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ADEC Public Schools (P-12)
Policy Manual
September 2014
Welcome Message from ADEC Director General
Dear teachers, school leaders and school support staff,

I am pleased to provide you with this new edition of the ADEC Public Schools Policy
Manual. This manual documents the key policies for public schools governed by the Abu Dhabi
Education Council (ADEC).
ADECs mission is to produce world class learners who embody a strong sense of culture
and heritage and are prepared to meet global challenges. In order to be at the forefront of
global innovation and development, we must have an education system that can support a
community of life-long learners and innovators.
The staff in our schools are at the forefront of this mission. The drive towards becoming
a world-class education system is recognized as a top priority in achieving the social and
economic development goals of the Emirate of Abu Dhabi and the United Arab Emirates. Our
education system aims at constructing a society that is confident in its growing role as a global
economic center, and the key to turning this goal into a reality lies at the heart of quality
education. ADEC works continuously in developing the education reform model, in alignment
with the vision for the UAE as a knowledge-based economy and a major global economic
player.
One of the key aims of education is to develop students who are creative, innovative and
independent thinkers equipped with the skills needed to succeed in their higher education
and future careers. To this end, ADEC endeavors to instate policies that build upon the latest
research and best practices in education to create a high-performing education system
positioned to achieve the goals of the reform and reflect the values of the community it serves
in Abu Dhabi.
This manual presents policies designed to help school leaders, teachers, school-based staff,
and other stakeholders deliver quality education at ADEC schools and support learning of all
students in alignment with ADECs vision, mission, and guiding principles of the New School
Model reform program.
All policies issued by the ADEC P-12 Policy Sector and part of the Policy Manual are mandatory
and must be implemented by all Principals, who will be held accountable for the policy
implementation.
Our unified goal is to instill a passion for learning in the youth of Abu Dhabi. As leaders, we
are expected to implement the issued policies and work towards developing students into
independent, well-educated and morally-conscious citizens of Abu Dhabi and the world.
Your active role as our partner in developing the best future for the young people of Abu
Dhabi is vital and I would like to thank you for your continued support and cooperation. We
look forward to working together with you in putting Education First this school year and in
the years to come.
Sincerely,
Dr Amal Abdulla Al Qubaisi

Director General
Table of Contents
FOREWORD
SECTION 1000: FOUNDATIONAL COMMITMENTS

1001 ADEC Vision, Mission, Core Values
1002 Guiding Principles of the New School Model (NSM)
SECTION 2000: GENERAL SCHOOL ADMINISTRATION

Subsection 2100: Administrative Organization
Policy 2110 Development of the School Calendar
Policy 2120 Length of the School Day and Teaching Period Allocations
Policy 2130 Class Size
Policy 2140 Annual School Census
Subsection 2200: Health & Safety
Policy 2201 Environment, Health & Safety (EHS)
SECTION 3000: FINANCIAL MANAGEMENT
SECTION 4000: SCHOOL SERVICES

Subsection 4100: Transportation
Policy 4110 School Bus Transportation
Subsection 4200: Welfare
Policy 4210 School Clinics and Health Services
Policy 4220 School Canteens and Health Eating
SECTION 5000: FACILITIES

Subsection 5100: School Planning
Policy 5110 School Mergers
Policy 5120 Naming of Schools
Subsection 5200: Security
Policy 5210 Security Video Surveillance (CCTV)
SECTION 6000: PERSONNEL

Subsection 6100: Conduct
Policy 6101 Professional Code of Conduct
Subsection 6200: Staffing
Policy 6201 School-Based Staff Qualifications
Policy 6210 English Proficiency in the NSM
Policy 6220 School Staffing: Heads of Faculty
Policy 6225 School Staffing: Special Education Needs
Policy 6230 Assignments and Transfers of School-Based Staff
Policy 6235 Reserve Teachers
Policy 6240 Emiratization of Civics Teachers
Subsection 6300: Workload
Policy 6310 Principal and Vice Principal Workload
Subsection 6400: Performance & Professional Development
Policy 6410 Professional Development
Policy 6430 Performance Evaluation
Policy 6440 Degree Programs for National School-Based Staff
Subsection 6500: Advisory Bodies
Policy 6510 Principals Advisory Committee
SECTION 7000: INSTRUCTIONAL PROGRAM

Subsection 7100: Curriculum & Instruction
Policy 7110 Language of Instruction
Policy 7120 Curriculum for the NSM
Policy 7130 eLearning
Policy 7150 Homework in the NSM
Policy 7160 Academic Integrity
Subsection 7200: Assessment & Student Progress
Policy 7210 Student Assessment
Policy 7220 Reporting of Student Progress
Policy 7230 Grade Level Promotion and Retention in KG & Cycle 1
Policy 7235 Grade Level Promotion and Retention in Cycle 2 & Cycle 3
Subsection 7300: Special Education
Policy 7301 Special Education
Policy 7310 Academic Learning Support
Subsection 7400: School Resources & Extracurricular Activities
Policy 7410 Learning Resource Centers
Policy 7420 Academic Assistance Outside of School Hours
Policy 7430 Field Trips
SECTION 8000: STUDENTS

Subsection 8100: Student Administration
Policy 8110 Student Enrollment and Registration
Policy 8120 Student Attendance
Policy 8130 eSIS Student Records
Subsection 8200: Student Behavior
Policy 8210 Management of Student Behavior
Subsection 8300: Non-National Students
Policy 8310 Non-National Students Enrollment and Registration
Policy 8320 Non-National Students Tuition Fees
SECTION 9000: SCHOOL-COMMUNITY RELATIONS

Subsection 9100: Parents/Guardians
Policy 9110 Parent Involvement
Policy 9120 School and Regional Parent Councils
Subsection 9200: Public Communications
Policy 9210 Media Relations and Image Use
Subsection 9300: Community Relations
Policy 9310 School Visitors and Volunteers
Policy 9320 Community Partnerships
Policy 9330 Proposals for External Program Delivery
GLOSSARY OF TERMS
Foreword
The objective of the ADEC Public Schools (P-12) Policy Manual is to provide all Abu Dhabi
Education Council (ADEC) public schools with clear policy statements on the most important
issues impacting P-12 education in the Emirate of Abu Dhabi. Staff are reminded that all policies
issued by P-12 Policy Sector are mandatory and must be implemented by all Principals and
staff.
The electronic copy of this manual is updated as new policies are approved. The hard copy
is only updated annually. All staff can access the most up-to-date copy of the Policy Manual,
on the ADEC portal homepage of P-12 Policy: Policy, Planning & Performance Management at
http://portal.adec.ac.ae/sites/P12Ed/PPPM/default.aspx. Please refer to this electronic copy
to check for newly added or revised policies throughout the academic year, and to link to
references and guidelines cited in the policies.
Policies aim to provide a set of clear principles for guiding the most critical aspects of a
schools leadership and management of its educational program. Where needed, policies
will be supplemented by a professional development program to ensure that all school staff
understand how to implement ADECs philosophy in every classroom.
The 2014 edition of the Policy Manual is the continuation of ADECs commitment to provide
annual policy support to schools. Where additional detail is required, ADEC will also issue
guidelines and procedures to assist schools in implementing the vision that is established in
these policies.
At the end of each policy there is a list of key responsibilities for those staff charged with
implementing the policy, including ADEC Divisional staff, Cluster Managers and Principals.
Please refer to this list to ensure you understand your own responsibilities.
For further information on policies, to provide feedback or to access additional assistance
about using this manual, please use the Policy Inquiry Form located on the portal homepage
above to submit your inquiry.
Section 1000:
Foundational Commitments
1001 ADECs Vision, Mission & Core Values
VISION
Education First
Recognized as a world class education system that supports all learners in reaching their full
potential to compete in the global market.
MISSION
To produce world-class learners who embody a strong sense of culture and heritage and are
prepared to meet global challenges.
VALUES
Ourcore values are the foundational principles for continually improving performance:
Teamwork : Emphasize the virtues of cooperation and coordination.
Integrity : Doing the right thing no matter what the circumstances may be.
Transparency : Open, true and honest communications and actions.
Respect : Respect children, colleagues, parents/guardians and community.
Accountability : Take personal responsibility for action.
Compassion : Caring and responsibility toward others.
1002 Guiding Principles of the New School Model (NSM)
The Abu Dhabi Education Council (ADEC) has introduced a new approach to teaching and
learning the New School Model (NSM). This key initiative of the ADEC P-12 Education Strategic
Plan is the way forward for all government schools in the Emirate of Abu Dhabi. Launched
in September 2010 for students in KG1, KG2, Grades 1, 2 and 3, it was extended to Grade 4 in
2011, Grade 5 in 2012, Grade 6 in 2013, and Grade 7 in 2014. The implementation of the NSM in
Cycle 2 will continue with the addition of one grade each successive year.
The goal of the New School Model is to support learning of all students and improve their
learning experiences. In this way, the NSM aims to raise the academic outcomes of Abu Dhabi
students to the internationally competitive level necessary to achieve the Abu Dhabi Economic
Vision 2030.
Students will be at the center of an active learning and teaching environment supported by
schools, families and the community. Improvements will develop strong literacy, numeracy,
critical thinking, problem-solving, creativity, collaboration and communication, while
continuing to emphasize cultural and national identity among Abu Dhabi students.
Together, we embrace this exciting challenge and the journey to prepare students to become
Learners Today, Leaders Tomorrow.
Section 2000:
General School Administration
Policy 2110: Development of the School Calendar
PURPOSE
This policy establishes the Abu Dhabi Education Councils (ADEC) role in the development of
the annual school calendar.
POLICY STATEMENT
1. ADECs goal is to ensure that the approved school calendar is consistent with Abu Dhabis
educational objectives and the New School Model. Each year, ADEC shall prepare and
submit recommendations for the school calendar to the Ministry of Education (MOE).
ADECs recommendations may include, but are not limited to:
School start and end dates for Principals, school-based staff and students.
The examination schedule.
The number of instructional days per year.
The number of operational days per year.
2. ADEC shall work together with the MOE to prepare a draft of the school calendar three
years in advance. ADEC will review and update the drafts of the school calendar each year.
ADEC shall provide to the MOE additional information and support for developing the
school calendar as requested.
RESPONSIBILITIES
To ensure the effective implementation of this policy:
ADEC School Operations, School Planning Division will:
Administer this policy and monitor its effective implementation.
Prepare and submit recommendations for the school calendar to the Ministry of Education.
Work together with the MOE to prepare a draft of the school calendar 3 years in advance.
Review and update the drafts of the school calendar each year.
Provide the MOE additional support for developing the school calendar as requested.
Distribute the school calendar into all schools before the start of every academic year.
ASSISTANCE
For assistance or further information, please contact your direct manager. Cluster Managers
may contact ADEC School Operations Sector: School Planning Division for further assistance.
REFERENCES
ADEC School Calendar
Ministry of Education website
Policy 2110 - page 1 of 2

POLICY HISTORY
Date approved: June 2010
Date revised: June 2012
Date reviewed: June 2014
For review: 2016

Policy 2120: Length of the School Day and Teaching Period Allocations
PURPOSE
This policy establishes the length and configuration of the school day for all students and
school-based staff in Abu Dhabi Education Council (ADEC) public schools. In addition, this policy
establishes the number of class periods that teachers shall teach each week and outlines other
duties that may be assigned to teachers during non-scheduled periods in all ADEC schools.
School-based staff consists of all administrative, teaching and technical staff allocated to
a school. All school-based staff must register daily their attendance on the ADEC electronic
registration system.
POLICY STATEMENT
1. KINDERGARTEN Length of School Day and Configuration
1.1. Students: Kindergarten students school day shall be 4 hours, 30 minutes, which includes
time for instructional activities, assembly and breaks.
1.2. The school day shall typically be from 8:00 AM12:30 PM. Principals may start the school
day earlier or later if bus schedules cannot accommodate the start and end times
established in this policy. In all cases, students and staff must be present at school for
the number of hours established in this policy.
1.3. Staff: The school day for Kindergarten staff shall be the same as the students school
day, with sufficient time added at the beginning and end of the school day to ensure
that students are safely escorted into and out of school. The school day will include:
Sufficient time in the morning to greet students (Principals discretion).
4 hours, 30 minutes school day, including instructional time and time for assembly
and breaks as determined by each school. The length of the break (s) will be at the
Principals discretion.
Sufficient time in the afternoon to escort students out of school (Principals
discretion).
Kindergarten school-based staff will be required to participate in professional
activities on two afternoons per week for 90 minutes per session after the end of the
students school day.
Emergency or planned leave during the school day must be approved by the Principal
in accordance with school personnel procedures.
1.4. Taking into consideration the transport arrangements for the school, the Principal
shall determine the exact time for the start and end of the school day for teachers and
students. The Kindergarten school day must start at a set time between 7:45-8:15 and
close at a set time between 12:15 -12:45. An example of the length and configuration of
the school day for Kindergarten is displayed in the table below:

TABLE 1.A: EXAMPLE OF LENGTH & CONFIGURATION OF SCHOOL DAY IN KINDERGARTEN
Teacher Student School Student School Professional

Start Time Start Time Day Stop Time Closing Activities
Students
4 hours, 90 minutes
& School 7:45 AM 8:00 AM 12:30 PM 12:45 PM
30 minutes (twice a week)
Staff
1.5. For Kindergarten, ADEC recommends the following weekly time allocations, with Arabic
Medium Teachers (AMTs) and English Medium Teachers (EMTs) teaching lessons in an
integrated fashion:
1.B: RECOMMENDED WEEKLY LESSON ALLCATION IN KG LESSON ALLOCATIONS IN KG
AMT (Islamic Education)

AMT (Activity 2)
EMT (Activity 1)
EMT (Science)
EMT (English)
AMT (Arabic)
EMT (Math)
Total
KG1 6 5 3 3 3 6 4 30
KG2 6 5 3 3 3 6 4 30
2. CYCLE 1 & CYCLE 2 Length of School Day and Configuration

2.1. Students: Cycle 1 and Cycle 2 students school day shall be 6 hours, which includes time
for 7 instructional periods of 45 minutes, assembly and breaks.
2.2. The school day shall typically be from 7:15 AM1:15 PM (boys schools) or 8:00 AM2:00
PM (girls schools). Principals may start the school day earlier or later if bus schedules
cannot accommodate the start and end times established in this policy. In all cases,
students and staff must be present at school for the number of hours established in this
policy.
2.3. Staff: The school day for Cycle 1 and Cycle 2 staff shall be the same as the students
school day, with sufficient time added at the beginning and end of the school day to
ensure that students are safely supervised before and after school. The school day will
include:
6 hour school day, including instructional time and time for assembly and breaks
as determined by each school. The length of the break(s) will be at the Principals
discretion.

Sufficient time in the afternoon to supervise students after school (Principals
discretion).
In addition, Cycle 1 and Cycle 2 school-based staff will be required to participate in
professional activities on two afternoons per week for 90 minutes each session after
the end of the students school day.
Emergency or planned leave during the school day must be approved by the Principal
in accordance with school personnel procedures.
students. The Cycle 1 and Cycle 2 school day must start at a set time between 7:00-7:30
(boys schools) or 7:45-8:15 (girls schools) and close at a set time between 1:00-1:30
(boys schools) or 1:45-2:15 (girls schools). An example of the length and configuration
of the school day in Cycles 1 and 2 is displayed below:
TABLE 2.A: EXAMPLE OF LENGTH & CONFIGURATION OF SCHOOL DAY IN CYCLE 1 & CYCLE 2
Teacher Student School Student School Professional

Start Time Start Time Day Stop Time Closing Activities
Boys 90 minutes
7:00 AM 7:15 AM 6 hours 1:15 PM 1:30 PM
Schools (twice a week)
Girls 90 minutes
7:45 AM 8:00 AM 6 hours 2:00 PM 2:15 PM
Schools (twice a week)
2.5. For Cycles 1 and 2, ADEC recommends minimum weekly time allocations per subject as
set out in the tables below:
TABLE 2.B: RECOMMENDED WEEKLY LESSON ALLOCATIONS IN CYCLE 1
Civics/ National Education
English Language
Islamic Education
Arabic Language
Social Studies
HPE/ Jiu-Jitsu
Mathematics
Science
Music
Total
Art
ICT
G1 4 8 6 5 4 - 1 2 2 1 2 35
G2 4 8 6 5 4 - 1 2 2 1 2 35
G3 4 8 6 5 4 - 1 2 2 1 2 35
G4 4 8 6 5 4 2 - 1 2 1 2 35
G5 4 8 6 5 4 2 - 1 2 1 2 35

TABLE 2.C: RECOMMENDED WEEKLY LESSON ALLOCATIONS IN CYCLE 2
Civics/ National Education

Integrated Social Studies
English Language
Islamic Education
Arabic Language
Social Studies
HPE/ Jiu-Jitsu
Mathematics
Geography
Science
History
Music
Total
Art
ICT
G6 4 6 6 6 6 3 - - - - 1 1 - 2 35
G7 4 6 6 6 6 3 - - - - 1 1 - 2 35
G8 4 7 6 6 4 - - 1 2 1 1 - 1 2 35
G9 4 7 6 6 4 - - 2 1 1 1 - 1 2 35
3. CYCLE 3 Length of School Day and Configuration

3.1. Students: Cycle 3 students school day will be 7 hours, 45 minutes, which includes time
for 9 instructional periods of 45 minutes, assembly and breaks, or alternative scheduling
which meets the weekly instructional time allocation of subjects shown in Table 3.A.
3.2. ADEC recommends a 9 x 45 minutes period time allocation. However, schools may set
their own period time allocations providing that they ensure each subject is taught
according to the minimum weekly time allocations established by ADEC as set out below:
TABLE 3.A: MINIMUM WEEKLY INSTRUCTIONAL TIME ALLOCATIONS IN CYCLE 3
Chemistry/ Geology/ Science
Health & Physical Ed.
Islamic Education
Geology/ Science
Physics/ Science
/ Science Skills
Mathematics
Psychology
Geography
Economics
Sociology
Biology
History
English
Arabic
Total
ICT
G10 315 90 90 0 90 90 135 450 450 0 0 45 90 90 90 2025

G11L 360 90 90 90 90 90 135 450 270 0 90 0 90 90 90 2025
G11S 315 0 0 0 90 90 135 450 450 0 0 45 135 135 180 2025
G12L 450 90 135 90 90 45 135 450 225 135 0 0 90 0 90 2025
G12S 315 0 0 0 90 45 135 450 405 0 0 45 135 180 225 2025

3.3. Staff: The school day for Cycle 3 staff will normally be the same as the school day for
students, with sufficient time added at the beginning and end of the school day to
ensure that students are appropriately supervised before and after school. The school
day will include:
7 hours, 45 minutes school day, including instructional time and time for assembly
and breaks as determined by each school. Student breaks are mandatory, but the
length of the break (s) will be at the Principals discretion.
Sufficient time in the afternoon to supervise students after school (Principals
discretion).
In Cycle 3 schools, there will be no mandatory professional activity time after the
end of the school day. To accommodate professional activities, Cycle 3 schools will
be asked to cluster non-student contact time for teachers by subject area and to try,
wherever possible, to group these times into blocks to allow professional activities
to be undertaken during the school day.
3.4. Due to the length of the school day in Cycle 3, the Principal may authorize the release
from school of Cycle 3 teachers who have no teaching period commitments and are
not required for any other duties outlined in this policy under non-scheduled duties.
This is at the sole discretion of the Principal, however all school-based staff are required
to be in attendance at the start of the school day. Emergency or planned leave during
the school day must be approved by the Principal in accordance with school personnel
procedures.
students. The Cycle 3 school day must start at a set time between 7:00-7:30 (boys schools)
or 7:45-8:15 (girls schools) and close at a set time between 2:45-3:15 (boys schools) or
3:30-4:00 (girls schools). An example of the length and configuration of the school day
in Cycle 3 is displayed in the table below:
TABLE 3B: EXAMPLE OF LENGTH & CONFIGURATION OF SCHOOL DAY IN CYCLE 3
Student Student
School Day
Start Time Stop Time
7 hours,
Boys Schools 7:15 AM 3:00 PM
45 minutes
7 hours,
Girls Schools 7:55 AM 3:40 PM
45 minutes
4. COMMON CYCLE Length of School Day and Configuration
4.1. Students: Students in Common Cycle schools will follow the times outlined above for
the student school day in KG, Cycles 1, 2, and 3 according to the cycles served by their
school.
4.2. Staff: School-based staff in Common Cycle schools will follow the times outlined above
for the school day in KG, Cycles 1, 2, and 3 according to the cycles served by their school.
The schedule for professional activities for teachers who teach both Cycle 2 and Cycle
3 students will be determined by the Principal, in collaboration with ADEC School
Operations.

5. Teacher Workload and Attendance
The composition of the teachers workload and attendance in school is made up of 3 elements:
Assigned teaching periods
Non-scheduled duties and responsibilities
Professional activities
6. Assigned Teaching Periods
Teaching period allocations are displayed in the table below:
TABLE : TEACHING PERIOD ALLOCATIONS
Maximum Period/Time
Allocation for Teachers
Cycle AMTs EMTs
Kindergarten 18 hours 22.5 hours
Cycle 1 24 periods (18 hours) 30 periods (22.5 hours)
7. Non-Scheduled Duties and Responsibilities
Principals will be required to manage the non-scheduled time for teachers, which will include the
allocation of duties and responsibilities to ensure the smooth operation of the school. Principals
shall consider the overall workload of the teacher when allocating additional non-scheduled
duties. These duties and responsibilities will include but are not limited to the following:
Supervision of students before and after school.
Supervision of students within the school grounds during break times.
Support for students who are on intervention plans.
Teacher/class preparation and correction time.
Teacher examination preparation, supervision and correction time in school or exam
centers.
Committee work.
Attendance at parents meetings.
Attendance at authorized ADEC-provided courses or higher education courses outside of
the school.
Attendance at professional activity events within the school.
Attendance at community celebrations or sporting events approved by the Principal.
Other assigned administrative or academic duties at the discretion of the Principal.
8. Mandatory Professional Activities for School-Based Staff in All Cycles
8.1. All school-based staff in Kindergarten, Cycle 1 and Cycle 2 schools must attend two 90
minute sessions per week after the end of the student school day. Professional activities
for Cycle 3 school-based staff will occur during the student school day.
8.2. Professional activities are activities assigned by the school administration to meet
specific school operational goals. Professional activities include, but are not limited

to, activities such as staff meetings, departmental meetings, collaborative planning
between teachers and/or administrators, and information sessions. Time designated for
professional activities may also be used for ADEC-provided courses.
RESPONSIBILITIES
Annually review school schedules for compliance with the policy on or before mid-October.
Cluster Managers will:
Monitor and coach the Principal in effective implementation of this policy.
Report cases of non-compliance immediately to the Lead Cluster Manager.
Principals will:
Design and implement a schedule that makes the best use of all school-based staff to
support the objectives of the school, and allows for the required class periods, lunch,
breaks and student movement between scheduled activities.
Utilize scheduled time for professional activities or professional development.
Work with transport providers to ensure students are present at school for the required
length of school day.
School-based Staff will:
Be mandated to electronically register their presence at the start and end of the school
day.
In Kindergarten, Cycle 1 and Cycle 2 schools, any school-based staff member who requests
emergency leave during the school day must receive the approval of the Principal or
delegate.
In Cycle 3 schools, school-based staff may be granted permission by the Principal to leave
the school premises if they have no teaching commitments or other duties.
ASSISTANCE
REFERENCES
Policy 6310: Principal and Vice Principal Workload
Policy 6410: Professional Development
Policy 6430: Performance Evaluation
POLICY HISTORY
Date approved: April 2013
Date revised: July 2014
For review: 2016

Policy 2130: Class Size
PURPOSE
This policy establishes the recommended maximum class size for Kindergarten (KG1 & KG2),
Cycle 1, Cycle 2 and Cycle 3 public schools governed by the Abu Dhabi Education Council (ADEC).
POLICY STATEMENT
1. In order to ensure that teachers can provide high-quality instruction to every student, ADEC
recommends that the class sizes for each Cycle not exceed the following:
Kindergarten: 20 students per class.
Cycle 1: 25 students per class.
These recommended guidelines are consistent with research showing that smaller class sizes
are most important for younger students.
2. Schools shall make every effort to allocate teaching staff in order to meet these guidelines.
If enrollment at a school requires class sizes greater than the guidelines recommended in
this policy, the school shall seek approval from the Regional Office. The Executive Director,
School Operations may designate different ratios on a yearly basis according to organizational
needs.
RESPONSIBILITIES
ADEC School Operations, School Administration Division will:
ADEC School Operations, Personnel Services Division will:
Allocate sufficient staff to schools in order for class sizes to meet these recommendations.
Principals will:
Allocate teaching staff in order to meet these guidelines.
Seek approval from the Regional Office if enrollment at the school requires greater class
sizes than the guidelines recommend.
ASSISTANCE
may contact ADEC School Operations Sector: School Administration Division for further
assistance.

REFERENCES
Policy 6230: Assignments and Transfers of School-Based Staff
POLICY HISTORY
For review: 2016

Policy 2140: Annual School Census
PURPOSE
This policy establishes the principles behind the Annual School Census and the timing of the
Census in all Abu Dhabi Education Council (ADEC) public schools.
POLICY STATEMENT
1. To support future policies, planning, staffing decisions, and resource allocation, all schools
will conduct an Annual School Census after the 4th full week of the new academic year. All
students enrolled in and staff assigned to the school by this date will be included in the Census.
The data should be submitted by the end of the 6th week of school.
2. The types of data that may be collected by schools during the Annual School Census include:
Aggregate student demographics (including number of students by gender, grade, and
special education status, national origin, first language, mode of travel)
Staff characteristics (including staff roster, qualifications, number of years experience,
years in current position, national origin, gender)
Student-teacher ratio and average class size
Other data as required
3. Current ADEC staff members, including Cluster Managers, Principals and select teachers, are
expected to facilitate data collection as outlined below.
RESPONSIBILITIES
Specify the data that is to be collected each year.
Collate, publish and disseminate census data to stakeholders as appropriate.
ADEC eSIS Team will:
Make adjustments to eSIS to enable data collection as needed.
Conduct trainings on changes to the eSIS system for Cluster Managers, Principals and
other staff as needed.
Ensure that all Principals in their cluster have entered data into eSIS by the 6th week of
academic year.
Follow up with Principals if deadline is missed to ensure data is collected and entered into
eSIS.

Principals will:
Ensure that required data is entered into the eSIS system by the 6th week of the academic
year.
Designate staff to assist with the data collection and entry as needed.
Teachers will:
Collect and provide data as required by Principals.
ASSISTANCE
REFERENCES
POLICY HISTORY
For review: 2016

Policy 2201: Education Sector Environment, Health & Safety (EHS)
PURPOSE
The purpose of this policy is to ensure that all education sector entity activities, operations and
functions are undertaken in a responsible, safe and sustainable manner.
POLICY STATEMENT
1. The Education Sector of Abu Dhabi Emirate is committed to build a culture where everyone
accepts responsibility and accountability towards protection of the environment, health and
safety of all individuals and the community in Education Sector entities operations and activities;
and the provision of a sustainable, healthy and safe education environment within the emirate
of Abu Dhabi.
2. The Education Sector is committed to endorse, develop, implement, monitor and maintain
a modern integrated Environment, Health and Safety Management System in all its entities
activities, operations and facilities.
3. The Education Sectors commitment to accomplish and maintain a successful Environment,
Health and Safety Management System is achieved through the following actions:
Ensure the integration of EHS requirements within all existing and new entities operations,
activities and facilities during its design, construction, commissioning and operations
phases in partnership with relevant stakeholders.
Establish and maintain the Education Sector EHS organization structure with sufficient and
competent resources.
Ensure accountability is established to meet this policy.
Comply with all applicable local, federal and international environment, health and safety
laws, regulations, standards and best practices.
Set Education Sector EHS objectives, targets and key performance indicators for the sector
and its relevant entities; where it can be monitored, assessed and measured to continually
improve the Education Sector performance.
Ensure all EHS aspects, hazards and risks related to the Education Sector entities operations
and activities are identified, evaluated and managed to reduce their impacts to acceptable
levels and as low as reasonably practicable (ALARP).
Ensure the minimization of non renewable and environmentally damaging resources and
strive towards sustainable environment by utilizing appropriate practices, technologies
and processes.
Ensure the conservation of biological diversity and ecological integrity through the
consideration of environment, health and safety elements in all management decisions.
Provide a high level of EHS communication and encourage peoples involvement and
cooperation at all levels in Education Sector entities operations and activities.
Undertake regular EHS audits and inspections on Education Sector entities operations and
activities to ensure continual improvement of the sector EHSMS.

Ensure that adequate EHS awareness and training are provided to achieve the successful
development and implementation of the EHSMS within the Education Sector entities in
the emirate of Abu Dhabi.
Ensure compliance with Abu Dhabi Emirate EHSMS performance and reporting
requirements in coordination with Abu Dhabi EHS Center and any other Sector Regulatory
Authority as required.
RESPONSIBILITIES
ADEC EHS Team will:
Support, monitor and enforce the implementation of the Education Sector EHS Policy and
Requirements to ensure schools compliance and successful implementation.
Liaise with ADEC EHS Team to ensure schools compliance and successful implementation
of this policy and the related requirements.
EHS Representatives/ Officers will:
Be accountable and responsible for the implementation of the Education Sector EHS Policy
and Requirements within their schools.
Play an active role in the promotion of EHS culture and awareness, monitoring and
enforcement.
Serve as the first point of contact for EHS issues and concerns raised within the school.
Coordinate and cooperate with ADEC EHS Team as required for any support or clarifications
to ensure schools compliance and successful implementation of this policy and the related
requirements.
Principals will:
Be ultimately accountable for the implementation of the Education Sector EHS Policy and
Requirements within their schools.
Assist EHS Representatives/ Officers in actively promoting EHS culture and awareness, and
monitoring and enforcement.
Participate in EHS training as required.
Teachers, Students, Contractors and Visitors will:
Comply with their schools EHS Policies, Programs and Procedures.
Support/ assist schools EHS Representatives/ Officers as required by this policy and the
related requirements.
Play an active role in the promotion of EHS culture and awareness, monitoring and
enforcement by participating in schools EHS training, functions and activities to ensure
schools compliance and successful implementation of this policy.

ASSISTANCE
may contact ADEC EHS team (ehs@adec.ac.ae) for further assistance.
REFERENCES
Education Sector EHSMS Requirements
Abu Dhabi Environment, Health & Safety Management System Regulatory Framework
POLICY HISTORY
Date approved: March 2013
For review: 2016

Section 3000:
Financial Management
3000 Financial Management
For details of financial management policies for ADEC public schools, please contact ADEC
Support Services Sector: Finance Division.

