ACADEMIC STAFF HANDBOOK
School Year 2014-2015
All Academic members are responsible for reading and following the policies and procedures
contained within this handbook.
While its content is subject to review and change at
prescribed intervals, it is binding on every faculty member in its present form.
2013/2014
Academic Staff Handbook 2014/2015
MISSION STATEMENT
Advanced Learning Schools provides students with an opportunity to acquire and demonstrate
knowledge, appreciation and respect for their own cultural heritage, integrated with an understanding,
curiosity, compassion and tolerance toward other cultures of the world. It provides an environment that
encourages moral development, active and independent learning, analytical thinking, life-long learning,
respect for individual differences and sensitivity to the moral, social and environmental requirements of
the global community.
VISION
An ALS community that values:
Awareness
Life-long learning and
Service
GUIDING PRINCIPLES
ALS provides an environment that fosters understanding, independence, interdependence and
cooperation.
Within that context we believe that:
ALS students appreciate:

Arabic culture, language and literature;

developing personal values while appreciating the values of others;

valuing one’s own culture while understanding and demonstrating respect for the culture of
others; and

understanding multiculturalism within a global society.
ALS is a caring community that encourages students by example to:

share, cooperate and contribute responsibly to a global society;

develop sensitivity to appropriate work and social relationships consistent with the principle
of equal rights, including gender equality;

display sound decision-making skills by reflecting on choices and consequences;

lead a positive, healthy life;

care for others as they would have others care for them;

share resources; and

build understanding and trust.
ALS students strive for academic excellence by:

learning how to learn and discovering the joy of learning;
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
attaining depth and breadth of academic knowledge and understanding;

acquiring skills that support intellectual endeavor and academic success;

acquiring aesthetic appreciation;

understanding modern technologies and using them wisely and effectively; and

acquiring academic skills and knowledge required to gain entrance to and success at
competitive local and international universities.
ALS students benefit from an international education whereby they:

gain historic and contemporary knowledge and understanding of the world through
intellectual endeavor;

acquire international understanding by studying and experiencing other cultures while, at
the same time, acquiring knowledge of, and appreciation for, their own cultural heritage;
and

maintain the fluency of their mother tongue while valuing the acquisition of other
languages.
ALS students are committed to the spirit of internationalism by:

demonstrating respect for human rights and for the principle of equal rights irrespective of
race or gender;

practicing tolerance and living together in peace and developing skills for the peaceful
resolution of conflict;

understanding their individual responsibilities within society and the relationship between
rights and responsibilities; and

providing leadership that demonstrates an awareness of ethical and moral issues.
ALS has adopted the Learner Profile created by the International Baccalaureate (IB) as a guide.
All members of the ALS community strive to be:
Inquirers – They develop their natural curiosity. They acquire the skills necessary to conduct inquiry
and research and show independence in learning. They actively enjoy learning and this love of learning
will be sustained throughout their lives.
Knowledgeable – They explore concepts, ideas and issues that have local and global significance. In
doing so, they acquire in-depth knowledge and develop understanding across a broad and balanced
range of disciplines.
Thinkers – They exercise initiative in applying thinking skills critically and creatively to recognize and
approach complex problems and make reasoned, ethical decisions.
Communicators – They understand and express ideas and information confidently and creatively in
more than one language and in a variety of modes of communication. They work effectively and
willingly in collaboration with others.
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Principled – They act with integrity and honesty, with a strong sense of fairness, justice and respect for
the dignity of the individual, groups and communities. They take responsibility for their own actions and
the consequences that accompany them.
Open-minded – They understand and appreciate their own cultures and personal histories, and are open
to the perspectives, values and traditions of other individuals and communities. They are accustomed to
seeking and evaluating a range of points of view, and are willing to grow from the experience.
Caring – They show empathy, compassion and respect towards the needs and feelings of others. They
have a personal commitment to service, and act to make a positive difference to the lives of others and
to the environment.
Risk-takers – They approach unfamiliar situations and uncertainty with courage and forethought, and
have the independence of spirit to explore new roles, ideas and strategies. They are brave and
articulate in defending their beliefs.
Balanced – They understand the importance of intellectual, physical and emotional balance to achieve
personal well-being for themselves and others.
Reflective – They give thoughtful consideration to their own learning and experience. They are able to
assess and understand their strengths and limitations in order to support their learning and personal
development.
We at ALS encourage a set of attitudes within our community including:

Tolerance

Curiosity

Respect

Creativity

Integrity

Co-operation

Independence

Confidence

Enthusiasm

Commitment

Empathy

Appreciation
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INTRODUCTION
Not all situations can be dealt with in any handbook. It is expected that faculty members and staff will
exercise mature professional judgement at all times.
An effective school environment, conducive to learning, is characterized by an atmosphere of safety,
security and orderliness. This manual provides a structure for maintaining rules and procedures that
will enhance these characteristics. They are not intended to restrict creativity in any way.
To be successful, teaching at ALS should:

maintain high standards and expectations

be structured

make connections with other ideas, areas or subjects

occur by experience and application - be ‘hands on’

be enthusiastic and inspirational

encourage enjoyment in the learning process and create a happy, positive learning environment

lead by example

respect personal beliefs

use the natural environment and real world

use a variety of motivational methods

encourage students natural inclination towards or interest in a subject

give students an opportunity to discover different cognitive and learning styles through a variety
of methods, approaches, and levels of care.
To ensure and support effective teaching, the ALS curriculum will:

be regularly reviewed and revised so as to be reflective of the school philosophy and
developments in the research base that informs good educational practice

be geared in scope and sequence to provide logical progression from the concrete to the
abstract, always emphasizing higher order thinking and smooth transition from grade to grade
and from level to level

enable all students to acquire, integrate and express the ideas of the various academic areas
and across these areas

be comprehensive and balanced among the natural sciences, social sciences, humanities and
fine arts

engage technology to deliver curriculum

enhance the student’s appreciation for and understanding of the many social, cultural and
national groups in the world.

encourage the development of responsible citizens
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
within the limits of our resources, provide for both the general and individual needs of all
students
Criteria and Conditions for All ALS Teachers
Since Advanced Learning Schools is an IB World School, the school and teachers shall accept and
promote the following:

the importance of inquiry as a means to student learning

the commitment to achieving a balance between the search for meaning and understanding and
the acquisition of essential skills and knowledge in relation to effective and varied assessment
styles

the emphasis on the overall development of students with regard to the IB Learner Profile and
the Attitudes suggested by the International Baccalaureate

the involvement in IB-approved training and other relevant professional development
The teaching staff must ensure the following:
1. They are familiar with:
a) the IB mission statement
b) the standards and practices of the programme
c) the contents in the IB learner profile booklet
2. All relevant IB Programmes documentation has been read.
3. They keep up to date with developments in curriculum.
4. They support the philosophy of the IB PYP/MYP/DP and are committed to an inquiry-based
approach to teaching and learning.
5. They use their scheduled coordination times for collaborative planning and reflection.
6. They select and maintain appropriate materials and equipment in order to facilitate the
implementation and objectives of the programme curriculum.
7. They submit appropriate curriculum documentation according to the school calendar.
8. They visit the OCC-Online Curriculum Centre in order to obtain information and support.
PROFESSIONAL CONSIDERATIONS
The Advanced Learning Schools is justifiably proud of its teaching faculty. Our teachers are dedicated,
hard working, caring individuals who take pride in the high quality of their performance.
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As professionals working in an organization, faculty members are expected to follow the proper
channels of communication. Questions, concerns and complaints should be directed to the Principal and
then to the Superintendent. Emails need not be copied to the Superintendent if the matter is not
discussed first with the Principal.
It is appropriate to make special mention of the following at this time:
i)
Teachers are expected to attend all faculty meetings, stand-up meetings, in-service
presentations and committee meetings.
ii)
In a small community such as ours, it is imperative that all members of the professional
faculty observe the proper channels of communication. Concern should first be discussed
directly with the individual(s) involved. This approach engenders maximum respect for all
involved and initiates the quickest resolution.
iii)
ALS has a prestigious parent body; therefore ALS faculty members are often “on stage”. It is
best to be aware of this, even in social settings. Particularly at school, faculty members
must conduct themselves in a professional manner.
iv)
In our dealings with parents and students, we have access to confidential information. We
must at all times respect that confidentiality.
CONTRACTUAL OBLIGATIONS
Teachers and Teachers’ Assistants should be familiar with their contracts, school policies, the ALS Staff
Handbook and Student/Parent Handbooks. These publications contain the Advanced Learning Schools’
philosophy and the policies, rules and regulations that define contractual obligations, employee
relations and they support the school’s mission statement.
APPRAISAL AND STAFF DEVELOPMENT
The primary purpose of teacher appraisal and staff development at ALS is to improve student learning
by defining and supporting best practices of effective teaching and learning. The process is one of
continuous development, fostering personal and professional growth and is part of the daily lives of
professional educators at ALS.
The secondary purpose of the appraisal and staff development process is for the Superintendent to
make renewal/ non-renewal decisions of faculty members’ contracts. The Superintendent and Principals
are responsible for the appraisal of the academic staff. The appraisal process is both formative (for the
purpose of enhancing professional skills of teachers) and summative (for the purpose of making
consequential decisions). The academic staff at ALS is evaluated continually each academic year by the
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Principals and Superintendent. Please see appendix for Staff Development and Appraisal process and
forms.
The appraisal and staff development process is governed by a set of core beliefs and supporting tenets:
Core Beliefs:
1. Appraisal is a shared responsibility between teacher and administrator.
2. Appraisal engenders positive professional relationships and personal growth
3. All levels of the organization abide by these beliefs, including appraisal of the administration
and the governing board.
Supporting Tenets:
1. emphasis on student learning
2. emphasis on stated student outcomes
3. frequent visits to each classroom
4. importance of data collection and review
5. emphasis on self-reflection
6. emphasis on linking professional goals with improved student learning.
TEACHER ASSISTANTS
Teacher Assistants are employed to help achieve the instructional goals of the school. Teachers’
Assistants hours are the same as the teacher’s hours, namely 0710 until 1515. Teachers’ Assistants are
assigned regular duties by the Principal in consultation with the supervising teacher(s). Teachers’
Assistants are expected to attend all staff meetings, in-service and stand-up meetings if not on duty.
Teachers’ Assistants may be occasionally assigned other duties in order to enhance the overall
instructional programme and the safety of the students.
ABSENCE AND LATENESS
Personal illness:

In the event of an absence, telephone or send a note to the Principal/Principal’s Assistant as
much in advance as possible. Morning calls should be between 0700 and 0730.
Kathy Khayatt
Majdi El Hajj
Girls’ School Principal
Boys’ School Principal
0544109954
0568572992
Maysoun Al Salehi
Joanna Matta
PA Girls’ Principal
PA Boys’ Principal
0557162228
0567894013
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Substitution Routines:

Teachers are required to provide quality weekly lesson plans at all times. These plans should be
in a substitution folder and should be sent to the appropriate Principal’s office. Plans will be
given to the substitute teacher. Tests, quizzes, marked assignments are not the responsibility of
the substitute teacher and should be rescheduled when a teacher is absent.

Have a daily schedule posted in a visible place in the classroom.

Academic Staff members will be asked to fill out an Absence Form upon returning to help the
HR office keep track of sick days. Sick leave must be submitted upon your arrival to the HR
office. Please refer to the Staff handbook for detailed information.
Lateness:

When lateness is anticipated, Teachers and Teacher Assistants should phone the Principal or his
or her PA as soon as possible. Lateness is a serious problem that affects student learning and
preparation and has definite consequences. Please refer to the Staff handbook for detailed
information.
Personal leave:

Each teacher and teacher assistant is entitled to three personal leave days a year for personal
business that cannot be completed at times other than the normal school day. These personal
days do not need permission. Notify the principal as soon as you know that you will need a
personal day. These personal days can also be used when the staff member does not provide a
medical certificate for being sick.
Leaving Campus:

Academic Staff members who become ill during the day must see the school’s nurse and report
to the Principal’s office before leaving. The nurse will request leave from the Principal if the
teacher is not fit to teach.

Academic Staff members who wish to leave campus during the school day must have prior
written approval from the Principal’s office.
Appointments during school hours:

If it is not possible to schedule an after school appointment with a doctor, dentist etc. please
see the appropriate Principal. Emergency leave is available for this purpose. Doctors’
appointments during the day are not recommended. Teachers who must leave for an
appointment must request approval in writing from their appropriate Principal with the
appointment paper attached, similarly for Embassy appointments.
Emergency coverage:
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
The teacher’s daily schedule will be reviewed to determine availability of teachers for
emergency coverage. Taking into account the general frequency of coverage already provided
by individual teachers, a teacher will be requested to cover the absent teacher’s class for that
period.

Because of the urgent nature of covering for an absent colleague, the assignment of emergency
coverage during another teacher’s planning period will require only notification of the teacher
whose planning period is affected as early as possible.

Unless in cases of extreme emergency, the following people are exempt from substitution:
Programme Coordinators and After School Activities Coordinators.

Number of hours of substitution given to teachers should be within the frame work of up to 28
contact periods per cycle including their regularly scheduled classes (the full load of a teacher
within a cycle).
EVALUATING STUDENTS AT ALS

Goal of Assessment:
Assessment of students’ work aims at being a supportive and positive mechanism which helps students
to improve their learning, teachers to improve their teaching and contribute to the efficiency and
development of the program, and last but not least, parents to be able to follow up and provide support
to their children’s achievement.

Purpose of Assessment:
1. To provide information about how students learn and to determine what knowledge and
skills they have acquired and understood.
2. To diagnose learning problems and student needs.
3. To ascertain that learning outcome is in alignment with curriculum objectives and goals.
4. To act as a feedback mechanism for curriculum development.

Principles of Assessment:
1. Assessment should allow students to:
a) Have criteria that are known and understood in advance.
b) Analyze their learning and understand what needs to be improved.
c) Synthesize and apply their learning in addition to recalling facts.
d) Highlight their strengths and demonstrate mastery.
e) Learn in ways that the teacher did not foresee.
f) Be reflective and partake in self and/or peer evaluation.
g) Express different points of view and interpretations.
h) Be encouraged to be responsible for their learning.
i) Experience successful learning.
j) Perform at a higher level when challenged.
2. Assessment should allow teachers to:
a) Have criteria that are known and understood in advance.
b) Analyze their teaching and identify areas that need to be altered.
c) Highlight student ability and be able to differentiate teaching.
d) Offer feedback to parents on their child’s performance.
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
Practices in Assessment:
o
o
o
o

Assessment should take place in every grade level and every subject.
Assessment should reflect skills applicable to content and course objectives.
Assessment should consist of a range of formative and summative activities applicable
to the year and/or course.
Assessment should be used to diagnose individual differences and needs.
Expectations in regards to Assessment:
o
Students should:
 Have a clear idea of the knowledge and/or skills that are being assessed and the
criteria against which they are being assessed.
 Be aware of the weighting of each assessment in the overall assessment
scheme.
 Receive clear and timely feedback regarding assessment outcome.
 Be given advance warning of any assessment for which preparation is necessary
and be clear about the date of the assessment.
 Be aware that failure to meet set deadlines could result in reduced effort and
achievement grades.
o
Teachers should:




o
The School should:


o
Monitor a master calendar to ensure an even distribution of assessment tasks
with enough notice for students. In case this does not happen. T he principals
reserve the right to make changes after consulting with the teachers.
Keep records of achievement.
The Parents should:





Agree to deadlines in light of the students’ other workload and give adequate
time for the completion of out-of-class assignments.
Clearly define common assessment tasks within subjects for each grade level.
Use student performance as a feedback mechanism to initiate development or
changes in the curriculum and its delivery.
Use a variety of assessment tools.
Support all policies of ALS particularly those that relate to learning.
Support student adherence to set deadlines for work.
Help motivate their children.
Help create an informative environment that is to the benefit of their children.
Examples and Definitions of Assessment Tasks:
All assessment can be oral or written.
o
o
Major tests:
 A formalized class-controlled activity with students given a notice of at
least one week.
 Material to be tested should not be more than one semester’s work.
 Tests should not be on the day after major holidays.
Unit tests:
 A formalized, in-class and controlled activity where students have been
given at least 5 days notice.
 There should be reasonable intervals between tests.
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

o
They should measure student performance on work that has been taught.
Work should be limited to a defined unit of work that the students are
aware of.
Quiz:
A formative piece of assessment on a small part of a unit, or through an
informal class activity, given after completion of a particular topic. A quiz
can be announced or unannounced.
Lesson reviews:
 Short verbal or written questions to assess student understanding.
 All material reviewed should have been taught.
Investigations:
 A piece of structured work not necessarily linked to specific course content.
 Problems are often open-ended with students achieving results through
investigative work.
Formal Essay:
 Extended piece of independent student work.
 Can reflect a student generated title, a teacher-set title, be open or closed
in nature and may have guiding questions.
 As students progress in age this activity will move from descriptive to
analytical or evaluative and increasingly have a formal structure dependent
on the subject area.
Research Project:
 Involves both teacher guided and/or independent student work done in class
and/or as homework.
 Requires appropriate referencing of research.
 The product may be in any medium: oral presentation, written work, video,
computer presentation or appropriate combinations.
 The depth of the work expected should always be age appropriate.
Journal Writing:
 A continuous-assessment activity, which can be part of class work or
homework.
 Criteria, guiding how students’ performance will be determined, should be
made available prior to the beginning of the activity.
Field Work:
 Off-site data collection for analysis and interpretation.

