Professional Documents
Culture Documents
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respect and
is considerate of
5. The teacher may not divulge information about a student received in confidence or in the
course of professional duties except as required by law or where, in the judgment of the
teacher, to do so is in the best interest of the student.
6. The teacher may not take advantage of a professional position to profit from the sale
of goods or services.
12.0. Confidentiality
All staff is to treat information of the school in strict confidence. Disciplinary action
will be taken against those who release sensitive information or trade secrets to
competitors or any persons who are not entitled to such information.
13.0. Non-compliance
Disciplinary action will be taken against staff if any of the above rules are not complied
with.
14.0. Amendments
The School reserves the right to amend, annul or revoke any of the above clauses and it
will be communicated to you in writing and / or by way of general notice.
Developing curriculum statements and practice consistent with the requirements of PYP IB
Establishing communication with staff and in relation to curriculum content, documentation
and teaching methods
Leading the pedagogical implementation at the campus through work with staff and
students in classroom
Ensure copies of the IBO publications are available to all staff members
Establish and maintain a record of completed planners
To develop and publish the programme of inquiry
Lead the process of developing the schools Scope and Sequence documents
Ensure that the essential agreements are formulated for assessment
Participate in the formation of the schools strategic development plan
Professional Development
Ensure the staff members are made aware of PYP professional development opportunities
Make recommendations regarding internal and external training opportunities
Maintain a record of workshops, school visits and PYP Network Meetings attended by the
staff in order to achieve equality of opportunities and identify ongoing needs
Assist teams and individuals in developing good primary education practices and the units
of inquiry
Resource Management
Identify local people and resources that can be used to support the program
Communication
Set up systems for communication and collaboration among all members of staff involved
in implementing the programme
Ensure bi-weekly dissemination of information to parents via newsletters and updates on the
programme
Conduct parent information sessions
Publish articles pertaining to the programme in the school newsletter and as separate
curriculum articles
Circulate relevant information from the IBO
Prepare and submit any documentation required for authorization and evaluation
Ensure that all requirements and procedures set by the IBO concerning the programme are
adhered to
Respond to requests for information (eg questionnaires) from the IBO
Extend contacts with the wider community of learners through such means at the PYP
Network Committee Newsletter, email contact with colleagues and school visits
Main Responsibilities
The major responsibilities of the PYP Coordinator are:
The PYP Deputy Coordinator should know and support the philosophy, aims and objectives of the
school and model the attributes of the Learner Profile. S/he will be expected to develop a deep
knowledge and enduring understandings about the PYP Programme in order to support the
development of the programme in the Primary School.
Work with the PYP Coordinator to ensure that the PYP structure and methodology are
understood by all teachers.
Keep abreast of latest research and reports on practice related to teaching and learning, with
particular relation to the teacher guided inquiry model, adult learning styles and support tools
and strategies which aim to enhance student learning
Gather data on individual staff needs related to the agreed CPD foci using a variety of tools
Work with PYP Coordinator to identify teachers in need of particular focussed support
Support the PYP Coordinator in weekly collaborative meetings with homeroom and specialist
teachers
Design & implement professional development workshops and related activities which are
targeted to meet the identified needs of the school community
Act as a role model to staff through taking the lead in running regular workshops and follow-up
activities particularly in the area of the PYP
Publish detailed CPD Calendars ( every term)
Seek feedback from staff using a range of tools to ascertain effectiveness of programmes
Act on feedback to improve the quality of the professional development programme
Professional Preparation
Plans and prepares schemes/units of study and lessons thoroughly in line with the IB
requirements.
Demonstrates sound knowledge of course content and maintains high academic standards.
Demonstrates commitment to on going professional development and the sharing of ideas.
Demonstrates effectiveness in meeting stated school, programme and personal instructional
goals.
Teaching Skils
Demonstrates effective classroom management skills.
Demonstrates the ability to use a variety of teaching and presentation methods and
assessment techniques to meet the needs of various abilities and age levels.
JOB DESCRIPTION OF
PYP HOMEROOM TEACHERS
The homeroom teacher is the most important individual in the school responsible for monitoring
student learning and should be the individual who knows best the personal, social and academic
development of particular students.
All full time teachers are considered to be homeroom teacher and are assigned a specific homeroom
class.
Homeroom teachers should work in close consultation with the Programme Coordinator and Head
of School and will be expected to meet regularly to plan and give feedback on homeroom activities,
assemblies, etc.
Homeroom teachers are the first point of contact for students and parents. They are the first point of
contact for issues that happen where they will be responsible for investigating, reporting and
outcomes of situation. When the homeroom teacher is unable to resolve the situation, then it will
be referred to the Programme Coordinator and Head of School.