Section
Section 4000:
4000:
School
School Services
Services
Policy 4110: School Bus Transportation
PURPOSE
The purpose of this policy is to provide guidance regarding the transportation of Abu Dhabi
Education Council (ADEC) students to and from school via school bus. This policy is in line
with the regulations issued by the Abu Dhabi Department of Transport.
POLICY STATEMENT
1. ADEC will provide transportation to and from school via bus to any student whose family
makes a request for such transportation after reviewing the students eligibility for
transportation.
2. Students who are enrolled at the school in closest proximity to their homes are eligible
for transportation provided by ADEC. ADEC is not required to provide transportation to
any students who have registered at schools outside of their catchment area, unless such
registration occurred:
due to lack of space in the school in closest proximity to the students home.
due to a students Special Educational Needs.
3. Ride Times
The maximum one-way ride time on ADEC school buses, as set by the Abu Dhabi Department
of Transport, is 60 minutes. Exceptions for transport time exceeding this limit may be granted
on a case by case basis, as authorized by ADEC School Operations Sector: Student Services
Division.
4. Bus Stop Locations
4.1. All Kindergarten, Cycle 1 male and female students and Cycle 2 and 3 female students
will be picked up and dropped off as close to their residence as possible. These students
may be required to walk up to 100 meters to and from the bus to their residence, if it is
impossible for the bus to get closer safely.
4.2. A parent/guardian or designated supervisor known to the student must receive KG and
Cycle 1 students from the bus on time. If no one is there to receive the student, the bus
driver must return the child to school to await their parents. An adult must be present
at the school to supervise the child until a parent/guardian arrives to take them home.
4.3. ADEC will designate bus stop locations for Cycle 2 and Cycle 3 male students along each
bus route no more than 200 meters apart unless safety hazards exist. Cycle 2 and Cycle 3
male students have a maximum walking distance from their residence to their bus stop
of 200 meters.
4.4. The parent/guardian is responsible for the students safety until the student enters or
leaves the bus. In addition, the parent/guardian is responsible for having the student
to the bus on time. If a student is routinely late for the bus, ADEC has the right to stop
providing transportation to the student.

5. Special Educational Needs Students
ADEC will provide transportation to all Special Educational Needs (SEN) students, regardless
of their distance from the school. SEN students will have bus stops located as close to their
residences as possible.
6. Behavior Issues on ADEC School Buses
6.1. Schools are required to have parents sign an acknowledgement form regarding behavior
on the school bus and the parents responsibility to pay for any damages committed by
the student to the school bus.
6.2. Students who have behavior issues on ADEC school buses may receive consequences
for their behavior in accordance with ADEC Guidelines for Managing Student Behavior.
These consequences may include the loss of bus privileges. For more information
regarding the management of behavior issues on ADEC school buses, please refer to
ADEC Guidelines for Managing Student Behavior (see References).
7. Safety Requirements on ADEC School Buses
7.1. All ADEC school buses must meet the safety requirements established by the Department
of Transport.
7.2. Bus monitors are required for all buses transporting students under age eleven (11). The
bus monitor must be licensed by ADEC or any third party approved by ADEC.
RESPONSIBILITIES
ADEC School Operations, School Services Division will:
Provide transportation to and from school via bus to any student whose family makes a
request for transportation and is deemed eligible under this policy.
Design bus routes in order to maintain one-way ride times under the maximum set by this
policy.
Designate bus stop locations along each bus route according to the parameters set by this
policy.
Provide licensed bus monitors for all buses transporting students under age eleven (11).
Principals will:
Ensure that their school-wide behavior management and discipline plan addresses behavior
issues on ADEC buses.
Send out acknowledgement forms for parents to sign regarding behavior expectations
and parents responsibility to pay for damages to the bus committed by their child.
Submit monthly completion certificates for transportation to School Operations: School
Services Division.
Ensure adequate supervision is provided for students when using ADEC transportation for
field trips.

Ensure bus monitors (for leave: sick, study, etc) are managed according to Emirates
Transport policies.
Ensure a space is provided within the school for bus drivers and bus monitors. If there is
not a suitable place for the bus drivers within a girls school, please contact School Services
to arrange another location.
Ensure that the Department of Transport regulations that apply to the school level are
followed.
Ensure that all parents are aware of their responsibilities under this policy and the related
Department of Transport regulations.
Parents/Guardians will:
Be responsible for their childs safety until the child enters the bus to attend school and
after the child exits the bus to go home at the drop point.
Ensure their child is ready for the bus on time and picked up from the bus on time.
Provide the school with up-to-date contact information.
Report to ADEC School Services any violation related to school bus cleanliness or any
misbehavior of drivers or monitors.
ASSISTANCE
may contact ADEC School Operations Sector: School Services Division for further assistance.
REFERENCES
Department of Transport Decree No. (35) of 2012 on School Transport Service
Abu Dhabi Emirate School Transport Guidebook
ADEC Special Education Policy and Procedures Handbook
ADEC Guidelines for Managing Student Behavior
Policy 7430: Field Trips
Policy 8110: Student Enrollment and Registration
POLICY HISTORY
For review: 2016

Policy 4210: School Clinics and School Health Services
PURPOSE
The purpose of this policy is to ensure that all school clinics provide high quality school health
services to students while complying with the regulations, policies, and procedures set forth
by the Abu Dhabi Education Council (ADEC), the Health Authority Abu Dhabi (HAAD), and
Abu Dhabi Health Services Company (SEHA).
This policy outlines the specific roles of the Principal and School Nurse in terms of managing
the school clinic and the provision of school health services to the school community. In the
event of any contradiction and/or inconsistency between the provisions of this policy and any
local current laws or regulations, the provisions of these laws or regulations shall prevail. In
addition, this policy will set a number of guidelines related to the scope of work for school
clinics and the school health services system, outlined below.
POLICY STATEMENT
1. School Clinics
1.1. ADEC school clinics shall follow the mandated school clinic requirements set by HAAD
in order to achieve and maintain full school clinic licensure.
1.2. All school clinics shall be staffed by a full-time HAAD-licensed registered School Nurse.
1.3. A copy of the school clinics valid HAAD Healthcare facility license must be displayed
in the school clinic along with a copy of the school nurses valid HAAD Healthcare
professional license.
2. School Nurses
2.1. The School Nurse shall be available on school premises on a full-time basis every school
day and during after-school and summer activities.
2.2. School Nurses shall notify the Principal and the School Health Department of SEHA
within 30 minutes of the start of the school day to request emergency leave or sick
leave, to ensure that a substitute School Nurse will be assigned by the School Health
Department of SEHA to provide coverage during the School Nurses absence.
2.3. School Nurses shall comply with the competency standards set for school nursing
practice by HAAD (HAAD Registered School Nurses Scope of Practice).
3. Immunization Program
3.1. ADEC is legally bound to implement the national immunization program to ensure
access to immunization for all ADEC public school students (Federal Law 27/1981; HAAD
Standard for Childhood and Young Adult Immunization Policy HAAD/CHIM/SD/0.9).
3.2. The School Nurse administers all mandated vaccinations to school students following
the HAAD Standard for Childhood and Young Adult Immunization Schedule by age and
grade, with the provision of signed parental Vaccination Consent Form (Policy HAAD/
CHIM/SD/0.9).

3.3. The School Nurse shall use the ADEC eSIS system to report submission of the student
vaccination cards in a (yes/no) format and shall use the HAAD school health e-notification
system to report and submit the immunization data in the vaccination card to HAAD.
3.4. ADEC ensures that student vaccination cards are collected at the start of the school
yearas a mandatory part of the student registration and enrollment policy. If vaccination
cards are not submitted, or are incomplete, the unrecorded vaccinations will be
considered as not administered and the School Nurse shall ensure administration of
all catch-up vaccinations, with the provision of signed parental Catch-up Immunization
Program Consent Form (Policy HAAD/CHIM/SD/0.9, Appendix 4).
4. Health Screening Program
4.1. The health screening program consists of Basic Health Screening and Comprehensive
Health Screening.
4.2. Basic Health Screening is conducted by the School Nurse to all grades students and
includes medical history, body mass index, and vision tests.
4.3. The Comprehensive Health Screening is conducted by visiting health professionals
and includes a medical check-up by licensed medical doctor, hearing screening, and an
oral health examination by a dentist for students in Grades 1, 5, and 9, as well as a
complete blood count test by a phlebotomist for all students in Grade 1 and for
female students only in Grade 9 (http://schoolsforhealth.haad.ae/school-clinics/
school-screening-program.aspx).
4.4. The School Nurse records the health screening results in the student medical records
and reports them to HAAD via the school health e-notification system. The School Nurse
refers positively-screened students for a medical consultation by sending a referral
letter to parents. (HAAD Standards for School Health Screening Policy PHR/FSH/01).
5. Individualized Healthcare Plan
5.1. Each student whose healthcare needs affect or have the potential to affect safe and
optimal school attendance and academic performance must have an Individualized
Healthcare Plan (IHP). The IHP shall be written by the registered School Nurse, in
collaboration with the student, family and healthcare providers (SEHA Manual; HAAD
Standards for Administration of Medication in Schools).
5.2. The IHP shall include the details of who the plan needs to be shared with and the
parents consent to share this information with the identified people. If any prescribed
medication is needed the procedure in the HAAD Standards for Administration of
Medication in Schools (HAAD ADMS/SD/1.0) must be followed and Appendix 8b must
be filed as part of the IHP.
5.3. It is the responsibility of the School Nurse to implement and evaluate the IHP at least
yearly and as changes in health status occur to determine the need for revision and
evidence of desired student outcomes.

6. First Aid
6.1. First Aid is emergency treatment administered to an injured or sick person before
professional medical care is available (AD EHSMS RF First Aid and Medical Treatment).
6.2. A First Aider is defined here as a school staff who is trained and certified to administer
emergency treatment to an injured or sick person before a School Nurse or professional
medical care is available.
6.3. First Aiders shall have a valid certificate of training from one of the training providers
listed in the AD EHSMS RF First Aid and Medical Treatment.
6.4. ADEC shall ensure that an adequate number of school staff are trained and certified as
First Aiders to attend to any of the following situations:
on school premises during school hours at the ratio of one First Aider per 100 students
and staff.
off-site activities (e.g. field trips) while maintaining adequate ratio of first aiders in
the school.
for practical departments (e.g. physical education, science lab).
Extracurricular and out of hours activities (swimming, sport activities, clubs).
to act as substitute First Aiders when other First Aiders are absent or on leave.
as part of agreement with third party contractors (e.g. school caterers) on joint
provision of first aid to their employees.
6.5. The First Aiders shall limit their first aid treatment within the scope of their training and
they shall not provide medical assistance as their primary duty (HAAD Standard for First
Aid Training; AD EHSMS RF First Aid and Medical Treatment).
7. Emergency Care
7.1. If a critical emergency occurs, the School Nurse shall notify the Principal immediately
and ask the school administration to urgently call an ambulance at 999 and to contact
the students parents/guardians.
7.2. If an ambulance is called and a parent/guardian is not available, a school staff member
shall accompany the student in the ambulance. The School Nurse shall not accompany
the student.
7.3. In cases of emergency, School Nurses are responsible to provide emergency care to
students. In such cases, they are not required to obtain parental consent to provide
treatment.
7.4. If a non-critical emergency occurs, the School Nurse shall notify the Principal and ask
school administration to contact the parents/guardians. If the parents/guardians are not
accessible, the school administration shall contact the students emergency contacts as
indicated in their file.
7.5. Non-fatal injury and poisoning must be reported by the school nurse to HAAD within
7 days by electronic notification via https://bpmweb.haad.ae (HAAD Standards for
Reporting of Public Health Statistics).
7.6. Critical emergency incidents are considered reportable to ADEC EHS Section Emergency
Line at 026156999. The School EHS Officer nominated by the Principal shall submit to

ehs@adec.ac.ae the AD EHSMS RF Form G Serious OHS Incident Notification within
24 hours for fatalities, within three working days for other serious incidents, and the
Form G1 Serious OHS Incident Investigation within 30 days of the incident date.
7.7. For more information on critical emergency incidents follow the ADEC EHS OHS Incident
Flowchart.
8. Student Medical Records
8.1. All student medical records must adhere to the student medical records standards set
by HAAD and SEHA (HAAD Confidentiality Standard HAAD/P-30/60/012; SEHA Students
Medical Records Documentation Policy AHS-SH-017).
8.2. All student medical records shall be kept in a secure place that ensures confidentiality of
health information (SEHA School Health Manual and SEHA Confidentiality, Access and
Release of Information Policy AHS-SH-027).
8.3. The legal right to access information in the student health record or obtain copies of the
record is given to the parent/guardian (SEHA AHS-SH-027 4.4).
8.4. If a student is being transferred to another school, the School Nurse or the school health
services administration shall transfer the student medical record to the new school
(SEHA Creating and Managing Students Health Record Policy AHS-SH-032).
8.5. Only under the following specific circumstances may certain health information in the
student medical records be released by the School Nurse or the school health services
administration to school personnel or other parties (SEHA Confidentiality, Access and
Release of Information Policy AHS-SH-027):
To Ambulatory Health Services (AHS) health centers in the case of a referral or a
temporary transfer for specific treatment or diagnostic procedures or in an emergency
situation.
To consented school staff involved in the students Individualized Healthcare Plan.
In situations of threat to public health where a failure to disclose information may
expose the student or others to risks of death or serious harm.
In case of formal investigations by court order.
All other situations or requests to release health information from students medical
records must be reviewed and approved on a case-by-case basis by the school health
services administration.
9. Complaints
If there is a complaint against the School Nurse or the health services provided by the school
clinic, Principals shall adhere to complaint procedures listed in the SEHA School Health Manual.
In case of complaints, ADEC School Operations Sector should be contacted by emailing
school.health@adec.ac.ae.

RESPONSIBILITIES
ADEC P-12 Policy, Health & Wellness Division and ADEC School Operations, Health Management
Section will:
Work with HAAD and SEHA to ensure compliance to all regulations related to school clinics.
Take immediate action if there is a present risk to the health of a member of the school
community owing to infringements of this policy.
Principals will:
Ensure understanding of their roles and responsibilities in relation to this policy, and contact
their Cluster Manager or ADEC Health & Wellness Division with questions as appropriate.
Ensure that the school clinic is licensed and that licensure is maintained.
Ensure that all school staff included in the individualized healthcare plans have signed the
confidentiality form in order to protect students confidential information.
Ensure that the parental consent forms for immunization and health screening are signed
by parents and returned to the school.
Ensure that the School Nurse does not assume any roles or responsibilities other than
those that are required of the School Nurse (see responsibilities of School Nurses below).
Ensure that the First Aider does not assume any roles or responsibilities other than those
that are required of the First Aider.
Ensure that the school adheres to the comprehensive health screening program procedures
and schedules, as regulated by HAAD (HAAD Standards for School Health Screening
Policy PHR/FSH/01).
Ensure that the school adheres to the national immunization program (HAAD Standard for
Childhood and Young Adult Immunization (Policy HAAD/CHIM/SD/0.9).
Ensure that the School EHS Officer records incidents internally and reports externally to
ADEC EHS Section.
Include the School Nurse in relevant to health school committees.
Complete a Certificate of Completion Form for the School Nurse, at the end of each
academic year (ADEC Certificate of Completion Form).
Complete the ADEC School Nurses Performance Evaluation Form at the end of each
academic year (ADEC School Nurses Performance Evaluation Form).
Ensure that the applicable procedures are followed in case of complaints against the
School Nurse (SEHA School Health Manual).
Support the School Nurse and health educators assigned by SEHA in providing health
education to students.
School Nurses will:
Ensure coverage of the school clinic at all times during school operating hours.
Comply with the competency standards and responsibilities set for school nursing practice
by HAAD (HAAD Registered School Nurses Scope of Practice).
Follow comprehensive health screening procedures according to SEHA Comprehensive
Preventive Screening for Students Policy AHS-SH-014).

Ensure adherence to parental consent policies (HAAD Standards for School Health
Screening Policy PHR/FSH/01, HAAD Confidentiality Standard, HAAD Consent Standard,
SEHA Confidentiality, Access and Release of Information Policy AHS-SH-027, SEHA
Consent Policy AHS-SH-028 and SEHA General Consent Form; Standards for administration
of medication in schools).
Provide educational sessions to raise awareness on the significance of health programs.
Ensure that all mandated vaccinations are administered in accordance to the national
immunization program (HAAD Standard for Childhood and Young Adult Immunization -
Policy HAAD/CHIM/SD/0.9).
Participate in health surveys and research projects that are approved by ADEC.
More details on the responsibilities of the School Nurse can be found in the SEHA School
Health Manual.
ASSISTANCE
may contact ADEC P-12 Policy Sector: Health & Wellness Division for further assistance.
REFERENCES
HAAD School Clinic Licensing: http://schoolsforhealth.haad.ae/school-clinics/school-clinic-
licensing.aspx
SEHA School Health Manual (Draft)
HAAD Standards for School Health Screening (PHR/FSH/01)
HAAD Standard for Childhood and Young Adult Immunization (Policy HAAD/CHIM/SD/0.9)
HAAD Registered School Nurses Scope of Practice
HAAD Standards for Administration of Medication in Schools (HAAD/AMDS/SD/1.0)
HAAD Policy on Reporting Adverse Reactions (PHP/PHM/0001/09)
HAAD Policy on Reporting Medication Errors (PHP/PHM/0002/09)
HAAD Confidentiality Policy (HAAD/P-30/60/012)
HAAD Consent Policy (HAAD/PPR/HCP/P0003/09)
HAAD Standard on School Screening (HAAD/PHR/FSH/0.1)
HAAD Professional Qualifications Requirements (HAAD PQR/2011)
HAAD Standard for Inter-facility Patient Transfer (HAAD/IFPT/SD/0.9)
HAAD Standard on Patient Rights & Responsibilities (HAAD/PPR/HCP/P0030/08)
HAAD Standard for Complaints Management in Healthcare Facilities
HAAD Standard on the Diagnosis & Management of Childhood Diabetes (HAAD/DHCM/
SD/1.0)
HAAD Standard for Initial Diagnosis & Management of Asthma in Children and Young
Adults (HAAD/PDMA/SD/0.9)
HAAD Standard for Diagnosis & Management of Interventions for Weight Management
and Obesity (PHR/PHPR/WMO/1)
HAAD Standard for Prevention and Control of Influenza and Influenza-like Illness (HAAD/
CDD/ST/09)
HAAD Standards for Reporting of Public Health Statistics (HAAD/RHST/SD/VIPCD/1.2
HAAD Medical Record/Health Information Retention and Disposal (Policy PPR/HCP/
MRHI/07)

HAAD Standard for First Aid Training (PHR/HRM/FA/0.9)
SEHA Medical Records Retention and Disposal (Policy AHS-SH-009)
SEHA Students Medical Records Documentation (Policy AHS-SH-017)
SEHA Confidentiality, Access and Release of Information (Policy AHS-SH-027)
SEHA Consent Policy (Policy AHS-SH-028)
SEHA Creating and Managing Students Health Record (Policy AHS-SH-032)
SEHA Comprehensive Preventive Screening for Students (Policy AHS-SH-014)
ADEC Head Lice Detection Flow Chart
ADEC Annual School Health Services Provision Survey
ADEC School Nurse End-of-Year Feedback Form
ADEC EHS OHS Incident Flowchart
SEHA General Consent Form
SEHA Emergency Medication Administration Consent Form
SEHA Prescribed Medication Administration Consent Form
SEHA Pre-Vaccination Checklist
SEHA School Age Immunization Consent Form
SEHA School Age Vaccination Record
SEHA Students Health Record Checklist
SEHA Allergy Alert Form
SEHA Students Referral Form
SEHA School Health/Catch-up Immunization Consent Form
POLICY HISTORY
Date revised: June 2012, May 2013, August 2014
For review: 2015

Policy 4220: School Canteens and Healthy Eating
PURPOSE
The purpose of this policy is to ensure that school canteens in all Abu Dhabi public schools
comply with the current School Canteen standards set forth by the Abu Dhabi Food Control
Authority (ADFCA), Abu Dhabi Education Council (ADEC) and the Health Authority Abu Dhabi
(HAAD), and to ensure that all public schools promote healthy eating within their school
communities.
POLICY STATEMENT
1. This policy follows the School Canteen Standards established by the Abu Dhabi Food Control
Authority (ADFCA) on the mandatory requirements for the appropriate management of school
canteen facilities, food safety and hygiene, and by the Health Authority Abu Dhabi (HAAD)
on mandatory requirements for nutrition and healthy eating in schools, healthy food choices
and food allergies. ADFCA and HAAD are the regulatory authorities mandated with setting
standards for school canteen management, food hygiene and safety, nutrition and healthy
eating in Abu Dhabi Emirate schools.
2. All ADEC schools shall adhere at all times to all mandatory requirements set by the regulatory
authorities for:
2.1. School Canteen facilities:
Locations of school canteens.
School canteen facility specifications.
School canteen equipment and tools.
School canteen food preparation areas.
ADFCA food control certificate for school canteens.
2.2. School Canteen hygiene:
Health and hygiene requirements for food handlers.
General hygiene of school canteens.
Temperature control.
Food display and packaging.
Food transportation and storage.
Food disposal and food waste management.
2.3. Nutrition and healthy eating standards:
Food specifications and requirements.
Age- appropriateness of food.
List of food items allowed in school canteens.
Food allergies.
2.4. School Canteen vendors:
All necessary licenses and permits by ADFCA and other Government entities.
Training and certification of canteen supervisors and staff.

2.5. Process for filing nutrition-related complaints, in particular when related to reporting
cases of food poisoning or suspected food poisoning, set by the regulatory authorities
as part of the School Canteens Standards (Appendix 3).
3. Schools shall be responsible for ensuring full compliance with all standards and requirements
set in the School Canteen Standards in the Emirate of Abu Dhabi (see References).
4. All Principals are responsible for the implementation of this policy, and are accountable to
the ADEC Director General and to other Abu Dhabi Government entities that regulate school
canteens and nutrition in schools, for policy compliance.
5. In the unlikely event of any contradiction and/or inconsistency between the provisions of this
policy and the School Canteen Standards for the Emirate of Abu Dhabi, the provisions of the
School Canteen standards shall prevail.
RESPONSIBILITIES
Ensure that contracted vendors are licensed and have necessary permits by ADFCA, and
that all canteen supervisors and staff undergo ADFCA-required training and certification.
Maintain a record of all cases of nutrition-related complaints by schools.
Principals will:
Ensure that all requiremtents, specifications, and procedures for school canteen facilities,
hygiene and safety, nutritional requirements, food vendor requirements are strictly
followed by the school as specified in the School Canteen standards.
Ensure that the school canteen complies with all current regulations of ADFCA at all times
and facilitates any inspections required by ADFCA at any time.
Ensure full compliance with the process for filing nutrition-related complaints and in
particular, when related to reporting cases of food poisoning (School Canteen standards
Appendix 3).
Develop and publish a school policy on healthy eating and nutrition, and disseminate this
to the school community.
Coordinate with the selected canteen vendor and the canteen supervisor to ensure that
foods selected are age-appropriate.
Report any violations of this policy by contracted vendors to ADFCA and ADEC School
Services.
ASSISTANCE

REFERENCES
School Canteen Standards for the Emirate of Abu Dhabi
POLICY HISTORY
Date revised: June 2012, June 2013
For review: 2015

Section 5000:
Facilities
Policy 5110: School Mergers
PURPOSE
The purpose of this policy is to provide direction to the Abu Dhabi Education Council (ADEC),
the Regional Offices, schools and parents/guardians on the process of merging schools.
POLICY STATEMENT:
1. Schools mergers may, from time to time, be required based on the organizational needs
of ADEC, such as the condition of existing buildings, the availability of sites, fiscal resources,
population trends, and educational needs. In addressing these needs, ADEC may merge one or
more schools into a single school building or may reassign students to ensure an appropriate
learning environment and the best use of physical and financial resources.
2. In circumstances where it is proposed that one or more schools merge or close, it is important
that the impact on staff and students during the merger or closure process is dealt with as
early as possible. To ensure the merger is successful and achieves the desired results, ADEC will
clearly define processes for completing mergers, including timeframes, workforce projections
and communication plans. To reduce the risk of excess or deficit number of staff, workforce
planning projections should be undertaken at the earliest opportunity and communicated to
affected staff. To prepare students and ensure a smooth transition to the new school, affected
families will be notified at the earliest opportunity.
3. ADEC School Operations Sector: Personnel Services Division will design appropriate
procedures regarding related staffing issues, including, but not limited to staff assignment,
staff transfer, excess staff, and retraining.
RESPONSIBILITIES
Define processes for completing mergers, including timeframes, workforce planning, and
communication plans.
Notify affected staff as early as possible.
Provide career and employment options to affected staff where possible, following ADEC
guidelines.
Notify parents/guardians as early as possible.
Principals will:
Fulfill job responsibilities to ensure schools continue to provide an effective education for
Abu Dhabi students.

Work in cooperation with ADEC to ensure a smooth transition for affected staff and
students.
School-Based Staff will:
Fulfill job responsibilities to ensure schools continue to provide an effective education for
Abu Dhabi students.
Work in cooperation with ADEC to ensure a smooth transition for affected staff and
students.
ASSISTANCE
REFERENCES
POLICY HISTORY
For review: 2016

Policy 5120: Naming of Schools
PURPOSE
The policy outlines the convention and protocol for naming Abu Dhabi Education Council
(ADEC) public schools.
POLICY STATEMENT
1. Every school in the Emirate of Abu Dhabi, whether public or private, should be uniquely
named, to help establish the schools distinct identity and school culture.
2. Naming Convention:
All ADEC public schools should be named according to the following conventions:
2.1. Use the format [XXXX] Kindergarten for KGs and [XXXX] School for Cycle 1, 2, 3 and
Common Cycle schools, where [XXXX] is the school name, which may consist of one or
more words.
2.2. Names may not be duplicated. If a name is applied to more than one school varying in
gender and/or region, the gender and/or region will be added to the end of the schools
name.
3. Once established, school names generally should not be changed. However, if special
circumstances necessitate the changing of a schools name, the name change shall take effect
at the start of the new academic year, upon approval according to the name selection protocol
described below.
4. Name Selection Protocol:
4.1. ADEC School Operations Sector: School Planning Division, in collaboration with the
Director Generals office and the Executive Director of ADEC School Operations, shall
propose a selection of names for all schools which require naming, by the end of January
of the calendar year in which the school is due to open. This selection shall be submitted
to ADECs Executive Management Committee for approval. Once a new schools name
is approved, the school will be assigned a unique identity number on the eSIS system.
4.2. Responsible divisions within ADEC School Operations Sector and ADEC Private School
Quality Assurance Sector shall mutually coordinate name selections to ensure that
school names, whether public or private, are unique, and that names proposed for
new schools do not duplicate the name of any existing public or private schools in the
Emirate.
RESPONSIBILITIES
Coordinate between ADEC School Operations Sector and ADEC Private School Quality
Assurance (PSQA) Sector to ensure that school names are not duplicated among public
and private schools in the Emirate of Abu Dhabi.

Propose a list of name options as per the stated conventions, for selection and approval by
ADEC Executive Management Committee, by the end of January of the year in which the
school is due to open.
Assign a unique eSIS identity number to every new school by the end of January of the year
in which the school is due to open.
Communicate new school names and any school name changes to all internal and external
stakeholders as appropriate.
ASSISTANCE
REFERENCES
Guidelines on Naming of Schools
POLICY HISTORY
Date approved: November 2013
For review: 2016

Policy 5210: Security Video Surveillance System (CCTV)
PURPOSE
This policy establishes the use of 24-hour security video surveillance via closed circuit television
(CCTV) systems in Abu Dhabi Education Council (ADEC) public schools in order to enhance
security while also respecting the expectation of reasonable privacy among members of the
school community. The policy also establishes who may access CCTV recordings.
POLICY STATEMENT
1. Use of CCTV:
1.1. All public areas in all ADEC schools shall be protected by closed circuit television (CCTV).
The collection of information via CCTV in schools is used to:
Promote a safe learning environment.
Increase personal safety of students, staff and visitors.
Deter and detect crime, vandalism, unlawful behavior and inappropriate conduct.
Protect school buildings and their assets.
1.2. Parents/guardians shall be duly informed of the use of CCTV when the system is installed
at the school.
2. Location of Cameras and Monitors:
2.1. The CCTV system comprises a number of fixed cameras located within and around the
school buildings, which can provide coverage of the following areas:
All entrances and exits of building and school grounds.
All walkways and public areas (corridors, stairs, courtyard, sports areas, canteen).
Learning Resource Center (libraries).
Student pickup and drop-off areas (private vehicle and bus).
Security areas and hazardous areas (control room).
Exterior areas surrounding the school grounds.
2.2. CCTV cameras shall not be installed in classrooms and lavatories.
2.3. CCTV monitors in all schools shall be installed in the office of the Principal and Vice
Principal.
2.4. Other monitors may be installed as needed for access by security guards for the purpose
of monitoring the facility outside of school hours and overnight. Male security guards
shall not have access to viewing CCTV footage of girls schools during the school day.
3. Access to CCTV Recordings
3.1. The CCTV system will be subject to the ADEC Information Security Policy (see References).
3.2. CCTV recordings are considered confidential. The Principal and Vice Principals are the
only school-based staff authorized to view and retrieve CCTV recordings at their school.
CCTV recordings of female students and staff shall be monitored by female Principals
and Vice Principals only. All other school-based staff members are strictly prohibited
from accessing recordings.

3.3. CCTV records must be retained for a period of 180 days.
3.4. In the event of an incident captured in a CCTV recording that requires clarification
beyond the school level, the Principal or Vice Principal must immediately notify their
Cluster Manager, who shall coordinate with the Executive Director of ADEC School
Operations to resolve the incident.
3.5. No copy of any recordings may be shared with any person or entity unless upon a judicial
order or by prior written approval of the Executive Director of ADEC School Operations.
3.6. Duplication or distribution of CCTV recordings is strictly prohibited and punishable by
law, in compliance with Federal Law No. (2) of 2006 (see References).
RESPONSIBILITIES
Install and maintain CCTV systems at ADEC schools in all designated areas.
Retain CCTV recordings for 180 days.
Maintain confidentiality of CCTV recordings.
Resolve any incidents reported by Principals related to footage captured on CCTV.
Release CCTV recordings only upon judicial order or written approval by the Executive
Director of School Operations.
ADEC ICT Division will:
Regularly update the ADEC Information Security Policy.
Principals will:
Ensure that CCTV recordings at their school are kept confidential.
Notify parents of the installation of CCTV system at the school.
Report incidents captured on CCTV which require resolution beyond the school level to
their Cluster Manager.
ASSISTANCE
REFERENCES
Federal Law No. (5) of 2012 on Anti-Cyber Crimes
ADEC Information Security Policy
POLICY HISTORY
Date approved: May 2013
For review: 2016

Section 6000:
Personnel
Policy 6101: Professional Code of Conduct
PURPOSE
The purpose of this policy is to establish the code of conduct that will guide behavior and
professional practice. This policy shall apply to:
All Abu Dhabi Education Council (ADEC) employees working in a school.
All employees in ADEC offices who regularly interact with students.
The policy also indicates the key ways in which the code of conduct will be disseminated and
enforced.
POLICY STATEMENT
1. ADEC holds six core values at the center of its work. These core values define the conduct of
ADEC professionals in all actions:
Teamwork : Emphasizing the virtues of cooperation and coordination.
Integrity : Doing the right thing no matter what the circumstances may be.
Transparency : Maintaining open, true and honest communications and actions.
Respect : Respecting children, colleagues, parents/guardians and community.
Accountability : Taking personal responsibility for action.
Compassion : Caring and showing responsibility toward others.
2. To support these core values in all day-to-day work, ADEC has developed a Professional Code
of Conduct. The Professional Code of Conduct outlines 12 specific standards that define the
behavior ADEC requires.
3. Violations of the Professional Code of Conduct will be addressed with disciplinary action
consistent with ADEC School Operations Sector: Personnel Services Division procedures. The
disciplinary action taken will depend on the severity of the violation and the employees record
of previous conduct.
4. ADEC employees are encouraged to report serious violations of the Professional Code of
Conduct to their Principal or manager. All such reports shall be kept confidential.
5. For the purposes of this policy, Educator is defined as any ADEC employee who works in a
school, or whose job involves regularly interacting with students.
ADEC PROFESSIONAL CODE OF CONDUCT

Whether they are working inside or outside the classroom, education professionals accept the
public trust and the magnitude of responsibility inherent in their work. Abu Dhabi Education
Councils (ADEC) education professionals share a special duty of care toward the students in the
Abu Dhabi schools. Employees are accountable through the Director-General to the Government
of Abu Dhabi and to the community at large for the effective education of students and for the
efficient use of government funds and resources entrusted to the delivery of education in the
Abu Dhabi Emirate.

