and/or the approximate budget allocation before submitting orders. If approved, the
electronic orders will remain in our system and will be ordered through our consolidator. If not
approved, the divisional principal will speak with the teacher.
The AISL electronic order template must be completed and contain the following information:
 Teacher: (Name of the teacher who is ordering)
 Company: (Supplying company/Vendor)
 Address: (Vendor’s Address)
 Telephone:
 Catalogue/Website: (What is the catalogue name?)
 Month / Year:
 Product number / code and description:
 Quantity ordered and unit cost:
Local Purchases
Faculty and staff are required to complete a purchase request form posted on the One Stop
Shopping Wiki in order to purchase locally. Local purchase consists of stationery supplies, food,
etc. Contact your principal for all budget / money concerns before you complete the wiki. Please
do not contact the Finance Office directly.
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Stationery Supplies
Faculty members may request/order stationery supplies (paper, markers, etc.) from the Primary
or Secondary school office. Each school keeps a stationery supply closet. If the request is not part
of the school supplies inventory, please contact your school principal. You may be advised to
complete a request on the “One Stop Shopping Wiki.”
Photocopying
AISL provides a photocopy services that are located in the Primary School next to “the bridge” to
the Secondary School. Please provide Beatrice with the original and a request for the number of
copies. Please note that unless you indicate otherwise, all photocopies will be double-sided. This
has not been the norm at AISL. We need to avoid making multiple single-sided copies.
Printing
Collectively, we have a responsibility to monitor our own printing and the printing of our
students. With the advent of the iPads, our paper usage should decrease. Unfortunately, this has
not been the case, particularly in the Secondary School. Our paper usage has actually increased
over the past year.
Please be sure that you know what printer you have selected when printing from your
computer/iPad. Please be sure that you help your students do the same. We should also be
teaching our students how to use their IPads in ways that will increase their productivity and
decrease paper / resource usage. Our students should be able to demonstrate the following skills
on their iPad:
 Managing and organizing book marks (avoid printing websites)
 Reading and highlighting electronic articles/resources (avoid printing articles,
Wikipedia, etc)
 Managing and organizing resources using the server or cloud (WebDav or Google Docs)
 Using collaborative editing tools such as Google Drive
Please see your iPad coach/technology teacher if you are not sure how to help your students
develop these important skills.
Recycling and the Green Team
The AISL Strategic Plan calls for a commitment to practice environmental sustainability.
Consequently, the mandate of the Green Team is to develop and implement strategies to support
the integration of environmental sustainability at AISL in the areas of curriculum, school
operations, and research and engagement. The Green Team will work to carry out this mandate
in collaboration with AISL students, parents, and faculty and staff, while partnering with external
organizations. Periodically, the Green Team will identify school policy implications related to
their work and make policy recommendations to the AISL Board of Directors.
The work of the Green Team will focus on three main areas related to environmental
sustainability on campus (local) and beyond (global). The areas are:
 Waste Management
 Energy Use
 Campus Ecosystem
AISL will put a recycling system (paper, plastic, aluminum) in place for this year and the Green
Team will monitor its effectiveness. Please model respect for our environment by reusing paper
and recycling paper, plastic, and aluminum and encouraging students to do the same.
Selecting and Using Educational Resources
Overview
AISL provides educational resources (print and non-print) that support and enrich the
curriculum. The School is expected to provide resources that reflect diversity of appeal and
values while allowing for the presentation of different points of view.
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Selection
AISL trusts the professional judgment of teachers to make appropriate selections in collaboration
with colleagues (e.g. members of departments, grade level teams, and the administration).
Teachers are expected to apply criteria below to their selection.
Criteria for Selection/Using
Below are the criteria upon which educational resources are selected. Please note that the
criteria below must be placed above our own personal opinions and prejudices.







Supports Curricular Objectives
Enriching (culturally, aesthetically, etc.)
Age/Developmentally Appropriate
Relevant and Rigorous
Diversity of Appeal (e.g. reflect the diversity of values in our community- conservative,
moderate, and liberal)
High standards (content and presentation)
Cost-effective
Procedures for Selection/Using
1. When selecting educational resources, teachers are expected to apply the criteria above
and the emerging needs of the curriculum.
2. Teachers are expected to preview educational resources- books, video, articles, etc.
3. If teachers are not able to preview educational resources, then s/he must consult
professionally prepared selection guides or other appropriate review materials.
4. Teachers are expected to preview student exhibitions and performances before they “go
public” and provide clear and precise feedback to students if the work does not meet the
criteria above. Students are expected to act on the feedback/guidance that the teacher
provides.
5. If a teacher has questions about the appropriateness of an educational resource/
performance/exhibition (e.g. use of profanity, nudity, sexual innuendo), then s/he is
expected to consult the principal before the resource is used or the exhibition/resource
“goes public”. The principal and teacher may decide to take one or more of the following
actions.
i. Not to acquire or use the resource
ii. Modify the resource/performance/exhibition
iii. Seek parent permission
iv. Issue an advisory verbally and in writing to the intended audience
and/or community
6. The principal and teacher will consult the director if there are questions/concerns about
the application of the criteria to the resource/performance/exhibition in question.
7. Teachers will consider the needs and views of students, parents, colleagues, assistants,
etc when selecting resources.
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Security and Emergency Procedures
Security Overview
Security is a priority for AISL and providing a secure school and home environment requires a
joint effort between AISL, faculty, and the school community.
What AISL provides to enhance security:
1.
2.
3.
4.
5.
6.
Hires a security company (G-3) to provide security on campuses and for school housing.
Provides locked and secured areas on campus, in classrooms and in housing
Practices security drills such as the lock-down procedure.
Seeks advice from security firms and embassy security as to how to enhance security.
Alerts AISL faculty and community to security concerns
Educates AISL faculty and community how to minimize threats to security.
What faculty members should do to enhance security:
1.
2.
3.
4.
5.
6.
Lock all doors
Lock your classroom (during and after school) when you leave
Lock all windows
Lock up all high value items when not using them, especially iPads and laptops.
Immediately report any thefts or security violations concerns to Martina van
Vlaanderen. If you are not able to get in contact with Martina, then please call Tom or
your Principal.
Unplug electrical items when going on extended holiday.
AISL Guest Procedures
AISL welcomes and encourages visits by parents and others who desire to become informed
regarding schools and educational programs. The term Visitor shall include all who are not
employees, volunteers, parents, or students of the school. Acceptable reasons for such visits
include observation of significant programs, participation in special events, and conferring with
staff. The visit should have legitimate purpose and not interfere with teaching and learning, the
operation of the school, and an employee’s duties/responsibilities.
Procedure
1. Those wishing to visit a school shall make arrangements in advance with the school
office by stating reason, date, and time of the proposed visit. In all cases where
permission is not obtained in advance it must be obtained promptly upon entering the
school. No visitor may remain at a school without the permission of the Director,
Principals, the Business Manager, or the Maintenance/Security Manager.
2. Upon arrival at the school, the visitor must sign the Visitor's Register in the Main School
Office where the visitor will be given instructions as well as a Visitor's Identification
Badge and, if necessary, provided with an escort.
3. The staff member being visited shall require that the visitor present the Visitor's Pass or
Identification Badge.
4. Upon completion of the visit, the visitor shall return to the office to return materials and
enter departure time in the Visitor's Register.
5. The Director, Principals, the Business Manager, or the Maintenance/Security Manager
shall have the right to adapt or set aside the above procedures in event of special
activities such as assembly programs, athletic events, or musical performances.
6. The Director, Principals, the Business Manager, or the Maintenance/Security Manager
has the right to refuse admission to the school for any excessive number of visitors or to
any who disregard the above-stated procedure.
Guidelines
● No visitor shall be permitted to interrupt a staff member in the performance of duties
whether that interruption results in conversation or observation.
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●
●
To minimize interruption to the instructional program and to ensure safety, no visitor
may confer with a teacher or student without the approval of the Director or Principals.
No visitor shall go directly to a classroom to deliver or "pick-up" students or speak to
teachers unless such visits have been approved previously by the Principal or Director.
Approval for taking a student from school shall be granted only to a parent or guardian
having custody unless that parent or guardian gives explicit permission in writing to
release the student to a designated family member or adult.
Maintenance of Safety
 The Administrator has the authority to exclude any visitor who is considered to be
disruptive or will cause disruption to the educational program, disturbing to students or
staff, or intent on committing an illegal act.

All guests must wear a Visitors Badge at all times when on campus.
 All School personnel, other than those assigned to the school, must wear identification
badges on outer clothing at all times during the visit.
 School staff who observe visitors without proper identification are to report that
information immediately to the school office
 The photographic reproduction of school programs, students or physical plants by nonSchool District personnel is generally prohibited unless the Director has granted specific
permission.
Reporting Theft
Please report a theft on school premises immediately to your principal (Jeff or Russ) and to
Martina van Vlaanderen. Please report theft at your housing immediately to Martina. Please cc
the Director in your correspondence. In some cases, faculty members may need to file a police
report, and the school will provide guidance and support.
Reporting an Emergency
Please report any potential emergency or crisis immediately to the main office in person. Please
contact Maintenance and Security Manager Martina van Vlaanderen. If you are not able to contact
Martina, please contact Tom Pado, Russ Menard, or Jeff Williams.
Please consult the AISL Crisis Response Plan for more details.
In an emergency, the teacher must evaluate the situation and use his/her best judgment to move
students to the safest location. At all times, teachers will be expected to keep students quiet and
await instruction.
Emergency Communication
In the event of a campus-wide emergency, AISL will post a message on the website and will
initiate an email and a sms blast.
Below are procedures related to specific emergencies.
Classroom Lockdown (Eminent Danger On-Campus)
This action is taken when the threat of violence is identified on campus, and it is necessary to
prevent the perpetrator(s) from entering occupied areas. During Lock Down, students are to
remain in the classrooms or designated locations at all time.
Possible Scenarios: Civil Disturbance, Threatening Intruder/Student/Staff Member on Campus
Procedure
1. The Director or Director Designee will make the decision to initiate a lockdown by
sounding 5 short bursts of the school alarm.
2.
If inside, teachers will instruct students to lie on the floor, lock or doors or obstruct
entries with desk, and close any shades or blinds if it appears safe to do so.
AISL Faculty Handbook 2014-15
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3.
If outside, students will proceed to their classrooms if it is safe to do so. If
not, teachers or staff will direct students into nearby classrooms or school buildings (e.g.,
performing arts center, library, gymnasium).
4.
Teachers and students will remain in the classroom or secured area until
further instructions are given by the Director/Director Designee or Security.
5.
Teachers will report students who are absent and not on the absentee list (via email or
cell phone) to the Principal. The Principal will follow-up.
6.
Teachers will report students who are in the classroom but not on their class roster to
the principal via email or cell phone). The Principal will follow-up.
7.
Security will lock the front entrances and no visitors other than appropriate law
enforcement or emergency personnel, have to be allowed on campus.
Please note: If you notice suspicious individuals on campus, please report a physical description
and their whereabouts to the Main Office via cell phone.
Safe Haven Lock Down (Civil Disturbance Off-Campus)
This action is taken when the threat of violence is identified off campus, and it is necessary to
prevent the perpetrator(s) from entering occupied areas. All students, faculty and staff are to
report to the appropriate safe haven (Primary- PAC; Secondary- Gym)
Possible Scenarios: Off campus civil disturbance Fire, Gas Leak, Hazardous Spill, Bomb Threat,
Flooding
Procedure
1. The Director or Director Designee will make the decision to initiate a building
evacuation by sounding 1 long burst of the school siren.
2.
Teachers will instruct students to evacuate the building, using designated routes,
and assemble in their assigned Assembly Area. (Primary- PAC; Secondary- Gym).
3.
Teachers will take the student roster when leaving the building and take attendance
once the class is assembled in a safe location.
4.
Upon exiting the classroom, teachers will make sure that lights are off and windows
and doors are closed.
5.
Students will line up by Class in Primary and Advisory in Secondary.
6.
School secretary will take student absent list and sign-out record to the designated
assembly area.
7.
Teacher will report missing students to Principal and the Principal will crossreference missing students with absent list.
If a student present at school has been identified as missing, then Principal will
gather information on student whereabouts and initiate a search.
8.
9.
Once assembled, teachers and students will stay in place until further instructions
are given. The PAC and Gym Warden will lock the buildings.
10. Security will lock the front entrances and no visitors other than appropriate law
enforcement or emergency personnel, will be allowed on campus. (unless notified
by the director)
Notes:
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