o
o
o
o
o
o
o
o
o
o
o
Practical/Experimental Work:
 Involves both teacher guided and/or independent work.
 This activity is usually in a lab or specialist room involving specialist
equipment.
 Criteria, guiding how students’ performance will be determined, should be
made available prior to the beginning of the activity.
Group Work/Class Activities:
 Part of a continuous activity or part of other assessment tools
 Individual student performance must be acknowledged as well as group
performance.
Short Exercises and Discussions:
 Work usually done in class and/or s homework.
 They could form part of a larger assessment task and reinforce taught
material and/or develop specific skills.
Portfolios:
 A collection of different activities done in class or as homework.
 Clearly defined selection criteria are required.
Homework:
 Work done at home, although it may be begun in class.
 Should take the nature of set reading, set writing, reviewing work, revising
and/or consolidating work that has already been taught.
 May allow continues work on research projects or other projects.
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The recommended number of hours should be reasonable relative to age
group.
National and External/Standardized Tests and assessment
 PYP Exhibition
 MYP Personal Project
 MYP Monitoring and Moderation
 DP Extended Essay
 DP External Examination
 International Schools Assessment (ISA/ACER)
 SAT/TOEFL/IELTS/QIYAS

o

Examples and Definitions of Assessment Tools
o
Rubrics: An established set of criteria for rating students with descriptors that describe
what characteristics or things to look for in students’ work and how to rate it on a
predetermined scale. Rubrics can be developed by students and teachers, and they are
to be published with the assignment of the task.
o
Exemplars: Student work that serves as a concrete standard against which other
samples of work are judged. This exemplar serves as a benchmark.
o
Checklists. A list of information, data, attributes or elements that should be present in
any assigned task.
o
Continuums. Visual representations of developmental stages of learning. These
continuums show a progression of achievement or identify students’ progress.
Grading system and Reporting of Student Performance
ALS Grade Calculation for a quarter is based on factoring a variety of assessment tasks. All teachers of
grades 7-12 are expected to ensure varied assessment strategies based on criteria specific to each
subject.
ALS requests that each teacher must have a student file that contains a copy of all graded assignments
that reflect a quarter grade or reported assessment. This will be kept as evidence and as part of a
student portfolio.
Grade sheets are to be kept up to date with specification of the type of assessment using Power school
programme (if applicable), the date of the work or assessment and the number of points possible, for
each piece of graded work.
Teachers teaching the same subject must have the same marked assignments.
For DP and MYP the following scale applies:
Grades:
1-7 Achievement Grades for Grades 7-12 (MYP & DP)
7
6
5
4
Excellent
Very Good
Good
Satisfactory
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3
2
1
INC
Below Satisfactory
Not Adequate
No Achievement
Work Incomplete
Band Descriptors of 1-7 Grades and Levels of Achievement.
Grade
7
6
5
4
3
2
1
Descriptors
A consistent and thorough understanding of the required
knowledge and skills and the ability to apply them almost
faultlessly in a wide variety of situations. There is consistent
evidence of analysis, synthesis and evaluation where
appropriate. The student consistently demonstrates
originality and insight and always produces work of high
quality.
A consistent and thorough understanding of the required
knowledge and skills and the ability to apply them in a wide
variety of situations. There is consistent evidence of
analysis, synthesis and evaluation where appropriate. The
student generally demonstrates originality and insight.
A consistent and thorough understanding of the required
knowledge and skills and the ability to apply them in a
variety of situations. The student generally shows evidence
of analysis, synthesis and evaluation where appropriate and
occasionally demonstrates originality and insight.
A good general understanding of the required knowledge and
skills and the ability to apply them effectively in normal
situations. There is occasional evidence of the skills of
analysis, synthesis and evaluation.
Limited achievement against most of the objectives or clear
difficulties in some areas. The student demonstrates a
limited understanding of the required knowledge and skills
and is only able to apply them fully in normal situations with
support.
Very limited achievement against all the objectives. The
student has difficulty in understanding the required
knowledge and skills, and is unable to apply them fully in
normal situations, even with support.
Minimal achievement in terms of the objectives.
Level of
Achievement
Excellent
Very good
Good
Satisfactory
Mediocre
Poor
Very poor
For PYP the reporting is linked to standards achieved and a rating against those standards on a 4
step scale:
4
3
2
1
*
The student exceeds grade level expectations.
The student meets grade level expectations. The student displays understanding of
concepts and application of skills.
The student approaches grade level expectations. The student needs additional
practice and support.
The student is below grade level expectations. The student has not yet demonstrated
understanding of concepts and acquisition of skills. This is an area of concern.
Does not apply at this time
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Reporting for each term:
MYP/DP:
Report Cards
Parent teacher conferences
End of term reports
Progress Reports
Academic monitoring reports
PYP:
Records of Achievement
Unit of Inquiry Reports
Parent Teacher conferences
Student Portfolio
Student Led Conferences
Dissemination of Information on Student Performance and Expectations:
Individual Student Reports:
o
o
Interim reports that reflect commendable performance or performance that causes
concern
Student At-Risk letters
Parent Teacher Conferences:
o
o
o
Set parent teacher nights.
Individual meetings at any time with a teacher by appointment, to discuss student
performance and progress.
Teachers are available always via email.
Curriculum Information Evenings:
o
o
o
o
Open House
Introduction to new parents and students
Transition evenings
Grade level meetings
Course Literature:
o
o
o
Curriculum Brochures/Overviews
Course Syllabi
Weekly Plans
Academic Achievement Awards
ALS awards academic achievement certificates at the end of every semester. To qualify for these
awards, students in grades 7-12 must achieve an overall grade of 6 and above. Another criterion for
these awards is that students do not exceed the maximum limit of absences or tardies.
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LANGUAGE POLICY
ALS recognizes that language is central to learning. We also recognize that all teachers are in practice
language teachers and as such need to have the appropriate support.
ALS’s mission statement stipulates that it “encourages its students to become democratic, responsible,
knowledgeable world citizens, who are capable of interacting positively and productively with others.”
As a result, language becomes an integral part of that interaction.
Within the school, many languages exist side by side and students are encouraged to compare their
languages and the cultures associated with them.
Providing quality education in English for children from a variety of cultural backgrounds implies from
the school’s side a commitment to providing support for students that are weak in English, the
recognition of the important role that teachers play in developing language acquisition and a belief in
the importance of mother tongue development.
Language lessons at ALS not only provide a medium for the acquisition of language, they also promote
the development of the whole child. This occurs as a result of the fact that it is not only language that
is promoted but also the recognition and understanding of the culture that accompanies it. Throughout
their language studies students also attempt to explore, when appropriate, the links with other subject
areas.
As ALS accepts students with a wide variety of linguistic backgrounds, it is extremely important that its
language policy is as flexible as possible, thus allowing the students to build up their language skills to a
level at which they can then pursue English as an academic language.
Current Language Courses:
Language A indicates that the language is taught in a way appropriate to students:
· For whom that language is their mother tongue
· As one of their mother tongues
· Who have reached native or near native competency in the language
English and Arabic in the DP and MYP are currently taught as Language A.
Language B indicates that the language is taught in a way appropriate for students:
· For whom that language is not their mother tongue
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· In MYP, Language B will be French following the appropriate phases as prescribed by the IB MYP
Language B guide. In DP Language B will be Spanish.
English (ESOL) indicates that the students have a limited competence in English, and thus have
difficulty coping with mainstream classes in English. These students need extra support in English. In
both PYP and MYP, this is done through a combination of pull out or in-class support depending on the
level of the students.
Standard Forms of Language
Students should be exposed to the language and culture of different countries. No one form is
considered standard. It is necessary for older students to appreciate the different forms of the English
language. The type of language a teacher is likely to use depends on where that teacher is from. The
teacher will however point out differences in expression or spelling where appropriate and the only
guiding rule is uniformity of use within a given document.
Handwriting
Students also produce a variety of different forms of handwriting dependent on previous school
experience. All students are taught D’Nealian handwriting in PYP. Throughout the school however, all
forms of handwriting are acceptable, provided that the writing is neat and legible.
English as the Language of Instruction
English is the language of instruction within the school. To experience success in other areas, students
need to have a certain level of competency within this language. English lessons have an obvious role to
play in teaching and reinforcing language skills needed in other mainstream subjects. However, subject
teachers are also language teachers, and should be developing students’ language skills. It is especially
important to take into account those language skills required in their particular subject area(s). In
addition to this, teachers are responsible for adapting their materials and teaching styles to take into
account the needs of students who are not native speakers of English. Subject teachers are encouraged
to correct mistakes in English as well as content of written work, and to provide missing vocabulary
where appropriate.
Teachers should encourage students to speak English in class (except in
Arabic, French, or Spanish classes), but should be aware that students may benefit from help from
another student in their mother tongue in which they are not only linguistically more competent, but
can also think in more easily.
Languages Courses Offered by the School
English, as the language of instruction is compulsory throughout the school. The courses offered in the
Diploma Years are suitable for students with a variety of English levels from native speakers to those
with a basic command of English.
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Academic Staff Handbook 2014/2015
All students have the opportunity to learn additional languages at the school. The school currently
offers Arabic, Spanish and French depending on the grade levels.
Assessment
Assessment in language like all other subject areas within the school is carried out in accordance with
the school’s assessment policy guidelines. These guidelines follow the general principles of the IB
Primary Years, Middle Years and Diploma Programmes.
HOMEWORK POLICY
Homework is assigned to complement classroom instruction. Homework assignments will be used to
finish work not completed in class, to provide enrichment exercises and to develop research skills.
Teachers will establish homework guidelines within these limits, and the amount of home study will
vary with grade level and individual ability.
All homework assignments are to be carefully written in the Homework Assignment Book from Grades 16. At the end of the last period that the homeroom teacher has with the students, the teacher is
responsible to check each journal (initialling it) to make certain that the entries are accurate and clear.
Providing comments (positive ones as often as possible) to the parents, in this journal, is a very
effective method of communicating. It is suggested that students have one of their parents, or person
delegated by the parent, sign the Homework Assignment Book every evening. The parent’s or
delegate’s signature should be required in cases where students are inconsistent in completing
homework.
All homework should be evaluated and recorded. Should a student fail to do the homework, this should
be noted. Failure to hand in assigned homework on time can result in a time penalty and eventually no
credit for the work. Work completed by someone other than the students will also not receive credit.
Students will be expected to make up homework missed due to absence within a reasonable time frame
determined by the teacher.
The basic standard for the amount of homework to be assigned is:
Grades 1-3: An average of 20 to 30 minutes per night
Grades 4-6: An average of 1 to 1.5 hours per night
Grades 7-10: An Average 1.5 to 2 hours per night.
Grades 11&12: An average of 2 hours per night
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ACADEMIC INTEGRITY POLICY
Daily Homework
Copying a daily homework assignment is considered just as serious as cheating on an exam, and both
the giver and receiver of information will be dealt with according to the consequences listed below.
Plagiarism and Cheating
Plagiarism refers to a form of cheating. To use another person’s ideas or expressions in your writing
without acknowledging the source is to plagiarize. Plagiarism, then, constitutes intellectual theft.
You are plagiarizing if you