The Professional Code of Conduct is comprised of 12 standards that set the foundation of
professional practice for employees to honor and follow. Each standard is followed by specific
examples of professional and unprofessional conduct. However, the lists within each standard
are only meant to be a guide, and are not a complete set of behaviors that may be considered
professional or unprofessional.
Ultimately, employees are responsible for their own actions and decisions. Educators must
use their judgment to ensure that their decisions and actions meet the standards of conduct
outlined in this policy. If an educator is unsure whether an action or decision is acceptable, they
should seek the advice of their supervisor before proceeding.
The 12 specific standards in this Professional Code of Conduct will apply to the following groups
of employees:
All ADEC employees working in a school.
All ADEC regional or central employees who regularly interact with students.
This Professional Code of Conduct refers to these two groups as Educators. This title reflects
ADECs belief that all employees must regard improved student learning as the ultimate
objective of their work, and that employees who regularly interact with students share a special
individual and collective accountability for the effective education of Abu Dhabi students.
Standard 1 Relationship with Students:
Educators will maintain a caring, professional relationship with all students, both in and outside
the classroom
Professional Conduct, including but not limited to:
Educators will behave in ways that promote the welfare of the students, taking all actions
within their power to protect student safety.
Educators must be aware of, and comply with, all ADEC child protection policies.
Educators are obligated to report to relevant authorities if they suspect a student is being
or will be harmed.
Educators will meet the individual learning needs of students, and assist all students to
maximize their potential.
Prohibited Unprofessional Conduct, including but not limited to:
Engaging or encouraging inappropriate relationships with students in or outside of the
classroom, including any behavior constituting sexual harassment or abuse.
Sending any inappropriate messages, pictures, or other communication to students in or
outside of the classroom.
Using any form of discipline that involves corporal punishment, unnecessary or excessive
verbal harassment, or that may cause physical or emotional harm to students.
Taking actions or behaving negligently in ways that endanger student welfare.
Standard 2 Relationship with Community:
Educators will respect and cooperate with parents/guardians and the community in their daily
work to advance student learning
Educators will establish open, honest and respectful relationships with parents/guardians
and community.

Educators will communicate all decisions promptly and openly to students, parents/
guardians, and members of the community with a right to know.
Educators will involve parents/guardians and/or community in the decision-making about
the care and education of their children.
Failing to include the perspective of parents/guardians and/or community members when
making decisions about student learning.
Behaving in a rude or hostile manner when interacting with parents/guardians and
community.
Standard 3 Relationship with Colleagues:
Educators will follow direction from supervisors, and collaborate with their professional
colleagues in the interest of student learning and the education profession
Educators will comply with all lawful directions and decisions from their supervisors or the
delegated ADEC authority.
Educators will encourage and support colleagues to build and maintain high professional
standards.
Educators will work with each other in a way that develops a positive, supportive
professional environment.
Educators will assist in the preparation and induction of new educators through mentorship
and guidance.
Harassing a colleague verbally or physically, including any inappropriate behavior that
makes a colleague feels uncomfortable or unsafe.
Making false statements or slandering the reputation of a colleague.
Revealing confidential information concerning a colleague.
Intentionally excluding a colleague from work-related or professional activities.
Limiting the access of colleagues to do their official work.
Standard 4 Communications:
Educators will ensure that all interactions and communications with colleagues, students, and
the public display respect, discretion, and integrity
Educators will ensure that any public comments they make reflect the policies and priorities
of ADEC.
Educators will ensure that usage of ADEC communication devices (computers, phones,
etc.) does not include any communication that may be controversial or offensive.
Educators will keep in confidence information regarding students and colleagues unless
disclosure is permitted and serves a clear professional purpose.
Making public comments, especially outside of an official capacity, that disparage the
reputation of colleagues or ADEC generally.
Making public comments to the media (including radio, television, newspapers, books, or

other means expected to reach the community at large) without authorization from the
responsible ADEC department.
Sharing confidential or sensitive information with any party, in or outside of ADEC, that is
not authorized to have the information.
Standard 5 Legal Obligations:
Educators will abide by government laws and regulations at all times and will be obligated to
report violations of these laws to appropriate authorities
Educators will be honest and maintain integrity in dealing with all official work.
Educators will be familiar with the provisions of legislation and/or policies relevant to their
official responsibilities.
Falsifying, misrepresenting, omitting, or erroneously reporting professional qualifications
or employment history.
Omitting a past criminal record.
Willfully disobeying and/or disregarding any government laws.
Standard 6 Alcohol, Drugs, and Tobacco:
Educators will refrain from using, possessing, and/or being under the influence of alcohol and
unauthorized drugs / substances in the workplace
Educators will abide by government laws with respect to the above stated substances at
all time.
Educators will never give students alcohol or other drugs, nor will they encourage or
condone the use of alcohol or other drugs by students.
Educators will administer and/or supervise the administration of prescribed medications
consistent with ADEC guidelines.
Intoxication with alcohol or other drugs while performing duties.
Smoking in ADEC buildings and/or school grounds.
Soliciting, administering or providing alcohol, tobacco or unauthorized drugs to students
at any time.
Standard 7 Use of Resources:
Educators will use the property and resources provided to them for their work efficiently and
only for the purposes entrusted to them
Educators will be expected to use ADEC and school resources efficiently and for the official
purpose to which they are assigned.
Educators must be aware of and comply with current ADEC Information Security Policy
and acceptable use of technology.
Educators will be expected to honor public funds and property entrusted to them and to
practice responsible stewardship.

Using public or work-related resources for personal purposes or personal gain
Spending ADEC financial resources in a reckless or wasteful manner.
Standard 8 Conflicts of Interest:
Educators will avoid any situation that represents or may be perceived to represent a conflict
of interest in carrying out their professional responsibilities
Educators will carry out all responsibilities and take all decisions with fairness and
impartiality.
Educators will maintain integrity regarding the acceptance of any gratuity, gift,
compensation or favor that might impair or influence professional decisions.
Educators will refrain from using their position for personal gain.
Educators will report to their supervisor when a perceived conflict of interest may exist, or
will remove themselves from the situation creating the conflict of interest.
Involvement with an official decision in which family or friends may benefit.
Providing paid tutoring or coaching services to students an educator is responsible for
teaching, unless this tutoring is regulated by ADEC.
Accepting a gift from vendors or community members that is more than of a nominal value,
or that are suspected to be an attempt to influence official behavior (In most cases, a gift
valued at over AED 100 will be considered more than of a nominal value).
Standard 9 Local Culture:
Educators will understand and respect UAE culture and Islamic values and the values of other
religions
Educators will respect Islamic values and practices as well as other religions in the classroom
or workplace.
Educators will comply with all rules and customs deemed by an Islamic state.
Educators will respect UAE customs and traditions in schools or workplace.
Knowingly behaving in a manner that is contrary to Islamic values in the classroom or
workplace.
Knowingly exhibiting disrespect for UAE culture and customs in the classroom or workplace.
Standard 10 Standard of Dress:
Educators will dress in an official, professional manner, consistent with formal business attire
and UAE customs and traditions
Educators who are Expatriates will dress in an official manner reflecting business attire.
Educators who are UAE Nationals will observe official national dress.
For any educator, wearing any type of clothing that is tight-fitting, transparent, or
unsuitable for the work environment.

Standard 11 Tolerance for Diversity:
Educators will foster an atmosphere of tolerance in schools and the workplace
Educators will exhibit tolerance and respect to individuals of different political or religious
convictions.
Educators are expected to take all necessary steps to ensure that classrooms and other
workplaces are free from all forms of harassment and discrimination.
Educators will treat students and colleagues equitably, including those with disabilities or
other special needs.
Discriminating against or harassing colleagues, students or members of the public on the
grounds of gender, marital status, pregnancy, age, race, ethnic, or national origin.
Engaging in conduct that represents extremism or cultural indoctrination.
Standard 12 Sensitive Issues:
Educators will not make remarks regarding sensitive issues that could cause anger or discomfort
among students, colleagues, or the community
Educators will ensure that classroom discussions are focused on the subject area being
taught.
Educators will be respectful in all comments, and exercise special care if addressing issues
such as religion or politics with the potential to cause controversy.
Educators will prevent students from raising potentially controversial issues for group
discussion.
Engaging in conversation with students about sensitive issues such as religion and
politics that does not serve a clear educational purpose tied to the ADEC curriculum.
RESPONSIBILITIES
Provide access to the Professional Code of Conduct to all Educators.
Ensure training is provided to all new school-based staff.
Address violations of the Professional Code of Conduct with disciplinary action consistent
with ADEC Personnel Services policies and procedures. The disciplinary action taken will
depend on the severity of the violation and the employees record of previous conduct.

Principals will:
Review the Code of Conduct with all staff at the beginning of each academic year.
Address violations of the Professional Code of Conduct with disciplinary action consistent-
with ADEC Personnel Services policies and procedures. The disciplinary action taken will
depend on the severity of the violation and the employees record of previous conduct.
Educators will:
Be responsible for understanding the Professional Code of Conduct and upholding the
standards of professional behavior in all their work.
Be required to provide their signature attesting that they have reviewed the Code of
Conduct and are committed to following it.
Be encouraged to report serious violations of the Professional Code of Conduct to their
Principal or manager. All such reports will be kept confidential.
ASSISTANCE
assistance.
REFERENCES
Federal Law No. (15) of 2009 on Tobacco Control, Article 7
Civil Service Law No. (1) of 2006 and Executive Bylaws
ADEC Information Security Policy
POLICY HISTORY
For review: 2015

Policy 6201: School-Based Staff Qualifications
PURPOSE
This policy establishes the qualifications required for employment in school-based staff
positions in Abu Dhabi Education Council (ADEC) public schools.
POLICY STATEMENT
1. ADEC aspires to have highly qualified school leaders, teachers and support staff in all ADEC
schools.
2. ADEC shall issue details of minimum qualifications and job requirements required for
employment in school-based staff positions. These qualifications and job requirements shall be
regularly reviewed by ADEC School Operations Sector: Personnel Services Division and other
divisions as appropriate in order to ensure that they are consistent with international standards
as well as local higher education practices.
RESPONSIBILITIES
ADEC School Operations, Personnel Services will:
Issue details of qualifications and job requirements required for employment in school-
based staff positions.
Regularly review these qualifications and job requirements to ensure that they are consistent
with international standards and local higher education practices, in collaboration with
other divisions in School Operations and P-12 Policy as appropriate.
ASSISTANCE
may contact ADEC School Operations Sector: Personnel Services Division for further assistance.
REFERENCES
MOE Decree No. (238/1) of 2008 on Requirements and Terms for Promotions and
Administrative Assignments for the Positions of Principal and Vice Principal
New School Model Job Descriptions
New School Model Organization Structure
POLICY HISTORY
For review: 2016

Policy 6210: English Proficiency in the NSM
PURPOSE
This policy establishes the English proficiency requirements for school-based staff in specified
positions in Abu Dhabi Education Council (ADEC) public schools which have implemented the
New School Model.
POLICY STATEMENT
1. To support the ADEC New School Model (NSM) curricula and ensure the delivery of high
quality instruction to every student, school-based staff in specified positions are required to
demonstrate English proficiency levels mandated by this policy. These positions include:
Heads of Faculty (HOFs) : for English medium subjects and for Arabic medium
subjects
English Medium Teachers (EMTs) : Teachers of subjects taught in English
Learning Resource Center (LRC) : Specialists
2. ADEC has adopted the Council of Europes Framework of Reference for Languages (CEFR) as
the benchmark standard for language proficiency for teachers and other school-based staff.
The use of the CEFR enables ADEC to accept multiple English proficiency tests.
3. Staff in these positions who are native English speakers are exempt from the English
proficiency testing requirements below. Native English speakers are defined as anyone who:
grew up in a native English speaking country, OR,
has successfully completed schooling 3-12 in an English-speaking country with the
curriculum taught in English.
4. Staff in specified positions who are not native English speakers must demonstrate their
English proficiency in order to meet the mandatory requirement within ADECs professional
standards. Those teachers and Heads of Faculty who do not meet the required CEFR level will
be required to participate in English language professional development until they achieve
the required proficiency.
5. The required CEFR level to demonstrate English proficiency for each position is listed below:
English Language teachers : Minimum CEFR level C1
Science teachers : Minimum CEFR level C1
Mathematics teachers : Minimum CEFR level C1
English-medium Heads of Faculty : Minimum CEFR level C1
Arabic-medium Heads of Faculty : Minimum CEFR level B1
Learning Resource Center Specialist : Minimum CEFR level B2
6. The following tests are approved by ADEC for demonstrating English proficiency:
IELTS (Academic)
TOEFL
Pearson PTE (Academic)
Cambridge ESOL Exams

7. The correlation table for the approved exams to the CEFR is below:
Pearson
CEFR Level IELTS Academic TOEFL (IBT) Cambridge ESOL Exams* PTE
Academic
CAE Grades B and C or

C1 6.5 8.0 79-114 FCE Grade A or CPE pass at C1 76-84
FCE Grades B and C or

CAE pass at B2 or
B2 5.5 6.5 46-78 59-75
PET pass with distinction at B2
PET pass, pass with merit, or FCE

pass at B1 or
B1 4.0 5.0 31-45 43-58
KET pass with distinction at B1
KET pass, pass with merit, or PET

A2 - 0-31 pass at A2 30-42
A1 - 0-31 KET pass at A1 29 or below
*Cambridge ESOL Exams:

CAE = Cambridge Advanced Exam; CPE = Certificate of Proficiency in English
FCE = First Certificate in English; KET = Key English Test; PET = Preliminary English Test
8. Current staff in specified positions must take an approved English proficiency test and submit
their scores to ADEC School Operations Sector: Personnel Services Division in line with the
requirements established by ADEC Personnel Services and ADEC Professional Development.
Existing staff who wish to transfer to one of the specified positions must also take an
approved English proficiency test and submit their scores to Personnel Services. All staff who
do not meet the specified levels will be expected to attend English language professional
development.
9. Proficiency levels for the positions stated above shall be considered as mandatory starting in
Academic Year 2015-2016, and will be considered as preferred prior to this period.
10. All job applicants for the specified positions in Abu Dhabi public schools who are non-native
speakers must take an approved English proficiency test and submit their scores to ADEC as
part of the job application process.

RESPONSIBILITIES
Establish timeframes for existing teachers to be evaluated for English proficiency, in
consultation with ADEC Professional Development Division.
Maintain a database of English proficiency test scores with correlations to CEFR levels, for
all specified positions.
Ensure that non-native English-speaker staff subject to this policy who do not demonstrate
required proficiency attend English language professional development programs.
ADEC P-12 Policy, Professional Standards Division will:
Evaluate required CEFR levels each year and publish changes as necessary.
Evaluate the list of approved tests each year and publish changes as necessary.
Evaluate the list of positions that must demonstrate English proficiency each year and
publish changes.
Support Personnel Services in maintaining a database of English proficiency test scores
with correlations to CEFR levels, for all required positions.
ADEC School Operations, Professional Development Division will:
Develop and provide English language professional development for staff who require
proficiency training.
Principals will:
Direct non-native English-speaker staff subject to this policy to take an English proficiency
test.
Notify ADEC Personnel Services Division and ADEC Professional Development Division
where teachers fail to take English proficiency tests or attend language development PD
as required.
Non-native English-speaker English Medium Teachers (EMTs), Heads of Faculty (HOFs) and
Learning Resource Center (LRC) Specialists will:
Take an approved English proficiency test if employed in one of the specified positions.
Submit their test results to ADEC as soon as results are obtained.
Attend English language professional development if required.
ASSISTANCE
may contact ADEC School Operations Sector: Personnel Services or Professional Development
Division for further assistance.

REFERENCES
Policy 7110: Language of Instruction
POLICY HISTORY
For review: 2016

Policy 6220: School Staffing Heads of Faculty
PURPOSE
The purpose of this policy is to establish Head of Faculty positions for schools, so that all schools
are effectively staffed to provide high-quality instruction to every student.
This policy provides direction to the Abu Dhabi Education Council (ADEC) School Operations
Sector: Personnel Services Division on staffing requirements and provides direction to the
Principals and Vice Principals for the effective support and supervision of Heads of Faculty.
This policy is part of the staffing structure of schools and based on the size of the school, the
cycle (s) served by the school and the implementation of the New School Model (NSM).
POLICY STATEMENT
1. All New School Model (NSM) schools will have Head of Faculty (HOF) positions.
2. The HOFs will provide pedagogical and curriculum expertise and leadership within the
schools aimed at strengthening the teaching and learning across Arabic Medium and
English Medium subject areas. HOFs will have managerial responsibilities regarding the
coaching, development and supervision of teachers. They participate as a member of the
school leadership team to develop, plan and implement strategies and priorities for school
development and improvement.
3. In order to remain current and knowledgeable about the field, HOFs will be expected to
carry a teaching load, not to exceed one-half time of their full time assignment. Teaching
responsibilities will be determined on annual basis and will be consistent with the HOF job
description.
4. The number of Head of Faculty positions will be based on the size of the school, the
cycle (s) served by the school and the implementation of the New School Model, according
to the following guidelines:
4.1. Kindergarten (KG) Schools:
All KG schools will have two (2) HOF positions:
One Head of Faculty Arabic Medium.
One Head of Faculty English Medium.
4.2. NSM Cycle 1 Schools:
Small schools, with a student body less than 300, will have two (2) HOF positions:
One Head of Faculty English Medium.
One Head of Faculty Arabic Medium.
Large schools, with a student body greater than 300, will have four (4) HOF positions:
Two Heads of Faculty English Medium.
Two Heads of Faculty Arabic Medium.
4.3. NSM Cycle 2 and 3 Schools:
All NSM Cycle 2 and 3 schools will have six (6) HOF positions:
One Head of Faculty Arabic & Islamic Education.
One Head of Faculty Science.

One Head of Faculty Mathematics.
One Head of Faculty Social Studies.
One Head of Faculty Health & Physical Education and Art & Music.
One Head of Faculty English.
RESPONSIBILITIES
To ensure the effective implementation of this policy
Recruit, select, hire and assign qualified staff for Head of Faculty positions per the stated
ratios.
Review this policy regularly to support the implementation of the New School Model.
Principals will:
Supervise and evaluate HOFs performance.
Ensure that HOFs teaching load does not exceed one-half of their fulltime assignment.
Be responsible for dealing with staff issues, including disciplinary and grievance issues, and
refer to ADEC Personnel Services Division for guidance as necessary.
Heads of Faculty will:
Follow the ADEC Professional Code of Conduct.
Fulfill assigned duties, as detailed in the school timetable, job descriptions, employment
contracts, and other policies and procedures announced by ADEC School Operations.
Be flexible and cooperative with the school administration in meeting the instructional and
safety needs of the students.
Perform any other tasks as required from time to time.
ASSISTANCE
REFERENCES
New School Model Job Descriptions New School Model Organization Structure
POLICY HISTORY
For review: 2016

Policy 6225: School Staffing: Special Education Needs
PURPOSE
This policy establishes the base level staffing requirement for the delivery of Special Education
services in Abu Dhabi Education Council (ADEC) public schools. Special Education staffing is
a needs-based resource that is determined by the identification of students with Special
Educational Needs.
POLICY STATEMENT
1. ADEC, through its head office, regional offices, and schools, provides a range of services
and resources to support the academic and social development of students with Special
Educational Needs (SEN).
2. In order to achieve the strategic objectives of ADEC Special Education programs, a base level
staffing allocation to support schools with the education of students with Special Educational
Needs will be comprised of SEN staff operating out of:
ADEC Head Office
ADEC Regional Offices in Abu Dhabi, Al Ain and Al Gharbiya
ADEC School-Based Staff
3. SEN Staff at ADEC Head Office
3.1. The head office positions include:
Manager for Special Education Needs Services
Regional Team Leaders, Special Education Needs Services
3.2. Manager, Special Education Needs Services:
This position collaborates across P-12 Policy Sector: Special Education Division and
School Operations Sector to propose and implement SEN policies, procedures and
programs.
3.3. Regional Team Leaders, Special Education Services:
The Regional Team Leaders for SEN will manage and monitor the activities and operations
of SEN Advisors, School Psychologist and Social Worker services, and disability services
that are required within a region to support schools and services.
4. SEN Staff at ADEC Regional Offices
4.1. SEN staff operating out of ADEC Regional Offices will be deployed as approved by
Schools Operations Sector upon the recommendation of the Regional Team Leader
based on identified needs of schools. Regional Offices are served by:
Academic Quality Improvement Officer, Special Education Needs (AQI - SEN)
Academic Quality Improvement Officer, Social Workers (AQI - SW)
School Psychologist
4.2. Academic Quality Improvement Officer, Special Education Needs (AQI - SEN):

The AQI-SEN is responsible for supporting SEN Advisors with case management , and
general special education support services.
4.3. Academic Quality Improvement Officer, Social Workers (AQI - SW):
The AQI-SW is responsible for leading and supporting the school Social Worker to
develop and implement programs concerning matters relevant to student welfare and
behavior in schools.
4.4. School Psychologist:
School Psychologists support students with social, learning or adjustment difficulties
within schools by providing targeted, and qualified psychological services, including
helping to assess eligibility for special services and designing programs to meet the
needs of special needs students. School Psychologists are school-based and serve
multiple locations, with a minimum caseload of five schools.
4.5. Regional Office SEN staff shall liaise and coordinate with the Learning Support Team
(LST) at their schools to ensure compliance with Policy 7310 Academic Learning Support.
5. SEN Staff at ADEC Schools
5.1. SEN school-based staff will be allocated according to the following base level, and
additionally as required at the discretion of the Regional Team Leader based on identified
needs of the school:
SEN Advisor, assigned to five or more schools.
Social Worker per school.
SEN Teacher per school.
SEN Classroom Assistant per classroom, additionally based on identified needs.
5.2. SEN Advisor:
SEN Advisors serve students whose specific identified academic and/or behavioral
management needs require periodic highly specialized support. SEN Advisors work in
the following areas:
Vision
Hearing
Speech and Language
Behavior
Learning Disabilities
General Special Education
5.3. SEN Advisors should be assigned a caseload of five or more schools where students
have been identified as requiring highly specialized support in the Advisors area of
specialization.
5.4. Social Worker:
Social Workers support the academic and social welfare of students through developing
and maintaining positive relationships with students and families in order to develop a
healthy, safe and productive environment in which students can achieve their potential.
This includes collaborating with teachers regarding student behavior and learning
issues.

5.5. SEN Teacher:
SEN Teachers specialize in special education and inclusive education that supports the
effective teaching and learning of students with special needs.
5.6. SEN Classroom Assistant:
SEN Classroom Assistants provide support to the SEN teacher in helping students with
special needs to learn as effectively as possible.
5.7. SEN school-based staff may serve on their schools Learning Support Team (LST),
which is comprised of:
Principal or delegate
SEN Teacher
Social Worker
Other members, such as teachers and parents, as deemed necessary
Regional SEN staff, as deemed necessary
Please see Policy 7310 Academic Learning Support for further information.
RESPONSIBILITIES
ADEC P-12 Policy, Special Education Division will:
Allocate special education needs staff to schools in accordance with the base levels
established by this policy, and additionally as required based on identified needs.
Regional Team Leaders will:
Communicate ADECs SEN and student behavior policies, strategies and programs to
regional and school-based staff and monitor implementation.
Gather feedback on the effectiveness of policy impact on services provided to students
and schools.
Principals will:
Support, monitor and enforce the implementation of this policy.
Identify and report SEN staffing needs at their school to AQIs.
Ensure that accurate identification of their schools special education needs students is
entered into the eSIS system.
School-Based SEN Staff will:
Serve on the schools Learning Support Team and Student Behavior Team.
Identify special education needs of students and make recommendations to Principal for
additional SEN staffing support as needed.

ASSISTANCE
may contact ADEC P-12 Policy Sector: Special Education Division for further assistance.
REFERENCES
Federal Law No. (29) of 2006 on the Rights of Disabled Persons
Policy 7301: Special Education
Policy 7310: Academic Learning Support
POLICY HISTORY
Date approved: May 2014
For review: 2016

PURPOSE
This policy establishes the principles that will inform the assignment of school-based staff to
Abu Dhabi Education Council (ADEC) public schools, and the circumstances under which they
may be transferred from one ADEC school to another.
POLICY STATEMENT
1. Assignments
1.1. ADEC School Operations Sector: Personnel Services Division and School Planning
Division will work together with regional staff and school leaders to determine the
number of school-based staff required for each school.
1.2. The staffing needs of each school will be based on a number of factors, including but
not limited to:
Total students enrolled.
Class size (number of students per classroom).
The educational program being delivered.
The number of subjects that each teacher may teach.
1.3. School-based staff will be assigned to a school based on their qualifications. Once staff
have been assigned to a school at ADEC, staff members will remain at the school for a
period of three years without transferring. Exception may be made for school-based
staff in Al Gharbiya.
2. Transfers
2.1. Transfer Requests Initiated by School-Based Staff: ADEC School Operations will consider
school-based staff members requests to transfer from one public school to another on
an individual basis. If a transfer request is made while the academic year is underway or
during a staff members first three years of employment at a school, the request will be
granted only under exceptional circumstances (e.g. relocation of a spouse). In all cases,
transfer requests will be granted only if there are available positions for which the staff
member is qualified.
2.2. Transfers Initiated by ADEC: Although ADEC will attempt to minimize the number of
school-based staff who transfer between schools, ADEC may transfer a staff member
from one school to another at any point in time in order to meet the operational needs
of schools (e.g. changes in student enrollment). Please refer to School Operations:
Personnel Services Procedures for a complete list of operational needs that may require
transferring a school-based staff member.
2.3. ADEC will make every effort to anticipate the need for school-based staff transfers in
order to ensure that all transfers are complete before the beginning of the academic
year. For transfers that must occur during the academic year, ADEC shall ensure that
transfers are completed within two weeks of the start of each new trimester. However,
ADEC retains authority to transfer school-based staff members at any point during the
year should urgent circumstances arise.

2.4. Principals may not initiate a request to transfer a staff member from one school to
another due to sub-standard performance. Any issues related to job performance
should be managed in accordance with ADECs procedure for managing sub-standard
performance.
RESPONSIBILITIES
Grant transfer requests only if there are available positions for which the staff member is
qualified.
Anticipate the need for school-based staff transfers in order to ensure that all transfers are
complete before the beginning of the academic year.
Complete transfers within two weeks of the start of each new trimester, where needed.
Principals will:
Not initiate a transfer request due to sub-standard performance or disciplinary reasons.
Ensure all school and student data is entered into eSIS as required.
Provide accurate and timely responses to ADEC HQ requests for data on staff and student
numbers and other data as requested.
ASSISTANCE
POLICY HISTORY
For review: 2016

Policy 6235: Reserve Teachers
PURPOSE
This policy establishes that a pool of Reserve Teachers will be available to ensure coverage of
classrooms in the absence of regular teachers. This policy provides direction to the Abu Dhabi
Education Council (ADEC) to employ Reserve Teachers and provides direction to the schools for
the appropriate use of Reserve Teachers.
POLICY STATEMENT
1. The recruitment, selection and placement of competent Reserve Teachers in schools
are essential to ensuring coverage of classrooms in the absence of regular teachers. The
continuity of programs and curriculum implementation is also affected by the quality of the
Reserve Teachers available for teaching assignments. ADEC will develop a system to provide
for Reserve Teachers and will work together with Principals to assure an effective deployment
of Reserve Teachers.
2. A Reserve Teacher is a teacher who meets the qualifications as defined by ADEC and who
has been approved by ADEC School Operations Sector: Personnel Services Division for
assignments in the schools.
3. ADEC will maintain a Reserve Teacher ratio of:
At least 3% and no more than 5% of the professional female staff.
At least 2% and no more than 3% of the professional male staff.
4. Reserve Teachers will be assigned to schools based on the above ratios, but may be deployed
to other schools as needed at the discretion of ADEC Personnel Services Division.
5. Whenever possible, the Reserve Teacher shall be assigned to teach in his or her teaching level
and/or content area.
6. The working day for a Reserve Teacher will normally be the same as the working day for the
regular teacher whom they replace.
7. Reserve Teachers may be assigned additional duties by the principal to fulfill the instructional,
programmatic or safety needs of the school.
RESPONSIBILITIES
Recruit, select, appoint and supervise Reserve Teachers at the stated ratios.
Conduct a general orientation for Reserve Teachers prior to the start of the academic year.
Deploy Reserve Teachers to schools as needed.
Review the assignment of Reserve Teachers annually to consider qualified and interested
employees for permanent teaching positions where possible.

Principals will:
Request a Reserve Teacher when necessary in case of long term teachers absence.
Be responsible for the orientation and supervision of Reserve Teachers at the school.
Establish procedures to ensure that teachers provide continuity of learning for their
students when covered by a Reserve Teacher.
Reserve Teachers will:
Follow the ADEC Professional Code of Conduct, which applies to all teachers.
When assigned to serve as the classroom teacher, conduct the regular classroom program,
following the plans of the regular classroom teacher or the direction of the Head of Faculty.
Be familiar with the emergency procedures applicable to their assigned classroom and use
them as a guide in case of emergency.
Be flexible and cooperative with the school administration in its attempts to meet the
instructional and safety needs of the students.
ASSISTANCE
REFERENCES
POLICY HISTORY
For review: 2016

Policy 6240: Emiratization of Civics Teachers
PURPOSE
This policy establishes that for Emirati Nationals shall be granted priority for teaching positions
in the subject area Civics at all Abu Dhabi Education Council (ADEC) public schools, in order to
advance Emiratization of the teaching workforce in the Emirate of Abu Dhabi.
POLICY STATEMENT
1. Emiratization is a key initiative of the United Arab Emirates (UAE) Federal Government, the
Government of Abu Dhabi, and the Abu Dhabi Education Council for creating sustainable
employment opportunities for UAE nationals.
2. At the same time, Civics* is an important subject area in the P-12 Curriculum as it promotes
students development of a strong national identity and cultural heritage, in alignment
with ADECs strategic objective to elevate the quality of public education in the Emirate of
Abu Dhabi.
3. To further align the objectives of Emiratization among teaching staff at ADEC schools while
simultaneously advancing ADECs strategic objectives, ADEC shall grant priority to Emirati
Nationals for teaching positions in the subject area Civics, based on available capacity.
* In New School Model (NSM) Cycle 1 grades, the subject area Civics/National Studies is taught
as a stand-alone subject. In Cycle 2 grades that have implemented the NSM, Civics is taught
under Integrated Social Subjects. In Cycle 2 grades that have not yet implemented the NSM,
Civics is taught as a stand-alone subject.
RESPONSIBILTIIES
Staff teaching positions in the subject area Civics with UAE National teachers.
ASSISTANCE
may contact ADEC School Operations Sector: Personnel Division for further assistance.
REFERENCES
UAE Labor Law
UAE Government portal: Emiratization
Abu Dhabi Tawteen Council (ADTC) www.tawteencouncil.ae
POLICY HISTORY
For review: 2016

PURPOSE
The purpose of this policy is to establish the workload of Principals and Vice Principals relative
to the Abu Dhabi Education Council (ADEC) school calendar.
POLICY STATEMENT
1. The ADEC school calendar establishes the schedule of instructional and operational days
in each academic year. As school leaders, all Principals and Vice Principals are required to be
working in their schools on all instructional and operational days. Exceptions may be granted for
Principals and Vice Principals to attend official ADEC activities (e.g. professional development)
or other professional obligations.
2. ADEC may require all Principals and Vice Principals to report to their schools and begin working
a minimum of one week in advance of the beginning of each academic year. This authority rests
with the Executive Director of ADEC School Operations Sector and will be communicated each
academic year. Additionally, Principals may request other school-based staff to resume duty at
school during this period, subject to approval by the Executive Director of School Operations.
3. Principals and Vice Principals will use the required working time before the beginning of the
academic year to ensure that their schools are completely prepared for the arrival of students
and staff. Each year, Principals will be responsible for conducting an orientation program for all
school-based staff during the week prior to the start of the academic year.
4. Principals and Vice Principals are considered to be the most senior roles at the school level.
For further information about the responsibilities of these roles, please refer to the Principal
and Vice Principal job descriptions.
RESPONSIBILITIES
Develop the yearly school calendar and distribute it to Principals.
Notify Principals and Vice Principals of any requirements to begin working prior to the
beginning of the academic year.
Principals will:
Work in their schools on all instructional and operational days.
Use working time prior to the beginning of the academic year to ensure their schools are
completely prepared for the arrival of teachers and students.
Conduct an orientation program for all school-based staff during the week prior to the
start of the academic year.