All admin and support staff will report to the PAC unless assigned to the Secondary gym
area.
Secondary students who have class in the PAC at the time of the safe haven evacuation
may remain in the PAC. The Primary Principal will inform the Secondary Principal.
Building Evacuation
This action is taken when there is a large fire in one of the buildings. All students, faculty and staff
are to report to the appropriate field (Primary- Primary Field; Secondary- Secondary Field)
Possible Scenarios: Fire
Procedure
1. The Director or Director Designee will make the decision to initiate a building evacuation
by sounding 1 long burst of the school siren.
2.
Teachers will instruct students to evacuate the building, using designated routes, and
assemble in their assigned Assembly Area. (Primary- Primary Field; SecondarySecondary Field).
3.
Teachers will take the student roster when leaving the building and take attendance
once the class is assembled in a safe location.
4.
Upon exiting the classroom, teachers will make sure that lights are off and windows and
doors are closed.
5.
Students will line up by Class in Primary and Advisory in Secondary.
6.
School secretary will take student absent list and sign-out record to the designated
assembly area.
7.
Teacher will report missing students to Principal and the Principal will cross-reference
missing students with absent list.
8.
If a student present at school has been identified as missing, then Principal will gather
information on student whereabouts and initiate a search.
9.
Once assembled, teachers and students will stay in place until further instructions are
given. The PAC and Gym Warden will lock the buildings.
10. Security will lock the front entrances and no visitors other than appropriate law
enforcement or emergency personnel, will be allowed on campus. (unless notified by the
Director)
Bus Accident/Fire
These procedures are for use by bus drivers and school administrators in the event of a serious
bus accident or fire, or other emergency that occurs while students are on a field trip or being
transported to or from school. If there are no students on the bus, drivers should drive the
vehicle directly back to the school (if possible).
A copy of these procedures and emergency contact information shall be kept in the emergency
packet of each school bus. It is important to note that drivers may need to make spontaneous
independent decisions, based on the nature of the emergency, age of children, location of bus, or
other unique circumstances
Procedure
1. Park the bus in a safe location.
2.
Set the emergency brake and turn off the ignition.
AISL Faculty Handbook 2014-15
55
3.
Evacuate the bus in the event of a fire.
4.
Check for injuries and provide appropriate first aid.
5.
The Bus Driver will contact the Transportation Coordinator and the School Switchboard
to report location, names of students, and condition of students.
6.
The Transportation Coordinator or the Director will contact the police and the US
Embassy RSO if necessary.
7.
The Director/Director Designee will determine what additional appropriate
notification(s) should be made and will brief the office of the Local District
Superintendent.
8.
Stay with the disabled bus until help arrives.
9.
The driver will account for all students and staff throughout the emergency.
Bomb Threat
Response to a Bomb Threat is initiated upon the discovery of a suspicious package on campus
grounds or receipt of a threatening phone call that may present a risk of an explosion.
Procedure
1. If the threat is received by telephone, the person receiving the call should attempt to
keep the caller on the telephone as long as possible and alert someone else to call US
Embassy RSO.
2.
The person answering the threat call should ask the following questions, record the
answers and then immediately notify the School Administrator:
 - When is the bomb going to explode?
 - Where is it?
 - What will cause it to explode?
 - What kind of bomb is it?
 - Who are you?
 - Why are you doing this?
 - What can we do for you to avoid the bomb from exploding?
 - How can you be contacted?
3.
The Director/Director Designee will direct a search for suspicious packages, boxes or
foreign objects. While conducting the search, all cell phones, beepers and hand-held
radios should be turned off since many modern day explosive devices can be triggered
by radio frequencies.
4.
If a suspicious object is identified, one member of the Search and Rescue Team will
report the discovery to the School Administrator while the remaining team members
attempt to secure the immediate area.
5.
No attempt should be made to investigate or examine the object.
6.
After the search, the Director/Director Designee will determine the appropriate
Immediate Response Action(s) to announce, which may include Lock Down, Evacuate
Buildings, Evacuate Campus.
7.
If a suspicious object or bomb is found, the School Administrator shall issue the
EVACUATE CAMPUS action. Staff and students will evacuate the the campus and proceed
to the off-site evacuation points (Primary: Campus House #6; Secondary Secondary
Campus House #5 )
8.
In the event of an evacuation, Teachers will bring their student roster and take
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attendance at the Assembly Area to account for students. Teachers will notify the
Principal of any missing students who are not absent or who have not signed out.
9.
The Director/Director Designee will notify the US Embassy and local police if not
previously notified, and School and will provide the exact location (e.g., building, room,
area) of the potential bomb, if known.
10. Do not resume school activities until affected buildings/campus area has been searched
and inspected.
Death/Suicide/Life Threatening Situation in School Community
Response to a death/suicide of a member of the school community (staff/ student) is initiated
when information that has been validated and confirmed comes to the attention of school
personnel. After the information is confirmed, the Director/Director designee calls together the
Crisis Response Team and implements the following procedures.
Procedures:
Step 1
Death occurs during school day
1. The Director is informed of a student or staff death and confirms facts.
2.
The Director contacts and convenes the Crisis Response Team.
3.
Appropriate information is gathered, including names of student’s best
friends, siblings in school, witnesses, if any.
4.
A staff meeting should be held as soon as it is feasible. Keep staff updated on the events
and circumstances.
5.
Advise teachers to speak to distressed students privately and send them to counseling.
(Consult Appendix B for counseling guidelines)
6.
The Director/designee will announce loss to the entire school, providing facts that will
reduce rumors. Parents will be informed accordingly.
7.
Principals and Counselors will meet with individual classes (if necessary).
8.
The Director or designee will handle all media contact.
9.
End the day with a short staff meeting to review the facts and the role of the staff in
further coping with the loss.
10. Notify bus drivers/monitors to be alert for students showing signs of emotional distress.
An additional adult may ride the bus upon which the deceased student previously rode.
Death occurs outside the school day.
1. The Director/Principal is informed of a student or staff death and confirms facts.
2.
All faculty and staff members are contacted through a telephone tree to inform of the
death and that there will be a special staff meeting held the next morning.
3.
The Director/Principal convenes the Crisis Response Team immediately.
4.
Continue as above.
Step 2
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1.
At the staff meeting, specific information and procedures will be discussed. A written
announcement will be given out to all teachers, to be read and discussed with the
students at the beginning of the day.
2.
The Crisis Response Team will be available throughout the day to provide
support to both students and staff.
3.
Teachers are encouraged to handle student expressions of grief or loss in their class. Any
student who is excessively distraught, should be referred to the counselor. It is desirable
that all classes return to their normal routine as soon as it is possible.
4.
The Crisis Response Team may make referrals to outside agencies upon
recommendation of the Counselors.
Follow-Up
1. Another staff meeting will be held to discuss interventions that took place and provide
staff with a time for reflection and support. Staff are reminded to continue to monitor the
behavior of all students, especially those identified as "high risk".
2.
Crisis Response Team must discuss and determine what cultural response is necessary
and correct (e.g. flowers, telegrams, donations, letters, etc.)
Note: See Appendix B for guidelines and strategies on how meet the needs of students after
experiencing the death of a community member.
Accident on a Fieldtrip
The procedures for an accident on a school fieldtrip are initiated upon the discovery of a victim.
Procedure
1.
The faculty chaperone(s) attends to the victim and applies basic First Aid or CPR if
necessary.
2.
A faculty chaperone arranges for the victim to be transported to the nearest clinic or
hospital (if necessary). Faculty chaperones carry contact information for nearest
clinic/hospital while on trips.
3.
The faculty chaperone(s) provides comfort to other students by informing them of what
happened and what actions are being taken to attend to the victim.
4.
The faculty chaperone notifies the Principal or the Director.
5.
The Principal or Director confirms and gathers facts from the faculty chaperone.
6.
The Principal or Director contacts families to inform them what happened and what
actions are being taken.
7.
In consultation with the family, the Principal or Director determines next steps (provide
alternative transport for the victim back to Lusaka, arrangements for a med-evac, etc.)
8.
Depending on the nature of the accident, the Director may assemble the Crisis Response
Team to address the following- (Disseminate information, counseling plan, follow-up
with family, etc.)
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Emergency Medical Care
These procedures are initiated when someone requires medical attention and care on campus.
Procedure
1. All faculty should review the medical alerts provided by the school nurse of their
students to note any special medical conditions or needs. Please do this before the
school begins, and before any new student enrolls during the school year.
When a Child Needs Medical Care
1. Please send or bring a child to the office for these medical or health reasons:
a. The child needs first aid (and presumably will return to class after first aid is
administered).
b. The child is not feeling well and needs to be evaluated by the school nurse to
determine if he/she should go home.
2.
Please do not send a child to the nurse simply to rest and then return to class. If a child
is not feeling well enough to attend class, then the child should go home.
3.
If parents are not available to pick up a child, the Director or Principal will decide what
measures to take. This may include calling upon the school’s ambulance service
(Medical Rescue Service, Tel: 273302-7) or taking the child to a clinic.
4.
Wear rubber gloves whenever you are likely to make contact with body fluids (urine,
saliva, blood, mucus, vomit). The school will give gloves to each teacher; please contact
the nurse if you do not have them in your room. In the event of an emergency, when
gloves are not immediately available, protect your hands as much as possible with
anything that can be used, such as paper, plastic or towels. After exposure, you
absolutely must wash your hands thoroughly as soon as possible.
5.
All medical matters are kept in strict confidence within the staff who need to have
medical information about children in their care.
6.
In case of a serious injury: Staff members who were on duty and/or witnessed the
incident must complete the Accident Form as soon as possible. (A sample form is below.
Copies of the form are kept in the tray labeled “Accidents” at the right side of the
mailboxes in the staff lounge.) The form should be given to the office as soon as possible.
The office will inform the parents of any injury and of any action taken.
7.
If the child receives a blow to the head, please refer him/her to the school nurse
urgently. The parents of any child who receives a head injury of any kind MUST be
notified immediately.
First Aid Kits
Please ask the nurse if you need a First Aid Kit for a field trip. It is mandatory to take a First Aid
Kit on a field trip.
Please note on the form in the first aid kit anything that you use so that it can be replaced.
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Faculty Appraisal
Purposes of Appraisal
The primary purpose of a quality international school teacher appraisal system is to:

optimize student learning and growth;

contribute to the successful achievement of the goals and objectives defined in the
vision, mission, and goals of the school division;

provide a basis for teaching improvement through productive teacher performance
appraisal and professional growth; and

implement a performance evaluation system that promotes collaboration between the
teacher and evaluator and promotes self-growth, counseling effectiveness, and
improvement of overall job performance.
Defining Faculty Performance Standards
Clearly defined professional responsibilities constitute the foundation of teacher performance
standards. A fair and comprehensive evaluation system provides sufficient detail and accuracy
so that both the teacher and evaluator reasonably understand the job expectations.
The expectations for professional performance are defined using a two-tiered approach of
performance standards and performance indicators.
Performance Standards
Performance standards define the criteria expected when teachers perform their major duties.
For the teacher, there are 7 performance standards.
Performance Indicators
Performance indicators provide examples of observable, tangible behavior that indicate the
degree to which teachers are meeting each standard. This helps teachers and their evaluators
clarify performance levels and job expectations. That is, the performance indicators provide the
answer to what must be performed. Performance indicators are provided as examples of the
types of performance that will occur if a standard is being fulfilled. However, the list of
performance indicators is not exhaustive, and they are not intended to be prescriptive. It should
be noted that indicators in one standard may be closely related to indicators in another standard.
This is because the standards, themselves, are not mutually exclusive and may have overlapping
aspects.
Evaluators and counselors should consult the sample performance indicators for clarification of
what constitutes a specific performance standard. Performance ratings are made at the
performance standard level, NOT at the performance indicator level.
Sample performance indicators for each of the performance standards follow.
Performance Standard 1: Professional Knowledge
The teacher demonstrates an understanding of the curriculum, subject content, and the
developmental needs of students by providing relevant learning experiences.
Sample Performance Indicators
Examples of teacher work conducted in the performance of the standard may include, but are
not limited to:
1.1 Effectively addresses appropriate curriculum standards.
1.2 Integrates key content elements and facilitates students’ use of higher level thinking
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skills in instruction.
1.3 Demonstrates ability to link present content with past and future learning
experiences, other subject areas, and real world experiences and applications.
1.4 Demonstrates an accurate knowledge of the subject matter.
1.5 Demonstrates skills relevant to the subject area(s) taught.
1.6 Bases instruction on goals that reflect high expectations and an understanding of the
subject.
1.7 Demonstrates an understanding of the intellectual, social, emotional, and physical
development of the age group.
1.8 Communicates clearly and checks for understanding.
Performance Standard 2: Instructional Planning
The teacher plans using the school’s curriculum, effective strategies, resources, and data to meet the
needs of all students.
Sample Performance Indicators
Examples of teacher work conducted in the performance of the standard may include, but are
not limited to:
2.1 Uses student learning data to guide planning.
2.2 Plans time realistically for pacing, content mastery, and transitions.
2.3 Plans for differentiated instruction.
2.4 Aligns lesson objectives to the school’s curriculum and student learning needs.
2.5 Develops appropriate long- and short-range plans and adapts plans when needed.
Performance Standard 3: Instructional Delivery
The teacher effectively engages students in learning by using a variety of instructional strategies in
order to meet individual learning needs.
Sample Performance Indicators
Examples of teacher work conducted in the performance of the standard may include, but are
not limited to:
3.1 Engages and maintains students in active learning.
3.2 Builds upon students’ existing knowledge and skills.
3.3 Differentiates instruction to meet the students’ needs.
3.4 Reinforces learning goals consistently throughout lessons.
3.5 Uses a variety of effective instructional strategies and resources.
3.6 Uses instructional technology to enhance student learning.
3.7 Communicates clearly and checks for understanding.
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Performance Standard 4: Assessment of and for Student Learning
The teacher systematically gathers, analyzes, and uses all relevant data to measure student
academic progress, guide instructional content and delivery methods, and provide timely feedback
to both students and parents throughout the school year.
Sample Performance Indicators
Examples of teacher work conducted in the performance of the standard may include, but are
not limited to:
4.1 Uses pre-assessment data to develop expectations for students, to differentiate
instruction, and to document learning.
4.2 Involves students in setting learning goals and monitoring their own progress.
4.3 Uses a variety of assessment strategies and instruments that are valid and appropriate
for the content and for the student population.
4.4 Aligns student assessment with established curriculum standards and benchmarks.
4.5 Uses assessment tools for both formative and summative purposes and uses grading
practices that report final mastery in relationship to content goals and objectives.
4.6 Uses assessment tools for both formative and summative purposes to inform, guide,
and adjust students’ learning.
4.7 Gives constructive and frequent feedback to students on their learning.
Performance Standard 5: Learning Environment
The teacher uses resources, routines, and procedures to provide a respectful, positive, safe, studentcentered environment that is conducive to learning.
Sample Performance Indicators
Examples of teacher work conducted in the performance of the standard may include, but are
not limited to:
5.1 Arranges the classroom to maximize learning while providing a safe environment.
5.2 Establishes clear expectations, with student input, for classroom rules and procedures
early in the school year, and enforces them consistently and fairly.
5.3 Maximizes instructional time and minimizes disruptions.
5.4 Establishes a climate of trust and teamwork by being fair, caring, respectful, and
enthusiastic.
5.5 Promotes cultural sensitivity.
5.6 Respects students’ diversity, including language, culture, race, gender, and special
needs.
5.7 Actively listens and pays attention to students’ needs and responses.
5.8 Maximizes instructional learning time by working with students individually as well as
in small groups or whole groups.
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Performance Standard 6: Professionalism
The teacher maintains a commitment to professional ethics, communicates effectively, and takes
responsibility for and participates in professional growth that results in enhanced student learning
Sample Performance Indicators
Examples of teacher work conducted in the performance of the standard may include, but are
not limited to:
6.1 Collaborates and communicates effectively within the school community to promote
students’ well-being and success.
6.2 Adheres to federal and state laws, school and division policies, and ethical guidelines.
6.3 Incorporates learning from professional growth opportunities into instructional
practice.
6.4 Sets goals for improvement of knowledge and skills.
6.5 Engages in activities outside the classroom intended for school and student
enhancement.
6.6 Works in a collegial and collaborative manner with administrators, other school
personnel, and the community.
6.7 Builds positive and professional relationships with parents/guardians through
frequent and effective communication concerning students’ progress.
6.8 Serves as a contributing member of the school’s professional learning community
through collaboration with teaching colleagues.
6.9 Demonstrates consistent mastery of standard oral and written English in all
communication.
Performance Standard 7: Contributes to the Wider Life of the School
The teacher contributes to student experience and the school community beyond the four walls of the
Classroom.
Sample Performance Indicators
Examples of teacher work conducted in the performance of the standard may include, but are
not limited to:
7.1 Organizes and leads after school student activities- arts, community service, sport
7.2 Serves on and contributes to division and/or school wide committees that support
school improvement initiatives.
7.3 Attends and contributes to school and community events.
7.4 Represents the school and community in a positive manner.
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Six Strategies that AISL Teachers Use to Differentiate Instruction
All members of the AISL faculty regardless of subject area or grade level are committed to using
these strategies to meet the diverse needs of their students.
1. Flexible Grouping: Students collaborate in pairs and small groups whose membership
changes as needed. Learning in groups enables students to be challenged appropriately based on
their interest and ability and to observe and learn from one another.
2. Choice: Teachers offer students choice in the tasks and projects they complete, which are
aligned with learning goals. By negotiating with students, teachers can create motivating
assignments that meet students’ diverse needs and varied interests.
3. Ongoing, Formative Assessment: Teachers continually assess to identify students’ strengths
and areas of need so they can meet students where they are and help them move forward
4. Scaffolding: When teachers scaffold instruction, they typically break up a learning experience,
concept, or skill into discrete parts, and then give students the assistance they need to learn each
part based on their ability and learning needs.
5. Independent Work: Students work independently on different tasks and projects suited to
their interests and abilities in order to achieve learning goals.
6. Pre-Assessment: Teachers design and administer pre-assessments to determine a student’s
knowledge, understanding and skill prior to the unit of study. Teachers use the results of these
assessments to tailor instruction to meet student needs and prevent covering material that
students already know.
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The Faculty Appraisal Track System
Track I
Summative Evaluation
Who:
 Teachers with less than three
years of total teaching
experience
 Experienced teachers in first
two years at AISL (2nd year of
formal observation can be
waived by principal)
 Experienced teachers every
third year of teaching at AISL
 Experienced teachers who
move to a new position
Purpose:
 To ensure that Standards for
Effective Teaching are
understood, accepted, and
demonstrated
 To provide support in
implementing the standards
 To provide accountability for
decisions to continue
employment
What:
 Setting SMART Goal w/
principal
 Classroom walk-throughs
and observations
 Peer Observation
 Student feedback
 Summative Self-Assessment
 Summative Evaluation
Track II
Professional Growth
Who:
 Experienced teachers who
are demonstrating the
Domains of Effective
Teaching and are not in a
formal observation year
Purpose:
 To enhance professional
growth
 To improve student
achievement
 To provide feedback on
professional issues
 To focus on school
improvement initiatives
What:
 Informal observations to
assess standards
 Develop and implement
SMART goal
 Student feedback
 Peer Observation
 SMART goal self-assessment
Track III
Support/Improvement Plan
Who:
 Teachers in need of specific
guidance in identified
area(s) of the Domains for
Effective Teaching
Purpose:
 To give an experienced
teacher the opportunity to
seek assistance in any
Domain
 To provide a more
structured process for an
experienced teacher who
may benefit from more
support
 To provide due process for
any disciplinary action
What:
 Develop Support/
Improvement Plan
 Monitor growth and
progress
 Monitor improvement
 Provide feedback
 Contract renewal
Support/Improvement Plan
On occasion, an evaluator may identify an educator who would benefit from mentoring and
professional support. In this case, the educator would work with the evaluator to address the
areas and/or performance standards that require further development or improvement.
Working collaboratively, the evaluator and educator will identify the performance
standard/area(s) in need of support, what needs to be achieved to address the standard/area(s),
and a timeline. (See Trace 3 Support/Improvement Template)
Please note that the educator would be expected make significant progress during this process.
Not making significant progress during this process may result in re-assignment or in a decision
not to renew a contract.
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Procedures
Track 1: SMART Goals and Summative Evaluation
Timeline
Activity
September
Meeting 1:

Review appraisal process and procedures.