present ideas as your own without citing the source;

paraphrase without crediting the source;

use direct quotes with no quotation marks, footnotes, or textual citation of the source;

submit material written by someone else as your own;

submit a paper or assignment for which you have received so much help that the writing is
different from your own. This will be judged by the classroom teacher and the programme
coordinator;

are seen, by any ALS staff member, copying someone else’s work .
The Counsellor and the principal will keep records on each incident of cheating or plagiarism on
homework, quiz, test, project, paper, lab, etc. The consequences are as follows:
1st Infraction – The Counsellor, Boys/Girls Coordinators and Principal are notified; a zero is given; the
parents are notified by the teacher. Students can be allowed to make up the work with a maximum
grade of 4 to replace the zero.
2nd Infraction - The Counsellor, Boys/Girls Coordinators and Principal are notified; a zero is given; and
an after school detention is assigned. Parents will be informed in writing and a parent conference will
be held with the teacher and the principal. The students will not be allowed to make up the work.
3rd Infraction – The Counsellor, Boys/Girls Coordinators and Principal are notified; a zero is given; the
student receives a one day in-school suspension. Parents will be informed in writing and a parent
conference will be held with the teacher and the principal. The student will not be able to make up the
work
Further incidents will lead to out of school suspension and academic probation. The contract the
student is placed on will detail conditions of continued enrolment at ALS.
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PROMOTION/RETENTION POLICY
Grades 7-12
Promotion:
Students who pass all courses and meet the attendance requirements will be promoted to the next
grade level.
Probation:

At the end of each quarter parents of students failing any course will be informed by in writing.
Students at risk of failing will meet the principal, the counsellor, and the parents. Students
failing any course will receive a biweekly academic monitoring report issued by the counsellors
to inform parents of the students’ standing.

Students whose grades are below 4 in one of the core subjects (English, Mathematics, Arabic,
Science, and Social Studies) will be promoted on probation.

Students who have failed two non-core subjects will be promoted on academic probation.
Academic Probation
Academic probation will be determined at the end of each quarter by the student’s grades.
Procedure for Probation
1. Parents will receive a letter stating that their child is being placed on academic probation at
the beginning of the next quarter. The letter will explain the expectations of the
student/parent and school for the duration of the academic probation.
2. Students on academic probation will be placed on a bi-weekly progress report to monitor
progress throughout the grading period.
3. Parents may be required to meet with the principal to discuss the conditions of the probation.
Students at Risk
During a marking period, if a student is not meeting the standards of a course or its requirements,
the parents will receive an “At Risk” notification. Parents should not be surprised by report cards
and at Parent-Teacher evenings with their child’s performance. Students at the risk of failing the
year will meet with the principal, counsellor and parents.
For students in K-6 who are at risk, achievement is discussed with the parents throughout the
year. Decisions and recommendations regarding promotion on probation, retention or change of
school are communicated to parents in a timely manner based on evidence related to
achievement standards.
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Retention
1. Students will be retained if they fail two core subjects.
2. Students will be retained if they fail more than two subjects of any type.
3. Students will be retained if they fail the same subject for two consecutive years.
4. Students will be retained if they fail the same two non-core subjects for two consecutive years.
5. Students may not repeat any grade level more than once.
6. Students may not repeat any two consecutive grade levels.
7. Students may not repeat more than two grade levels at ALS.
8. Students will have to make up all missing required credits between grades 9 and 12 to be
allowed to graduate from ALS.
GRADUATION REQUIREMENTS
Grades 9-12
To graduate within four years and earn the Advanced Learning Schools International Diploma, the
following academic requirements must be met:
30 credits is the maximum that students can accumulate throughout grades 9-12. 26 credits is the
minimum required to receive the ALS Diploma.

Students must accumulate a minimum of 19.25 credits by the end of 11 th grade to be promoted
to 12th grade.

Students in grades 11 and 12 need to have at least 6 courses registered every year in addition to
Islamic Studies, Social Studies of the Arab World and Theory of Knowledge.

Theory of Knowledge, Extended Essay and CAS are additional requirements for the ALS Diploma.
Credit Tables:
Subject
Total Credits
Subject
English
Arabic
Mathematics
Science
Humanities
Fine Arts/Modern
languages
Design Technology
Physical Education
4
4
4
4
4
ToK
1
English
Arabic
Mathematics
Science
Humanities
Fine Arts/Modern
Languages
Design Technology
Physical Education
Social Studies of
the Arab World
Social Studies of
the Arab World
Islamic Studies
Total
4*
1
1
1
2
30
Minimum credits
to graduate
4
4
4
3
3
3**
1
1
1
Islamic Studies
2
Total
26
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* 2 out of the 4 credits are optional. If student opt not to take Fine Arts or Modern Languages in grades
11 and 12, they must take 2 additional credits of science or humanities.
** If students opt not to take Modern Languages or Fine Arts in grades 11 and 12, they must earn an
additional credit in science or humanities.
DISCIPLINARY POLICY AND PROCEDURES
Classroom Rules and General Behaviour
Students are expected to follow classroom rules to ensure a safe and academic environment that allows
all students the opportunity to learn. Students who violate classroom rules will be subject to
disciplinary measures from the teacher and/or principal.
In order for students to make the most of their educational experiences they must assume the
responsibility to:

Report promptly to class, assemblies and other required student activities

Bring appropriate material and supplies to class with them

Not chew gum or bring food or drink (except water) in to the classroom

Be attentive to the teacher’s instruction, work on assigned tasks, participate in class activities
and complete all assigned work to the best of their ability

Be respectful of the staff, other students and the learning environment
Disciplinary Consequences
Students are expected to demonstrate their maturity by complying with rules without constant
monitoring. When sanctions are needed, the following consequence will apply.
1. Detention
1a. Break/Lunch detention: This will be assigned by the teachers as part of their classroom rules.
1b. After school detention (ASD): Students will be required to stay after school for one hour. Parent
notification via email or direct telephone call is required.
Examples of behaviour that would result in an after school detention includes:

Disrespectful behavior

Collecting three incidents in a week as recorded by teachers on the incident sheet. For the first
time ASD, a meeting will be held between student, counsellor and boys coordinator; parents
will be notified either by phone or email.

(3) tardies to class or school, or skipping part or all of a class while on campus

Anti-social behaviour
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
Swearing

Bullying

Continual disruption of classroom instruction
Examples of off-task offences recorded on the incident sheet
1. Interruption during direct instruction
2. Socializing/off-task
3. Disruptive actions to include loudness, noises, yelling, attention seeking, interrupting,
exaggerated laughing, etc.
4. Out of seat: Moving about the classroom without permission
5. Minimal or no effort
6. Misusing throwing, or destruction of materials
7. Horseplay: pushing, grabbing, hitting, slapping, faking punches, chasing, etc.
8. Unprepared for class
9. Refusing clean-up of personal area
10. Arguing/refusing “no” for an answer. Aggressively begging an issue
11. Dishonesty/attempted manipulation or deception
12. Inappropriate comments/tone staff
13. Inappropriate language
14. Tardy
15. Refusing to follow a request/directive
16. Unkindness to peers (verbal or physical)
17. Refusing to speak in the language of instruction
18. Refusing to identify oneself
2. Suspension
Students will not be allowed to participate in any school activities during the period of suspension and a
parent conference will be required before the student may return to regular classes.
2a. In-School Suspension:
In-school suspension will be in an office at school with teachers sending students their work from the
classroom. Students who receive in-school suspension are required to bring their own lunch to school.
2b. At-Home Suspension:
Students who receive at-home suspension for the first time are allowed to make up projects and tests,
but will receive an automatic 20% deduction.
The second time they receive an at-home suspension, they will lose credit for any work missed.
• Parent notification via email or direct telephone call is required
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• For major misbehaviour, parent conference in person with the Principal is required.
• Restoration or payment for damaged property is also a consequence.
Examples of behaviour that would result in suspension include:

Repeated violations of school rules or policies

Use or possession of tobacco products

Vandalism or initiating a fire alarm. (All replacement costs will be covered by the student.)