ASSISTANCE
REFERENCES
POLICY HISTORY
Date revised: March 2013
For review: 2016
Policy 6310- page 2 of 2

PURPOSE
This policy establishes the Abu Dhabi Education Councils (ADEC) role in providing professional
development to support teaching and learning in ADEC public schools.
POLICY STATEMENT
1. Definitions:
1.1. Professional Development is a comprehensive and sustained effort to improve
educators effectiveness in raising student achievement. Professional development
fosters collective responsibility for individual growth and for improved student
performance. It also serves to ensure effective articulation and alignment between
school-based practices and ADEC guidelines and policies.
1.1.1. The primary basis of professional development efforts for educators will be the
Professional Standards for Teachers, the Professional Standards for Principals,
curriculum, and all elements of the New School Model, as appropriate.
1.1.2. Professional development may be developed and delivered by: external
professional development providers, school leaders, Heads of Faculty, subject
area coordinators, Academic Quality Improvement (AQI) Officers, and/or selected
teachers.
1.2. Professional activities are activities assigned by the school administration to meet
specific school operational goals. Professional activities are distinct from professional
development, and include, but are not limited to, activities such as faculty meetings,
collaborative planning between teachers and/or administrators, and information
sessions.
2. Purpose of Professional Development:
2.1. ADEC supports professional development as an opportunity to enhance the skills and
knowledge of its staff and meet the evolving needs of the organization, in order to
support student achievement.
2.2. In order to achieve these objectives, teachers must make a sustained commitment to
active participation in professional development. Teachers are expected to be lifelong
learners and to seek out opportunities to expand their knowledge and improve their
performance in the classroom.
2.3. ADEC believes in mutual responsibility where it strives to maintain the employability of
staff while at the same time expecting them to stay professionally current. To the extent
possible, ADEC funds participation in approved professional development activities.
3. Types of Professional Development:
ADEC supports the following types of professional development activities to address
organizational needs:

3.1. System initiatives: These activities relate to system-wide needs to improve the quality of
the schools workforce and are directly aligned to ADECs mission and vision.
3.2. Targeted initiatives: These activities arise from time to time to address: targeted
programs, system needs identified through student performance measures, new
policies, curriculum, or ADEC procedures.
3.3. Performance improvement: Based on the results of their annual performance evaluation,
staff may be required to address identified needs.
3.4. School Improvement Plans: Based on the identified needs of individual schools, as
detailed in their School Improvement Plans, staff may be required to address the
identified school improvement areas.
3.5. Professional qualifications: ADEC will provide opportunities for staff to improve their
own qualifications, certifications, and licenses or to specialize in particular domains.
3.6. Scholarships: ADEC invites particular individuals who meet certain criteria to study full
time to further their education, returning to ADEC upon completion of their course of
study.
3.7. Developees: ADEC supports the development of first-year National teachers by providing
them with reduced course-loads in select schools, on-site coaching and mentoring and
a program of professional development, based on the gradual increase of responsibility
model.
4. Types of Professional Activities:
Schools will provide professional activities that feature a high level of teacher collaboration
and engagement. These activities may include, but are not limited to:
4.1. Engaging in professional learning communities, lesson study, peer observations, peer
mentoring and/or coaching, critical friends circles, and communities of practice.
4.2. Faculty meetings, including the whole staff or focused on grade level or subject-area
teams.
4.3. Collaborative curriculum planning among groups of teachers, guided by Principals or
Heads of Faculty.
4.4. Joint lesson planning between English Medium Teachers (EMTs) and Arabic Medium
Teachers (AMTs), including:
Group review and evaluation of student work.
Guidance on how to assess students against learning outcomes in each subject and
grade.
4.5. Individual feedback sessions based on observations of classroom performance.
4.6. Support for teachers to complete their individual performance development plans.
5. Time for Professional Development (KG, C1, C2 only):
The school day for teachers in Kindergarten, Cycle 1 and Cycle 2 schools will include two
90-minute sessions after-school per week for teachers and other school staff to participate
in professional development and other professional activities. Teachers and other school-
based staff are required to attend and actively participate in both professional development
and professional activities, as appropriate to their job function. Differentiated training for

Social Workers, LRC Specialists, Lab Assistants, and secretaries will be offered, as needed and
appropriate to the job function.
6. Yearly Participation Target:
6.1. School Leaders: In order to ensure that staff receives a minimum amount of training
necessary to ensure that they are professionally current, all school leaders will be
expected to attend a minimum of 30 hours of ADEC sponsored professional development
per year.
6.2. Teachers (KG, C1, C2 only): In order to ensure that staff receives a minimum amount
of training necessary to ensure that they are professionally current, teachers will be
expected to attend a minimum of 30 hours of ADEC sponsored professional development
per year.
6.3. Staff who do not attend training sessions for the full required hours may be considered
in breach of the ADEC Professional Code of Conduct and referred to ADEC Personnel
Services Division for necessary action.
7. Individual Professional Development Plans:
Principals and Heads of Faculty will work with each staff member to create an individual
professional development plan, in accordance with Policy 6430 on Performance Evaluation.
These individual performance development plans will be based on the Professional Standards
for each position and the pedagogical concepts of the ADEC curriculum. Schools will ensure
that the professional development activities that are provided to school-based staff are aligned
with the goals contained in individual professional development plans, and helpful to them in
meeting their professional goals.
RESPONSIBILITIES
Develop targeted content for in high-priority topic areas and provide support, monitoring,
oversight, and the delivery of this content.
Manage breaches of the Code of Conduct in accordance with established procedures.
Cluster Mangers will:
Monitor Principals attendance and incorporate this information in the annual evaluation.
Principals will:
Participate in ongoing professional development as provided by and/or required by ADEC,
taking responsibility for meeting yearly attendance targets.
Provide monitoring, support and oversight for the implementation of this policy at schools,
with regard to school-based professional development, including ADEC sponsored
professional development.
Be responsible for the annual evaluation, including the individual Professional Development
Plans, of all staff within the building.

Ensure that the professional development activities that are provided to teachers are
aligned with the goals contained in individual performance development plans, and helpful
to teachers in meeting their professional goals.
Monitor attendance for teachers, incorporating this information in the annual evaluation,
as appropriate.
Provide advice immediately to the Cluster Manager when non-compliance with this policy
is found and refer staff who fail to comply with this policy to ADEC Personnel Services on
grounds of breach of Code on Conduct.
Participate in ongoing professional development as provided by and/or required by ADEC,
taking responsibility for meeting yearly attendance targets, as appropriate.
Work together with the Principal to ensure that the professional development activities
that are provided to teachers are aligned with the goals contained in individual performance
development plans, and helpful to teachers in meeting their professional goals.
Participate in the support and/or delivery of both site-based professional development
and ADEC sponsored professional development, aligned with the School Improvement
Plan and other identified school-based needs.
Support teachers in meeting the annual yearly attendance targets, as appropriate.
Teachers will:
Make a sustained commitment to active participation in professional development.
Attend and actively participate in professional activities and professional development
sessions scheduled during after-school hours.
Work together with the Principal and Head of Faculty to create an individual professional
development plan based on the pedagogical concepts of the New School Model.
Assume responsibility for ensuring that they meet the annual yearly attendance target, as
appropriate.
ASSISTANCE
may contact ADEC School Operations Sector: Professional Development Division for further
assistance.
REFERENCES
POLICY HISTORY
Date revised: June 2013, July 2014
For review: 2016

PURPOSE:
This policy establishes guidelines for Abu Dhabi Education Council (ADEC) public schools to use
regarding the performance evaluation of school staff.
POLICY STATEMENT
1. Purpose and definitions:
1.1. Appraisal is a continuous cycle with clearly set objectives and processes. The processes
for each school-based staff role can be accessed on the e-Performance portal (see
References).
1.2. Performance evaluation serves the purpose of recognizing where an employees
performance is rated against the professional standards and performance evaluation
tool for their role.
1.3. Performance evaluation terms used by ADEC are defined as follows:
Formal Observation: A lesson observation by a performance evaluation team member.
Performance Evaluation Team: Minimum of three staff members designated by the
Principal at the beginning of the academic year to participate in the evaluation
process for school staff. The team must include the Principal, Vice Principals, and
Head of Faculty. Where no Vice Principal or Head of Faculty exist then the Principal
must identify a lead teacher to support the evaluation process.
Intervention Performance Plan: A plan to support employee while improving
performance that is identified as below expectation. The plan identifies areas
to address, an action plan, timeframe, expected outcomes, and the support
assigned to the employee.
2. Appraisal Process:
2.1. Performance Evaluation Teams are assigned at the commencement of the school year
and are responsible for ensuring that due process is complied with throughout the year
(see Table 1).
2.2. Employees are responsible for complying with the requirements of their role expectations
as detailed on the e-Performance portal.
2.3. All staff will be evaluated annually, by two or more members of the Performance
Evaluation Teams in accordance with their role as shown in Table 1.
2.4. Each performance evaluation will follow the process assigned to the specific job role as
identified on the e-Performance portal.
2.5. All staff will conduct a self-assessment at the beginning of the academic year and will be
issued one evaluation report at the conclusion of each academic year.
2.6. The evaluation report must be approved by the designated line manager and a second
evaluator in accordance with their role (Table 1) and will contribute to the Professional
Development Plan (PDP) for each school employee.

TABLE 1
Role Evaluator (Line Manager) Evaluator Two Alternate Evaluator
Cluster Manager
Principal Cluster Manger Cluster Manager
Cluster Manager
Vice Principal Principal Line Cluster Manager
Head of Faculty Principal Vice Principal Cluster Manager

Head of Faculty or
Teacher Vice Principal Principal other Evaluation
Team Member
Head of Faculty or
Support Staff Vice Principal Principal other Evaluation
Team Member
2.7. In the absence of a line manager and/or a second evaluator, an alternate evaluator
should be assigned by the appropriate approval chain. In all instances evaluators must
seek input from line managers and other senior staff to assist in the completion of the
performance evaluation.
2.8. All performance evaluations shall be made final at the conclusion of the academic
year and shall remain confidential. Performance evaluation data will be maintained
confidentially but may be used to inform planning for various ADEC purposes.
2.9. The processes and documentation for the appraisal cycle for school-based staff can be
accessed on the e-Performance portal.
3. Due Process
3.1. To ensure equity and promote transparency, staff may request a formal review for
procedural violations but may not contest on the basis of a final determination. A formal
written request must be filed through the e-Performance portal. A review shall be
conducted by a Regional Professional Evaluation Committee (appointed designees from
the respective Regional Director, Division Manager of School Administration, Section
Manager of Professional Standards, and Regional Cluster Manager). A formal written
request on e-Performance portal must be filed within five (5) days of the employees
notification by email that final results are available for viewing.
3.2. A final review of all outcomes of the Regional Performance Evaluation Committees shall
be conducted by the HQ Performance Evaluation Committee (Appointed Designees
from the Executive Director of ADEC School Operations, Division Manager of School
Administration, Division Manager of Personnel Services and Division Manager of
Professional Standards).

RESPONSIBILITIES
ADEC P-12 Policy, Professional Standards Division will:
Develop and distribute documents that relate to specific roles.
Performance Evaluation Teams will:
Ensure that the employees performance evaluation is in accordance with the criteria of
the professional standards and the indicators/descriptors of the performance evaluation
tool.
Provide support for any employee whose performance is identified as not meeting the
required standard through the development of an intervention performance plan.
Evaluators will:
Take a key role in disseminating information annually about the appraisal cycle and
performance evaluation expectations.
Schedule training/information sessions.
Discuss the type and level of documented evidence required.
Communicate clearly the expectations and process for performance reviews, feedback
process and formal evaluation documentation.
Ensure that the appraisal cycle is completed in accordance with set processes.
Maintain the confidentiality of performance evaluation documentation and evidence.
Report cases of non-compliance immediately to the Regional Cluster Manager.
Perform evaluation in accordance with this policy.
Fulfill the requirements of the appraisal process by completing the required documentation
(self-assessment, Professional Development Plan).
Contribute to their own performance development through collaboration with colleagues.
Participate in professional development activities and collect evidence to demonstrate
their application of knowledge.
Use the performance evaluation results to reflect on their performance and develop plan
to enhance future performance.
ASSISTANCE
For assistance or further information, please contact your direct line manager. Cluster Managers
may contact ADEC P-12 Policy Sector: Professional Standards Division for further assistance.

REFERENCES
ADEC Decree No. (53) of 2011 on the Performance Evaluation of Principals, Vice Principles,
Faculty Heads and Teachers in the Emirate of Abu Dhabi Public Schools
ADEC Decree No. (92) of 2011 on the Performance Evaluation of Administrative and other
Non-Teaching Staff in Schools
e-Performance Portal: https://planning.adec.ac.ae/eats
POLICY HISTORY
For review: 2016

Policy 6440: Degree Programs for National School-Based Staff
PURPOSE
This policy establishes the qualification criteria and eligible majors of study for post-secondary
degree programs undertaken by Abu Dhabi Education Council (ADEC) public school National
teachers, administrators and other school-based staff.
POLICY STATEMENT
1. ADEC supports opportunities for its National public school-based staff to pursue and earn
post-secondary degrees in Education and relevant fields.
2. Eligible Majors of Study:
2.1. Majors of study at the post-secondary degree level (Bachelors, Masters, PhD or Ed.D)
supported by ADEC include the following:
Educational Leadership
Curriculum Leadership
Subject-matter specializations, especially Mathematics and Science
Educational Technology
Library Studies
Special Education
Counseling
Educational Psychology
2.2. ADEC may prioritize certain majors in a given year based on critical staffing needs.
Majors of study outside of these areas are ineligible for support by ADEC, except in
cases approved by ADEC School Operations Sector: Professional Development Division.
The list of eligible majors will be reviewed and updated regularly to reflect evolving
needs at ADEC.
2.3. Applicants may enroll in full-time or part-time degree programs at ADEC-recognized
universities locally and abroad listed by the ADEC Scholarship Office. Scholarships will
not be awarded for distance learning, web-based, or other nontraditional programs.
3. Eligibility Criteria for Scholarships:
3.1. Scholarships are available through the ADEC Higher Education Sector: Scholarship Office
to those teachers, administrators, and other school-based staff who currently work at
ADEC public schools and who wish to enhance their existing academic qualifications.
3.2. In order to qualify for scholarships, applicants must meet the following criteria:
UAE national.
Full-time public school teacher, administrator, or other school-based staff.
At least two years of successful experience in teaching or working at ADEC public
schools as a full-time employee.
No history of disciplinary action in the past year.

A minimum score of emerging in the last two performance evaluations.
Commitment to teach or work at ADEC upon completion of the degree program for
a period equivalent to the duration of the program.
A letter of unconditional admission from an accredited university endorsed by ADEC.
5.5 IELTS/ 70 IBT TOEFL or sufficient for acceptance to the degree program.
A letter of application stating reasons for engaging in further study.
Applicants must arrange for Principals or line managers to send a Letter of
Recommendation directly from the Principals email to ADEC Professional
Development.
3.3. The awarding of scholarships is contingent upon available funding. If the number of
applications received exceeds funds available, scholarships will be awarded according
to the following:
ADECs priority majors
Applicants level of academic qualifications
Applicants letter of application
4. Application Procedures and Deadlines:
4.1. Applications and all related application materials must be submitted online according
to the process developed by the Scholarship Office to ADEC Professional Development
Division.
4.2. Principals shall promptly respond to applicant requests for Letters of Recommendation
by providing, through their ADEC email, a Letter of Recommendation in support of the
applicant, OR justification for decisions not to support the applicant, based upon the
eligibility criteria stated above.
4.3. The Scholarship Office shall announce scholarship acceptance or rejection decisions to
Executive Director of School Operations and ADEC Professional Development Division.
4.4. Applicants accepted for degree programs which require a full-time or overseas language
proficiency course prior to beginning the program shall not begin the courses until after
the end of the ADEC academic year.
4.5. Please refer to the Scholarship Office online portal for further information on application
procedures and deadlines (see References).
5. Early Dismissal for the Purpose of Study:
5.1. To the extent possible, no school-based staff should take a degree program course(s)
that would require him/her to be absent from work during regularly scheduled work
hours. Participants are encouraged to select courses which meet during evening and
weekend hours.
5.2. If attendance to a degree program course requires that a school-based staff member be
absent from school during normal work hours, the Principal may grant early dismissal of
up to two hours. The staff member must make this request well in advance to allow for
alternate work schedules to be devised.
5.3. Approval for early dismissal requests will be granted at the discretion of the Principal,
provided that the Principal can be assured that students will be fully supervised, that the
learning of students will not be disadvantaged and that other work requirements of the
school will be fulfilled. Principals are encouraged devise work schedule accommodations

where possible. Such arrangements should not in general provide for a decrease in
allocated duties of the applicant.
5.4. A school-based staff member enrolled in local degree program is entitled to request
leave prior to a semester examination, in accordance with ADEC leave provisions, by
providing evidence of the examination schedule and submitting the request at least
two weeks in advance.
6. Attendance in Professional Development Activities:
6.1. School-based staff enrolled in local degree programs whose course schedules conflict
with ADEC professional development times shall be referred to the Personnel Services
Committee to examine the possibility of the exclusion from attending professional
development activities.
6.2. School-based staff applying to be enrolled in full time degree programs abroad are
exempt from attending professional development training while on study leave.
RESPONSIBILITIES
Advertise and promote scholarship opportunities.
Determine priority majors of study in coordination with ADEC Scholarship Office.
Receive applications from school staff.
Verify and confirm the eligibility criteria of applicants.
Receive Letters of Recommendation from Principals.
Prioritize applications and recommend successful applicants to ADEC Scholarships Office.
Attend Scholarship Committee meetings if required in order to explain application details.
Notify applicants of the outcomes of applications.
Notify Cluster Managers and Principals as appropriate when school-based staff members
are approved for study leave.
Coordinate with ADEC Personnel Services and Principals to confirm names of approved
applicants in order to ensure timely planning and appointment of replacement staff.
ADEC Higher Education Sector, Scholarship Office Division will:
Publish scholarship application procedures and deadlines on the Scholarship Office portal,
in coordination with ADEC Professional Development division.
Publish an updated list of accredited universities endorsed by ADEC.
Provide guidance and counseling to applicants throughout the application process.
Administer scholarships to qualified applicants.
Notify the Executive Director of School Operations and ADEC Professional Development
Division of scholarship approval and rejection decisions.
Respond promptly to requests by school leaders applying for scholarships, either by
providing a Letter of Recommendation in support of the applicant, or by providing
justification in writing of reasons for denial of support.

Coordinate with ADEC Professional Development Division and Personnel Services Division
to confirm names of approved applicants in order to ensure timely planning for appointment
of replacement staff.
Principals will:
Respond promptly to requests by school-based staff applying for scholarships, by providing
a Letter of Recommendation in support of the applicant, or justification in writing of
reasons for denial of support, through their ADEC email to ADEC Professional Development
Division.
Coordinate with ADEC Professional Development Division and ADEC Personnel Services
Division to confirm work schedule arrangements and replacement staff as needed.
Academic Vice Principals and Heads of Faculty will:
Notify the Principal of any school-based staff members applying for scholarships.
Support the Principal to making recommendations on a staff members application.
School-Based Staff Applicants will:
Select an eligible major of study.
Follow all procedures for application in a timely manner.
Enter study leave applications into ERP and ETA systems as required.
Sign a commitment to teach or work for ADEC pursuant to completion of their degree
program for a period equivalent to the duration of the degree program.
ASSISTANCE
may contact ADEC School Operations Sector: Professional Development Division for further
assistance.
REFERENCES
Scholarship Office Portal (https://scholarships.adec.ac.ae)
POLICY HISTORY
Date approved: December 2012
For review: 2016

Policy 6510: Principals Advisory Committee (PAC)
PURPOSE
This policy establishes a Principals Advisory Committee (PAC) to serve in an advisory capacity
to the Director General of the Abu Dhabi Education Council (ADEC) and P-12 policymakers as
requested on matters related to Abu Dhabi public schools.
POLICY STATEMENT
1. Role of Principals Advisory Committee:
The Principals Advisory Committee (PAC) is an advisory body broadly representative of ADEC
Principals, which serves in the following roles:
1.1. Advisory Role: The PAC shall develop recommendations and provide feedback to ADEC
directors and policymakers on ADEC policies, procedures, and initiatives, and on any
other matters it identifies as priorities.
1.2. Advocacy Role: The PAC shall act as a liaison promoting engagement between ADEC
and the school community. Any statements to the media by PAC members require prior
coordination with ADEC.
2. PAC Coordinator:
2.1. The ADEC Director General shall designate a Coordinator to represent his office and to
serve as a link between ADEC and the PAC. Upon his/her discretion, the PAC Coordinator
may periodically invite leaders from Abu Dhabis academic and business communities,
as well as other ADEC staff members, to attend committee meetings or to serve on
subcommittees.
2.2. The PAC Coordinator is responsible for organizing and conducting PAC nominations in
coordination with the PAC Chair and Vice Chair.
3. PAC Membership:
3.1. Membership on the PAC shall be broadly representative of ADEC Principals across
regions, cycles and genders. The PAC shall be composed of 15 members appointed
annually by the ADEC Director General. Appointments shall take place no later than
September of every academic year.
3.2. PAC members shall be appointed according to the following quotas for seats*:
4 members from Abu Dhabi region, with one seat per cycle (KG, C1, C2, C3).
4 members from Al Ain region, with one seat per cycle (KG, C1, C2, C3).
3 members from Al Gharbiya region, with one seat for KG and two seats for other
cycles.
4 members at large, to ensure equitable representation across regions, cycles and
genders.
*Principals of Common Cycle schools may represent any of the cycles served by their schools.

4. PAC Officers:
The Chair, Vice Chair and Secretary of the PAC shall be designated by a majority consensus of
the committee members. Subcommittees shall be formed at the discretion of the PAC Chair.
5. PAC Meetings:
The PAC will meet at least once a month during the academic year. A monthly report will be
sent to the Director General on PAC activities, issues and recommendations.
RESPONSIBILITIES
ADEC Office of the Director General will:
Support and promote the establishment of the PAC.
Designate a representative to serve as PAC Coordinator.
Appoint PAC members annually in consultation with ADEC Regional Directors.
Provide direction for PAC activities.
The PAC Coordinator will:
Serve as a link between ADEC and the PAC.
Coordinate annual PAC appointments.
Attend all PAC meetings as required.
Invite guest attendees and participants to PAC activities.
Consider all recommendations from the PAC.
PAC Officers will:
Maintain an accurate list of committee members.
Prepare the agenda for meetings.
Convene and chair PAC meetings.
Ensure that the minutes of meetings are recorded and maintained.
Ensure the timely submission of the PACs monthly report to the ADEC Director General.
PAC Members will:
Designate by majority consensus committee members to serve as Chair, Vice Chair and
Secretary.
Advise ADEC Director General, Regional Directors, Executive Director of School Operations
and policymakers on ADEC public school policies, procedures, initiatives and other areas
identified as priorities, as outlined above.
Act as a liaison between ADEC and the school community.
Participate in Committee meetings.
Contribute to reporting on the activities, recommendations and accomplishments of the PAC.
ASSISTANCE
may contact ADEC Office of the Director General for further assistance.

REFERENCES
POLICY HISTORY
For review: 2016

Section 7000:
Instructional Program
PURPOSE
This policy establishes that instruction in all Cycles of Abu Dhabi Education Council (ADEC)
public schools will take place in Arabic and English.
POLICY STATEMENT
1. Bi-literacy:
ADECs intention is to develop bi-literate learners with academic proficiency in Arabic and
English languages. To this end, ADEC schools shall be staffed with Arabic Medium Teachers
(AMTs) and English Medium Teachers (EMTs), who will deliver instruction in Arabic and English,
respectively, as outlined below.
2. Arabic and English Medium Subjects:
2.1. Kindergarten: In support of the implementation of the New School Model, students
in Kindergarten (KG1 and KG2) will be taught by AMT and EMT classroom teachers.
These teachers will work collaboratively to ensure that students meet the outcomes
established in the New School Model curriculum in both Arabic and English. Recognizing
that students may enter KG1 with limited English skills, the AMTs and EMTs will jointly
assess students and plan accordingly to determine when and how Arabic and English
language concepts and skills will be introduced. For additional language development
support, all subjects should be co-taught by AMTs and EMTs, subject to staffing capacity.
2.2. Cycle 1: In Cycle 1 grades, the language of instruction will differ by subject. Arabic shall be
the language of instruction for Arabic Language, Islamic Education, Social Studies/Civics,
Art, Music, and Health & Physical Education which will be taught by Arabic Medium
Teachers (AMTs). English Medium Teachers (EMTs) will provide instruction in English
Language, Mathematics, and Science.
2.3. Cycle 2 and Cycle 3: In Cycle 2 and 3 grades which have implemented the New School
Model, the language of instruction will differ by subject. Arabic will be the language of
instruction for Arabic Language, Islamic Education, Integrated Social Studies, Art, Music
and Health & Physical Education, which will be taught by subject area teachers. English
Language, Mathematics and Science will be taught in English by subject area teachers.
3. Co-planning and Co-teaching:
In Cycles 1, 2, and 3, AMTs and EMTs are encouraged to engage in joint planning of curriculum
units to facilitate the learning of concepts and skills across subject areas. Where lesson
availability allows, AMTs and EMTs are encouraged to co-teach classes to provide additional
language development support.
4. Integration of Arabic and English:
All teachers are responsible to support students bi-literacy development within their subject
area, particularly by introducing key terminology in both Arabic and English where possible.
ADEC will provide training to support teachers in achieving this responsibility.

5. Standardization of American English:
For purposes of maintaining consistency in student learning, teachers are encouraged to follow
American English writing conventions, effective in Academic Year 2014-2015.
RESPONSIBILITIES
ADEC P-12 Policy, Curriculum Division will:
Administer this policy and its effective implementation.
Establish learning outcomes in the New School Model curriculum in both Arabic and English.
Recruit sufficient English Medium Teachers for English Language, Math and Science to be
taught in English, and provide appropriate induction programs for these teachers.
Provide language proficiency professional development opportunities to improve the
ability of teachers to deliver instruction in English as appropriate to their role.
Provide training to enhance the capacity of English Medium Teachers to teach language
learners.
Principals will:
Communicate staffing levels required to meet the provisions of this policy to ADEC
Personnel Services.
Ensure that collaborative work (joint planning and co-teaching) is taking place as
appropriate according to this policy.
Provide leadership and ongoing support for AMTs and EMTs in joint planning and co-
teaching.
Identify opportunities in the curriculum to integrate both Arabic and English languages.
Arabic Medium and English Medium Teachers will:
Engage in joint planning and co-teaching, as outlined in this policy.
Support students bi-literacy development by integrating Arabic and English key
terminology into their lessons.
Participate as required in professional development opportunities to improve their
language proficiency.
ASSISTANCE
may contact ADEC P-12 Policy Sector: Curriculum Division for further assistance.

REFERENCES
New School Model Curriculum Teacher Guidebooks
Planning Together in a KG Bi-literate Classroom
Policy 7120: Curriculum for the NSM
POLICY HISTORY
Date revised: March 2013, July 2014
For review: 2015

PURPOSE
This policy establishes that the New School Model (NSM) curriculum will be oriented around
a set of standards, indicators, and learning outcomes for each subject area as defined by the
Abu Dhabi Education Council (ADEC). The curriculum will be delivered through an integrated
bi-literate approach that incorporates 21st Century Learning Skills. This policy will be in place for
all ADEC public schools as part of the implementation of the NSM.
POLICY STATEMENT
1. Outcomes-Based Curriculum:
1.1. To support the implementation of the New School Model (NSM), ADEC will provide
a set of detailed standards, indicators, and learning outcomes for all subject areas.
Students are expected to demonstrate a specific set of approaches to learning, skills,
and understandings in each grade. These learning outcomes will be the same across all
Abu Dhabi schools, and will be the center of the curriculum in the NSM.
1.2. Teachers will be responsible for delivering student centered instruction through
continuous assessment, differentiated instruction, and scaffolding of the curriculum
to enable all students to achieve the learning outcomes. This will require a solid
understanding of the learning outcomes in the grades and subject areas taught and the
NSM pedagogy.
1.3. Teachers will be responsible for using instructional techniques that meet the needs of
English Language Learners (ELL). This will require the teacher to gain an understanding
of the needs of an ELL student and use methods of instruction that provide an effective
delivery of the curriculum.
2. Use of Resources:
2.1. Teachers will use a variety of resources and methods to implement curriculum. To
support the implementation of the NSM, ADEC will provide schools with teaching and
learning resources for every classroom. Teachers are to use the resources provided by
ADEC and additional resources when necessary to ensure students are achieving the
learning outcomes.
2.2. Teaching and learning resources will be used in a way that facilitates active learning and
an inquiry based environment. Students are expected to learn by doing and exploring,
rather than simply listening and watching. While textbooks may be a learning resource
in some subject areas, the textbook is not the curriculum. Teachers will be expected to
use additional resources in all subject areas to support the curriculum and ensure active
student centered instruction is taking place.
3. Bi-literacy in Arabic and English Languages in the NSM:
3.1. Bi-literacy in the Arabic and English languages is a central goal of the NSM curriculum.
Although the language of instruction will differ in each subject area (according to Policy

7110 Language of Instruction), schools will be expected to identify opportunities in the
curriculum to integrate both Arabic and English languages into the subject areas as
appropriate.
3.2. In KG and all grades that have implemented NSM, the Head of Faculty Arabic Medium
and the Head of Faculty English Medium will work together to identify areas where
similar concepts and content can be jointly taught by the Arabic Medium Teacher (AMT)
and the English Medium Teacher (EMT). AMTs and EMTs are expected to work in close
partnership to create lesson plans and pair content.
RESPONSIBILITIES
Provide detailed standards, indicators, and learning outcomes for all subjects in the NSM.
Provide schools with teaching and learning resources for every classroom.
Publish Teacher Guidebook (s) for each subject area which include pedagogical practices
that are aligned with the curriculum and the goals of the NSM.
Assist in developing training for appropriate school-based staff on NSM curricula, the use
of resources, and instructional strategies for bi-literate learners, in collaboration with ADEC
Professional Development Division.
ADEC School Operations, Professional Development will:
Provide training to appropriate school-based staff on NSM curricula, the use of resources
and instructional strategies for bi-literate and ELL students, as developed in consultation
with ADEC Curriculum Division.
Principals and Academic Vice Principals will:
Ensure teaching and learning resources, including all those identified in the curriculum
guidebooks, are acquired and available to all classes.
Timetable bilingual instruction in all grades that have implemented the NSM, when possible.
Provide scheduled time for the EMTs and AMTs to collaborate and plan bi-literate instruction.
Determine professional needs of faculty and provide the opportunity to attend professional
development or training to improve the delivery of the ADEC curriculum.
Ensure Heads of Faculty are working together to identify opportunities in the curriculum
to integrate both Arabic and English languages in all grades that have implemented NSM.
Ensure teachers are meeting their responsibilities as defined by this policy.
Identify opportunities in the curriculum to integrate both Arabic and English languages in
KG and all grades that have implemented NSM.
Model effective methods of NSM instruction.
Ensure teachers are meeting their responsibilities as defined by this policy.