Review standards and key performance indicators.

Decide SMART goals

Complete AISL SMART Goals Form
September thru
March
The evaluator will conduct a minimum of 5 documented walk-through
classroom observations that will include observations related to student
learning and engagement and teacher behaviors/strategies. The evaluator
will raise a question(s) for each documented walk-through, and the
teacher will be expected to address the question(s).
September thru
January
Evidence Collection
Conduct a minimum of two peer observations that address two or more of
the Six Differentiation Strategies. Document purpose, observations, and
“take away’s” that will influence your practice. Share this with your
principal.
September thru
January
Choose One.
1. Design an instrument to collect feedback/reflections from
students that focuses on your commitment and challenge and
meet the learning needs of your students. Present the data to your
principal.
2. Select and present a piece of student work to your principal that
reflects how you used one or more of the six differentiating
strategies.
3. Select and present a unit planner to your principal that describes
how you used two or more of the six differentiating strategies to
meet the diverse learning needs of your students.
January/February
Meeting 2:

Review feedback. How will feedback be used to inform work and
leadership?

Review progress on SMART goals.

Informal review of performance in relation to standards and key
performance indicators.
Early June
Complete the Self-Assessment Summative Evaluation and submit to the
supervisor.
June
Meeting 3

Review Self-Assessment Summative Evaluation. Completion of
SMART goals should be documented in the self-assessment.

Review a Summative Evaluation presented by the supervisor.
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Track 2: SMART Goals
Timeline
Activity
September
Meeting 1:

Review appraisal process and procedures.

Review standards and key performance indicators.

Decide SMART goals

Complete AISL SMART Goals Form
September thru
March
The evaluator will conduct a minimum of 3 documented walk-through
classroom observations that will include observations related to student
learning and engagement and teacher behaviors/strategies. The evaluator
will raise a question(s) for each documented walk-through, and the
teacher will be expected to address the question(s).
September thru
January
Evidence Collection
Conduct a minimum of two peer observations that address two or more of
the Six Differentiation Strategies. Document purpose, observations, and
“take away’s” that will influence your practice. Share this with your
principal.
September thru
January
Choose One.
1. Design an instrument to collect feedback/reflections from
students that focuses on your commitment and challenge and
meet the learning needs of your students. Present the data to your
principal.
2. Select and present a piece of student work to your principal that
reflects how you used one or more of the six differentiating
strategies.
3. Select and present a unit planner to your principal that describes
how you used two or more of the six differentiating strategies to
meet the diverse learning needs of your students.
January/February
Meeting 2:

Review feedback. How will feedback be used to inform work?

Review progress on SMART goals.
Early June
Complete the Track 2 SMART Goal Self Assessment
June
Meeting 3

Review Track 2 SMART Goal Self-Assessment.

Supervisor comments on SMART Goal Self-Assessment.
Track 3: Support and Improvement Plan Procedures
When
Activity
Person(s) Responsible
Principal
------
Identifies the area(s) in need of support and attention
based on parent/ student/colleague feedback and/or
observations.
------
Shares issues/concern with faculty member.
Principal
Within 1
week
Identify, agree upon, and document specific actions to
address the area(s) in need of support.
Principal, Teacher
Within 1
week
Identify and document the evidence that needs to be
presented to substantiate that the area(s) of need has
been addressed.
Principal, Teacher
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3-6 months
Identify timeline to address areas in need of support
and attention.
Principal
3-6 months
Schedule periodic meetings with faculty member to
reviews actions taken and evidence presented.
Principal
3-6 months
Present evidence to the Principal that indicates
suitable actions have been taken to address the areas
that require attention. .
Teacher
3-6 months
Evaluate evidence and make a recommendation to the
Director.
Principal, Director

Offer a contract and place on Track 1

Offer a contract and continue on Track 3.

Do not offer a contract.
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Track 1 and 2 SMART (Specific , Measurable, Goals, Achievable, Relevant, Trackable) Goal
Name:
Date:
Dept/Area:
Supervisor:
SMART Goal
Link to Standard/
Priority/ Student
Learning
Action Plan- Activities, Methods, Resources, etc.
Teacher Signature:
Date:
Supervisor Signature:
Date:
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69
Track 2: SMART Goal Self-Assessment
Name:
Date:
Dept/Gr. Level:
SMART Goal
Supervisor:
Evidence Presented
Progress/Outcomes
Supervisor Comment:
Teacher Signature:
Date:
Supervisor Signature:
Date:
Cc
Director
Personnel file
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Track 1: AISL Teacher Summative Self-Assessment
Name:
Position:
Date:
Year:
Rating
Description
Performance Definition
ES- Exceeds
Standards
Performance, accomplishments, and
behaviors consistently surpass the
standard. This rating is reserved for
performance that is exceptional and one
in a manner that exemplifies the school’s
vision, mission, and goals.

Sustains high performance over a period of time.

Consistently exhibits behaviors that have a strong
positive impact on learners and the school
climate.

Serve as a role model to others.
Meets standard in a manner that is
consistent with the school’s vision,
mission, and goals.

Meets the requirements contained in the
performance indicators.

Exhibits behaviors that have a positive effect on
learners and the school climate.

Demonstrates a willingness to learn and apply
new skills.

Requires support in meeting the standard.

Results in less than quality work performance.

Leads to areas for improvement being jointly
identified and planned between educator and
evaluator.
MS- Meets
Standards
NS- Does Not
Meet Standard
Performs below the established standard
or in a manner that is not consistent with
the school’s vision, mission, and goals.
NS
MS
ES
Standard 1 Professional Knowledge
The teacher demonstrates an understanding of the curriculum, subject content, and the
developmental needs of students by providing relevant learning experiences.
Comment:
Standard 2 Instructional Planning
NS
MS
ES
The teacher plans using the school’s curriculum, effective strategies, resources, and data to meet the
needs of all students.
Comment:
Standard 3 Instructional Delivery
NS
MS
ES
The teacher effectively engages students in learning by using a variety of instructional strategies in
order to meet individual learning needs.
Comment:
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Standard 4 Assessment of and for Student Learning
NS
MS
ES
The teacher systematically gathers, analyzes, and uses all relevant data to measure student academic
progress, guide instructional content and delivery methods, and provide timely feedback to both
students and parents throughout the school year.
Comment:
Standard 5 Learning Environment
NS
MS
ES
The teacher uses resources, routines, and procedures to provide a respectful, positive, safe, studentcentered environment that is conducive to learning.
Comment:
Standard 6 Professionalism
NS
MS
ES
The teacher maintains a commitment to professional ethics, communicates effectively, and takes
responsibility for and participates in professional growth that results in enhanced student learning.
Comment:
Standard 7 Contributes to the Wider Life of the School
NS
MS
ES
The teacher contributes to student experience and the school community beyond the four walls of the
classroom.
Comment
Key Achievements (Refer to SMART Goals):
Teacher Signature:
Date:
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Track 1: AISL Teacher Summative Evaluation
Name:
Position:
Date:
Year:
Rating
Description
Performance Definition
ES- Exceeds
Standards
Performance, accomplishments, and behaviors
consistently surpass the standard. This rating
is reserved for performance that is exceptional
and one in a manner that exemplifies the
school’s vision, mission, and goals.

Sustains high performance over a period of
time.

Consistently exhibits behaviors that have a
strong positive impact on learners and the
school climate.

Serve as a role model to others.
MS- Meets
Standards
Meets standard in a manner that is consistent
with the school’s vision, mission, and goals.

Meets the requirements contained in the
performance indicators.

Exhibits behaviors that have a positive effect
on learners and the school climate.

Demonstrates a willingness to learn and
apply new skills.

Requires support in meeting the standard.

Results in less than quality work
performance.

Leads to areas for improvement being jointly
identified and planned between educator and
evaluator.
NS- Does Not
Meet Standard
Performs below the established standard or in
a manner that is not consistent with the
school’s vision, mission, and goals.
NS
MS
ES
Standard 1 Professional Knowledge
The teacher demonstrates an understanding of the curriculum, subject content, and the
developmental needs of students by providing relevant learning experiences.
Comment:
Standard 2 Instructional Planning
NS
MS
ES
The teacher plans using the school’s curriculum, effective strategies, resources, and data to meet the
needs of all students.
Comment:
Standard 3 Instructional Delivery
NS
MS
ES
The teacher effectively engages students in learning by using a variety of instructional strategies in
order to meet individual learning needs.
Comment:
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Standard 4 Assessment of and for Student Learning
NS
MS
ES
The teacher systematically gathers, analyzes, and uses all relevant data to measure student academic
progress, guide instructional content and delivery methods, and provide timely feedback to both
students and parents throughout the school year.
Comment:
Standard 5 Learning Environment
NS
MS
ES
The teacher uses resources, routines, and procedures to provide a respectful, positive, safe, studentcentered environment that is conducive to learning.
Comment:
Standard 6 Professionalism
NS
MS
ES
The teacher maintains a commitment to professional ethics, communicates effectively, and takes
responsibility for and participates in professional growth that results in enhanced student learning.
Comment:
Standard 7 Contributes to the Wider Life of the School
NS
MS
ES
The teacher contributes to student experience and the school community beyond the four walls of the
classroom.
Comment
Commendations:
Recommendations:
Your signature below indicates that you have received this written Summative Evaluation. You may
attach a response if you wish.
Counselor Signature:
Date:
Principal Signature:
Date:
Cc
Administrator
Personnel file
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Track 3: Support/Improvement Plan
Name:
Department/Area:
Start Date:
Completion Date:
Area(s) in need of support:
Action
Linkage to
Standard(s)
Evidence
Timeline
Evaluator’s Comment
Teacher Signature
Date
Administrator Signature
Date
CC
Director, Personnel file
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Observer as Learner
_________________________________________________________________________________________________________
Developed in the field by educators
The primary “learner” in this protocol is the observer. The observer’s only purpose is to learn how to improve
his or her own practice. Since the observer has little responsibility to the observed, the duration of the
observation and even the level of attention to what’s going on is determined by the observer, as long as this is
fine with the person being observed. The time involved may also be reduced if neither party desires a preobservation conference.
Pre Observation Conference
It is not necessary to have a pre-conference unless either party would like to have one. A pre-conference would
help to orient the observer as to what will be happening.
Observation
The observer focuses on whatever s/he wishes.
Debriefing
The observer often asks the observed questions that might help him or her better understand the choices made
by the observed. The observer often shares an insight or other learning that occurred as a result of the
observation, and thanks the observed teacher for sharing her practice.
Note
Given the potential feeling of vulnerability on the part of the observed in any situation, and especially in a
situation such as this where the observed may have little idea of what the observer is focusing on, it’s important
that the observer try to ask questions during the debriefing in a way that does not put the observed on the
defensive.
Protocols are most powerful and effective when used within an ongoing professional learning community and facilitated by a skilled
facilitator. To learn more about professional learning communities and seminars for facilitation, please visit the School Reform Initiative
website at www.schoolreforminitiative.org
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First Classroom Visits
_________________________________________________________________________________________________________
Developed by Paula Evans
Purpose
The purpose of these first visits to each other’s classrooms is to enhance our understanding of our own practice.
Before beginning your classroom visits, think hard about a question that you have about teaching and learning. Is
there a question that gnaws at you…that keeps you up at 3AM…that you feel some passion about? It may be that
after one or two visits, you may want to change your question. That’s OK, too.
Pre Observation
You should let the teacher you are visiting know what you are hoping to lean something about. At the same time,
be clear that you are not expecting the teacher to craft his/her lesson around your particular interest. That’s not
the point. Assume that your question is broad and deep enough that any class will give you a window on some
new learning.
During and After Observation
So, you are teaching classes to gain insight into a question that you have framed related to your own teaching.
You are not visiting to evaluate or give feedback to the teacher whom you visit. Do have at least a brief
conversation with every teacher you visit after the class. What did you learn?
Keep a journal or notebook with your notes and reflections from your visits. If others in the school or grade level
or content area team are also taking part, these reflections (though private) will serve us in our collective
dialogue, and we will use our learning and these visits to shape our meetings and future peer observations
together.
My question is:



Possible questions to guide your reflections:
What evidence do I see in this classroom that might address my question (or portions of my question)?
What particular content or strategies in the classroom are striking to me? Why?
As I leave class, what have I learned about myself as a teacher, about our students here at this school, or about
teaching? What new questions or insights do I have?
Protocols are most powerful and effective when used within an ongoing professional learning community and facilitated by a skilled
facilitator. To learn more about professional learning communities and seminars for facilitation, please visit the School Reform Initiative
website at www.schoolreforminitiative.org
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Standards and Performance Indicators- Counselors, Librarian, Coordinators
Below are the standards and performance indicators for counselors, librarian, and coordinators (IB,
Athletics/Activities, SEN). Please note that the tracks and appraisal procedures for these positions
are identical to the ones used for faculty members. The only exception is that Coordinators receive a
summative appraisal (Track 1) on an annual basis.
Standards and performance indicators for the Counselor
1. Responsive Services
The International School Counselor provides responsive services through the effective use of
individual and small-group counseling, consultation and referral skills.
Sample Performance Indicators
Examples may include, but are not limited to:
The International School Counselor:




counsels individual students and small groups of students with identified needs and
concerns.
consults effectively with parents or guardians, teachers, administrators and other
relevant individuals.
implements an effective referral process with administrators, teachers and other school
personnel.
develops appropriate interventions for students as needed and monitors their progress.
2. Curriculum/Program Delivery
The International School Counselor implements the school guidance curriculum through the use of
effective instructional skills and careful planning of structured group sessions.
Sample Performance Indicators
Examples may include, but are not limited to:
The International School Counselor:




teaches school guidance units effectively.
develops materials and instructional strategies to adapt to student needs and school
goals.
encourages staff involvement to ensure the effective implementation of the school
guidance curriculum.
Demonstrates a commitment to using the International Model of School Counseling to
inform work.
3. Educational and Career Planning
The International School Counselor implements the individual planning component by guiding
individuals and groups of students and their parents or guardians through the development of
educational/academic and career plans.
Sample Performance Indicators
Examples may include, but are not limited to:
The International School Counselor:
 helps students establish goals and develop and use planning skills in collaboration with
parents/guardians.
 demonstrates accurate and appropriate interpretation of assessment data and the
presentation of relevant, unbiased information.
 collaborates with teaching staff and administrators to monitor student progress towards
achieving plans.
 works with students to develop individualized post secondary education and career
plans.
 maintains professional knowledge relating to current trends in career and educational
counseling.
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4. Data Gathering and Analysis
The International School Counselor collects and analyzes data to guide program direction and
emphasis.
Sample Performance Indicators
Examples may include, but are not limited to:
The International School Counselor:




uses school data to make decisions regarding student choice of classes and special
programs.
uses data from the counseling program to make decisions regarding program
revisions.
understands and uses data to establish goals and activities to ensure student success
and to recommend systemic change in policy and procedures that limit or inhibit
academic achievement.
measures results attained from school guidance curriculum and student success
activities.
5. Professional Relationships / Community Outreach
The International School Counselor reaches out in the community to create relationships among
students, faculty and administration, parents/guardians, and outside agencies and resources in
order to promote the success of all students.
Sample Performance Indicators
Examples may include, but are not limited to:
The International School Counselor:
 advocates for students in matters relating to their academic progress; social and emotional
wellbeing.
 demonstrates positive interpersonal relationships with students, parents or guardians,
and professional colleagues.
 builds effective teams and relationships by encouraging collaboration among all students,
teachers, parents and the wider community.
 organizes forums and workshops for students and parents to build awareness of issues
that affect student learning and well being.
6. Classroom Teaching Responsibilities (if teaching part time)
The International School Counselor upholds classroom teaching responsibilities when working
with students, colleagues, and parents.
Sample Performance Indicators
Examples may include, but are not limited to:
The International School Counselor:






Planning and Organization
Instructional Techniques
Effective Communication
Classroom Management and Organization
Assessment and Reporting
Professional Responsibilities
7. Contributions to the Wider Life of School
The International School Counselor contributes to the wider life of the school.
Sample Performance Indicators
Examples may include, but are not limited to:
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The International School Counselor:



supervises students outside of the classroom in an active manner.
works with the administration to help foster a positive school culture.
contributes to school initiatives, such as working committees, extra-curricular activities,
assemblies, and school events.
Standards and performance indicators for the Librarian
1. The Librarian As Teacher/Information Specialist
The librarian uses appropriate resources, techniques and activities to meet the learning needs of
students.
Sample Performance Indicators
Examples may include, but are not limited to:
The librarian:



Assists students and faculty to access, evaluate and use information from multiple resources
Promotes reading for enjoyment and personal growth
Aids teachers in planning assignments needing extended use of library resources
Promotes the development of effective research skills
Performance Standard 2: The Librarian as Instructional Partner
The Librarian collaborates with colleagues to plan instruction effectively, understands AISL’s
curriculum and how to best support the curriculum through library and multi-media resources and
programming.
Sample Performance Indicators
Examples may include, but are not limited to:
The librarian:
 Develops lessons and instruction, in collaboration with teachers, that align with Information
Literacy Benchmarks and support grade-level units of instruction and the overall school
curriculum
 Builds and maintains a working relationship with faculty, administration, support staff and
students
 Integrates information literacy standards into the school curriculumdevelopment of the
whole student and values every student as an important member of the school
community.
Performance Standard 3: The Librarian as Program Manager
The librarian creates a positive and effective environment that promotes student learning and
involvement.
Sample Performance Indicators
Examples may include, but are not limited to:
The librarian:







Establishes goals and objectives of the Library Program
Manages the staff, budget, equipment, and facilities of the Library
Evaluates Library program and collection on a continuous basis in order to improve effectiveness
Evaluates performance of library assistants.
Maintain attractive and inviting physical and online spaces that promote participatory learning
experiences and intellectual growth
Evaluates, selects and promotes materials and technologies that support the school’s philosophy
and curriculum, within budget constraints
Maintains an accurate catalogue to facilitate access to library resources and conducts an
inventory on a regular basis
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
Disseminates information regarding new library acquisitions and communicates effectively
with students, staff, administrators and parents
Performance Standard 4: The Librarian as Life-Long Learner
The librarian is a reflective and continuous learner using available resources to analyze, expand and
refine professional knowledge and skills.
Sample Performance Indicators
Examples may include, but are not limited to:
The librarian:






Facilitates use of new technologies
Participates in professional organizations and activities that relate to library programs and
technology
Provides professional development opportunities for teachers about selection and use of
library and media materials
Keeps current with professional reading
Communicates with the larger IST community
Is well-informed about information literacy theory and practice
Performance Standard 5: The Library as a Professional
The librarian fosters the success of all students by demonstrating professional standards and
ethics, engaging in continuous professional development, and contributing to the profession
Sample Performance Indicators
Examples may include, but are not limited to:
The Librarian:









Creates a culture of respect, understanding, sensitivity, and appreciation for students,
staff, and other stakeholders and models these attributes on a daily basis.
Works within professional and ethical guidelines to improve student learning and to
meet school, division, state, and federal requirements.
Maintains a professional appearance and demeanor.
Models professional behavior and cultural competency to students, staff, and other
stakeholders.
Maintains confidentiality.
Maintains a positive and forthright attitude.
Works in a collegial and collaborative manner with students, teachers, parents, and
administrators.
Assumes responsibility for personal professional development by contributing to and
supporting the development of the profession through service as an instructor, mentor,
coach, presenter, and/or researcher.
Remains current with research related to educational issues, trends, and practices and
maintains a high level of technical and professional knowledge.
Performance Standard 6: The Librarian as Contributor
The Librarian contributes to the wider life of the school.
Sample Performance Indicators
Examples may include, but are not limited to:
The librarian

Supervise students outside of the classroom in an active manner
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
Work with the administration to help foster a positive school culture

Contribute to school initiatives, such as working committees, extra-curricular activities,
assemblies, and school events
Standards and performance indicators for Coordinators- IB, Activities/Athletics, Student
Services
1. Curriculum/Program Administration and Documentation
The Coordinator properly administers and documents the programme to support student learning and
programme requirements
Sample Performance Indicators
Examples may include, but are not limited to:
The coordinator:



Demonstrates an in-depth understanding of the curriculum and/or programme.
Designs and administers schedules to support programme/curriculum delivery.
Facilitates the proper documentation to ensure a shared understanding of the
curriculum/programme.
Performs the administrative tasks (registration, reports, etc.) necessary to ensure the effective
delivery of the programme.

2. Professional Growth and Development
The Coordinator identifies professional development needs (their own and colleagues) aligned with
school and programme priorities and provides necessary coordination and support to ensure that
needs are met.
Sample Performance Indicators
Examples may include, but are not limited to:
The coordinator:




Identifies programme-specific professional development needs of self and colleagues.
Aligns professional development needs with programme and/or school wide priorities
Effectively prioritizes needs in relation to resources available.
Coordinates and/or organizes necessary professional development opportunities for
self and/or colleagues.
3. Resource Management
The Coordinator ensures that colleagues have the resources (materials, equipment, schedules, facility,
etc.) necessary to deliver the programme effectively.
Sample Performance Indicators
Examples may include, but are not limited to:
The coordinator:



Identifies the resources necessary to achieve school wide goals and priorities.
Manages resources and budgets effectively.
Helps colleagues understand how to use resources in order to achieve teaching, learning and
programme goals.
4. Instructional Leadership and Communication
The Coordinator uses a range of leadership strategies and communication techniques (briefings,
workshops, working groups, email, etc.) to ensure that stakeholder groups are properly informed
about programme development, delivery, and improvement.
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Sample Performance Indicators
Examples may include, but are not limited to:
The coordinator:





Contributes to the establishment and the achievement of school-wide goals and priorities.
Communicates important information to students, colleagues, and parents in a timely
manner.
Organizes and facilitates meetings, forums and workshops for students, colleagues, and
parents to share and exchange information and ideas.
Uses productive tools to share information and to support collaboration (Ed-Admin, Google
Apps, etc.).
Demonstrates the personal qualities (listening, empathy, open-mindedness, etc.) that support
effective leadership and collaboration.
5. Professional Teaching Responsibilities
The Coordinator uphold AISL’S Professional Teaching Responsibilities when working with students,
colleagues, and parents
Sample Performance Indicators
Examples may include, but are not limited to:
The coordinator:




Planning Lessons and Designing Learning Experiences
Creating and Maintaining an Effective Environment for Learning
Effective Instruction
Professional Responsibilities
6. Contributions to the Wider Life of School
The Coordinator contributes to the wider life of the school.
Sample Performance Indicators
Examples may include, but are not limited to:
The coordinator



Supervise students outside of the classroom in an active manner.
Work with the administration to help foster a positive school culture.
Contributes to school initiatives, such as working committees, extra-curricular activities,
assemblies, and school events.
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AISL Professional Growth and Development
Introduction
At AISL, we believe that our faculty, teaching assistants, and administration are our most important
resources. Consequently, AISL is committed to supporting the professional growth and development
of members of faculty and administration to support continuous improvement of professional
performance and school operations. Improvements in these areas will enhance student learning and
experience which is the ultimate goal.
Characteristics of Professional Development at AISL
Effective professional development results in new learning, evident in changed behavior, which is
gained by opportunities to become aware, observe, practice, reflect, and refine. More specifically,
effective professional development supported by AISL
 focuses on individual, collegial, and organizational improvement;
 respects and nurtures the intellectual and leadership capacities of members of faculty and
administration;
 reflects best available practices in teaching, learning, assessment, and management and
leadership;
 enables faculty members to develop further expertise in subject content, teaching
strategies, uses of technologies, and other essential elements in teaching to high standards;
 enables to members of the administration to further develop expertise in management,
leadership, and school operations;
 is evaluated ultimately on the basis of impact on student learning, teacher effectiveness, and
school operations.
Professional Development Opportunities
Professional growth and development opportunities at AISL are available in the following forms:
Internal:
 Visiting other teachers classrooms to learn new teaching techniques
 Collaborating with other teachers and staff members
 Working with consultants
 Offering and participating in professional practice workshops (Teachers Teaching
Teachers)
 Participating in technology in-service led by our IT/classroom teachers
 Being part of the committees and working groups (e.g. accreditation)
 Attending in-service by visiting consultants
 Book groups
 Reviewing student work
 Moderating assessments
External:
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

IB workshops (PYP, MYP, Dip)
Volunteer accreditation visits as part of CIS or MSA Accreditation Team or an IB Evaluation
Team
Graduate coursework
On-line courses and training
Conferences sponsored by professional organizations
AISA (Association of International Schools in Africa) Annual Conference
Internal Professional Development
AISL provides faculty members and teacher assistants with job embedded professional development
opportunities during the course of the year. This includes inviting consultants to work with faculty
on school wide priorities during the course of the year. Tuesday afternoons provide AISL teachers
and teacher assistants with an opportunity to learn from one another when collaborating and
engaging in the following activities:
 IT workshops
 Reviewing and analyzing student work
 Reviewing and analyzing student performance data to inform instruction
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