PYP Homeroom teachers should know and support the philosophy, aims and objectives of the
school and model the attributes of IB Learner Profile.
Furthermore homeroom teachers are expected to:
Academic Matters:
1.
Monitor students academic progress and ensure parents and teachers are informed as
appropriate.
2.
Provide information and assistance to subject teachers when necessary.
3.
Confer with individual students about their academic progress and to maintain a student
profile / portfolio for each student.
Pastoral Matters:
1.
Monitor students personal and social development and to ensure parents and teachers are
informed as appropriate.
2.
Monitor students behavior and attitude to school.
3.
Monitor the students orientation adjustment to school and to assist new students in
making friends and in making effective adjustment to their physical, social, cultural
environment.
4.
Guide and monitor students with regard to after-school activities.
5.
Refer students to the Head of School when there is evidence of problems such as
continuing depression, excessive tension or stress, family problems, disruptive behavior,
social maladjustment, academic or motivational difficulties.
School Matters:
1. Be present at assembly area by 7:10am.
2. Be present in the homeroom at 7:25am.
3. Keep student attendance in homeroom register.
4. Monitor student attendance, take disciplinary action and to refer students who are
frequently late or absent to the Head of School.
5. Inform students of daily communication via the Daily Bulletin.
6. Planners support homework entries and checking parental signatures, and regular
signing / comments (at least once a week on Friday). During homeroom to assist students
with skills to help with planning and recording of homework, using their planners,
particularly in the Middle School.
7. Compile and write summary of the progress of each child as requested for Report Card.
8. Proof read, compile and communicate report grades to students.
9. Participate in parent conferences (parent day), and / or ad hoc conferences throughout the
year.
10. Notify or receive confidential information from the Administration and / or Head of
School of any special family situations such as divorce or parents death or serious
illnesses in the family, parents out of town, living with relatives, etc.
11. Conduct initial orientation for all students, including assigning a buddy" to new students
on their arrival.
12. Monitor the standard of uniform and personal appearance of students in the homeroom
group.
Borrowing/ Returning
1. Students, Administrative Staffs, and Academic Staffs of Fairview International
School must present their library card in the Librarian, upon entering the counter. No
one is allowed to enter within the vicinity of the circulation counter without his/ her
Library card.
2. The borrower must check first in the computer the name of the books and where they
can find it inside the counter. They must present the list of it to the Librarian before
getting inside.
3. The patrons must leave their library card at the circulation counter before they allowed
borrowing the books. They must also sign in the log- book that can be found in the
circulation counter.
5 Items
2 Items
Administrative Staff
2 Items
5. Borrowers are responsible for returning books on or before the end of the following
specified periods, unless special authorization is given:
Academic Staff
Students
Administrative Staff
30 days
5 days
5 days
6. All library users are requested to return reading materials at the library counter after
use. No user is permitted to re-shelve any reading material.
7. A fine of 20 Cent per item will be charged for every working day past the due date of
borrowed items.
8. Users are forbidden to lend material to third parties.
Conduct and sanctions
1. Group work should not under any circumstances disturb the tranquillity of the library.
Any user causing disturbance to others and ignoring the verbal warning of the library
staff may be expelled from the library.
2. Users are forbidden to drink, eat, sleep, talk loudly, sit on the table on the arms of the
chairs or remove furniture from position in the library.
3. Mobile phones should not be used inside the library.
4. The library reserves the right to suspend the future privileges of patrons who violate
library rules and ignore verbal warnings from the library staff. Prior to such
suspension, the library will issue a warning in writing (via e-mail) and will also notify
the Principal and the student council.
5. Leaving children below six years old and under unattended is prohibited in the library,
except during the time they are part of a library sanctioned activity. For purposes of
this policy, unattended means a child five years and under who is not accompanied by
a responsible adult or a child from six to ten years without a responsible adult in the
building.
6. The computers meant for the users in the library are only for research purposes.
However diskettes/CD - ROMs /DVD - ROMs are prohibited.
7. Those who wish to photocopy from Fairview International School Library reading
materials, may make use of the photocopy services available on campus as long as
they will get a permit pass to the librarian before they take the book/ books outside the
Library.
8. Library users should not attempt to reserve study places by leaving personal
belongings at desks when they have left the building. Belongings may be cleared to
consolidate and reinforce the learning done in school, and to allow students to practise
skills taught in lessons;
help develop good work habits and organisational skills
help them to develop the skills of an independent learner; self-management skills
enable students to make maximum progress in their academic and social development;
help to develop time-management skills. Students need to keep a log of their homework
and plan their work in order to meet the deadlines.
Develop home-school communication links through parents taking part in activities and
by affording the parents time to discuss tasks with their children.