Teachers will:
Be responsible for delivering instruction in a way that enables all students to achieve the
learning outcomes.
Develop an understanding of the ADEC NSM curriculum and pedagogy.
Develop an understanding of the needs of ELL students and effective approaches of
instruction to meet those needs.
Use a variety of resources and methods to effectively implement the curriculum.
Use teaching and learning resources in a way that facilitates an active learning and inquiry
based learning environment.
Work in close partnership to create lesson plans and pair content across both the Arabic
and English medium subject areas in KG and all grades that have implemented the NSM.
ASSISTANCE
REFERENCES
Planning Together in a KG Bi-literate Classroom
POLICY HISTORY
For review: 2015

Policy 7130: eLearning
PURPOSE
The purpose of this policy is to establish the appropriate use of information and communications
technologies (ICT) to support teaching and learning in Abu Dhabi Education Council (ADEC)
schools.
POLICY STATEMENT
1. eLearning is an essential part of the delivery of ADEC curriculum and is to be used to innovate
both teaching and learning. eLearning is teaching and learning empowered by electronic
technology. It supports and enables student-centered learning experiences that are flexible,
collaborative, interactive, engaging and authentic.
2. ADEC will use eLearning where appropriate to support the achievement of its goals in
providing student-centered learning experiences that are flexible, responsive and effective
and meet the needs of all students.
3. All teachers shall seek to integrate eLearning into teaching and learning across subjects, with
the support of eLearning teachers in NSM grades beginning in Cycle 1.
4. Policy aspects pertaining to eLearning will, where relevant, be embedded in all ADEC policies
and procedures to ensure a consistent approach to associated systems, processes and
responsibilities.
5. ADEC will establish guidelines and procedures to ensure appropriate use of technologies,
including a code of conduct, security provisions and use of online resources.
RESPONSIBILITIES
Establish an eLearning unit to oversee eLearning policies and ICT resource acquisition.
Provide appropriate ICT resources to schools to support the teaching and learning program.
Maintain ICT resources to ensure their usability and availability to teachers and students.
Provide professional development to staff to ensure the appropriate use of eLearning
materials in the teaching and learning program.
Principals will:
Ensure appropriate ICT resources are distributed to school staff as needed and are available
to support the teaching and learning program.
Provide on-site professional development to ensure the appropriate use of eLearning
materials in the teaching and learning program as needed.

eLearning Teachers will:
Support teachers in the integration of eLearning across all curricular subject areas.
Teachers will:
Participate in professional development as needed to develop appropriate teaching skills
to utilize available ICT resources.
Incorporate eLearning into classroom pedagogy and assessment where possible.
Encourage student use of eLearning as part of the regular instructional program.
ASSISTANCE
REFERENCES
eLearning Teacher Guidebook
ADEC IT Security Policy
POLICY HISTORY
Date revised: June 2012, March 2013
For review: 2015

Policy 7150: Homework in the NSM
PURPOSE
The purpose of this policy is to establish guidelines for homework assignments in all
Abu Dhabi Education Council (ADEC) public schools. This policy shall be implemented in schools
in conjunction with the implementation of the New School Model (NSM).
POLICY STATEMENT
1. Purpose of Homework:
1.1. In ADEC schools, homework is seen as an opportunity to deepen student understanding,
build essential skills, and prepare students for new material to be learnt. Research
supports the use of small amounts of age-appropriate quality homework assignments
as a tool for improving student learning.
1.2. Quality homework assignments reinforce or extend classroom learning and have the
following attributes:
Relevant.
Purposeful.
Reflect specific student needs/interests.
Provide students with choices to reach learning goals.
Provide clear expectations for completion.
May involve family members or home context.
Evaluated for understanding and not as part of a students marks (unless partially
completed at school).
1.3. Teachers in ADEC schools are encouraged to assign homework to their students. When
assigning homework, teachers must ensure that the assignment is of high quality,
according to the attributes above, and is at an appropriate level for students to complete
the work independently.
2. Assigning Homework:
2.1. It is the schools responsibility to devise a process by which teachers coordinate
appropriately to ensure that the volume and due dates of homework assignments do
not impose undue burden on students.
2.2. Assignments: While daily reading is recommended to be assigned for KG and Cycle 1
grades, teachers may exercise their discretion in whether or not to assign homework on
a given day.
2.3. Long-term assignments: When assigning long-term assignments to be completed
outside of school, such as research papers and projects, teachers must give students
ample notice and sufficient time to complete the assignment. Teachers should consider
the students other homework obligations when giving such assignments. In order for
long-term assignments to be included in a students progress reporting, some elements
of the assignment must be completed in class.

2.4. Homework during School Holidays: For students in KG, Cycle 1 and Cycle 2, no homework
other than reading shall be assigned on extended holidays. Long-term assignments
should not be due on the first day back to school after a long holiday weekend or school
vacation.
3. Assessing Homework:
3.1. If homework is assigned, the teacher has an obligation to ensure that the assignment
is collected, recorded, assessed, and that feedback is provided to students in a timely
manner.
3.2. Homework should be used to support student learning, and not as a means of
assessment. For an assignment to be included in student progress reporting, it must be
partially completed at school.
4. Student Responsibilities:
4.1. Academic Integrity: Students are expected to complete their homework independently
with minimal assistance from their parents, caregivers, relatives, peers or others.
Students who submit homework completed by others as their own work are subject to
consequences as outlined in Policy 7160 Academic Integrity. Students may be requested
to redo the assignment.
4.2. Missed Assignments: Students are expected to complete homework assignments to the
best of their ability and in a timely fashion. Students in Grade 6 and above are responsible
for seeing their teachers to create a reasonable plan for making up missed homework,
including any work assigned when the student was absent. Students who routinely
fail to submit assigned homework may be given consequences in line with the ADEC
Guidelines for Managing Student Behavior and the schools behavior management
framework.
RESPONSIBILITIES
Ensure a homework planning and allocation process is in place to ensure students are not
overburdened with short term or long term homework requirements.
Monitor staff compliance with the homework planning and allocation process.
Teachers will:
Comply with the homework planning and allocation process.
Evaluate assigned homework for evidence of student understanding and provide feedback
to students.
Collaborate with other teachers and Heads of Faculty to plan the schedule of long-term
assignments so that students do not have multiple assignments due in a short timeframe.

ASSISTANCE
REFERENCES
ADEC Student Assessment Guide
Policy 7160: Academic Integrity
Policy 7220: Reporting of Student Progress
Policy 8210: Management of Student Behavior
POLICY HISTORY
For review: 2016

Policy 7160: Academic Integrity
PURPOSE
The purpose of this policy is to define academic integrity and to outline how all Abu Dhabi
Education Council (ADEC) public schools will respond to incidences of plagiarism and cheating.
This policy must be read in conjunction with the Student Assessment Guide (SAG), as issued by
ADEC P-12 Assessment Division.
POLICY STATEMENT
1. ADEC expects all students and educators to abide by a high standard of academic integrity.
Academic integrity means that students and educators do their own work, and do not attempt
to submit anothers work as their own by cheating or plagiarizing, or assist others in cheating
or plagiarizing.
2. Academic dishonesty is strictly prohibited in ADEC schools. Behaviors that constitute
academic dishonesty include plagiarism, cheating or copying the work of another, submitting
work completed by a third party, using technology for illicit purposes, or any unauthorized
communication between students for the purpose of gaining advantage during an examination
or Continuous Assessment (CA) activity. When students are given an assignment where
collaboration with one or more other students is expected, such collaboration is not considered
academic dishonesty.
3. The consequences of plagiarism and cheating outlined below relate to all work prepared
for evaluation by teachers (i.e., homework, quizzes, projects, examinations, CA activities,
presentations, and papers).
4. Plagiarism:
4.1. The primary responsibility of ADEC schools and teachers is to educate students on the
meaning of plagiarism and how to avoid it through properly citing sources, paraphrasing
ideas in their own words, and using quotation marks when relevant. Students shall be
taught about plagiarism in an age-appropriate way beginning in Cycle 1. Any assignment
that requires students to gather research from other sources should include instruction
on how to avoid plagiarism, including age-appropriate methods for citing sources.
4.2. Intentional plagiarism occurs when writers or researchers are aware that they are using
another persons words or ideas as their own. Some examples include, but are not
limited to:
Using pre-written papers from the Internet or other sources and claiming them as
their own.
Copying an essay or article from the Internet, online source, or electronic database
without quoting or giving credit, regardless of the language.
Cutting and pasting text or graphics to create a paper/project without quoting or
citing.

Borrowing words or ideas from other students or sources without giving credit.
Allowing someone else to complete any part of an assignment given to an individual.
Presenting a technology-based foreign language translation as ones own work.
4.3. Unintentional plagiarism occurs when writers or researchers unwittingly use the words
or ideas of others by failing to give credit to the source. When in doubt, students should
check with their teacher. Some specific examples of unintentional plagiarism include
but are not limited to the following:
Paraphrasing poorly: changing a few words rather than taking notes and rewriting
the material.
Quoting poorly: putting quotation marks around part of a quotation but not around
all of it or putting quotation marks around a passage that is partly paraphrased and
partly quoted.
Citing poorly: omitting an occasional in-text citation or citing inaccurately.
4.4. Consequences for Plagiarism: Students may not be given a zero on an assignment for
their first offense of plagiarism in a course, whether it is intentional or unintentional.
Students must be given an opportunity to redo the assignment to correct for plagiarism.
When a student repeatedly plagiarizes, schools should refer to the ADEC Guidelines for
Managing Student Behavior and their school-based behavior management plans. In
cases of plagiarizing on CA assignments, points shall be deducted as appropriate when
students do not use their own words or fail to cite their sources appropriately.
5. Cheating:
5.1. Cheating is the act of obtaining or attempting to obtain credit for academic work
through the use of any dishonest, deceptive, or fraudulent means. Cheating in ADEC
schools includes but is not limited to the following:
Copying, in part or in whole, from anothers examination or other assignment.
Submitting work previously presented in another course, without the written
permission of both teachers.
Using or consulting during an examination sources or materials not authorized by
the teacher (for example, saving examination information on a calculator or using a
calculator when not allowed).
Altering or interfering with grading.
Sitting for an examination for someone else or allowing it to happen.
Stealing an exam, continuous assessment, etc.
Committing any other act in the course of his or her academic work, which defrauds
or misrepresents, including contributing to or sharing in any of the actions defined
above.
5.2. Consequences for Cheating: Students who are suspected of cheating shall be referred to
the Principal or Academic Vice Principal. The Principal or Academic Vice Principal shall
determine whether or not the student is guilty of cheating. If a student is found to have
cheated on an ADEC-set exam, XTR or EMSA task, a mark of zero will be allocated to
the student for that task. For CA tasks, please refer to the annual Student Assessment
Guide. If cheating occurs in a re-sit exam, the students original mark for that exam will
stand.

5.3. This behavior must be recorded in the eSIS Behavior Module. Except for Grade 12,
cheating on one assessment will not impact on results for another assessment. Further
consequences may be issued in accordance with the schools behavior management
plan. For further information regarding behavior management plans, please see ADEC
Guidelines for Managing Student Behavior.
5.4. Students who are caught cheating on an Al Thanawiya examination in Grade 12 shall be
referred to the Principal or Academic Vice Principal. If the Principal or Academic Vice
Principal finds the student guilty of cheating, then he or she must notify the students
parents. The student shall receive a zero on the exam, and be barred from taking exams
in the remaining subjects. The student must repeat Grade 12, in accordance with the
Ministry of Educations policy.
6. Academic Dishonesty by Educators:
ADEC educators who are found guilty of giving students answers to exam questions, altering
grades, or otherwise being dishonest or lacking integrity when it comes to academics shall
be considered in violation of Policy 6101 Professional Code of Conduct. Any violations of the
Professional Code of Conduct shall be dealt with according to procedures outlined by ADEC
Personnel Services. Consequences for ADEC educators may include termination.
RESPONSIBILITIES
ADEC School Operations, Student Services Division, Assessment Section will:
Issue consequences for ADEC educators found to be engaging in academic dishonesty, in
accordance with Personnel Services policies and procedures.
Communicate expectations of academic integrity to staff and to students and their families.
Ensure that school staff educate students on academic integrity in an age-appropriate way.
Handle instances of cheating or suspected cheating by students in accordance with this
policy, as well as the schools behavior management framework, and when applicable, the
Ministry of Educations policy regarding cheating on Al Thanawiya examinations.
Handle instances of repeated plagiarism by students in accordance with this policy, as well
as the schools behavior management framework.
Notify ADEC Personnel Services Division when any school-based staff are found to be in
violation of this policy as it relates to the ADEC Professional Code of Conduct.
Heads of Faculty and Teachers will:
Educate students on academic integrity in an age-appropriate way.
Refer instances of cheating or suspected cheating by students to the Principal or Academic
Vice Principal.

Refer instances of repeated plagiarism by students to the Principal or Academic Vice
Principal.
Model academic integrity to students through their own actions by ensuring that they are
not in violation of this policy as it relates to the ADEC Professional Code of Conduct.
ASSISTANCE
may contact ADEC School Operations Sector: Student Services Division, Assessment Section
for further assistance.
REFERENCES
MOE Decree No. (281/1) of 2007 on the Implementation of the Student Assessment System
Policy 7150: Homework in the NSM
POLICY HISTORY
Date revised: August 2014
For review: 2016

Policy 7210: Student Assessment
PURPOSE
This policy establishes assessment as an integral component of teaching and learning in
Abu Dhabi Education Council (ADEC) public schools. All ADEC schools will use multiple types
of assessment.
POLICY STATEMENT
1. Purpose of Assessment:
In ADEC schools, assessment is central to teaching and learning. Successful implementation of
the ADEC curriculum will require an understanding of the purpose of student assessment and a
specific approach to how assessment is conducted and utilized in the classroom:
The purpose of assessment is to enable more effective teaching and learning by providing
ongoing, authentic measures of what students have learned and which attitudes, skills,
and understanding require improvement.
All assessments are linked to learning outcomes that the Abu Dhabi Education Council
(ADEC) has created for each subject area and grade.
Continuous Assessments will focus on students demonstrating achievement of the learning
outcomes in their daily work.
ADEC P-12 Policy Sector uses assessment data to review both curriculum content and
student progress.
Schools use assessment data to help evaluate the effectiveness of their overall teaching
and learning program.
Teachers use assessment data to develop differentiated instructional strategies that lead
to more effective student learning.
2. Continuous Assessment:
2.1. Continuous assessment (CA) is a pedagogical approach that uses a variety of techniques
to assess how students are learning. Continuous assessment activities may include,
but are not limited to, student assignments, research, presentations, reports, quizzes,
tests, and practical activities. CA activities measure student performance relative to
established learning outcomes and provide teachers with data to guide their planning
of classroom instruction.
2.2. The ADEC curriculum requires the use of Continuous Assessment to inform teaching
and facilitate learning. ADEC has developed CA models/frameworks for all subjects in
KGGrade 11. Teachers in KG-G11 are expected to use the Student Assessment Record
(StAR) to record all CA assessment data. Grade 12 CA models follow Ministry of Education
regulations and guidelines. Grade 12 teachers will enter CA data directly into eSIS.
2.3. Classroom teachers are responsible for developing additional authentic tasks and
conducting continuous assessment, with the support of Principals, Academic Vice
Principals and Heads of Faculty. Assessing student progress and planning instructional
strategies linked to assessments are core responsibilities of teachers in ADEC schools.

3. Other Types of Assessment in ADEC Schools:
3.1. ADEC develops external tasks (called XTR) for non-EMSA exam subjects in Grades 8-11.
These XTR tasks are administered at the end of Trimester 1.
3.2. Schools will also use diagnostic and summative assessment at points in the year specified
by ADEC to complement the use of and verify the results of continuous assessment.
3.3. Standardized diagnostic assessments may be used to provide a common baseline for
measuring student understanding of ADECs learning outcomes. Teachers will use
results from the diagnostic assessments to determine the most appropriate teaching
and learning strategies to use in the future. An example of standardized diagnostic
assessment is the use of PIPS to evaluate students literacy skills.
3.4. Summative assessment is used to measure student learning over a period of time.
Summative assessment is related to broader learning goals that are defined in the ADEC
Curriculum Standards. Examinations administered at the end of Trimester 3 for some
subjects are one type of summative assessment used in ADEC schools. The EMSA exam
is an external, standardized, summative assessment used in the ADEC schools. The
EMSA is administered beginning in Grade 3.
RESPONSIBILITIES
ADEC P-12 Policy, Assessment Division will:
Communicate to schools the annual schedule for diagnostic and summative assessments.
Provide external testing materials to schools as required for the administration of PIPS and
EMSA.
Provide trimester examination materials to schools for Grades 6-12.
Create Curriculum Standards and Learning Outcomes.
Principals will:
Assist teachers in developing authentic tasks and conducting continuous assessment.
Ensure diagnostic and summative assessments are used in school at points in the year
specified by ADEC.
Approve mark entries on eSIS.
Assist teachers in developing authentic tasks and conducting continuous assessment.
Teachers will:
Develop authentic tasks and conduct continuous assessment, with the support of Principals
and Heads of Faculty.

Use results from the diagnostic assessments to determine the most appropriate teaching
and learning strategies to use in the future.
Assess student progress and plan instructional strategies linked to assessments.
ASSISTANCE
may contact ADEC P-12 Policy Sector: Assessment Division for further assistance.
REFERENCES
POLICY HISTORY
For review: 2015

PURPOSE
This policy establishes the type of assessments that will be used in Abu Dhabi Education Council
(ADEC) public schools and the form of the reporting to be used for communication with parents.
POLICY STATEMENT
1. In ADEC schools, assessment is central to teaching and learning. All ADEC schools use
multiple types of assessment to assess student progress. Formal reports of student progress
are issued to students families at the end of each trimester. Formal reports are complemented
by parent-teacher meetings and informal communication between home and school. Parents
are encouraged to contact the school and teachers to discuss student progress at any time
during the year.
2. New School Model Kindergarten & Cycle 1 (KG-G5):
2.1. Performance Scales: In Kindergarten-Grade 5, teachers will determine student progress
by recording when students achieve specific learning outcomes through observation
and collection of evidence. These outcomes fall into two categories: Approaches to
Learning and Academic Performance.
2.2. Approaches to Learning (AtL): Approaches to Learning (AtL) includes outcomes related
to the development of the student in terms of social, emotional, attitudinal, innovative
and problem solving behaviors as described in the New School Model Teacher Guidebook
and Learning Outcomes for KG and Cycle 1 (see References). These outcomes will be
the same in all subject areas and measure skills and traits that are essential to learning.
AtL will be measured using a four-point scale:
KG-G5 Approaches to Learning (AtL)

Frequency of meeting expectations
Level
for the Grade
1 All of the time
2 Most of the time
3 Some of the time
4 Rarely
2.3. Academic Performance: Academic Performance includes learning outcomes that students
are expected to achieve in specific grade levels of specific subjects as established in
the relevant curriculum documents (see References). Academic Performance will be
indicated by a five-point Abu Dhabi Scale of Achievement (ADSA) that uses letter levels
A-E. ADEC will provide annual guidance to schools regarding the ADSA.

A almost all outcomes mastered (outstanding achievement)
B more than half outcomes mastered (high achievement)
C about half outcomes mastered (competent achievement)
D few outcomes mastered (limited achievement)
E very few outcomes mastered (very limited achievement)
2.4. Reporting of Student Progress:
2.4.1 The Electronic Student Information System (eSIS) produces formal reports for the
end of Trimesters 1 and 2 (issued at the beginning of the following trimester) and
final reports issued at the end of the year. The final letter for every subject will be
a composite measure of a students achievement across continuous assessment
(CA) and the EMSA exam, as applicable, according to regulations issued by ADEC
P-12 Policy Sector: Assessment Division. KG-G5 student performance in continuous
assessment is not weighted by trimester; the Trimester 3 report is the final report,
which shows a summary of student progress.
2.4.2 The main focus of education for KG1 students is to adapt to the life of school.
They learn to work with others, to begin to understand themselves and to operate
successfully in a world away from home. These early social and learning skills are
the focus of learning and reporting in KG1. The reports will reflect this emphasis by
only reporting on Approaches to Learning.
2.4.3 All reports for KG2-G5 report student progress on Approaches to Learning and
Academic Performance.
3. New School Model Cycle 2:
3.1. The following applies to Cycle 2 grades in ADEC schools that have implemented the New
School Model (NSM).
3.2. Performance Scales: In NSM Cycle 2 grades, teachers will determine student progress by
recording when students achieve specific learning outcomes through observation and
collection of evidence. These outcomes are assessed using the Academic Performance
scale. Please refer to the Cycle 2 Teacher Guidebook for each subject area for further
information (see References).
3.3. Academic Performance (AP): Academic Performance includes learning outcomes that
students are expected to achieve in specific grade levels of specific subjects as established
in the relevant curriculum documents (see References). Academic Performance will be
indicated by a five-point Abu Dhabi Scale of Achievement (ADSA) that uses letter levels
A-E. ADEC will provide annual guidance to schools regarding the ADSA. This scale shall
be used for continuous assessment (CA) and for examinations.
A almost all outcomes mastered (outstanding achievement).
B more than half outcomes mastered (high achievement).
C about half outcomes mastered (competent achievement).
D few outcomes mastered (limited achievement).
E very few outcomes mastered (very limited achievement).

3.4.1 eSIS produces formal reports for the end of Trimesters 1 and 2 (issued at the
beginning of the following trimester) and final reports issued at the end of the
year.
3.4.2 For the final end of year reports, student performance is weighted according to
regulations issued by the ADEC P-12 Assessment Division. NSM Cycle 2 student
performance in continuous assessment is not weighted by trimester; the Trimester
3 report is the final report, which shows a summary of student progress
3.4.3 All reports for students in NSM Cycle 2 grades in ADEC schools report student
progress on Academic Performance.
4. Cycle 2 and Cycle 3:
4.1. The following policy will be in place for all grades that have not yet implemented the
NSM.
4.2. Performance Scales: Academic Performance is indicated by percentage as measured
against published curriculum standards.
4.3.1 eSIS produces formal reports for the end of Trimesters 1 and 2 (issued at the
beginning of the following trimester) and final reports issued at the end of the
year. For the final end of year reports, student performance in each trimester is
weighted according to regulations issued by the ADEC P-12 Assessment Division.
4.3.2 All reports for students in grades that have not yet implemented the NSM report
student progress on Academic Performance only.
5. Appeals Procedure for NSM Letter Levels:
Parents are entitled to appeal the letter levels received in a subject by their child if they feel
an error has been committed, by submitting appeal requests along with supporting evidence,
to the schools Academic Vice Principal. The Academic Vice Principal may refer the case to the
Academic Review Committee (ARC) if review is warranted.
RESPONSIBILITIES
Ensure eSIS is aligned with the Curriculum Framework, Assessment Regulations and
requirements for reporting student progress.
Specify learning outcomes for Approaches to Learning within the Curriculum Framework
and for Academic Performance within the Curriculum Framework.

Ensure student progress is reported to parents every trimester in accordance with this
policy and guidelines issued by ADEC P-12 Assessment Division.
Supervise timely mark entry by teachers at the end of every trimester.
Ensure teachers report student progress to parents every trimester in accordance with
this policy and guidelines issued by ADEC P-12 Assessment Division.
Teachers will:
Report progress to parents every trimester in accordance with this policy and guidelines
issued by ADEC P-12 Assessment Division.
Attend formal parent-teacher meetings when required.
Receive reports on their childs progress every trimester in accordance with this policy.
Attend formal parent-teacher meetings when invited by the school.
Contact the school and teachers to discuss their childs progress as needed during the
academic year.
ASSISTANCE
REFERENCES
POLICY HISTORY
For review: 2015

Policy 7230 Grade Level Promotion and Retention in KG & Cycle 1
PURPOSE
This policy establishes the process and considerations that will guide decisions about grade
level promotion and retention for students in Kindergarten (KG) and Cycle 1 public schools
governed by the Abu Dhabi Education Council (ADEC).
POLICY STATEMENT
1. When a student enters a grade level at a developmentally appropriate age, it is the responsibility
of the school to ensure that the student remains on-track to be promoted to the next grade
level. Promotion will occur at the end of each academic year, with students remaining in their
age cohort. This policy is consistent with research indicating that requiring students to repeat
a grade level does not lead to improved achievement for the student.
2. All students in KG and Cycle 1 schools will be promoted to the next grade level, except in rare
circumstances. The decision to retain a student in a grade level will only be taken if:
The school has followed a specific process, described below under Process.
The school has considered a variety of factors, described below under Considerations.
3. Process:
When a school is deciding whether to promote or retain a student, the process will be led by
the Principal. No single individual will have the authority to decide that a student will not be
promoted. The Principal will consult with the following individuals and the final decision will
reflect the collective judgment of the group:
All teachers who worked with the student over the current academic year.
The school Social Worker.
Heads of Faculty for English and Arabic.
The parents/guardians of the student.
Other members of the Learning Support Team.
4. Considerations:
Schools will explore all potential alternatives to retention. A student will only be retained in
a grade level if the circumstances provide a compelling rationale for how and why student
achievement will improve when repeating the grade. Specifically, schools must ensure that the
following considerations are met:
4.1. Schools will take account of a variety of elements, including the social and developmental
impact on the student resulting from being separated from peers, and the capacity
of the school to provide an improved, differentiated learning experience for retained
students.
4.2. No student will be retained in a grade level if he or she has already been retained
previously (since beginning his or her school career).
4.3. Before retaining a student in a grade level, schools will assess the student for special
needs to determine whether the students learning needs would be better met by an
Individualized Education Plan (IEP).

4.4. Students who are not meeting learning expectations for their grade level will be identified
during the course of the academic year, consistent with the Policy 7220 Reporting of
Student Progress. The school will provide academic interventions for such students
during the academic year, to try to prevent students from finishing the academic year
behind expectations.
Further details of policies and procedures related to academic learning support appear in the
ADEC Special Education Policy and Procedurtes Handbook.
RESPONSIBILITIES
Annually update the ADEC Student Assessment Guide.
Principals will:
Work together with the Learning Support Team to identify students who are not meeting
learning expectations. Ensure these students are receiving academic interventions or an
IEP as appropriate.
Consult with appropriate individuals to make decisions about promotion and retention for
students.
Teachers will:
Identify students who are not meeting learning expectations for their grade level to bring
to the attention of the Learning Support Team.
ASSISTANCE
REFERENCES
POLICY HISTORY
For review: 2016

Policy 7235: Grade Level Promotion and Retention in
Cycle 2 and Cycle 3
PURPOSE
This policy establishes the process and considerations that will guide decisions about grade
level promotion and retention for students in Cycle 2 and Cycle 3 in Abu Dhabi Education Council
POLICY STATEMENT
1. When a student enters an academic grade at an appropriate age level, it is the responsibility
of the school to provide the learning environment that allows the student to be promoted to
the next grade. With sufficient support, all students should be promoted to the next grade.
2. Students who are meeting significantly fewer than expected learning outcomes (in NSM
grades) or performing below expectations (in non-NSM grades) should be identified as soon
as possible and monitored closely by the school. Adequate support must be provided by their
teachers and/or Learning Support Team (LST). LSTs shall promptly take appropriate actions for
these students during their first and/or second trimesters, as consistent with Policy 7301 Special
Education. Further details of policies and procedures related to academic learning support
appear in the ADEC Special Education Policy and Procedures Handbook.
3. Promotion will occur at the end of each academic year, with students remaining in their age
cohort to the extent possible:
3.1. All students in Grades 6-11 shall be promoted to the next grade level except when they
do not meet promotion requirements, as defined below.
3.2. All students in Grade 12 will graduate if they meet the Ministry of Educations graduation
requirements.
3.3. All students on Individual Education Plans (IEPs) who meet their objectives progress to
the next age-appropriate placement.
4. Promotion Requirements:
4.1. NSM grades: Students shall be promoted if they have demonstrated sufficient mastery
of learning outcomes as reflected in their final report for all subjects for the entire
academic year. The minimum promotion requirements for subjects are detailed in the
ADEC Student Assessment Guide.
4.2. Non-NSM grades: Students will be promoted if they have met the minimum expectations
in their subjects for the entire academic year. Students must pass all subjects to be
promoted. The minimum pass mark for subjects is detailed in the ADEC Student
Assessment Guide.
5. Re-sit Examinations:
5.1. NSM grades: Students who fail 3 exam subjects or less are entitled to take the re-sit
examination in those subjects. Non-examination subjects do not have re-sit examinations.
All students with D or E letters in any subject shall be referred to the Academic Review
Committee (ARC) to determine their promotion/retention status.

5.2. Non-NSM grades: Students who fail 3 exam subjects or less are entitled to take the re-sit
examination in those subjects. Non-examination subjects do not have re-sit examinations.
Principals can authorize teachers to provide extra continuous assessment (CA) activities
for students whose final mark is less than 47 in a non-examination subject.
6. Academic Review Committee:
6.1. Students who face retention and meet ADECs guidelines for academic review must
be referred to the schools Academic Review Committee (ARC), convened by the
Principal. The ARC will determine whether or not these students have met promotion
requirements for the entire academic year in order to pass.
6.2. Cluster Managers must review the decision of the ARC in cases of retention.
6.3. The ARC must ensure that intervention plans are developed for all students who were
subject to academic review, regardless of promotion status.
6.4. Students who miss more than 30 school days without excused absence will be referred
to the ARC with a recommendation for retention, in accordance with Policy 8120 Student
Attendance.
For more information regarding academic review, please refer to Promotion and Retention
guidelines in the ADEC Student Assessment Guide.
7. Appeals Process:
7.1. If the ARCs final determination decision results in a students retention, parents may
appeal the decision to the school.
7.2. A Regional Review Committee will be established by the Regional Exam Officer to
consider cases of students with extended absences.
8. Multiple Retentions:
8.1. A student who faces multiple retentions requires additional consideration and attention.
A student may be retained in a specific grade only once and a maximum of two different
grades in their time in school.
8.2. A student cannot be retained for a third time; they must be promoted and given the
necessary learning support by the school. Further details of policies and procedures
related to academic learning support appear in the ADEC Special Education Policy and
Procedures Handbook.
9. Special Education Needs (SEN) Students:
All students on Individual Education Plans (IEPs) who meet their objectives progress to the next
age-appropriate placement. Further details of policies and procedures related to SEN students
appear in the ADEC Special Education Policy and Procedures Handbook.
RESPONSIBILITIES

Annually update the ADEC Student Assessment Guide.
Provide additional procedures for Principals to follow that are related to this policy.
ADEC School Operations, Student Services Division, Regional Exam Office will:
Convene a Regional Review Committee to consider appeal cases.
Monitor the effective implementation of this policy.
Review all decisions made by the ARC, including cases of retention and the development
of intervention plans for students promoted or retained after academic review.
Principals will:
Ensure their schools have functioning Learning Support Teams (LSTs) that identify
struggling students early and devise plans to support those students.
Ensure their teachers are supporting students in accordance with plans developed by the
schools LST.
Convene an Academic Review Committee (ARC) to make decisions about students who
meet the academic review requirements specified in the ADEC Student Assessment Guide.
Academic Vice Principals, Heads of Faculty, Teachers, and Social Workers will:
Participate in their schools LST or ARC when required by the Principal.
Support struggling students in accordance with plans devised by their schools LST.
ASSISTANCE
may contact ADEC P-12 Policy: Assessment Division for further assistance.
REFERENCES
Policy 8220: Student Attendance
POLICY HISTORY
For review: 2016

PURPOSE
The purpose of this policy is to ensure that students with special education needs, including
those who are gifted or talented, are able to reach their full potential within a supportive
educational environment that prepares them well for adult life.
POLICY STATEMENT
All schools have students with special education needs (SEN). Schools will meet special
education needs through the following approaches:
1. Schools will adopt a staged approach as part of the continuum of educational services
provided to meet the individual needs of students with special educational needs.
2. Admission of students with special education needs to schools is supported by ADEC. The
first consideration for the placement of a student with special educational needs will be an
inclusive one. Inclusion means that the primary instruction and provision of special education
services to a student with special needs are delivered in an age appropriate general education
class, close to the students home with supports to both teacher and student.
3. Learning Support Teams (LSTs) will be established in all schools as part of providing academic
support services.
4. Academic learning support services within schools will be available to assist any student who
experiences learning difficulties in general education. These services will be a first step toward
addressing such difficulties and will eliminate unnecessary referrals to special education services
by identifying instructional strategies and alternative educational methods for teachers in order
to improve learning outcomes for these students.
5. When a student is identified as having a documented disability through the completion of a
multi-disciplinary evaluation, additional educational services will be made available based on
individual needs via the Regional Special Education Support Services.
6. Students with special or advanced learning plan needs will be offered the opportunity to
engage in all aspects of the school program, including extracurricular activities, to the maximum
extent appropriate to their needs. Where necessary, accommodations and modifications will
be put into place to assist with this engagement.
7. When a student with special education needs is placed in a separate setting because of
individual needs, transition to a general education placement will be planned when appropriate.
The Regional Special Services Team leads this process.
8. Students with special education needs will always be served in age-appropriate settings,
consistent with Policy on Student Registration and Enrollment. Where required, an
Individual Education Plan (IEP) will be developed to guide instruction and indicate if learning
accommodations or modifications are necessary.