Reviewing, revising, and designing units of study to insure an articulated curriculum.
Addressing school improvement issues
Addressing school-specific goals and priorities.
Participating in study groups related to a specific topic
External Professional Development
AISL believes that it is the responsibility of individual faculty/teacher assistants/admin members to
take an active role in the process of planning their own staff development. If a staff member wishes
to request support for a professional development opportunity, then s/he must complete a
Professional Development Application Form and submit it to their Principal or the Director (in the
case of Admin). The Principal (or Director) will present the application to the AISL Professional
Development Committee for review. (See application procedures on the following pages)
IB Workshops
AISL will provide a faculty member with full funding for attending an IB workshop if recommended
by the Principal and Coordinator. This recommendation will be based on the following criteria:
 Level of training and experience
 New course or program
 Changes in course or programming
 School priority
 Professional SMART goal(s)
 Funds available
AISA Conference
AISL encourages teachers to represent AISL by attending AISA. AISL will fully fund AISL teachers
who have been accepted to present at AISA. AISL may fully fund or partially fund teachers who wish
to attend (and not present at) AISA. The decision to fully or partially fund is based on the number of
teachers who apply to attend AISA and the quality of their applications.
Other Workshops/Conferences/Graduate Work
AISL will provide funding for individual professional development opportunities for teachers,
teacher assistants, and administration based on the following criteria.
1. Direct impact on student learning.
2. Direct impact on the operation of the school.
3. Benefit to colleagues/school
4. Equity / Previous funding from AISL
5. Support of school wide priority(s)
6. Alignment with SMART goal
7. Alignment with school wide professional development focus
8. Funds available
The following financial support guidelines apply on an annual basis.
 Overseas hired teachers may receive up to $2000.
 Local hired teachers may receive up to $2500.
 Teacher assistants may receive up to $1000.
 Admin Staff may receive up to $1000.
Please note that the above stated amounts for professional development serve as caps for
allotment pending a successful application. They are not entitlements.
On-line Professional Development
AISL encourages staff members (faculty, teacher assistants, admin) to minimize their carbon
footprint by pursuing on-line professional development opportunities provided by established and
reputable learning organizations. AISL may provide release time from teaching duties to support online coursework and/or workshop. This decision is based on the following:
 the structure of the online course / workshop
 the learning organization offering the course/ workshop
 the amount of time required to complete online course/workshop requirements.
AISL Professional Development Committee
AISL has established a Professional Development Committee that represents the interests and needs
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of faculty and administration along with educational programming needs and requirements. The
membership of the AISL Professional Development Committee consists of the following:
 Director
 Primary Principal
 Secondary Principal
 PYP Coordinator
 MYP Coordinator
 DP Coordinator/Ass’t Principal
This Committee will establish an annual professional development focus at the beginning of each
school year. The focus will reflect the annual school priorities, the strategic plan, survey feedback
from the preceding year, and IB program requirements.
Professional Development Funding Criteria
Below are the criteria that the AISL Professional Development Committee uses to evaluate
applications:
1. Alignment with school wide priorities
2. IB requirements (PYP, MYP, IB Dip)
3. Equity / Previous funding from AISL
4. Benefit to colleagues/school
5. Alignment with SMART goal
6. E-Learning
7. Funds available
Procedure for Applying for Personal Professional Development
The Professional Development Committee will review applications three times during the course of
the year. The deadlines for submitting applications for the 2014-15 SY is as follows:
Monday, September 1st
Monday, January 19th
Monday, April 13
Application Process Summary
1. Identify appropriate course, workshop, seminar, conference, etc. that meets professional,
section, and/or school-wide goals.
2. Consult with your principal and/or IB Coordinator about your application.
3. Complete the on-line application form.
4. Applicants are expected to hear back from the Principal within two weeks after the
application is submitted. Possible application outcomes are as follows: accepted, denied,
deferred to next application date.
5. Teachers registering individually for a course, conference or workshop (excluding all IB
and AISA-sponsored events) are expected to pay their own registration prior to the
course.
6. Reimbursement will be made upon conclusion of the event once the required
documentation is presented. Documentation must include
-Receipt of payment for accommodation (if claimed)
-Receipt of payment for enrollment or registration fee.
-Receipt of payment for transportation
-A certificate of completion or transcript
7. Teachers attending a course together with AISL colleagues (including all IB and AISAsponsored events), can form a group to facilitate registration payments and travel
arrangements. In this case, accommodation charges are paid by individual teachers and
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claimed upon return.
8. Flights can be booked through the Business Office or by the attendee personally.
Time and Travel
Time away from school duties is limited to the time required to attend the event, but should not
exceed 3 days excluding travel days. If approved, professional leave is granted with full salary and
benefits.
AISL recognizes that travel requirements for teachers attending a workshop or conference may
necessitate the use of professional leave for travel. Generally, a travel day is granted only when the
event is at least two days in length and a teacher would be unable to get to the event on time, or
would be unable to stay for the conclusion of the event without additional travel time.
Departing Teachers
Teachers who are leaving AISL are not eligible for PD funding beyond December 1 of their final year.
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Faculty Contracts/ Benefits
Employment Contract
Acceptance of an employment contract signifies the staff’s willingness to comply with all rules and
regulations of the Board including, but not limited to:
a.
b.
c.
d.
Hours of service as required by the assignment;
Acceptance of a reasonable work load of related activities and duties;
Acceptance of any necessary adjustments in length of the school day or
modification of the school schedule which may be required by the educational
program or a change in community conditions; and
Participation in programs designed for professional improvement.
Employment Contract Renewal
The Director will discuss contract renewal with teachers prior to the December vacation and
teachers will be asked to submit a non-binding form stating their desire to be considered for a
renewal of contract, or not. If offered a renewal of contract, a teacher must sign the legally-binding
contract for one school year prior to December 1st.
Contract renewal is not automatic. Non-renewal of a teacher’s contract shall require that the teacher
be given advance notice of non-renewal before the contract termination date of his/her employment
contract.
Termination of Employment
The employee agrees to abide by the policies and regulations established by the Board and/or the
Administration of the School. Failure to follow a legitimate directive of the Board or the School
Administration, criminal conduct, malfeasance, unprofessional behavior, or other action deemed
detrimental to the School shall be grounds for immediate termination of this contract. In the case of
early termination of this contract for any of the reasons listed above, the employee will not be
entitled to any benefits and may be required to reimburse the School for the recruiting expenses
incurred for the employee as decided by the Board.
The Director may terminate this contract for cause by provision of 60-calendar days notice to the
employee. The employee may request termination of this contract only on the basis of health or
compelling personal reasons, and such termination shall be subject to Director approval. In the case
of such employee or Director initiated termination, the Director reserves the right to determine the
amount of any benefits due and payable under this agreement.
For more details, please see section entitled Faculty Code of Ethics and Conduct.
Staff Complaints/Grievances
Complaints by or about staff members are best addressed directly between the staff member and
second party, informally, and in person. In general, grievances should be addressed through a
hierarchy of responsibility until they are definitively resolved, beginning at the level of the staff
member most directly responsible, continuing on to their supervisor, then Director and finally
Board. AISL has a grievance procedure defined in AISL School Policy Manual. You may consult the
manual or speak with the Director if you wish to file a grievance with the AISL Board of Directors.
Summary of Benefits- Local Hires
Length of Initial Contract
1 or 2 year contract
Length of School Year
180 instructional days
Faculty working days –190 days
Paid in US$ to an overseas account or Zkw equivalent
Salary
Terminal/Gratuity Benefit
AISL Faculty Handbook 2014-15
School pays one-month salary (8.33% of annual salary) at the
end of the school year.
88
Educational Benefit
First two children per full-time employee (providing that
spouse’s employer does not grant tuition benefit).
If spouse’s employer grants a percentage the tuition benefit,
AISL will cover the difference for the first two children only.
Children must meet admissions requirements.
Benefit applies only for education at AISL.
School fees are pro-rated for part-time local hire teachers.
Healthcare Insurance
Paid membership to local international standard clinic (Care
for Business) for employee, spouse, and up to two dependent
children under 18 years of age.
Reimbursement up to $250 for Dental based on receipts
presented in December and June.
Reimbursement for paid membership fee to an alternative local
international standard clinic for employee, spouse, and two
dependent children under 18 years of age (up to the
membership fee charged by CFB).
SES Medical Evacuation to Republic of South Africa for full-time
employee only.
Overseas Hired Teachers Summary of Benefits
Length of Initial Contract
Two Years
Length of School Year
 180 instructional days
 Faculty working days –190 days
Salary
Paid in US$ to an overseas account or Zkw equivalent
Settling in Allowance
 Single Teacher – US$1,000
 Teaching Couple – US$1,500
Shipping Allowance
 Single Teacher – US$3,000
 Teaching Couple – US$4,000
 Each dependent listed on the contract- US$500
(paid at beginning and end of contract Employment)
School pays one-month salary (8.33% of annual salary) at the end
of the school year.
 US$2000 re-signing bonus for 2-year contract up to 6 years.
 US$1000 re-signing bonus for 5th year contract.
Gratuity/Terminal Benefit
Re-Signing Bonus
Housing
 Provision of housing with basic furniture and appliances (on
campus or leased off-campus)
 Utilities (except phone and tv) paid by AISL.
 Allocation of 2, or 3 bdr apartment/house depending on size
of family and availability.
Educational Benefit
 First two children per full-time teaching couple.
 Children must meet admissions requirements.
 Benefit applies only for education at AISL.
Healthcare Insurance
 TIE Care Worldwide Health Coverage incl. evacuation w/
US$250 deductible per person, US$500 per couple, and
AISL Faculty Handbook 2014-15
89
US$750 per family.
 Dental Insurance
 Paid membership to local international standard clinic (Care
for Business)
Flight (Economy)
 Economy excursion fare from contractual home of record at
start and end of contract.
 Return excursion fare at the end of the first year of a two-year
contract.
Vehicle
Interest-free loan up to US$10,000 to be paid over 24 months.
Shared Leadership and Special Assignments- Stipends and Time Release
AISL is committed to providing opportunities for shared leadership and for special assignments that
require significant time and commitment beyond the school day and the after school activity time
period.. By definition, shared leadership involves maximizing all of the human resources in an
organization by empowering individuals and giving them an opportunity to take leadership
positions in their areas of expertise. Shared leadership and special assignments are designed to
cultivate a climate where faculty and staff members take on tasks and engage in informed decision
making that will result in improved student learning and experience.
Below are the special assignments that are currently recognized at AISL.
Whole School
Position
Student Services
Coordinator
Athletics Director/
After School
Activities
Coordinator
(Secondary)
After School Music
Program Coordinator
Primary School
Position
PYP Coordinator
ELC Coordinator
Mathematics
Coordinator
Literacy Coordinator
K-2 Coordinator
Gr. 3-5 Coordinator
After School
Activities
Coordinator
Primary School Play
Yearbook
Coordination/Oversight
Coordinates student services- SEN, EAL,
Differentiation, Counseling, etc.
Coordinates whole school athletics and secondary
school after school activities
Stipend/Release
$2000 50% release
Coordinates after school music programfacilitates/arranges private lessons and two recitals.
$1500
Coordination/Oversight
Coordinates PYP development and monitors
implementation
Coordinates ELC program development and monitors
implementation.
Coordinates ELC-Gr. 5 Mathematics program
development and monitors implementation.
Coordinates ELC-Gr. 12 library collection
management, program development and
implementation.
Coordinates K-2 program development and monitors
implementation (including Specials)
Coordinates Gr. 3-5 program development and
monitors implementation (including Specials)
Coordinates K-5 after school activities program
development and monitors implementation.
Stipend/Release
50% release
Coordinates the annual Primary School Play- acting,
stage design, costumes, etc.
Coordinates the Primary section of the AISL
Yearbook.
$1500
AISL Faculty Handbook 2014-15
$5000 and 60%
release
$2000
$2000
$2000
$2000
$2000
$2000
$1500
90
Secondary School
Position
MYP Coordinator
IB Coordinator / Ass’t
Principal
HoD- Creative Arts
HoD- English
HoD- Humanities
HoD- Mathematics
HoD- Modern
Languages
HoD- Physical
Education
HoD- Sciences
iPad Coach/
Technology
Global Issues
Coordinator
CAS Coordinator
Secondary School
Musical (Gr. 6-12)
MYP Play (Gr. 6-10)
Coordination/Oversight
Coordinates MYP (Gr. 6-10) development and
monitors implementation.
Coordinates IB and HS Dip (Gr. 11-12) development
and monitors implementation. Assumes admin
responsibilities assigned by the Secondary Principal.
Coordinates Creative Arts (Drama, Music, Visual Arts)
program development and monitors implementation
Coordinates English program development and
monitors implementation
Coordinates Humanities program development and
monitors implementation
Coordinates Mathematics program development and
monitors implementation
Coordinates Mathematics program development and
monitors implementation
Coordinates PE program development and monitors
implementation
Coordinates Sciences program development and
monitors implementation
Coordinates iPad program development, provides
coaching/support, and monitors implementation
Coordinates Global Issues program development and
monitors implementation
Coordinates Creative, Action, Service (CAS) program
development and monitors implementation
Coordinates the Secondary School Musical- acting,
music, costumes, set design, etc.
Coordinates the MYP Play- acting, costumes, set
design, etc.
Stipend/Release
50% release
$2000
$2000
$2000
$2000
$2000
$2000
$2000
$2000
50% release time
20% release time
20% release time
$2500
$1500
Leave and Absences
Below please find the AISL policies regarding leave/absences. Please note that faculty must
complete a Leave Form in the event of an absence signed by the principal and director. The principal
and director must approve requests for leave/absences. By policy, the director has final authority
regarding the approval and designation of absences and leave.
Sick Leave:
The employee shall earn 1 day of paid sick leave per month of employment, up to a limit of 10 per
school year. Sick leave may be accumulated up to a maximum of 30 days total. Unused sick leave
cannot be reimbursed at the end of any staff member’s contract.
Compassionate leave:
An employee may apply for up to 10 days of paid Compassionate Leave each school year for the
death, life-endangering illness or injury of a member of the employee’s immediate family (mother,
father, spouse, daughter, son, brother or sister). Unused compassionate leave cannot be carried over
to succeeding school years. This leave must be requested and approved in advance by the Director
and the Board must be informed at the next Board meeting.
Extraordinary Leave:
Extraordinary Leave can also be granted for other compelling personal business that cannot be
conducted outside of school hours (for example, religious obligations, medical care for a family
member, or a job interview). For this purpose a maximum of 3 personal days per school year can be
authorized. Three interview days per year (including travel time) can also be authorized. This form
of extraordinary leave is not intended for participating in activities connected with a spouse’s
employment or for extending personal holidays. This leave must be requested and approved in
advance by the Director. If the Employee requires more than 6 days, the balance will be applied to
unpaid leave.
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91
Use of Personal Days Guidelines
 Minimum of 72 hours notice (form submitted to the Principal)
 Reason must be stated on the form (compelling business that cannot be conducted outside
of school hours)
 May not be used to extend school holidays which includes long weekends
 May not be taken after May 25th
Maternity Leave:
After completion of 1 year of service, paid maternity leave including eligible contracted benefits will
be granted for up to 3 consecutive calendar months. This leave must include the date of birth or
adoption. The staff member is obligated to remain in employment with the School for up to 1 full
calendar year after returning to work unless otherwise agreed by the School Board.
Paternity Leave:
After completion of 1 year of service, paid paternity leave, including contractual benefits, will be
granted for up to 5 working days. Conditions of paternity leave are the same as for maternity leave.
Transportation Allowance
The School shall provide the employee and up to three dependents (including the spouse) with the
least expensive available, regularly scheduled air transportation from Lusaka to, for example: the
US, New York City; Europe, London; Australia and New Zealand, Perth and for other home of record,
the nearest international airport. Transportation may be provided to other destinations, but the
expenses of such transportation shall not exceed the expense of air transportation between Lusaka
and the home of record, as stated above. The School requires receipts for reimbursement.
Localization- The 8-Year Rule
Teachers and Principals on overseas hire status will retain such status for a maximum of 8 years.
After 8 years as an overseas hire teacher or principal, contract status will change to that of a local
hire. Teachers or principals who change to a local hire status may opt to cash-in end of contract
overseas hired benefits.
AISL Housing Allocation Guidelines
General
All AISL overseas hired members of faculty and administration (Principals and Director) are
provided with furnished housing accommodation as per contract. Upon arrival, all overseas hired
faculty and administration will be asked to sign an Occupancy Agreement which outlines the terms
and conditions of their occupancy.
Location
AISL faculty are accommodated in the following locations:
1.
2.
3.
4.
5.
AISL Campus- houses and townhouses (AISL owned)
Roan Rd- Townhouses (Rented Housing)
Pearlhaven- Townhouses (Rented Housing)
Gunesekera properties (Rented Housing)
Mee properties (Rented Housing)
Housing Options
AISL Owned Housing
The supply of AISL campus housing does not change greatly (if at all) from year-to-year.
AISL Rented Housing
AISL reviews the rented housing portfolio on a regular basis. This housing is more expensive and
impacts the school budget much more than school-owned
housing (particularly at this time when housing prices are rising in Lusaka). Consequently, overseas
faculty and administration should not assume that just because some house or townhouse has been
rented in one year that it will be rented in all subsequent years. If landlords raise the rental price too
high, then the school cannot afford to keep the rental. The landlord may cancel the lease as well and
AISL Faculty Handbook 2014-15
92
give the tenants (school) three months notice. The school makes decisions each year about what
rentals to retain based on the needs/decisions of the landlords, budgetary considerations, and the
size of oversea hired families (i.e. how many bedrooms are needed).
Accommodation Chart
Below is a chart that provides the housing entitlement for overseas hired faculty.
Number of People
Two contracted adults and 2 or more children
Two contracted adults and 1 child
Two contracted adults
One contracted adult and one child
One contracted adult and one non-contracted adult
One contracted adult
Note:
1.
2.
3.
Number of Bedrooms
3 or more bedrooms
2 or 3 bedrooms
2 bedrooms (3 if available)
2 bedrooms
2 bedrooms
2 bedrooms
Children are defined as 18 years / Gr. 12 or younger.
Administration (Director or Principal) will be placed in an available 2 or 3 bedroom house.
Two contracted adults and one child may qualify for 3 bedrooms if available.
Housing Allocation Process
AISL is responsible for housing all faculty members (faculty and administration) who sign an
overseas contract. As housing is very important to overseas hired faculty and administration and is a
major cost for the school budget that directly impacts school fees, it is important that the school find
the fairest and most cost effective way of housing overseas faculty and administration.
AISL Housing Placement Criteria
Priority will be given in the following order:
A. Position- Director, Principals, Faculty (Director and Principals will be allocated a house
unless they request otherwise.)
B. Priority for adequately sized accommodation will be given to faculty members/ families
currently not in adequately sized accommodation, taking into account:
 Number of children in the family in the coming contract year.
 Age of children (Older children will take priority over younger children)
 Number of contracted adults per household with children (e.g. 2 contracted adults
and one child has priority over 1 contracted adult and one child.)
Note: On-campus housing is designated as “family housing”. Consequently, faculty members with
Primary aged children will have priority over suitably sized accommodation on campus than faculty
members who do not have Primary-aged children regardless of concurrent years of service at AISL.
C.
If all of the above are equal, then most concurrent years of service to AISL determines order.
 Provide suitable accommodation to incoming faculty and administration in
accordance with the Accommodation Chart.
 In-coming faculty do not get preference over current faculty.
D. If all of the above being equal and suitable housing is available, existing faculty have
preference over in-coming faculty.
 Two contracted faculty members will have priority over one contracted faculty
member and a non-contracted spouse or partner.
 Two contracted faculty members will have priority over a single contracted faculty
member.
E.
After all of the above criteria have been considered, if two (or more) parties are
considered equal then the following will be considered:
 Unique needs or circumstances of each of the parties
 The welfare of the residential community
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93
F.
If two parties are equal by the criteria and the beneficial effects on the whole residential
community is equal, the decision will be made by chance.
G. Faculty who moved the previous year will not be given priority if they wish to move the
following year, unless they have changed status from being adequately housed to not being
adequately housed in accordance with the Accommodation Chart.
H. Faculty cannot change their decisions after the housing allocation process is completed.
They must move from their former housing.
Final Notes:
Faculty who occupy housing that is not in accordance with the Accommodation Chart is guaranteed
that housing for only a year at a time. If there is a shortage of adequately sized housing in
subsequent years, then the faculty member may have to move into adequately sized housing in
accordance with the Accommodation Chart.
Faculty (teaching couple) may be required to move house if family size decreases.
The Director, in consultation with the Faculty Advisory Council (FAC), will make all final decisions
regarding housing.
Unless the move is “forced” (e.g. landlord/school decides not to renew lease.), faculty are
responsible for moving expenses and arranging their own move independent of the School.
If a returning faculty member enters into the housing allocation process, then moving back into the
current home is not guaranteed even though the faculty member may have listed it as a preference.
Housing Allocation Procedure
Timeline
Activity
Person(s)
Responsible
Director
By March 1
Announcement made to overseas hire faculty that will
consist of the following:
.
By March
15
Faculty interested in moving submits top 2-3 choices for
housing units along with a rationale. One of the choices
could be the current housing unit.
Faculty
By March
15
Meeting held with faculty who wish to move to review the
application of the AISL Housing Guidelines and
Accommodation Chart.
Review the requests submitted by current overseas faculty
in light of the following:
-AISL Housing Guidelines including the
Accommodation Chart.
-Available housing within the AISL Housing Portfolio
-A list of new incoming overseas hire faculty including
family size.
-Requests to move from existing faculty.
Director
Communicate housing placements to faculty who request to
move and to new incoming overseas hired faculty
Director
By April 1
By April 15
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Director in
consultation with
FAC
94
AISL Housing Occupancy Agreement 2014-15 SY
SECTION I: AGREEMENT
This Agreement is made this ______ day of _____________ 2014 between:
American International School of Lusaka, whose registered office is in Lusaka 487A/F/A/3 P.O. Box
320176 (hereinafter called “the School”) and
Name(s) of Tenant(s)________________________________________________________________
Address:_______________________________________________________________________________
SECTION II: RESPONSIBILITIES OF THE SCHOOL
IT IS MUTUALLY UNDERSTOOD THAT:
1.
The School provides the Tenant with basic furnished accommodations as outlined in the
Appendix called Basic Furnishings and Household Items.
2.
The School will cover the costs of utilities that include electricity, gas, and water.
3.
The School will maintain the apartment/house in a reasonable and safe state of repair and
is responsible for ensuring that the provided appliances and equipment are in safe working
condition.
4.
The School is responsible for conducting an inventory of the school provided furniture and
for examining the condition of the accommodation. This will be conducted at a mutually
agreed upon time at the beginning of the school year and at the end of the contract.
5.
The Operations/Security Manager approves all written requests to transfer or move away
any furniture or equipment allocated to the apartment/house
6.
The Operations/Security Manager will provide the Tenant with two sets of keys for the
apartment/house for which he/she will be responsible.
7.
The School supplies all new tenants with a basic starter kit (e.g. dishes, glasses, pots,
silverware, sheets, duvets, etc.). The new tenant is responsible for returning the entire kit to
the Operations/Security Manager at the end of the contract.
8.
The School provides a security service to all school-owned housing and arranges security
through the owner/landlord for all housing not owned by the school.
9.
The School will provide all housing units with a fire extinguisher and two smoke detectors.
10. The Tenant understands that “couch surfing” is prohibited.
SECTION III: RESPONSIBILITIES OF THE TENANT
Each tenant is responsible for being a good neighbor. A good neighbor considers the level of noise
from entertaining and/or music; is responsible for ensuring that his/her pets are properly cared for
and attended to; is responsible for picking up after one’s pet/s on housing and school property; is
responsible for ensuring that the child/ren, if applicable are appropriately supervised.
1.
The Tenant agrees to submit to a housing inventory and to record the general condition of
the accommodation at the beginning and end of each school year or when a Tenant may
change accommodation during any school year. The Tenant shall permit assigned workmen
to enter the apartment/house for the purposes of making repairs, inventory recording and
examining the condition of the accommodation by receiving adequate advance notice,
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preferably at a mutually agreed time. The Tenant will work out a reasonable system for
gaining the necessary access.
2.
The Tenant will not sublet the allocated accommodation.
3.
The Tenant is responsible for the replacement of all consumable items such as light
bulbs/tube lights, filter candles and the like.
4.
The Tenant is responsible for the costs of all utilities except for water, electricity, and gas.
5.
The Tenant is able to reasonably decorate the accommodation but shall not alter, add or
remove any element, component and structural finishing of the house without prior written
approval from the Operations/Security Manager.
6.
The Tenant may paint the accommodation using paint and color of her/his choice with
approval of the Operations/Security Manager.
7.
If the accommodation is painted a color other than the school standard (white/beige) upon
vacating the flat or house, the Tenant is responsible for re-painting the school standard
color.
8.
The Tenant must not use steel nails to hang pictures, etc because they damage the walls.
The Tenant is expected to use proper picture hooks.
9.
The Tenant must inform the Director of long-term visitors (more than two weeks) residing
in school housing. The Director has the authority to approve or not approve a long-term
visitor residing in school housing.
10. During holiday periods when the Tenant is not in residence, he/she agrees to inform the
Operations/Security Manager in writing if another person/s will reside in the
apartment/house. The tenant is responsible for providing security with the names of any
visitor who will reside in school provided housing. The Tenant is responsible for the cost of
utilities and for any damage caused by his/her guest.
11. The Tenant shall maintain the apartment/house in a good habitable standard. There will be
no liability to the Tenant for ordinary wear and tear.
12. The Tenant shall not transfer or move away any furniture or equipment allocated to the
apartment/house without the prior written approval from the Maintenance Manager.
13. On vacating the apartment/house, the Tenant will handover the following to the
Operations/Security Manager: all keys, the telephone pre-paid card code number, and the
electricity card.
14. The Tenant is responsible for any and all additional keys beyond what the School initially
provides.
15. The Tenant is expected to report maintenance issues (i.e. electrical faults, leaks, etc)
through the Maintenance Wiki. Failure to do so may result in being charged by the School
for damages.
16. Maintaining gardens is the responsibility of the Tenant. The School provides a “settling-in”
allowance to purchase the tools and equipment necessary to maintain the garden and other
housing needs.
17. The Tenant is responsible for maintaining a school issued fire extinguisher and smoke
alarms (2).
18. The Tenant shall advise the Director in writing of pets that reside in the flat or house.
Permission is normally granted for usual domestic pets providing that they are properly
cared for. The Tenant is responsible for making arrangements to have pets cared for when
AISL Faculty Handbook 2014-15
96
away or during the holiday. The owner must accompany his/her pet(s) on school campus
and ensure that the “poop is scooped”.
(Note: Some landlords do not allow pets.).
19. The School will retain the sum of $500.00 from the final salary payment at the end of the
contract period, as a deposit against any damages to equipment, furnishings or housing, a
garden that is not properly maintained, and any unpaid bills. This deposit (or the balance
thereof) will be returned before the end of the calendar year following departure.
20. The School insures houses. House content insurance is the responsibility of the Tenant. The
School is not responsible for theft or disappearance of possessions.
21. The Tenant is expected to switch off the hot water heater if s/he goes away for two days or
more.
22. The Tenant, who terminates employment or who changes accommodation, must move out
all personal belongings within one week (7 days) of the last day of school.
23. The Tenant is expected to maintain and keep school appliances (stove/oven, refrigerator/
freezer, washer/dryer) properly cleaned.
24. Upon moving out of the accommodation, the Tenant is expected to do a deep clean of the
housing unit including floors, bathrooms, school furnishings, and school appliances. Failure
to do so will result in a deduction from the security deposit.
25. As far as possible, please try to keep staff (maid, gardener) consistent in the houses. We
would like for them to have some consistency in their futures. When vacating a house,
please give the new resident first option to hire that person. New staff needs to be fully
trained by Martina in the use of the electronics at home. No staff may be left in a home on
the assumption that the next residents will employ them. Should this occur, severance
payment (put to $400) will be deducted from the deposit.
Specific to campus housing:
1. The School will provide rubbish collection once per week. The Tenant is responsible for
properly bagging and securing rubbish for collection.
2.
In the event of a power outage, the School will provide power via the Generator from
Monday thru Thursday from 16h00 to 23h00 and from 5h00 to 7h30. The School will also
provide power via the Generator on Friday from 14h00 thru the entire weekend . (During
school hours, the generator on campus is for the exclusive use of school facilities.) In the
event of a power outage during the holidays, the generator may be used to provide power
on an as needed basis.
3.
The Tenant is responsible for maintaining the garden of the assigned housing unit and
collectively all of the Tenants are responsible for maintaining common areas.
4.
The Tenant is responsible for clearing the roof and gutters of vegetation and debris on a
regular basis. This is particularly important during the rainy season, when debris causes
damming, which in turn causes leaks.
Specific to Off-Campus Housing
1. The School and the Tenant are responsible for fulfilling the conditions of the lease. The
School will cover the costs of electricity and trash removal.
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SECTION IV: PENALTIES/MISCELLANEOUS AGREEMENTS
1. The Tenant is financially liable for any damage to furniture, appliances or the structure of
the accommodation that is the result of negligence or abuse.
2.
The Tenant is liable for any damage caused by his/her pet to his/her apartment
block/house/school furniture or that of any other tenant’s housing space.
The School and the Tenant(s) understand and agree to uphold the terms and conditions of this
agreement.
____________________________________________________
Tenant(s)
____________________
Date(s)
____________________________________________________
Thomas J. Pado
Director
____________________
Date(s)
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98
Appendix A: Household Furniture, Appliances, and Provisions for Overseas Hires
Furniture:
Bed
Nightstand
Chest of drawers
Mirror in bathroom
Dining Table and 6 chairs
Study Desk and chair
Bookcase
Living room sofa and chairs (3,2,1 seater)
Coffee table
End table
Curtains (cream/white in colour)
Appliances:
Refrigerator
Stove
Washing Machine
Tumble Drier
2 plate gas cooker & gas cylinder
Linen:
Duvets and covers (Queen or single)
Pillows and pillow covers
1 fitted sheet (Queen or single)
1 set of towels (3 sizes)
Kitchen Utensils:
Dinnerware for 8
Flatware for 8
1 set of cooking pots
1 Kettle
Glassware for 8
NOTE:
Linen and bedroom furniture will be increased accordingly based on size of
family.
Complimentary Provisions (New Hires Only)
Sugar
05.kg
Matches
Tea Bags
1 box
Margarine
Coffee
1tin
Bread
2% Milk
1 litre
Bananas/Apples
Drinking Water
6 bottles
Tomatoes
Dish Liquid
1 bottle
Cheese
Cereal
1 box
Eggs
Biscuits
1 packet
Juice
Packet Soup
1 packet
Hand Soap
Dish Cloth
1
Jam
1 box
250gms
1 loaf
1 bunch
6
250gms
Half dozen
1litre
2 bars
1 Jar
Appendix B: AISL Housing Maintenance Services
Service that AISL provides
Services that AISL does not provide
Inventory of all furniture, appliances and
furnishings.
Replacement of light bulbs indoor and outdoor.
Hanging of curtains and pictures.
Payment of utilities.
Repair and/or replace electrical appliances,
these maybe second hand or new.
Maintenance of garden and driveway.
House content insurance.
Refill of gas cylinders.
Removal of home refuse.
Repair or replacement of furniture as a result
of wear and tear.
Care taking facilities for pets during holidays.
Removal of home refuse (campus housing
only)
Pest control (Landlord is responsible for pest
control of properties that AISL does not own.)
Washing/steam cleaning of furniture carpets
etc.
Garden services and maintenance including
cutting the grass
Appendix C- Security
Security is a priority for AISL and providing a secure home environment requires a joint effort
between AISL and its faculty/community.
What AISL provides to enhance security:





Hires a security company to provide security on campuses and for school housing.
Provides keys and locks for housing
Seeks advice from security firms and embassy security as to how to enhance security.
Alerts AISL faculty and community to security concerns
Educates AISL faculty and community how to minimize threats to security.
What faculty members should do to enhance security:








Lock all doors
Lock all windows
Lock up all high value items when not using them.
Ensure that Martina Van Vlaanderen (Operations/Security Manager) has a spare key.
Immediately report any thefts or security violations concerns to Martina van Vlaanderen
Unplug electrical items when going on extended holiday.
Switch off geyser when going on extended holiday.
Draw curtains and lock gates when going on extended holiday.
Who to Contact?
Martina will send out a housing contact list.
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Code of Ethics and Conduct
Introduction
This document sets out the Code of Employment for the American International School of Lusakl.
This includes:
2.
Code of Ethics
3.
Code of Conduct
4.
Disciplinary Procedures
5.
Grievance Procedures
The purpose of this document is to set out clearly the expected conduct of employees while
working for AISL and the procedures that will be followed in the event that there are any
violations thereof with the objective of ensuring that:
 There is a uniform concept of code of conduct and discipline for all the School’s
employees to assure that, whenever necessary, immediate, equitable, effective and
corrective action will be taken.
 Employees have a framework for determining what type of behavior is acceptable and
what is not.
 Employees can be confident that equal treatment will be given to all employees with
regard to what is expected.
Code of Ethics
The Code of Ethics to which all employees of AISL are expected to subscribe requires that
employees shall:
 Provide educational and support services in a non-discriminatory manner
 Take reasonable action to provide an atmosphere conducive to learning and harmonious
working relationships
 Take reasonable action to protect students’ physical, social, and psychological welfare,
and honor their dignity and privacy
 Fulfill professional responsibilities with honesty and integrity
 Avoid using professional relationships with students, parents and caregivers, and/or
colleagues for private or personal advantage
 Disclose confidential information only when a compelling professional purpose is served
in accordance with appropriate laws and school policies
 Avoid knowingly making false or malicious statements about students, students’ families,
staff, colleagues, school administrators, or school boards
 Avoid accepting gratuities, gifts or favors that impair professional judgment, or offer any
favor, service, or item of value to obtain special advantage
 Respect the Zambian laws, culture and community within which the School operates and
refrain from participating in any political or sensitive activities
 Avoid actions or refrain from disclosing information which might prejudice the position
of the School or any member of the School community
 Safeguard the School’s assets and resources and ensure the safety, security and wellbeing of the School community
 Support the principle of due process and protect the civil and human rights of all
individuals
 Responsibly call attention to wrongdoing
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101
Faculty Code of Conduct
As professional staff members, Teachers are responsible for the maintenance and development
of the larger School enterprise, as well as the management of individually assigned duties. While
each Teacher retains a degree of professional autonomy in the performance of his/her classroom
assignments, he/she is required to comply with AISL’s Teaching Standards and certain
institutional policies in order to enhance the effectiveness of the educational program in
accordance with the School philosophy.
In particular Teachers are required to adhere to the following code of conduct:
Teaching: Teachers are expected to undertake thorough lesson preparation, careful student
evaluation, and active teaching that stimulates the spirit of inquiry, the acquisition of knowledge
and understanding, and the thoughtful formulation of worthy goals.
In fulfilling this obligation to students, Teachers:

Will not, without just cause, restrain the student from independent action in his/her
pursuit of learning, and shall not, without just cause, deny the student access to varying
points of view
Will not deliberately suppress or distort subject matter for which he/she bears
responsibility
Will make reasonable effort to protect the student from conditions harmful to learning
or to health and safety
Will conduct professional business in such a way that he/she does not expose the
student to unnecessary embarrassment or disparagement
Will not, on the grounds of race, color, creed or national origin, exclude any student
from participation in or deny him benefits under any program or grant discriminatory
consideration or advantage
Will not use professional relationships with students for private advantage





Professional Development: Teachers are expected to undertake continuous improvement of
their teaching skills and subject knowledge through professional development programs.
Expected Teaching Skills include the ability to:









Demonstrate a thorough knowledge of the content and pedagogy of his/her
subject(s) area and connections with other parts of the discipline and other
disciplines;
Demonstrate the professional judgment to choose appropriate instructional practices
and motivational strategies for each learning experience and to design a coherent,
varied program of instruction that reflects recent professional research;
Demonstrate the capability to teach groups of students who have a wide range of
skills, abilities, and background experiences including a significant number of English
language learners;
Select, explain and adjust instructional goals for student learning that meet the needs
of a diverse group of students;
Demonstrate a knowledge of all the resources available within the School,
community, IT environment and Zambia, how to gain access to such resources and
how to implement the use thereof within the classroom;
Demonstrate an ability to assess student learning effectively against defined
assessment criteria and standards and to communicate effectively with students and
parents as to their progress;
Demonstrate effective classroom management skills that create an environment of
respect and rapport between teacher and students and between students, in a culture
that is conducive to learning;
Demonstrate satisfactory use of daily and long-term lesson plans and maintain
effective record-keeping systems;
Display the ability to recognize individual students' needs and take appropriate
action;
AISL Faculty Handbook 2013-14
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