Fighting

Leaving school or missing multiple classes without authorization

Major disruptions involving violence, defiance, force, insubordination or threats

Possession or use of dangerous materials

Forceful or unlawful entry of school premises or rooms

Making threats, mental or physical assault, abuse or harassment of students or staff

Cases of theft or forgery

Misbehaviour or disruption during examinations
3. Disciplinary Probation:
Students who consistently misbehave at school may be placed on Disciplinary Probation. A letter will be
sent home to inform parents that their child has been placed on Disciplinary Probation. Students on
Disciplinary Probation will be monitored closely by the boys/girls coordinator and the principal.
A student must earn the privilege to be removed from probation. While on probation students will be
restricted from participation in any extra-curricular activities and field trips. Visits to testing centres
and CAS activities may be an exception.
The student will be placed on disciplinary probation for at least a quarter and the parents will receive a
letter from the Principal informing them of the reasons for their son/daughter being placed on
disciplinary probation
If a student is on disciplinary probation and his/her behaviour does not improve for the second quarter
in a row, then:

Another letter will be sent to the parents informing them of their child’s inability to behave
in a way that allows him/her to be removed from probation;

A meeting will take place between the Principal, Counsellor and Parents to discuss the
matters in detail, and to inform the parents that their child risks being asked to withdraw
from the school

4. Expulsion
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Academic Staff Handbook 2014/2015
Expulsion will be recommended when it is determined that the student is a threat to the safety and
welfare of others, has continuously or seriously disrupted the education of others or when a student has
been placed on a behaviour contract by the administration and has not fulfilled the requirements of this
contract. Final decision needs the approval of the Board of Trustees.
ALS Behaviour Plan
In order to discourage student insubordination, frequent detentions, tardiness, and regular disruption of
the learning environment, ALS will implement a progressive discipline structure toward the goal of
freeing the learning environment of unwanted behaviours. A paper referral must be written by the
teacher.
Unwanted Behaviour








Plan for Correction
5 after school detentions resulting from
incidents or a referral.
Being repeatedly late for a detention.
Refusing to serve/skipping a detention.
Insubordination/defiance: leaving class without
permission in an angry huff, refusing to leave
class when told, hitting things on the way out of
class, one inappropriate word or sentence
directed at the teacher, threatening a teacher,
inappropriate nonverbal gesture, physical
aggression, etc.
Racist comment to a peer
Bullying
3 additional after school detentions resulting
from incidents or another referral (8 total).

The student shall serve one full day of In-school
Suspension (ISS).

The student stays home for one day of suspension.
He/she must collect the homework before they leave or
pick it up on the following morning.
2 additional after school detentions resulting
from incidents or another referral (10 total).

The student stays home for a second day of suspension.
He/she must collect the homework before they leave or
pick it up on the following morning.
At this point, the student’s classes are closed until a
parent can come in for a meeting with the Principal
regarding an Individualized Behavior Plan for 10
consecutive school days.


A combined accumulation of 12 days of ISS or
out of school suspensions.

Classes are closed. Review of placement meeting with
the Superintendent, the Principal, a teacher or school
counselor, the parents, and the student.
Automatic Suspensions
Insubordination – 1 day
Vandalism – 1 to 10 days
Fighting – 1 to 4 days
2nd occurrence of bullying – 1 to 2 days
3rd occurrence of bullying – 1 to 4 days
* The Principal reserves the right to dispense the appropriate consequence based on the severity of the
action of the student.
** A 10 Day behavioural plan might be applied with some students before detention number 10
depending on the case.
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*** The progress made by students during the year will be considered when applying the disciplinary
consequences.
Refer to appendix for all relevant forms.
Other behaviours that result in consequences include:

Mobile Phones, IPods and Laptops: Mobile phones, Ipods and laptops are not allowed in class
without teacher’s permission. If used during class without permission they will be confiscated.
Students can use them responsibly during the breaks; however, any phone calls home can only
be made from the principal’s office. Parents and students should be aware that the students are
responsible for these items in school. The school will not be held responsible for the damage or
loss of any items belonging to the student. If a teacher on duty feels that a student is
irresponsible in the use of these items, the teacher has a right to confiscate it and the student
will be banned from using it. The Parents will be notified in this event.

Food Delivery: The delivery of food to the school campus is not allowed. This can lead to
detention on Wednesday after school.

Smoking: Will result in an out of school suspension and parents will be informed.

Out of Uniform: All teachers will send the students to the principal who will send them home
to change or have their parents bring their proper uniform. Students will not be allowed to
attend classes without the proper uniform. Repeated offence will result in a detention or
suspension. The school uniform is available for sale at school. During cold weather students are
allowed to wear a solid colour jacket over the regular school uniform. Jackets or sweatshirts
worn over the uniform should have no patterns or designs on them.
Unacceptable Consequences for Students:
• Corporal punishment
• The use of group punishment for individual or small group behaviours
• The use of academic work as a disciplinary procedure to correct a behavioural concern. (i.e. assigning
extra homework)
• Use of evaluation procedures as a method of discipline (i.e. – arbitrarily assigning a test)
Disciplinary procedures are progressive. When it is clear that the methods being used are not having a
positive effect on the students’ behaviour, more serious consequences will be applied. If a very serious
behaviour problem arises, one that cannot wait to be attended to, teachers should call the boys/girls
coordinator before sending a student to the office. A student referral form must be completed and
given to the appropriate Principal.
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ATTENDANCE POLICY
Philosophy:
Academic success is directly related to attendance and behaviour/attitude. Administrators,
coordinators, counsellors, teachers, students and parents must work together to make sure students are
present and on time to each class of the day and exhibit the right attitude. There must be a conscious
effort by each person in our community to help students arrive at class on time and be prepared to
learn.
It is expected that students will attend every class of every school day. All teachers will record
attendance each period on Powerschool as well as keep an accurate record for each class. This policy
will only work if each person involved participates consistently in its implementation.
Roles and Responsibilities:
Administrators – will support teachers by assigning after school detention and supporting all other
interventions.
K-3, Boys and Girls Coordinator – will meet with habitually tardy or misbehaving students and make
parent contact.
Teachers – will make every effort to monitor students in between classes while greeting students at the
door. They will keep the student traffic moving and be a positive adult presence showing students that
teachers do want them to be on time.
Teachers’ responsibilities include:

Recording attendance daily in their roll books and Powerschool.

Not allowing students out of class without a proper hall pass.

Recording the necessary information on the incident sheet located on the academic drive.
Recording tardy students between 7:30- 7:40 and between classes is compulsory.

Tardy students between classes should not be send back to the office to take pass. Teacher will
inform the office either by call or email and by using the incidents sheet.

Being a positive role model by being prepared and on time to class.
Students – will arrive to every class on time. They will attend all lunch/after school detentions and
participate in the assigned interventions.
Minimum Attendance:

For grades 9-12, students are required to be in attendance for a minimum of 85% of the
periods of course.
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Academic Staff Handbook 2014/2015

For grades K-8, students will risk promotion to the next level if they miss more than 30
school days.

All absences from class with the exception of field trips or school sponsored
activities/sports are considered as absences for the minimum attendance policy.

Every three tardies will be counted by Powerschool as one period absence.

Every effort should be made by the students and parents/guardians to see that the students
are in all their classes every day.

Extraordinary situations will be reviewed and considered by the administration.
Morning Tardy:
If students arrive at school late, they are required to go directly to the principal’s office in order to
obtain late slips. The principal’s assistant will record every time a student is late for school. The school
administration will take the necessary steps to modify the behavior of students who are frequently late.
Tardy to Class:

Students are expected to be in class on time. All students tardy to any class including
homeroom and assemblies will be recorded on the incident sheets.

In the event a student is late for break detention or entirely misses it, he/she is required to
report to the office the same day for an after school detention.

If a student’s lateness becomes chronic, the administration will use other measures such as
assigning Thursday school.
Absence from School:
Parents are requested to call the principal’s office to inform the school if a student is absent. In case of
illness, parents are requested to call principal’s assistant by 09:00 to report the absence. In the event
that telephone contact is not made, the student must bring a note to the office on his/her first day
back. Students absent for more than three days should bring a doctor’s note. All students following any
absence will be given absence slips by the principal’s office. In order to make up the work missed
during an absence, the parents must provide a letter/medical report for approval by the principal.
Disciplinary Consequences
1) Break/Lunch detention: This will be assigned by the teachers as part of their classroom rules.
Teachers can assign lunch detentions when needed or they can record the incident on the
incident sheet on the academic drive.
2) Teachers have to report students who are late to class on the incident sheet.
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3) Students who come between 0740 and 0800 will be given an after school detention on the same
day.
4) Students who come after 0800 will not be allowed into school without a written note from
their parents. In addition, those students will receive an after school detention and will not be
allowed to make up the work missed.
5) Three incidents (behaviour, tardiness between classes, no homework, no book, no uniform,
being disrespectful, being disruptive …etc) will cause the student to serve an after school
detention. Parent notification via email or direct telephone call by the respective coordinator
is required. The detention is served after school during that week provided there is enough time
to notify the parents. The respective coordinators will regularly check and update the incident
file on the shared drive every week.
6) Skipping class results in an after school detention. Students 20 minutes late to class will be
considered skipping.
7) If a student’s lateness becomes chronic, the administration will use other measures such as
assigning school on Thursday.
Note to parents: Communication with the school is very important, please make sure you
contact the school in case of inevitable delay.
PRIVATE TUTORING POLICY
The purpose of private tutoring is to help students develop specific skill deficiencies and should assist
the students’ overall development. It should not be for homework assistance or cramming before
exams. Students need to become self-reliant and be able to sit down and complete their homework.
Also, students should study during class time and ask the teacher’s assistance for homework and
examination review.
Teaching students is mainly the responsibility of the school. The school encourages students to develop
independent thinking and problem-solving skills. Most often it is best to have the student work out
misconceptions and non-understanding independently. However, there are cases where tutoring is a
substitute for missed learning time and/or lost skills.
Intensive tutoring to complete homework assignments, projects or pass a test usually does not address
the underlying weakness of a student. More often than not it offers a short-time solution to long-term
problems. Effective tutoring should help remediate weaknesses of the child.
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NEGATIVE EFFECTS RESULTING FROM UNWARRANTED PRIVATE TUTORING
Research has shown that one of the most significant factors in school success is parents’ ongoing
interest and support for their children’s work at home and at school. Parents are encouraged to monitor
their children’s work at home and help them to complete their assignments independently. When they
have concerns about their child’s performance in a class parents are encouraged to call the school to
arrange an appointment with the teacher concerned.
Advanced Learning Schools does not encourage private tutoring unless warranted.
Teachers may not accept tutoring or after school tutoring of ALS students without permission from the
superintendent.
FIELD TRIPS
Field experience for all students is encouraged both within the Kingdom of Saudi Arabia and out.
Fieldtrips should be well planned in advance and linked to the curriculum. All fieldtrips need to be
approved well in advance especially since in certain cases, ministry approval is required. When planning
a fieldtrip proposal, the school calendar should always be consulted for days and frequency.
Fieldtrip Procedures
Trips out of Riyadh:

Present a proposal to the principal including rationale, curriculum links, proposed dates and an
estimate for cost per student at least 8 weeks before the proposed date of the trip.

If proposal is approved, prepare a letter of interest to be sent to the parents at least 6 weeks
before proposed date of travel.

Start making contact with travel agents for proposals and itineraries; you can opt to work with
the school’s travel agent or any other one if you see that they can offer better services.

Prepare a detailed budget to include all possible costs at least 5 weeks before proposed date of
travel. (see appendix for sample budget and items to be included)

Check with the Human Resource office for all Iqama, visa and passport issues for all the
chaperones.

Prepare detailed letter for parents with travel itinerary, a detailed schedule of events and the
exact cost with a date for payment to be sent out at least 3 weeks before proposed date of
travel. Parents should pay within a week. (see appendix for sample letter)

All moneys collected should be left with the Business Office.

Make sure you have all relevant permission slips signed. There are official release permission
slips for some of our students. Please check with the principal’s office for these slips.
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Academic Staff Handbook 2014/2015

Once all the students have paid the fees, arrange with the Business Office for payment to the
travel agent and the issuing of the tickets. This should all be finalized at least a week before
the travel date.

Emergency money and any other dues to be paid during the trip are to be picked up in cash
from the business office the day before you travel. Please allow three days for the business
office to have the money ready in the currency you desire.

Maintain a log of expenses and all receipts during your trip.
For trips within Riyadh:

The teacher prepares a field trip request form at least a week before the date of the trip with
costs and transportation requirements.

The teacher sends the field trip request form to the respective ASA coordinator.

The ASA coordinator gets approval from the principal.

If approval is given, the ASA coordinator makes arrangement for bus transportation with the
purchasing officer.

Once the trip is approved, the teacher announces the trip in the daily bulletin at least 4 days in
advance.

Once the trip is approved, the teacher completes a parent permission form and approves it by
the principal before sending it home.
Please see appendix for Field Trip Forms.
FOOD AT SCHOOL

Teachers may submit a written request to the Principal to have a classroom celebration under
special circumstances.

Food deliveries to the school are not permitted.

In case of a birthday celebration, the cake should be delivered to school before 0730 and kept
in the refrigerator until lunch break. All birthdays should be with permission of a teacher and
held during lunch and under the supervision of a teacher.

Students, KG-6, will normally eat packed lunches in their classrooms.

Students in grades 4 to 12 have the option to bring a packed lunch or buy food from the vending
machines at the school.

The school’s policy is to ensure that all students have a healthy, balanced diet.
REGISTERS, STUDENT ATTENDANCE
All teachers must use Power-School attendance. Attendance will be taken every period. Students
entering class after the second bell are recorded as Tardy. Attendance registers are the responsibility of
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Academic Staff Handbook 2014/2015
the teachers and represent a true record of a child's attendance. Should an emergency arise (e.g., fire),
they are the only record we have of children present. Names must be written in English in the teacher’s
class record. To ensure that all the children are attending each class, check at the beginning of the
class and ascertain the whereabouts of the missing students.
All teachers must refer to the Power-School attendance handbook for more information. Help may be
provided from IT personnel.
SECURITY AND WELFARE OF STUDENTS AND STAFF
Supporting the physical and emotional well being of all members of the school community is one of the
most important and pervasive policies of the school. Every member of the staff has a responsibility to
correct or report circumstances or events that could endanger anyone.
Report immediately any dangerous circumstances (such as sharp edges, electric cord strung across a
hallway, a slippery area) to Reception. Also, immediately phone Reception to report the presence of
any individuals in the school, who are not accompanied by one of our staff members. An investigation
will occur immediately and you will be informed of the outcome. All parents and visitors are required
to report to reception first, before being escorted to the school buildings.
The Incident Report Form (see appendix for sample) is provided to record serious events involving
accidents, medical problems or significant discipline violations. The Building Maintenance Form (see
appendix for sample) is used to request repairs.
CLASSROOMS
A classroom should be welcoming, stimulating and productive place. This can be accomplished by:
1. Being at the door to welcome the students as they arrive. Never leave students unsupervised.
2. Having attractive displays. These displays should be changed at regular intervals and show
student's work.
3. Encouraging the students to be responsible to keep the classroom neat. At the end of the day
all books and equipment should be stored neatly, with the floor free of paper, pencils, etc.
NOTE: No class should be left unsupervised. Where possible, rooms in which there is no faculty member
present (or students) must be locked as the last faculty member exits, this is especially important for
the computer labs, the science labs, the art rooms and the music room.
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AFTER SCHOOL ACTIVITIES (ASA)
Teachers are expected to develop and support after school activity. ASA meet from 1440 to 1540.
Teachers may write a description of an activity that they wish to offer to the students and submit it to
the appropriate activity coordinator before the beginning of the ASA session.
Keeping accurate records of attendance and the progress of the activity is important and a written
report on the activity is due the week after the last session. Teachers are responsible for their students
in an afterschool activity until they are picked up. No child should be left unsupervised. One of the two
after school activities coordinators will also be available to ensure that this happens.
COACHING
Before there are any meetings, practices or games, the Principal must approve:

Letters to the parents regarding sport teams, practices, games, etc(to be approved before
being sent to the parents)

The calendar of practices and games

The list of involved students
The coach must supervise the students during the activity and until they are picked up at the end of it.
COMMUNICATION WITH PARENTS
It is essential that teachers communicate with parents regarding positive events as well as when
students experience difficulty at school. If we do not inform parents as to their student's lack of
academic progress or poor behaviour adjustment, and the difficulties they are encountering continue,
then we are placing ourselves in a vulnerable position for which we can rightly be criticized. The
following procedures will be followed:

Conferences may only be scheduled during non-contact time with students and when
school meetings are not scheduled.

When it is realized that a student is having an unusual degree of difficulty, an
appointment with the parents must be made.

If two members of the faculty are encountering similar problems with a student, a joint
meeting can be held. At the teacher’s request, the Principal may attend any meeting,
given prior notice.

Parents greatly appreciate a telephone call. Phone calls should be made when the
parent needs to be informed about lack of homework, school uniform, unusual progress
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in any area or any matter for which a full conference is not essential. In this way you
have a record. Negative phone calls should be interspersed with positive ones.
Teachers must keep Parent contact logs.

Faculty members should have general or class-wide notices or communications reviewed
by the appropriate Principal before the notices are sent home.

“Advanced Learning Schools” should be written as the heading across the top of the
communication and the notice should be dated.

The sender of the communication should be identified by position, e.g. Christina Lewis,
Grade 2A teacher.

Formal English or Classical Arabic, language should be used.