9. Students who have been identified as gifted and talented will be provided with appropriate
advanced learning opportunities through the development of an Advanced Learning Plan.
10. Parents of students with special education needs will be key partners with the school staff
in the development of the IEP and in support of their childs academic program.
11. The practice of differentiation of instruction will enable all students, including those with
learning and other disabilities and students who are gifted or talented, to learn together in the
general education classroom through individual, small group and open-access tasks, activities
and opportunities.
For more information, refer to the ADEC Special Education Policy and Procedures Handbook.
RESPONSIBILITIES
Provide leadership and promote successful inclusive practices.
Provide ongoing staff development in special needs education.
Initiate policy development and planning to meet identified systems needs.
Provide advice on current research and emerging trends in the area of special education.
Coordinate executive initiatives in conjunction with relevant directorates and training
providers.
Liaise with other government and non-government agencies to support students with
special educational needs.
Monitor and evaluate special needs service delivery.
Develop and evaluate a range of teaching resources to support effective teaching of
students with special educational needs.
Principals will:
Provide all students with the opportunity to access the full curriculum within the most
appropriate setting.
Be responsible for identifying and providing an educationally appropriate program for
students with special education needs, in consultation with parents, teachers, school
psychologists, social workers and Regional Office staff.
Establish a Learning Support Team (LST) at their school.
Social Workers will:
Communicate regularly with parents/guardians on the progress and needs of students.
Celebrate and publicize the achievement of learners.
Heads of Faculty and SEN Teachers will:
Make every effort to meet the specific learning needs of students.
Bring struggling students to the attention of the Learning Support Team.

Be skilled in the early identification of learning difficulties, and in accessing consultation
and support for developing an approach to intervention.
Employ the latest research, practice and technology to maintain high standards in teaching
and learning for special education needs students.
Support inclusive education practices.
Enroll their children in school.
Provide the Regional Office and school with all information relating to the special needs of
their child.
Communicate regularly with the school on the educational progress of their child.
Attend IEP, LST and annual student review meetings.
ASSISTANCE
REFERENCES
POLICY HISTORY
For review: 2016

PURPOSE
Many students have academic, behavioral or social difficulties during their school career. These
areas of difficulties are generally referred to as learning difficulties and may arise at any time
in a students life. They may be minor or more significant, arise for a short period of time,
or remain ongoing. The needs of students with learning difficulties will vary and require a plan
for academic intervention and learning support.
The purpose of this policy is to enable early identification of academic problems before
consideration of a Special Education referral in Abu Dhabi Education Council (ADEC) public
schools.
POLICY STATEMENT
1. Definitions:
1.1. Learning difficulties are due to genetic and/or neurological factors or injury that alters
brain function in a way that affects one or more processes related to learning. Learning
difficulties range in severity and may interfere with the acquisition and use of one or
more of the following:
Oral Language (e.g., listening, speaking, understanding).
Reading (e.g., decoding, phonetic knowledge, word recognition, comprehension).
Written language (e.g., spelling and written expression).
Mathematics (e.g., computation, problem solving).
1.2. Learning difficulties may co-exist with other disorders such as attention, behavioral or
emotional disorders, sensory impairments, or other medical conditions.
2. Access to Academic Learning Support:
2.1. The responsibility for meeting the specific learning needs of students lies with the
school and the classroom teacher. Therefore, all teachers and school leaders need to
be skilled in the early identification of learning difficulties, and in accessing consultation
2.2. Necessary support for some students may be limited to an intervention plan aimed at
more effectively targeted differentiated teaching and learning strategies in one or more
subjects. For others, a comprehensive Individualized Education Plan may be required.
2.3. In order to provide appropriate access to Academic Learning Support for all students
who require it, schools are expected to establish a Learning Support Team (LST) and
follow all procedures in the ADEC Special Education Policies and Procedures Handbook
(see References).
3. Learning Support Team:
3.1. All schools must establish a Learning Support Team (LST), in accordance with Policy
7301 Special Education.

3.2. The primary function of the LST is to ensure that the needs of students are met. It
is a school planning and support team, established with the purpose of meeting the
learning needs of students through the coordination, development, implementation,
monitoring and evaluation of academic and social programs. The LST provides planning
and programming for the school and for individual students. It is central to the schools
development of teaching and learning conditions that meet the needs of all students,
including gifted and talented students, student making satisfactory progress, students
with minor learning difficulties or those with special educational needs.
3.3. For more information about Learning Support Teams and the procedures for developing
academic intervention plans and Individual Education Plans (IEPs), please refer to the
ADEC Special Education Policies and Procedures Handbook.
4. Intervention Plans:
4.1. Intervention plans are tools developed by the Learning Support Team (LST) to help
teachers support students with different learning needs.
4.2. Intervention plans are part of the first stage of meeting the needs of students with
learning difficulties or special education needs. The first stage is good quality support
in general education classrooms, which will include differentiation of the curriculum
to meet different learning needs. LSTs may recommend intervention plans for some
students.
4.3. Intervention plans are not Individualized Education Plans (IEPs). IEPs are developed for
students after a special educational needs assessment is given.
5. Special Education:
5.1. When intervention plans are unsuccessful, the Learning Support Team (LST) will provide
a written referral to the Regional Special Education Department for review. Parents/
Guardians must consent to the referral in writing before the Regional Special Education
Department can begin a multidisciplinary assessment.
5.2. Please refer to the ADEC Special Education Policy and Procedures Handbook for the
complete process to refer a student for assessment and to provide special education.
RESPONSIBILITIES
Issue annual guidance to schools regarding policies and procedures for Special Education.
Principals will:
Establish a Learning Support Team at their school.
Make every effort to ensure the school and teachers are meeting the specific learning
needs of students.

Teachers will:
Make every effort to meet the specific learning needs of students.
Bring struggling students to the attention of the Learning Support Team.
School Based-Staff will:
Serve on the schools LST as requested by the Principal.
Learning Support Teams will:
Develop intervention plans to help teachers support students with different learning
needs.
Provide a written referral to the Regional Special Education Department in the case of
unsuccessful intervention plans.
ASSISTANCE
may contact ADEC P-12 Policy: Special Education Division for further assistance.
REFERENCES
Policy 7230: Grade Level Promotion and Retention in KG & Cycle 1
Policy 7235: Grade Level Promotion and Retention in Cycle 2 & Cycle 3
POLICY HISTORY
Date revised: June 2012, July 2014
For review: 2016

Policy 7410: Learning Resource Centers (LRCs)
PURPOSE
The purpose of this policy is to establish expectations for Learning Resource Centers in Abu
Dhabi Education Council (ADEC) public schools.
POLICY STATEMENT
1. The primary goal of Learning Resource Centers (LRCs) is to build skills that enable students
to become life-long learners and readers, who use information as a way to solve problems,
act ethically, plan for the future, and prepare for change. These skills are developed through
an instructional focus on Information Literacy. Information Literacy is defined as the ability
to acquire, critically evaluate, select, use, create and communicate information in ways
which lead to knowledge and understanding.
2. ADEC has developed an Information Literacy Skills Framework to describe the progression
of skills that students should build in each grade. This skill framework will be the focus of LRC
leadership in all Abu Dhabi schools.
3. In ADEC schools, the learning expectations that are established for English and Arabic
language development include many of the skills and expectations that are included in the
Information Literacy Skills Framework.
4. Teachers and LRC specialists will work in coordination with each other, with a focus on
integrating the use of the LRC into overall literacy instruction for all students. Teachers will
integrate time in the LRC and use of LRC resources into the planning of lessons that are aligned
with ADEC curriculum. Teachers may also coordinate with LRC specialists in assessing the
progress of students toward meeting learning outcomes in literacy. LRC Specialists will work
with teachers and Heads of Faculty to identify and plan opportunities for integration between
LRCs and literacy instruction in both Arabic and English.
5. At a minimum, all LRC Specialists will be responsible for the following:
Providing information literacy resources and services to the school and community. In
ADEC schools, all LRCs will be supplied with resources in both Arabic and English that align
with learning expectations and the dual language of instruction.
Providing access to materials in all formats (e.g. print, audio, electronic).
Serving as a communal space for the school and community to engage in information
literacy activities, such as reading and story-telling.
Collaborating with other educators to plan, design, provide and evaluate information
literacy learning expectations to ensure that they meet the needs of all students.

RESPONSIBILITIES
ADEC School Operations, School Library Section will:
Supply all LRCs with resources in both Arabic and English that align with learning
expectations and the dual language of instruction.
Maintain LRC resources to ensure their usability and availability to teachers and students.
Provide professional development to staff to ensure the appropriate use of LRC materials
in the teaching and learning program inside the Learning Resource Centers.
Principals will:
Ensure that LRCs are being used appropriately, in accordance with this policy, the LRC
Specialists job description and LRC Specialist Professional Standards.
Ensure appropriate LRC resources are available to support the teaching and learning
program.
Provide on-site professional development to ensure the appropriate use of LRC materials
in the teaching and learning program as needed.
Work with teachers and LRC staff to identify and plan opportunities for integration between
LRCs and literacy instruction in both Arabic and English.
Learning Resource Center Specialists will:
Work in coordination with teachers, with a focus on integrating the use of the LRC into
overall literacy instruction for all students.
Work with teachers and Heads of Faculty to identify and plan opportunities for integration
between LRCs and literacy instruction in both Arabic and English.
Provide resources and programs for subject area teachers and make them available for use
by them.
Teachers will:
Integrate time in the LRC and use of available LRC resources into the planning of lessons
that are aligned with ADEC curriculum.
When possible, coordinate with LRC specialists in assessing the progress of students
toward meeting learning outcomes in literacy.
Work with LRC specialists and Heads of Faculty to identify and plan opportunities for
integration between LRCs and literacy instruction in both Arabic and English.
Participate in professional development as needed to develop appropriate teaching skills
to utilize available LRC resources.
ASSISTANCE
may contact ADEC School Operations Sector: School Library Section for further assistance.

REFERENCES
Learning Resource Center Handbook
ADEC Professional Standards for Learning Resource Specialists
ADEC LRC Specialist Evaluation Process, Explanation and Instrument
POLICY HISTORY
For review: 2016

Policy 7420: Academic Assistance Outside of School Hours
PURPOSE
This policy encourages teachers to provide academic assistance to students outside of regular
school hours, and establishes restrictions on paid tutoring provided by Abu Dhabi Education
Council (ADEC) teachers.
POLICY STATEMENT
1. Academic Assistance:
1.1. All students in Abu Dhabi schools are expected to achieve specific learning expectations
for each subject and grade. For many students, the instruction they receive during
regular school hours will be sufficient to achieve the learning expectations. However,
some students may require additional academic assistance in order to achieve the
learning expectations.
1.2. Teachers are accountable for the achievement of their students, and therefore are
encouraged to work with students outside of regular school hours to provide appropriate
academic assistance. Schools will establish programs to aid students in receiving the
assistance they require in order to meet learning outcomes. This assistance may be
provided at the school either immediately before or immediately after the student
academic day.
2. Restrictions on Paid Tutoring:
2.1. No ADEC teacher is permitted to provide paid tutoring services to a student enrolled in
any ADEC school unless this tutoring is regulated by ADEC. Payment for these services
would create an unacceptable conflict of interest as described in ADECs Professional
Code of Conduct.
2.2. Parents/Guardians who are seeking paid tutoring for their child will be asked to work
with tutors who are not employed by ADEC, unless the tutoring is regulated by ADEC.
ADEC will develop guidelines to ensure that the academic needs of parents/guardians
and children can still be met.
RESPONSIBILITIES
ADEC School Operations, Student Services Division, Assessment Section will:
Develop tutoring guidelines to ensure that the needs of parents/guardians and their
children can still be met.

Principals will:
Establish programs to aid students in receiving the assistance they require in order to meet
learning outcomes.
Encourage teachers to work with students outside of regular school hours to provide
appropriate academic assistance.
Report to the Cluster Manager any instance of teachers providing paid tutoring services,
which are not sanctioned by ADEC, to students enrolled at any ADEC school.
Teachers will:
Be encouraged to work with students outside of regular school hours to provide appropriate
academic assistance.
Only receive payment for tutoring services when tutoring is regulated by ADEC.
ASSISTANCE
may contact ADEC School Operations Sector: Student Services Division, Assessment Section
for further assistance.
REFERENCES
POLICY HISTORY
For review: 2015

PURPOSE
This policy establishes requirements for school field trips at Abu Dhabi Education Council
POLICY STATEMENT
1. Purpose of Field Trips:
Field Trips are an important complement to classroom instruction as they provide an opportunity
for the teacher to enrich and extend the learning experiences of students. In addition, field trips
are used to supplement the curriculum activities. They are a valuable resource for motivation,
for increasing understanding, and for providing an excellent means to initiate or culminate a
unit of instruction. It is important to note that field trips take students away from their normal
learning environment; it is not the intention that field trips are simply an activity for fun or an
unrelated diversion from normal classroom activities. Therefore, ADEC encourages all schools
and teachers to plan educational field trips that meet the requirements outlined in this policy.
2. Social Workers:
Social Workers have a vital and integral role in arranging field trips. It is the teachers overall
responsibility to arrange and manage the field trip and develop student learning activities.
However, Social Workers support teachers by providing recommendations on appropriate
trips, inquiring about any additional site requirements, assisting in conducting risk assessments,
managing communications with parents and volunteers, including gaining consent, liaising with
transport providers and bus monitors and managing logistical arrangements such as provision
of food and water.
3. Application for Field Trip:
Teachers wishing to organize a field trip must submit a Field Trip Application Form to the
Principal at least one week in advance for approval, with supporting documents including:
Links to learning outcomes.
Risk assessment.
Cost summary.
Supervision arrangements, including cover for lessons at school.
Accompanying chaperones, including bus monitors and approved parent volunteers.
Parent consent letter.
Arrangements for special needs students as appropriate.
Alternate learning experiences for those legitimately unable to attend.
Details of these are described below.

4. Links to Learning Outcomes:
All field trips should be clearly linked to the student learning outcomes as described in the
curriculum. To ensure relevance to the curriculum, copies of learning activities must be appended
to the Field Trip Application Form submitted by the organizing teacher to the Principal for
approval before planning any trip. It is the Principals responsibility to ensure that field trips
are age-appropriate and include activities that have a clear link to the learning outcomes of the
curriculum.
5. Risk Assessment:
Before any field trip takes place, the Field Trip Risk Assessment Form must be completed by
the organizing teacher and appended to the Field Trip Application Form. If the field trip site is
not included in the list of sites approved by ADEC, the risk assessment must be provided to the
Principal in time for the Principal to submit to ADEC Student Services Division: Extracurricular
Section a minimum of one week in advance for approval.
6. Cost Summary:
Field Trip expenses will be allocated from the school budget, as approved by the Principal. It is
strictly prohibited to collect any fees from students. When submitting a Field Trip Application
Form, organizing teachers must provide a cost summary that itemizes all costs, including any
site fees and all required provisions.
7. Supervision:
7.1. All activities must be planned to minimize risk to students as is age-appropriate.
Minimizing risk requires active and vigilant supervision by teachers and other
accompanying chaperones.
7.2. Minimum supervisor ratios for each cycle are as follows:
KG: 1 teaching staff member for every 10 students.
Cycle 1: 1 teaching staff member for every 10 students.
7.2. Non-teaching school-based staff or bus monitors may serve as chaperones in lieu of
teachers providing that there is a minimum of one teacher per class present, except for
KGG2 where a minimum of 2 teachers is required if there are more than 10 students.
7.3. The minimum supervision ratio may be exceeded when necessary depending on the
type of the activity in the field trip and the risk level. Organizing teachers should work
with their Principal to ensure adequate adult supervision is available for field trips.
8. Parent Consent:
Parents or guardians must provide written, informed consent before students may participate
in field trips. In order to obtain this consent, schools must provide a letter outlining the
activities included in the field trip and the duration of the trip, along with any other applicable
information. Letters must include a form for parents to sign and return indicating their consent
for their childs participation.

9. Volunteer Parents:
Schools may open an opportunity for parents to serve as volunteer chaperones in addition to
school-based staff members.
9.1. F or a parent to be authorized as a volunteer, he or she must be approved by ADEC Student
Services Division. It is recommended that the schools Parent Council select a pool of
parent volunteers for approval at the beginning of the academic year. Parents who are
approved may continue to serve as volunteers for the duration of that academic year.
Parents who have not been approved may not accompany students on field trips.
9.2. Volunteer parents should not be assigned sole responsibility for care of the children.
Therefore, they will not be held liable for any accident or liability that may occur during
the field trip.
9.3. Parent volunteers may serve on field trips only for same-gender students.
9.4. Principals must inform parents about the participation of parent volunteers in field trips
through the consent form.
10. Health and Safety:
Appropriate safety precautions should be taken during field trips.
10.1. At a minimum, a first aid kit should be available on all buses used to transport students,
and additional first aid kits should be available at the field trip site. Organizing teachers
should ensure that first aid kits will be provided at the field trip site, and if not, arrange
to bring a kit.
10.2. Any proposed field trips to locations that are not on the list of approved sites, must be
approved by the Executive Director, School Operations.
10.3. Attention to the requirements of students with special needs or health concerns is
required in the planning process.
10.4. Further details on safety considerations will be issued by ADEC Student Services as
needed.
11. Equivalent learning experiences:
Field trips give a valuable opportunity for all students including special education need students.
The organizing teachers should work with the Principal to give special consideration to physical,
emotional and medical needs of all students who would participate in the trip. Accordingly, if
any special accommodations are required, the organizing teachers should discuss them with
the students parent. As a result of particular needs, some students may be unable to attend
for legitimate reasons. Alternate, equivalent learning experiences must be provided for any
student who is legitimately unable to attend.
12. Transportation:
Arrangements to use school buses should be made through the Principal or designee. The bus
station supervisor assigned to the school must be notified about the timing of the trip at least
one week in advance. If the school is not able to provide transportation or needs additional
transportation, a transportation request should be submitted to ADEC Student Services Division
a minimum of one week in advance.

13. International Field Trips:
All international trips must be planned in coordination with ADEC Student Services Division.
14. Trip Reports and Student Surveys:
Principals will submit end-of-month reports detailing all completed field trips with documen-
tation, via email with their Cluster Manager copied for reference, to ADEC Student Services
Division: Extracurricular Activity Section. Schools must submit a student survey and Field Trip
Evaluation to Student Services Division within one week following any field trip that required
the approval of Student Services Division, or the School Operations Executive Director.
RESPONSIBILITIES
ADEC School Operations, Student Services Division will:
Provide and regularly update the list of approved field trip sites.
Review requests for non-listed locations and respond to schools within 3 working days.
Vet parents who apply to serve as volunteer chaperones.
Provide additional transportation as per school request.
Review monthly trip reports submitted by schools.
Issue additional safety guidelines to schools as needed.
Principals will:
Ensure that teachers correctly understand the purpose of educational field trips.
Review the Field Trip Application Form before any trip, and approve or reject the proposed
trip based on the considerations outlined in this policy, including: date of submission at
least one week in advance, educational purpose of trip demonstrated with linkage to
learning outcomes, risk assessment and safety precautions, adequate supervision, required
transportation, accommodations for special needs students, estimated costs, and other
considerations as appropriate.
Ensure any parents serving as volunteers are approved by ADEC Student Services Division.
Ensure parents are informed about the participation of volunteers in field trips.
Ensure that no fees are collected from students for field trips.
Submit monthly trip reports with supporting documentation to ADEC Student Services.
Organizing Teachers will:
Identify clear learning outcomes and conduct risk assessments for all proposed field trips.
Submit to the Principal for approval a Field Trip Application Form, with all required
attachments as specified in this policy, at least one week in advance of the proposed trip.
Coordinate with the school Social Worker to conduct a Risk Assessment, make arrangements
with the field trip site, prepare and send consent forms and arrange for transportation
needs in a timely manner when planning a field trip.
Ensure that adequate supervision is provided and appropriate safety precautions are taken
during field trips.

Work with the Principal and parents/guardians in case any children need special
accommodations on the trip.
Ensure active and vigilant supervision of students at all times during field trips.
Coordinate all related logistics for field trips, including risk assessments, arrangements
with the site, provision of bus transport and sufficient bus monitors and supervisors,
distribution and collection of parent consent forms, and other matters as necessary.
Ensure that the bus station is notified about any trip.
Bus Monitors will:
Assist in active and vigilant supervision at all times during the field trip.
Administer first aid assistance if needed.
Chaperones and Parent Volunteers will:
Assist in active and vigilant supervision at all times during the field trip.
Remain with students at all times during field trips.
ASSISTANCE
may contact ADEC School Operations Sector: Student Services Division for further assistance.
REFERENCES
Guidelines on Field Trips
List of Approved Field Trip Sites
Field Trip Application Form
Field Trip Risk Assessment and Management Form
Field Trip Parent Information and Consent Form
POLICY HISTORY
For review: 2016

Section 8000:
Students
PURPOSE
The purpose of this policy is to provide direction for Regional Offices, schools and parents on
the mandatory requirements for the registration and enrollment of students in Abu Dhabi
Education Council (ADEC) public schools.
POLICY STATEMENT
1. It is mandatory for students in the Emirate of Abu Dhabi who are between the ages of six (6)
and sixteen (16) to be enrolled at an ADEC School (public or licensed private school).
2. Parents are responsible for ensuring that children of mandatory school age are enrolled in
school no later than the deadline announced by ADEC every year. Parents registering their
children for Kindergarten must also do so by the deadline announced by ADEC every year.
3. Students will be enrolled in the most age appropriate school cycle and grade within proximity
to the family home. The Regional Offices will be responsible for determining the most suitable
school cycle and grade based on ADEC guidelines for appropriate ages at each grade level.
4. Children of National families and other specified categories under the mandatory school age
(6 years old) may enroll for two years of kindergarten prior to enrolling in Grade 1. For a child
to enter Grade 1, he or she must have turned six (6) years old on or before December 31st
of that year.
5. Enrollment Documents and Vaccination Card:
5.1. At enrollment, parents/guardians must provide:
All enrollment information as required by eSIS forms.
All signed parental consent forms, including: immunization consent, school health
general consent, and school health prescribed medication consent (see Policy 4210
School Clinics and Health Services for further information).
A copy of the students vaccination card (Childhood Preschool Vaccination Card for
Kindergarten applicants and School Age Vaccination Card for Grade 1-12 applicants).
5.2. The School Nurse shall use the ADEC eSIS system to record submission of the student
vaccination cards in a (yes/no/incomplete) format.
5.3. Schools cannot refuse or hold enrollment of students who do not have up-to-date
vaccination cards. If vaccination cards are not submitted or are incomplete upon
enrollment, the unrecorded vaccinations will be considered as not administered and
the School Nurse shall ensure administration of all catch-up vaccinations.
6. Requests for Transfer Between Schools in Abu Dhabi Emirate:
Parents/Guardians may initiate a request for students to transfer between ADEC public schools
at any point during the first trimester. Requests for students to transfer between an ADEC
public school and a private school will only be accepted during the first month of the academic
year.

7. Student Attendance:
Students are expected to attend school on each day of the ADEC academic calendar. Parents
are expected to ensure that their children attend school. Principals are responsible for the
attendance of all students registered at their school, and for establishing procedures to
maintain high attendance, in line with Policy 8120 Student Attendance.
8. Students with Special Educational Needs (SEN):
Students with special educational needs (SEN) are entitled to enroll in their catchment area
school without exception unless space is not available or specific services are not available. In
those circumstances they will be enrolled in the next closest school to their residence. Students
with special educational needs may need to be supported by additional procedures. These
additional procedures are referenced in the ADEC Special Education Policy and Procedures
Handbook.
RESPONSIBILITIES:
Annually issue additional guidance regarding registration and enrollment.
Provide additional procedures for the registration and enrollment of SEN students.
Principals will:
Establish procedures to ensure that students enrollment and registration data entered
onto eSIS are current, accurate, and complete.
Ensure that copies of student vaccination cards are collected at the time of enrollment.
Be responsible for the attendance of all students registered at their school.
School Nurses will:
Collect copies of student vaccination cards.
Enter student vaccination information into HAADs school health e-notification system.
Ensure completions of vaccinations as required under HAAD regulations.
Enroll all children between ages of 6 and 16 in an ADEC school (public or private).
Provide all information as required on eSIS data entry forms.
Provide a copy of the childs Vaccination card.
Enroll school-age children in school prior to the deadline announced by ADEC every year.
Enroll kindergarten students prior to the deadline announced by ADEC every year.
Ensure students are present in school each day.

ASSISTANCE
REFERENCES
Federal Law No. (27) of 1981 on Prevention of Communicable Disease
MOE Decree No. (963) of 2002 on Mandatory Education in Government Schools
HAAD Standard for Childhood and Young Adult Immunization - Policy HAAD/CHIM/SD/0.9
Enrollment/Registration announcements, issued annually by ADEC Student Services
Policy 4110: School Bus Transportation
Policy 4210: School Clinics and Health Services
POLICY HISTORY
For review: 2016

PURPOSE
The purpose of this policy is to establish the attendance requirements that must be included
in the school-based attendance procedures for all Abu Dhabi Education Council (ADEC)
public schools.
POLICY STATEMENT
1. Students are expected to attend school on every instructional day in the ADEC school
calendar. Good attendance at school is essential for student learning. It is the duty of parents/
guardians, teachers and all other school staff to ensure that students attend school every day.
2. Definition of Excused and Unexcused Absences:
2.1. Excused Absence:
2.1.1. A students absence from school will be considered excused only for the following
reasons:
Personal illness.
Scheduled doctor appointment.
Death of a first or second degree family member (up to 3 days).
Official school or community duty as assigned by a government agency.
Official summons to a government agency.
Family travel in order to accompany a first degree family member for treatment
abroad for up to 30 days (the period may be extended by application to HAAD).
2.1.2. Excused absences must be confirmed by parents/guardians in a signed note and
accompanied with appropriate documentation where possible (e.g. medical
certificate).
2.2. Unexcused Absence:
2.2.1. A students absence from school for more than half of the school day without the
provision of a valid excuse is considered an unexcused absence. For information
on school day hours, please refer to Policy 2120 Length of the School Day.
2.2.2. Examples of unexcused absences include, but are not limited to:
Shopping trips
Appointments without prior approval
Social events
Non-medical family travel
2.2.3. Truancy: Students are considered truant if they are absent from school without
their parent/guardians knowledge or consent. Truancy is considered an unexcused
absence. Schools will give written notice to parents/guardians when their child has
been truant. Issues of repeated truancy will require the parents/guardians to meet
with school officials in accordance with the schools Behavior Management Plan.

3. Attendance Procedures:
All schools will establish attendance procedures designed to ensure that:
3.1. All students who are officially enrolled attend school on time each day and attend all
classes.
3.2. Accurate daily attendance data for each student is collected before or during the first
lesson of the school day and entered into eSIS before the end of the second lesson of
the school day. This shall include entry of data provided by parents/guardians regarding
students absences.
3.3. All issues of students with repeated unexcused absences are directed to the Principal
for resolution. The Principal may direct the Social Worker or other school-based staff to
address the issue with parents/guardians.
3.4. The school Behavior Management Plan will include procedures for managing unexcused
student absences, including part-day unexcused absences from lessons and school
events.
4. Programs to Encourage Attendance:
Schools will seek to achieve high student attendance through the following initiatives:
4.1. Providing a safe, caring and engaging learning environment that promotes student
engagement.
4.2. Establishing programs and procedures to promote, encourage and reward good
attendance.
4.3. Implementing strategies and programs to address attendance problems for individual
students.
4.4. Providing clear and specific information and advice to parents about the benefits of
high attendance and informing the school community of the rules and consequences of
poor attendance.
5. Communication:
All schools will communicate to families the set of responsibilities that parents/guardians have
regarding student attendance. Parents responsibilities include, but are not limited to:
5.1. Making every effort to ensure that their child attends school every day and arrives on
time.
5.2. Informing the school if their child will be absent from school.
5.3. Providing a signed note when their child returns to school following an absence,
indicating the reason for their childs absence.
5.4. Scheduling family vacations to coincide with scheduled school breaks.
6. Maximizing Instructional Time:
In order to maximize instructional time, schools should monitor the amount of time students
are diverted away from scheduled classroom learning activities to participate in preparations
for celebrations and school-organized festivities. Typically, no student should spend more than
a total of 3 to 4 days in a year on such preparatory activities.

7. Consequences of Absences:
7.1. Missing Assessments: If a student misses an external test or examination due to an
unexcused absence, credit will not be awarded for the missed test or examination and
this will impact the final mark/letter accordingly.
7.2. Missing Assignments: Students are responsible for completing all assignments missed
during absences.
7.3. Referral to Social Worker: If a student accumulates 10 unexcused absences during one
school year, in addition to normal required procedures to address poor attendance,
they shall be referred to the school Social Worker. An intervention program to improve
attendance, developed in consultation with the parents and which includes regular
ongoing communication with parents, will be put in place.
7.4. Formal interview with Principal and Parents: If a student accumulates 20 unexcused
absences during one school year, the student and their parents/guardians must attend
an interview with the Principal and Social Worker. At this time, the consequences of
further poor attendance must be made clear to the parents and student. The intervention
program must be revised and an agreement regarding attendance for the remainder of
the school year must be negotiated and signed.
7.5. Referral to Academic Review Committee: If a student accumulates 30 or more unexcused
absences during one school year, they shall be referred to the schools Academic
Review Committee with a recommendation that they be retained in the same grade
the following year. If the student is 16 or younger and has already been retained twice
previously, then they must be promoted to the next grade, with support from an
ongoing intervention plan. If the student is older than 16 and has already been retained
twice previously then they shall not be registered for the following year and shall be
recommended for homeschooling.
RESPONSIBILITIES
Collect data on student attendance from schools.
Principals will:
Notify parents of school attendance policies and procedures.
Ensure accurate records are kept of daily attendance data for each student, and entered
into eSIS on a daily basis.
Ensure parents are notified if their child has been truant.
Communicate with parents/guardians to resolve issues of students with repeated
unexcused absences.