Demonstrate a commitment to student achievement and affective growth through
high standards and expectations, reinforced by meaningful homework, strong
motivational techniques, and regular assessment of student performance;
Maintain appropriate levels of communication with parents regarding student’s
performance and any concerns or problems that need to be addressed.
Community: Teachers are expected to maintain a co-operative and collegial relationship with
fellow teachers, other staff members, and parents with the goal of providing the best possible
learning opportunities for students.
Extra-curricular: Teachers are expected to be involved in extra-curricular offerings of the
School beyond the class assignment as specified in contract and approved by the Director.
Administration: Teachers are expected to co-operate with the School Administration and with
School policies, rules and procedures.
Classroom Management: Teachers are responsible for creating a classroom environment
conducive to learning, maintaining discipline through firm and friendly control appropriate to
the learning environment, and for presenting instruction by methods, which encourage learning
and support positive personal growth in students.
Teacher Meetings: Teachers will attend faculty, Student Support Team, Grade-Level,
Department or other meetings and workshops as scheduled by the Director or Principal.
Professional Improvement: Teachers will be responsible for continuously seeking ways to
improve the effectiveness of the instructional program.
Safety Education: Teachers will be responsible for instruction of students in safety and accident
prevention. Students shall be informed to use pedestrian walkways, to use care at the time of bus
and car arrivals and departures and to heed such other rules as may be issued by the Director.
Teachers will also be responsible for reporting to the Director any condition in the building or on
the School grounds which is a safety or health hazard.
Drills (Fire, Lockdown, Safe Haven Evacuation): Teachers are expected to be familiar with
drill procedures outlined in the Crisis Response Manual and the Faculty Handbook. Teachers are
expected to lead students through these drills (called by the Director) during the course of the
year.
Accidents: Teachers will report all accidents in which injury occurs, or may have occurred,
immediately to the Director and/or Principal and to the School nurse.
Playground Supervision: Teachers will supervise the conduct of students in their classrooms
and their activities on the School grounds during breaks.
Student Discipline: Teachers will at all time(s) deal with infractions or regulations in a fair,
objective and mature manner in line with the Rules and Regulations established by Board Policy.
Abusive or demeaning language shall be regarded as unprofessional and corporal punishment is
prohibited. In all cases where the Teacher is unable to effect an immediate remedy to an
infraction of regulations within the limits of School policy, the situation shall be fully reported to
the appropriate Principal or Director.
Loss or Damage to School Property: Teachers are responsible for the students’ general care of
School property, materials, furniture, and equipment. Loss of or damage to School property shall
be reported to the Director or appropriate Principal as soon as the problem is discovered.
Teachers are responsible for supervising the inventory, use and storage of School instructional
materials and equipment and insuring against their damage and loss.
Student Records: Teachers are responsible for maintaining records of students’ progress,
achievement, attendance and such other records as may be routinely required by the Principal or
Director and will only disclose information in a student’s confidential file to his/her parents or
guardian or a person designated by such parent in writing.
Reporting Student Progress: Teachers are responsible for preparing and distributing progress
reports, letters to parents and report cards in the required format and to a professional and
AISL Faculty Handbook 2013-14
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informative standard at regular times during the year, as designated by the Director. In addition,
Teachers will be proactive in preparing for and participating in regularly-scheduled conferences
with the parents of all children as judged necessary by either parents or teachers.
Tutoring: Teachers will not tutor for remuneration students assigned to his/her classes without
the express permission of the Director and only in the event that no other qualified teacher is
reasonably available.
Use of Promotional Materials: The School shall not be used as an agency for the distribution of
advertising materials per se. Teachers will not distribute materials of any kind for sources
outside the School to students or on the School grounds without prior approval of the Director.
Class Trips: Teachers will notify parents in advance when students are participating in field
trips off campus. In addition, teachers are required to take with them a list of the names of all
students on the field trip, student medical alerts, and a First Aid Kit which may be secured
through the Nurse’s office.
Professional Publications: The Director must approve professional publications authored by
Faculty bearing the School’s name.
General – applicable to all Staff
Each member of staff, in fulfilling his/her obligations to the School:
 Will not misrepresent the School and will take adequate precautions to distinguish
between his/her personal views and those of the School.
 Will not knowingly distort or misrepresent the facts concerning educational matters in
direct and indirect public expressions.
 Will not participate in, support or encourage any political activity within Zimbabwe or
express any political views publicly in a manner that might be deemed to represent the
School in any way.
 Will always conduct him/herself in a manner which is considered acceptable within
normal moral, decency and ethical standards and will not participate in such activities
that may cause offence or concern to students, parents or staff.
 Will not use institutional privileges for private gain or to promote political candidates or
partisan political activities.
 Will not accept gratuities, gifts, or favors that might impair or appear to impair
professional judgment, nor offer any favor, service, or thing of value to obtain special
advantage.
 Will not use coercive means or promise special treatment in order to influence
professional decisions of colleagues.
 Will maintain utmost confidentiality and safeguard information acquired about
colleagues, parents or students in the course of employment, unless disclosure serves
internal disciplinary or legal purposes.
 Will not misrepresent his/her professional qualifications or agree to undertake a task or
assignment for which he/she is unqualified or does not possess the necessary skills to
undertake it effectively.
 Will apply for a specific position only when it is known to be vacant and on condition
that he/she has the appropriate skills and experience, and shall refrain from
underbidding or commenting adversely about other candidates. .
 Will adhere to the terms of the Contract of Employment in all respects, unless these
terms have been legally terminated, falsely represented, or substantially altered by
unilateral action of the Board.
 Will not delegate assigned tasks to unqualified personnel.
 Will not permit any commercial exploitation of his/her professional position.
 Will use time granted for the purpose for which it is intended.
 Will not use the resources of the School for personal / private business or gain.
The above Codes of Conduct for School employees are not intended to be fully definitive or
exclusive. Where specific issues are not addressed above, conduct will be judged on the basis of
what is morally, legally or socially acceptable behavior within the context of the School
environment.
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Grounds for Termination of Employment
An employee’s contract of employment may be terminated for reasons of misconduct,
immorality, incapacity, insubordination, inefficiency, incompetence or misappropriation of
assets. During the contract and any renewal thereof, the following definitions shall be in force:







MISCONDUCT is the knowing and willful gross violation of Board policy or willful and
repeated breach of the duties and obligations under the Contract of Employment.
IMMORALITY is the knowing and willful gross violation of an accepted community
moral standard.
INCAPACITY is the inability to fulfill duties and responsibilities under the Contract of
Employment for reasons of mental or physical disability after the depletion of all allowed
leave with pay.
INSUBORDINATION is the knowing and willful violation of the Board policy or refusal to
carry out in a timely fashion a lawful directive of the immediate supervisor, Director or
the Board.
INEFFICIENCY is the knowing and willful, repeated, misuse of School resources.
INCOMPETENCE is the failure to meet the goals and work requirements as assigned to
the Employee and as set forth by the Director.
MISAPPROPRIATION OF ASSETS is the knowing and willful abusive, misappropriate or
fraudulent use of the School’s assets and resources for personal use or gain.
Justification of these criteria for dismissal will have been proven by adherence to the School’s
disciplinary procedures as set out below. Disciplinary action is separate and distinct from the
Remediation process following an evaluation of an employee’s professional performance.
o
Disciplinary Procedures
The School utilizes a system of progressive discipline. Any or all of the following steps may be
utilized, depending on individual circumstances and the nature of the infraction. Exceptions or
deviations from normal procedure may occur at the discretion of the Director or the Board if
there are mitigating circumstances.
If an employee fails to conduct himself/herself properly while at work, he/she may be subject to
one or more disciplinary actions, up to and including termination of employment or non-renewal
of contract, depending on the number of occurrences or the severity of the infraction. As a guide,
a Table of Offenses and Penalties has been drawn up to cover the more serious disciplinary areas.
The Disciplinary Procedures are as follows:



The Employee’s immediate Supervisor, appropriate administrator or the Director will
determine whether an offense committed merits disciplinary action.
In all instances, the Supervisor will meet with the Employee to discuss the offense within
a reasonable period of time of the commission of the offense (normally 72 hours) and
that meeting will be recorded on a “Disciplinary Action Form” [DAF] and signed by both
parties. The DAF will be retained on the Employee’s file with a copy given to the
employee.
Unless the severity or nature of the offense dictates otherwise as specified on the Table
of Offenses or Penalties, the normal sequence of penalties will be as follows:

First Verbal Warning: for the first minor offense of any nature

Second Verbal Warning: for the second minor offense of any nature

First Written Warning: for the third minor offense of any nature or first
repeated offence for which a verbal warning has already been given

Second Written Warning: for the fourth minor offense of any nature or second
repeated offense

Third and Final Written Warning: for the fifth minor offense or third
repeated offense which will automatically give rise to either:
 Suspension: for an appropriate number of days without pay
and/or
AISL Faculty Handbook 2013-14
105
 Dismissal: immediate termination of contract.
 A Verbal Warning will constitute no more that a meeting between the Employee and
Supervisor at which it is determined that a verbal warning has been given with a copy of
the DAF to record such a meeting.
 A Written Warning will constitute a formal letter from the Supervisor to the Employee
(in addition to the DAF) setting out the nature of the offense, any agreed action to be
taken by the employee, and the fact that this constitutes a written warning and the
subsequent consequences of further or repeated violations.
 The Director will issue a Third and Final Warning (leading to suspension and/or
dismissal) at a meeting in which the relevant Supervisor is also present.
 Suspension will usually entail suspension from work without pay for up to one week at a
time. This may be varied according to the severity of the offense. A second offense that
warrants a suspension will result in dismissal.
In the event that an employee disputes the nature of the offense or the consequent disciplinary
action, he/she has the right to follow the School’s Grievance Procedures as set out below.
Table of Offenses and Penalties
The table below lists the offenses that are considered to be of such a serious nature that the
employee will receive at least a written warning on first offense and may even be suspended or
have his/her contract terminated. This list is not intended to be exhaustive but identifies the
more common offenses.
Ref:
OFFENSES
PENALTIES
Verbal
Warnings
Written
Warnings
Suspension
Dismissal
MISCONDUCT: the knowing and willful gross violation of Board policy or willful and repeated breach of the
duties and obligations under the Contract of Employment
1.
Unexcused absence from work or failure to
report to work after an authorized leave of
absence without justification or prior
notification
1st
2nd
3rd
2.
Failure to report for overtime having been
advised and scheduled to work
1st
2nd
3rd
3.
Arriving late for work without reasonable
excuse
1st
2nd, 3rd, 4th
5 or more
times in one
year
10 or more
times in a
year
4.
Failure to notify the School in case of illness
within 2 hours from the first day of absence
(without good reason) or failure to submit
medical certificate upon reporting back to work
if absence exceeds 3 days
1st
2nd, 3rd, 4th
5th
5.
Failure to submit Leave Forms or comply with
other procedural requirements in a timely
manner
1st
2nd, 3rd, 4th
5th
6.
Leaving workplace/area prior to break, lunch
or dismissal time without permission of
supervisor
1st
2nd, 3rd, 4th
5th
7.
Malingering: Not reporting to work under a
claim of sickness or pretending to be
indisposed although not actually sick.
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2nd
3rd
106
8.
Exchanging of assignments with another staff
without the proper written authorization of the
Supervisor and approval. Both offenders will
be subject to the same penalties.
9.
Acts contributing to sabotage or espionage
including divulging of confidential school
information
10.
Refusal to submit or failure to comply with
health, safety or security requirements of the
school or refusal to submit for medical
examination and or treatment without valid
reasons.
11.
Acts creating or contributing to unsanitary or
unsafe conditions including but not limited to
improper use of toilets and similar violations.
12.
Knowingly harboring a contagious disease
which may endanger the health of fellow
employees without notifying the management.
13.
Tampering with, misuse of or unauthorized
removal of fire fighting equipment from
designated areas.
14.
Allowing or assisting non-employees to enter
restricted areas without permission
15.
The commission of any act which constitutes a
crime punishable under the laws of Zimbabwe
Ref:
1st
2nd
3rd
1st
2nd
1st
2nd
3rd
1st
2nd
3rd
1st
2nd
1st
2nd
3rd
1st
2nd
3rd
1st
OFFENSES
PENALTIES
Verbal
Warnings
Written
Warnings
Suspension
Dismissal
IMMORALITY: the knowing and willful gross violation of an accepted community moral standard.
16.
Carrying or possession of firearms, explosives
or other deadly weapons, such as knives,
poisons, etc., on school premises.
17.
Reporting to the work or working under the
influence of alcohol or drugs.
1st
2nd
18.
Smoking or drinking alcohol anywhere inside
the school except at designated ‘non-school’
events
1st
2nd
19.
Using recreational drugs on school premises or
school field trips
20.
Provoking or inciting a fight, or fighting during
working hours on school premises
21.
Improper decorum including but not limited to
shouting, vulgar language and other similar
disruptive acts.
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1st
1st
1st
2nd, 3rd, 4th
2nd
5th
107
22.
Making false or malicious remarks, criticisms,
observations, comments concerning the
administration or operations of the school to
the public.
1st
2nd
3rd
23.
Any act of disrespect insolence/arrogance, and
uttering of profane language or derogatory
remarks or statements against employees,
supervisors, students or parents
1st
2nd
3rd
24.
Bribing or offering money, gifts or anything of
value to any employee, student or parent
directly to seek a benefit or any favorable
condition or vested interest.
1st
2nd
25.
Engaging in any form of money-lending, money
borrowing, buying and selling activities within
the school premises without permission
1st
2nd
26.
Any act of disrespect insolence/arrogance, and
uttering of profane language or derogatory
remarks or statements against employees,
supervisors, students or parents
2nd
3rd
27.
Bribing or offering money, gifts or anything of
value to any employee, student or parent
directly to seek a benefit or any favorable
condition or vested interest.
1st
2nd
28.
Engaging in any form of money-lending,
money borrowing, buying and selling activities
within the school premises without
permission
1st
2nd
29.
Gambling or engaging in lottery on school
premises without permission.
1st
2nd
30.
Indecent or immoral conduct within school
premises including but not limited to
exhibitionism, distribution or showing of
pornographic material, sexual harassment and
other similar cases.
1st
2nd
31.
Sexual abuse of any students, whether verbal,
physical or implied through action or
suggestion
1st
32.
Physical abuse of any student or
administration of any form of corporal
punishments
1st
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108
Ref:
OFFENSES
PENALTIES
Verbal
Warnings
Written
Warnings
Suspensio
n
Dismissal
INSUBORDINATION: the knowing and willful violation of the Board policy or refusal to carry out in a timely
fashion a lawful directive of the immediate supervisor, Director or the Board
33.
Any act, constituting insubordination such as
refusal to obey or follow a legitimate
instruction or order of Supervisor or his duly
designated representative, during working
hours.
34.
Refusal to cooperate or provide information in
an official investigation so as to cause
unnecessary delay, or obstruct the cause of
justice, unwarranted interference or pressure
on security personnel in the discharge of the
latter’s responsibility.
1st
1st
2nd
2nd
3rd
INEFFICIENCY: the knowing and willful, repeated, misuse of School resources
35.
Loitering or loafing during work hours to
cause a meaningful disruption of work
schedules or inconvenience to one’s coemployee or supervisors.
1st
2nd, 3rd
4th
36.
Misuse of communication services such as but
not limited to email, telephone, fax, post and
courier
1st
2nd, 3rd, 4th
5th
37.
Misuse of school resources or assets
1st
2nd, 3rd, 4th
5th
38.
Sleeping on the job during working hours
1st
2nd
3rd
39.
Causing the school to lose time and/or money
because of gross negligence or inefficiency in
the performance of official duties.
1st
2nd
3rd
INCOMPETENCE: the failure to meet the goals and work requirements as assigned to the Employee and as set
forth by the Director
40.
Failure to maintain proper records,
particularly pertaining to students, lesson
plans, etc. or school finances, and to safeguard
the same
41.
Failure to report damage or loss of school
property under the employee’s immediate
responsibility.
42.
Unsafe use and/or handling of materials or
equipment.
43.
Refusal or failure to follow/observe safety
health or sanitation rules as laid down by
proper authorities
44.
Failure to maintain cleanliness and orderliness
in personal appearance.
AISL Faculty Handbook 2013-14
1st
2nd
3rd
1st
2nd
3rd
4th
1st
2nd, 3rd, 4th
1st
1st
2nd, 3rd, 4th
5th
2nd
3rd
5th
109
45.
Failure to carry out duties or procedures as
laid down in Policy, Staff Handbooks or
Operating Manuals efficiently or competently
46.
Causing injury to co-employees, students or
visitors by unsafe or negligent practice
1st
2nd, 3rd, 4th
1st
5th
2nd
3rd
MISAPPROPRIATION OF ASSETS: the knowing and willful abusive, misappropriate or fraudulent use of the
School’s assets and resources for personal use or gain.
47.
Unauthorized removal of school property (or
property belonging to staff, students or
parents) from campus for whatever reason
1st
48.
Fraud or deceit committed by the employee
against the school, its customers/employees
1st
49.
Falsification of or inducing another employee
to falsify school or personal records
1st
50.
Giving false testimony or committing perjury
during an official investigation authorized by
the school
1st
51.
Offering or accepting anything of value in
exchange of a job, work assignment, work
locations, or more favorable conditions of
employment
1st
2nd
52.
Submitting Overtime Claims without authority
of supervisor
1st
2nd
53.
Deliberate destruction, damage or misuse of
school records, property, equipment or
materials
54.
Forced entry into school property without
permission from management.
55.
Any Act constituting theft or robbery involving
school property/properties and or belongings
of other employee, student or visitor
committed at any time on School premises
56.
Unauthorized possession of any school
property, equipment, and or materials.
1st
2nd
57.
Using the property or belongings of a coemployee without proper permission.
1st
2nd
58.
Giving school identification material to
unauthorized persons
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1st
2nd
1st
1st
110
Grievance Procedures
In the event that an employee has received notice of non-renewal of contract, or a verbal or
written warning for an offense that he/she disputes in terms of the proper and equitable
interpretation of Board rules and regulations, or on the basis that there were extenuating
circumstances that should be taken into consideration, then he/she should follow the grievance
procedures set out below:







Step 1: If an employee disagrees with a verbal or written warning process initiated by
his/her supervisor, he/she should seek a meeting with the Supervisor within a
reasonable timescale (usually not more than three (3) working days) to discuss the
matter and seek to reach a resolution on the matter.
Step 2: In the event that this is not successful, the employee should present the problem
to the Director in a meeting with intent to resolve the problem (usually within three (3)
working days). Such meetings are to be arranged through the Director’s Secretary and
logged as such.
Step 3: If the ensuing results are deemed unsatisfactory, the Director must be notified in
writing within five (5) working days. The Director shall respond within five (5) working
days. Final resolution of the problem should occur within a reasonable time span
agreeable to both parties. Except in a warning that is intended to result in suspension or
dismissal, or notice of non-renewal of contract, the Director’s decision at this stage is
deemed to be final. A copy of all correspondence must be kept on the Employee’s file.
Step 4: If the problem is still not resolved in a satisfactory manner and is expected to
result in suspension, non-renewal or termination of a contract of employment, the
employee may appeal to the Personnel Committee of the Board. Such an appeal should
be in writing addressed to the Chair of the Board with a copy sent to the Director.
Step 5: An Executive Session of the Personnel Committee (Board Members and
Director) will vote upon a course of action and make a formal recommendation to the
Board in Executive Session. The employee will have the right to address the Board in
Executive Session if he/she so wishes.
All decisions reached by the Board will be considered to be final and binding.
An employee may ask for a colleague to accompany him/her to any meeting above
where the possible outcome is either suspension, termination or non-renewal of
contract as a witness and to assist in presenting his/her case if appropriate.
Just Cause
No employee shall be disciplined, reprimanded, reduced in rank or compensation, or deprived of
a professional advantage within contract terms without just cause. Just cause shall include the
following seven tests:







Did the Director give the employee forewarning or foreknowledge of the possible or
probable disciplinary consequences for the employee’s conduct?
Was the rule or order reasonably related to the orderly, efficient, and safe operation of
the School’s business?
Did the Director, before administering discipline to the employee, investigate whether
the employee did in fact violate or disobey a rule or order of management?
Was there evidence that the Director’s investigation was conducted fairly and
objectively?
During the investigation, did the Director obtain evidence or proof that the employee
acted in violation of the school rules and expectations?
Has the Director applied rules, orders, and penalties evenhandedly and without
discrimination?
Was the degree of discipline administered by the Director in this particular case related
to the seriousness of the employee’s proven offense and the record of the employee in
his/her past service to the School?
AISL Faculty Handbook 2013-14
111
Appendix: AISL Staff List 2014-15
Education- Administration and Faculty
Last
First
1
2
3
4
5
6
Baldry
Bicknell
Badogomba
Bosse
Bour
Bowin
7
8
9
10
Brems
Caldwell
Chilton
Chuula
Julie
Jo
Espérance
Susan
Audrey
Kathleen
Suzanne
Fred
Jennifer
Julia
Donna
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49
50
51
52
53
54
55
Cofer
Conte
Coombs
Cottrell
Cottrell
De Ryckel
De Ryckel
Foley
Gayette
Grimshaw
Hart
Hoffman
Hoffman
Hoffman
Illingworth
Jeffery
Kanda
Kapila
Keet
Keet
Kraft
Lauriault
Luaba
McClure
Maguire
Marth
Marth
Menard
Milstein
Mulangala
Mulenga
Mutwale
Muyamwa
Nevers
Nielsen
Ortiz De Lataburu
Pierrend Gomez
Pillar
Pizzola
Polizos
Polizos
Potts
Potts
Redman
Redman
Sharon
Alta
Natalie
Gregg
Melanie
Chye
Francois
Nickie
Carlos
Erin
Narelle
Diana
Joy
Ken
Chel
Leslie
Vinu
Matilda
Clinton
Penny
Kelly
Isabelle
Kate
Elaine
Terry
Deb
Tom
Russ
Shelley
Mwamba
Bupe
Diana
Andrew
Laurey
Martin
Iglesias Mikel
Michelle
Heather
Iole
Thom
Jenn
Claire
Anthony
Jenni
Jeffrey
AISL Faculty Handbook 2013-14
Role
Cell Phone
Secondary Counselor (G9-G12)
Grade 4
Primary French
Grade 5
Secondary French
Ass’t Secondary Principal/MYP Coordinator
0977 841578
0977 821400
0966 742174
0966 772569
0971 940191
0972 354909
Differentiated Instruction Resource
Primary Counselor
Primary/Secondary Music
Student Services Coordinator/Secondary
SEN
Pre-Kindergarten
Secondary English/Humanities
Primary Performing Arts
Secondary Science
Grade 3
Ass’t Primary Principal/PYP Coordinator
Secondary Mathematics
Kindergarten
Secondary Spanish
Secondary SEN
Grade 3
Pre-School
Grade 5
Secondary Humanities / CAS Coordinator
Secondary Music
Pre-Kindergarten
Grade 1
Preschool
Athletic Director / Secondary PE
IB Diploma Coordinator/English
Librarian - Secondary
Secondary French
Primary PE
Differentiated Instruction Resource
Primary Librarian
Primary SEN
Secondary Mathematics
Secondary Principal
Secondary Science
Primary Art
Secondary PE
Kindergarten
Secondary Mathematics
Secondary Art
Secondary Humanities
Secondary Spanish
Secondary Spanish
Art & Design
Differentiated Instruction Resource
Secondary Humanities
Secondary Humanities/IT
Grade 1
Secondary IT / iPad Coach
Grade 4
Secondary Drama
0967 974254
0971 939898
0967 974995
0955 915796
0972 355020
0967 727920
0966 449644
0978 903777
0971 921836
0979 466835
0978 846139
0963 664247
0977 926153
0971 590424
0974 423436
0961 874039
0961 876548
0971 527181
0977 865242
0977 337742
0977 918070
0974 460815
0977 590340
0979 665793
0966 860109
0977 753975
0968 137987
0961 407499
0977 590520
0977 590151
0971 939884
0978 903619
0966 763351
0977 512518
0976 632934
0977 785044
0978 835463
0972 354913
0968 789340
0974 464884
0979 891971
0979 891971
0972 355054
0972 355021
0972 354930
0972 354930
112
56
57
58
59
60
61
62
63
64
65
66
67
68
69
Ryan
Ryder
Sakwanda
Schwarzkopf
Smith
Stewart
Stewart
Ten Cate
Thirtyacre
Turner
Van Rensburg
Wallace
Williams
Williams
Michael
Jerri
Ingrid
Dana
Driekie
Robert
Darren
Emma
Tara
Ingrid
Elna
Karen
Susan
Jeff
Administrative Managers / Staff
Last
First
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
Adonis
Adonis
Anunsacion
Biggs
Chalikulima
Chota
Dube
Hinze
Kamangala
Mee
Mee
Mvula
Old
Pado
Sassa
Swart
Van Schalkwyk
Van Vlaanderen
Van Vlaanderen
Teaching Assistants
Last
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
Chabi
Chama
Chewe
Chikopa
Chikuni
Chirwa
Kaira
Kaunga
Majele
Mando
Mukwatu
Musonda
Mutulama
Nachilima
Nalumbamba
Ngosa
Phiri
Shishuwa
Sizala
Takawira
Tembo
Tembo
AISL Faculty Handbook 2013-14
Secondary English
Grade 2
Primary French
Primary IT
Secondary Counselor / EAL
Secondary Sciences
Secondary SEN
Grade 2
Secondary English/EAL
Secondary English
Secondary Mathematics/Sciences
Secondary Sciences
Primary EAL
Primary Principal
0972 355017
0966 545789
0977 748366
0972 354981
0966 764352
0979 074893
0974 095876
0968 198835
0967 727824
0978 668055
0977 775514
0977 850586
0979 891968
0979 891968
Role
Cell Phone
Shantall
Maché
Jennifer
James
Natasha
Emanuel
Faith
Leverne
Edwin
Michael
Shirley
Dixon
Sonia
Tom
Tatenda
Sonja
Rosanna
Martina
Jane
Director Assistant/Reception
Secondary Principal Assistant
Nurse
Maintenance Manager
Admin
Secondary Science Lab Assistant
Business Admin Assistant
Primary Principal Assistant
IT
IT Coordinator
Business Manager
IT Staff
Secondary Office / AD Assistant
Director
IT Staff
Human Resources Manager
Business Admin Assistant
Operations/Security Manager
Admissions Manager
0974 774581
0974 901222
0966 822285
0977 609186
0955 799033
0977 865437
0966 743294
0962 779410
0977 345045
0966 729585
0966 753406
0977 783333
0979 523523
0979 093409
0966 697670
0974 593347
0977 753322
0966 756489
0979 069195
First
Role
Cell Phone
Sam
Memory
Mubanga
Josephine
Chishimba
Rebecca
Rita
Thomas
Miyanda
Annie
Ben
Grace
Brian
Esther
Naomi
Davies
Joyce
Charity
Geofrey
Judith
Enala
Mavis
Grade 4 Assistant
Pre-K Assistant
Pre-School Assistant
Kindergarten Assistant
Pre-Kindergarten Assistant
Pre-Kindergarten Assistant
Grade 1 Assistant
Gym Manager
Library Assistant
Grade 4 Assistant
Grade 1 Assistant
Grade 3 Assistant
Life Guard / Pool Attendant
Grade 3 Assistant
Kindergarten Assistant
Life Guard / Pool Attendant
Grade 5 Assistant
Kindergarten Assistant
PAC Assistant
Grade 2 Assistant
Grade 2 Assistant
Pre-School Assistant
0976 046790
0977 949288
0969 232319
0977 401875
0977 817402
0977 673984
0979 626120
0974 596017
0965 748973
0977 382571
0968 485459
0966 374002
0975 630333
0979 872516
0977 801930
0979 254506
0977 805967
0977 931010
0955 801628
0979 902563
0979 000987
0978 814212
113
Support Staff- Custodians, Drivers, Life Guards
Last
First
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
Banda
Chibebe
Chuzu
Daka
Daka
Gomo
Gomo
Kamanga
Kanchule
Kandondola
Kampamba
Lungu
Mafuta
Masaka
Muma
Mumba
Musonda
Mwale
Phiri
Phiri
Phiri
Sichilyango
Sinyinza
Soko
Yamba
AISL Faculty Handbook 2013-14
Lameck
Boyd
Cuthbert
Everisto
Peter
James
John
Joseph
Pephias
Beatrice
Mbulo
Gaston
Moses
Cephas
Felix
Luka
McWan
Aaron
Golden
Joseph
Masautso
Sunday
Joseph
Chris
Geoffrey
Role
Cell Phone
Custodian / Plumber
Driver
Driver
Driver
Head Custodian
Custodian
Custodian
Driver
Custodian
Reprographics
Custodian / Electrician
Custodian
Custodian
Driver
Custodian
Custodian
Driver
Driver
Custodian
Driver
Custodian
Custodian
Head Gardener
Custodian
Custodian
0966 977716
0976 361746
0977 751567
0966 261197
0977 281350
0977 666308
0977 891098
0979 400076
0963 261652
0975 260847
0977 537554
0967 086834
0975 021280
0977 660467
0977 637029
0976 756285
0976 144229
0977 799687
0964 769484
0977 708046
0979 470632
0976 341714
0977 569661
0977 166996
0961 636484
114
Appendix- Academic Calendar 2014-15
AISL Faculty Handbook 2013-14
115
Appendix- Quick Reference (Primary School, Secondary
School, Whole School, Technology)
Primary School
What
PYP Curricular Questions
Who
Chye de Ryckel
How
Email
Meeting
Email
Meeting
Early Learning Center Coordination
Elaine McClure
Iole Pizzola
Chye de Ryckel
Leslie Jeffery
Literacy Programming Coordination
Susan Williams
Mathematics Program Coordination
Jo Bicknell
Lower Primary Coordinator (K-2)
Vinu Kanda
Upper Primary Coordinator (Gr. 3-5)
???
SEN Questions/Issues
Donna Chuula
Deb Marth
EAL Questions/Issues
Donna Chuula
Susan Williams
Social-Emotional Questions/Issues
Jenn Caldwell
IT/iPad Curriculum Support
Dana Schwarzkopf
(Integration into the
curriculum)
Email
Meeting
Email
Meeting
Email
Meeting
Email
Meeting
Email
Meeting
Submit a referral
Email
Meeting
Submit a referral
Email
Meeting
Submit a referral
Email
Meeting
Unresolved questions/issues relate to the above
Student discipline
School priorities
Educational resources/ supplies
Facility use
Teacher Supervision
Professional development
Leave
Schedules- student, teacher, meetings, duty, etc.
Jeff Williams or Chye de
Ryckel
Differentiation- Support and Challenge/
Extension
Secondary
What
MYP (Gr. 6-10) Curricular Questions/
Issues
IB (Gr. 11-12) Curricular
Questions/Issues
Email
Meeting
Email
Meeting
Who
Kathleen Bowin
How
Email
Meeting
Penny Keet
Email
Meeting
Gr. 11-12 Student discipline
Teacher supervision
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116
Other responsibilities that will
communicated to Secondary faculty
Department Curriculum / Program
Development
Head of Department
Julie Chilton- Creative Arts
Penny Keet-English
Ken Hoffman- Humanities
Francois de Ryckel-Mathematics
Audrey Bour- Modern Languages
Clinton Keet- PE
Bob Stewart- Sciences
Email
Meeting
SEN Questions/Issues
Donna Chuula
Darren Stewart
Erin Grimshaw
Email
Meeting
Submit a referral
EAL Questions/Issues
Donna Chuula
Social/Emotional Questions/ Issues
Drieke Smith (Gr. 6-8)
Julie Baldry (Gr. 9-12)
Differentiation Questions/Issues (Gr.
6-8)
Fred Brems
Email
Meeting
Submit a referral
Email
Meeting
Submit a referral
Email
Meeting
IT/iPad Curriculum Support
Tony Potts
Email
Meeting
PowerSchool / Managebac- Grade
Book/Reporting
Francois de Ryckel
Email
Meeting
Unresolved questions/issues relate to
the above
Student discipline
School priorities
Timetable/rooming issues
Broad issues involving the school (e.g.
professional culture, homework
guidelines, etc.)
School communication
Reporting on student progress and
performance
Educational resources/ supplies
School trips
Facility use
Teacher supervision
Professional development
Leave
Schedules- student, teacher, duty,
meetings, etc.
Russ Menard (Gr. 9-12)
Kathleen Bowin (Gr. 6-8)
Email
Meeting
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117
Whole School
What
Health
First Aid
Medical Kits
Who
Jennifer Anunsacion
How
Email
Meeting
Maintenance- Gardening, Set-Up, General
Campus Maintenance
James Biggs
Wiki
(maintenance)
Meeting
Operations- Security, Cleaning, Housing
Maintenance, General Campus Maintenance
Martina van
Vlaanderen
Transport (bus)
Procurement
Student admissions
External communications
Faith Dube
Wiki
(maintenance)
Meeting
Email
Meeting
Email
Meeting
Salaries
Contractual Issues
Benefits- Insurance, etc.
Professional Development
Flight Entitlement
Sonja Swart
Email
Meeting
Budget
Loans
Procurement
Reimbursement
Shirley Mee
Email
Meeting
Unresolved issues related to the above
Community / school communication and
relations
Whole-school priorities/issues
Board Policy (incl. implementation)
School communications
Appraisal
Strategic planning/direction
Financial policy and oversight
AISL housing allocation
Long-term planning, including development of
facilities and the school environment
Tom Pado
Email
Meeting
Jane van Vlaanderen
Important Notes:
1.
2.
3.
IT support communication guidelines related to hardware, software, and network can be
found under the IT section.
Please complete a maintenance wiki for all maintenance requests- school and housing.
Follow up with email if you do not hear back or the problem is not solved within a
reasonable and/or an agreed upon timeline.
While email is an excellent tool to share information and communicate perspectives and
points of view, it is not an effective tool to ensure shared understandings. If conflict or
misunderstanding arises, please schedule a meeting and address the matter in person.
AISL Faculty Handbook 2013-14
118
Technology
What
IT Strategic Direction
Infra-structure/network issues
Google Apps
Level 1 support
Who
Michael Mee
How
Email
Meeting
iChat
Primary School general support- devices, audiovisual set-up, printing, etc.
School Website Content Management System
WiFi or network connectivity issues
Google Apps
Level 1 support
Edwin Kamangala
Email
Meeting
Drop in
iChat
iPad related issues (connectivity, functionality,
damages
iTunes Account Issues
App Requests
Apple TV issues
Google Apps
Level 1 support
Tatenda Sasa
Email
Meeting
Drop in
iChat
Secondary School general support- devices,
audio-visual set-up, printing, etc.
Infrastructure and Network issues
Server based systems issues (library, wikis,
PowerSchool, Safari Montage etc)
General support with regards to Mac or iPad
problems, printing, projection, audiovisual and
network.
WiFi or network connectivity issues
Google Apps
Level 1 support
Dixon Mvula
Email
Meeting
Drop in
iChat
Power School / Managebac Issues
-Grade book
-Reporting
-Attendance
-Scheduling administration
Francois de Ryckel
Mache Adonis
Laverne Hinze
Email
Meeting
Note: Level 1 support is considered to be basic troubleshooting.
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AISL Faculty Handbook 2013-14
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