Correspondence on official ALS letterhead is not to be released until approved by the
Principal.
FACILITIES SERVICES
The Facilities officer supervises maintenance. If a faculty member needs help with this area, he or she
should discuss it with the Facilities officer. Please use maintenance request as appropriate. All
requests to the facilities officer should be approved by the respective principals.
DRIVERS AND BUSSES
The purchasing officer supervises drivers and organizes busses. Requests for field trip busses need to be
sent to the purchasing officer after approval from the respective principal. Any dealings with the
drivers need to go through the purchasing officer.
INTERNAL ANNOUNCEMENTS
Daily Announcements:
Academic Staff are responsible for making sure that they have a copy of the “Daily Bulletin” which will
be sent by email. It is also their responsibility to check their emails at regular intervals during the day.
Mail Boxes:
All Academic Staff members have mailboxes in the staff rooms where notices, announcements, mail,
etc. may be placed. The privacy of each Academic Staff member must be respected. These boxes
should be checked at the beginning and end of each school day (valuables/money should not be left in
these mail boxes).
Bulletin Board Announcement:
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Any personal announcement to be posted on a school bulletin board or faculty room bulletin board must
first have the signed approval of one of the Principals or the Superintendent. In general,
notices/announcements will remain posted for no more than two weeks. Notices posted without prior
approval will be removed.
Faculty Email:
The school provides an email service for efficient information delivery. It is the responsibility of each
Academic Staff member to check his or her email daily. The email lends itself to both public and private
communication and requires decorum and professionalism at all times. It is the responsibility of the
sender to indicate if email is confidential, not to be forwarded, distributed, or printed. Unless
previously approved by the principals, no teacher may use the “send to all staff” feature. Please
remember that school email should be used for school business only.
DRESS POLICY FOR FACULTY
Throughout the Middle East region, dress is associated with professional competence.
The professional faculty will at all times set a positive example by dressing professionally. Conservative,
professional dress is required. Loud, unusual or provocative dress is discouraged for both men and
women. These guidelines are consistent with the culture of our host country: (Please refer to Staff
handbook for more information)
1. Proper footwear will be worn at all times (thongs and beach slippers are not acceptable).
Men shall wear socks with their footwear.
2. Men will wear smart trousers and a shirt with a collar and a tie.
3. Women will wear opaque, loose-fitting, conservative blouses or dress tops. Low-neck lines
or tight-fitting tops are not appropriate. Sleeveless tops and dresses are not acceptable.
4. Women will wear dresses and skirts no shorter than knee length. Pants should be loose
fitting.
5. Tight, form revealing clothing is inappropriate.
6. Denim, jeans, T-shirts, sweat suits and shorts are not acceptable. P.E. teachers may wear
modest shorts, sweat suits and sports shoes.
Any unusual mode of dress that calls undue attention to the individual is discouraged for both
men and women.
END OF DAY ROUTINE
FOR GRADES 1-6

Each student should pack his/her bag and tidy the classroom as quickly as possible.

Letters should be distributed and placed in the school bag.
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
The students should line up ready to leave the classroom.

Before the students leave the classroom ensure that all bags, sweaters, coats and lunch
boxes have been collected. All students should leave the classroom together, with the
teacher and escorted to the gate.
ALL SCHOOL

At the end of the day, all staff members are expected to see the students off the premises.

For grades 4 to 12, parents and/or nannies are not to enter the classroom and collect the
students from inside the school. If parents wish to see a teacher after school, they must wait
until all the students have been escorted to the front gate.

It is essential that all students (except those in after school activities or special reasons) are
dismissed at 1430. Promptness will help alleviate traffic congestion.
GRIEVANCE PROCEDURES
When a faculty member has a grievance, discussing the problem with the appropriate Principal is the
first step. If the matter has still not been resolved to the satisfaction of the faculty member, the matter
should be brought to the attention of the Superintendent, in writing.
Access to the administration to discuss any issue is assured, provided that the individual has followed
the line of command within the administration.
HOURS FOR STAFF
Sunday, Monday, Wednesday and Thursday: 0710 to 1515
Tuesday (Staff Meeting Day) & ASA days: 0710 to 1530
ILLNESS OR ACCIDENTS INVOLVING A STUDENT
If a student is ill or injured while at school, the student should be sent to the clinic with a pass
containing the time that the student left the classroom. The teacher will use his or her professional
judgment and common sense. If a student is to be sent home, the Doctor will inform the teacher and
the Principal.
Students and teachers may not call home to get the driver or parent to come to school to get them.
Only the Doctor/Nurse will make such calls. Students should not call home.
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1)
Students should be sent to the Doctor/Nurse only in case of illness or injury and with a
PASS.
2)
Students are NOT to use the telephone in the Doctor’s/Nurse's office or elsewhere in
the school. They may only use the phone in the Principals’ Offices.
3)
Any medicines that are brought to school must be given to the Doctor/Nurse for her to
administer. The Nurse will collect students to administer their medicine.
4)
If a student has to leave school early, or during the normal school day, the Doctor/
Nurse will issue a permission slip to leave and will inform the teacher by email.
5)
Teachers should be informed as soon as possible about any student with a serious
medical problem. This information should then be relayed to other faculty concerned.
6)
The Doctor/ Nurse will contact parents of students who are absent.
7)
Students may not call home to ask to leave school early.
IT ASSISTANCE
For non-emergency IT problems, please fill out the IT Maintenance Form and put it into the IT
Maintenance Mailbox. If it is an emergency, call extension 131.
CURRICULUM DOCUMENTATION
All curriculum documentation, in accordance with school policy, will be kept in binders and updated in
the electronic documentation files on the shared drive. They are to be kept in the binder for the entire
school year and are the property of the school. They will be collected at the end of the school year.
They should also be available in soft copy. Curriculum binders should be kept on the teacher’s desk,
available to the Principals and Programme Coordinators at any time.
Teachers must submit emergency lesson plans for their substitution folder to the Principals Assistant by
the end of week two. They should be updated as needed.
LOCKING DOORS
All classes should be kept locked at all times. Please make sure that you have keys for the rooms that
you are using. Specifically, computer labs, nurse’s room, science labs and art room should remain
locked whenever staff members are not present.
MEETINGS
Academic Staff meetings are usually held in villa 4 or 10 on Tuesdays at precisely 1440 and end at 1540.
An important element of ensuring a strong and well aligned curriculum is regular meetings to discuss
issues and develop and implement improvement strategies.
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All Academic Staff are required to attend staff meetings, stand-up meetings, coordinators meetings,
professional development meetings, workshops, open house, parent evenings, conferences and parentteacher meetings that are normally associated with the school. Other meetings may be called, at any
time during the school day, by the Principals or the Superintendent. Academic Staff members should
not schedule any activities or events that would interfere with school meetings.
MONEY COLLECTION
The collection of money by a teacher, for any reason, is permitted only with the written permission of
the appropriate Principal. All monies must be handed over to the Business Office. The Business Office
will keep records of all money collected.
MORNING ROUTINE: FROM 07:10
All teachers are expected to be available to greet students and discourage discipline problems from
07:10. There will be a gate duty roster.
PERSONAL PROPERTY
Please remember to lock your valuables (e.g, wallet, cell phone) in a locked desk or cabinet, whether
you are in the room or not. The school is not responsible for the loss of any personal valuables.
Please remind students of the school policy that large sums of money or expensive items should not be
brought to school. If there is some reason for a valuable item to be brought to school by a student, it
should be in a locker when not in use.
PHONES
During class time, meetings and when staff members are in public areas, cell phones are to be
switched off, or on “silent”. Staff may not use their cell phones during meetings, either in the
meeting, or by leaving the room to speak on the phone.
Frequently remind students that they are not permitted to bring cell phones to school and, if they are
found in possession of one, it will be confiscated and held by the Principal.
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PHOTOCOPYING PROCEDURES
Staff requiring photocopy work must fill out the request form have it signed by a principal, and place it
in the Photocopy Requests mailbox at least two days before it is needed. Requests for a large number
of copies must be presented at least a week before needed. Copies will be delivered to the staff
member’s mailbox.
Only designated staff may use the copy machines.
PROFESSIONAL CODE OF CONDUCT
In relation to students:
1. The Academic Staff member teaches in a manner that respects the dignity and rights of all
persons without prejudice to race, religious beliefs, colour, sex, physical characteristics,
age, ancestry or place of origin.
2. The Academic Staff member is responsible for assessing educational needs, prescribing/
implementing instructional programmes and evaluating progress of students.
3. The Academic Staff member does not divulge information about a student received in
confidence or in the course of professional duties except when the professional
responsibilities of the member so require.
4. Academic Staff members may not offer outside tutoring to ALS students without written
permission from the superintendent.
5. The Academic Staff member does not take advantage of a professional position to profit
from the sale of goods or services to or for students in the school.
In relation to colleagues, the Academic Staff members:
1. Do not undermine the reputation of students or parents with other staff members.
2. Do not critique the professional competence or professional reputation of another staff
member.
3. Support the process whereby procedures and policies which they object to are discussed
through proper channels.
4. Express opinions and bring forth suggestions regarding the management of the school
through the appropriate channels.
In relation to the profession, Academic Staff members:
1. Behave at all times in a manner that reflects the honour and dignity of the profession,
including dressing in a conservative manner in keeping with cultural expectations.
2. Do not engage in activities that have a negative effect on the quality of the staff members’
professional service.
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3. Fulfil contractual obligations to the employer until released by mutual consent or according
to the school policy/procedures.
DECLARATION OF RIGHTS AND RESPONSIBILITIES FOR ACADEMIC STAFF
1. Academic Staff have the right to base assessment, planning, methodology and evaluation on
professional knowledge and skill, have the responsibility to constantly review their own
level of competence and effectiveness, and are empowered to seek improvements as part
of a continual process of professional growth.
2. Academic Staff have the right to expect high standards of student behaviour necessary for
maintaining an optimal learning environment, and have the responsibility to use reasonable
methods to achieve such standards.
3. Academic Staff have the right to a voice in decisions of a professional nature, which affect
them, and have the responsibility to seek the most effective means of consultation and of
collaboration with their professional colleagues.
4. Academic Staff have the right to critique educational programmes, and have the
responsibility to do so in a professional manner.
5. Academic Staff have the right to work in surroundings that are safe, sanitary, healthy and
conducive to teaching and learning, and have the responsibility to assess conditions
encountered and to seek improvement through proper channels.
6. Academic Staff have the right to reasonable allotment of resources, materials and services
of support staff and have the responsibilities to use them in an efficient manner.
7. Academic Staff have the right to fair and reasonable assessment of their professional
performance, and have the responsibility to give sincere consideration to any suggestions
for improvement.
8. Academic Staff have the right to be protected against discrimination on the basis of
prejudice as to race, religion, colour, sex, physical characteristics, age, ancestry or place of
origin, and have the responsibility to refrain from practising these forms of discrimination in
their professional duties
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SCHEDULE
The schedule at ALS is based on a 6 day cycle with six 55 minute blocks each day, a homeroom period, a
morning break and a lunch break. Days will be numbered 1 to 6.
A reason for this is to ensure an even distribution of contact time.
At the beginning of the year students are issued their class schedules. School doors open at 07:10. From
this time academic staff is on duty. Students should arrive at the school by 07:25 as school begins
promptly at 07:30. Students must remain on campus during school hours unless given written permission
to leave by the appropriate Principal’s Office.
Grades 1-12 Schedule
Tuesday PD Early Closure Schedule
Time
Period (min)
Time
Period (min)
07:30-08:25
Period 1 (55 min)
07:30-08:25
Period 1 (55 min)
08:30-09:25
Period 2 (55 min)
08:30-09:25
Period 2 (55 min)
Boys: K-6 Break / 7-12
Homeroom
09:25-0940
0940-0955
Girls: K-6 Homeroom /
7-12 Break
Boys: K-6 Break / 7-12
Homeroom
09:25-0940
Girls: K-6 Homeroom /
7-12 Break
(15 min)
(15 min)
Boys: K-6 Homeroom /
7-12 Break
Boys: K-6 Homeroom /
7-12 Break
Girls: K-6 Break / 7-12
Homeroom
0940-0955
(15 min)
Girls: K-6 Break / 7-12
Homeroom
(15 min)
10:00-10:55
Period 3 (55 min)
10:00-10:55
Period 3 (55 min)
11:00-11:55
Period 4 (55 min)
11:00-11:55
Period 4 (55 min)
11:55-12:30
LUNCH (35 min)
12:35-13:30
Period 5 (55 min)
1220-1530
Staff Professional
Development
13:35-14:30
Period 6 (55 min)
 KG1 and KG2 end their day at 13:30.
 All students should leave the school by 14:40 if they are not in an after school activity.
 All After School Activities run from 14:40 to 15:40 on Sunday, Monday, Wednesday and Thursday.
 All students in After School Activities would leave the school by 15:45 as there is no supervision
after that time.
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Academic Staff must be at all classes and assigned duties in advance of arrival of the students.
Similarly, arrival at staff meetings on time is required. Unavoidable delays in arriving at a meeting
should be communicated to the Principal in advance of the meeting or as soon as possible.
Class schedules will be finalized and submitted for approval by the Principal before the beginning of the
school year. If the teacher wishes to recommend changes in the schedule after that, they must be
discussed with and approved by the Principal before any change is made. NO CHANGES ARE TO BE
NEGOTIATED AMONG THE TEACHERS WITHOUT THE PRINCIPALS CONSENT.
SIGN IN/OUT
Staff members are expected to arrive at school and sign in by 0710. The “sign in” sheet is in the
respective staff rooms. All Academic Staff members must sign in. No staff member may sign in for any
other staff member under any circumstance. The Staff Attendance Document will be maintained on
file in the principals’ offices and in the HR office as an official and legal record of each staff member’s
attendance at the school.
SMOKING
Smoking is not permitted on campus or in the vicinity of the school.
SUBSTITUTES AND EMERGENCY COVERAGE
When sufficient notice is received from an absent teacher and the absence is for an extended period of
time and an appropriate substitute teacher is available, arrangements for outside coverage could be
made. When such coverage is not available, emergency class coverage will be provided from within the
school.
Teachers are expected, during non-teaching time, to cover for teachers who are absent. When a
teacher is out of school for a day or more, another teacher will be assigned to teach his or her class,
using the lesson plans that have been completed by the teacher who is absent. In this way the students
will benefit from a continuation of class work that was started by the absent teacher. For longer
periods of time, a short term or long term substitute teacher will be employed, if one can be found.
This outside substitute teacher will give lessons that have been supplied and planned by the teacher
who is absent. For long term illness or absence, the substitute teacher will complete and execute the
lessons on their own with assistance from administrative support staff.
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SUPERVISION DUTIES
During all assigned supervision duties, staff will circulate in their assigned areas, maintaining vigilance
regarding the activities of the students. The sole focus of the supervisors should be on maintaining
order and discipline.
1. Morning duty: Duty begins at 0710. Staff members on duty should assure that all students enter
the areas designated for their class.
2. The afternoon duty begins at 1430 and ends at 1445 or when all students have left the school.
All primary students are to be accompanied by the class teacher to the gate designated for the
class. Assure that all students leave the school promptly. Children must be collected from the
school gate and may not stand outside the wall to wait for their car. All parents, nannies
and/or drivers are to wait outside the school gates until dismissal time.
3. Morning and Lunch Breaks: A rotating schedule will be provided to all teachers. Vigilant
supervision is expected, with teachers circulating among the students.
4. Prayer: Staff members will supervise prayer. Primary students will pray in their classrooms or
allocated areas. All students are strongly encouraged to go to prayer.
Expectations from teachers on break duty:

Be on time for break duty and leave only after moving students to their classes when the bell
rings.

While on duty teachers are expected to move around, interact with the students and stop
incidents before they happen.

If a teacher is not on duty on time, he/she will be called to report to his/her location and a
warning letter will be placed in the teacher’s file.
SUPPLIES
Staff needing supplies, such as paper, pens and staples, should fill out the supplies request form (Please
see appendix for Supplies Form). Teachers may not send any student to collect supplies for the
classroom.
TEACHER PLANNING PERIODS
Teachers are usually scheduled to teach a maximum of 28 classes per cycle. The unassigned periods per
week are to be used for:
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
Curricular, grade level, ESOL or other meetings

Parent conferences

Coverage of classes as needed (these will be kept to the minimum possible)

Grading student work

Planning lessons
The unassigned periods are not “free periods”, all unassigned periods must be dedicated to the school
and the students.
TEXTBOOKS
Teachers will assign textbooks after recording the book name and number for each student. The
textbook list will be placed in their lesson plan book where changes in book assignments can be noted.
Extra books must be placed in a locked area when not in use.
One copy of each textbook or workbook is provided to the student. If a second copy of any text or
workbook is needed because a book was lost or damaged, the student will be charged for a replacement
book. The Principal should be notified if replacement of a book is required.
At the end of each year, the running list of all of the textbooks used by each student must be
completed. Two copies must be provided to the Principal and one will be placed in the files for next
year’s teacher. All students are expected to return their textbooks at the end of the year.
TRANSITIONS
Students should arrive at the next class by the scheduled beginning time of the period. In K-3, the
students will be escorted to and from classes.
Teachers and students in grades 4 to 12 will have 5 minutes transition time. Teachers are responsible
that students leave their class as soon as the first bell rings.
Students must never be without adult supervision.
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APPENDIX
CENSORSHIP GUIDELINES
In the Religious Domain, avoid the following:
 Images or drawings incarnating God, messengers, prophets, angels and companions of
the messenger
 Texts that distort the messenger, his wives, traditions and family
 Allegations that Muslims mistreated Christians and Jews
 Subjective accounts of controversial historical events or Muslim persons in a way that
promotes an image of Muslims as terrorists or unduly aggressive people
 Alleging that Mohammad is the founder of Islam, not the messenger of God
 Calling immigration to Medina a flight or escape
 Alleging that messenger Mohammad is the author of the Qur’an or calling Qur’an the
teachings of Mohammad, and that the messenger was illiterate
 Claiming that Islam was spread by force
 Criticizing Islamic traditions, the companions, Muslim scholars, theologians and Islamic
laws and legislators
 Adopting a missionary style when talking about religions
 Teaching Darwin’s theory of evolution “the origin of the species”. Exaggerating
differences among heterodox and orthodox (sunna and shi’ah) which may lead to unrest
among Muslims
 Discussing information about witchcraft, reincarnation, transmigration of souls, and sex
 Distorting the holy Qur’an and coining false chapters of the Qur’an
In the Political Domain, avoid the following:
 Falsifying and misinterpreting subjective accounts of controversial events in the
history of the Arab countries
 Criticizing the policy of the state of the Kingdom of Saudi Arabia and its sovereignty
and attacking the GCC (Gulf Coast Countries) and Arab states
 Calling the Arabian Gulf the Persian Gulf
 Claiming that Iran has sovereignty over Bahrain
 Distorting Arab and Muslim history
 Texts that undermine The Kingdom of Saudi Arabia’s relations with brother Arab and
foreign countries
In the Domain of the Kingdom of Saudi Arabia’s Traditions and Norms, avoid the
following:
 Photographs or drawings of naked people or sexually explicit acts
 Talking about “jinn” (ghosts, spirits) in a way that contradicts Islamic Law
 Discussion, either verbal or printed, of intimate sexual relations between people such as
intercourse, except in the context of human reproduction for science or health topics,
and this should be discussed only in the framework of matrimonial relations, not premarital, extra-marital, homosexual or other sexual orientations
 Mentioning pork and pork products as something edible, or as an ingredient in cooking
 Promoting or condoning the use of liquor, alcoholic spirits or other drugs and intoxicants
 Glorifying illegal acts and crimes in a way that makes them appealing
 Texts which arouse confusion, agitation or divide the society
 Sympathizing with Iraqi allegations concerning The Kingdom of Saudi Arabia
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