Refer students who accumulate 10 unexcused absences during the school year to the
schools Learning Support Team for an intervention plan to be developed.
Refer students who accumulate 30 or more unexcused absences during the school year to
the schools Academic Review Committee for determining the students promotion status.
The Academic Review Committee will:
Convene at the end of the academic year to determine the promotion status of students
who have accumulated 30 or more unexcused absences.
School-Based Staff, including Social Workers, will:
Enter attendance data into the eSIS system on a daily basis.
Communicate with parents/guardians to resolve issues of students with repeated
unexcused absences, as directed by the Principal.
Ensure their child attends school according to the ADEC school calendar and times of the
school day.
Inform the school of their childs inability to attend school on days of absence.
Provide a signed note and appropriate documentation for their childs excused absences.
Schedule family vacations to coincide for scheduled school breaks.
ASSISTANCE
REFERENCES
MOE Decree No. (820) of 2014 on Student Registration
Policy 8310: Non-National Students Enrollment & Registration
POLICY HISTORY
Date revised: May 2013, July 2014
For review: 2016

Policy 8130: eSIS Student Records
PURPOSE
This policy outlines the responsibilities of Abu Dhabi Education Council (ADEC) public schools in
relation to the management of and access to electronic student records.
POLICY STATEMENT
1. ADEC is committed to efficient records management in its public schools that ensures the
protection of confidential information of all students in compliance with the Civil Service Law
of Emirate of Abu Dhabi, as well as the transfer of electronic copies of student records for
national archiving purposes in compliance with Federal Law No. (7) of 2008 (see References).
2. Creation and Maintenance:
2.1. The eSIS Student Record is an electronic file that must be created on the eSIS system for
each student at the time of registration at an ADEC school. eSIS student records shall be
in use for the duration of the students enrollment at the school, during which time they
shall be actively updated with the following information at the end of each trimester, as
applicable:
Student demographic data.
Date of registration.
Date of withdrawal, transfer or graduation.
Attendance record.
Report cards.
Awards earned.
Behavior module and related documentation.
Individual Education Plan and related documentation.
Transportation information.
Correspondence with students parents.
Other pertinent information as applicable.
2.2. Any paper-based documentation related to the above information must be scanned
and appended to the eSIS student record.
2.3. Designated school-based staff responsible for student registration shall be responsible
for creating and maintaining student records.
Please refer to the eSIS Help Page for further information (see References).
3. Medical Records:
Student medical records are not part of the eSIS Student Record (See Policy 4210 School Clinics
and Health Services).
4. Examination Papers:
Examination papers are not part of the eSIS Student Record. Examination papers must be
stored as original hard copies at the school site for the period of one academic year following

the examination date, and shall be disposed of thereafter. Assessment records for Grade 12
students shall be stored at the ADEC exam center, not at the school site.
5. Retention and Transfer of Student Records:
5.1. A student record shall be considered to have active status as long as the student is
registered at an ADEC school. Once a student graduates or otherwise withdraws from
ADEC schools, his/her record shall shift to inactive status.
5.2. When a student transfers to another ADEC school, data ownership of his/her records in
the eSIS system is automatically and immediately transferred to the new school. When
a student transfers to a non-ADEC school (including schools outside of the United Arab
Emirates), a hard copy of his/her Transfer Certificate and other relevant records shall
be released to the students parent/guardian upon request, and ADEC will retain an
electronic copy of the records.
5.3. Inactive student records shall be retained on eSIS indefinitely.
5.4. At the end of every academic year, ADEC must transfer an electronic copy of any student
record that has been inactive for five years to the National Center for Documentation
and Research (NCDR) for archiving, in compliance with Federal Law No. (7) of 2008.
6. Access to Student Records:
6.1. All students and their parents/guardians are entitled to view their records on eSIS at any
time. Upon request, they may also view physical copies of records in the presence of a
designated supervisor.
6.2. ADEC and school-based staff shall have the following levels of access and authorizations
to view (read-only), update (data entry), and approve updates to student records on
eSIS while the student is registered at the school, as outlined in the Data Access Matrix
displayed below:

TABLE 1 DATA ACCESS MATRIX FOR STUDENT RECORDS
ADEC Customer
Head of Faculty
School Psychol-
ADEC Regional
Social Worker
Vice Principal
dent Records
Staff for Stu-
SEN Teacher
= No access
Designated
Principal
Teacher
Service
Office
= Read-only
ogist
= Enters updates
= Approves updates
Enrollment
Registration
Withdrawal & Transfer
Demographics
Attendance
Mark/Letter Entry
Behavior Module
Individual Education Plan

(IEP)
Transportation
7. Data Confidentiality:
All student data is considered strictly confidential. ADEC schools shall take necessary measures
to ensure the confidentiality of student records. Schools may not disclose student records or
data to third parties. Requests for release of student data must be submitted to the Executive
Director of ADEC School Operations Sector. Student data may only be released to third parties
upon judicial orders or written approval by the Executive Director of ADEC School Operations.
RESPONSIBILITIES
Release information on student records only by court order or written approval by the
Executive Director of School Operations.
ADEC eSIS Team will:
Maintain the eSIS system and annually update the eSIS User Guidelines.
Transfer an electronic copy of any student record that has been inactive for five years to
the National Center for Documentation and Research (NCDR) for archiving, at the end of
every academic year.

ADEC Regional Office staff will:
Update student records with registration status every year.
Principals will:
Approve all marks/letter levels entered on student records by teachers.
Ensure that student records at their school are kept confidential.
Clean up eSIS data at least once annually to ensure accuracy of student records.
School Registrar or Designated School-Based Staff will:
Update student records with the following information: dates of registration and transfer,
graduation, or withdrawal; demographic data; and transportation information.
Ensure that student records are kept confidential.
Update student records of students in their class with the following information: student
attendance and mark entry.
Teachers will:
Update student records of students in their class with the following information: student
attendance and mark entry.
Social Workers and School Psychologists will:
Update student records with the following information: behavior module and Individual
Education Plan (IEP).
ASSISTANCE
may contact ADEC eSIS Team for further assistance.
REFERENCES
Federal Law No. (7) of 2008 on the National Center for Documentation and Research
ADEC IT Security Policy
eSIS Help
POLICY HISTORY:
For review: 2016

PURPOSE
The purpose of this policy is to provide a framework to inform school-based rules and regulations
regarding student behavior in Abu Dhabi Education Council (ADEC) public schools.
POLICY STATEMENT
1. Discipline and positive student behavior are critical to maintaining an effective learning
environment for students and a safe professional environment for teachers. As stated in the
ADEC Guidelines for Managing Student Behavior (see References), every student has the
right to be educated in a safe, supportive, and orderly school that is free from disruptions
that impede learning. In addition, every educator has the right to teach in an atmosphere that
is respectful and welcoming.
2. School leaders are responsible for developing and implementing a school-wide behavior
management system and discipline plan for establishing positive student behavior in their
schools. However, each schools regulations and systems must be consistent with the ADEC
Guidelines for Managing Student Behavior.
3. Proactive Systems to Develop Positive Student Behavior:
An effective system for managing student behavior must begin with proactive strategies that
reinforce positive behavior and seek to prevent behavioral problems. It is critical that schools
do not develop their own behavior policies that include only rules and consequences for
addressing negative behavior.
4. Framework for Developing Positive Student Behavior:
The proactive strategies that schools develop should align with the following framework.
As stated in ADEC Guidelines for Managing Student Behavior, positive student behavior is
promoted through co-dependent factors, which include a sense of heritage and culture, a
positive school setting, and strong parental and community relationships. These factors need to
be supported by a consistent system for shaping and managing student behavior. Students are
to be supported in contributing to a positive school setting and should receive age and gender
appropriate rewards and recognition for positive behavior. For those students who willfully
disrespect school rules and engage in negative behaviors, schools should use appropriate
guidance and disciplinary actions to address the situation and prevent further misconduct.
5. Disciplinary Action:
As stated in ADEC Guidelines for Managing Student Behavior, any disciplinary action used to
address student misconduct should be firm, consistent, clear and in compliance with all ADEC
and UAE laws, policies and guidelines. The disciplinary action shall also be in accordance with the
nature of the misconduct and the level of offense that is associated with the behavior. School
staff will ensure that students are given appropriate opportunities to correct misconduct before
it is escalated in disciplinary action. ADEC categorizes student misconduct into three levels.
Each level of behavior requires a different disciplinary approach for modifying and correcting
the student behavior. The strategy applied for the level of behavior must be appropriate for the
school cycle, student age and gender.

6. Banned Disciplinary Actions:
As stated in ADEC Guidelines for Managing Student Behavior, it is prohibited to use any of the
following methods for applying disciplinary actions:
All forms of physical punishment, (any disciplinary action designed to inflict physical pain
on students, including, but not limited to, slapping, striking or pushing students or using
objects to do so).
Lowering grades or threatening to do so.
Removing the student from the classroom or school without following school-based
procedures for sending students outside of the classroom.
Punishing a group of students for an individuals misconduct.
Imposing more school work.
Mocking or insulting the student in private or public.
Depriving the student of using toilet facilities or meals.
7. Students with Special Educational Needs:
As stated in the ADEC Guidelines for Managing Student Behavior, students with special
education needs are required to follow the same school rules as their peers. Students with
special educational needs may need greater assistance in learning and following the school
rules.
Students with special education needs must not have greater consequences imposed for
misbehavior. If disciplinary action is necessary, it will be carried out in accordance with the
ADEC Disciplinary Actions.
If there is concern that a students behavior is a manifestation of the students special need,
the Learning Support Team (LST) will make a determination with the support of the Regional
Special Education Supervisor.
8. Developing and Implementing School-Based Student Behavior Plans:
8.1. All schools are required to develop school-based student behavior plans. These school-
based plans must be relevant for the particular genders and grade levels served in the
schools and should address cultural or community-specific concerns. The plans will be
developed in collaboration with relevant advisors, students, teachers, school staff,
parents/guardians, and the community.
8.2. All schools are expected to review and recommend changes to their student behavior
plans annually. Any changes to behavior plans must be consistent with any subsequent
revisions to ADEC policies. Changes should also reflect the ways in which schools use
data on previous incidents and responses to identify strengths and weaknesses in their
approach to managing student behavior.
For more information about the requirements for school-based student behavior plans,
please refer to ADEC Guidelines for Managing Student Behavior.

RESPONSIBILITIES
Develop and maintain system-wide policies, procedures, and guidelines regarding student
behavior in Abu Dhabi.
Develop and provide resources to assist schools and Principals in implementation of school-
based plans, policies, procedures, guidelines, and programs.
Develop and coordinate training, behavior seminars for students and parents/guardians,
and professional development for all school staff.
Ensure data collection, monitoring and evaluation systems are in place.
Assist schools to develop and implement policies, procedures, and guidelines.
Ensure that school-based student behavior policies, procedures, and guidelines are aligned
with ADEC policies and procedures.
Liaise between ADEC, Regional Offices, and schools regarding student behavior.
Evaluate the effectiveness of Principals in implementing the student behavior guidelines in
their schools, as a part of ADECs performance evaluation process.
Principals will:
Establish a positive and safe school environment.
Ensure that this policy is communicated, modeled, and enforced in the school community.
Ensure that each parent/guardian receives a copy of ADEC Guidelines for Managing
Student Behavior and signs a letter at the beginning of each academic year acknowledging
that they have read the guidelines and fully understand their responsibilities as parents/
guardians to ensure that their child or children behave positively at school.
Develop and implement a school-wide behavior management system and discipline plan.
Assure that discipline procedures are in place for students with special education needs.
Create a method for collecting and recording incidents of student misbehavior (supported
by eSIS Student Behavior Management).
Support the establishment of a positive safe school environment.
Support and enforce the rules and regulations of the school-based student behavior
management system.
Provide guidance and assistance if a student has been referred by teachers for breaking
the school rules, or classroom rules.
Assist students in accessing appropriate resources to support positive behavior.
Work with students, teachers, and other school staff to resolve student behavioral issues.
Work with families and the community to resolve student behavioral issues.
Escalate the situation to higher authorities at the school, ADEC, or community if deemed
necessary.

Work with teachers to develop and implement plans for positive student behavior in
classrooms.
Convene regular meetings of the School Disciplinary Committee.
Teachers will:
Observe and reinforce appropriate student behavior.
Model positive behavior and provide feedback to students when necessary.
Work with Social Workers, other school staff, Principal, and Regional Staff to support a
positive school setting.
Follow behavioral support plans for students with special education needs.
Record positive behavior.
Record misconduct.
Report student misconduct to the Social Worker and Principal.
Develop an individual classroom management plan that is aligned with both their schools
plan and the ADEC guidelines.
Other School-Based Staff will:
Observe and reinforce appropriate student behavior.
Model positive behavioral skills and provide feedback when necessary.
Work with Social Workers, other school staff, Principal, and Regional Staff as necessary to
support a positive school climate.
Record and utilize data in order to monitor misconduct.
Report identified misconduct to the Social Worker and Principal.
ASSISTANCE
REFERENCES
Managing Student Behavior Support Materials Modules
Managing Student Behavior Parent Information Pamphlet
POLICY HISTORY
Date revised: June 2012
For review: 2016

Policy 8310: Non-National Students Enrollment and Registration
PURPOSE
This policy outlines the conditions enrollment and registration of non-national students in
Abu Dhabi Education Council (ADEC) public schools. This policy applies to non-national students
only.
POLICY STATEMENT
1. Definition and Eligibility
1.1. A non national student is defined as an Arabic-speaking student who is not a national
(citizen) of the United Arab Emirates.
1.2. Non-national students aged 6-18 are eligible to enroll for Grades 1-12 at ADEC public
schools under the conditions stated in this policy.
2. Conditions for Enrollment
2.1. Non-national students may enroll in an ADEC public school provided that the following
conditions are met:
Space is available for the student, based on capacity and priority order.
Academic performance entry criteria are met as set by ADEC.
Undertaking signed by the students parents to pay tuition fees in full by the due
date.
2.2. Applicants must submit complete all required enrollment application data and
documentation to the School Registrar or other designated staff member. School
Registrars must ensure the accuracy of all data and documentation submitted for
enrollment application.
2.3. ADEC School Operations: Student Services Division will review applications to verify
documentation and approve enrollment based on meeting above conditions. Applicants
whose records demonstrate high academic achievement and applicants whose sibling(s)
are enrolled at the school will be given priority status.
2.4. ADEC Student Services Division shall issue annual guidelines to all ADEC schools on the
number of available seats for non-national enrollees, enrollment priority order, academic
performance criteria, required documentation, tuition fees and applicable due dates,
and in coordination with ADEC School Planning Division, will enact ADEC procedures for
student transfers as necessary.
3. Conditions for Registration Renewal
3.1. Registration will be renewed for non-national students at an ADEC school provided that
the following conditions are met:
Payment of annual tuition fees of AED 6000 (six thousand dirhams), as owed by the
father for each of his children, in full by the end of Trimester 1.

Payment of seat reservation fee of AED 500 (five hundred dirhams) by the end of
Trimester 2. This fee is non-refundable and will be applied toward the students
tuition payment for the following academic year.
Space is available for the student.
3.2. Failure to meet the stated conditions will result in the students registration for all
children of that father not being renewed. Principals must ensure that written warnings
are issued in a timely manner to any student who is likely to fail to meet the conditions
above.
3.3. All arrears must be paid in full at the beginning of the academic year, before the children
of that father will be permitted to attend school.
3.4. Non-national students are also subject to the same policies as other students regarding
student behavior, attendance, and academic performance.
3.5. Further information on tuition for non-national students can be found in Policy 8320
Non-National Students Tuition Fees (see References).
4. Conditions for Non-Renewal of Registration:
4.1. Principals must submit a list of all non-national students at their school who are in violation
of registration renewal conditions to ADEC Student Services for final determination of
their registration status.
4.2. Once determination of registration status is issued by ADEC Student Services, Principals
must immediately notify via eSIS the parents/guardians of all students whose registration
has not been renewed for the following academic year.
4.3. The Principal must ensure that the students eSIS Student Record is updated to reflect
the students withdrawal.
5. Appeals:
Parent/guardians may appeal a determination of non-renewal of registration only on the basis
of due process not having been followed. Where appropriate processes have been followed,
appeals will not be considered. Appeals must be lodged to ADEC Student Services within one
week of receiving notification of non-renewal of registration. ADEC Student Services Division
will review the appeals and make a final determination. The division will notify parents/guardians
of the outcome within one week of receipt of the appeal.
RESPONSIBILTIES
Issue annual guidelines as necessary regarding this policy before the end of every academic
year.
Communicate relevant annual guidelines, deadlines and procedures to school leaders,
external stakeholders, and public media in a timely manner.
Coordinate with School Planning Division to enact ADEC procedures for student transfers
as necessary.

Review non-national student enrollment applications to verify eligibility and required
documentation appended to eSIS student records, and accordingly approve enrollments.
Decide on appeals against non-renewal of registration and notify parents/guardians of the
outcome within one week of receipt of the appeal.
Principals will:
Implement this policy and the related processes and procedures established by ADEC.
Inform the school community, including staff and parents, of deadlines and procedures
announced annually by ADEC.
Issue timely warnings to parents/guardians of students who are likely to fail to meet
conditions for registration renewal according to the respective policies.
Ensure that required documentation is appended to eSIS student records for newly
enrolling non-national students.
Submit a list of students who fail to meet registration renewal conditions to ADEC Student
Services by the end of Trimester 2.
Notify parents/guardians of students whose registration will not be renewed for the
following academic year, as determined by ADEC Student Services.
School Registrars will:
Ensure that data and documentation for enrollment applicants are accurate and complete.
Maintain up-to-date and accurate information on all eSIS student records.
Update registration status of non-national students on eSIS student records, including
cases of non-renewal as determined by ADEC Student Services.
Parents/Guardians of Non-National Students will:
Provide all necessary documentation for enrollment and registration as requested by
ADEC.
Comply with all mandates issued by ADEC concerning their childs registration at ADEC
schools.
In the case of submitting appeals, lodge appeals only on the basis of absence of due
process, within one week of receiving notification of registration non-renewal.
ASSISTANCE
For assistance or further information, please contact your line manager. Cluster Managers may
contact ADEC School Operations Sector: Student Services Division for further assistance.
REFERENCES
MOE Decree No. (31/2) of 2007 on the Collection of Tuition Fees from Non-National Students
ADEC Decree No. (63) of 2012 on Tuition Fees for Non-National Students in Public Schools
Policy 8310: eSIS Student Records
Policy 8320: Non-National Students Tuition Fees

POLICY HISTORY
For review: 2016

Policy 8320: Non-National Students Tuition Fees
PURPOSE
This policy provides direction regarding the payment of tuition fees by non-national students
as a necessary condition for registration at Abu Dhabi Education Council (ADEC) public schools.
This policy applies to non-national students only.
POLICY STATEMENT
1. As stated in Policy 8310 Non-National Students Enrollment and Registration, non-national
students must meet the conditions necessary for registration at ADEC schools, which include
the timely payment of all tuition fees by the due date announced every year by ADEC Student
Services Division.
2. Payment of Tuition Fees:
2.1. The following categories of students are exempt from paying tuition fees:
Nationals of Gulf Cooperation Council (GCC) countries
Children of Emirati female nationals
Children of foreign diplomats
Orphans sponsored by an Emirati family
Students enrolled prior to AY 2000-2001
Students who hold a Presidential decree
Other exemptions as decided by the Office of the Chairman
2.2. All other non-national students must pay an annual tuition fee of AED 6,000 (six
thousand dirhams) as per MOE Decree No. 31/2 of 2007 (see References).
2.3. Please refer to Student Services guidelines to view tuition payment requirements for
children of ADEC school-based staff (see References).
2.4. Tuition payments may be made in installments or in full as of the start of the academic
year, and must be paid in full by the end of the first trimester.
2.5. Students whose tuition assistance application has been approved by a recognized
external donor will not be considered in default of payment.
3. Warning Notices for Payment Due Date:
Prior to this payment due date, Principals will send a minimum of two warning notices via the
eSIS system to parents/guardians of students who have not completed their payments.
4. Non-Payment of Tuition Fees:
School Registrars will provide their Principals with a list of all non-national students who have
failed to pay their tuition fees in full in Trimester 2. Principals must notify parents/guardians via
the eSIS system that these students will be dismissed from the school at the end of the academic
year, in accordance with Policy 8310 Non-National Students Enrollment and Registration.

5. Late Payment of Tuition Fees:
If the student completes the tuition payment after the allotted deadline but before the end of
the current academic year, they may be allowed to apply for enrollment again. However, the
student will not be given priority to enroll at their current school. They will be treated as new
enrollments and subject to the priority order determined annually by ADEC.
RESPONSIBILTIES
Issue annual guidelines on tuition fees and payment deadline as necessary.
Send reminders to schools for tuition assistance application deadlines.
Principals will:
Implement this policy and the related processes and procedures established by ADEC.
Inform the school community, including staff and parents/guardians, of due dates for
payment of school fees announced annually by ADEC.
Issue a minimum of two warnings to parents/guardians of students who have not paid
tuition in full.
Send notification of dismissal to parents/guardians of students who have failed to pay
tuition fees by the due date.
School Registrars will:
Issue warning letters to non-national students concerning payments of fees as required by
the procedures.
Enter all data concerning payment of tuition fees into eSIS as required.
Keep the Principal informed of students who are likely to default on payment of fees.
Compile a list of non-compliant students for the Principal in Trimester 2.
Pay tuition fees in full no later than the announced deadline by the end of the first trimester.
Provide all necessary documentation for registration as requested by ADEC.
ASSISTANCE

REFERENCES
MOE Decree No. (31/2) of 2007 on the Collection of Tuition Fees from Non-National Students
ADEC Decree No. (63) of 2012 on Tuition Fees for Non-National Students in Public Schools
ADEC Circular No. (14) of 2012 on Tuition Fees for Non-National Students in Public Schools
Policy 8310: Non-National Students Enrollment and Registration
POLICY HISTORY
For review: 2016

Section 9000:
School-Community Relations
Policy 9110: Parent Involvement
PURPOSE
This policy establishes an emphasis on parent/guardian involvement in childrens education and
establishes guidelines for the school and parent/guardian relationship in Abu Dhabi Education
Council (ADEC) public schools.
POLICY STATEMENT
1. Parents/guardians play an essential role in their childrens education. School staff and parents/
guardians share responsibility for ensuring that parents/guardians are actively involved in their
childrens education.
2. School Responsibilities:
2.1. Each school will create a policy on parent/guardian involvement. Schools will inform all
staff and families about their policy on parent/guardian involvement at the start of each
academic year. At a minimum, each schools policy must address the following topics:
The frequency and content of communication that parents/guardians can expect from
the school. Schools are expected to communicate with parents/guardians regularly
and frequently, and may use a variety of methods including school newsletters,
telephone calls, SMS, e-mails, letters, Internet portals and in-person meetings.
The way in which the school will communicate with parents/guardians about their
childrens academic performance. Schools will inform parents/guardians of how
frequently to expect this communication as well as the structure by which students
are being evaluated.
The schedule of formal meetings hosted by the school to which all parents/guardians
are invited and are encouraged to attend. Schools are expected to hold one formal
meeting each trimester at a minimum, and to actively promote parent/guardian
attendance.
Opportunities for parents/guardians to visit the school and meet with Principals,
Heads of Faculty, and teachers that are involved in their childrens education.
Opportunities for parents/guardians to participate in the school community, including
through organizations such as the Parent Council.
2.2. Schools will also provide parents/guardians with a handbook that describes in detail the
schools education program and all relevant policies that may affect students and their
families.
2.3. In addition to formal communication that is sent to parents/guardians on a school-wide
basis, teachers may also contact parents/guardians individually to discuss academic or
behavioral issues that arise in the classroom.
3. Role of Parents/Guardians:
3.1. Parents/guardians are encouraged to participate in their childrens education in
accordance with school policies. Parents/guardians are encouraged to keep informed

of their childrens progress through regular meetings with Principals, Heads of Faculty,
and teachers. Parents/guardians are encouraged to participate in other school activities
including school visiting days, volunteering for school events, and participating in Parent
Councils.
3.2. Parents/guardians are encouraged to support teachers in helping children learn, in
accordance with school policy. Active involvement in their childrens education may
include, but is not limited to:
Making every effort to ensure that children attend school every day and arrive on
time.
Ensuring that children complete their homework assignments.
Frequently asking children about their school day.
Keeping updated with changes at the school.
RESPONSIBILITIES
Principals will:
Inform all staff and families about their schools policy on parent/guardian involvement at
the start of each academic year.
Ensure all parents/guardians are provided with a handbook that describes in detail the
schools education program and all relevant policies that may affect students and their
families.
Develop procedures and activities that actively encourage parents participation in their
students learning and school life.
Teachers will:
Contact parents/guardians individually when necessary to discuss academic or behavioral
issues that arise in the classroom.
ASSISTANCE
assistance.

REFERENCES
Policy 9120: School and Regional Parent Councils
POLICY HISTORY
For review: 2016

Policy 9120: School and Regional Parent Councils
PURPOSE
This policy establishes School Parent Councils to plan school activities and to serve in an advisory
capacity to Principals as needed. This policy also establishes Regional Parent Councils to serve
in an advisory capacity to ADEC Regional Directors as needed.
POLICY STATEMENT
1. Introduction:
1.1. Parent Councils play a vital role in the education system in Abu Dhabi. When established,
Parent Councils will act in an advisory capacity to make recommendations and discuss
issues relevant to the improvement of education. They provide a forum through which
parents can contribute to improving student achievement. The Parent Councils will
place the overall interests of the schools and students first.
1.2. Each parent/guardian has the right to participate in the Parent Councils membership
regardless of the school gender.
1.3. All ADEC schools are expected to establish School Parent Councils in accordance with
this policy within one month of the start of the academic year. Regional Parent Councils
will be established for Abu Dhabi, Al Ain and Al Gharbiya in accordance with this policy
and will hold their first meeting no later than the end of the first trimester of the
academic year.
2. School Parent Councils:
2.1. Role of School Parent Councils:
2.1.1. School Parent Councils are advisory bodies which may make recommendations to
school administration on any matters the Council identifies as priorities, such as:
communication
policies and guidelines
parental involvement
school improvement planning
2.1.2. In addition to its advisory responsibilities, the School Parent Council shall:
consult with other parents of students enrolled in the schools about matters
under consideration by the Council.
assist in planning school activities and events as requested by administration.
ensure that its prime objective is to improve student learning.
promote the best interest of the school community.
School Parent Council activities may involve parents who are not members of the
Council as appropriate.

2.1.3. School Parent Councils may not make recommendations on the following matters:
personnel matters
the security of property
commercial matters
negotiations or litigation affecting ADEC
individual student issues.
2.2. School Parent Council Membership:
2.2.1. School Parent Councils shall have a maximum of twelve (12) parent members.
The Principal or delegate shall participate as the de facto member. At least three-
fourths of the School Parent Council members must be UAE Nationals.
2.2.2. School Parent Council members shall be elected to one-year terms, beginning with
the start of the academic year. Council members must have a child enrolled in the
school in order to be eligible for membership. The parents of the child may give
permission for other relatives to participate in their place. Council members may
serve consecutive terms as long as they continue to have a child enrolled in the
school.
2.3. School Parent Council Leadership:
School Parent Council meetings shall be led by a lead parent who is elected by the other
members of the Council.
2.4. School Parent Council Meetings:
2.4.1. School Parent Councils will meet at least once per month during the school year.
At least one meeting per trimester must be open to all parents at the school.
2.4.2. A quorum shall consist of a majority of the current members of the Council and
must include the de facto member (Principal or delegate). A meeting of a School
Parent Council cannot be held unless there is a quorum present at the meeting.
3. Regional Parent Councils:
3.1. Role of Regional Parent Councils:
3.1.1. Regional Parent Councils are advisory bodies which may make recommendations
to the Regional Director on any matters it identifies as priorities, such as:
communication
policies and guidelines
parental involvement
effective schools
3.1.2. In addition to its advisory responsibilities, the Regional Parent Council shall:
consult with other parents of students enrolled in the schools about matters
under consideration by the Council.
ensure that its prime objective is to improve student learning.
promote the best interest of the school community.

3.1.3. Regional Parent Councils may not make recommendations on the following
matters:
personnel matters
the security of property
commercial matters
negotiations or litigation affecting ADEC
individual student issues
3.2. Regional Parent Council Membership:
3.2.1. Membership on the Regional Parent Council shall be broadly representative
from the Region represented by the Council. The Regional Councils will have up
to twelve (12) members. At least three-fourths of the Regional Parent Council
members must be UAE Nationals.
3.2.2. Council members shall be appointed to one-year terms, beginning with the start
of the school year. Council members must have a child enrolled in an ADEC school
and hold a leadership role on a School Parent Council in order to be eligible for
membership.
3.3. Regional Parent Council Chair:
The Chair of the Regional Council will be the Regional Director or delegate.
3.4. Regional Parent Council Meetings:
3.4.1. Regional Parent Councils will meet at least once per semester or 3 times per year.
3.4.2. A quorum shall consist of a majority of the current members of the Regional
Council. A meeting of a Regional Parent Council cannot be held unless there is a
quorum present at the meeting.
4. Security Checks:
Parents wishing to participate in Parent Councils and Regional Parent Councils are subject to
security checks to ensure the safety and well-being of students and staff. Requests for security
checks must be submitted to the ADEC Personnel Services Division by the Principal. Requests
for security checks may take two weeks or longer to process.
5. Termination Of Membership:
5.1. Membership of parents/guardians in School and Regional Parent Councils shall be
terminated in the following circumstances:
A judgment issued against a member due to involvement in illegal activity.
Failure to attend three consecutive meetings, as determined by a two-thirds majority
vote by council members.
The end of enrolment of the parent/guardians child in the school.
5.2. The Chair of the Council must provide written notice of motion to terminate a Council
member along with supporting evidence to the relevant ADEC Regional Director, and
upon approval, enact the termination immediately.

RESPONSIBILITIES
Support and promote the establishment of Parent Councils at the Regional level.
Encourage the participation of parents within the school community.
Consider all recommendations from the Parent Councils and advise on the action taken in
response to any recommendation.
Process security checks for Parent Council members submitted by Principals.
The Regional Parent Council Chair will:
Convene Parent Council meetings.
Maintain an accurate list of appointed Council members.
Prepare the agenda for meetings.
Chair the meetings.
Ensure that the minutes of meetings are recorded and maintained.
Regional Parent Council Members will:
Advise the Regional Director on any matters it identifies as priorities, as outlined above.
Place the overall interest of the schools and students first.
Participate in Council meetings.
Act as a link between the Council and the community.
Encourage the participation of parents and others within the school community.
Principals will:
Participate in the School Parent Council meetings as the de facto member or appoint a
delegate to do so.
Notify all parents of the time and date of the meeting. where the election of School Parent
Council members will be held.
Consider advice offered by the School Parent Council on any matters the Council identifies
as priorities and advise on the action taken in response to any recommendation.
Submit security check requests for Parent Council members to ADEC Personnel Services.
School Parent Council Members will:
Elect one parent to serve as the lead parent and chair the meetings.
Advise school administration on any matters it identifies as priorities, as outlined above.
Place the overall interest of the school and students first.
Participate in Council meetings.
Act as a link between the Council and the school community.
Encourage the participation of parents and others within the school community.