Time
Actual time required to complete homework will vary with each students study habits, academic
skills, and level. If your child is spending an inordinate amount of time doing homework, you
Use of ICT
The use of ICT and the Internet has made a significant contribution to the amount of reference
material available at home, and the ease and speed with which it can be accessed. However, our
teachers expect their pupils to produce their own work by editing something they have found, or by
SERIOUS VIOLATIONS
The following are considered as serious violations:
Repetition of disciplinary violations;
Fighting;
Theft;
Provocative behavior, which causes serious consequences; ( excessive teasing,
bullying)
Skipping classes;
Act in a way which is dangerous to others;
Leaving school before the end of classes without administration approval
CONSEQUENCES OF SERIOUS VIOLATIONS:
1. Suspension
2. Placed on contract
3. Exclusion
The school administration informs parents about all serious violations in written form. The
second copy of the letter is to be attached to a students personal folder by the school Secretary.
we will plan staff meetings in which we look at each others Portfolios and provide feedback
to each other
the team leaders will provide specific feedback to individual teachers on the portfolios
produced in their class
Format
The portfolio will be presented on paper but they may contain digital aspects. This means that
within any student portfolio there could be pieces which have digital elements such as videos,
power points, photo stories, recorded sound, etc. Digital elements should be saved onto a CD
which will be inserted into the portfolio.
Each student will need an A4 ring- folder in which to present the final selected pieces for the
student-led conferences at the end of each semester. A Table of Contents and dividers may be
useful to include in the portfolio.
Selection Process
The selection of students work should be in collaboration with the teacher. Both students as well
as teachers can select student products (we can experiment with having parents select work, e.g.
during the student- led conferences)
Unit of Inquiry
Semester 1
Semester 2
Quarter 1
3
Quarter 2
3
Quarter 3
3
Quarter 4
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English
Mathematics
Single-Subjects
Arts:
Performing- Music
- Dance
Visual Arts *
Mandarin
Bahasa Malaysia
Physical Education
Sub-total
Table of Contents page
Goals
1
End of Unit reflection
3
*for Visual Arts, students may have a separate art portfolio
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1
3
ESSENTIAL AGREEMENTS ON
All displays must have borders. Each display must be accompanied with a description of the
display and how it is linked to the current unit of inquiry. For all students work, the students
name, class and date completed must be present.
Classroom environments give those who work with them, and those who visit, messages about
what is held to be important. These notes are offered as a guideline to assist you in thinking about
and reflecting upon the messages that are illustrated in your homeroom.
The structure of the learning environments, including the home, the classroom, the school and the
community, and the behavior modelled by others in that environment, particularly by the parent and the
teacher, will lay down the knowledge foundation that will nurture meaningful participation and inquiry on
the part of the students. (Making the PYP happen page 30)
1. Displays should have focused headings to attract attention perhaps expressed as a provocative
question. For example: What if there is no water in this world?
2. Work is best displayed reasonably formally with work straight and level except where you
want a special effect. Mounting improves work but dont waste time on wok of poor quality.
3. Include student generated questions and where appropriate, class, group or individual student
goals. Include student prior ideas and/or drawings. This is an excellent way to illustrate
progress they can even be added as they come up. maybe consider a display to be a work in
progress.
4. Include questions always! Think about the nature of our inquiry-based curriculum, its all about
asking questions inspire students to interact with the displays by posing thoughtful inquiry
questions. (See the PYP unit planner or look in Making PYP happen)
5. Include information about what students did. Making the students aware of the process is
important. Describe information about what the task was for what was learnt from the task,
e.g. the content objectives, research skills, learner profile, attitudes, concepts involved and
action taken.
6. It is important to show a range of outcomes from as many learning areas as possible. Display
finished students research/charts/drawings/graphs etc.
7. Display class and individual evaluations based on explicit negotiated criteria (or rubrics) with
the students, eg. what makes a quality research/a piece of art/poetic writing?
The PYP classroom is a place where language is clearly evident in all its forms.
1. There is a book corner which is well stocked with reference books, all sorts of dictionary and
thesaurus, picture books, story books, poetry books, students self-made books and books in a
variety of languages.
2. Displays include a wide variety of print including students writing, author of the month,
questions, information and artifacts from the current unit of inquiry, posters, charts, calendars,
memoranda and instructions.
3. The listening corner is freely accessible, with a range of high quality fiction and non-fiction
CDs.
4. The clearly labeled writing centre has a variety of materials and equipment a word processor
and printer, different types of paper, envelopes, blank forms, card, bookbinding tape and readymade blank books.
5. word wall word lists connected with particular topics on large charts prominently displayed
in a the classroom
6. wonder wall an area for students to post questions
7. reading, comprehension and writing tips in charts to serve as reminders for students