ASSISTANCE
assistance.
REFERENCES
MOE Decree No. (209) of 2013 on Parent Councils Regulations
ADEC School Parent Councils: Guide for Parents
ADEC School Parent Councils: Guide for Principals
Security Check Request Form
Policy 9110: Parent Involvement
POLICY HISTORY
For review: 2016

Policy 9210: Media Relations and Image Use
PURPOSE
The purpose of this policy is to establish guidelines for the use of images of students and
Abu Dhabi Education Council (ADEC) staff, as well as the relationship between ADEC employees,
schools and the media.
POLICY STATEMENT
1. Relations with External Media:
1.1. ADEC maintains that the top priority of schools is to educate students and ensure the
safety and privacy of all students, staff, and families.
1.2. ADEC is committed to cultivating and maintaining an open and productive relationship
with the news media.
1.3. In order to balance the responsibilities of schools and the need to provide information to
the media, all press inquiries about ADEC or any individual school, student, staff member,
program or initiative must be directed firstly to ADEC Strategic Communications &
Media Division.
1.4. As stated in Policy 6101 Professional Code of Conduct, any staff member who is
contacted directly by a member of the news media must refer the reporter to ADEC
Strategic Communications & Media, who will work with staff and the media outlet to
respond appropriately to the inquiry. In addition, no ADEC staff member should make
public comments to the media (including radio, television, newspapers, books, social
media or other means expected to reach the community at large) as a representative of
ADEC or where the ADEC staff member will be identified as an ADEC employee without
authorization from ADEC Strategic Communications & Media through the Principal.
1.5. ADEC Strategic Communications & Media Division will provide training to Principals to
augment their understanding of media relations.
1.6. As appropriate under this policy, ADEC officials, schools, and staff must cooperate with
the news media, while ensuring that media coverage does not interfere with teaching
and learning.
2. Image Use Consent Form for Students and Staff:
2.1. It is critically important to protect the privacy of students and staff. Only a student whose
parent/guardian has signed and returned an Image Use and Media Appearances form
may be recorded, filmed, photographed, or interviewed. A student for whom no such
form is on file in the school office may not participate in any media-related activities, and
his or her name and image are not to be released to the media or anyone else outside of
the school.
2.2. Images of ADEC students or staff shall not be posted online or used in communications
materials without prior written consent by the students parents or the staff member.
All ADEC schools are responsible for distributing copies of the Image Use and Media

Appearances Consent Form to all students and staff at the beginning of each academic
year.
3. Recording & Photography for Professional Development:
3.1. If video recording, audio recording, or photography of teachers is to be used for
professional development or professional activities by ADEC or by ADEC-approved
providers, the Principal must be consulted and written consent must be obtained from
the staff members being recorded or photographed.
3.2. Recordings or photographs used for professional development or professional
activities may not be used for evaluative purposes. However, these materials may
be used to provide teachers with feedback on their teaching practice. Teachers may
not be penalized or denied professional development if they do not consent to being
photographed or recorded.
3.3. Such recordings may not be used for other purposes without prior consent from the
teachers who were recorded or photographed. All recordings or photographs created
for the purposes of professional development or professional activities belong to ADEC
and shall not be used by others for commercial or promotional purposes without ADECs
explicit approval.
For more information about professional development and professional activities, please refer
to Policy 6401 Professional Development.
RESPONSIBILITIES
ADEC Strategic Communications & Media Division will:
Administer this policy and monitor its effective implementation. Provide media relations
training to all Principals.
Consult with Principals before sending ADEC staff to schools to record, photograph or
interview students or school staff members.
Consult with Principals before granting external media access to their schools.
Provide schools with standard forms for obtaining written consent from students and staff.
Inform all approved providers of professional development of this policy.
Direct any members of the media who contact them to first consult with ADECs Strategic
Communications & Media Division.
Principals will:
Direct any members of the media who contact them to first consult with the ADEC Strategic
Coordinate any recording or photographing in the schools with ADECs Strategic

Collect and file media consent forms from all teachers and parents of students at the
beginning of each academic year.
Ensure parents/guardians have signed consent forms before their children are recorded
or photographed by external media, or their images are used online or in communication
materials.
Ensure school-based staff members have signed consent forms before they are recorded
or photographed by external media or for professional development, and before their
images are used online or in communication materials.
Ensure that staff members are not penalized or denied professional development
opportunities for not consenting to being recorded or photographed.
Give or deny consent to be recorded or photographed in writing at the beginning of each
academic year.
Direct any members of the media who contact them to first consult with the ADEC
Communications & Media Division and their Principal.
Only initiate contact with external media when given authorization by the ADEC Strategic
Give or deny consent for their children to be recorded, photographed, or interviewed in
writing at the beginning of each academic year.
Media Professionals will:
Obtain approval from the ADEC Strategic Communications & Media Division and consult
with Principals prior to recording, photographing or conducting interviews in a school.
Professional Development Providers will:
Consult with Principals prior to recording or photographing school staff.
Obtain written consent from staff members before photographing or recording them.
ASSISTANCE
may contact ADEC Strategic Communications & Media Division for further assistance.
REFERENCES
Media Appearances and Image Use Consent Form for Students
Media Appearances and Image Use Consent Form for School-Based Staff
POLICY HISTORY
Date revised: July2014
For review: 2016

Policy 9310: School Visitors and Volunteers
PURPOSE
This policy establishes requirements for school visitors and volunteers in order to protect the
safety of students and sta in Abu Dhabi Education Council (ADEC) public schools.
POLICY STATEMENT
1. ADEC encourages schools to invite visitors and volunteers, including parents, to assist and
participate in teaching and learning.
2. Definitions:
2.1. School visitors are defined as adults (including parents/guardians) who temporarily
enter a school for purposes including but not limited to school events and meetings,
observation, early pick up of students, provision of services, maintenance, etc.
2.2. Classroom volunteers are defined as parents/guardians (or relatives) of students who
assist, over a period of time, teachers, administrators, or other school-based sta in
classroom activities, school events or other school-based programs and who do not
receive compensation for their work.
3. Restrictions on Visitors and Volunteers:
3.1. All schools must keep a visitors and volunteers log and require all visitors and volunteers
to sign in when arriving at the school and sign out when leaving.
3.2. A visitor or volunteer will receive an ID card showing Visitor which must remain visible
while he or she is on any part of the campus not in the administration building.
3.3. Visitors and volunteers must not enter classrooms unless invited by the teacher or
accompanied by a school sta member.
3.4. The content of presentations or discussions by visitors and volunteers to students must
be agreed to by the Principal prior to the visit and must not encroach on controversial
or inappropriate topics.
3.5. Principals must inform parents of the participation of volunteers in classroom activities,
school events and field trips through appropriate communication channels, such as
circulars, parent meetings or school website.
3.6. Visitors and volunteers who are not relatives of students in the school or who have
not been invited by the school or ADEC employees are not allowed. Principals have the
discretion to deny or allow visitors or volunteers in their school with good cause.
3.7. Visitors and volunteers must not be left alone with students. This is to protect both
the visitor/volunteer and the student, in case of any harm or accident occurring. Staff
should ensure that any communication between visitors and students is appropriate
and does not breach prior agreed content.

4.Volunteers on Field Trips:
As stated in Policy 7430 Field Trips, volunteers may assist school-based sta on field trips,
with the approval of the Principal. Volunteer parent/guardians must not be assigned sole
responsibility for the children. This is to protect both the volunteer parent/guardian and the
student, in case of any harm or accident occurring. Please see Policy 7430 Field Trips for further
information.
5. Security Checks for Volunteers:
Classroom volunteers are subject to security checks to ensure the safety and wellbeing of
students and staff. Requests for security checks must be submitted to ADEC School Personnel
Services Division by the Principal. Requests for security checks are sometimes managed through
other government agencies and may take two weeks or longer to process.
6. Misconduct by Visitors or Volunteers:
If a visitor or volunteer is accused of misconduct or abusive behavior towards students or
school-based staff, the issue should be referred to the Principal or Vice Principal. Additional
details are available in Guidelines on School Visitors and Volunteers.
RESPONSIBILITIES
Provide updated Guidelines on School Visitor and Volunteers as needed.
Process security checks requested by schools within two weeks.
Principals will:
Inform parents of volunteer participation through appropriate communication channels.
Ensure a sign-in log is kept by the school and require all visitors and volunteers to sign in
when arriving and sign out when leaving.
Ensure ID Cards are provided to all visitors and volunteers who will be entering any part of
the campus that is not in the administration building.
Ensure that visitors and volunteers do not enter classrooms unless invited by the teacher
or accompanied by a school sta member.
Use discretion to determine if there is good cause to deny or allow visitors or volunteers
in the school.
Ensure that visitors and volunteers are not left alone with students.
Use discretion to determine whether to approve volunteer parents to accompany school
field trips.
Submit requests for security checks for school volunteers to ADEC Personnel Services
Division.
Manage incidents of alleged misconduct or abusive behavior by school visitors or
volunteers, according to Guidelines on School Visitors and Volunteers.

ASSISTANCE
may contact ADEC School Operations: School Administration Division for further assistance.
REFERENCES
Guidelines on School Visitors and Volunteers
Security Check Request Form
POLICY HISTORY
For review: 2016

Policy 9320: Community Partnerships
PURPOSE
The purpose of this policy is to establish the Abu Dhabi Education Councils (ADEC) support
for developing strong relationships and partnerships with community organizations that add
educational value.
POLICY STATEMENT
1. ADEC supports schools in developing strong relationships with community organizations,
such as art, cultural, academic, athletic, civic, and other types of community organizations.
2. Principals and Vice Principals are encouraged to develop partnerships with community
organizations, provided that the partnership meets the following criteria:
Alignment of the program with ADECs Strategic Plan.
Relevance of the program to the P-12 curriculum.
Time and cost implications.
Other considerations as applicable.
3. Partnerships that may lead to commercialization within schools, create conflicts of interest
or lead to other ethical issues are not acceptable. Please see Policy on Professional Code of
Conduct for further information regarding conflicts of interest and other ethical issues that
may impact partnerships.
4. Community organizations interested in establishing partnerships with an ADEC school should
contact the schools Principal or Vice Principal, who will then seek final written approval from
the Executive Director of ADEC School Operations Sector.
RESPONSIBILTIES
ADEC School Operations, Office of the Executive Director will:
Issue final written approval to Principals for establishing partnerships with community
organizations at their school.
Principals will:
Ensure that any school partnerships with community organizations add educational value.
Seek final written approval from ADEC School Operations Sector for establishing
partnerships with community organizations at their school.
Develop procedures and initiatives that actively encourage community participation in the
school.

ASSISTANCE
may contact the Office of the Executive Director of ADEC School Operations Sector further
assistance.
REFERENCES
Policy 9330: Proposals for External Program Delivery
POLICY HISTORY
For review: 2016

Policy 9330: Proposals for External Program Delivery
PURPOSE
This policy outlines the process by which external entities, including other government
organizations or authorities, propose to deliver educational programs in Abu Dhabi Education
Council (ADEC) public schools.
POLICY STATEMENT
1. ADEC supports the establishment of agreements for program delivery by other educational
entities which add value to ADEC schools. External entities interested in establishing agreements
or extending/modifying existing agreements with ADEC to deliver educational programs must
follow the application process outlined below.
2. Process:
2.1. Submission of Letter of Interest (LOI): In the initial step, the external entity (applicant)
must submit a Letter of Interest (LOI) to the Office of the Director General at ADEC, with
the following specifications:
Printed on the official letterhead of the entity and signed by its Director General or
equivalent position.
Includes a brief description of the proposed program, the educational value it will
deliver to ADEC students, the program duration, list of proposed external personnel,
associated costs, implementation plan and evaluation process.
2.2. Review by Appropriate Division: In the next step, the Office of the Director General
will direct the LOI to the appropriate sector/division within ADEC for their review. The
designated ADEC reviewer(s) shall evaluate the proposal and issue a recommendation,
as well as any suggested modifications they deem appropriate, as guided by the
following criteria:
Alignment of the program with ADECs Strategic Plan.
Relevance of the program to the P-12 curriculum.
Time and cost implications.
Other considerations as applicable.
2.3. Additional Information as Requested: Upon their discretion, the designated ADEC
reviewer(s) may request further information from the applicant, who must provide this
information in a timely manner in order for the proposal to continue being considered.
2.4. Final Decision: The designated ADEC reviewer(s) shall submit a recommendation to
approve or reject the proposal (along with suggested modifications as applicable in the
case of approval) to the Office of the Director General for final authorization. The final
decision will be communicated to the applicant.

RESPONSIBILTIES
ADEC Office of the Director General will:
Delegate Letters of Interest to the appropriate division for review as per the stated criteria.
Communicate final decisions to applicants.
ADEC Employees will:
Refer any entities or persons with inquiries regarding agreements with ADEC to this policy.
External Entities will:
Submit a Letter of Interest (LOI) to ADEC Office of the Director General.
Provide any follow-up information as requested by ADEC in a timely manner.
ASSISTANCE
may contact ADEC Office of the Director General for further assistance.
REFERENCES
Policy 9320: Community Partnerships
POLICY HISTORY
For review: 2016

Glossary of Terms
Academic integrity: Academic integrity means that students and educators do their own
work, and do not attempt to pass off anothers work as their own by cheating or plagiarizing,
or assist others in cheating or plagiarizing.
Academic Year (AY): The Academic Year usually begins in September and ends in July the
following year, according to dates announced by ADEC in conjunction with the Ministry of
Education. The academic year includes all periods of scheduled instruction, examinations and
holiday periods at the end of the first and second trimester.
Academic Performance (AP): measurement against curriculum/subject-specific expectations;

KG-G6 use five letter levels A, B, C, D and E while G7-12 use marks/100.
Academic Review Committee (ARC): School team including LST members and senior
leadership team members who review student performance at the end of the year in Cycles 2
and 3 and determine whether it is in a students best interest to be promoted or retained (see
also Learning Support Team and School Leadership Team).
Accommodations: changes in how a student accesses information and demonstrates learning.

These changes do not substantially change the instructional level, content or performance
criteria. Accommodations provide the student equal access to learning.
ADEC-set CA assignment: assessment activity created by ADEC and administered under

formal conditions at the end of Trimester 1; normally, one that forms part of a continuous
assessment model of a subject; it is only for subjects non-EMSA subjects which have Trimester
3 examinations.
Advanced Learning Plan (ALP): a plan including learning outcomes that extend the curriculum
designed to challenge gifted and talented students.
Al Thanawiya: UAE school-leaving Graduation Certificate awarded at the end of Secondary

Education (traditionally Grade 12). It consists of a combination of marks for examinations and
continuous assessment achieved in the final year.
Annual school census: the yearly collection of data regarding schools, students, and school-
based staff by School Operations to support future policies, planning, staffing decisions, and
resource allocation.
Approaches to Learning (AtL): observable and measurable skills, attitudes, values and
character traits pertinent to the learning process for KG-G5 students; classified into: social,
emotional, attitudinal, innovative and problem solving; uses four-point scale: 1 (high) 4
(low).
Arabic medium: subjects taught in Arabic in the New School Model; all subjects except for
English, Mathematics and Science (see also English medium).
Assessment: a set of systems including techniques and tools to determine levels of student
performance, means of recording and reporting such performance.
Authentic task: assessment task (technique) that challenges students appropriately and
enables the full range of performance to be achieved using the assessment tools; also
interpreted as tasks which are meaningful and engaging that go beyond solely remembering.
Basic health screening: (also known as mandatory health screening). The health screening
program that is conducted on an annual basis, by the school nurse, on all school students of
all grades (Grades 112), and includes all health screening tests and medical examinations that
are classified as mandatory by the Health Authority Abu Dhabi (HAAD). See also enhanced
health screening.
Bi-literacy: The state of being literate in two (or more) languages. This encompasses the
ability to read and write in both languages, in addition to fluency in speaking and listening.
Class size: number of students per classroom.
Code of Conduct: See Professional Code of Conduct.
Continuous Assessment (CA): assessment activities conducted in school to gather informa-

tion about student learning; it usually takes place in formal settings but occasionally can be
informal; it can supply information to help guide teachers planning and to provide marks.
Continuous assessment template: (also known as model or framework): A subject- and grade-
specific set of assessment techniques (components) carried out in school which students must
complete during each Trimester (or year). All teachers who use StAR (Student Assessment
Record) have a template entered by P-12 which conforms to the curriculum structure.
Curriculum: A subject-specific set of defined standards, strands, indicators and learning

outcomes that describe what students will learn.
Curriculum framework: Blueprint that guides the implementation of a curriculum and includes
the pedagogy, resources, assessment practices, and supporting documents.
Cycle 1, 2, 3: See Grade.
Developee: a first year UAE National teacher.
Educator: any ADEC employee who works in a school, or whose job involves regularly
interacting with students.
Environmental Health & Safety (EHS): EHS refers to Environment, Health & Safety, through
which all schools need to endorse a system aiming to identify all relevant health and safety
hazards and risks as well as environmental aspects and impacts to implement and maintain
effective control measures so as far as reasonably practicable in all locations, activities and
operations to ensure a healthy, safe and sustainable education environment for both students
and teachers.
eLearning: Learning enhanced by digital technology. It supports and enables student-centered

learning experiences that are flexible, collaborative, interactive, engaging and authentic.
EMSA (External Measurement of Student Achievement): national exams for Arabic, English
and Mathematics in Grades 3-12, and for Science for Grades 3-9; uses A-E scale to describe
achievement; exams are taken in the last week of T2; purpose is to measure student and
school performance against the ADEC curriculum.
English medium: subjects taught in English in the New School Model, specifically English,
Mathematics and Science (see also Arabic medium).
Enhanced health screening: (also known as comprehensive health screening). The health
screening program that is conducted on an annual basis, by the school nurse and other health
professionals, on all school students in Grade 1, Grade 5, & Grade 9), and includes all health
screening tests and medical examinations that are classified as highly recommended by the
Health Authority Abu Dhabi (HAAD). See also basic health screening.
eSIS (Electronic Student Information System): database system that stores demographic
data for students and schools, also collects assessment data and presents it in the form of
reports for parents and other interested groups and individuals; has the capability to analyze
and report on various related data.
Evaluation: see Performance Evaluation

Examination: Assessment created by ADEC and administered in schools under formal condi-
tions; marked internally by teachers or externally by appointed markers.
Excused absence: a students absence from school that is confirmed by a parent in a signed
note and accompanied by documentation if appropriate. Excused absences include personal
illness, death of a family member, scheduled doctor appointments, official school duty or
community task, and travel to accompany a first degree family member for treatment abroad
(see also unexcused absence and truancy).
Exemption: student who by virtue of a specific learning disability is not required to undertake
some assessment (e.g. EMSA tests, ADEC exams).
Formal feedback: written feedback to an educator, specifically feedback included in an

individual performance development plan (see also individual performance development
plan and informal feedback).
Grade: organization of students according to their chronological age; KG, Cycle 1 (Grades 1-5),
Cycle 2 (Grades 6-9) and Cycle 3 (Grades 10-12).
Graduation requirements: minimum set of academic achievements necessary to graduate

from Grade 12, as specified by the Ministry of Education (MOE).
Guidelines: regulations or practical procedures that enable a policy to be implemented in a

consistent manner.
Head of Faculty (HOF): educator who provides pedagogical and curriculum expertise and
leadership within the schools aimed at strengthening the teaching and learning across Arabic
Medium and English Medium subject areas. HOFs have managerial responsibilities regarding
the coaching, development and supervision of teachers.
High-energy dense food: Food that has a high concentration of calories in a specific amount.
A small amount of high-energy dense food is high in calorie content.
Homework: academic work done out of school; it may be used to support learning but not
for contributing to part of a CA mark/level since authenticity cannot be guaranteed.
Gifted and Talented:
students whos current attainment or perceived potential places them significantly in advance
of the majority of their peers in one or more of the following areas:
Intellectual ability
Subject-specific aptitude (e.g. in science or mathematics)
Social maturity and leadership
Mechanical/technical/technological ingenuity
Visual and performing arts (e.g. art, theatre, recitation)
Psychomotor ability (e.g. dance or sport)
Inclusion: an approach to educating students with special needs in a mainstream environment.

Under the inclusion model, students with special needs spend most or all of the instruction
time with non-disabled students in order to reach their full potential within a supportive
educational environment.
Indicators: An overview of the learning outcomes. They outline the knowledge, skills and
understanding that students will demonstrate when they have achieved the standards for
each grade. The indicators are organized under the strands of each subject.
Individual Education Plan (IEP): program of learning with outcomes and assessment criteria
that meets the learning requirements of an SEN student, guides instruction and indicates if
learning accommodations or modifications to learning and assessment are necessary ; gifted
and talented students may have an advanced learning plan (ALP) to meet their needs.
Individual Performance Development Plan: a plan that specifies how teachers can improve
their delivery of instruction relative to the Professional Standards for teachers and pedagogical
concepts of the ADEC curriculum (see also performance evaluation).
Informal feedback: feedback given to a teacher in addition to the formal feedback included
in an individual performance development plan. Informal feedback can be given through a
variety of approaches, including through comments after classroom observations, through
model lessons, and through regular meetings held between Heads of Faculty and teachers to
discuss progress on individual performance development plans.
Intervention (academic): Instructional approach focusing on the specific techniques and

materials used for instruction to meet special educational needs of students who are
underachieving, not being challenged or who are unable to access the curriculum.
Intervention (behavioral): a range of strategies to meet the needs of students who

demonstrate behaviors which prevent them from making effective educational progress.
Intervention Performance Plan: a plan to support employee while improving performance
that is identified as below expectation. The plan identifies areas to address, an action plan,
timeframe, expected outcomes, and the support assigned to the employee.
Learning outcomes: What students learn about and learn to do in each strand and at each
grade level. Learning outcomes are organized into strands and summarized by indicators.
Learning Resource Center (LRC): A place where students can access resources in all types
of formats, whether print, non-print or electronic. LRCs are places that support students
learning, encourage students to enjoy learning, and provide the means through collaborative
curriculum activities for the development of their study and thinking skills. Further, they
are places where students can be creative and cultivate their interests by accessing all the
resources at their disposal.
Learning Support Team (LST): A school planning and support team, established with the
purpose of meeting the learning needs of students through the coordination, development,
implementation, monitoring and evaluation of academic and social programs. The Team
usually comprises of a Principal or designated senior manager, social worker, teacher, special
needs teacher and a school psychologist.
Letter level: a measure of performance using letters A-E for KG-G5 (see also level and mark).
Mastery: when a student demonstrates the expectations described by an outcome

accurately all, or almost all, the time. Partial mastery is described by the terms emerging and
developing.
Modification: alterations to the curriculum/learning outcomes to meet the needs of students

with specific learning difficulties (academic or behavioral) and that enable them to participate
meaningfully and productively with their peers; a specific set of modifications usually form an
individual education plan.
MOE: Ministry of Education
Outcome: see Learning outcome.
New School Model: Please see Guiding Principles of the New School Model.
Non-National Student: an Arabic-speaking student who is not a national (citizen) of the

United Arab Emirates. Non-national students aged 6-18 are eligible to enroll for Grades 1-12 at
ADEC public schools under the conditions set by Policy 8310.
Parent Council: see School Parent Council and Regional Parent Council.
Pedagogy: Approaches and methods used by teachers throughout the teaching and learning
process. In the ADEC context, pedagogy is informed by the New School Model philosophy.
Performance evaluation: The goal of performance evaluation is to help all teachers improve
their abilities to deliver effective instruction. Performance evaluation involves a process
that focuses on professional collaboration, timely feedback, and continuous improvement.
Performance evaluation is not intended to punish teachers for the areas in which they can
improve.
Physical punishment: a type of banned disciplinary action in schools, defined as any disciplinary
action designed to inflict physical pain on students, including, but not limited to, slapping,
striking or pushing students or using objects to do so.
PIPS (Performance Indicators in Primary Schools): national KG-G2 student computer adaptive
assessment for English and Arabic literacy, phonological awareness and mathematics;
administered to every student on entry to public school and at end of Grade 2.
Policy: a set of statements of principle or rules which are oriented towards the long-term
aims of ADEC; policy often leads to a set of guidelines or regulations that facilitate its
implementation and support decision-makers.
Principals Advisory Committee (PAC): An advisory body of 15 Principals appointed annually

by the ADEC Director General and composed to ensure equitable representation across
regions, cycles and genders.
Professional activities: activities assigned by the school administration to meet specific

school operational goals; distinct from professional development, and include, but are not
limited to, activities such as faculty meetings, collaborative planning between teachers and/
or administrators, and information sessions.
Professional Code of Conduct: A set of actions and behaviors expected of educators and all
school-based staff at ADEC public schools.
Professional development: comprehensive and sustained effort to improve educators

effectiveness in raising student achievement; fosters collective responsibility for individual
growth and for improved student performance.
Regional Parent Council: an advisory body which may make recommendations to the
Regional Director on any matters it identifies as priorities, such as communication, policies
and guidelines, parental involvement, and effective schools. In addition to its advisory
responsibilities, the Regional Parent Council consults with other parents of students enrolled
in the schools about matters under consideration by the Council and ensures that its prime
objective is to improve student learning; and, promote the best interest of the school
community. (see also School Parent Council).
Report card: summative feedback to parents about student performance and progress;
usually created at the end of a Trimester but issued at the beginning of Trimesters 2 and 3 and
at the end of the year.
Reserve teacher: a teacher who meets the qualifications as defined by ADEC and who has
been approved by ADEC School Operations: Personnel Services Division for assignments in
schools to ensure coverage of classrooms in the absence of regular teachers.
Re-sit examination: An examination designed for those whose initial final mark (exams
and continuous assessment) resulted in a fail. It provides an opportunity to improve their
examination mark and therefore their final mark. It is designed to the same specifications as
the original examination.
School-based: developed by the school for its own needs.
School-based staff: Any employee of ADEC attached to a school. School-based staff includes
all administrative, teaching and technical staff allocated to a school.
School Calendar: The School Calendar is developed at each school and attempts to incorporate
all significant items and events from the ADEC School Calendar as well as local and community
events of important and significance. Dates of major commitments, such as the completion of
the School Improvement Plan or the Teacher Performance Evaluations, as well as examination
periods and special functions to honor or celebrate students and national identity.
School Improvement Plan (SIP): The SIP enables the Principal to enlist the school community
(teachers and parents) to identify the focus areas for improvement, and the strategies to
achieve new targets. The aim of the SIP is improving student achievement.
School Leadership Team: includes the Principal, Vice Principal(s), Heads of Faculty, and may
include others as needed. The team works to develop, plan and implement improvement
strategies. The team must also monitor, evaluate and report on key initiatives and priorities.
School Parent Council: an advisory body which may make recommendations to school
administration on any matters the Council identifies as priorities. In addition to its advisory
responsibilities, the School Parent Council consults with other parents of students enrolled
in the schools about matters under consideration by the Council, assists in planning school
activities and events as requested by administration, ensures that its prime objective is to
improve student learning, and promotes the best interest of the school community (see also
Regional Parent Council).
Special Educational Needs (SEN) student: A student identified as having disability, disorder,
difficulty, impairment, exceptionality or other additional need that affects his access to
learning.
Stakeholder: Individuals and/or parties who stand to gain or lose from the success or failure
of the school, such as parents, students, school leaders, teachers and communities.
Standards: A summary of the knowledge, skills, and understandings that students are
expected to achieve at each grade level. There is one standard for each grade level in each
subject.
Standardized diagnostic assessment: A test designed according to psychometric principles

to determine students understanding of concepts and which may be used for diagnostic
purposes.
Strand: Organizers of indicators and learning outcomes in the curriculum. Strands form the
knowledge base for each subject.
Subject: The parts into which learning can be divided e.g. Arabic, Islamic Education,
Mathematics, etc.
Summative assessment: student performance information collected after the learning

process; e.g. at the end of a lesson, topic, program of learning or Trimester; also known as
assessment of learning.
Teaching and learning: The interaction between teachers and students throughout the
learning process. The use of this term in the ADEC context highlights the importance of
teachers responding to students learning needs through student-centered approaches.
Truancy: a students absence from school without their parents knowledge or consent (see
also excused absence and unexcused absence).
Unexcused absence: a students absence from school for half or more of the school day with-
out a valid excuse.
Visitor: defined as adults (including parents/guardians) who temporarily enter a school for
purposes such as meetings, school events, observation, early pick up of students, etc.
Volunteer: defined as parents/guardians (or relatives) of students who assist teachers, admin-
istrators, or other school-based staff in classroom activities, school events or other school-
based programs and who do not receive compensation for their work.
XTR: external tasks developed by ADEC for non-EMSA exam subjects in Grades 7-11, which are
administered at the end of Trimester 1.
*****

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ADEC Public Schools (P-12)

Dear teachers, school leaders and school support staff,

Dr Amal Abdulla Al Qubaisi

SECTION 1000: FOUNDATIONAL COMMITMENTS

SECTION 2000: GENERAL SCHOOL ADMINISTRATION

SECTION 3000: FINANCIAL MANAGEMENT

SECTION 4000: SCHOOL SERVICES

SECTION 5000: FACILITIES

SECTION 6000: PERSONNEL

SECTION 7000: INSTRUCTIONAL PROGRAM

SECTION 8000: STUDENTS

SECTION 9000: SCHOOL-COMMUNITY RELATIONS

1002 Guiding Principles of the New School Model (NSM)

Policy 2110 - page 1 of 2

Policy 2110 - page 2 of 2

Policy 2120 - page 1 of 7

Teacher Student School Student School Professional

AMT (Islamic Education)

2. CYCLE 1 & CYCLE 2 Length of School Day and Configuration

Policy 2120 - page 2 of 7

Teacher Student School Student School Professional

Policy 2120 - page 3 of 7

Civics/ National Education

3. CYCLE 3 Length of School Day and Configuration

G10 315 90 90 0 90 90 135 450 450 0 0 45 90 90 90 2025

Policy 2120 - page 4 of 7

Policy 2120 - page 5 of 7

Policy 2120 - page 6 of 7

Policy 2120 - page 7 of 7

Policy 2130 - page 1 of 2

Policy 2130 - page 2 of 2

Policy 2140 - page 1 of 2

Policy 2140 - page 2 of 2

Policy 2201 - page 1 of 3

Policy 2201 - page 2 of 3

Policy 2201 - page 3 of 3

Policy 3000 - page 1 of 1

Policy 4110 - page 1 of 3

Policy 4110 - page 2 of 3

Policy 4110 - page 3 of 3

Policy 4210 - page 1 of 7

Policy 4210 - page 2 of 7

Policy 4210 - page 3 of 7

Policy 4210 - page 4 of 7

Policy 4210 - page 5 of 7

Policy 4210 - page 6 of 7

Policy 4210 - page 7 of 7

Policy 4220 - page 1 of 3

Policy 4220 - page 2 of 3

Policy 4220 - page 3 of 3

Policy 5110 - page 1 of 2

Policy 5110 - page 2 of 2

Policy 5120 - page 1 of 2

Policy 5120 - page 2 of 2

Policy 5210 - page 1 of 2

Policy 5210 - page 2 of 2

ADEC PROFESSIONAL CODE OF CONDUCT

Policy 6101 - page 1 of 7

Policy 6101 - page 2 of 7

Policy 6101 - page 3 of 7

Policy 6101 - page 4 of 7

Policy 6101 - page 5 of 7

Policy 6101 - page 6 of 7

Policy 6101 - page 7 of 7